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Pemahaman konsep matematis siswa khususnya pada materi geometri belum optimal sehingga perlu sebuah inovasi pengembangan perangkat pembelajaran. Penelitian ini bertujuan mengembangkan perangkat pembelajaran berbasis etnomatematika Keraton Yogyakarta berorientasi kemampuan pemahaman konsep matematis. Penelitian ini menggunakan model pengembangan milik Plomp meliputi pleminary research, prototype phase, dan assessment phase. Uji coba produk dilakukan di SMP kelas VII menggunakan instrumen yang terdiri dari lembar validasi, lembar penilaian kepraktisan, lembar observasi keterlaksanaan pembelajaran, dan tes kemampuan pemahaman konsep matematis. Berdasarkan hasil disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria kevalidan dengan tingkat ketercapaian nilai modul ajar 71, dan LKS 69. Berdasarkan hasil uji coba lapangan disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria kepraktisan berdasarkan penilaian guru dengan skor kepraktisan masing-masing 55 dan 56 untuk modul ajar dan LKS, serta LKS yang dikembangkan memenuhi kriteria kepraktisan dengan skor 44,78 berdasarkan penilaian siswa. Berdasarkan hasil observasi disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria minimum persentase keterlaksanaan lebih dari 80% pada setiap pertemuan. Berdasarkan hasil tes pemahaman konsep matematika persentase siswa yang mencapai kriteria minimum dengan nilai rata-rata masing-masing lebih dari KKM 75 dengan persentase sebesar 91,30 % sehingga perangkat pembelajaran yang dikembangkan efektif memfasilitasi pemahaman konsep matematis. The understanding of students' mathematical concepts, especially on geometry material, is not optimal, so it needs an innovation in developing learning tools. This research aims to develop ethnomathematics-based learning tools of the Yogyakarta Palace oriented towards the ability to understand mathematical concepts. This research using Plomp's development model includes pleminary research, prototype phase, and assessment phase. Product trials were carried out in junior high school grade VII using instruments consisting of validation sheets, practicality assessment sheets, learning implementation observation sheets, and tests of the ability to understand mathematical concepts. Based on the results, it was concluded that the learning tools developed met the validity criteria with the level of achievement of teaching module scores 71, and LKS 69. Based on the results of field trials, it was concluded that the learning tools developed met the practicality criteria based on teacher assessment with practicality scores of 55 and 56 respectively for teaching modules and LKS, and the developed LKS met the practicality criteria with a score of 44.78 based on student assessments. Based on the observations, it was concluded that the learning tools developed met the minimum criteria for a percentage of implementation of more than 80% at each meeting. Based on the results of the test of understanding mathematical concepts, the percentage of students who reached the minimum criteria with an average score of more than KKM 75 each with a percentage of 91.30% so that the learning tools developed effectively facilitate the understanding of mathematical concepts.

The purpose of this study is to determine the effectiveness of the use of interactive learning multimedia products on the understanding of mathematical concepts, especially the angle measurement material for fourth grade elementary school students. This study used a quasi-experimental research design with a nonequivalent comparation-group design. The data collection technique used was a written test technique involving 60 students. The research data were tested using the t-test. The results showed that the use of interactive multimedia learning had a positive effect on the understanding of mathematical concepts, especially the angle measurement material for fourth grade elementary school students. The t-test results show a significance value of ˂ 0.05 so that Ho is rejected and Ha is accepted, which means that the use of interactive multimedia learning with a contextual approach is effective in improving students' conceptual understanding.

