This study aimed to analyze the effect of problem-based learning on metacognitive abilities in the conjecturing process of junior high school students. To reach this purpose, a mixed-methods design, which is a combination of quantitative and qualitative methods, was used. The quantitative method was used to analyze the metacognitive abilities of the students’ conjecturing process, while the qualitative method was used to explore observation and interview data. The subjects of this study consisted of 60 eighth-grade students. Two learning models were compared, namely the problem-based learning model and the conventional learning model. The metacognitive abilities of students’ conjecturing process were measured by a pattern generalization problem-solving test. After collecting the data and analyzing them through the independent-samples t-test, it was revealed that the PBL had a significant effect on the metacognitive abilities of students’ conjecturing process in solving pattern generalization problems. Finally, based on the results, some conclusions and implications were suggested.

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Penelitian ini bertujuan untuk mengeksplorasi unsur budaya suku mbojo yang terdiri atas rumah tradisional uma (rumah) lengge, tembe (sarung) nggoli, alat musik tradisional genda, uma (rumah) jompa, dan kegiatan jual beli masyarakat suku mbojo di pasar. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif eksplorasi dengan pendekatan etnografi. Pada pendekatan etnografi, peneliti perlu menggali suatu konsep atau masalah dengan menelaah suatu kejadian atau peristiwa. Penelitian kualitatif mendeskripsikan dan memahami suatu fenomena sosial yang berada di sekitar lingkungan masyarakat. Metode penelitian yang digunakan untuk memperoleh data berupa wawancara, eksplorasi, observasi, dan dokumentasi yang dilakukan oleh peneliti. Hasil penelitian menunjukkan bahwa; (1) pada tembe (sarung) nggoli terdapat konsep matematika yaitu geometri transformasi, segitiga samasisi, segiempat “belah ketupat”; (2) pada uma jompa terdapat konsep matematika yaitu bangun ruang gabungan kubus dan prisma segiempat, persegi panjang pada beberapa bagian penyusun uma jompa; (3) pada kegiatan jual beli masyarakat suku mbojo terdapat konsep matematika yaitu konsep pengukuran

Mathematics is considered as a subject that still far from reality and culture. Historically, mathematics has closely related to everyday life, including culture in Lombok West Nusa Tenggara. This culture can explore mathematical concepts to bring mathematics closer to reality and people's perceptions and cultural aspects as the basis for learning mathematics in schools. Therefore, this study explores the elements of geometry transformation in the weaving of the Sasak Sukarara tribe of Central Lombok from an ethnomathematics point of view. This research is qualitative research embracing an ethnographic approach. Data collection methods were carried out through observation and interviews with cultural leaders and native weavers from Sukarara, Central Lombok. The data analysis technique in this study used content analysis and triangulation techniques. The content analysis technique provides detailed data dealing with the weaving culture and habits of the research subjects carried out at the research location. The data source triangulation technique was carried out by comprehensively exploring the relationship between the mathematical knowledge system and the weaving motif culture and looking at the mathematical conceptions that exist in the Sukarara weaving motif. This study showed that in the motifs of wayang, subahnale, keker, four stars, and alang/lumbung, the concepts of reflection and translation could be used as learning resources for geometry transformation materials.

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Since the Covid 19 Pandemic by the end of 2020, the learning process has shifted from school to online home-based- learning.  Several technologies are applied for enabling students’ participation. Technology-based learning needs to be designed to be attractive and integrated with local culture. The present study developed a valid, practical, and effective Sasak ethnomathematics based- e-Module. The e-Module was mainly designed to improve students' metacognitive abilities. The study used development research using a 4D development model consisting of four categories: defining, designing, developing, and disseminating. The research was conducted in one of the elementary schools in West Lombok. Ten students of grade five and 30 students of grade six were selected for large-scale trials. The validity test showed that the ethnomathematics-based- e-Module was highly feasible to be used as a learning resource with an average score of 3.65. The analysis of students’ responses from the questionnaire showed that the E-Modul fell into the practical category with a practicality percentage of 89%. The results of data analysis using independent sample T-Test showed that the T-test value was 0.00 < 0.05, thus the results of the study revealed a significant difference. Overall, the ethnomathematics-based- e-Module was valid, practical, and effective for improving students' metacognitive abilities on spatial material. The students can access the e-Module via smartphones or laptops, allowing them to remotely without time restrictions

This study aimed to describe students’ difficulties in the conjecturing process of block paving problems. The subjects used in study were 32 of 8th grade students of Junior High School. The data were collected using Block Paving Problems (BPP) and interviews. Data collection procedures consisted of two stages. The first stage was the researchers had the student solved BPP while think aloud. The second stage is task-based interview to explore information needed to confirm from the results of think aloud. The result of study revealed that 1) difficulty in interpreting the pattern of, n, 2) The difficulty in finding and predicting the next pattern based on regularity, 3) The difficulty in finding and predicting the next pattern 4) The difficulty in Forming Pattern of n.

This study aims to describe the shift in the perfective metacognitive activities of students in solving mathematical problems. The subjects in this study were students who experienced a shift in the perfective metacognitive activities of students in solving mathematical problems. This research is a qualitative research with a descriptive exploratory approach. The instrument used was a mathematical problem solving task type MEA (Model Eliciting Activities), interview guidelines, and questionnaires. Data collection procedures in this study consisted of five stages. In the first stage, the researcher asks each student to solve the problem given while thinking alouds. The second stage, students are asked to solve the same problem as a group while discussing with two other students, then researchers observe and listen to the results of think alouds as well as the results of conversations during group discussions from a computer screen. The third step is giving the questionnaire. The fourth stage is task-based interviews to explore information that needs to be confirmed from the results of think alouds and questionnaires. Next to the fifth stage, researchers analyzed data from student work outcomes, think alouds, questionnaires, recorded conversations of students during discussions, and interviews. Based on the results of the study, there were students who experienced a shift in perfective metacognitive activity in solving mathematical problems.