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In this era of globalization, there are many developments and reforms in the field of education. The demands of 21st-century skills encourage teachers to innovate in learning. This aims to provide the best service for students and also as an effort to optimize the potential possessed by students. For this reason, teachers at SMP Negeri 6 Garut tried to improve their knowledge and insights about innovative learning. This community service aims to provide training on how to design innovative learning for teachers at SMP Negeri 6 Garut. Implementing this community service activity uses lecture and practice methods using concrete and interactive learning media (ICT-based). The service team visiting SMP Negeri 6 Garut carried out the lecture method, which provided material on innovative learning and the use of technology in learning. This community service results in teachers at SMP Negeri 6 Garut understanding the concept of innovative learning and making innovations in learning.

In this era of globalization, there are many developments and reforms in the field of education. The demands of 21st-century skills encourage teachers to innovate in learning. This aims to provide the best service for students and also as an effort to optimize the potential possessed by students. For this reason, teachers at SMP Negeri 6 Garut tried to improve their knowledge and insights about innovative learning. This community service aims to provide training on how to design innovative learning for teachers at SMP Negeri 6 Garut. Implementing this community service activity uses lecture and practice methods using concrete and interactive learning media (ICT-based). The service team visiting SMP Negeri 6 Garut carried out the lecture method, which provided material on innovative learning and the use of technology in learning. This community service results in teachers at SMP Negeri 6 Garut understanding the concept of innovative learning and making innovations in learning.

How is the Process of Mathematical Literacy When Viewd From the Initial Mathematical Performance? The role of mathematics functionally in the context of everyday life which refers to the ability of individuals to respond to needs and obstacles in society is known as the conception of mathematical literacy. Mathematical literacy is an important aspect that every individual has to face the 21st century, there are 3 important processes in mathematical literacy, namely formulating, employ and interpreting mathematical results into everyday problems, besides that students' initial mathematical abilities are important and related to mathematical literacy. Therefore the aim of this research is to analyze the process of mathematical literacy in terms of initial mathematical abilities. This research is a qualitative descriptive study with a subject of 3 students consisting of 1 student each with high, medium and low initial math skills in junior high school students in Cimahi. The instruments used in this study were a Mathematical Literacy test instrument consisting of 3 questions, an initial mathematical performancetest and an interview guide. The results of this study indicate that students with low performance cannot carry out the 3 processes of mathematical literacy (Formulation, employ and interpreting), students with moderate abilities can formulate problems in mathematical form and use mathematical concepts for problem solving but are still wrong in doing calculations and unable to interpret the information contained in the table/diagram. Whereas for students with high initial mathematical performance, they can formulate everyday problems in mathematical representations, they can also use concepts, facts and procedures for problem solving but are not yet precise at the stage of interpreting and communicating in writing Keywords: mathematical literacy, initial mathematical performance.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202446

The aim of this research is to determine students' learning difficulties in completing diagnostic tests on linear function material. In managing data, quantitative procedures are used with the aim of reducing data. After that the data is analyzed using inductive data analysis and the processed data will be presented in narrative form. So this type of research is qualitative research. The subjects in this research were class IX students at a junior high school in Cianjur. The instruments used in this research were documentation, tests and interviews. The conclusions of the research results obtained include the types of student difficulties in straight line equation material are (1) difficulties in algorithmic abilities including a lack of planning abilities (strategy knowledge) and in solving abilities (algorithmic knowledge) which are shown from incomplete answers or lack of steps , the lack of accuracy of students in working; (2) difficulties in using the principle of linear functions, lack of mastery of the basics of algebra and lack of understanding (schematic knowledge) as indicated by difficulties in recognizing linear functions in contextual problems, errors in algebraic computations, difficulty in determining the point through which the line passes, and difficulty in apply the principle of parallel or perpendicular gradients; and (3) difficulties in using the concept including the inability to remember the concept, the inability to deduce useful information from a concept and the lack of understanding skills (schematic knowledge) which is shown by incompleteness in writing formulas. This research will be useful as a preliminary study in making learning designs to overcome student learning difficulties in linear function material based on empirical findings.

