Kemampuan pemecahan masalah merupakan salah satu tujuan pembelajaran matematika, tetapi kemampuan pemecahan masalah matematis siswa tergolong rendah, berdasarkan hasil penelitian sebelumnya dan wawancara dengan guru sekolah dasar bahwa siswa belum terbiasa menyelesaikan soal pemecahan masalah (soal non rutin) sehingga siswa sulit memahami soal. Fakta tersebut merupakan latar belakang dari penelitian dengan tujuan untuk mengetahui apakah ada perbedaan kemampuan pemecahan masalah matematis siswa antara kelas yang menggunakan model pembelajaran Creative Problem Solving dengan kelas yang menggunakan metode konvensional. Metode penelitian yang digunakan adalah kuasi eksperimen dengan nonequivalent pretest-posttest control group design. Populasi dari penelitian yaitu kelas IV di salah satu SD Kecamatan Munjuljaya dengan sampel siswa kelas IVB dan kelas IVC. Teknik sampel yang digunakan yaitu purposive sampling. Instrumen yang digunakan adalah tes kemampuan pemecahan masalah yang diberikan sebelum dan sesudah perlakuan. Data dianalisis menggunakan statistik deskriptif dan statistik inferensial. Berdasarkan hasil penelitian dari skor N-gain, rata-rata N-gain kelas eksperimen tergolong sedang dan rata-rata kelas kontrol tergolong  rendah dan dari hasil uji t dengan taraf kepercayaan 95% menunjukkan tidak adanya perbedaan kemampuan pemecahan masalah matematis siswa antara kelas yang menggunakan model pembelajaran Creative Problem Solving dengan kelas yang menggunakan metode konvensional. Dibutuhkan pemahaman konsep matematika untuk dapat menyelesaikan kemampuan pemecahan masalah. Kata kunci : Model Pembelajaran Creative Problem Solving (CPS), Kemampuan Pemecahan Masalah Matematis

Abstract. This study aims to find the effectiveness of math education using Google Apps for Education (GAFE) as learning management system to improve mathematical communication skill primary school preservice teacher. This research used quasi-experimental approach, utilizing the control group pre-test -post-test design of two group of primary school preservice teachers at UPI Kampus Purwakarta. The result of this study showed that mathematical communication skill of primary school preservice teacher in the experiment group is better than the control group. This is because the primary school preservice teacher in the experiment group used GAFE as a tool to communicate their idea. The students can communicate their idea because they have read the learning material on the learning management system using GAFE. All in all, it can be concluded that the communication tool is very important, beside the learning material, and also the options to choose the learning model to achieve the better result.

Every child has the right to get an education, including mild mentally retarded children. As like normal children, mild mentally retarded children need education that can help their growth and development in accordance with their potential. However, learning media for mild mentally retarded children still have several obstacles, one of which is object recognition. Object recognition for mild mentally retarded children usually uses 2-dimensional objects that are difficult to recognize. In addition, when using 2-dimensional objects not all aspects of development can be developed properly. The purpose of this study is to provide an overview of the use of augmented reality in developing various aspects of development in mild mentally retarded children. The methodology in this study is qualitative descriptive. Data collection techniques used observation and interviews with mild mentally retarded children and one special teacher in West Java, Indonesia. Data were analyzed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The results of the study show that using the augmented reality technology, the mild mentally retarded children can be easier to recognize an object. In addition, the use of augmented reality can develop various aspects of development in mild mentally retarded children ranging from moral and religious values, cognitive, language, physical-motoric, social emotional, and artistic. Special schools or inclusive schools can utilize augmented reality as a learning medium in introducing objects to mild mentally retarded children.

