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Meningkatkan pengajaran matematika secara terus menerus merupakan upaya yang harus terus dilakukan. Hal ini dikarenakan matematika tidak hanya dipelajari oleh siswa sepanjang tahun tetapi juga banyak digunakan sebagai indikator kunci keberhasilan individu siswa. Salah satu faktor penting yang mempengaruhi pengajaran matematika adalah buku teks. Artikel ini membahas buku teks matematika dari dua negara, yaitu Singapura dan Jepang. Kajian terhadap kedua buku teks dilakukan terhadap karakter fisik, struktur, dan topik/isi buku teks. Kesimpulan hasil kajian ini sebagai berikut. Secara fisik, Buku teks matematika Singapura lebih sederhana dalam warna, dibandingkan buku teks matematika Jepang. Jumlah halaman Buku teks Singapura lebih banyak dari jumlah halaman Buku teks Jepang. Dari segi struktur buku, pada Buku teks matematika Singapura, terdapat beberapa bab yang dimulai dengan ringkasan materi prasyarat, kemudian diikuti dengan materi dasar, contoh dan penyelesaiannya, dan latihan. Sedangkan pada Buku teks matematika Jepang, sebagian besar diawali dengan ilustrasi mengenai topik yang dibahas, materi prasyarat, pertanyaan mendasar, ringkasan materi, contoh dan penyelesaiannya, pengayaan, dan latihan soal. Pada buku teks sekolah menengah Singapura, lebih ditekan kan pada domain Geometri dan Pengukuran, sedangkan Buku teks sekolah menengah Jepang lebih ditekankan pada domain Relasi dan Aljabar, kemudian urutan selanjutnya domain Geometri dan Pengukuran. AbstractContinuous improvement of mathematics teaching is a continual process. The ground of the improvement is that mathematics is not only studied by students throughout the year but it is also widely used as a key indicator of students’ success. One of the important factors that influence the teaching of mathematics is textbooks. This study discussed mathematics textbooks from two countries, namely Singapore and Japan. The aim was to examine the textbooks’ physical character, structure, and topic/content. The study pointed out several important points. The Singaporean Math Textbook is physically simpler in colour than the Japanese Math Textbook. It also had more pages than the Japanese Textbook. Regarding the book's structure, several chapters in the Singaporean Mathematics Textbook began with a summary of the prerequisite material, followed by key topics, examples and solutions, and exercises. In Japanese Mathematics Textbooks, most chapters started with illustrations on the topics discussed, prerequisite material, essential questions, summaries, examples and solutions, enrichment, and exercises. In the Singaporean secondary school textbooks, it emphasized the Geometry and Measurement domains, while the Japanese secondary school textbooks emphasized the Relation and Algebra domains followed by the Geometry and Measurement domains.

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe Student Teams-Achievement Divisions (STAD) dan Team-Assisted Individualization (TAI) dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa, dan membandingkan keefektifan antara kedua model pembelajaran tersebut. Penelitian ini merupakan penelitian eksperimen semu. Populasi mencakup seluruh siswa kelas VIII SMP Negeri 11 Yogyakarta dan sampel diambil dua kelas secara acak dari 4 kelas yang ada. Analisis univariat dengan statistik uji one sample t-test dan uji paired sample t test pada taraf signifikansi 5% dilakukan untuk menguji keefektifaan model pembelajaran. Uji Multivariat Analysis of Variance (MANOVA) dilakukan untuk membandingkan keefektifaan kedua model pembelajaran. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe STAD dan TAI dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar masing-masing efektif ditinjau dari ketiga variabel terikat. Hasil penelitian juga menunjukkan bahwa terdapat perbedaan signifikan prestasi belajar dan kemampuan berpikir kritis antara kelompok model pembelajaran kooperatif tipe STAD dan TAI, namun tidak terdapat perbedaan signifikan jika ditinjau dari kepercayaan diri siswa. Cooperative learning using a guided discovery approach viewed from the learning achievement, critical thinking ability, and self-confidence Abstract This study aimed to describe the effectiveness of the cooperative learning model of Student Teams-Achievement Divisions (STAD) and Team-Assisted Individualization (TAI) types using the guided discovery approach in learning polyhedra viewed from the learning achievement, critical thinking ability, and self-confidence of the students, and compare the effectiveness of both learning models. This study was quasi-experimental. The research population comprised four classes of eighth-grade students of SMP Negeri 11 (Junior High School) in Yogyakarta, Indonesia and the sample of two classes was established randomly from the four classes. Univariate analysis with statistical one-sample t-test and paired sample t-test at a significance level of 5% was carried out to test the effectiveness of the learning model. The Multivariate Analysis of Variance (MANOVA) test was performed to compare the effectiveness of the two learning models. The results showed that the cooperative learning model of STAD and TAI types using the guided discovery approach on the material of polyhedra respectively effective in terms of the three dependent variables. The results also showed that there were significant differences in learning achievement and critical thinking skills between the cooperative learning model of STAD and TAI types groups, but there were no significant differences in terms of students’ self-confidence.

Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidence Abstract The purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: ( 1) determining the project; ( 2) designing project completion steps; ( 3) preparing the project implementation schedule; ( 4) completion of the project with facilitation and monitoring from the teacher; ( 5) preparation of reports and presentation/ publication of project results; and ( 6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran trigonometri dengan model learning cycle 7e berdasarkan aspek kevalidan, kepraktisan, dan keefektifan ditinjau dari kemampuan pemecahan masalah dan rasa ingin tahu siswa kelas X SMA. Pembelajaran dengan model learning cycle 7e terdiri dari tujuh tahapan yaitu elicit, engage, explore, explain, elaborate, evaluate, dan extend. Perangkat pembelajaran yang dikembangkan terdiri dari RPP dan LKS. Penelitian ini merupakan penelitian pengembangan. Model pengembangan yang digunakan adalah model ADDIE (Analyze, Design, Develop, Implement, dan Evaluate). Instrumen yang digunakan pada penelitian ini adalah lembar validasi, penilaian guru, penilaian siswa, observasi keterlaksanaan pembelajaran, soal kemampuan pemecahan masalah, dan angket rasa ingin tahu. Perangkat pembelajaran dikatakan efektif jika persentase siswa yang memenuhi ketuntasan secara klasikal tes kemampuan pemecahan masalah minimal mencapai 75%, dan jika persentase hasil angket rasa ingin tahu siswa memenuhi kategori tinggi minimal 75%. Tahap awal pada penelitian adalah dengan melakukan tahap analisis dengan langkah melakukan analisis kebutuhan, analisis materi, dan analisis karakter siswa. Dalam tahap ini, dirancang RPP dan LKS dengan model learning cycle 7e pada semester genap. Untuk menentukan kriteria kevalidan digunakan lembar validasi berdasarkan penilaian para ahli. Kemudian untuk kriteria kepraktisan digunakan lembar penilaian guru, siswa, dan observasi keterlaksanaan pembelajaran. Selanjutnya untuk menentukan kriteria keefektifan dilihat dari hasil nilai siswa dengan memberikan soal kemampuan pemecahan masalah dan angket rasa ingin tahu.

Penelitian ini bertujuan untuk menghasilkan bahan ajar statistika dan peluang berbasis multiple intelligences berorientasi pada prestasi belajar, kemampuan pemecahan masalah dan rasa ingin tahu siswa SMP kelas VII yang valid, praktis, dan efektif. Bahan ajar yang dihasilkan memuat konteks, ilustrasi, dan aktivitas yang bervariasi. Terdapat bagian peta konsep, tokoh kita, cari tahu, ingat kembali, pahami masalah, mengamati, gali informasi, menalar, diskusi dan berbagi, pahami contoh, motivasi, melatih diri, pecahkan masalah, proyek mandiri, pecahkan teka-teki, ruang ekspresi, dan uji kompetensi pada struktur bahan ajar. Prosedur pengembangan menggunakan 5 tahapan yaitu: (1) Analisis, (2) Perancangan, (3) Pengembangan (4) Implementasi, dan (5) Evaluasi. Subjek uji coba adalah siswa kelas VIIA SMP Negeri 4 Kalibening, Kabupaten Banjarnegara yang terdiri atas 26 siswa. Instrumen penelitian yang digunakan terdiri atas lembar validasi, lembar observasi keterlaksanaan pembelajaran, lembar penilaian kepraktisan oleh siswa, lembar penilaian kepraktisan oleh guru, dan instrumen keefektifan bahan ajar. Analisis data dilakukan dengan mengkonversi total skor data kuantitatif yang diperoleh menjadi data kualitatif skala lima. Hasil penelitian ini menunjukkan bahwa bahan ajar memenuhi kriteria valid, praktis, dan efektif ditinjau dari prestasi belajar, kemampuan pemecahan masalah dan rasa ingin tahu siswa. Kata Kunci: pengembangan; bahan ajar; multiple intelligences; prestasi belajar; kemampuan pemecahan masalah; rasa ingin tahu Developing Statistics and Probability Teaching Material Based on Multiple Intelligences and Oriented to the Achievement, Problem Solving, and Curiosity Abstract This research aims to produce teaching material based on multiple intelligences and oriented to the learning achievement, problem-solving, and curiosity of grade VII Junior High School Students that is valid, practical, and effective. The teaching material that contains contexts, illustrations, and various activities. There is part of a map the concept, our figure, find out, remember back, understand the problem, observation, dig it information, reasoning, discussion and share, understand example, motivation, train themselves, problem-solving, project self-sufficient, riddles solving, the expression, and the test competency on the structure of teaching material. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness. This study was a research and development using Branch (ADDIE) model which consisted of 5 (five) steps, that is: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The subject of this research were 26 students of grade VIIA SMP Negeri 4 Kalibening-Kabupaten Banjarnegara. The research instrument included validation sheets, observation sheets for learning implementation, questionnaires for teachers and students, and the effectiveness instrument. The data analysis was done by converting the total score of the quantitative data into qualitative data in rating scale of five. The result shows that the teaching materials are valid, practical, and effective in terms of achievement, problem-solving ability, and curiosity.

Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh strategi pembelajaran dan gaya kognitif terhadap kemampuan pemecahan masalah matematika, prestasi belajar matematika, dan apre-siasi siswa terhadap matematika. Penelitian ini merupakan penelitian eksperimen semu yang populasinya mencakup seluruh siswa kelas X SMA Negeri 10 Ambon yang terdiri dari enam kelas. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes sedangkan instrumen yang digunakan untuk mengumpulkan data meliputi soal tes kemampuan pemecahan masalah matematika, soal tes prestasi belajar matematika, dan angket apresiasi siswa terhadap matematika. Untuk melihat pengaruh strategi REACT dan gaya kognitif terhadap ketiga variabel dependen secara simultan, data dianalisis menggunakan uji statistik Analisis Varians Multivariat Dua Jalur ( Two Way MANOVA ), sedangkan untuk menganalisis masing-masing gaya kognitif terhadap ketiga variabel dependen secara simultan, digunakan uji statistik Multivariate Analysis of Variance ( MANOVA ). Hasil penelitian pada taraf signi-fikan 5%, menunjukkan bahwa ada pengaruh strategi REACT terhadap kemampuan pemecahan masalah matematika, prestasi belajar matematika, dan apresiasi siswa terhadap matematika pada siswa SMA Negeri 10 Ambon. Berdasarkan analisis yang dilakukan, siswa dengan gaya kognitif field inde-pendent lebih baik dari siswa dengan gaya kognitif field dependent ditinjau dari kemampuan pemecah-an masalah matematika, prestasi belajar matematika, dan apresiasi siswa terhadap matematika. Kata kunci : strategi REACT, gaya kognitif, kemampuan pemecahan masalah matematika, prestasi belajar matematika, dan apresiasi siswa terhadap matematika. The Effect of React Strategy in Terms Of Cognitive Style on the Problem Solving Skills, Learning Achievement, and Mathematical Appreciation of Students Abstract The purpose of this study was to describe the effect of learning strategies and cognitive style on mathematical problem solving skills, mathematics learning achievement, and mathematical apprecia-tion of students. This study was a quasi-experimental research whose population consisted of all 10 th graders in State Senior High School 10 of Ambon. The data collecting techniques were a test and non-test whereas the instrument used to the collect the data consisted of mathematical problem solving test, mathematics learning achievement test, and a questionnaire for mathematical appreciation of students. To test the effect of treatment on all of the dependent variables simultaneously, the data were analyzed using Two-Way MANOVA, while to analyze each cognitive style on all of the dependent variables simultaneously, the data were analyzed using Multivariate Analysis of Variance (MANOVA). The results of the study, using significance level 5%, showed that the REACT strategy has an effect on student’s mathematical problem solving skills, mathematics learning achievement, and mathematical appreciation of students in State Senior High School 10 of Ambon. In the other words, the students with field independent cognitive style are better than those of the field dependent in terms of mathematical problem solving, mathematics learning achievement, and mathematical appreciation of students. Keywords : REACT strategy, cognitive style, mathematical problem solving skill, mathematics learning achievement, and mathematical appreciation of students.

