Isnaeni Umi Machromah

Problem solving is an essential competency in 21st-century mathematics education. However, implementing Problem-Based Learning (PBL) still faces challenges in using authentic problems and has rarely integrated Computational Thinking (CT) and 21st-century interdisciplinary themes systematically. This study aimed to develop a PBL-based student worksheet that integrates CT and 21st-century interdisciplinary themes to support students' real-life problem-solving. The study employed the ADDIE model, consisting of the analysis, design, development, implementation, and evaluation stages. The developed worksheet was validated by experts, evaluated for practicality through teacher and student responses as well as learning implementation, and tested for effectiveness using a posttest-only control group design. The results showed that the worksheet has three main characteristics: integrating CT into every phase of PBL, using 21st-century interdisciplinary themes as authentic problem contexts, and including learning activities that systematically guide students through the real-life problem-solving process. The evaluation results indicated that the worksheet was valid, practical, and effective. Its effectiveness was demonstrated by students' real-life problem-solving performance, which was significantly better than that of students receiving standard PBL instruction, and by the achievement of classical learning mastery, with at least 80% of students meeting the predetermined mastery criterion. Keywords: 21st century interdisciplinary themes, computational thinking, problem-based learning, problem solving.

Objective: This research aims to: 1) develop a worksheet that incorporates unplugged computational thinking (CT) to support the strengthening of mathematical literacy; 2) test the validity, practicality, and effectiveness of the worksheet. Method: This study employed a development research design involving teachers, students, and experts. Data collection was conducted through literature review, observation, questionnaires, documentation, and a mathematical literacy test. Data analysis was conducted using qualitative and quantitative methods. Results: Based on the research results, the following results were obtained: 1) The CT-infused worksheet was designed to support the achievement of three learning objectives: students can determine sample points, determine probability values, and use these concepts in problem-solving; the worksheet contains learning activities that integrate CT and learning activities that support mathematical literacy; 2) The content validity index was 1, thus the worksheet is valid; Practicality tests by teachers and students yielded scores of 3.95 and 3.58, respectively, indicating that the worksheet is suitable for use as a support for mathematics learning. The trial results also demonstrated that these CT-infused worksheet is effective in improving students' mathematical literacy. Novelty: In contrast to earlier studies that focused on literature review, analysed students' CT abilities, or integrated CT into mathematics learning to improve CT abilities, this study integrates unplugged CT into a worksheet to improve junior high school students' mathematical literacy. This CT-infused worksheet has been proven valid, practical and effective as a probability teaching material to support the development of mathematical literacy.

Purpose: Study this conducted for analyze ability representation mathematics possessed by junior high school students in the material set with form about HOTS. Methodology: On research this selected subject that is student class VII B. Implementation test this followed by 37 students who then selected 6 students with category ability beginning high, medium, and low. Method study this that is with study descriptive qualitative. Instrument question consist on 3 questions description with HOTS category on material set. Results: On result study this obtained that ability representation mathematical student with category ability tall almost by whole could Fulfill indicator ability representation with good. Ability representation mathematical student category currently could Fulfill ability representation expression mathematical and word or written representations. While for students with ability representation mathematical low only could Fulfill one indicator that is word or written representation.

This research aims at describing the mathematical reasoning ability of junior high school students who have moderate mathematical ability in solving AKM-oriented questions on geometry and measurement content. AKM is a part of the National Assessment as a substitute for the National Examination (UN). Many types of research related to mathematical reasoning have been done by sharing content. However, there is still no research on AKM-oriented questions because AKM is a new policy issued by the Indonesian minister of education and has only been tested in mid-2021. The subject of this research is students of class VIII D of SMPN 1 Jogorogo. Test and interview techniques were used to collect the data. The test was given to students by giving three AKM-oriented questions consisting of personal, social and cultural, and scientific contexts. Semi-structured interviews were conducted with students by asking them several questions. The triangulation technique was used to validate the data. The data analysis technique was carried out through several stages, namely data collection, data reduction, data presentation, and drawing conclusions. The result of this research shows that students with moderate mathematical abilities have not been able to achieve all the indicators well. Students are able to achieve three of the four indicators well. The indicators mastered by students who have the moderate mathematical ability are predicting answers and solutions, considering the validity of arguments using deductive or inductive thinking, using supporting data to explain why the method used is correct, and providing explanations using models, facts, properties, and connections. Indicators that are not mastered by students with a moderate level of mathematical reasoning ability are analyzing statements and providing explanations that can support or contradict.

