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Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in various contexts of mathematical problems. This study aims to describe the fragmentation of mathematical literacy in solving STLE problems and their defragmentation efforts. This research uses descriptive qualitative research methods. The subjects in this study were class IX A students of SMP N 01 Weru Sukoharjo, totaling 25 students. The data collection technique used in this study was that the data was collected by the written test method of contextual problems of the two-variable linear equation system, observation, and interview. The process of analyzing research data is carried out after data collection through three stages: data reduction, presentation, and conclusion. This study concluded that students who were the subject had difficulty applying mathematical concepts to real problems. Further research focuses on defragmentation methods, namely student efforts to carry out socialization in problem-solving according to the challenges faced. [ABSTRACT FROM AUTHOR]

Defragmentation is correcting the wrong thinking structure to get the proper understanding. Misconceptions can arise because students have difficulty implementing metacognition abilities in problem-solving. This study aims to describe students' metacognitive errors in solving HOTS mathematical problems and defragmentation efforts. The research method used a qualitative descriptive approach with 20 research subjects. The data collection techniques used are HOTS tests, observations, and interviews. The data analysis process is carried out with data reduction techniques, data presentation, and conclusion. The results showed that students experienced metacognition errors in solving HOTS mathematical problems. After the student accepts the defragmentation effort obtained, the student's metacognition becomes optimal so that the student receives a solution to solve the correct and precise HOTS mathematical problem. [ABSTRACT FROM AUTHOR]

Mathematical communication is a person's ability to convey information to solve problems. Mathematical communication has four aspects: understanding the problem, planning, presenting, and evaluating. This study aims to describe the efforts to defragment students' mathematical communication in solving HOTS mathematical problems. The research method used is descriptive qualitative, with the research subject being class VIII students of SMP N 1 Ngemplak, totaling 31 students. Data collection techniques were carried out with HOTS mathematical problem test sheets, interviews, and observations. The data analysis process is carried out through data reduction techniques, data presentation, and conclusion. The results showed that students' mathematical communication skills were relatively low in solving HOTS mathematical problems. The main mistake of mathematical communication experienced by students is in understanding the problem and the evaluation element. Therefore, defragmentation of students' mathematical communication is carried out on the component of understanding problems and evaluation aspects to improve their mathematical communication skills and solve mathematical problems correctly and precisely. [ABSTRACT FROM AUTHOR]

There has been much effort from previous researchers who developed learning media using video to improve students' understanding of mathematics learning. However, there has yet to be any research related to efforts to develop STEAM-integrated timestamp-based learning videos to improve students' understanding of the composition function material. Therefore, this study aims to explain the process of developing learning videos and analyze the effectiveness of STEAM-integrated timestamp-based learning videos in improving students' understanding of the composition function material. This type of research is Research & Development (R&D) based on the ADDIE development model. This study involved 38 senior high school students in Central Java, Indonesia. The result of this study is that there is a significant difference in the average understanding of students before and after using learning media. In addition, from the results of this study, it was found that the posttest score was higher than the pretest score. For education, the media that has been developed can support the use of video-based media in learning. For researchers, it is hoped that it can be a reference in studying the improvement of student understanding in mathematics learning. This media can be a good learning resource for students and teachers. [ABSTRACT FROM AUTHOR]

This quasi experimental research was aimed to analyze the achieving of students' mathematical problem solving abilities in scientific learning compared to direct learning. The population of this research was students of grade 7 of junior high school in South Lampung as many as 224 students that were distributed into 7 classes. The sample was chosen by cluster random sampling technique. 29 students of 7A were as experimental class which taught by scientific learning and 29 students of 7B were as control class which was taught by direct learning. This research used the randomized pre-test and post-test control group design. The data were obtained by essay test of mathematical problem solving abilities in proportion topic. The data analysis was done by Mann-Whitney U and proportion test. It was gotten that (1) gain of students' mathematical problem solving abilities taught by scientific learning was not higher than direct learning, (2) proportion of students who have good categorized of mathematical problem solving abilities in scientific learning was not higher than direct learning, and (3) the scientific learning was better than direct learning in achieving of indicator of devising a plan and looking back. Also, the direct learning was better than scientific learning in achieving of indicator of understanding the problem and carrying out the plan. Thus, the scientific learning was not better than direct learning in facilitating the achievement of mathematical problem solving abilities. The recommendation was reasoning and communicating should be the focus on scientific learning. [ABSTRACT FROM AUTHOR]

This study aims to describe how students' computational thinking levels in solving mathematical problems are based on the computational aspect. This study was descriptive qualitative research with the eighth graders of class F of SMP Negeri 1 Mojolaban as the sample. The study's instruments included math test questions, as well as observation and interview sheets. The math teachers and a math lecturer from the University of Muhammadiyah Surakarta served as the study's validators. The data collection techniques used were tests, observations, and interviews. The data analysis was carried out in three stages: data reduction, data display, and conclusion drawing. It was found that students successfully fulfilled the computational thinking level, which consists of connecting, relating patterns, focusing, and concluding well. For further study, they may discover students' obstacles in applying computational thinking in solving math problems. [ABSTRACT FROM AUTHOR]

