The purpose of this study is describing the implementation of project-based learning model and analysing the student’s creativity improvement in the subject of learning media. We describe the implementation of project-based learning based on our note of the learning syntax during one semester. Then, compared the students’ product to measure their creativity improvement in the aspects of originality, novelty, and flexibility. This study used descriptive-qualitative method and involved the students who took the learning media course as its subjects. The results showed that there was an improvement of the students’ creativity in the project-based learning implementation. The improvement was measured in the making of the manipulatives. The students’ flexibility and novelty were good, while their originality was fair.

The purpose of this study was to reveal the implementation of Project Base Learning (PjBL)-based learning and then analyze the Computational Thinking (CT) ability of students of the Mathematics Education Study Program, University of Muhammadiyah Malang through a learning media development project. The approach used in this research is descriptive qualitative. The subjects in this study were students who programmed the Programming Language course in semester 3. The results of the research, the projects carried out in PjBL learning were making learning media using Matlab which included the stages of needs analysis, project planning, scheduling, monitoring, testing results and evaluating carried out. very well and systematically. The media produced by students has met the aspects of fluency in use, accuracy of scripts, and flowchart logic. The student's CT ability is in a good category from the aspect of abstraction, logarithmic thinking, debugging/evaluation, and generalization because it has met the achievement percentage of 82%. In conclusion, the learning media developed based on Project Base Learning (PjBL) has been implemented well, covering aspects of smooth use and effectively increasing the Computational Thinking (CT) ability of students of the Mathematics Education Study Program, University of Muhammadiyah Malang. Keywords: Computational Thinking, Learning Media, Project Base Learning

This study aims to describe students' written mathematical communication skills in using open ended-based teaching materials on class VIII function relations material. The type of research used is descriptive qualitative. The research subjects were 5 students of class VIII E, SMP Negeri 12 Malang. Data collection techniques in this study in the form of tests and interviews. Research results obtained by students in the category of high mathematical communication skills have the ability to convert questions into set notations, students are quite capable of transforming mathematical information into images and students are able to use mathematical information to solve problems. Students with written mathematical communication skills are having sufficient ability to convert mathematical information into the form of set notations, students are less able to convert mathematical information into images and students are able to use mathematical information to solve problems. Students with low communication skills seen from students are not able to change the questions into set notations, students are less able to convert mathematical information into images and students are unable to be less able to use mathematical information to solve problems.

The purpose of this study is to describe the mathematical communication skills based on SOLO Taxonomy in students of class XI of Mathematics and Natural Sciences Muhammadiyah 3 Batu in solving problems on matrix material. This type of research is descriptive qualitative, where the subject is 17 students of class XI MIPA. The method of collecting research data uses test instruments. Based on the results of data analysis, it can be concluded thatas many as 4 students with very good mathematical communication skills criteria, 6 students with good mathematical communication skills criteria, 7 students with sufficient mathematical communication ability criteria and students. Whereas for students with written mathematical communication skills criteria lacking none. Students are in very good criteria, able to solve Unistructural - Relational level problems in SOLO Taxonomy. Meanwhile, students with good written mathematical communication skills are able to solve Unistructural level questions and Multistructural levels in SOLO Taxonomy. Then students with written mathematical communication ability criteria are quite capable of solving Unistructural level problems in SOLO Taxonomy.The average of written mathematical communication skills is in good criteria with the average value of written mathematical communication skills, namely 61.95, so that the average student is able to solve problems at a level Unistructural - Multistructural on SOLO Taxonomy.