This article reports on research that is aimed at developing and producing a self-learning model based on open-ended questions or the PMBST (accronym form Indonesian) model to increase students' creativity in a calculus subject. The main product generated is a book on the PMBST model. It consists of: a) introduction; b) theoretical rationality; c) empirical rationality; d) supporting theories; e) components of the model; f) instructions for the model; and g) bibliography. Furthermore, to assess the quality of this model, the authors used product quality assessment criteria created by Nieveen, which covers hypothetical validity and practicality. The instrument, which is developed for supporting the PMBST model development cover: an assessment sheet of the PMBST model, and a validation format of the PMBST model assessment sheet. The subjects of the PMBST model in this research are Master's programme students in the Mathematics Department at Universitas Negeri Makassar who have finished or are learning the calculus subject. The result of this research is the PMBST model developed with high theoretical rationality as indicated by experts' assessments.

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It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.

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The aim of this study is to determine the characteristics of teaching materials with a valid, practical, and effective for Creative Problem Solving (CPS) model, to improve mathematics learning outcomes for elementary school students. The teaching materials developed were syllabus, lesson plan, student worksheets and modules. This research used Research & Development (R&D) with a Four-D development model consisting of 4 phases of development, namely: Define, Design, Develop and Disseminate. At the Define phase, the researcher conducts initial analysis, student analysis, concept analysis, performance/task analysis and analysis of the formulation of learning objectives. At the Design phase, the researcher arranges tests, selects formats, and designs the syllabus, lesson plans, worksheets, and modules based on creative problem solving. At the development phase, which consists of the assessment of experts with the results of the validation of teaching materials and the results of the validation of research instruments and the dissemination phase of the dissemination of research tools and results. The research instrument used the implementation of the model, student activities, teacher responses, students’ responses and learning outcomes.

Penelitian ini bertujuan untuk mengetahui deskripsi kemampuan siswa dalam menyelesaikan soal matematika tipe Higher Order Thinking Skill (HOTS) pokok bahasan Pola Bilangan pada kelas VIII A SMP Negeri 1 Sungguminasa. Jenis penelitian ini adalah penelitian deskriptif dengan menggunakan pendekatan kualitatif yang dirancang untuk mengetahui deskripsi kemampuan siswa dalam menyelesaikan soal matematika tipe Higher Order Thinking Skill (HOTS) pokok bahasan Pola Bilangan. Subjek yang dipilih pada penelitian ini berjumlah 3 siswa, teknik pemilihannya berdasarkan masing- masing 1 siswa dari kelompok siswa berkemampuan tinggi, 1 siswa dari kelompok berkemampuan sedang dan 1 siswa dari kelompok berkemampuan rendah. Pengelompokan siswa yaitu berdasarkan hasil tes soal tipe Higher Order Thinking Skill (HOTS) yang telah diselesaikan siswa, maka 3 subjek terpilih kemudian diwawancarai untuk mengetahui kemampuan siswa dalam menyelesaikan soal matematika tipeHigher Order Thinking Skill (HOTS) yang ditinjau dari tahapan pemecahan masalah langkah Polya.

Penelitian ini bertujuan untuk mendeskripsikan penalaran siswa dalam pemecahan masalah matematika pada pokok bahasan barisan dan deret yang ditinjau dari kemampuan awal. Jenis penelitian ini adalah kualitatif deskriptif. Dengan menggunakan teknik purposive sampling, maka, dipilih subjek penelitian sebanyak 2 siswa kelas XI MIPA salah satu SMA di Makassar. Adapun teknik pengumpulan data menggunakan metode tes dan wawancara kemudian melalui tiga tahapan analisis data yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diperoleh bahwa proses penalaran siswa yang berkemampuan tinggi yaitu mengaitkan konsep dan pengetahuan yang dimilikinya, mengumpulkan bukti dengan menyebutkan hal-hal yang diketahui dan ditanyakan, mengaitkan rumus yang sudah dimiliki dengan masalah yang dihadapi, mengidentifikasi konsep yang digunakan untuk memecahkan masalah, mengungkapkan alasan dalam menjelaskan langkah-langkah dalam melaksanakan pemecahan masalah. Dan menarik kesimpulan menjelaskan konsep yang digunakan dari soal. Sedangkan proses penalaran siswa berkemapuan rendah yaitu menyebutkan hal-hal yang diketahui dan ditanyakan serta siswa tidak dapat membuat kesimpulan apapun setelah menyelesaikan soal. Hal ini disebabkan karena belum memahami soal sepenuhnya, siswa tidak terbiasa mengoreksi kembali jawaban yang diperoleh, dan siswa tidak terbiasa menuliskan kesimpulan akhirKata kunci: penalaran, pemecahan masalah, barisan dan deret, kemampuan awal Abstract. This study aims to describe students' reasoning in mathematical problem solving on the topic sequences and series viewed by prior knowledge. This type of research is descriptive qualitative. By using purposive sampling technique, then, the research subjects were selected as many as 2 students of class XI MIPA, one of the high schools in Makassar. The data collection technique uses test methods and interviews then through three stages of data analysis, namely data reduction, data display, and drawing conclusion. The results showed that the reasoning process of high-ability students was to associate the concepts and knowledge they had, gather evidence by mentioning things that were known and asked, linking the formulas that were already owned with the problems faced, identifying concepts used to solve problems, revealing reasons in explaining the steps in carrying out problem solving. And drawing conclusions explains the concepts used from the problem. While the reasoning process of low-ability students is to mention things that are known and asked and students cannot make any conclusions after solving the problem. This is because students have not fully understood the problem, students are not used to correcting the answers obtained, and students are not used to writing final conclusionsKeywords: reasoning, problem solving, sequence and sequence, prior knowledge