This study aims to analyze and correct errors in the mathematical thinking structure of students in solving non-routine problems by reorganizing or defragmenting the thinking structure. This research is qualitative, using a diagnostic design. Data collection techniques use observations, tests, interviews, and documentation. The subjects in this study were three 2nd semester students of the Mathematics Education Study Program at the Muhammadiyah University of Surakarta, divided into high, medium, and low categories. The results of this study show that subjects with a high category can meet all mathematical thinking indicators before defragmentation and after defragmentation. Subjects with medium categories before defragmenting have not completed all indicators of mathematical thinking: only two indicators can be completed, namely problem identification and problem generalization. After one defragmenting process is given problems, the subject of the medium category can meet all indicators. Subjects with low categories can only complete one indicator of mathematical thinking, namely identifying problems in solving pre-defragmenting problems, as evidenced by the results of tests and interviews before defragmenting, after defragmenting three times, subjects with low categories were able to meet all indicators. [ABSTRACT FROM AUTHOR]

This study aims to describe decision making of prospective mathematics teacher in Cartesian coordinates teaching. A qualitative approach to the type of case study used in this study. The subjects in this study were 1 student of mathematics education study program selected from 32 students while taking Internship 3 at the University of PGRI Madiun. The subjects of this study were students who had good practice in microteaching and knowledge of pedagogical content (PCK) and were also winners in teaching competitions at University of PGRI Madiun. Data collection is done in two ways, observation and interview. Data were analyzed by studying data, data reduction data, data presentation, data validity checking, and making conclusions. The results of this research are the decision-making process that includes the step of generating, clarifying and assessing the reasonableness of ideas. At the idea generation step, the subject has more than one idea for each designed learning component. Subjects design learning media that reduce the level of abstraction of the material. In the stage of clarifying ideas, the subject has reasons related to his ideas, namely the subject adapts to conditions at school, student characteristics and learning objectives. The subject anticipates students' misunderstanding on the Cartesian coordinate material. While at the stage of assessing the reasonableness of the idea, the subject chooses the learning media based on his belief in himself, the learning objectives and the students. The decision making made by student teacher candidates can provide inspiration and examples for other prospective mathematics teachers so that they are not random in making decisions in learning mathematics. [ABSTRACT FROM AUTHOR]

This research is a qualitative research that aims to describe students' reflective thinking ability on ethnomathematic problems in terms of students' IQ. The subjects in this study were students of class XI IPA 1 SMA Negeri 1 Sukomoro totaling 33 studentswho had been given reflective thinking test questions. After that, the results of student work are corrected to obtain students who meet the indicators of reflective thinking. Then students are divided into 3 IQ categories, namely normal high, normal medium, Reflective thinking ability test instruments in the form of description questions totaling 3 questions with the topic of arithmetic sequences and series of arithmetic material where the questions use ethnomathematics problems. Data collection is carried out by the method of documentation, observation and tests. In obtaining the truth, this study uses triangulation techniques. In this study using the flow method data analysis technique. The process is carried out on the flow method, namely data reduction, data presentation, and conclusion drawing. The results of the study on the subject can be concluded that students with a high normal IQ category and a low normal can achieve the reflexive thinking phase, that is, the reacting phase and the comparing phase. Meanwhile, students with a low IQ category can only achieve the reacting phase of reflective thinking. [ABSTRACT FROM AUTHOR]

Mathematical literacy can be defined as a person's mastery in formulating, implementing, and interpreting mathematics efficiently from various contexts, content, and or life processes. Mathematical literacy has 7 components, namely communication, mathematization, representations, reasoning opinions, Ability to choose strategies to solve problems, Ability to use symbolic, formal, and technical languages and operations, Ability to use mathematical. Two basic competencies can be measured by AKM, namely reading literacy and mathematical literacy (numbering). This study measures the mathematical literacy ability of students' object dimensions on the AKM questions. This qualitative- descriptive study used eighth-grade students of Muhammadiyah 7 Junior High School of Surakarta as research subjects. Subject taking technique using snowball sampling technique, researchers take research subjects will increase according to the needs of researchers. The data in this study were obtained through think aloud. Data was collected using the test, observation, interview, and video recording techniques. The results showed that two characteristics occur in each object of mathematical literacy. Therefore, this study focuses on the dimensions of mathematical literacy objects which include formulation, implementation, and interpretation. [ABSTRACT FROM AUTHOR]

Mathematical literacy is the mastery of formulating, implementing, and interpreting mathematics efficiently from various contexts, content, and life processes. Moreover, decoding the issue required stages of problem-solving. Based on the Polya theory, there are four stages of problem-solving, including understanding the problem, devising a plan, carrying out the plan, and looking back. Minimum Competency Assessment (AKM) is a test that can enhance students' mathematical literacy. This research was conducted to describe the object of mathematical literacy at each stage of Polya's in solving the AKM problems. This research used a descriptive qualitative approach. The subjects taken were the students of VIII grades in Junior High School by applying the snowball sampling technique. The data were collected utilizing the Think Aloud method, which involved tests, interviews, and observations. The validity of the data in this study employed a triangulation method. The inductive technique was used to analyze the data. The results showed that in solving the AKM problem, mathematical literacy could emerge at each problem-solving stage with various responses from students. So it is necessary to describe the object of mathematical literacy at each stage of problem-solving. [ABSTRACT FROM AUTHOR]

Minimum Competency Assessment (AKM) is a competency assessment with the aim that all students can develop their own capacity and participate positively in society. This study aims to describe the characteristics of students' mathematical literacy in solving Minimum Competency Assessment problems. This research uses descriptive-qualitative research with the 8th-grade students of Muhammadiyah 7 Junior High School in Surakarta as the participants. The instruments used are AKM problems, observation sheets, and interview guidelines. The validity of the data used in this research is the triangulation method. Data analysis was carried out in three stages, namely: data reduction, data display, and conclusion drawing. The results of this study are that there are three characteristics of mathematical literacy in the AKM problems: 1) Distinctive; 2) Sociological; 3) Advanced. [ABSTRACT FROM AUTHOR]