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This research aims to develop a 3CM learning model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model consisting of six stages: 1) analyze learners, 2) state objectives, 3) select method, media, and materials, 4) utilize media and materials, 5) require learner participation, 6) evaluated and revise. The participants in the research is pre-service primary teacher students. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a 3CM learning model to support students’ to improve their creative thinking skills. The validity and practical of the learning model was proven by the result of the expert assessment in learning and limited test by peers and students in small group, material and instructional media. The effectiveness of the learning model was also proven based on Paired-Samples T-Test of students’ pretest and posttest.

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This research is aimed to analyze the needs of collaborative assessment tools on ethno-mathematics learning. The subjects of this research are four lecturers of ethno-mathematics course, 87 college students in their 6th semester, and the head of Elementary Teacher Education study program of Faculty of Teacher Training and Education of Universitas Muria Kudus, Indonesia. The data is obtained from literary study and field surveys which includes documentation, questionnaire and interview. The technique used to analyze the data is data triangulation which consists of several steps, those are: reduction, data presentation, and conclusion based on the data description. The result of this research showed that (1) the students were not involved in making of ethno-mathematics learning assessment tools; (2) generally, the lecturers were lack in understanding that they did not applied the collaborative assessment on the ethno-mathematics learning; (3) assessment tools were needed to measure mathematical ability using QR-Code and students’ disposition; (4) the lecturers expect that the guide book will provide the concept of collaborative assessment by using communicative language that detailed and practical so that it could be applied easily; (5) the guidebooks can accommodate lecturers' expectations.

The large number of statistical data present in everyday life makes statistical reasoning an absolute ability possessed by students. Meanwhile, the statistical reasoning is influenced by various cognitive and non-cognitive factors. This study emphasizes the influence of non-cognitive factors, which are the statistical anxiety. The purpose of this study is to describe the statistical anxiety of pre-service mathematics teacher and the influence of statistical anxiety on statistical reasoning. This research method is a mixed-method with sample of 33 pre-service teachers who are taking basic statistics courses. The instrument used in this study is a statistical anxiety questionnaire developed by Earp (2007)and a statistical reasoning test developed by Chan et al (2016). The result showed that the statistical anxiety of pre-service mathematics teachers was in the moderate level on the aspects of taking the courses, studying and practicing; and was in the higher level on the aspect of the examination. Statistical anxiety levels on every aspect are equally good for both men and women. Statistical anxiety does not directly affect the ability of statistical reasoning and it can only impair 0.1% of the statistical reasoning ability. On reasoning indicators and statistical anxiety indicators, there are relevant results between the statistical anxiety experienced by the pre-service teachers on the indicator for developing conclusions based on mathematical solutions, explaining statistical findings, and interpreting statistics with indicators on statistical reasoning; they areanalyzing and interpreting data.