This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.

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The blended learning was a learning model that combines offline and online learning. There are two types of blended learning models used in this research, namely the flipped classroom model and the station rotation model. In these models, the teacher would use WhatsApp as a media for online learning. The purpose of this research was to determine the effect of blended learning models on mathematical creative thinking skills and math anxiety of public junior high school students in Sukoharjo Regency, Central Java Province. The research method used was quasi-experimental by sampling using stratified cluster random sampling techniques. There were three schools selected as research samples, namely Mojolaban 1 Public Junior High School, Mojolaban 2 Junior High School, and Grogol 3 Public Junior High School. The data collection used a written test and questionnaires methods which were carried out after the treatment was given. The data analysis technique used a one-way multivariate analysis of variance. This research shows that the blended learning models were better than the direct learning model on mathematical creative thinking skills, but judging from the magnitude of math anxiety, the direct learning model was better than the station rotation learning model.

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Abstract:This research aims at describing the students' ability in mathematical communication to solve the material Linear Equation System of Two Variables (SPLDV). This is a descriptive qualitative research. The research subjects are the students of class VIII State Junior High Sechool 16 (SMP Negeri 16) Surakarta. The data were analyzed with data the reduction technique, data presentation, and conclusion. The data were validated with time triangulation. The result shows that: 1) the students' ability in mathematical communication with with Filed Dependent (FD) model could account for the situation, but could not present the problems; could present mathematics entirely, but could not solve the problems, could not get solutions, and could not interpret the solution. The FD students were in 1-2 level (in low-mid category); 2) the Field Independent (FI) students' mathematical communication could account for the situation, could present the problems; could present mathematics entirely and separately , could use concept and strategy, could solve the problems, could get solutions, and could interpret the solution. The FI students were in 3-4 level (in high-very high category). Key words: Field Dependent, Field Independent, mathematical communicationAbstrak: Penelitian ini bertujuan mendeskripsikan kemampuan dan mengetahui kemampuan komunikasi matematis siswa pemecahan masalah materi SPLDV. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII SMP Negeri 16 Surakarta. Analisis data dilakukan dengan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data menggunakan teknik triangulasi waktu. Hasil penelitian disimpulkan bahwa: (1) Kemampuan komunikasi matematis siswa gaya Field Dependent (FD) mampu menjelaskan situasi, tidak mampu menyajikan permasalahan, mampu merepresentasikan matematika secara utuh, belum mampu memecahkan masalah, tidak mampu mendapatkan solusi, dan tidak mampu menafsirkan solusi. Siswa FD berada pada level 1-2 (kategori rendah-sedang); (2) Kemampuan komunikasi matematis siswa gaya Field Independent (FI) mampu menjelaskan situasi, mampu menyajikan permasalahan, mampu merepresentasi matematika secara utuh dan terpisah, mampu menggunakan konsep dan strategi, mampu

<p style="text-align: justify;">This research aims to test (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on written mathematical communication skills, (2) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills, (3) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on the written mathematical communication skills from each cognitive style, and (4) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills from each learning model. This quantitative research employed a quasi-experimental method. The research sample consisted of 240 fifth-grade elementary school students in Jebres District, Surakarta, Indonesia. Data collection techniques included tests of written mathematical communication skills and cognitive styles. The data were analyzed using prerequisite (normality, homogeneity, and balance), hypothesis, and multiple-comparison tests. The findings prove that (1) PP model with Indonesian realistic mathematical education approach is more effective than the PP and direct instruction models, (2) field-independent cognitive style is better than field dependent, (3) PP with Indonesian realistic mathematical education is as effective as the PP model, but more effective than the direct instruction model, and the PP model is more effective than the direct instruction model in each cognitive style, and (4) in the PP learning model with Indonesian realistic mathematical education approach, field-independent cognitive style is same skill as with field-dependent, but field-independent is better than field-dependent cognitive style in the PP and direct instruction learning models.</p>

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<p>Kompetensi dalam kurikulum 2013 adalah mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat sehingga, siswa perlu dibekali dengan kemampuan-kemampuan tertentu untuk mengembangkan dan mengevaluasi argumen dalam suatu pemecahan masalah tertentu. Salah satu kemampuan yang harus dikembangkan untuk mencapai tujuan tersebut adalah kemampuan berpikir kritis. Kemampuan berpikir kritis adalah kemampuan untuk mengidentifikasi, menganalisis, dan memecahkan masalah secara kreatif dan logis sehingga mampu menghasilkan keputusan yang tepat. Sementara itu, kemampuan berpikir kreatif dipengaruhi oleh keyakinan akan kemampuan diri yang dinamakan <em>self efficacy. </em><em>Self-efficacy </em>ini berbeda dengan aspirasi (cita-cita), karena cita-cita menggambarkan sesuatu yang ideal yang seharusnya (dapat dicapai), sedang efikasi menggambarkan penilaian kemampuan diri. Untuk mengembangkan kemampuan berpikir  kritis dan <em>self efficacy</em>, pembelajaran matematika haruslah mengarah pada soal-soal tidak algoritmik dan komplek dalam menyelesaikan suatu masalah atau tugas, dan juga tidak dapat diprediksi, pendekatan latihan yang tepat, atau petunjuk yang tegas yang disarankan oleh tugas, petunjuk tugas atau contoh jalan keluar. Soal-soal yang seperti itu dikategorikan soal <em>Higher Order Thingking</em> (HOT). Oleh karena itu, soal kategori <em>Higher Order Thingking</em> (HOT) dapat digunakan untuk mengembangkan kemampuan berpikir kritis dan <em>self efficacy </em>siswa dalam pembelajaran matematika siswa di sekolah dasar.</p>