The objectives of the study: 1. examine questions related to Quantitative Reasoning; 2. It is expected that questions related to Quantitative Reasoning can be given and trained to students. The indicators show a student have problem solving skills are: 1. Understanding the problem; 2. Determine the right settlement strategy; 3. Implement the chosen strategy; 4. Determine the solution to the problem; 5. Checking the accuracy of the strategy and the correctness of the solutions. The results showed that students with upper, middle and lower ability at the stage of problem solving were described by gathering information obtained from the questions. In the upper subject, it works quite well. This is due to the functioning of the Quantitative Reasoning component in solving problems.. Whereas in the lower subject, it also occurs incomplete. This is due to the malfunctioning component of information reception.

This study aims to describe the students' thinking ability in solving mathematical problems with Islamic nuances on the subject of the 7th grade set of MTs Darul Ulum Banyuanyar. Before conducting the research, the subject was given learning or knowledge about mathematics with Islamic nuances, more specifically the set material. The technique of taking research subjects is done by using purposive sampling technique. The selected subjects were 3 respondents. In checking the validity of the research using triangulation, the triangulation used is time triangulation. The results of this study indicate that high-ability students can pass all indicators in the indicators of critical thinking, creative and inductive reasoning. Meanwhile, for students with moderate abilities (second and third subjects) in critical thinking, the two subjects go through elementary clarification indicators, not through basic support indicators and determine strategies and tactic. Indicators for drawing conclusions (inference) and further clarification (advances clarification) can be passed, but in the work carried out, it is not done correctly. In creative thinking, students with moderate ability are both through the indicators of fluency and flexibility, and not through indicators of originality and elaboration. Whereas in inductive reasoning the second subject only met two of the 3 indicators of inductive reasoning, namely, fulfilling the indicators of identifying mathematical processes/concepts and their tendencies from the given situation, and compiling estimates relevant to the statement. Meanwhile, in inductive reasoning, the third subject only fulfills one indicator, namely identifying mathematical processes/concepts and their tendencies from the given situation.

PpM ini dilaksanakan di SDN 1 Patemon Pamekasan dengan target siswa Sekolah Dasar. PpM bertujuan memberikan pemahaman terhadap siswa tentang pembelajaran Metode interaktif JARILIPAN untuk Meningkatkan Pemahaman Konsep Perkalian Siswa Tingkat Dasar yang dapat digunakan pada Sekolah Dasar kelas 3 pada materi aljabar (khususnya Perkalian).  Dengan adanya pembelajaran ini siswa mendapatkan informasi dan pengetahuan baru bagaimana metode Metode interaktif JARILIPAN (Jarimatika dan Perkalian Jepang) sebagai media pembelajaran yang variatif dan inovatif, memberikan suasana pembelajaran bermain sehingga tercipta suasana pembelajaran bermakna, menarik dan menyenangkan bagi siswa. Hasil pembelajarannya siswa mengalami peningkatan pemahaman mengenai fungsi media pembelajaran interaktif  dan metode JARILIPAN (Jarimatika dan Perkalian Jepang). Siswa juga mengalami peningkatan pemahaman mengenai metode JARILIPAN (Jarimatika dan Perkalian Jepang) sebagai strategi dan menerapkan metode JARILIPAN (Jarimatika dan Perkalian Jepang) lebih menarik tentang media pembelajaran. Siswa mengalami peningkatan pemahaman mengenai mekanisme strategi media pembelajaran dan siswa telah menerapkan media elektronik sebagai sarana guna meningkatkan  pembelajaran.

Critical thinking abilities are very important to improve the quality of thinking and make students better understand the content that has been studied. But in reality, students' critical thinking skills are still very low. So it is necessary to have a study that describes the critical thinking skills of these students . The purpose of this study is to describe students' critical thinking skills at the abstraction level in solving space construction problems. This research is a qualitative descriptive type because it describes in detail the critical thinking ability of Van Hiele's abstraction level in solving space construction problems. The instruments of this research are the van Hiele geometry test, the space construction problem solving test, and the interview guide. The research subjects consisted of one student of class VIII of SMP Negeri 2 Pamekasan at the Van Hiele level of Abstraction. The selection of female subjects in this study was due to the fact that female subjects were more communicative in expressing what was in their minds making it easier for researchers to uncover critical thinking of students at the level of Van Hiele abstraction. The results showed that the subject solved the space construction problem according to the critical thinking indicator stage but was not perfect because the subject made an error when solving the problem (indicator evaluation), so that the final answer obtained was not correct. This affects the conclusions obtained (inference indicators) namely the subject draws conclusions but the answers are not correct.