Penelitian ini bertujuan untuk mengetahui deskripsi regulasi diri, efikasi diri, kemampuan berpikir kreatif, dan hasil belajar matematika; pengaruh langsung positif regulasi diri dan efikasi diri terhadap kemampuan berpikir kreatif; pengaruh langsung positif regulasi diri, efikasi diri, dan kemampuan berpikir kreatif terhadap hasil belajar matematika; serta pengaruh tidak langsung positif regulasi diri dan efikasi diri terhadap hasil belajar matematika melalui kemampuan berpikir kreatif. Populasi penelitian adalah siswa kelas X MIA SMA Negeri di kecamatan Mengkendek kabupaten Tana Toraja. Dengan teknik cluster random sampling diperoleh sampel penelitian sebanyak 122 siswa yang berasal dari SMA Negeri di kecamatan Mengkendek kabupaten Tana Toraja. Data dikumpulkan dengan menggunakan instrumen test dan angket, kemudian dianalisis dengan menggunakan statistika deskriptif dan analisis jalur (path analysis). Hasil penelitian menunjukkan bahwa regulasi diri dan efikasi diri siswa berada pada kategori sedang, sedangkan kemampuan berpikir kreatif dan hasil belajar matematika siswa masih tergolong rendah. Rendahnya kemampuan berpikir kreatif siswa dipengaruhi oleh regulasi diri dan efikasi diri, sedangkan rendahnya hasil belajar matematika siswa dipengaruhi oleh regulasi diri. Sementara itu, kemampuan berpikir kreatif tidak berpengaruh terhadap hasil belajar matematika, sehingga regulasi diri dan efikasi diri juga tidak berpengaruh terhadap hasil belajar matematika jika ditinjau dari kemampuan berpikir kreatif. Kata Kunci: Regulasi Diri, Efikasi Diri, Kemampuan Berpikir Kreatif, Hasil Belajar Matematika This research aims to find out the description of self-regulation, self-efficacy, creative thinking ability, and mathematics learning outcomes; direct positive effects of self-regulation and self-efficacy towards creative thinking ability; direct positive effects of self-regulation, self-efficacy, and creative thinking ability towards mathematics learning outcomes; and indirect positive effects of self-regulation and self-efficacy towards mathematics learning outcomes through creative thinking ability. The population of this study are students grade 10th MIA in Senior High School in Mengkendek, Tana Toraja. The sampling technique in this study was cluster random sampling, so the sample is 122 students from SMA Negeri in Senior High School in Mengkendek, Tana Toraja. The data was collected using questionnaire and test, then analyzed using descriptive statistics and path analysis. The results of the study show that self-regulation and self-efficacy of students are in the medium category, while the creative thinking ability and students' mathematics learning outcomes are still relatively low. The lack of creative thinking abilities are approved by self-regulation and self-efficacy, while the lack of students mathematics learning outcomes are approved by self-regulation. Meanwhile, the creative thinking ability has not effects towards mathematics learning outcomes, so self-regulation and self-efficacy also not have effects towards mathematics learning outcomes through creative thinking ability. Keywords: Self-Regulation, Self-Efficacy, Creative Thinking Ability, Mathematics Learning Outcomes