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Indonesia's participation in PISA is less satisfactory, particularly in mathematics. Uncertainty and data are two of the PISA content areas being evaluated. Therefore the aim of this study is to analyze students' abilities to solve mathematical problems such as PISA on uncertainty and data content to map student readiness for PISA. This study is kind of qualitative study used a case study design. The sample in this study was 84 students of grade IX junior high school who were selected with a simple random sampling technique. The data collection method employs both test and non-test instruments. The data analysis technique used in this study consist of data reduction, data presentation, and conclusion and verification. The results showed that 689 students scored out of 1344, representing 51.41%. These results show that students' ability to solve math problems such as PISA on uncertainty and data content is in the moderate category. While each material, namely statistics and opportunities, is in the high and low categories. This condition is based on learning that has yet to lead students to contextual problems. With these results, it is hoped that there will be efforts to improve the learning process by involving problems such as PISA as habituation.

PISA merupakan program internasional yang diselenggarakan oleh OECD dengan tujuan mengevaluasi kemampuan anak usia 15 tahun pada membaca, matematika, dan sains. Penelitian termasuk dalam penelitian kualitatif dengan tujuan untuk mendeskripsikan kesulitan siswa dalam menyelesaikan soal matematika PISA-Like. Sampel penelitian sebanyak 46 siswa SMP di Kota Surakarta yang dipilih dengan teknik simple random sampling. Instrumen penelitian terdiri dari tes berupa soal matematika PISA-Like dan nontes berupa angket. Analisis data dilakukan melalui reduksi data, penyajian data, verifikasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam menyelesaikan soal PISA-Like. Beberapa hal yang menyebabkan kesulitan siswa dalam menyelesaikan soal PISA-Like, yaitu: kurangnya pemahaman siswa terhadap soal yang diberikan; stimulus soal yang panjang dan rumit; serta tidak mengetahui konsep matematika yang akan digunakan. Kurangnya pemahaman siswa terhadap soal karena belum terbiasa menghadapi soal PISA sehingga mengalami kebingungan menggunakan konsep matematika. Abstract PISA is an international program organized by OECD aiming at evaluating the reading, mathematical, and science skills of students 15 years of age. This qualitative research attempted to describe students’ difficulty in solving PISA mathematic questions. To this end, forty-six junior high school students in Surakarta were involved with simple random sampling. The instruments in this research consisted of test instruments in the form of PISA-Like math problems and nontest instruments in the form of questionnaires. Data analysis was carried out through data reduction, data presentation, verification, and drawing conclusions. The results showed that students had difficulty solving PISA-Like questions. Several factors were found to account for students’ difficulty in solving Pisa-Like questions, including their poor understanding of the question; the long and complex stimulus of the question; and their lack of knowledge of the mathematical concept to be used. Students’ poor understanding of the question was particularly attributed to their unfamiliarity with questions, causing them to be confused about the mathematical concept to use.

This activity was motivated by the problem of not optimal online learning in the Covid-19 pandemic situation. In particular, there are still teachers who do not know how to learn with the flipped classroom model, especially in the preparation of flexible teaching materials. Problems with mathematics teacher partners in Surakarta city can be solved, one of which is training in the use of technology applications, namely the Faststone Capture application which functions to capture screens, record, and edit to the screenshots to produce better teaching materials. The stages of activities carried out to solve problems are as follows: (1) socialization of mathematics learning with the flipped classroom model assisted by IT-based media with the aim of making mathematics learning plans; (2) introduction and use of faststone capture applications with the aim of developing mathematics teaching materials by utilizing faststone capture; and (3) dissemination of training results. The training activities provide knowledge to mathematics teachers regarding the use of faststone capture applications in compiling teaching materials that support mathematics learning through the flipped classroom model.