Education in Indonesia is still needed efforts to bring mathematics closer to reality and culture, one of which is by using batik from Yogyakarta. This study aims to explore the mathematical concepts related to the motif and process of making batik typical of Yogyakarta. This study uses qualitative research with an ethnographic approach. This study uses data collection techniques, namely observation, interviews, documentation and field notes. This study explores the cognitive, conceptual, and educational dimensions of the process and motifs of Yogyakarta’s typical written batik. In the cognitive dimension in the coloring process/sogan and the Truntum motif, the Ceplok Purbonegoro motif, the Semen Rejo motif, the Sekar Jagad motif, mathematical concepts were found. The conceptual dimension is found in the process of making batik typical of Yogyakarta, such as in the process of measuring cloth using the traditional method by utilizing house tiles and in the process sogan or coloring using algebraic mathematical concepts. The dimension of education in the Parang Rusak motif is found in geometric mathematical concepts which have the meaning of fighting bad things. In the Truntum motif, the mathematical concept of a circle has a meaning like a tanjong flower. The Sekar Jagad motif has the shape of an ellipse and a circle where the motif has the meaning of pancapat means the four directions. The mathematical concepts of flat shapes, rhombuses, and triangles have a philosophy of repelling reinforcements.

Mathematics and culture are two things that cannot be separated. Mathematics and culture have always been inherent in everyday life. The relationship between mathematics and culture is known as ethnomathematics. There are many ethnomathematics in Indonesia still dug. At Ratu Boko Temple there are several mathematical elements that can be found. Ethnomathematics also could be used for new innovation in math learning. The purpose of this study is two, analyzing the ethnomamatic concept that exists in Ratu Boko Temple in terms of aspects of the study (1) flat geometry and (2) geometry of space. Type of ethnographic qualitative research. Data collection through interviews, observations, and documentation. Validity of data with the triangulation of sources and techniques. Data analysis techniques induction of data. The results of the study are two. (1) At Ratu Boko Temple found elements of flat geometry, including square, rectangle, triangle, circle, trapezoid, and octagon. (2) At Ratu Boko Temple found elements of space geometry, including rectangular prism, cylinder, cones, frustum a cones, and rectangular pyramid. The concept of plane geometry and space geometry contained in the temple can be utilized by teachers in conveying material to students. Mean in everyday life at Ratu Boko Temple found ethnomathematics as math learning in school.

Creative thinking capability is one’s ability to solve problems by having several solutions (fluency), using various methods (flexibility), and finding different and unusual solution with correct answer (novelty). Numerous researches have been done about student’s creative thinking capability in solving math problems. However, it is only a small fraction that studies the capability on solving HOTS problems. This research is descriptive-qualitative research, with 6 8th grade class G of SMP Negeri 8 Purwokerto as subjects. The material used in this study is a system of two-variable linear equations. Data are gathered using documentation, test, and interview techniques. To analyze the data, this research used data reduction, presentation, and conclusion, while also using triangulation methods. The result of this research shows that: 1) Students with high competency in basic math meet the level of HOTS and achieved all three indicators of creative thinking fluency, flexibility, and novelty; 2) Students with moderate competency meet the level of HOTS and achieved two indicators which are fluency and flexibility; 3) Students with low competency in basic math meet the level of HOTSand could only achieve one out of three indicators of creative thinking that is fluency.

Calculus was one of important and fundamental subjects for engineering students. However, there was many students had difficulties on this subject. On the other hand, Geogebra, one of mathematics software, was developed to represent mathematical object. Therefore, learning calculus with Geogebra was expected to make students understand the material. The aim of this research was to describe and analyse how learning integral calculus by using Geogebra give impact for students. This study was qualitative research. The data was collected by observation, questionnaire, and task. The result of this research showed that more than 50% students gave positive respond about using Geogebra on calculus learning. Geogebra was useful to help students understanding the material of integral calculus such as area between two curves, surface area, and volume of rotary object. Moreover, learning calculus with Geogebra gave higher motivation for students and made joyful learning. Based on the task, most of students could represent the function that given in problem to the graph and solved the problems exactly.

The definite integral is a part of a compulsory subject, Integral Calculus, for mathematics education students. As pre-service mathematics teachers, students' understanding of the definite integral concepts is crucial to note. This article presents the result of the investigation students' understanding of the definition of the definite integral and its existence. The study reported in this paper was done through qualitative research. A questionnaire about the definition of the definite integral and the existence of the definite integral of a defined function on a closed interval was given to 163 students who took Integral Calculus course. Then, 4 of them were selected to interview in depth. The students' responses indicated the diversity of the conceptual understanding of the existence of the definite integral. Various students' understanding of the definition of the definite integral that leads to students' understanding of the existence of the definite integral is presented as well.