Prospective mathematics teachers must have a mathematics content knowledge in preparation to become a teacher, which requires students be able to master the subject matter in-depth and breadth. The purpose of this study is to find the difference mathematics content knowledge of prospective mathematics teacher after participating in project-based learning assisted by GeoGebra 5.0 on solid geometry material. This study was quasiexperimental research, with pre-experimental design; the one group pre-test-post-test. The sample of this study consist of 27 prospective mathematics teachers. The analysis data used the normality test, homogeneity test, and t-test. The result shows that project-based learning assisted by GeoGebra 5.0 had a significant influence on the MCK of prospective mathematics teachers. Project-based learning assisted by GeoGebra 5.0 provided experiences to prospective mathematics teachers in constructing solid geometry concepts to develop mathematics content knowledge. Mathematics content knowledge consists of three domains namely: knowing, applying, and reasoning.

This study aims to describe the procedure for developing flat-sided geometry learning tools with the Project Based Learning model to improve students' mathematical problem solving abilities and to find out the validity of flat-sided geometry learning devices with Project Based Learning models to improve students' mathematical problem solving abilities. The tools developed in this research are Student Project Worksheets and evaluation tools using a project based learning model. The research on the development of this learning device uses the Research and Development (RnD) type of research. To produce these learning tools, development research refers to the Plomp development model which consists of three phases, namely the Preliminary Phase, the Development or Prototyping Phase, and the Assessment Phase. development research produces learning tools for flat-sided shapes with a project based learning model to improve students' mathematical problem solving abilities and produce valid learning tools with the results of validating learning tools in the form of LKPS getting an average result of 4,33 including in the very valid category and for learning tools in the form of an evaluation tool got an average result of 4.24 included in the very valid category

This study aims to determine the mathematical creative thinking abilities Level in the high mathematical creative thinking disposition category for each gender difference. This research is qualitative research using a qualitative descriptive method conducted at SMK Pertiwi Kuningan. This study describes mathematical creative thinking abilities of mathematics learning by collecting descriptive data obtained from the classification dispositions of mathematical creative thinking categories, creative thinking abilities test questions, and valid and reliable interviews. The research subjects chosen were four students from 57 students. The research subjects were two male students and two female students who had creative abilities, and the highest test scores were in the high mathematical creative thinking disposition category. Data analysis was performed with the stages of data collection, reduction, data display, and conclusion drawing. The results showed that male and female students in the high mathematical creative thinking disposition category have creative abilities that fulfill the aspects of flexibility, fluency, and elaboration. Flexibility and fluency aspects have an average score with very good criteria. Then, there are differences in the elaboration aspect, where the average score of female and male students are 3.9 and 3.4, respectively. It shows that the difference is not significant, namely 0.5, which indicates that female students are better at the elaboration aspect. Even so, male students also fulfill the elaboration aspect, wherein the very good criteria both. However, male and female students did not satisfy the originality aspect. The creative ability can be reached by having a high mathematical creative thinking disposition. Therefore, the teacher must be able to instill a high mathematical creative thinking disposition in mathematics learning. The high mathematical creative thinking disposition makes students flexible, fluent, and thorough in solving mathematical problems.

This study aims to develop mathematics learning tools for linear programming materials based on problem based learning assisted by GeoGebra Android to increase the mathematical problem solving skills of students and to find out the validity of learning tools. Developed learning tools consist of modules, worksheets, and evaluation tools. This development research refers to the Plomp development model consisting of 3 phases, preliminary phase, prototyping phase, and assessment phase. The subjects of the study consisted of 3 validators. The instruments of the study consisted of validation sheets and learning tools in the form of modules, worksheets, and evaluation tools. The data collection technique used was expert validation sheets. The developed learning media were validated by 3 validators consisting of 2 lecturers and 1 teacher. The data analysis technique used was by searching the average of each aspect in the validation sheet so that the average total validator assessment was obtained for each learning tools. Based on the results of learning tools validation, it was obtained the average score of module validation of 4.04 (valid), worksheet validation of 4.18 (valid), and evaluation tool validation of 4.17 (valid). Based on the validator assessment, the results of the study were obtained that developed learning tools are stated valid.

At the beginning of the semester, the study program must arrange a lecture schedule. Among the problems faced is when there are students who take courses at once in one semester. By identifying the course as a knot, the schedule arrangement can be overcome by dyeing the vertex of the graph, by applying the Welch-Powell algorithm. Graph coloring results are neighboring nodes given different colors. With this method can be determined lecture schedule so that no clashing occurs. And courses that can be done simultaneously, that is, the node with the same color.Keywords: Lecture Schedule, Graf Staining, Welch-Powell Algorithm

The purpose of this study is to analyze the mathematical problem-solving ability of SMK students with cognitive style Field Independent (FI) and Field Dependent (FD). The type of research is qualitative research with descriptive method. The research subjects are 23 students of class X SMK who had studied the Linear Programming material and four people were taken for analysis, namely two FI students and two FD students. Subjects are taken using a purposive sampling technique. This research instrument uses the Group Embedded Figures Test (GEFT), tests of mathematical problem-solving ability and interview guidelines. The results showed that the first FI subject who had a very good problem-solving ability category met all the indicators of problem-solving ability. The second FI subject who has a good problem-solving ability category meets three indicators of problem-solving ability. The first FD subject who has sufficient problem-solving ability category cannot fulfill all problem-solving indicators. The second FD subject who has a problem-solving ability category is sufficient to meet two indicators of problem-solving ability. It can be concluded that the problem solving ability of SMK students is quite good.

Abstact Textbooks have an important role in the learning process. In addition as a reference material, also have the potential to affect student learning. In this study, carried out a survey of mathematics education students. Students were asked to describe how they used textbooks. The survey was conducted by giving questionnaires and interviews about what components are used, when students look at each component, the reason for these components as well as the students see what difficulties encountered when used textbook. Data collected was processed using descriptive statistics as well as to determine there are differences in the use of good text books for each component or components in pairs using Cochran’s Q test and McNemar Test. The result show that students tend to use the sample chapter to build their understanding of math concept than the chapter text description. Difficulties experienced when students understand basic concepts such as definitions and theorems which causes difficulty in working on.

This study aims to: (1) find out the learning styles of students, (2) find out the difficulties experienced by students in solving fractional operations problems. This type of research is a descriptive qualitative research. The subjects of this study were seventh grade students of SMP Mubarokul Ulum with a total of 22 students who had received fractions material. The data collection procedure begins with filling out a learning style questionnaire. After getting the data on student work, two students with visual learning styles were selected, two students with auditory learning styles and two students with kinesthetic learning styles to be tested, interviewed and documented. The results showed that: (1) out of 22 students, two students had a visual learning style, eight students had an auditory learning style, 10 students had a kinesthetic learning style and there was a discovery of a new learning style, namely a blend of Visual-Kinesthetic learning styles totaling one student. and Auditorial-Kinesthetic learning style amounted to one student. (2) The difficulties experienced by the first subject with the type of visual learning style tend to be difficult in using concepts and the second subject tends to have difficulty in solving verbal problems. The third and fourth subjects who have an auditory learning style tend to have difficulty in solving verbal problems and the fifth subject with a kinesthetic learning style type that tends to have difficulty using concepts while the sixth subject tends to have difficulty using principles