Asesmen Kompetensi Minimum (AKM) merupakan salah satu pengukuran hasil belajar dalam Asesmen Nasional (AN) yang hasilnya menjadi dasar untuk mengetahui mutu satuan pendidikan. Salah satu penilaian yang dilakukan adalah terkait numerasi. Sebagai bentuk evaluasi yang baru, soal numerasi pada AKM berbeda dengan soal matematika yang diberikan dalam kegiatan pembelajaran, sehingga diperlukan pembiasaan dalam kegiatan pembelajaran. Permasalahan yang dihadapi oleh guru Matematika di Kota Surakarta adalah belum familiar dengan jenis soal AKM sehingga mengalami kesulitan untuk menyusun dan mengembangkan soal numerasi yang akan digunakan dalam pembelajaran di kelas. Untuk mengatasi permasalahan tersebut, Tim Pengabdian bekerja sama dengan MGMP Matematika SMP Kota Surakarta menyelenggarakan kegiatan pendampingan guru dalam menyusun soal AKM kelas. Kegiatan ini melibatkan 30 guru matematika SMP dan dilaksanakan dalam 4 tahap meliputi: (1) penyampaian tentang kebijakan pendidikan tentang AKM khususnya tentang numerasi, dilanjutkan tentang brainstorming terkait dengan numerasi; (2) inspirasi penyusunan soal AKM dan penugasan pengembangan soal; (3) review tugas soal yang dibuat peserta dilanjutkan merevisi soal secara silang; dan (4) pengenalan platform asesmenpedia. Hasil kegiatan menunjukkan bahwa guru mengalami kendala dalam menyusun atau mengembangkan soal numerasi, khususnya dalam menentukan konteks dan level kognitif. Hasil dari kegiatan pelatihan penyusunan AKM diharapkan dapat didiseminasi oleh peserta pelatihan di sekolah masing-masing sehingga lebih banyak guru matematika yang dapat mengambil manfaat dari kegiatan ini.

Statistics is taught in schools, but students commonly make mistakes when faced with statistical problems. This study aimed to describe the errors made by student teacher candidates when solving statistical problems using e-learning media. A qualitative descriptive approach was used. Questionnaires and interviews were used to collect the data. 20 students were asked questions via e-learning media. Based on student errors, 4 students were selected for interviews. These interviews were conducted via WhatsApp. The APOS mental mechanism was used in the error analysis tool, which had five stages: interiorization, coordination, reversal, encapsulation, and deencapsulation. According to the findings, the three biggest mistakes were made during the de-encapsulation, reversal, and encapsulation stages. To overcome student errors, online computer-assisted learning using moving object animation is recommended. Keywords: e-learning, student teacher candidate errors, statistics

Learning outcomes in mathematics have become important in the Covid-19 pandemic. The purpose of this study was to see the mathematics learning outcomes of students at Alabidin Bilingual Boarding School (ABBS) Surakarta in online learning during the Covid-19 pandemic. The method used in this research is descriptive qualitative to determine the extent of students' mathematics learning outcomes. The population in this study was all students at ABBS High School Surakarta, with the sample being all students of grade 10th ABBS High School Surakarta. The results obtained from the lowest and lowest scores were grouped according to the criteria for school criteria, namely the minimum completeness criteria (MCC) to see the learning outcomes of 10th-grade students at ABBS High School Surakarta. The Minimum Completeness Criteria (MCC) is ≥ 75. The acquisition of student learning outcomes in this study is measured by an indicator, namely the final exam score for semester 1 of 2020 in class X at ABBS High School Surakarta. In terms of proportion, there are 30.6% of students who reach MCC, the learning outcomes of students at ABBS High School Surakarta in brave learning during the Covid-19 pandemic are classified as a low category.

The ability to think critically is one of the abilities students must possess. Students’ critical thinking skills have not been encouraging. There is a need for learning that can improve this ability, one of which is advocacy learning. The study aims to increase students’ critical thinking skills with open-ended mathematical problems in advocacy mathematics learning. This study is a nonequivalent control group design with a pre-test post-test control group. Sampling using cluster random sampling, randomization was carried out in classes at Junior High School 4 Bandung by taking two classes. Data analysis used Mann-Whitney, one-way ANOVA, and Tukey. The results showed that students treated with an advocacy approach by giving open-ended questions had better mathematical critical thinking skills than those who received conventional learning. Also, students with high prior knowledge had better critical thinking skills compared to the other two groups. This research implies that the advocacy can be used as an alternative to learning mathematics for students with high prior knowledge.