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan pendekatan metakognitif, pendekatan konvensional, dan perbandingan keefektifan pembelajaran matematika dengan pendekatan metakognitif dan pendekatan konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Banguntapan yang terdiri atas delapan kelas. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes sedangkan instrumen yang digunakan untuk mengumpulkan data berupa soal tes prestasi belajar dan soal tes kemampuan berpikir kritis, serta angket minat belajar matematika siswa. Data dalam penelitian ini diuji menggunakan uji proporsi dengan hampiran normal. Hasil penelitian ini mengindikasikan bahwa pendekatan metakognitif efektif ditinjau dari prestasi belajar siswa dan minat belajar matematika siswa, namun tidak efektif ditinjau dari kemampuan berpikir kritis siswa. Pendekatan konvensional tidak efektif ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak efektif ditinjau dari minat belajar matematka siswa. Selain itu diperoleh pula hasil bahwa pendekatan metakognitif lebih efektif dibanding pendekatan konvensional ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak lebih efektif dibanding ditinjau dari minat belajar matematika siswa. Kata kunci: pendekatan metakognitif, pendekatan konvensional, prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa. THE EFFECTIVENESS OF METACOGNITIVE APPROACH ACCORDING TO LEARNING ACHIEVEMENT, CRITICAL THINKING SKILL, AND INTEREST IN LEARNING MATHEMATICS Abstract This study is aimed to describe the effectiveness of metacognitive approach, the effectiveness of conventional approach, and the effectiveness of the comparison between metacognitive approach and conventional approach according to learning achievement, critical thinking skill, and student’s interest in learning mathematics. This study was a quasi experiment whose object was all the 8 th graders of State Junior High School 3 Banguntapan. The instrument to collect the data was a test to indicate the learning achievement and critical thinking skill, and also a questionnaire to reveal student’s interest in learning mathematics. The data were analyzed using the proportion test with normal approach. The results of the study indicate that the metacognitive approach is effective according to learning achievement and student’s interest in learning mathematics but ineffective according to critical thinking skill. The conventional approach is ineffective according to learning achievement and critical thinking skill, but effective according to student’s interest in learning mathematics; the metacognitive approach is more effective than conventional approach according to learning achievement and critical thinking skill but less effective than conventional approach according to student’s interest in learning mathematics. Keywords: metacognitive approach, conventional approach, learning achievement, critical thinking skill, student’s interest in learning mathematics.

This study was aimed to test the effectiveness of Quantum Learning and also Project Based Learning viewed from three aspects namely student’s reasoning ability, achievement, and attitude toward mathematics. This study was a quasi-experimental research. The population was all students of class VII of SMPK Giovanni Kupang, a Junior High School in Indonesia. Two classes of the sample were established randomly, consisting of class VIIA treated with Project Based Learning and VIIB treated with Quantum Learning. Each class consisted of 30 students. The data collection techniques included tests and non-tests, with the research instrument was an achievement test that consisted of 25 multiple choice questions, reasoning ability test consisted of 5 questions, and the questionnaire of attitude toward mathematics consisted of 22 statements. The reliability coefficient of three aspects was respectively 0.631; 0.669; and 0.763 with the Standard Error of Measurement (SEM) was respectively 1.766; 1.694, and 4.854. One sample t-test was conducted to examine the effectiveness of Quantum Learning and Project Based Learning viewed from student’s reasoning ability, achievement, and attitude toward mathematics. Meanwhile, multivariate test (Manova) with T2 Hotteling’s test was carried out in order to determine which one was more effective between Quantum Learning and Project Based Learning. The results showed that: (1) Quantum Learning was effectively viewed from student’s reasoning ability, achievement, and attitude toward mathematics; (2) Project Based Learning was effectively viewed from student’s reasoning ability, achievement, and attitude toward mathematics; and (3) there was no difference in effectiveness between Quantum Learning and Project Based Learning viewed from student’s reasoning ability, achievement, and attitude toward mathematics.