Penelitian ini memiliki tujuan untuk mengupas bagaimanakah disposisi matematis mahasiswa PGSD/PGMI di era pandemic covid-19 yang menjadikan mahasiswa harus melakukan perkuliahan secara daring. Penelitian ini merupakan kuantitatif survei jenis cross-sectional dengan analisis deskriptif kuantitatif. Data dikumpulkan melalui penyebaran angket secara online menggunakan google form dengan adaptasi instrumen dan disebarkan pada partisipan mahasiswa PGSD/PGMI. Adapun subjek yang digunakan dalam penelitian ini berjumlah 22 universitas negeri dan swasta dengan 165 mahasiswa. Untuk melihat hasil dari penelitian tersebut peneliti melakukan konversi data agar dapat mengklasifikasikan hasil dari penelitian. Pembagian klasifikasi terbagi atas 5 bagian yaitu sangat baik, baik, cukup baik, kurang, dan sangat kurang. Berdasarkan dari hasil analisis data diperoleh hasil penelitian yang menunjukan bahwa disposisi matematis mahasiswa PGSD/PGMI Indonesia secara keseluruhan adalah sebagai berikut: 23,64% sangat baik (A), 30,91% baik (B), 44,85% cukup baik (C), 0,6% kurang (D), dan 0% sangat kurang (E). Hal ini dikarenakan indikator tentang emosi dan perilaku mempengaruhi hasil akhir dengan kriteria cukup baik (C) dengan masing-masing persentase 60,61% dan 56,36%. Sehingga, kesimpulan dari analisis data tersebut bahwa disposisi matematis secara keseluruhan mahasiswa PGSD/PGMI di era pandemi covid-19 tergolong dalam kriteria cukup rendah yaitu 44,85% yang termasuk dalam kategori cukup baik (C).

Abstrak: Pembelajaran matematika di SD perlu memperkenalkan ketajaman rasa peduli terhadap lingkungan. Sekaligus pembelajaran di madrasah perlu mengenalkan nilai-nilai Islam untuk siswa MI bahwa merawat lingkungan merupakan amal yang saleh. Dengan alasan ini, maka dirancang Lembar Kerja pembelajaran matematika untuk kelas 1 SD/MI berbasis Islamic Environmental Ethics (IEE). Islamic Environmental Ethics memuat kaidah, bagaimana sebaiknya umat Islam memperlakukan tanaman, hewan, air, udara dan bumi. Penelitian pengembangan ini baru menempuh tahap Define dan Design, belum sampai ke tahap Develop dan Disseminate. Lembar Kerja yang dirancang memuat komponen-komponen berikut: Kompetensi Dasar, Indikator, Ayat Alqur’an, Hadits, Gambar-gambar, Aktifitas-aktifitas, kolom SAFETY dan Motivasi. Aktifitas yang dilakukan dalam Lembar kerja, menggunakan media di lingkungan peserta didik yaitu tanaman, bebatuan maupun biji-bijian. DESIGNING ELEMENTARY STUDENT MATH WORKSHEET BASED ON ISLAMIC ENVIRONMENTAL ETHICS Abstract: Mathematics learning in elementary school needs to introduce a sharp sense of care for the environment. As well as learning in madrasas, it is necessary to introduce Islamic values to MI students that caring for the environment is a pious charity. For this reason, a mathematics learning worksheet for grade 1 SD / MI based on Islamic Environmental Ethics (IEE) was designed. Islamic Environmental Ethics contains rules, how should Muslims treat plants, animals, water, air and earth. This development research has only gone through the Define and Design stages, not yet at the Develop and Disseminate stages. The worksheets are designed to contain the following components: Basic Competencies, Indicators, Alquran verses, Hadith, Pictures, Activities, SAFETY columns and Motivation. Activities carried out in the worksheet, using media in the environment of students, namely plants, rocks and seeds.

