The main purpose of this study is to describe the results of students’ mathematical literacy based on self-efficacy. The method used in this study was Systematic Literature Review (SLR). The total sample was 17 articles of students’ mathematical literacy based on self-efficacy. The samples were articles indexed in SINTA, published in 2018 until September 2022 and located in Indonesia. The description in this study will be reviewed based on the journal indexes, year of publication, methods used, study level, sample size, research locations Through the SLR, it was obtained that in the past five years, most of the articles were published in SINTA 4, the most publications of students’ mathematical literacy based on self-efficacy happened in 2022, mix method became the most method used in this study, students’ in junior high school was dominantly used as the sample of this research, many researchers used more than or equal to 30 samples, and its research was widely conducted in Java

The aim of this study was to describe the research results related to students’ mathematical literacy analyzed based on their learning style or cognitive style. The method used in this study was Systematic Literature Review (SLR). The sample was 27 articles consisting of 18 and 19 articles about students’ mathematical literacy based on: learning style and cognitive style, respectively. The samples were articles indexed in SINTA, published in 2018 until September 2022 and located in Indonesia. The description in this study will be reviewed based on the journal indexes, year of publication, methods used, level of education, number of subjects, research locations, and the theory used both in the learning style and cognitive style. Through the SLR method, it was found the articles were dominantly published in SINTA 4, there were a decreasing and increasing in number of articles published in SINTA, qualitative method was dominant followed by mix method and quantitative method, the research conducted in junior high school was dominant, 18 out of 27 researches used more than 30 subjects, the research was dominantly conducted in Java, De Porter Hernacki theory and Witkin Goodenough were dominantly utilized in learning style and cognitive style research, respectively.

Tujuan dari penelitian ini adalah menghasilkan LKPD berbasis RME pada materi lingkaran di SMPN 1 Kota Bengkulu yang memenuhi efektif. Penelitian ini adalah penelitian pengembangan dengan menerapkan 3 tahapan dari model pengembangan 4D, yaitu pendefinisian, perancangan, dan pengembangan. Instrumen penelitian yaitu lembar efektivitas yang meliputi lembar pengamatan aktivitas pendidik, lembar pengamatan aktivitas peserta didik, lembar respon peserta didik, dan tes hasil belajar. Dari hasil penelitian didapatkan bahwa LKPD berbasis RME pada materi lingkaran di Kelas VIII SMPN 1 Kota Bengkulu memuat langkah-langkah sesuai dengan sintaks RME yang membimbing peserta didik untuk menemukan dan memahami konsep-konsep lingkaran, peserta didik dapat menyelesaikan THB dan memperoleh hasil belajar yang tinggi dengan persentase ketuntasan 93,75%. LKPD berbasis RME dapat memaksimalkan aktivitas peserta didik, memotivasi peserta didik dalam belajar, membantu peserta didik memahami materi, serta aktif dalam pembelajaran. Sehingga LKPD berbasis Realistic Mathematics Education yang telah dikembangkan termasuk dalam kategori sangat efektif dengan skor efektivitas 4,56 berdasarkan aktivitas, respon peserta didik, dan hasil belajar peserta didik.

The purpose of this research is to find the effect of the implementation of independent learning in integral calculus for the subject Riemann Sums on student learning outcomes in Academic Year 2020/2021. Independent Learning consists of the following stages: 1) Students access the material; 2) Discussion; 3) Collaboration; 4) Sharing Presentation. The subjects of this research were 32 students in the 3rd semester of class B mathematics education FKIP UNIB in academic year 2020/2021. The research method was the pretest, treatment, and posttest experimental method. The instrument used in this research was the pretest and posttest sheets. Student learning outcomes on the material number riemann with the concept of independent learning found that the average pretest was 41,125 while the average posttest was 62,1. This study showed that the implementation of independent learning in integral calculus learning on the subject of the riemann number influences on student learning outcomes, with and .

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