This study aims to study the effectiveness of jumping task application based on creative problem solving in improving students' problem-solving abilities. The study was applied triangulation method, namely qualitative and quantitative methods. The research subject is eighth grade of Junior High School students. The research sample consists of three classes taken by applying cluster random sampling method. The qualitative research sample includes two students from experimental class, determined by purposive sampling based on their most unique answers. Data was obtained from pre-test and post-test on solving a problem sheet and also from an interview result. It implies the student problem solving tests of three classes are differences after the implementation of jumping task based on creative problem solving (CPS). The result of students' work and interview are analysed by qualitative method. It shows that the students' problem-solving abilities in mathematics learning with jumping task based on CPS is better than students' problem-solving abilities in mathematics learning with sharing task based on CPS, and students' problem-solving abilities in mathematics learning with sharing task based on CPS is better than students' problem-solving abilities in conventional model.

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The present study aims to investigate the effectiveness of Research Based Learning (RBL) in improving students' learning achievement in solving two dimensional arithmetic sequence problems. The study applied triangulation method including qualitative and quantitative methods. The research subjects were 4thsemester students of higher education. The quantitative method was applied to analyse the learning achievement test, while the qualitative one was applied in the form of observation and interview. The collected data were analysed by using inferential statistics t-test. The result of t-test indicates that the sig (2-tailed) of independent sample t-test of pre-test is 0.853 (p>0,05), thus it is not significant. It implies the two classes are homogeneous in term of student achievement test. The data analysis of independent sample t-test of post-test, the sig (2-tailed) is 0.00 (p=<0,05), thus it is significant. It implies that the student achievement tests of two classes are different after the implementation of RBL. It shows that the students' achievement result of experimental class is better than the control class. The implementation of RBL is proven effective in improving students learning achievement in solving two-dimensional arithmetic problems.

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Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pengembangan media pembelajaran Adobe Animate berbantuan Schoology pada materi barisan dan deret aritmetika. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan Thiagarajan yang meliputi tahap definisi, tahap perancangan, tahap pengembangan, dan tahap penyebaran. Subjek penelitian ini adalah 20 siswa kelas XI dari salah satu sekolah menengah atas di Jember. Hasil penelitian menunjukkan tingkat kevalidan media pembelajaran ini berdasarkan penilaian validator memenuhi kategori “Sangat Tinggi”, tingkat kepraktisan berdasarkan angket respon pengguna memenuhi kategori “Baik”, dan tingkat keefektifan menunjukkan 17 dari 20 siswa memperoleh nilai tes di atas KKM. Dengan demikian media pembelajaran Adobe Animate berbantuan Schoology pada materi barisan dan deret aritmetika dapat digunakan dalam proses pembelajaran karena telah memenuhi kriteria valid, praktis dan efektif.

This study aims (a) to determine the effect of synectics model on creative thinking skill (b) to determine the effect of synectics model on metacognition skill. (c) to find out the relationship between creative thinking and metacognition skills. This study uses a quasi-experimental type with one group pretest posttest design. The study population was 612 junior high school students with a total sample of 242. The instruments used consisted of essay tests which were assessed using the rubric of creative thinking skills and questionnaires about metacognition skill. Data were analyzed based on parametric statistical calculations. The results showed that the synectics model had an effect on creative thinking and metacognition skills. The results of the correlation analysis show R of 0.873. Based on the regression line equation Y = 12.27 + 0.8847x, that every 1-point increase in the score of metacognition skill results in an increase of 0.8847 creative thinking skill.