This research describes the validation calculus 1 e-module so as to optimize student centered learning and individual student learning S-1. This research uses descriptive research with 3 practitioner's subject, and 20 students of S-1. Data collection technique used questionnaire rating scale e-module. This type of data is quantitative and qualitative data. The data analysis technique is descriptive analysis and reflective analysis. Expert assessment of design and media, emodule is expressed very valid with the validity of 90.07%. Expert assessment of content, e-modules otherwise very valid by the validity of 91.23%. E-module declared valid by an average of validity 88.55%. The trial results are limited small group of 20 students, e-module declared valid by the validity of 85.11%. In general, calculus 1 e-module course declared valid by an average of 89.01%, so it can be concluded decent e-module is used to optimize student centered learning and individual student learning S-1. Keywords: Validity test; E-module; Calculus 1; Student centered learning;Individual learning PENDAHULUANPeradaban manusia sangat diwarnai oleh tingkat penguasaan ilmu pengetahuan dan teknologi. Pengembangan ilmu pengetahuan dan teknologi bersumber pada matematika.Matematika merupakan salah satu disiplin ilmu yang mempunyai peran penting dalam kehidupan sehari-hari (Sudradjat, 2008). Banyak kegiatan sehari-hari yang melibatkan matematika. Melihat pentingnya peran matematika membuat mata pelajaran ini selalu diajarkan di setiap satuan pendidikan dan di setiap tingkatan kelas dengan porsi jam pelajaran jauh lebih banyak dari pada mata pelajaran lainnya.Matematika merupakan ilmu universal yang mendasari perkembangan teknologi modern, mempunyai peran penting dalam berbagai disiplin ilmu dan memajukan daya pikir manusia. Dengan belajar matematika, siswa dapat berlatih menggunakan pikirannya secara logis, analitis, sitematis, kritis dan kreatif serta memiliki kemampuan bekerjasama dalam menghadapi berbagai masalah serta mampu memanfaatkan informasi yang diterimanya

AbstrakTujuan penelitian ini adalah tersusunnya prototipe model collaborative learning matematika melalui media blog dengan interactive digital book matakuliah kalkulus II. Penelitian ini menggunakan metode penelitian pengembangan (development research). Model AbstractThe purpose of this study is to arrange the prototype of mathemathics collaborative learning model through the media blog with interactive digital book calculus II courses. This research is a development research method using Four-D model with the phases of define, design, develop, and disseminate, which will be done for two years. The questionnaire results of define phase in the first year is that the majority of students did not understand the material of calculus II, because it is difficult to learn. The lecturer used direct learning model without media, so students are passive in the class. Therefore, it is necessary to develop a learning model that can make the students more active, named mathematics collaborative learning model through media blogs with interactive digital book calculus II courses. The results of the design phase are 1) the design of the mathematics collaborative learning model, 2) the media blog format, the internet site used to post the teaching materials, the online collaboration discussion room, the interactive pretest and postes, and the interactive competence test. The blog address is https://sunismikalkulus.blogspot.co.id/. While the format of interactive digital book calculus II is made with Kvisoft Flip Book Maker 3.6.6 which features an interactive digital book as a printed book view. It can provide feedback directly to the students. The results of the develop stage is a prototype of mathemathics collaborative learning model, which has been validated by design and learning media experts as well as mathematicians, so it is worth using.

Mathematics, it's important to learn. Not only by students in public schools, but also students who are studying in Islamic boarding schools. Mathematics courses need to be given to all students from an early age to equip them with the ability to think logically, analytically, systematically, critically and creatively and the ability to work together. Some of the knowledge learned by the santri in Islamic boarding schools clearly requires mathematics. In the history of education in Indonesia, Islamic boarding schools have been shown to have a positive influence on national development in the field of education. Santri boarding schools are required to be able to integrate "content standards" boarding schools (religious sciences) and natural sciences (natural sciences), which includes mathematics. However, not all students get the opportunity to learn mathematics in a fun way. In fact, in the plural intelligence paradigm, in essence each individual (including santri) has mathematical intelligence with varying degrees of inclination. This plural intelligence is a learning modality and influences the quality of mathematics learning. Therefore, mathematics educators in Islamic boarding schools need to make improvements in carrying out the mathematics learning process so that they can facilitate the various conveniences and conveniences of students in learning mathematics.

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis berdasarkan resiliensi matematis siswa yang memiliki kegemaran bidang seni kaligrafi. Subjek penelitian merupakan siswa kelas IX SMP/MTs yang bertempat tinggal dan berstatus sebagai santri di Ma'had Tarbiyah Islamiyah Dar Al-Hikmah yang mengikuti ekstrakulikuler kaligrafi yang kemudian dipilih sesuai dengan klasifikasi tingkat resiliensi matematis tinggi, sedang, dan rendah. teknik pengumpulan data yang dilakukan yaitu tes, wawancara, dan kuesioner. Hasil penelitian disajikan berdasarkan setiap indikator kemampuan berpikir kreatif matematis yang memiliki empat indikator, yaitu: kemampuan berpikir lancar, kemampuan berpikir luwes, kemampuan berpikir orisinal, dan kemampuan berpikir memperinci, setiap subjek yang telah dipilih berdasarkan klasifikasi resiliensi matematis tinggi, sedang, dan rendah, yang kemudian mendeskripsikan bagaimana penyelesaian masalah yang dilakukan oleh masing-masing subjek penelitian. Hasil dari pembahasan dapat diketahui kemampuan berpikir kreatif matematis yang dimiliki oleh subjek yang memiliki resiliensi matematis tinggi, sedang, dan rendah.

Penelitian ini bertujuan untuk mendeskripsikan kemampuan koneksi matematis peserta didik dalam menyelesaikan soal cerita ditinjau dari kemampuan matematika sedang. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian yakni peserta didik kelas VIII MTsN 1 Kota Pasuruan sebanyak 2 peserta didik. Pemilihan subjek penelitian berdasarkan kemampuan matematika sedang peserta didik yang diambil berdasarkan dokumen guru yaitu nilai ulangan harian materi bangun ruang sisi datar dan diskusi dengan guru pengampu mata pelajaran matematika kelas VIII. Berdasarkan analisis data diperoleh hasil penelitian bahwa kemampuan koneksi matematis peserta didik berkemampuan matematika sedang mampu memenuhi 2 dari 3 indikator kemampuan koneksi matematis dalam menyelesaikan soal cerita. Berdasarkan data subjek AR diketahui memiliki rata-rata nilai harian 75 yang menunjukkan bahwa cenderung kepada kemampuan matematika tinggi dan cenderung tidak dapat memenuhi satupun indikator kemampuan koneksi matematis dalam menyelesaikan soal cerita materi kubus dan balok, sedangkan subjek NL ternyata memiliki rata-rata nilai harian adalah 69 yang menunjukkan bahwa cenderung kepada kemampuan matematika rendah