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The ability to think critically is one of the skills that are needed in the era of the Industrial Revolution 4.0. Furthermore, it is necessary to prepare a more innovative learning system so that it can produce competent graduates who have 21st-century skills, which is the ability to think critically. Based on the facts, students' critical thinking skills are still low, so they must be improved. Efforts that can be made to improve student's critical thinking skills are to pay attention to the way students are taught. This study aimed to examine the development of sets of textbooks with STEM-CBL nuances integrated with video learning on students' critical thinking skills. This research uses development research (R&D) methods with modified 4D development models, namely define, design, and develop. Data collection techniques were carried out using a questionnaire. Data analysis technique used descriptive qualitative and quantitative analysis techniques. The results showed that this textbook obtained an average final score on feasibility of 86.17% from expert lecturers and 91.67% from practitioners, indicating that the representation of teaching materials was very feasible. The results of the readability assessment by class VIII students obtained an average final score of 89.25%, indicating that the represented textbooks were easy to understand and student responses obtained an average final score of 95.5% indicating that the represented textbooks received a very good response. Thus, this product is declared as a textbook that is very feasible to be implemented in the classroom. It is necessary to conduct an effectiveness test to determine the success of using textbooks on students' critical thinking skills. [ABSTRACT FROM AUTHOR]

This study aims to develop quality textbooks by combining the CBL model with STEM nuances assisted by QR-Code on Indefinite Integral material for students' critical thinking skills. This study uses a 4D research method which is adjusted into three stages, namely define, design, and develop. At the development stage, an assessment is carried out for testing feasibility tests for experts and practitioners, readability tests for 12th graders, and student responses for 11th graders through a questionnaire. The results of the assessment were analyzed using a descriptive percentage technique by converting quantitative data into percentage form, then interpreting them with qualitative sentences. The feasibility test was carried out by 10 validators consisting of 5 experts in mathematics education and 5 high school mathematics teachers (practitioners); the readability test was conducted by 15 students in grade 12; and the results of student responses were carried out by 13 students in grade 11. The results showed that this textbook has good quality where the feasibility value obtained an average percentage of 85.92% with a very decent category, the readability score obtained an average percentage of 87.6% with a category easily understood by students, and student responses to this teaching material obtained an average percentage of 96.5% with a very good category. These results indicate that the product developed is of high quality towards students' critical thinking skills. Thus, the Indeterminate Integral Textbook which is integrated with CBL-STEM assisted by QR-Code can be used in mathematics learning for 11th grade high school students or 11th grade vocational students to develop students' critical thinking skills. [ABSTRACT FROM AUTHOR]

Efforts to improve teacher literacy are part of the development of human resource management in schools. There are many ways to do this, one of which is through training activities (in service training). The aim of this study are to describing the mathematics teacher's perspective on the components of teacher literacy and the appropriate training model to improve it. The study was conducted using a qualitative descriptive method to 47 mathematics teachers from several regions in Indonesia. The data was obtained through an open questionnaire assisted by google form and then analyzed qualitatively through the process of data reduction, data presentation, and drawing conclusions. The results show that (1) the conditions for developing digital mathematical literacy are still very minimal, so it needs to be developed, and (2) a training model that can be developed through blended learning activities, providing digital modules by paying attention to some training materials, integrating learning management systems and implementing training carried out more than 30 hours of lessons. e-INNOMATTS 2.0 (e-Innomative Mathematics Teaching Study 2.0) training model can be an alternative solution for developing mathematics teacher literacy. Further research can be developed to answer this need which has considered the perspective of the mathematics teacher as a user. [ABSTRACT FROM AUTHOR]

Online lectures during the pandemic are still an unresolved problem. The impasse of needs based on students' perspectives and consideration of the lecture's quality is one of the problems by several universities. Therefore, this study aims to identify students' perspectives on Integral Calculus online course on their mathematical creativity. Qualitative descriptive research was carried out using a google form-assisted questionnaire. The research subjects consisted of 132 students from the mathematics education undergraduate study program, the mathematics undergraduate study program, and the applied statistics and computation diploma study program who are taking the Integral Calculus course in the 2021/2022 academic year. The results showed that effective learning to develop students' mathematical creativity is online learning which has the criteria (a) lectures are carried out synchronously where students can discuss directly with lecturers and between students, (b) the availability of learning resources such as modules and learning videos, (c) discussion forums through WhatsApp Group/Telegram Group, (d) use of Learning Management System, (e) group assignments, and (f) virtual face-to-face. Other results show that 70% students strongly agree with the use of learning videos as a learning resource to maximize the implementation of online lectures. Further studies need to be conducted to answer this perspective through appropriate learning model innovations such as CBSO-STEM model. [ABSTRACT FROM AUTHOR]

Learning tools such as syllabus, lesson plans, teaching material as superior product, student activity sheets, and GeoGebra learning media through the ICT-assisted Preprospec learning model are innovations in mathematics teaching and learning to improve students' ability to solve mathematical problem. This research applied Research and Development (R&D) method with 4D models. It had three steps, namely define, design, and develop. The results showed that all learning instruments covering a syllabus, lesson plans, teaching material, student worksheets, and GeoGebra learning media on polyhedron material were very suitable to be used in learning activities with the feasibility percentages of 95.37%;94.70%;91.77%;92.71%; and 94.79%. In terms of readability, after the teaching material was tested using Cochran Test, it gained value Q=13,67 < χ (a ; k − 1) 2 = 16,919 which meant the teaching material was easily understood by students. In addition, the test value of N-Gain was 0.586 or moderate criterion which proved that the learning instruments developed were able to improve the ability to solve mathematical problems by students. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze the types of coastal ethnomathematical local units. The research focused on the activities of fishermen on the North Coast of Central Java. The research subjects are fishermen and coastal communities who are active in the Fish Auction Place (TPI) of Rembang Regency and Pekalongan City, Central Java Province. Data were collected by observation and interviews. Data were analyzed descriptively. The results showed that from TPI activities, various types of local units were found, such as: (1) eblek/tetek, (2) small boxes, (3) large boxes, (4) basketball, (5) bungs, (6) barrels, (7) buckets, (8) crates/boxes, (9) plastics, and (10) besek. [ABSTRACT FROM AUTHOR]

Mathematical problem solving is highly important for students majoring in Mathematics Education. In addition, during the process of achieving such competency, as Polya confirms it is necessary to have mathematical prior knowledge. The present research strived for investigating the extent to which students have acquired the ability of solving mathematical problems with the basis of student'mathematical prior knowledge after the application of Preprospec learning assisted with ICT. In conducting the investigation, the researchers used quantitative methods by involving Mathematics Department students who took differential calculus course taught using ICT-assisted Preprospec learning. After all research procedures carried out, the researchers found (1) students with middle mathematical prior knowledge gained better outcomes after being taught using preprospec learning aided by ICT than those of conventional method (2) in terms of problem solving ability, the upper and lower groups of students who were taught using the conventional and ICT-based learning method obtained similar results. [ABSTRACT FROM AUTHOR]