AbstrakSiswa mengalami kesulitan dalam memecahkan masalah Trigonometri yang berdampak pada rendahnya hasil belajar. Artikel ini bertujuan untuk menganalisis kesalahan siswa memecahkan masalah trigonometri ditinjau dari strategi pemecahan masalah Polya. Penelitian ini merupakan penelitian eksploratif menggunakan pendekatan kualitatif deskriptif. Penelitian dilaksanakan dengan melibatkan 1 guru dan 20 siswa SMA. Data penelitian ini dikumpulkan melalui tes dan wawancara. Tes terdiri atas 5 masalah Trigonometri. Wawancara semi terstruktur diberikan pada; (1) guru untuk mengetahui kesulitan yang dialami siswa selama proses pembelajaran Trigonometri, dan (2) siswa untuk mengidentifikasi kesalahan dalam memecahkan masalah. Data dianalisis dengan tahapan berikut; (1) jawaban siswa diperiksa lalu di hitung skor untuk setiap masalah, (2) di identifikasi jenis kesalahan siswa pada setiap masalah, (3) persentase banyaknya siswa dihitung pada tiap jenis kesalahan, dan (4) siswa yang melakukan kesalahan diwawancara untuk mengetahui penyebab dan jenis kesalahan. Penelitian ini menemukan bahwa kesalahan siswa dalam memecahkan masalah Trigonometri adalah: (i) Kesalahan memahami masalah Trigonometri (57,73%); (ii) Kesalahan dalam merencanakan strategi (9,27%); (iii) Kesalahan menerapkan solusi (15,83%); dan (iv) kesalahan dalam memeriksa kembali (17,16%).  Student Errors in Solving Trigonometry Problems in View from Polya’ Problem Solving IndicatorsAbstractStudents have difficulty in solving trigonometric problems which have an impact on low learning outcomes. This article aims to analyze students' errors in solving trigonometric problems in terms of Polya's problem-solving strategy. This research is exploratory research using a descriptive qualitative approach. The research was conducted by involving 1 teacher and 20 high school students. The data of this study were collected through tests and interviews. The test consists of 5 Trigonometry problems. Semi-structured interviews were given on; (1) teachers to find out the difficulties experienced by students during the Trigonometry learning process, and (2) students to identify errors in solving problems. The data were analyzed in the following steps; (1) student answers are checked and then the score is calculated for each problem, (2) the types of student errors are identified in each problem, (3) the percentage of the number of students is calculated for each type of error, and (4) students who make mistakes are interviewed to find out the cause and the type of error. This study found that students' errors in solving Trigonometric problems were: (i) Misunderstanding of Trigonometric problems (57.73%); (ii) Errors in devising a plan (9.27%); (iii) Error in performing the plan (15.83%); and (iv) errors in looking back/ confirmation of the answer (17.16%).

Makalah ini bertujuan untuk menakar kemampuan berpikir tingkat tinggi calon guru Matematika. Penulis menggunakan level HOTS Marzano yang terbagi dalam lima dimensi kemampuan berpikir; (1)pengambilan keputusan, (2)Pemecahan masalah, (3)Analisis kesalahan, (4)abstraksi, dan (5) analisis dan klasifikasi perspektif. Instrument yang digunakan diadaptasi dari Marzano Rubrics for Spesific task or Situations (1993). Penelitian ini merupakan penelitian kuantitatif dengan melibatkan 34 mahasiswa program studi Tadris Matematika, STAIN Gajah Putih. Hasil penelitian menunjukkan bahwa kemampuan berpikir tingkat tinggi calon guru Matematika berada pada level menengah dan rendah.

This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.

Conducting successful mathematics instructions that attach values is a major issue of mathematics education recently. Various programs have been done to meet the purpose. One of them is knowledge islamization which is believed as an alternative-strategic solution. This effort is compatible with the objective of education in Aceh and Indonesia Education System that annunciate the goal of Education in Indonesia to bring the people into religious life. Then, integration of Islamic values onto mathematics instruction is an alternative that has to be chosen in order to make integrated-holistic education. This study aims to determine the effectiveness of the implementation of Qur'anic Mathematics Instruction (QMI) on Set theory. It was a follow-up of QMI Research and Development that has been designed before. Data gathered through test, teacher’s and students’ activity observations. Three madrasah with the indexes of competency are "High", "Medium" and "Low" taken as the research subjects. The results showed that students in the "high"index has t-count value 0.023