Mathematical problem solving strategy is a method used in the problem solving process to find solutions to mathematical problems. Cognitive styles that are classified based on how to choose a problem solving strategy are field dependent and field independent cognitive styles. The use of various strategies can be seen in the application of mathematical problems. To find out the strategy of solving math problems, indicators can be shown about various strategies for solving math problems, they are: (1) working backward; (2) look for pattern; (3) adopting a different point of view; (4) solving a simpler analogous problem; (5) draw a picture and model; (6) guess and check; (7) organizing data; (8) logical reasoning; and (9) write an equation. The purpose of this study was to describe the math problem solving strategies of students with field dependent and field independent cognitive styles. This research is included in qualitative descriptive research. The subjects of this study were two students with field dependent and field independent cognitive styles who had been taught quadrilateral and triangle material. This study uses instruments in the form of GEFT tests, math ability tests, problem solving tasks, and interview guidelines. The data obtained were then analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that, 1) students with field dependent cognitive style in solving mathematical problems using the strategy of logical reasoning, working backwards, write an equation and organizing data. 2) Students with field independent cognitive style in solving math problems using the strategy of adopting a different point of view, look for pattern, doing logical reasoning, write an equation, draw a picture and model, and guess and check. Problem solving strategies used by FI students are more varied than FD students.

World Economic Forum in 2015 emphasized that there are six basic literacy which are 21st century skills that must be mastered, one of which is numeracy. However, students experience difficulties in solving AKM numeracy questions on geometry material because these questions require reasoning abilities. This research using the Tessmer (1993) development model aims to describe the process and results of developing numerical AKM model questions in the geometry and measurement content domains for class VIII students of junior high school that are valid, practical, effective, and reliable. The research instruments used included question sheets, question validation questionnaires, teacher response questionnaires, and student response questionnaires. The results of the study showed that the questions on the AKM numeration model included good quality questions. The numerical AKM model questions meet the valid criteria as indicated by the mode of assessment by the expert which is 3 (good validity criteria) and based on analysis of the validity of the questions (in the category of medium and high validity) and the reliability of the items (in the category of high reliability); fulfilling practical criteria is shown by achieving a good assessment category from the teacher's response questionnaire; fulfilling the effective criteria is shown by achieving a good or very good assessment category from the students' responses and students can express the numeracy abilities of the seven numeracy abilities in working on the questions.

This is a qualitative research study which aims at describing the numeracy of students with three different self-efficacy levels in solving space and shape problem with second-order use of context. Data were collected from low, medium, and high self-efficacy students' written responses and semi-structured interviews on a space and shape problem. Data were analyzed using the framework of numeracy processes adopted from the mathematical processes of mathematical literacy: formulate, employ, and interpret. Students with high and medium self-efficacy did the formulation process by mentioning the mathematical aspects that are known in the problem and assuming the mathematical aspects needed in solving and making appropriate pictures as mathematical representations. On employing process students with high and medium self-efficacy explained the strategies used in solving and employing appropriate mathematical concepts at each step of completion. Students with high and medium self-efficacy interpret math answers by writing down the answers according to the context requested. But students with high and medium self-efficacy cannot show the evaluation process. Students with low self-efficacy only did first sub-indicators of the mathematical process such as identifying mathematical aspects of the problem and cannot show the next mathematical processes such as formulating, employing, interpreting, and evaluating.