The purpose of this study was to describe the types of student errors in solving problems based on Newman Error Analysis (NEA) in terms of learning styles, namely visual, auditory, and kinesthetic. This type of research uses qualitative-descriptive research. The technique used to collect data in this study was to fill out a learning style questionnaire, problem solving tests, interviews, and documentation and then triangulated to obtain valid data. The results showed: (1) subjects with visual learning styles made mistakes at the stage of process skills (process skills) and writing answers (encoding). (2) subjects with auditory learning styles make mistakes in the stages of understanding (comprehension), transformating (transformation), processing skills (process skills) and writing answers (encoding). (3) subjects with a kinesthetic learning style make mistakes in the transformation, process skills, and writing answers (encoding) stages.

The Community Service (PkM) activity carried out by the Madura University PKM team with the theme "Changing literacy culture into a learning environment at SDS Al-Amien Pamekasan Pamekasan" was carried out by the Madura University community service team involving teachers to learn more about the dynamics and growth of reading gardens to then further encourage the reading tradition or the reading culture of the community. society to develop as students in modern times in the future.  The activity which lasted for three days succeeded in providing soft skills and motivation to teachers and students of SDS Al-Amien Pamekasan. The proposal for this training is the need for all parties to participate in supporting the program so that the younger generation in particular and the community have a literacy culture and become learners in all the developments of life to grow bigger. In addition to deep motivation for the younger generation and society, it is also important for students to be able to fulfill their potential by developing a reading culture, especially how to read and deliver literary works effectively. This positive activity became a real work among students who were born from a love of reading

<p>Keberadaan internet sebagai media online membuat informasi yang belum terverifikasi benar dan tidaknya tersebar cepat. Kemampuan berpikir kritis menjadi cara dalam mengatasi atau menangkal berita hoax. Dengan berpikir kritis,  seseorang tidak akan secara langsung mempercayai informasi yang diberikan, pemikir kritis akan selalu mencari kebenaran terhadap informasi yang diberikan sebelum mengambil keputusan. Penelitian ini merupakan penelitian kualitatif deskriptif,  sebanyak 58 siswa yang terdiri dari  31 siswa kelas XI dan 27 siswa kelas XII terlibat dalam penelitian ini. Siswa diberikan dua masalah dengan informasi yang kontradiksi melalui <em>Google Form</em>. Berdasarkan respon yang diberikan siswa, kemampuan berpikir kritis siswa pada saat menyelesaikan masalah dengan informasi yang kontradiksi dikelompokkan menjadi 3 kategori yaitu : (1) siswa dengan kemampuan berpikir kritis rendah, yaitu siswa yang langsung mengerjakan masalah yang diberikan tanpa mengecek informasi pada soal dan tidak mengetahui informasi yang kontradiksi; (2) siswa dengan kemampuan berpikir kritis sedang, yaitu siswa yang langsung mengerjakan masalah tanpa mengecek informasi pada soal, dan mengetahui informasi yang kontradiksi setelah mengerjakan soal; (3) siswa dengan kemampuan berpikir kritis tinggi, yaitu siswa yang mengecek informasi pada soal terlebih dahulu dan mengetahui informasi yang kontradiksi. Berdasarkan hasil analisis dan wawancara dapat disimpulkan bahwa kemampuan berpikir kritis matematika siswa masih tergolong rendah. Sebagian besar siswa tidak melakukan analisis dan evaluasi terhadap informasi yang diberikan pada masalah yang diberikan. Siswa cenderung gegabah untuk menyelesaikan masalah yang diberikan, walaupun ada informasi yang kontradiksi pada masalah tersebut. Pemberian masalah dengan informasi yang kontradiksi perlu diberikan dan dikembangkan dalam pembelajaran sehingga siswa dapat meningkatkan kemampuan berpikir kritis.</p>

Tujuan penelitian ini yaitu untuk mengetahui peningkatan aktivitas siswa., mengetahui peningakatan respon siswa dan untuk mengetahui peningkatan hasil belajar siswa melalui implementasi model pembelajan cooperative learning tipe CIRC pada materi perbandingan trigonometri. Pendekatan yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan desaian Penelitian Tindakan Kelas (PTK). Subyek pada penelitian ini adalah seluruh siswa kelas X B MA Nurus Sholah yang berjumlah 16 siswa. Teknik pengumpulan data melalui observasi, angket, dan tes. Teknik analisis data melalui metode alur yang terdiri dari reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa terdapat peningkatan hasil belajar siswa dilihat dari hasil observasi aktivitas siswa pada siklus I 3,025 menjadi 3,44 pada siklus II,pada hasil angket respon siswa  pada siklus I 64,58% menjadi 89,58% pada siklus II dan  hasil tes belajar siswa pada siklus I 43,75% menjadi 93,75%pada siklus II. Kesimpulan penelitian ini adalah bahwa penggunaan model pembelajan cooperative learning tipe CIRC pada materi perbandingan trigonometri dapat meningkatkan hasil belajar siswa kelas X di MA Nurus Sholah.