Challenges in the 21st century are increasingly complex, technology is developing rapidly and competition is getting tougher. Therefore we need quality human resources that can keep up with and anticipate the times. The use of technology involves computational thinking (CT) skills which are closely related to the problem-solving process. The stages in computational thinking are part of mathematical thinking, meaning that learning mathematics can support students' CT skills. Through the development of digital pedagogical models in CT integrated mathematics learning, it can improve problem-solving skills. This research uses design based implementation research with 4 phases including; preliminary research, prototyping, results, and design principle. The participants were 28 grade 8 junior high school students who took part in two rounds of experiment in direct CT activities and digital CT activities. In this paper, we present an iterative mathematical problem-solving process in the digital pedagogy model. The computational task, environment, tool and practices were iteratively improved over two rounds to incorporate CT effectively in mathematics. The results from CT environment demonstrated that direct CT activities are more effective than digital CT activities in mathematical problem-solving. Based on empirical research, we summarize the characteristic of the digital pedagogy model from computational tasks, computational environment and tools, and computational practices in mathematical problem solving.

Several studies and related literature stated that in an effective teaching process, teachers need to have mathematical content knowledge and pedagogical knowledge to be able to teach mathematics deeply and broadly. In this study, researchers worked with pre-service primary teachers through teaching practice activities to see how mathematical content knowledge influenced their mathematical knowledge for teaching. Data collection was carried out through observation, interviews, and field notes. The collected data were analyzed by induction and deduction methods. The results of the study showed that when pre-service primary teachers were lacking in mastering mathematical content knowledge, it hindered pedagogical content knowledge and mathematical knowledge for teaching as well. Their weakness in mathematical content knowledge can be seen when they interpreted and evaluated students' explanations. They also found it difficult to provide feedback to students. For research subjects who had good mathematical content knowledge, but not optimal pedagogical content knowledge, learning was also not effective. They seemed to have difficulty bringing students to contextual situations. As a result, they used the knowledge that students have not understood yet.

Ways of Thinking (WoT) is a fundamental ability that is part of the mental act that students must learn to solve geometry problems. The purpose of this research was to describe how WoT is used to solve geometry problems. This research used the descriptive qualitative methodology with a holistic case study design and data collection techniques such as tests, interviews, observation, documentation, and triangulation. The subjects in this research were 35 fourth-grade students from Sambas Regency Public Elementary Schools, Indonesia. The research focused on three students with varying levels of cognitive abilities: low, medium, and high. The results showed that students with high, medium, and low cognitive capabilities performed mental acts with the corresponding WoT. Students with high, medium and low cognitive capabilities were more likely to work on questions that required interpretation. Besides, it also revealed that errors committed students were learning errors, reading errors, careless errors, conceptual errors, and procedure errors. The implementation of WoT on the topic of geometry can be utilized as an alternate reference for mathematics teachers when developing teaching materials for mathematics learning to increase studentss' mathematical knowledge.

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis.

This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis.

This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis.

There is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research.

There is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research.

There is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research.

The aim of this study is to assess the differences of students’ achievement and enhancement in higher-order thinking skills who worked under computer-assisted realistic mathematics education (CA-RME) and RME only. It was an experimental research with Pretest-Posttest Two Treatment Design. Higher-order thinking skills test is the instrument that was used in this study. The data were analyzed by using t-test, Mann-Whitney test, and two-way ANOVA. Based on the data analysis, the conclusions are: (1) there were differences in the achievement of higher-order thinking skills between students who worked under CA-RME and RME only; and (2) there was no different enhancement between students’ high-order thinking skills who worked under CA-RME and RME only. Keywords: higher-order thinking skills, computer-assisted, realistic mathematics education.

The aim of this study is to assess the differences of students’ achievement and enhancement in higher-order thinking skills who worked under computer-assisted realistic mathematics education (CA-RME) and RME only. It was an experimental research with Pretest-Posttest Two Treatment Design. Higher-order thinking skills test is the instrument that was used in this study. The data were analyzed by using t-test, Mann-Whitney test, and two-way ANOVA. Based on the data analysis, the conclusions are: (1) there were differences in the achievement of higher-order thinking skills between students who worked under CA-RME and RME only; and (2) there was no different enhancement between students’ high-order thinking skills who worked under CA-RME and RME only. Keywords: higher-order thinking skills, computer-assisted, realistic mathematics education.