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kreatif siswa SMA dengan kemampuan matematika tinggi dan sedang dalam menyelesaikan masalah kontekstual materi fungsi kuadrat. Jenis penelitian yaitu penelitian deskriptif kualitatif. Instrumen utamanya yaitu peneliti dan instrumen pendukung terdiri dari tes da wawancara terstruktur. Penelitian melibatkan 1 siswa kemampuan matematika tinggi dan 1 siswa kemampuan matematika sedang jenjang SMA kelas X. Teknik analisis mengunakan teknik analisis miles dan huberman. Berdasarkan hasil penelitian yaitu (1) siswa kemampuan matematika tinggi melakukan proses berpikir kreatifnya dimulai dari memahami informasi yang tersaji dengan menulis ke lembar jawaban dan langsung mendapatkan ide terkait yang dapat digunakan sebagai pemecahan masalah. Kemudian, siswa membuat strategi dari ide yang sudah didapatkan, dengan jumlah strategi lebih dari satu. Siswa juga melakukan perencanaan yang jelas tehadap strateginya dari awal hingga akhir, terakhir siswa dapat menyelesaikan masalah dengan benar dan akurat, dan juga melakukan pengecekan terhadap jawabannya tanpa perlu diarahkan, siswa juga berhasil membuktikan jawabannya menggunakan strategi lain.(2) siswa kemampuan matematika sedang melakukan.proses berpikir kreatif dimulai dari memahami informasi yang tersaji dengan membaca berulang kali, siswa juga perlu diberikan stimulus tambahan supaya mendapatkan ide terkait yang bisa digunakan sebagai pemecahan masalah. Kemudian, dalam proses membuat strategi dari ide yang sudah didapatkan, siswa hanya memunculkan satu strategi saja karena penguasaan materi yang kurang. Siswa juga membuat rencana, namun hanya bisa menjelaskan langkah awal saja. Terakhir, siswa dapat menyelesaikan masalah dengan benar dan akurat, namun sesekali perlu waktu berhenti untuk memikirkan langkah berikutnya. Dan siswa melakukan pengecekan terhadap jawabannya namun masih perlu diarahkan, siswa juga tidak membuktikan jawabannya menggunakan strategi lain, karena hanya satu strategi saja yang dimunculkan sebelumnya. Kata Kunci: Berpikir kreatif, Masalah Kontekstual, Fungsi Kuadrat

Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.

Mathematical communication is the process of expressing mathematical ideas through drawings, symbols, and other to clarify mathematical problems. One of the efforts to enhance students' mathematical communication is through tasks in the mathematics textbook. The purpose of this research is to analyze and describe mathematical communication in tasks within the grade VIII mathematics textbook of the Merdeka Curriculum, specifically focusing on geometry content. This research is a qualitative content analysis. The object of this research is the tasks related to geometry content in the grade VIII mathematics textbook published by the Ministry of Education, Culture, Research, and Technology and Erlangga. The tasks are classified into activities or exercises using a task classification sheet, and the occurrence of mathematical communication indicators in each task is collected using a classification sheet. The results showed that the tasks in the grade VIII mathematics textbook published by Ministry of Education, Culture, Research, and Technology and Erlangga contains all indicators of mathematical communication. These indicators include communicating problem-solving strategies (66,7% & 63,9%), communicating ideas and problem solutions (100% for both), communicating students' mathematical thinking coherently (47,9% & 40,3%), communicating students' mathematical thinking clearly (17,7% & 36,1%), analyzing other people's mathematical thinking and strategies (6,3% & 2,8%), evaluating other people's mathematical thinking and strategies (2,1% & 1,4%), using mathematical symbols and terms to express mathematical ideas (100% & 97,2%), using tables and drawings to express mathematical ideas (12,5% for both), and using students’ own language/sentences to express mathematical solutions (61,5% & 59,7%).

This study aims to develop interactive learning media based on PowerPoint VBA on a system of two-variable linear equations and determine the results of the development of learning media in terms of validity, practicality, and effectiveness. This research uses the ADDIE development model. The instruments used included media validation sheets for media experts, media validation sheets for material experts, pretest-posttest sheets, student and teacher observation sheets, and user response questionnaire sheets. Based on the results of the research that has been done, an average validity value of 3.08 (media expert) and 3.29 (material expert) is obtained so that it can be categorized that PowerPoint VBA-based interactive learning media is valid. This learning media trial was conducted on a limited basis to 25 class VII students of SMP Negeri 1 Dlanggu to obtain data from practicality (student observation sheets, teacher observation sheets, and user response questionnaires) and media effectiveness (pretest and posttest). The results of the study after being tested and evaluated, that this learning media is said to be practical because based on the percentage of user response questionnaires obtained 75.75% or it can be used without revision and based on student and teacher observation sheets each obtained a very good category with a percentage of 93.68 % and 78.57%. Based on the pretest and posttest with an N-Gain value of 0.37, it can be said that this PowerPoint VBA-based interactive learning media is effective in the moderate category.

