Tujuan penelitian ini adalah mendeskripsikan kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) siswa dalam menyelesaikan soal PISA berdasarkan indikator yang telah disusun. Kemampuan berpikir tingkat tinggi dalam penelitian ini meliputi kemampuan logika dan penalaran, analisis, evaluasi, serta kreasi. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Metode pengumpulan data meliputi metode dokumentasi, tes, dan wawancara. Hasil penelitian dari 30 siswa yang tersebar di beberapa SMP di Kabupaten Jember didapatkan bahwa 18 siswa mampu melakukan kemampuan logika dan penalaran, analisis, evaluasi, serta kreasi dengan baik dalam menyelesaikan beberapa soal, sehingga tergolong memiliki kemampuan berpikir tingkat tinggi dengan level sedang. Selanjutnya, 12 siswa tidak mampu melakukan kemampuan analisis, evaluasi, kreasi, logika dan penalaran dengan baik dalam menyelesaikan semua soal, sehingga tergolong memiliki kemampuan berpikir tingkat tinggi dengan level rendah.Kata kunci: PISA, kemampuan logika dan penalaran, kemampuan analisis, evaluasi, kreasi THE  HIGHER ORDER THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS AT JEMBER DISTRICT IN SOLVING PISA STANDAR-BASED TEST ITEMAbstractThe purpose of this research was to describe the higher order thinking skills of students in solving PISA standar-based test item based on indicators that had been compiled. The indicators in this research were the ability of logic and reasoning, analysis, evaluation, and creation. This research is a descriptive qualitative approach. The data collection methods in this research were documentation, test, and interview. From 30 students spread across many Junior High Scoolls in Jember district, 18 students are found to be able to perform logic skills and reasoning, analysis, evaluation, and creation well in resolving some of the problems, thus classified as having high level thinking skills with moderate level. Furthermore, 12 students are not able to perform analytical skills, evaluation, creation, logic and reasoning well in solving all the problems, so they are considered to have low level high order thinking skill.Keywords: PISA, logic and reasoning, analysis, evaluation, creation skills

The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.

This research aims to describe the anxiety of grade 9 students to solve geometry problems based on the IDEAL stages, that is, identify, define, explore, act, and look back. The subjects were three students who each had one student at each level, namely, visualization, analysis, and informal deduction. The data were collected through tests and interviews. To guarantee the validity and reliability of the research, the triangulation technique was used. The findings and conclusions were as follows: students' visualization anxiety could be observed in the explore stage, which was caused by their confusion to use the Pythagorean theorem in which only one side was known, and in the act stage, which was caused by the thinking barrier as they were unable to write the solution and add the explanation; students' analysis anxiety could be observed in the act stage, which was caused by their confusion to ponder over the working time and the use of a wrong method, and in the look-back stage, which was caused by their uncertainty and worry for giving incorrect answers; and students' informal deduction anxiety appeared in the act stage, which was caused by the thinking barrier as they were unable to describe the use of proportion of base and perpendicular of a right triangle.

Whether one engages in truth-seeking and whether he or she is open-minded are indicative of his or her critical behavior when responding to problems at hand. This research sought to determine the behavioural tendencies of pre-service mathematics teachers in the solution of non-routine problems based on the indicators of truth-seeking and open-mindedness. It was qualitative in nature, with an exploratory descriptive methodology. The participants in the research comprised of 15 pre-service mathematics teachers. The data were collected through tests, direct observation, and interviews. To guarantee the validity and reliability of the research, the triangulation technique was used. It entailed comparing the direct observation results with the results of the test and the interviews. The findings and conclusions were reached and the results indicated that all the pre-service mathematics teachers had not yet attained critical thinking dispositions pertinent to truth-seeking. The participants did not investigate the truth behind the information provided, and they tended to answer questions directly.

Penelitian ini berhubungan dengan Analisis Norma Sosiomatematik dalam Pembelajaran kolaboratif Pokok Bahasan Segitiga dan Segiempat di Kelas VII-C SMP Negeri 11 Jember. Tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran matematika yang implementasinya menggunakan model pembelajaran kolaboratif dan mendeskripsikan norma sosiomatematik dalam pembelajaran kolaboratif pokok bahasan segitiga dan segiempat di kelas VII-C SMP Negeri 11 Jember. Indikator norma sosiomatematik dalam penelitian ini dijabarkan berdasarkan kemampuan komunikasi matematik dan keterampilan sosial siswa dalam pembelajaran kolaboratif. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Instrumen pengumpulan data yang digunakan adalah perangkat pembelajaran yang meliputi RPP, LKS, dan kelengkapannya, lembar observasi pelaksanaan pembelajaran, lembar observasi norma sosiomatematik dalam aktivitas kolaborasi, dan pedoman wawancara. Berdasarkan hasil penelitian, 27 dari 38 subyek penelitian memiliki kategori keyakinan positif (P1, P2, maupun P3) terhadap aktivitas kolaborasi dan memiliki rata-rata persentase norma sosiomatematik diatas 50% atau dengan kata lain subyek tersebut memiliki kemampuan komunikasi matematik dan keterampilan sosial dalam kategori baik bahkan sangat baik   Kata Kunci : norma sosiomatematik, keyakinan siswa, komunikasi matematik, keterampilan sosial, pembelajaran kolaboratif.