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A deep understanding of advanced mathematics is essential. This is without doubt. However, mathematics that is applicable on daily life is deemed more important. At least for the ones that does not belong to pure mathemacs field. One des not need to be a mathematics professor to be able to predict commute time to their work or to decide which clothes to buy with given amount of discount. This is also known as mathematical literacy. One of the key features of mathematical literacy is the integration of context. Developing or designing mathematical literacy task with local context is one of efforts to promote students’ mathematical literacy. This is because students are already familiar with the context hence they cam understand the problem statement better. The current study is design research aiming to develop mathematical literacy problems with East Kalimantan context. There are two phases in this research. The first phase is the preliminary phase. Here, PISA 2012 mathematics problems are reviewed and then researchers developed prototype problems with equal level but based on East Kalimantan context. There were nine mathematical literacy problems were developed in this phase. The second phase is the formative evaluation which consists of self evaluation, expert review and field test. From the process, nine valid items of problems with local context for measuring students’ mathematical literacy are obtained.

Self-efficacy is one of the affective factors that contributes to students’ learning. It is defined by the extent which one believes they can do to accomplish a task. Specifically in mathematics learning, self-efficacy is students’ belief of their mathematical ability. The current research investigated mathematics self-efficacy of middle school students in Makassar. 393 students were administered to 22 items mathematics self-efficacy questionnaire. It was found that students’ self-efficacy is in moderate category with all three dimensions (level, strength, generality) being in moderate category as well. Students in A and B-stratified school had slightly better self-efficacy than those who are in C-stratified school. Detailed on some questionnaire items is discussed as well.

Pembelajaran matematika untuk anak usia dini harus merupakan proses yang menyenangkan. Untuk itu dibutuhkan media pembelajaran yang membuat pembelajaran anak bermakna namun tetap menyenangkan. Tujuan pengabdian ini adalah mendampingi orang tua khususnya ibu membuat media pembelajaran matematika sederhana. Kegiatan pengabdian dilaksanakan pada tanggal 10 Agustus 2022. Peserta pengabdian ini terdiri dari 20 ibu rumah tangga sekaligus anggota PKK di kelurahan Sungai Pinang Luar. Metode yang digunakan adalah presentasi serta pendampingan praktik pembuatan media belajar. Hasil yang diperoleh adalah para peserta pelatihan mampu membuat media belajar matematika sederhana yang bahan-bahannya mudah ditemukan. Setelah penelitian ini diharapkan para orang tua lebih termotivasi dalam mendampingi pembelajaran matematika anak di rumah.Mathematics learning, especially for preschool children, should be a fun process. Therefore, what is needed is a learning media which promotes fun and, at the same time, meaningful learning. The current community service aims to guide parents, especially mothers, to make simple learning media. The participants comprised 20 women and members of the Family Welfare Movement (PKK) in Sungai Pinang Luar Sub-district. Presentation and practice are methods employed in this community service. The Renault showed that participants could use attainable material to make simple mathematics learning media. It is expected that after this activity, parents become more engaged in supporting their children's mathematics learning.

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