Tujuan dari penelitian ini adalah mendeskripsikan kemampuan argumentasi siswa berdasarkan teori Toulmin pada penyelesaian soal numerasi kelas VIII di SMP Muhammadiyah 6 Wuluhan, Kabupaten Jember. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Teknik pengumpulan data menggunakan tes tulis dan wawancara semi terstruktur. Peneliti menggunakan subjek pada siswa kelas VIII A berlokasi di SMP Muhammadiyah 6 Wuluhan. Data subjek diperoleh 2 level kemampuan argumentasi berdasarkan teori Toulmin yang meliputi claim, data dan claim. Pada level 1 yang meliputi claim adalah siswa yang mampu memberikan klaim berupa asumsi yang sesuai dengan pendapatnya. Pada level 2 yang meliputi data yaitu merupakan siswa yang mampu menunjukan data informasi yang didapatkan dan claim yakni siswa mampu memberikan asumsi yang sesuai dengan pendapatnya.
 Kata Kunci: Kemampuan Argumentasi, Masalah Numerasi, Teori Toulmin

Self efficacy siswa terbagi atas self efficacy tinggi dan rendah. Hal ini menjadi salah satu faktor yang memengaruhi perbedaan proses berpikir siswa saat memecahan masalah matematika. Penelitian deskriptif kualitatif ini bertujuan untuk menjelaskan bagaimana proses berpikir siswa self efficacy tinggi dan rendah dalam memecahkan masalah matematika. Peneliti memilih dua siswa untuk dijadikan subjek penelitian yaitu seorang siswa self efficacy tinggi dan seorang siswa self efficacy rendah dengan kriteria memiliki jenis kelamin sama, kemampuan matematikanya setara, serta lancar dan terbuka dalam berkomunikasi lisan. Instrumen yang digunakan adalah lembar angket skala self efficacy, lembar Tes Pemecahan Masalah, Pedoman Wawancara, dan lembar Tes Kemampuan Matematika. Penelitian ini memperlihatkan hasil bahwa pada setiap tahap baik siswa self efficacy tinggi maupun rendah memiliki kemiripan proses berpikir karena mampu memahami masalah, merencanakan dan melakukan pemecahan masalah serta mengecek kembali hasilnya. Namun siswa self efficacy rendah masih kurang dalam hal pengidentifikasian informasi pada masalah meskipun menghabiskan waktu baca lebih banyak, tidak mempunyai dasar yang jelas dalam hal menganalisis konsep dan rumus yang sesuai untuk memecahkan masalah, kurang teliti ketika memecahkan masalah, serta melakukan pengecekan kembali jawabannya hanya pada hasil operasi hitung yang sudah dilakukan. Sedangkan siswa self efficacy tinggi cenderung tidak memeriksa kembali jawabannya namun menyertakan pembuktian tambahan. Temuan penelitian ini memiliki beberapa implikasi, salah satunya adalah guru perlu mengetahui proses berpikir siswanya ketika memecahkan masalah matematika untuk mengidentifikasi kesulitan siswa dan menggunakannya sebagai bahan evaluasi untuk merancang pembelajaran yang lebih baik di masa mendatang.
 Kata kunci: Proses Berpikir, Masalah Matematika, Self Efficacy.

Berpikir aljabar merupakan aktivitas mental seseorang dalam menyelesaikan masalah yang ditentukan dari enam aktivitas berpikir matematis untuk menganalisis, menggunakan simbol-simbol aljabar, menggunakan model matematika untuk mengetahui dan mewakili hubungan situasi matematika dengan aljabar serta perubahan dalam berbagai konteks. Pendekatan yang paling tepat untuk membangun dan mengembangkan berpikir aljabar siswa adalah pemecahan masalah Salah satu karakteristik siswa yang harus dipahami dan diperhatikan oleh seorang guru dalam proses pembelajaran adalah gaya belajar siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan berpikir aljabar siswa SMP dalam menyelesaikan masalah aljabar ditinjau dari gaya belajar visual, auditori, dan kinestetik. Instrumen penelitian yang digunakan dalam penelitian ini adalah angket gaya belajar, soal tes proses berpikir aljabar siswa, dan pedoman wawancara. Subjek penelitian 3 siswa kelas VIII di SMPN 1 Krian berdasarkan gaya belajar yang diperoleh dari hasil angket gaya belajar visual, auditori, dan kinestetik dengan kemampuan matematika yang setara yaitu kemampuan matematika sedang. Hasil penelitian ini menunjukkan bahwa ketiga subjek melakukan keenam indikator dari tahap generalisasi, abstraksi, berpikir dinamis, pemodelan, berpikir analitis, dan organisasi. Siswa gaya belajar visual dan kinestetik menentukan aturan umum persamaan yang digunakan dalam memecahkan masalah menggunakan simbol aljabar. Sedangkan siswa gaya belajar auditorial mengungkapkan penjelasan secara verbal (kata-kata).
 Kata Kunci: Berpikir aljabar, masalah aljabar, gaya belajar.