This study aims to identify the epistemological obstacle of pre-service mathematics teachers on the basic concept of derivatives. The research used descriptive qualitative. Data of the research was obtained from the results of tests and interviews given to six participants as the pre-service mathematics teachers from two different institutions in West Java. The test is given consists of three questions related to the basic concept of the derivative. The answers to the questions were confirmed again by clinical interviews. These data are then reviewed by the framework of APOS theory (Action-Process-Object-Schema) to overview the thinking of processes experienced by participants in answering the questions given. The results of the study show that there is still some learning obstacles experienced by participants in understanding the basic concepts of derivatives. Constraints experienced include the lack of mathematical connection skills regarding the basic concept of derivatives, the operation of a function that is still wrong, and the lack of a meaningful process for the concepts learned so that problem-solving processes are still limited to procedural problems. Based on this research, it is recommended that pre-service mathematics teachers can internalize derivative concepts learned so that the knowledge scheme formed can be better.

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The purpose of this study was to evaluate mathematics learning through online learning and hybrid learning which were reviewed based on the Habits of Mind (HoM) owned by 70 samples as the prospective mathematics teachers from a university in West Java, Indonesia. The research data was obtained from a questionnaire containing 26 statements referring to the HoM indicators. It was measured using a Likert scale and then analysed using the Mann Whitney-U test to see if there were differences in the achievement of HoM from the two sample groups that received the online learning and the hybrid learning method. The results showed that there was no difference in the achievement of HoM in the two groups with the average score still below the ideal score of each measured indicator. Based on these findings, the implementation of online learning and hybrid learning methods pay more attention to affective abilities so that the achievement of prospective mathematics teachers’ HoM in mathematics learning after the COVID-19 pandemic can be maximized.

Abstrak. Kemampuan koneksi matematis merupakan salah satu komponen utama dalam proses berpikir tingkat tinggi yang harus dimiliki oleh peserta didik dalam pembelajaran matematika. Indikator-indikator dalam kemampuan koneksi matematis memiliki peran penting, terutama dalam mengaitkan gagasan antara konsep satu dengan yang lainnya dan menerapkan konsep matematika untuk menyelesaikan masalah matematis. Oleh karena itu, penelitian ini bertujuan untuk mengetahui efektivitas model Missouri Mathematics Project (MMP) terhadap kemampuan koneksi matematis dalam pembelajaran turunan. Penelitian menggunakan metode kuantitatif yang terdiri dari dua kelompok sampel, yaitu kelompok kontrol dengan menggunakan model Discovery Learning (DL) dan kelompok eksperimen dengan menggunakan model Missouri Mathematics Project (MMP). Data diperoleh dari hasil pretest dan posttest dengan menggunakan instrumen yang telah diuji validitas dan reliabilitasnya. Hasil analisis data menggunakan uji t dari skor N-gain dengan bantuan software SPSS menunjukkan bahwa: 1) terdapat perbedaan kemampuan koneksi matematis antara kelompok yang memperoleh model DL dan model MMP; 2) peningkatan kemampuan koneksi matematis kelompok MMP lebih tinggi daripada kelompok DL. Berdasarkan hasil tersebut, efektivitas model MMP dalam meningkatkan kemampuan koneksi matematis pada pembelajaran turunan dapat menjadi rekomendasi bagi praktisi, terutama dalam pengelolaan proyek yang memberikan ruang bagi peserta didik untuk mengaitkan gagasan dalam proses penyelesaian masalah matematis.Kata Kunci: Kemampuan Koneksi Matematis, Missouri Mathematics Project, Turunan.