The new normal period makes ICT-based education the spearhead of the implementation of learning. This becomes an obstacle and a challenge for students, especially in the mathematical problem-solving ability (MPSA), which is very important for students because it is a prior mathematical ability and is included in HOTS. Self-regulated learning in mathematics (SRL) also has a significant role in adapting to learning in the new normal and influences students' mathematical learning outcomes. However, the facts on the ground show that these two abilities are still low. To solve this problem, the researchers developed VBA Microsoft Word-based teaching materials on the relevant polyhedron materials for use so that learning would be more optimal. The method used in this research is an experimental method with a pretest-posttest control group design. The population is all the students in Cimahi City, while the sample is two classes randomly selected. This study indicates that VBA Microsoft Word-based teaching materials are appropriate to be applied in the new normal period, as indicated by the results of the achievement and improvement of MPSA and SRL of students is better than ordinary learning. There is an association between MPSA and SRL and positive response even though they still have difficulty making mathematical models on MPSA questions. Students are more enthusiastic in learning and don't get bored quickly; in line with the challenges of the new normal, the industrial revolution 4.0, and the learning curriculum, learning is more structured, interactive, effective, and efficient.

This research is a pre-post-test experiment that aims to examine the role of the problem-solving approach (PSA) and students’ cognitive intelligence on mathematical creative thinking abilities (MCTA) and mathematical habits of mind (MHoM). This study involved 50 8th grade students. The instruments used were TOLT test, MCTA test, and MHoM scale. This research found that students at the age of 13-14 years are at the stage of formal, transition, and concrete thinking. Whereas MCTA students who receive learning with PSA achieve better grades than students taught by the scientific approach (SA). The MCTA level of students who receive PSA is good and sufficient for students who receive SA. Both groups of students are still aware of some difficulties in completing MCTA tasks, such as solving problems improperly, in more than one way, and or in different ways. The MHoM results of the two students were not different, they were at a good level. Based on the cognitive thinking stage, it was found that there were significant differences in the improvement of MCTA between the two classes, there was a certain stage of thinking in the MCTA of the two classes, and there was no interaction. While for MHoM there is no difference in terms of approaches and stages of thinking, and there is no interaction. In Other findings, there is no relationship between MCTA and MHoM.

This research aimed to analyze the role of Realistic Mathematics Education (RME) approach in enhancement, and achievement of Mathematical Creative Thinking Ability (MCTA) in flat side of solid figure of  Pyramid dan Prism learning of Junior High School students’ would improve students’ mathematical creative thinking in terms of students' minimum criteria of mastery learning (KKM). The method used was classroom action research with planning, implementation of the action, evaluation, and reflection design in 3 cycle. The subject of this research was 8th-A graders in SMP BPK Penabur Holis Bandung. The instrument used an essay test on MCTA, observation sheets, and interview sheets. Data analysis was done quantitatively, in quality and descriptive basis. The results showed that: (1) Students ' learning through RME was better than their previous grades, (2) MCTA of students whose study used the RME approach enhancement 32.28% from cycle I to cycle II and 6.45% from cycle II to cycle III, (3) Students' MCTA in each indicator have equalization

The purpose of this research is to find the correlation between mathematical generalization skill and student’s self-concept in learning activities by using learning strategy based on VBA’s Microsoft Excel. Experimental method is used in the research with 2 different classes. The first class is given by VBA Microsoft Excel learning based, while the other class is given common learning method. In addition, the data sample used in this research are all Junior High School in Cimahi, one school is selected randomly and SMP Negeri 4 Cimahi has been selected. The Sample chosen is the 8th grade pupils which selected randomly. One class as experiment class, and the other is controlled class. The result of the research is obtained from mathematical generalization skill test instrument of phytagoras and self-concept skill inquiry as non-test instrument. Mathematical generalization skill post-test result and final inquiry are analyzed by using Spearman to find the correlation. The result shows that there is a correlation between mathematical generalization skill and student’s self-concept in learning mathematics.

The low critical thinking skills and self-regulated learning in the field are the backgrounds for this research. This study aims to examine the improvement of mathematical critical thinking skills and self- regulated learning using the IMPROVE method and by using ordinary learning. The research method used was an experimental method with a pretest-posttest group research design involving two groups and randomized class sampling. The population is all high school students in Purwakarta Regency. All high schools in Purwakarta were randomly selected, SMAN 1 Maniis was selected, the sample was randomly selected by two classes, class XI Mia 2 as the control class and class XI Mia 1 as the experimental class. Data collection in this study was in the form of tests and non-tests, then the data on the scores of students' mathematical critical thinking skills and learning independence were analyzed using descriptive and inferential statistics using the two-difference test means. Based on the results of the study, both from the results of data analysis and hypothesis testing, the authors conclude that the achievement and improvement of mathematical critical thinking skills and self- regulated learning students whose learning using the IMPROVE method are better than those using ordinary learning.