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This study aimed to determine students' metacognitive failure in Mathematics Education Program of FKIP in Jambi University investigated based on assimilation and accommodation Mathematical framework. There were 35 students, five students did not answer the question, three students completed the questions correctly and 27 students tried to solve problems but unfortunately made the same mistake. Out of 27 students involved in the study, two students were taken as the research subjects. The research was a qualitative research; while the research instruments is the test items on proving the mathematical equations. The research data was the result of the students' works and transcripts of interviews about the activities of metacognition of the problem solving. The benefits of the research could be used as a material consideration and metacognitive information regarding the failure of students in mathematical proofs. The results were obtained from the data from two research subjects, namely student one (S1) and student two (S2). The S1 used assimilation process as much as 7 times and the accommodation process as much as 4 times with failure metacognitive, such as metacognitive blindness, mirage metacognitive, and metacognitive vandalism. The S2 used a process of assimilation as much as 12 times and accommodation process as much as 6 times with the metacognitive failure only the metacognitive vandalism.

This study aim to investigate the characteristics of students' sensory mathematical imagination of in solving mathematics problems. This study includes qualitative research with two students of VIII grade junior high school used as subjects. To determine the characteristics of students sensory mathematical imagination who appeared in solving mathematics problems, researchers use the problem sheet as a supporting instrument in this study. The problem sheet consists of a question item that serves to stimulate appear of students sensory mathematical imagination. For accuracy of data using triangulation method of observation, students answers, and interviews. The results showed characteristics of students sensory mathematical imagination in solving mathematics problems is appear of the idea based on perception due to stimulate of the problem, actualization information by analogy according to what people think, the activity involves body movement (sensory motor), can be seen through visual representation.

This research is a qualitative study that aimed to describe the stages of students mathematical imagination in solving mathematical problems. There are three kinds of mathematical imagination in solving mathematical problems, namely sensory mathematical imagination, creative mathematical imagination and recreative mathematical imagination. Students can produce one kind of mathematical imagination or other kinds of mathematical imagination. Problem sheet is used as a supporting instrument to find out the stages of students mathematical imagination in solving problems. Three students are used as research subjects in whom students were able to produce their mathematical imagination in solving mathematical problems. The results showed that there are three stages of students mathematical imagination in solving mathematical problems, the first stage is sensory mathematical imagination, the second stage is creative mathematical imagination, and the last stage is recreative mathematical imagination.

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