Refractive thinking is the thinking process to decide on several alternative solutions through reflection and critical thinking. The study is set is to describe the students' refractive thinking processes in solving mathematical problems of a two-variable linear system. This is qualitative research with a qualitative descriptive method. The collected data is analyzed through three stages, namely: reduction, presentation, and verification of conclusion. The results reveal that the refractive thinking process of students from two subjects in solving mathematical problems, namely the best solution is obtained that the subject's thinking process follows the flow of the refractive thinking process. It can be determined from several alternative solutions in solving mathematical problems by using mathematical work procedures by changing story problem into a mathematical model. So that, it can be conducted quickly and precisely through the identification of the problem, strategic, and evaluation in the refractive thinking process.

This research aims to describe the level of probabilistic thinking of Junior High School of 2 Rembang students with low mathematical abilities and have not formally learn probability material in the sample space construct, experimental probability from an event, and probability comparison. The subjects of this research were 2 low mathematical students of class VII.7. This is a qualitative research using case studies. The main instrument in this research was the researcher, and the supporting instruments in this research were tasks in the form of probabilistic problems and interview guidelines. The data obtained by the researcher were validated using time and source triangulation. The results show that the level of probabilistic thinking of junior high school students with low mathematical abilities who had not formally learn probability material is as follows: (a) In the sample space construct, students are at level 2 (transitional level) with the characteristics of being able to register a complete set of results of a one-stage experiment and sometimes a two-stage experiment. (b) In the construct of experimental probability for an event, students are at the subjective level (level 1) with the characteristics of using subjective opinions to determine the most likely or least likely events. (c) In the probability comparison construct, students are at the subjective level (level 1) with the characteristics using subjective opinion to compare the probability of an event in two different sample spaces.

Frogs and toads commonly found by human. Frogs and toads could become a bio-indicator of anenvironment. Paliyan Wildlife Sanctuary is a forest area which posses several animal to protect and it’slocated in Gunungkidul Regency, Province of DIY. The diversity of frogs and toads in this wildlifesanctuary is not yet recorded and published. The aim of this research is to understand the diversity of frogsand toads in the area of Paliyan Wildlife Sanctuary. The results there were 9 species of frogs and toads, i.e.,Duttaphrynus melanostictus, Ingerophrynus biporcatus, Fejervarya limnocharis, Kaloula baleata,Occidozyga lima, Occidozyga sumatrana, Microhyla orientalis, Microhyla palmipes and Polypedatesleucomystax. The diversity of frogs and toads in the wildlife sanctuary is moderate according to theShannon-Wiener Index with value: 1,43. Area of Paliyan Wildlife Sanctuary is a suitable habitat for frogsand toads due to its location with dense forest, bushes, rivers, lakes and pools as well as least humanactivities.

The learning system of Curriculum 2013 uses a scientific approach regulated in the Minister of Education and Culture Regulation Number 65 of 2013. The scientific approach emphasizes the importance of collaboration and cooperation among students in knowing and understanding various materials. The purpose of curriculum 2013 is making students are able to formulate a problem and study analytical thinking. However, in fact, teachers face difficulties in implementing the scientific approach. It is a descriptive qualitative study. Data is obtained through observation on the mathematics learning process of X grade at Kupang city. The results reveal that there are several difficulties faced by the teachers in implementing the scientific approach. They are (1) difficulty in making students actively involved in the learning process, (2) difficulty in stimulating students to ask questions, (3) difficulty in making students formulate their own knowledge, and (4) difficulty in fostering the courage and language skills of students to communicate results.

Problem solving is significant skill in facing 21st century. Students have different levels of problem solving. The levels that explain individual abilities in solving mathematics problems are called as cognitive level. It consists of three levels; cognition, metacognition, and epistemic cognition. The cognitive level influences individual in understanding the problem and deciding the right strategies to solve it. The material used to obtain the data is three variables linear equation system, by involving two high ability students at the tenth grade from one of the state senior high schools in Pati. This research employs qualitative method, which the data are collected through task-based interview and time triangulation is applied to validate the data. The results reveal that at the cognition level, students with high ability have an understanding related to conceptual and procedural knowledge, but the ability of students in factual knowledge is low, especially in terminology skill; at the metacognition level, the students are able to write down each strategy in each method, but it is not detail; while at the epistemic cognition level, they are able to explain the weaknesses of a method, but they have not been able to provide a solution to overcome its weaknesses.

