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Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training. https://doi.org/10.26803/ijlter.19.10.15

Tujuan penelitian ini adalah mengetahui model pembelajaran discovery learning berbantuan smart sticker mampu meningkatkan disposisi matematik dan kemampuan berpikir kritis. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 40 Semarang. Pengambilan sampel dilakukan dengan teknik cluster random sampling, diperoleh kelas VIII H sebagai kelas eksperimen dan kelas VIII E sebagai kelas kontrol. Analisis data yang digunakan adalah uji proporsi dan uji ketidaksamaan dua rata-rata. Hasil penelitian menunjukkan bahwa hasil tes kemampuan berpikir kritis siswa kelas eksperimen mencapai nilai lebih dari 65 dan lebih dari 70% siswa di kelas eksperimen mencapai nilai lebih dari 65. Kemampuan berpikir kritis dan disposisi matematik siswa kelas eksperimen lebih baik dari kelas kontrol dan dinyatakan meningkat dibandingkan hasil pretest. Berdasarkan hasil penelitian disimpulkan bahwa model pembelajaran Discovery Learning berbantuan Smart Sticker dapat meningkatkan disposisi matematik dan kemampuan berpikir kritis.The purpose of this study was to find out that discovery learning model which is assisted by smart sticker can improve mathematical disposition and critical thinking skills. The method used in this research is quantitative research methods. The population in this study is eighth-grade students of SMP Negeri 40 Semarang. Sampling was carried out by cluster random sampling technique, is obtained as an experimental class in eighth grade H and the eighth grade E as a control. Analysis of the data used is the proportion test, and test two average inequality. The result show that the test result of student’s critical thinking skills experiment class reached a value of more than 65 and more than 70% student in experimental class reached a value of more than 65. Critical thinking skills and mathematical disposition of experiment class better than control class and declared that increased if compared to the pretest. The final conclusion is that discovery learning model which is assisted by smart sticker can improve mathematical disposition and critical thinking skills.

Mathematical thinking serves as a core of mathematics instruction in schools. These research goals were identified 1) The elementary school’s teacher’s perception about thinking based on Bloom’s Taxonomy in mathematics instruction, and 2) The elementary school’s teacher’s perception of scientific approach in mathematics learning. This research was descriptive-qualitative. Data were obtained by using open-ended questionnaire methods for nine fifth-grade elementary teachers and passive participation observation toward two fifth-grade elementary school teachers in Semarang. The result 1) the elementary school’s teacher’s perceptions about the students’ thinking is that in theory and practice, the teacher has sufficient knowledge and facilitates the students’ thinking of remembering aspect and applying optimally to the students, and 2) Elementary school teachers’ perception about the scientific approach is in theory and practice the teacher understands and applies the observing, questioning, associating/processing information/reasoning, and communicating facilitations, but practically of collecting information, teacher’s facilitation is still less varied. The professional teachers noticing students’ mathematical thinking must be studied and developed in mathematics teaching.

