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This research aims to identify types of error and factors that cause 6th-grade elementary school students in rural and urban areas to make errors in solving mathematical word problems based on Fong’s Schematic Model for Error Analysis. This research is a survey with a quantitative approach. The research population is all of the 6th-grade elementary school students in Kebumen, Jawa Tengah, Indonesia, totaling 1.928 students. The sample was 522 students consisting of 316 students from urban areas and 206 students from rural areas. The instrument of data collection is an essay test in mathematical word problems form. The instrument is declared valid by the content and construct validity. The instrument reliability coefficient is 0.83. The results of the study show that 6th-grade elementary school students in the urban area make errors incomplete schema with errors (E5) category while rural area students make errors in the category of irrelevant procedures (E2) and complete schemes with errors (E5). Furthermore, the cause of 6th-grade elementary school students in urban areas to make mistakes is a language factor, while in rural areas students make language and operational factors simultaneously.

This literature study was focused on Multiple Intelligences approach in Problem Based Learning to improve Students’ Mathematical Literacy Skills. There are some relevant researches to describe Multiple Intelligence approach in Problem Based Learning and improve mathematical literacy skills. Now, the implementation of mathematics education should emphasize how the concepts learned by students can be applied in the real life context. This means that students are expected to not only able to solve problems at school, but also the problems outside of school. This ability is called mathematical literacy skills. The implementation of Problem-Based Learning methods can be applied by teachers to be able to improve students’ mathematical literacy skills. Problem-Based Learning is a student-centered learning method in which students actively participate in discussion groups where they discuss problem solving strategies. However, not every student is logically intelligent. Therefore, the implementation of Problem Based Learning must be combined with multiple intelligence approaches that can enhance each type of students’ intelligence.

Problem-solving is one of the basic skills in learning mathematics where in the process needs awareness in every step. Metacognitive awareness means to be aware of how to think. This study aimed to know the effect of metacognitive awareness in the mathematical problem-solving process. This is a descriptive-qualitative study. The samples of this study are 10 students. Data of metacognitive awareness were collected using questionnaire adapted from Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison, data about mathematical problem-solving process were based on the test result. The MAI measures two components which include the knowledge about cognition and the regulation of cognition. The results indicate that the two components of metacognitive awareness, that is knowledge about cognition and regulation of cognition gave the effect to mathematical problem-solving students especially for regulation of cognition. The Student with high levels of regulation of cognition is able to reach a more complete problem-solving process than the students with medium levels of regulation of cognition.

Anxiety is one of someone emotion. Math anxiety will make a negative effect on student personality. Of course, this problem should not be left, because it will make a bad impact for next generation. One of learning approach that can manage math anxiety is by learning which regard the human side. Mathematical learning that regarding the human side of the student is called humanistic mathematical learning. This learning is recommended to make students enjoy in learning and pay more attention to their existence as humans in their learning environment. The school with strong tribal customs has problems in delivering material. Language is a major obstacle in delivering material. Furthermore, educators must use the local language to teach mathematics, it’s called ethnomathematics. Ethnomathematics appear as a bridge between formal mathematics and concrete mathematics around student culture. With ethnomathematics, students will be easier and more enjoyable when learning mathematics because the material is directly related to their culture in daily life. Therefore, ethnomathematics learning can help the teacher to manage math anxiety.

Self-Regulated Learning (SRL) is a very important ability for students in learning process. Students who have Self-Regulated Learning will be able to plan goals, plan strategies, manage behaviors, and evaluate self-improvement. The purpose of this article is to analyze the results of research on the effects of self-regulated learning on student's mathematics achievement. The role of self-regulated learning is important to the mathematics achievement because it is a factor that makes the learning process more effective. In this article, there are 11 research results related to it. Based on the results of these studies, it can be concluded that students who have high self-regulated learning tend to have high motivation and achievement and vice versa, students who have lower self-regulated learning tend to have low achievement. Self-regulated learning is a cyclical process that includes three phases. 1) forethought phase that includes task analysis (goal setting, strategic planning) and self-motivation beliefs (self-efficacy, goal orientation). 2) performance/volitional control that includes self-control (self-instruction, attention focusing, task strategies). 3) self-reflection that includes self-reflection (self-judgment, self-evaluation) and self-reaction (self-satisfaction).

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student's achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student's achievement, mathematical connection ability, and self-esteem.