This research is motivated by the importance of problem solving skill for students in 21st century, whereas students' skill in solving mathematics problems is various in accordance their cognitive levels. Students’ cognitive levels in solving problems include; cognition; metacognition; and epistemic cognition. Cognitive level affects individual in understanding problem and deciding the right strategy to solve it. The purpose of this study is to describe cognitive levels of low-ability students. This study uses qualitative methods with task-based interviews. The material is three-variable linear equation system. The research subjects are two low-ability students at ten grade of State Senior High School in Pati Regency. The results show that the two subjects have weaknesses at each level, for example the two subjects are able to work on the given problems, but both subjects are unable to define equations, inequality, similarity, and dissimilarity correctly in the initial type of cognition level.

Era revolusi industri 4.0 adalah suatu era dimana teknologi informasi telah menjadi basis dalam kehidupan manusia, karena dipengaruhi oleh perkembangan internet dan teknologi digital. Tantangan yang harus dihadapi dalam perubahan hidup di era disrupsi ini adalah peningkatan kualitas sumber daya manusia yang mampu bersaing di era tersebut dengan bekal ketrampilan berpikir tingkat tinggi. Penelitian ini dilakukan diawali dengan mensosialisasikan kebijakan pemerintah tentang Program AKSI for school kepada Guru agar mereka mampu memanfaatkan program AKSI untuk melakukan pembelajaran yang berorientasi Pada HOTS. Kegiatan terdiri dari empat tahap, yaitu: (1) pembekalan tentang kebijakan pendidikan, perencanaan dan penilaian pembelajaran matematika berorientasi HOTS, (2) pelatihan penggunaan program AKSI for School, (3) pelatihan identifikasi kesulitan siswa dalam menyelesaikan soal HOTS pada program AKSI for School, dan (4) pelatihan pengembangan pembelajaran untuk mengatasi kesulitan siswa dalam menyelesaikan soal HOTS. Hasil kegiatan ini menunjukkan bahwa guru guru MGMP matematika mampu menggunakan program AKSI for school dengan baik, mampu meningkatan pemahaman Guru matematika tentang karakteristik level soal level Knowing, Applying dan Reasoning, serta meningkatan kemampuan Guru dalam merancang pembelajaran matematika di SMP yang berorientasi pada HOTS.

This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher teaches the material, how the teacher directs the students, how the teacher gives criticism, student responses, student speech initiative and the level of silence or crowd. Data collection methods used in this study are observation, interviews, and documentation. Data obtained in the form of qualitative data in the form of observation results of teacher and student interaction, interview transcript and documentation of teaching and learning activities. The data obtained were analyzed by FIAC. The result of the research shows that jigsaw learning process is: 1) the interaction between teacher and student in the learning of mathematics is multi direction. The research results are confirmed by the value of Teacher Response Ratio (RRG) that is equal to 44.48% and the value of Student Initiative Ratio (RIS) of 43.47%; 2) The learning done by the teacher is successful. The success of multi-direction learning is evidenced by the average score of the student achievement test of 78.30. The value is categorized into either category.

Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D). Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1) the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2) Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3) effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4) Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

Menghadapi tantangan abad 21, siswa harus dipersiapkan untuk memiliki kemampuan kognitif dan keterampilan, salah satunya penalaran. Indonesia berpartisipasi dalam PISA ( Program for International Student Assessment ) dalam rangka benchmarking pencapaian program pendidikan nasional. Hasil PISA 2018 menunjukkan bahwa pencapaian Indonesia dibidang matematika masih rendah. Hal ini disebabkan siswa masih belum terbiasa mengerjakan soal PISA-like . Masalah yang dihadapi oleh guru adalah kurang tersedianya soal PISA-like yang didesain khusus dalam mengembangkan penalaran siswa. Tim Pengabdian bekerja sama dengan MGMP Matematika SMP Kota Surakarta menyelenggarakan kegiatan pendampingan guru dalam menyusun sendiri soal matematika PISA-like . Kegiatan ini melibatkan 34 guru dan dilaksanakan secara daring dalam 4 tahap meliputi: (1) pembekalan materi mengenai PISA serta penilaian dan pembelajaran di masa pandemi, (2) inspirasi penyusunan soal PISA-like dan praktik penyusunan soal, (3)diskusi hasil penyusunan soal (4) implementasi. Hasil kegiatan ini menunjukkan bahwa: (1) 97% peserta menyatakan dengan kegiatan pendampingan wawasan mengenai karakteristik soal PISA dalam berbagai konteks ( Personal, Societal, Occupational, Scientific ) dan konten ( Shape and Space, Change and Relationship, Quantity , dan Uncertainty ) meningkat, (2) setelah mengikuti kegiatan pendampingan, peserta mampu menyusun soal sejenis PISA, (3) tindak lanjut kegiatan ini peserta dapat mengimplementasikan soal untuk kemudian menganalisis kesulitan siswa, serta mencari alternatif pembelajaran yang mampu mengatasi kesulitan tersebut.

