Writing skills of students in various faculties are competencies that need to be developed in accordance with the vision and purpose for the faculty itself. The Faculty of Education is a faculty which educates and writing skills to students from any department to have a sensitivity and a critical attitude toward education. This research employs qualitative research. It was expected to give inspirations to further research in linear field and also to inspire readers to implement writing based-project in their instruction. Using project-based learning directly guides them to write an article. The study involved 32 students of the 2nd of Mathematics Education Academic Year 2015/2016. We describe a reflective study on their articles that published in the local mass media. The results show that the students' interest were very varied, there are education and history education, education and values, contemporary problems of education and mathematics education. It is also show that using project based-learning, the number of students' articles published in mass media is 25% (8 of 32 articles), the remain articles (75%) were under review. From the results, it can be concluded that by using project-based learning, students' writing ability can be enhanced. Further, this learning can foster student learning and engage faculty in professional development.

Pemahaman Konseptual Matematis (PKM)  memiliki peran penting karena dengan kemampuan ini siswa mudah dalam membangun hubungan untuk memahamai ide dan konsep baru. Kemampuan PKM ini dapat ditumbuh-kembangkan melalui pembelajaran di kelas. Untuk mencapai kecakapan tersebut, pembelajaran perlu memperhatikan keberagaman siswa karena pembelajaran yang mengakomodasi keberagaman menjadi lebih efektif, efesien, dan menarik. Keberagam tersebut dapat berupa Gender (G), Kemampuan Awal Matematika (KAM) dan Gaya Belajar Matematis (GBM) siswa. Salah satu pendekatan pembelajaran yang mengakomodir keberagaman ialah pembelajaran pendekatan Rigorous Mathematical Thinking (RMT). Artikel ini bertujuan untuk mengkaji kemampuan PKM siswa SMP yang memperoleh pembelajaran pendekatan RMT ditinjau dari : a). Gender, b). KAM siswa, dan c). GBM siswa. Penelitian ini merupakan penelitian eksperimen pada siswa SMP di salah satu sekolah di Bandung. Salah satu hasil yang penting adalah dengan pembelajaran ini menjadikan siswa dengan KAM sedang dan rendah dapat mencapai kemampuan yang baik. The Effect of Rigorous Mathematical Thinking (RMT) Learning Approach On Students’ Understanding of Mathematical Concepts AbstractAn understanding of mathematical concepts (PKM) has an important role because with this ability students are easy in building relationships to understand new ideas and concepts. The ability of PKM can be grown-developed through learning in the classroom. To achieve these skills, learning needs to pay attention to the diversity of students because learning that accommodates diversity becomes more effective, efficient, and engaging. Such diversity can be Gender (G), An initial mathematical ability (KAM) and students’ mathematics learning styles (GBM). One approach to learning that accommodates diversity is the Rigorous Mathematical Thinking (RMT) learning approach. This article aims to examine the ability of junior high school students who have learned RMT approach in terms of: a). Gender, b). students’ KAM, and c). students’ GBM. This research is an experimental research on junior high school students in one school in Bandung. One important result is that this learning engages students with medium and low of KAM able to achieve good abilities.

Tujuan dalam penelitian ini adalah (1) untuk mengembangkan e-modul matematika berbasis Problem Based Learning (PBL) pada materi penyajian data untuk siswa SMP; (2) untuk mengetahui kelayakan e-modul matematika berbasis Problem Based Learning (PBL) pada materi penyajian data untuk siswa SMP; (3) untuk mengetahui kepraktisan e-modul matematika berbasis Problem Based Learning (PBL) pada materi penyajian data untuk siswa SMP; (4) untuk mengetahui keefektifan e-modul matematika berbasis Problem Based Learning (PBL) pada materi penyajian data untuk siswa SMP. Jenis penelitian ini adalah penelitian pengembangan. Model pengembangan yang digunakan dalam penelitian ini adalah model ADDIE (Analysis, Design, Development, Implementation, Evaluation). E-modul matematika yang dikembangkan dapat diketahui kualitas kelayakannya dari lembar validasi yang diisi oleh enam validator yaitu tiga validator materi dan tiga validator media. sedangkan angket respon guru matematika dan angket respon siswa digunakan untuk mengetahui kepraktisan e-modul dan tes ketuntasan digunakan untuk mengetahui keefektifan dari e-modul yang dikembangkan. Hasil pengembangan e-modul matematika berbasis Problem Based Learning (PBL) pada materi penyajian data untuk siswa SMP mendapatkan penilaian "sangat valid" dari enam validator, mendapatkan nilai "sangat baik" dari respon guru matematika dan respon siswa untuk kepraktisan e-modul, dan untuk tes ketuntasan secara individual 16 siswa dari 20 siswa tuntas sedangkan secara klasikal 85% siswa yang tuntas sehingga dapat disimpulkan bahwa e-modul matematika yang dikembangkan efektif untuk digunakan dalam pembelajaran.

The background of the research is based on the fact that problem solving skills and its process is still low so that those create overload information. Another way to overcome this problem is to use a problem-based learning model which concerns on cognitive load theory. This study is aimed to determine on how students' problem solving skills when using a problem-based learning model modified by cognitive load theory. This research method uses a combination of research methods, namely quantitative as primary data and qualitative as secondary data. The population in this study are all students of grade VII Junior High School accredited A in Tangerang Regency. The sampling technique used is cluster random sampling and the selected sample is 60 students of Grade VII SMP Negeri 3 Cikupa which divided into experimental class and control class. The instruments in this research are 5 short essay tests and non-tests, questionnaire and interview. Based on data analysis’ result, it can be concluded that the achievement and improvement of students' mathematical problem solving abilities which use problem-based learning model modified by cognitive load theory is better than for those using problem-based learning generally.

This study aims to produce e-modules with a contextual teaching and learning approach that is valid, practical, and effective to increase students' interest in learning. This development research uses the Plomp model which consists of three phases, namely the preliminary research phase, the prototyping phase, and the assessment phase. The prototype trial was conducted on 16 eighth grade students of SMPN 1 Tirtayasa, Indonesia. The research instrument consisted of an expert validation sheet to assess the validity, a student response questionnaire to assess practicality, and a student learning interest questionnaire to assess the effectiveness of the e-module. This research produces an e-module with a contextual teaching and learning approach to increase the interest of junior high school students in learning mathematics in the context of everyday life. Although the increase in student interest in learning is still relatively low, overall the e-modules developed are considered valid, practical, and effective, so that they are suitable for use in learning mathematics in junior high schoolsKeywords: Mathematics Module, Contextual Teaching and Learning Interest in Learning Mathematics