The writing of this article is a survey research with the aim of knowing the relationship between mathematical disposition and self-efficacy of PGSD/ PGMI students in universities throughout Indonesia. This study used a total of 37 public and private universities with 357 students using questionnaire data collection techniques. The data obtained were analyzed using quantitative descriptive. In addition, data analysis used Spearman's Rho. The results explained that the mathematical disposition with self-efficacy of PGSD / PGMI students in Indonesia based on the average questionnaire filling reached a correlation coefficient of 0.612 which was included in the very strong category. Sig. Value (2-tailed) obtained 0,000 which is smaller than 0.01 which means that there is a significant relationship between mathematical disposition variables and self-efficacy. This caused a strong positive relationship between mathematical disposition and student self-efficacy. Abstrak Penulisan artikel ini merupakan penelitian survei dengan tujuan mengetahui hubungan disposisi matematis dan self-efficacy mahasiswa PGSD/PGMI yang berada di Universitas se-Indonesia. Penelitian ini menggunakan subjek yang berjumlah 37 universitas negeri dan swasta dengan 357 mahasiswa dengan tekhnik pengumpulan data penyebaran angket. Data yang diperoleh dianalisis menggunakan deskriptif kuantitatif. Selain itu, analisis data menggunakan Spearman’s Rho. Hasil penelitian menjelaskan bahwa disposisi matematis dengan self-efficacy mahasiswa PGSD/PGMI yang berada di Indonesia berdasarkan rata-rata pengisian angket mencapai koefisien korelasi 0.612 yang termasuk dalam kategori sangat kuat. Nilai Sig. (2-tailed) didapat 0.000 yang lebih kecil dari 0.01 yang memiliki makna bahwa terdapat hubungan signifikan antara variabel disposisi matematis dengan self-efficacy. Hal tersebut menyebabkan hubungan positif yang kuat antara disposisi matematis dengan self-efficacy mahasiswa.

Abstract This research discusses the design of mathematics learning based on Islamic Environmental Ethics (IEE). The purpose of the research was to discover how to implement IEE in elementary mathematics learning, especially grade 1. This qualitative research method begins with the analysis of condition grade1 to 6. By analyzing the themes of grade 1 to grade 6, then themes are qualified percentage according to the use of terms related to Islamic Environmental Ethics (IEE) and after that, compiled a matrix containing competencies, classes, activities and assessments to implement it. The results of this study are, the first year has the lowest percentage of 32.5 % of its IEE content so it needs to be developed. From the selection of basic competencies, 3.5, 4.5, 3.6 and 4.6 are selected for their implementation. The implications obtained by the IEE component concerning Islamic concern for the earth, especially those listed in the hadith on cleanliness. Based on the hadith, learning activities are arranged using used goods at worksheet one and worksheet 2. Based on its activities, assessment is prepared through rubrics, performance assessments and questionnaires. Abstrak Penelitian ini membahas tentang desain pembelajaran matematika berbasis Islamic Environmental Ethics (IEE). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan IEE pada pembelajaran matematika SD khususnya kelas 1. Metode penelitian kualitatif ini diawali dengan analisis kondisi kelas 1 sampai dengan kelas 6. Dengan menganalisis tema dari kelas 1 sampai dengan kelas 6, maka tema tersebut memenuhi syarat. persentase sesuai penggunaan istilah terkait Islamic Environmental Ethics (IEE) dan setelah itu disusun matriks yang berisi kompetensi, kelas, kegiatan dan penilaian untuk mengimplementasikannya. Hasil dari penelitian ini, tahun pertama memiliki persentase terendah yaitu 32,5% konten IEE-nya sehingga perlu dikembangkan. Dari pemilihan kompetensi dasar tersebut dipilih 3.5, 4.5, 3.6 dan 4.6 untuk pelaksanaannya. Implikasi yang diperoleh komponen IEE tentang kepedulian Islam terhadap bumi, terutama yang tercantum dalam hadits tentang kebersihan. Berdasarkan hadits, kegiatan pembelajaran disusun dengan menggunakan barang bekas pada LKS satu dan LKS dua. Berdasarkan kegiatannya disusun penilaian melalui rubrik, penilaian kinerja dan angket. How to Cite: Mauluah, L., Marsigit, Wangid, M. N. (2020). Elementary Math Learning Design: An Integration with Islamic Environmental Ethics in the First Grade. TARBIYA: Journal of Education in Muslim Society, 7(2), 241-251. doi:10.15408/tjems.v7i2.19975.

Penelitian ini bertujuan untuk mendeskripsikan keefektifan metode pembelajaran Problem-based learning (PBL) dan metode pembelajaran Project-based learning (PjBL) serta perbandingan keefektifan metode PBL dan metode PjBL pada pembelajaran statistika SMA kelas XI ditinjau dari prestasi belajar, kemampuan pemecahan masalah, dan sikap matematika siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Adapun populasi adalah siswa kelas XI IIS SMA Negeri 1 Pringsewu, Lampung. Sampel dipilih secara acak dari populasi yaitu kelas XI IIS1 dan XI IIS2. Untuk menguji keefektifan metode pembelajaran, data dianalisis dengan menggunakan uji one sample t-test. Untuk menguji perbandingan keefektifan metode pembelajaran, data dianalisis dengan menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa metode PBL dan PjBL efektif serta metode PBL lebih efektif dibandingkan dengan metode PjBL pada pembelajaran statistika SMA kelas XI ditinjau dari prestasi belajar, kemampuan pemecahan masalah, dan sikap matematika siswa. Comparison of the Effectiveness of Problem-Based Learning and Project-Based Learning Method in the Teaching of Statistics of Senior High School Abstract This study aims to describe the effectiveness of Problem-based learning (PBL) and Project-based learning (PjBL) method and the compare effectiveness of PBL and PjBL methods viewed from students’ learning achievement, problem solving skill, and mathematical attitude. This study was quasi-experimental research using the pretest-posttest nonequivalent group design. The population was all grade XI students of IIS SMA Negeri 1 Pingsewu, Lampung. Two classes of the population, namely classes XI IIS1 and Class XI IIS2, were randomly established as the study sample. To test the effectiveness of the PBL and PjBL methods was tested using one sample t-test. To compare effectiveness of PBL and PjBL methods, the MANOVA was used, followed by t-Bonferroni test. The results show that the PBL and PjBL methods are effective and the PBL is more effective than PjBL in in teaching statistics to grade XI students of senior high school viewed from students’ learning achievement, problem solving skill, and mathematical attitudes.

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran problem posing dan problem solving ditinjau dari ketercapaian kompetensi dasar, metode matematis, dan sikap matematis siswa SMA. Penelitian yang digunakan adalah penelitian eksperimen semu dengan desain Nonequivalent (Pretest and Posttest) group design. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Sakra Lombok Timur yang terdiri dari tujuh kelas. Dari tujuh kelas tersebut, dipilih secara acak dua kelas sebagai kelas eksperimen. Hasil penelitian menunjukkan sebagai berikut. 1). Pendekatan problem posing dan problem solving efektif ditinjau dari ketercapaian kompetensi dasar, metode matematis, dan sikap matematis siswa SMA. 2). Ada perbedaan keefektifan pendekatan problem posing dan problem solving ditinjau dari ketiga variabel dependen secara simultan. 3). Pendekatan problem solving lebih efektif dibandingkan dengan pendekatan problem posingditinjau dari ketercapaian kompetensi dasar dan kemampuan metode matematis. 4). Tidak ada perbedaan keefektifan kedua pendekatan pembelajaran ditinjau dari sikap matematis siswa SMA. Kata Kunci: pendekatan problem posing, problem solving, ketercapaian kompetensi dasar, metode matematis, sikap matematis siswa. The effectiveness of problem posing and problem solving in terms of basic competence attainment, mathematical method, and mathematical attitude Abstract This study aims to describe and compare the effectiveness of problem posing and problem solving approaches in terms of mathematics basic competence attainment, mathematical method, and mathematical attitude of senior high school students. This study was a quasi-experimental study using the nonequivalent pretest and posttest group design. The population was the X grade students of State Senior High School 1 of Sakra Lombok Timur that consisted of seven classes. The sample was two classes selected randomly from all Year X classes. The results of the study are as follows. 1) Problem posing and problem solving approaches are effective in terms of the mathematics basic competence attainment, mathematical method and mathematical attitude of Senior Hogh School students. 2) There is a different effect of problem posing and problem solving approaches on all dependent variables simultaneously. 3) Problem solving approach is more effective than problem posing in terms of the basic competence attainment and mathematical method. 4) There is no different effect of problem posing and problem solving approaches in terms of student mathematical attitude. Keywords: problem posing approach, problem solving approach, mathematics basic competence attainment, mathematical method, mathematical attitude.