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning (PBL) ditinjau dari (a) kemampuan berpikir kritis matematis, (b) kemampuan berpikir kreatif matematis, dan (c) self-esteem ; serta (2) perbandingan keefektifan problem-based learning dan pembelajaran konvensional ditinjau dari (a) kemampuan berpikir kritis matematis, (b) kemampuan berpikir kreatif matematis, dan (c) self-esteem . Penelitian ini merupakan penelitian eksperimen semu. Pengumpulan data menggunakan metode pemberian pretest dan posttest kemampuan berpikir kritis dan kreatif matematis, serta pemberian angket self-esteem sebelum dan sesudah perlakuan. Uji statistik yang diguna-kan adalah uji proporsi dan uji selisih antara dua proporsi. Hasil penelitian menunjukkan pada taraf signifikansi 5% dapat disimpulkan bahwa (1) problem-based learning efektif ditinjau dari kemampuan berpikir kreatif matematis, tetapi tidak efektif ditinjau dari kemampuan berpikir kritis matematis dan self-esteem ; serta (2) problem-based learning lebih efektif dibandingkan pembelajaran konvensional ditinjau dari (a) kemampuan berpikir kritis matematis, (b) kemampuan berpikir kreatif matematis, dan (c) self-esteem . Kata kunci : problem-based learning, berpikir kritis, berpikir kreatif, self-esteem

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.

Penelitian ini bertujuan untuk meningkatkan motivasi belajar dan prestasi belajar operasi hitung bilangan bulat siswa kelas IV SD Negeri Paliyan 4 Kecamatan Paliyan Kabupaten Gunungkidul melalui media visual interaktif. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Penelitian ini dilaksanakan pada bulan Januari 2015. Subjek penelitian adalah seluruh siswa kelas 4 yang berjumlah 20 siswa. Data penelitian dikumpulkan melalui observasi, tes tulis, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa media visual interaktif dapat meningkatkan motivasi dan prestasi belajar operasi hitung bilangan bulat siswa kelas 4.

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).

Developing Mathematics Student-Teachers’ Problem Solving Competence and Belief Through a Collaborative Learning Strategy. This study aimed to analyze the implementation of a collaborative problem-based learning strategy in developing mathematics student-teachers’ problem solving competence and belief in mathematics learning. It was a quasi-experimental study employing a 2 × 2 factorial design with two dependent variables. The subjects were 83 students of Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, who took the Discrete Mathematics course in the semester of September - December 2009. The instruments were a test on problem-solving competence, a psychological scale to measure the students' belief, observation sheets, and interview guides. The data were analyzed using two-way MANOVA at a significance level of α = 0.05. The results show that the collaborative problem-based learning strategy is superior to the conventional learning strategy to develop students’ problem solving competence and belief in mathematics learning. Keywords: problem-solving, belief, collaborative

The purpose of this research is to identify which aspects of the communication skills and mathematics connections of the prospective mathematics teacher that need to be improved. The subjects of the research were 34 fourth-semester students of Mathematics Education Study Program, State University of Yogyakarta, Indonesia, who took Discrete Mathematics course from February to May 2012. The identifications are done through 6 times by quizzes/tests. The aspect of mathematical communication that had been studied was the ability of students in: (1) writing the statements, reasons, or explanations, and (2) using terms, notations, tables, diagrams, charts, drawings, illustrations, mathematical models, or formulas. While the aspect of mathematical connections that had been examined was the ability of students in: (1) stating the relationship between facts, concepts, or mathematics principles, (2) developing a mathematical model of the daily life problems, and (3) mentioning the concept underlying the solution from the given mathematical problems. Results shows that the students tend to be weak in: (1) writing down the reasons, (2) using charts, pictures, and illustrations, and (3) developing a mathematical model.

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.

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika SMP dengan media berbantuan komputer pada materi teorema Pythagoras yang valid, praktis, dan efektif ditinjau dari prestasi belajar matematika dan mathematics self-efficacy siswa. Penelitian ini merupakan penelitian pengembangan yang terdiri atas empat tahap, yaitu tahap define, design, develop, dan disseminate . Subjek coba dalam penelitian ini terdiri atas 9 siswa untuk uji coba kelompok kecil dan 30 siswa untuk uji coba lapangan. Penelitian dilaksanakan di SMP Negeri 2 Banyubiru, Kabupaten Semarang. Instrumen penelitian yang digunakan adalah lembar validasi, lembar penilaian guru, lembar penilaian siswa, lembar observasi kegiatan guru, lembar observasi kegiatan siswa, dan kuesioner mathematics self-efficacy . Kriteria keberhasilan dalam penelitian ini adalah jika banyaknya siswa yang memperoleh nilai tes akhir melebihi KKM lebih dari 75% dan siswa yang memiliki skor mathematics self-efficacy pada kriteria tinggi atau sangat tinggi lebih dari 75%. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan adalah valid, praktis, dan efektif ditinjau dari prestasi siswa dan skor mathematics self-efficacy mereka. Kata kunci : pengembangan, silabus, RPP, LKS, media, prestasi belajar siswa, mathematics self-efficacy.