The rapid development of science and technology provides opportunities for computer experts to create attractive, interactive application programs. As the 2013 curriculum takes effect on the characteristics of student-centered learning, various electronic learning media have developed to improve the quality of education. One of the interactive media produced is e-learning based on Moodle for Mathematics. Moodle is a learning management system that is designed using web-based applications and provides online learning services. Moodle is equipped with three main elements in the learning process, there are users like teachers, users as students, and the subject matter. Together Moodle can be designed distance education and a modern and productive learning environment. Moodle can build students’ creativity in doing problem-solving, including in solving mathematical problems. This will create HOTS for students. Based on these assumptions, it is necessary to conduct a study regarding the implementation of Moodle e-learning in Mathematics. The purpose of this study is to apply Moodle e-learning to the material of linear equations. This research is Research and Development. The results showed that Moodle could improve students’ high-level thinking skills in solving mathematical problems. In conclusion, the development of Moodle e-learning can improve mathematics learning outcomes.

E-learning is very supporting the implementation of learning, because it uses teaching materials that are independent, so it can be accessed at any time. E-learning can improve students’ absorption of subject matter, active student participation, and the ability and quality of information that when using ordinary devices will be difficult. If carefully designed, e-learning can increase levels of learning interactions. Unlike the case with conventional learning, not all students can ask questions or express their opinions in the discussion, because the opportunities are very limited. Based on these assumptions, it is necessary to conduct a study of the e-learning prototype development strategy. Specifically, the purpose of this study was to develop a prototype of an electronic learning device using Moodle. This research is Research and Development with the Four-D development model. The results of the study were in the form of a prototype e-learning CASE-based Mathematics learning device. In conclusion, the prototype can be developed into a complete mathematics learning media.

E-learning is an online-based learning process that cannot replace conventional learning models in the classroom, but can support that model through the enrichment of content and development of educational technology. The use of e-learning is very useful, because it can train students to be more independent in gaining knowledge, high learning flexibility in accessing learning materials at all times and repeatedly, saving educational costs, and facilitating the renewal of learning materials and models in accordance with the demands of scientific development that happened. Problem solving is a high level cognitive ability that is complex, because when solving a problem, students need to think critically to be able to see a problem and think creatively to be able to solve the problem. Therefore, teachers are required to be able to shape students to have innovative, creative, and critical thinking abilities. For this reason, efforts are needed to improve teacher performance so that they can carry out their duties as one of the determining factors in achieving the quality of learning and improving student learning outcomes, especially in developing learning media based on e-learning.  Based on these assumptions a problem arises in this study, namely: "What is the strategy of developing a prototype e-learning Mathematics learning tool using Moodle in order to improve students' problem solving abilities?". Specific targets in this study are: prototype e-learning Mathematics learning tools using Moodle. This research is a Research and Development that was carried out for seven months in the Computer Laboratory of PTIK FT UNJ.

The purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the Mathematics Self-Efficacy Scale between those using a scale of three categories of answers and a scale of five categories of answers. This research uses a quantitative method of comparative study. The population in this study were all students of Madrasah Aliyah (Islamic High School) class XI IPA in North Jakarta in the academic year 2019/2020. Sampling was done by simple random sampling and there were 230 students from six public and private Madrasah Aliyah. The instruments used were tests and non-tests. The test instrument was in the form of a Mathematics learning achievement test and a non-test instrument in the form of a Mathematics Self-Efficacy Scale. The research hypothesis was tested using a t-test. The results showed that the average standard error of estimating the predictive validity of the Mathematics Self-Efficacy Scale using the five answer categories scale was lower than the scale of the three answer categories. The conclusion of the study is the predictive validity of the Mathematics Self-Efficacy Scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes.

This article discusses the psychometric validity of the Indonesian version of emotional learning instruments with a scale of five and four response categories. The purpose of this study is to produce an Indonesian version of emotional learning instrument with an effective response category scale used by Indonesians. The instrument is a modification of the scale of the Learning Environment Research Questionnaire on Emotional Climate Classroom. This study is a survey of 1494 responses of 7th and 8th grade junior high school students. Samples were selected by random sampling and based on considerations of schools implementing the 2013 Curriculum. Modification instruments consisting of 43 items were tested in obtaining validity based on item difficulty estimations and psychometric criteria with Rasch modeling. The results of this study indicate that the Andrich threshold validity testing meets the monotonic characteristics and the Standardized Residual Correlation is higher, so the scale of the five response categories is more effective to measure the Indonesian version of emotional learning instruments than the scale of the four response categories. Keywords: Functionality of middle value, ELVI, Rasch Modeling