Penelitian ini bertujuan untuk mendeskripsikan: keefektifan PBL setting STAD ditinjau dari prestasi, berpikir kritis, dan self-efficacy; keefektifan PBL setting TGT ditinjau dari prestasi, berpikir kritis, dan self-efficacy; perbandingan keefektifan PBL setting STAD dengan PBL setting TGT ditinjau dari prestasi, berpikir kritis, dan self-efficacy. Penelitian ini merupakan penelitian eksperimen semu, dengan rancangan pretest-posttest non-equivalent comparison-group. Populasi penelitian mencakup seluruh siswa kelas VII MTs N Sleman Kota, dari populasi yang ada diambil secara acak dua kelas sebagai sampel penelitian. Untuk menguji keefektifan PBL setting STAD dan TGT digunakan one sample t-test. Selanjutnya, untuk membandingkan keefektifan PBL setting STAD dan TGT, dianalisis menggunakan uji T2 Hotteling’s. Karena terdapat perbedaan keefektifan, maka dilanjutkan uji t-univariat. Setiap analisis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: PBL setting STAD efektif ditinjau dari prestasi, berpikir kritis, dan self-efficacy; PBL setting TGT efektif ditinjau dari prestasi, berpikir kritis, dan self-efficacy; PBL setting TGT lebih efektif dibandingkan PBL setting STAD ditinjau dari berpikir kritis. Namun, PBL setting TGT sama efektif dibandingkan PBL setting STAD ditinjau dari prestasi dan self-efficacy. Kata Kunci: PBL setting STAD, PBL setting TGT, prestasi, berpikir kritis, self-efficacy The Effectiveness PBL of STAD and TGT Type In Terms Of The Achievements, Critical Thinking, and Self-Efficacy Abstract This research aims to describe: the effectiveness PBL of STAD type in terms of the achievements, critical thinking, and self-efficacy; the effectiveness PBL of TGT type in terms of the achievements, critical thinking, and self-efficacy; comparative effectiveness the PBL of STAD type with the PBL of TGT type in terms of the achievements, critical thinking, and self-efficacy. This research was a quasi-experimental research with the pretest-posttest non-equivalent comparison-group design. The research population included all 7th grade students of MTs N Sleman Kota, from the population two classes were randomly selected as the research sample. To test the effectiveness of PBL of STAD and TGT type, the one sample t-test was used. Furthermore, to compare the effectiveness of the PBL of STAD and TGT type, the data were analyzed using the multivariate test of the T2 Hotteling’s. Because there were differences in effectiveness, then further t-univariate test was done. Each analysis was performed at the significance level of 5%. The results show that: the PBL of STAD type is effective in terms of achievement, critical thinking, and self-efficacy; the PBL of TGT type is effective in terms of achievement, critical thinking, and self-efficacy; the PBL of TGT type is more effective than that using the PBL of STAD type in terms of critical thinking. But, the PBL of TGT type is as effective as that using the PBL of STAD type in terms of achievement and self-efficacy. Keywords: PBL of STAD type, PBL of TGT type, achievement, critical thinking, self-efficacy

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran pada materi pecahan tema 3 berbasis teori Bruner ditinjau dari kualitas produk secara umum (kevalidan, kepraktisan, dan keefektifan) dan dalam peningkatan kemampuan pemecahan masalah dan prestasi belajar peserta didik di kelas IV SD Labschool Unesa. Penelitian ini termasuk penelitian dan pengembangan yang menggunakan model yang dikembangkan oleh Borg & Gall. Subjek penelitian dalam uji coba terbatas berjumlah 4 siswa, sedangkan dalam uji coba lapangan berjumlah 8 siswa. Subjek uji coba produk operasional pada kelas eksperimen sebanyak 17 siswa dan kelas kontrol sebanyak 18 siswa. Pengumpulan data dalam penelitian ini menggunakan lembar penilaian produk perangkat pembelajaran, lembar observasi guru, lembar observasi peserta didik, tes hasil belajar, angket respon guru, dan agket respon peserta didik. Analisis data menggunakan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa perangkat pembelajaran hasil pengembangan dinyatakan valid dengan kategori sebagai berikut: silabus berkategori baik, RPP berkategori sangat baik, tes hasil belajar berkategori baik, dan media berkategori sangat baik, sehingga rerata hasil semua perangkat pembelajaran adalah berkategori baik. Penerapan perangkat pembelajaran secara umum dapat terlaksana dengan baik. Berdasarkan hasil uji coba kelas eksperimen dan kelas kontrol, terdapat perbedaan yang signifikan pada ketercapaian hasil belajar sehingga perangkat pembelajaran dikatakan efektif, sedangkan untuk kemampuan pemecahan masalah dan prestasi belajar siswa yang mengikuti pembelajaran menggunakan perangkat pembelajaran berbasis teori Bruner hasil pengembangan mengalami peningkatan. Kata Kunci: perangkat pembelajaran, teori Bruner, kemampuan pemecahan masalah, prestasi belajar DEVELOPING TEACHING KIT BASED ON THE THEORY OF BRUNER IN GRADE FOUR STUDENTS OF SD LABSCHOOL UNESA Abstract This study aims to develop a teaching kit on fractions of theme 3 based on the theory of Bruner in terms of product quality in general (validity, practicallity, and effectiveness) and in improving the problem solving ability and learning achievement of grade four students of SD Labschool Unesa. This research is research and development using the model developed by Borg & Gall. The research subjects in the preliminary field testing were 4 students, while in main field testing 8 students. The operational field testing subjects in the experimental group were 17 students and in the control group 18 students. The data collection used the product evaluation sheets of teaching, teacher observation sheets, student observation sheets, achievement test, teacher and student questionaires. The data were analyzed using an independent sample t-test with the significance level of 0.05. The results show that the teaching kit is valid in the following categories the syllabus is good, RPP is very good, achievement test is good, and learning media is very good. So that the average result of all teaching kit is categorized as good. The implementation of the teaching kit can generally be done well. Based on the test results of the experimental group and control group, there are significant differences in the learning achievement so that the teaching kit is effective, and at the same time, the problem solving ability and learning achievement of the students who take the lesson using the teaching kit based on theory of Bruner has increased. Keywords: teaching kit, theory of Bruner, problem solving ability, academic achievement

