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The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students' mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems. AbstrakPenelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif. Partisipan dalam penelitian ini sebanyak 145 siswa sekolah menengah pertama, dengan perincian 50 siswa belajar melalui model CORE RME, 49 siswa belajar melalui model CORE, dan 46 siswa belajar melalui model Konvensional. Alat pengumpulan data yang digunakan adalah tes KPMM, dan group embedded figure test (GEFT). Temuan dari tes KPMM adalah terdapat efek interaksi model pembelajaran dan gaya kognitif terhadap KPMM siswa, serta adanya perbedaan secara signifikan KPMM siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional. Berdasarkan gaya kognitif, antara siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional ditemukan bahwa tidak terdapat perbedaan secara signifikan KPMM antara siswa FI. Selanjutnya, terdapat perbedaan secara signifikan KPMM antara siswa FD dan KPMM siswa FI lebih baik dari KPMM siswa FD. Oleh karena itu, model pembelajaran dan gaya kognitif siswa sangat penting untuk dipertimbangkan dalam proses pembelajaran, sehingga siswa dapat memecahkan masalah matematika. Kata kunci: Kemampuan pemecahan masalah matematika, Model pembelajaran, Field dependent-Field independentHow

The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretestposttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach with contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches.

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The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problemsolving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students" category of SBMPTN between the two groups does not differ significantly.

The purpose of this research is to develop contextual mathematical thinking learning model which is valid, practical and effective based on the theoretical reviews and its support to enhance higher-order thinking ability. This study is a research and development (R & D) with three main phases: investigation, development, and implementation. The experiment consisted of 78 Junior High School students who were divided into two groups, namely experimental group and control group. The model development phase results the syntax of contextual mathematical thinking learning model which are as follows: (1) presentation of the contextual problems; (2) asking the critical and analytical questions; (3) individual and group investigation; (4) presentation and discussion; (5) reflection; and (6) higher-order thinking test. The implementation phase concludes the contextual mathematical thinking learning model which can be applied effectively to enhance the students' higher-order thinking ability. This model is able to intensify higher-order thinking ability at high category. The observation of learning activities was seen in the main elements of learning model which are syntax, social system, reaction principle, support system, instructional impact, and accompanist impact. The three main elements were observed by the observer and showed an average in the good category: syntax has an average of 3.5, social system has an average of 3.52, and reaction principle has an average of 3.47. This model is recommended for mathematics learning activities in the classroom to support the improvement of higher-order thinking ability. Contextual problems can be presented to the local cultural context that allows students to learn mathematics in a real context.

The study aimed at improving students’ algebraic thinking ability in the eighth-grade junior high school student through multiple representation strategies using realistic approach. The multiple representation strategies consist of orientation, exploration, internalization, and evaluation. This is a quasi-experimental study with nonrandomized pretest-posttest control group design. The population of this study was the student the eighth grade in Kudus city. Two classes were selected and classified as a class experiment that subject are given multiple representation strategies using realistic approach, and one other class as a control class that subjects are given scientific approach. Data obtained was analyzed by the independent t-test and proportions test. The result showed that there was an interaction between the multiple representation strategies using the realistic approach on the ability of algebraic thinking. The students with multiple representation strategies had better algebraic thinking ability than those with current scientific learning. In addition, more than seventy-five percent of the students with multiple representation strategies using realistic approach fulfill the learning completeness.

The purpose of this study was to describe how to implement the REACT strategy to develop students’ mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable.