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Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators.

Among the efforts to improve Mathematical Communication Skills (MCS) is to innovate learning models. This research aims to develop contextual role-playing learning products to improve Madrasah Ibtidaiyah (MI/primary school) students' MCS on valid and practical fraction material. The research and development (R&D) model of Define, Design, Development, and Dissemination (4D) was employed. The research subjects were second graders at MI Tahfidz El Muna Q, totaling 28 students. The instruments included validation guidelines, practicality guidelines, and MCS tests. Product effectiveness is tested using NGain. The results showed that the number of students completing the MCS after contextual role-playing learning was 89.28%, which is in the high category. The average N-Gain value obtained was 0.79, which is also in the high category. These findings show that contextual role-playing learning can potentially improve MI students' MCS, especially in fraction material. [ABSTRACT FROM AUTHOR]

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This study aims to reveal the integration of character values needed by elementary school students to face the challenges of the 21st century. This study used the explanatory sequential mixed method design starting from quantitative research and then linked to qualitative research. A sample of 654 students and 100 elementary school teachers is established using the stratified random sampling technique based on district area, school status, and school accreditation category. The instrument measures six aspects of the character of the 21st century, namely mindfulness, curiosity, courage, resilience, ethics, and leadership. The results of the Multivariate Analysis of Variance show that there are significant differences in the integration of the character values of the 21st century in terms of the district area. Kulon Progo Regency is significantly higher in integration than other districts. The integration of the character values of the 21st century is carried out on three bases, namely class, school culture, and society. The positive impact of integration, namely: balanced cognitive abilities, sensitivity to the surrounding environment is built, self-confidence is formed, empathy is formed, a soul full of responsibility is built, and emotional intelligence is possessed. [ABSTRACT FROM AUTHOR]

This study aims to analyze the mathematical literacy abilities of students using IRT with the GPCM approach. The results of the model compatibility test show that the GPCM is suitable for analyzing mathematical literacy test instruments with 4 levels of mathematical literacy. The results of the item parameter estimation show that there is 1 level of mathematical literacy which has a high category for item discrimination, while the other 3 levels have a medium category. Based on item difficulty levels, 1 level of mathematical literacy has a difficult category, while 3 levels have easy categories. Most students are at the level of ability 0 < θ < 1, and there are 52% of students above the average mathematical literacy. Based on the test information function and the standard error shows that the mathematical literacy instrument is suitable for students with the ability -2 < θ < -0.5. [ABSTRACT FROM AUTHOR]

Mathematics Education Study Program students should have a tendency to accept mathematics because it will support the achievement of mathematical competence in the fields of work, knowledge, and management. This study aims to construct, validate, and analyze the characteristics of attitude scale items, and determine students' attitudes towards mathematics. Aspects of student attitudes towards mathematics, were taken as namely: intrinsic motivation, enjoyment, anxiety, self-confidence, and value. The results of factor analysis show good model fit with the items measuring unidimensionality. Analysis of item characteristics was done using polytomous item response theory with a Partial Credit Model (PCM). The difficulty level of grains is at intervals of -2.52 = d = 2.58. Students' attitudes towards mathematics are in the interval -0.67 = θ = 2.36. [ABSTRACT FROM AUTHOR]