This chapter presents the result of research that is motivated by a sense of concern where mathematics learning in the class now has been rarely associated with science lesson. We tried to see the existing phenomenon, then we designed science-based teaching materials of mathematics using that phenomenon as an approach to teaching for students. There are two levels when developing instructional design that is at the level of research conducted in the laboratory of physics, by weighing the sugar and water proportionally, then stirred the sugar solution to obtain a wide range concentration of sugar solutions which are stored in the experiment tubes. This experimental tool is then used to facilitate students learning the relationship between two variables such as sugar concentration is expressed in percent on one hand and sedimentation time (in second) of "a clay ball" on each of the sugar solution on the other hand. Pairs of numbers concentration and sedimentation time of "ball" in each solution were plotted in a Cartesian coordinate. The graph reflects a phenomenon of solution viscosity and sedimentation rate of a ball in a solution that can be aligned with the level of consistency of "blood in our body" and that circulation is disturbed when the blood concentration increases. The results of this study indicate that students have an awareness of the importance of the health while maintaining the concentration of the solution for being drunk and eaten. Suggestion from this research is that the readers could consider that sugary drinks with low concentrations, which still be able to maintain a person's health, are better than the sugary drinks with very high concentration.

This research intends to explain the autonomy and creative thinking skills of prospective elementary school student teachers in mathematics with the learning management system (LMS)-assisted science phenomenon. The data collection was done by using test instruments in the form of essay questions to capture the creative thinking skills and a non-test in the form of a questionnaire was used to capture the autonomy skills of prospective elementary school student teachers. The data were analysed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The result of the research shows that using the LMS can improve the creative thinking skills of prospective elementary school teachers, while their autonomy skills in experimental classes and control classes indicate no difference. This happens because students were given the same opportunity to explore the material independently. Thus, a way to develop autonomy through mathematics learning needs to be explored.

Tujuan dari Pengabdian kepada Masyarakat ini adalah untuk melatih kemampuan dan minat dalam mengelola content creator bagi pelajar sekolah menengah. Metode dalam Pengabdian kepada Masyarakat adalah berbentuk pelatihan yang dilaksanakan secara blended learning karena kondisi Pandemi COVID-19. Lokasi pelatihan dilaksanakan di Kampus UPI Purwakarta, Jalan Veteran No. 8 Nagri Kaler, Kecamatan Purwakarta, Kabupaten Purwakarta, Jawa Barat. Sasaran PkM ini adalah peserta didik tingkat SMA/SMK/MA di Kabupaten Purwakarta dengan jumlah peserta 20 orang. Hasil dari pengabdian kepada masyarakat ini menunjukkan bahwa kebanyakan siswa menengah atas memiliki kecenderungan berinteraksi melalui sosial media. Bahkan 80% (16 siswa) berkeinginan untuk menjadi selebgram dikemudian hari. Selain itu terdapat 70% siswa tersebut pernah atau sering memasarkan produk/jasa melalui sosial media.

Due to the importance of arithmetic abilities for elementary school students, this research aims to develop games using digital dice.This games will be used in gamification in math education. This research method is research and development, while the game development process using the waterfall model of system development life cycle. Based on the results of development, the system is built so that the students are emotionally engaged through digital dice games, they didn’t only tap the screen or answer the exercise. The results of functional testing and compatibility also show that the system has excellent functionality and compatibility.

Although project-based learning (PBL) has been well documented in the past few decades in diversified higher education: medical education, engineering, and law, there were a few studies touching upon PBL and its effectiveness towards student teachers’ problem-solving skills. The purpose of the present study was to examine the influence of PBL in teacher education on student teachers’ problem-solving skills related to environmental concern. Informed by experimental design, pretest posttest design, the participants of this study were second-year student teachers (treatment = 30, control=30) in one of universities in Indonesia, faculty of teacher education at a primary level, based in West Java. Data were collected through the objective tests, 50 multiple choice items, which aimed to examine student teachers’ comprehension towards the impact of pollution on people’s health. The statistical procedure, ANOVA, was used for repeated measures which played as data analysis. The result of this study was that PBL within the high divergent thinking has effectively influenced their problem-solving skills, compared to the conventional teaching method, lecturing. The Implication of this study was furthered discussed in this article.