This research aims to describe the profile of the level of statistical thinking of 8thgraders of junior high school in the case of analyzing and interpreting data related to statistical problems. Using the statistical thinking framework by Mooney. The ability to think statistically is not only needed when students learn, but is needed when someone makes decisions. This is a qualitative research with the subjects of two eighth graders of SMP Walisongo 1 Semarang with the high initial abilities which can be seen from the subject behaviour in solving problems provided when the data were collected using Think Aloud method. The research findings showed that subjects with high initial abilities had the characteristics of statistical thinking at the 3rdlevel: Quantitative since the subjects were more effective and complete in presenting their ideas, and used quantitative information in solving statistical problems. The 3rdlevel: Quantitative showed that subjects provide several correct and appropriate responses to the data provided, subjects make a comparison of the several data, but they cannot compare the data as a whole, and subjects can only make correct conclusions based on the problem provided, even though the subject have not been able to make an overall conclusion.

Statistical thinking is a thinking process related to the ability to understand how to describe, organize, reduce, present, analyze and interpret the data that apply the statistical understanding in real problems. Most students had a difficulty in analyzing and interpreting data. They claimed that analyzing and interpreting data is a difficult and complicated assignment since it needs high level skill, accuracy, careful consideration and objective attitude. If the data is analyzed and interpreted well, we will draw the correct conclusion. Mooney's research states that there are five levels of statistical thinking in a statistical thinking framework, including: level 1: Idiosyncratic; level 2: Transitional; level 3: Quantitative; level 4: Analytical, and level 5: Extended Analytical. This research aims to describe the profile of the level of statistical thinking of students with moderate initial abilities in analyzing and interpreting data. The subjects of this research were two eighth graders with moderate initial abilities in Junior High School of 1 Walisongo, Semarang. Think Aloud method is applied to collect data. The results showed that the level of students with moderate initial statistical thinking abilities was at level 2: Transitional, in which students tried to present their ideas through quantitative and subjective thinking, indicated by naive thinking, hesitant, incomplete responses in counting, and only focus on one aspect of the data display.

Tujuan dari penelitian ini adalah untuk mengetahui perbedaan dampak antrara penerapan pembelajaran koperatif tipe Jigsaw dengan pendekatan pembelajaran kontekstual, penerapan pembelajaran koperatif tipe Jigsaw tanpa pendekatan pembelajaran kontekstual, dan pembelajaran langsung terhadap hasil belajar siswa dan aspek affektif siswa dengan memperhatikan kemampuan spasial siswa yang tergolong ke dalam katagori tinggi, sedang, dan rendah. Penelitian ini adalah quasi experimen. Hasil dari penelitian ini menunjukkan bahwa (1) Dalam hal prestasi belajar, kedua model pembelajaran kooperatif tipe Jigsaw baik dengan pendekatan CTL maupun yang tidak menghasilkan prestasi belajar yang lebih baik daripada model pembelajaran langsung. Selain itu, model pembelajaran kooperatif tipe Jigsaw dengan pendekatan CTL menghasilkan prestasi belajar yang sama baiknya dengan model pembelajaran kooperatif tipe Jigsaw tanpa CTL. (2) Sedangkan dalam perspektif affektif siswa, model pembelajaran kooperatif tipe Jigsaw dengan pendekatan CTL menghasilkan aspek afektif yang lebih baik jika dibandingkan dengan baik model pembelajaran kooperatif tipe Jigsaw maupun model pembelajaran langsung. Lebih lanjut lagi, model pembelajaran kooperatif tipe Jigsaw menghasilkan aspek afektif yang lebih baik daripada model pembelajaran langsung. (3) Siswa dengan kemampuan spasial tinggi dan sedang mempunyai prestasi belajar yang lebih baik daripada siswa dengan kemampuan spasial rendah, serta siswa dengan kemampuan spasial sedang mempunyai prestasi belajar yang lebih baik daripada siswa dengan kemampuan spasial rendah. (4) Siswa dengan kemampuan spasial tinggi mempunyai aspek afektif yang lebih baik daripada siswa dengan kemampuan spasial sedang dan rendah, serta aspek afektif siswa dengan kemampuan spasial sedang sama baiknya dengan siswa yang mempunyai kemampuan sapasial rendah. Hasil penelitian lainnya dari penelitian ini diuraikan pada bagian pembahasan dan kesimpulan aritkel ini.

