Penelitian ini bertujuan untuk menginvestigasi bagaimana mahasiswa Pendidikan Matematika Universitas Ahmad Dahlan menyelesaikan permasalahan PISA. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif dan didukung dengan data kuantitatif. Sebanyak 20 mahasiswa baru program studi Pendidikan Matematika Universitas Ahmad Dahlan tahun akademik 2016/2017 berpartisipasi sebagai subjek penelitian ini. Instrumen PISA tahun 2012 dialihbahasakan ke Bahasa Indonesia dan selanjutnya digunakan untuk mengumpulkan data kemampuan literasi matematika dan mengidentifikasi kesulitan mahasiswa. Seluruh data dianalisis bedasarkan kerangka PISA. Secara umum, sebanyak 65.7% mahasiswa mampu memahami permasalahan yang diberikan dan membuat strategi pemecahan masalah. Namun demikian, hanya 46.9% mahasiswa yang menjawab dengan benar. Selain itu, sebanyak 36.8% mahasiswa memahami permasalahan level 6 dan 23.7% diantaranya menjawab pertanyaan dengan benar. Mahasiswa memiliki aktivitas yang baik dalam proses interpretasi terhadap permasalahan individu maupun kelompok. Meskipun demikian, mahasiswa mengalami kesulitan dalam proses merumuskan dan mengerjakan permasalahan yang diberikan terutama yang berkaitan dengan konteks kerja dan sains.

The existence of technology in teaching and learning processes has changed the way how teachers transfer their knowledge to their students. Moreover, pandemic covid-19 has forced the use of technology in learning. The existence of flipped classrooms has given positive effects towards both learning effectiveness in understanding the basic concept, attractive learning, student achievement also collaborative learning among students. Flipped classrooms, however, have some challenges in an actual class application. Therefore, this article is intended to explore the various challenges of teaching and learning mathematics in flipped classroom model in the pandemic era. The teachers who commonly use traditional teaching as their method preference find some problems regarding how to manage and design the flipped classroom model in their teaching practice. To learn more about the idea of flipped classroom design, teachers should enhance their knowledge through training or collaborative study with professionals or experts in flipped classrooms. This is vital because it helps the teacher set up their classroom properly. Furthermore, we managed to implement the flipped classroom, then provided the data in the form of descriptive analysis.

The purpose of this study is to analyze the structure of the dependency on variables for calculation of insurance based on weather indices such as crop prices, yields, and rainfall. The object of research observation was secondary data on the sub-district of Dlingo Bantul District. In analyzing the dependency of variables that can be used in agricultural insurance calculations, it can be seen that both using multivariate copula and vine copula have the same results. A multivariate copula that directly looks at dependency relationships between three variables. Whereas copula vine can see the size values ​​of the variable pair dependency for each edge in the copula vine tree. In more detail the best dependency for the grain price and rainfall variable is Copula Joe with the parameter θ = 1.76. correlation τ = 0.3. The best dependency between rainfall and yield is Frank Copula with parameters θ = 4.98 and correlation τ = 0.46. The best dependency between rainfall and yield is Frank copula with parameters θ = 2.42 and correlation τ = 0.25.

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Differential calculus becomes a primary pre-requisite material for every student to start learning calculus. It mainly discusses the concepts and theorems regarding derivative of functions. Many mathematics educators believe that learning differential calculus needs specific conditions and attitude as it cannot be set as rote and procedural learning. This research aims to find out the students’ perception towards the implementation of self-regulated flipped classroom approach in their differential calculus class. Thirty-six students participated in the seven meetings of the class and gave their perceptions at the end of every meeting. They were engaged in a various type of learning activities outside the classroom such as setting their own goal, gaining information from many sources, and uploading a video of their presentation, while during the class, they were assessed with an interview confirming their understanding about the topics. The result suggests that the self-regulated flipped classroom approach is promising to maintain the students’ right attitude towards differential calculus.