Interactive learning media has been developed and can be accessed via a smartphone but it has not been widely used lectures and students, therefore, need to develop a model of lectures involving the use of smartphones. Virtual Class in e-learning is an online learning environment, in this case the environment can be a web-based portal or software. As in learning in the real world, every participant both faculty and students must meet the agreed rules. One of the strategies to improve student learning independence with honors in mathematics education through learning Virtual Class. Therefore, need to develop learning that can support conventional pembelajran class. The purpose of this study is to provide innovation in the learning process based Virtual Class to improve student learning independence of Untirta Mathematics Education Department. The method used is a quasi-experimental design with a control group of non-equivalence. The subjects in this study were students majoring in mathematics education FKIP Untirta who take courses Operations Research held in the second semester of the 2015/2016 academic year. The conclusion of this research that students in the class that uses the virtual class have a tendency better in learning initiative indicator, diagnosing learning needs, select and implement learning strategies, monitor, manage and control, consider them as challenges, take advantage and find the relevant sources, evaluate the process and the results of learning, self-efficacy (self-concept), but still weak in the indicator set targets and objectives of learning than students who received conventional learning.

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As an effort to achieve meaningfulness in the research process conducted by students, it requires a student ability covering ability compile to with refer to the question to be researched, formulating statistical hypothesis, solving, and interpreting problems which is relied by existing context, this ability is known as statistical literacy. The purpose of this study is to describe and assess the ability of statistical literacy. By knowing the ability of statistical literacy early on in the first semester, it will be able to be developed furthermore realization of subject circumstances under study in further statistics. The method used in this research is qualitative method with type of research strategy of case study. The subjects of the study are students majoring in mathematics education semester I in the basic statistics courses of the academic year 2016/2017. Research instrument is researcher as main instrument, and statistic literacy test. The result of the research is 35% of students are in the high statistic literacy ability category, 13% of students are in the medium category, and 52% of students are in the low category, with different achievement in each capability category viewed from three indicators of statistical literacy ability. They are Formulating problems ability; Using concepts ability, facts, procedures and reasoning; Interpreting problems solving ability.

The research aims to describe the role of habits of minds on the student’s mathematical problem solving skills. Habits of mind studied are persisting, metacognition, thinking flexibly, and applying past knowledge to a new situation. The method used in this research is quantitative correlational. Samples were taken as much as 49 fifth grade students at SDN Walantaka 1. Data collection techniques using HOM scale and essay tests. Based on data analysis results obtained average habits of mind score of 68.26 including into medium category and problem solving skills of 53.68 in low category. The results of the regression test on a significant level of α = 0.05 obtained a conclusion that there is a significant influence between habits of mind on the mathematical problem solving, with a contribution of 67.40%. Based on the findings, the habits of mind plays an important role in problem solving and teachers should be able to develop that aspect.

Abstract. This study is back grounded by the importance of self-regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students' self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students' self-regulated learning.