The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students adversity quotient. The learning models compared were the cooperative learning of TAI, TGT, and direct learning model. The type of research was a quasi-experimental research with a 3x3 factorial design. The study population was all grade 10 students of Secondary Schools in Ngawi Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and learning style questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TGT and direct learning model on equality and inequality, the mathematics learning achievement of the students who were treated by TGT learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on equality an inequality; 2) The mathematics learning achievement of the students with visual type was better than the mathematics learning achievement of the students with auditory or kinesthetic type and the learning achievement of auditory type students was better than the learning achievement of kinesthetic type students on equality and inequality; 3) The visual type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and the students mathematics learning learning achievement with TGT learning model was same the students with direct learning model; the mathematics achievement of auditory type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and students who were treated by TGT learning model had better mathematics learning achievement than the students with direct learning model; the mathematics achievement of kinesthetic type students who were treated by TAI, TGT, and direct learning models had the same mathematics learning achievement; 4) In TAI, TGT and direct learning model, the mathematics learning achievement of visual type, auditory, and kinesthetic had the same mathematics learning achievement. K eywords: TAI, TGT, Direct Learning Model, Learning Style, Mathematics Learning Achievement

This research was purposed to determine: (1) which one produced better mathematics learning achievement, cooperative learning model type Jigsawand Jigsaw Flash, or direct instruction; (2) which one had better mathematics learning achievement between students with visual learning style, those with auditory or those with kinesthetic learning style; (3) on each learning style, which one learning model that produced better mathematics learning achievement, cooperative learning model type Jigsawand Jigsaw Flash or direct instruction (4) on each learning model, which one student had better mathematics learning achievement , student who had visual learning style, those with auditory or those with kinesthetic learning style. This study was a quasi-experimental study with factorial 3x3 design. Population in this research were eleventh grade students of Vocational High School in Sragen. Sample collection were done by stratified cluster random sampling. Data collection were done by the method of documentation in order to test the balance of the population, the questionnaire were used to determine the students learning style and test were used to know the students achievement on material dimension three. Data analysis techniques used ANAVA two ways with unbalanced cells. The results of this study concluded as follows (1) cooperative learning model type Jigsaw Flash gave better mathematics learning achievement than cooperative learning type Jigsaw and direct instruction, cooperative learning type Jigsaw gave better mathematics learning achievement than direct instruction; (2) Students with kinesthetic learning style had better mathematics learning achievement than students with visual learning style and auditory learning style; students with visual learning style had better mathematics learning achievement than students with auditory learning style; (3) on each learning style, cooperative learning model type Jigsaw Flash gave better mathematics learning achievement than cooperative learning type Jigsaw and direct instruction, cooperative learning type Jigsaw gave better mathematics learning achievement than direct instruction; (4) on each learning model (Jigsaw, Jigsaw Flash, and direct instruction), students with kinesthetic learning style had better mathematics learning achievement than students with visual learning style and auditory learning style with visual learning style had better mathematics learning achievement than students with auditory learning style. Keywords : Learning Model, Jigsaw, Jigsaw Flash, Learning Style, learning achievement