Penelitian ini bertujuan untuk menghasilkan multimedia interaktif pada pembelajaran matematika menggunakan Macromedia Flash 8 Professional di standar kompetensi memahami sifat-sifat tabung, kerucut, dan bola, pada siswa kelas IX SMP. Isi multimedia interaktif meliputi standar kompetensi dan kompetensi dasar, petunjuk penggunaan, materi, evaluasi, dan e-book. Model pengembangan yang digunakan adalah model pengembangan Borg and Gall. Penelitian ini telah berhasil mengembangkan multimedia interaktif pada pembelajaran matematika yang mempunyai kualitas BAIK (B) menurut penilaian ahli materi dan pembelajaran, ahli media, dan 42 siswa kelas IX, dengan skor rata-rata 209,48 dari skor maksimal 260. Sedangkan untuk keefektifannya terhadap sikap siswa pada matematika dan ICT, ada perubahan sikap pada aspek rasa cemas siswa, rasa percaya diri siswa, dan rasa suka terhadap matematika dan ICT. Kata Kunci: multimedia interaktif, Macromedia Flash 8 Professional, sikap siswa pada matematika dan ICT. Developing Multimedia Macromedia Flash with Contextual Approach and Its Effect on Students’ Attitude toward Mathematics Abstract This research aims to develop interactive multimedia in mathematics teaching using Macromedia Flash 8 Professional on a competence standard of solid geometry of tubes, cones, and balls, in class IX of SMP. The content of the interactive multimedia is: competency standards and basic competencies, instructions for use, content, evaluation, and e-book. The development model used was the development model of Borg and Gall. This research has successfully developed interactive multimedia in mathematics teaching which are in a good category (B) according to media and teaching experts and 42 students of class IX with a mean score of 209.48 of the maximum score of 260. As for their effectiveness on the students’ attitudes toward mathematics and ICT, there is a change in students’ attitude toward anxiety, self-confidence, and interest in mathematics and ICT. Keywords: interactive multimedia, Macromedia Flash 8 Professional, student attitudes on mathematics and ICT.

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, students learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment and control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out the effectiveness of the teaching materials. The developed of realistic mathematics education learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p[less than or equal to]0.05). It can enhance the problem solving skills of 4th grade elementary school.

Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding. However, in practice, there are still many lessons that have not applied teacher-students interaction properly. This study aimed to reveal teacherstudent interaction in the mathematics learning process that affects students' mathematical understanding. This study used a qualitative method with a phenomenological approach. The research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation. Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study showed that teacher-student interaction has affected students' mathematical understanding consists of: 1) The teacher transfers the material-the students attend to the material; 2) Question-answer amid teacher-students; 3) The teacher makes interesting learning strategies-students are actively involved in learning; 4) Teachers give awards-students receive awards.

Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers' personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students' skills are less satisfying. Thus, this study aims to improve students' problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students' problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students' problem-solving and mathematical communication skills.

This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.

This study examined the effect of collaborative learning with a scientific approach (SA) on the learning achievement in mathematics viewed from the students' multiple intelligences. This study compared two types of collaborative learning models, Three Steps Interview (TSI), and Think Pair Share (TPS). The participants of this study were grade 8 students of Secondary Schools in Sukoharjo, Central Java, Indonesia (N = 262). This study was a quasi-experimental study with a 3 × 3 factorial design. The results of the study can be concluded as follows. (1) TSI with a scientific approach got better math learning achievement than TPS with a scientific approach and classical with a scientific approach. Besides, TPS with a scientific approach got better learning achievement than classical with a scientific approach. (2) Students with logical-mathematical intelligence got better math learning achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better math learning achievement than students with interpersonal intelligence.

Differentiated Mathematics Instruction (DMI) can facilitate students’ diversity. This research explores teachers’ perceptions, readiness, and practices for implementing DMI in Indonesia. This is qualitative research with a phenomenological approach. A total of twenty mathematics teachers participated through purposive sampling. Semi-structured interviews were conducted for data collection. Data analysis was done by the Bogdan and Biklen techniques, including data reduction, finding themes and inter-themes, and concluding. The results show that teachers understand the concept, benefits, and roles of DMI. However, there are still many unprepared teachers, and there are many barriers to implementing DMI. Some of the barriers include difficulty in time management, difficulty in drawing up a learning plan, and limited examples of DMI that can be adapted. Another barrier is that teachers feel stressed by using different methods and media, and have to perform different evaluations. Teachers’ professional training related to DMI and teacher collaboration is expected to be conducted as a solution to various barriers. [ABSTRACT FROM AUTHOR]