Tujuan penelitian ini adalah mengetahui grafik time-line dalam diskusi untuk pemecahan masalah opened-ended dalam pembelajaran kooperatif resiprokal, mendeskripsikan langkah-langkah kegiatan pemecahan masalah open-ended dalam diskusi kelompok pada pembelajaran kooperatif resiprokal, dan mendeskripsikan karakteristik berpikir kritis siswa dalam menyelesaikan masalah open-ended. Penelitian ini merupakan penelitian kualitatif. Kegiatan pada penelitian ini adalah pembelajaran resiprokal 2 kali untuk mendapatkan data time-line tahap berpikir kritis dan time-line aktivitas pemecahan masalah matematika, tes berpikir kritis 2 kali, analisis karakteristik berpikir kritis berdasarkan tes 1 dan 2. Sumber data dalam penelitian ini adalah siswa kelas VIII di SMP Negeri 1 Ngadirejo Temanggung. Hasil penelitian ini adalah 4 kelompok diskusi melakukan tahap strategi pada berpikir kritis lebih lama dibandingkan tahap berpikir kritis lainnya (klarifikasi, simpulan, dan strategi. Untuk memecahkan masalah matematika, pada langkah pertama yaitu memahami masalah. Pada langkah ini siswa dominan melakukan aktivitas bertanya dan memprediksi. Pada langkah kedua yaitu merencanakan penyelesaian, siswa dominan melakukan kegiatan bertanya dan menjelaskan. Pada langkah ketiga yaitu melaksanakan penyelesaian, siswa dominan melakukan kegiatan menjelaskan dan bertanya. Sedangkan pada langkah keempat yaitu mengecek kembali, siswa dominan melakukan kegiatan menjelaskan.The purpose of this research is to know the time-line graph in the discussion for the solving of opened-ended problem in cooperative reciprocal learning, to describe the steps of open-ended problem solving activity in group discussion on reciprocal cooperative learning, and to describe the critical thinking characteristics of students in solving the open problem -ended. This research is a qualitative research. Activity in this research is reciprocal learning 2 times to get time-line data of critical thinking stage and time-line activity of problem solving of mathematics, critical thinking test 2 times, analysis of critical thinking characteristic based on test 1 and 2. Source of data in this research is student Class VIII in SMP Negeri 1 Ngadirejo Temanggung. The result of this research is 4 group discussion to do strategy phase on critical thinking longer than other critical thinking stage (clarification, conclusion, and strategy To solve mathematical problem, in step one that is understanding problem In this step student dominant doing activity of ask and predict In the second step is to plan the settlement, the dominant students do the activities of asking and explaining.In the third step is to carry out the settlement, the dominant students do activities explain and ask.While in the fourth step is to check again, the dominant students do explaining activities.

The purposes of this study were obtained the validity, practicality, and effectiveness of the learning tools that have been integrated teacher stimulus that has been formulated in the design of mathematics learning of fifth grade of elementary school. This development research refers to the 4-D development model developed by Sivasailam et al. (1974) consisted of 4 stages of definition, design, development, and disseminate. This research did not reach the fourth stage. The learning model used is 1) Teams Games Tournament model with the research subjects of Plalangan 1 public elementary school students as many as 44 students with integrated stimulus were problem-posing and the use of manipulative teaching aids, 2) Creative Problem Solving with research subjects Pakintelan 1 public elementary school students with 25 students with stimulus that is integrated were a mathematical game and the use of manipulative. The research instruments were mathematical games, math game discussion sheets, test sheets, problem-posing discussion sheets, tests containing problem posing, student response questionnaire sheets, learning material validation sheets, and learning implementation sheets. The results showed that the learning materials in Plalangan 1 that integrated stimulus problem posing and the use of manipulative were valid, effective, and practical. The results showed that the learning tools in Pakintelan 1 that integrated the stimulus of mathematical games and the use of manipulative were valid, effective, and practical. The further research by applying mathematical stimulus games, problem posing, and the use of manipulative to describe high-level thinking of elementary school students.

These research aims were described teacher’s stimulus in mathematics learning for developing thinking the skill of Junior High School students grade VIII, and perceived teacher’s perception about a scientific approach and thinking of Junior High School students grade VIII. This descriptive-qualitative research involved professional working group for mathematics that is the Association of Mathematics Teacher (Musyawarah Guru Mata Pelajaran, MGMP) in Semarang. The first step of the research was forum group discussion with 19 mathematics teachers grades VIII in Association of Mathematics Teacher Semarang. The second step was research in SMPN 23 Semarang and SMPN 36 Semarang. Data collection techniques include a questionnaire about teacher’s stimulus for facilitating student’s thinking; a questionnaire about students response based on teacher’s stimulus; a survey about teacher’s perception in a scientific approach, thinking, and 2013 Curriculum in the field; and observation sheet about teacher’s stimulus for facilitating student’s thinking. Method and sources triangulation used in this research. The result were teachers already have a good understanding about a scientific approach, and this research recommends problem posing, numerical investigation, and open-ended task as teacher stimulus in developing students’ thinking ability in mathematics learning in Junior High School.