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This research aims to develop and test the effectiveness of digital literacy instruments on students' learning outcomes. This study is a mixed method that combines survey and pre-experimental research. The survey research was conducted through a quantitative approach using a questionnaire as the research instrument with assessed numerical items. The survey respondents consisted of 318 students from various universities in Indonesia who were taken through cluster random sampling technique. The implementation of the instrument was carried out through a pre-experimental design to 103 students to test the instrument's effectiveness. The confirmatory factor analysis result shows that the model forms three factors, which are factor 1 (communicating digital content), factor 2 (exploring digital content), and factor 3 (creating and using digital content). The result of the goodness of fit model shows that the instrument has met all the criteria with a value of X[superscript 2]/df = 1.642 (<3.00), RMSEA = .079 (= 0.08), GFI = .900 (= 0.90), AGFI = 0.825 (= 0.90), TLI = 0.939 (= 0.90), and CFI = .951 (= 0.90). Empirically the instrument has good discrimination power so that it can measure students' digital literacy skills at different academic ability levels (Sig. <0.05). In addition, the instrument has been effectively used to measure and predict student learning outcomes (R square = 0.255, Sig. < 0.05). The instruments' result is relevant to current conditions and can further explore students' digital literacy skills.

This research aims to describe the decision-making of pre-service teacher in designing lesson plans and their implementation in learning mathematics. This type of research is qualitative research with a descriptive approach. Determination of subjects in this research using a purposive sampling technique. The subjects in this research are students of the Mathematics Education Study Program at one of the universities in East Java, Indonesia. The subjects is the winner of a microteaching competition at the university level. Learning activities are observed in the preliminary, core, and closing activities. Because this is qualitative study, the main instrument is the researcher and is assisted by observation sheets, video recordings, and interview guidelines. The conclusion is that subjects make decisions at each step of learning with the stages of building ideas, clarifying ideas, and assessing the fairness of ideas. At the idea-building stage, subjects build ideas with several/various ideas for activities to be carried out and adapted to the conditions and time of learning.

Learning mathematics requires real situations that are often faced by students. using the context that is around students for learning mathematics can make the context of mathematics easy to reach by students. This study meant to determine the effectiveness of mathematics learning based on Javanese vegetable salad context in increasing students' high order thinking skill through teaching assistance activities. This research uses quasi-experimental methods. Descriptive data were taken from a post-test of 93 students in the control group and 96 students in the experimental group. The experimental class applies Javanese vegetable salad context to mathematics learning, while the control class does not use Javanese vegetable salad context. Data analysis was performed descriptively and t-test through SPSS 25. The results showed that lecturers, teachers and students gave positive responses respectively 83.22%; 85.33%; 86.59%. The post-test results were analyzed using a t-test through SPSS 25 which showed significant difference between the two classes in their post-test scores. Thus, this study shows that mathematics learning based on Javanese Vegetable Salad Context is effective in increasing students' high order thinking skill.

The student conception needed to analyze problems and obtain effective solutions. It is also required to train students to think reflective and argumentative, so expressing student conception is necessary. This research aimed to describe the schemes of students' conception through digital arguments in online learning. This research was descriptive qualitative by uncovering students 'digital arguments and making schemes of students' understanding based on digital arguments presented in written discussions. Research Data were from electronic discussion forums, and unstructured interviews in biology and physics. The analysis results describe that digital argumentation can use to schemes students' conception.

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers' responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers' decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

This research aimed to describe pedagogical content knowledge of mathematics pre-service teacher through the lesson study application in microteaching. This descriptive qualitative research was conducted in Universitas PGRI Madiun with Mathematics pre-service teachers as subjects. The data were collected through observation, unstructured interviews, and documentation. Data from learning practice and pedagogical content knowledge were analyzed based on a scoring criteria framework that refers to microteaching assessment guidelines. The results showed that there was an increase in mathematics pre-service teacher learning practice (lesson planning increased from average to good, pre-learning activities increased from average to good, while learning activities increased from average to good, and closing activities increased from average to good). There was an increase in mathematics pre-service teacher content knowledge (increased in concept mastery from average to good and increased in material understanding from average to good). There was also an increase in mathematics pre-service teacher pedagogical knowledge (increased in clarity of learning scenarios from average to excellent, increase in the ability to use learning media from average to good, increase in the appropriateness of assessment techniques with learning objectives from average to good).

This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are preservice teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reasongiving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.

Learning mathematics requires real situations that are often faced by students. using the context that is around students for learning mathematics can make the context of mathematics easy to reach by students. This study meant to determine the effectiveness of mathematics learning based on Javanese vegetable salad context in increasing students' high order thinking skill through teaching assistance activities. This research uses quasi-experimental methods. Descriptive data were taken from a post-test of 93 students in the control group and 96 students in the experimental group. The experimental class applies Javanese vegetable salad context to mathematics learning, while the control class does not use Javanese vegetable salad context. Data analysis was performed descriptively and t-test through SPSS 25. The results showed that lecturers, teachers and students gave positive responses respectively 83.22%; 85.33%; 86.59%. The post-test results were analyzed using a t-test through SPSS 25 which showed significant difference between the two classes in their post-test scores. Thus, this study shows that mathematics learning based on Javanese Vegetable Salad Context is effective in increasing students' high order thinking skill. [ABSTRACT FROM AUTHOR]

This study is qualitative with descriptive and aims to determine the process of generalizing the pattern image of high performance students based on the action, process, object, and schema (APOS) theory. The participants in this study were high performance eighth-grade Indonesian junior high school. Assignments and examinations to gauge mathematical aptitude and interviews were used to collect data for the study. The stages of qualitative analysis include data reduction, data presentation, and generating conclusions. This study showed that when given a sequence using a pattern drawing, the subjects used a number sequence pattern to calculate the value of the next term. Students in the action stage interiorize and coordinate by collecting prints from each sequence of numbers in the process stage. After that, they do a reversal so that at the object stage, students do encapsulation, then decapsulate by evaluating the patterns observed and validating the number series patterns they find. Students explain the generalization quality of number sequence patterns at the schema stage by connecting activities, processes, and objects from one concept to actions, processes, and things from other ideas. In addition, students carry out thematization at the schematic stage by connecting existing pattern drawing concepts with general sequences. From these results, it is recommended to improve the problem-solving skill in mathematical pattern problems based on problem-solving by high performance students', such as worksheets for students. [ABSTRACT FROM AUTHOR]