Proses pembelajaran yang baik akan menunjang belajar efektif. Pelaksanaan pembelajaran cenderung mengalami kendala pada proses pelaksanaannya. Salah satu kendala belajar siswa yaitu jarangnya pemanfaat media dalam belajar. Proses belajar siswa cenderung terpaku pada buku bacaan. Proses belajar sebenarnya bisa juga menggunakan media pembelajaran yang menarik sehingga bisa meningkatkan minat belajar dan pemahaman konsep siswa. Siswa di desa Popo kecamatan Satarmese Utara kabupaten Manggarai lebih dominan belajar dengan memanfaatkan buku bacaan saja sehingga siswa cepat merasa bosan untuk belajar. Belajar yang menyenangkan bisa memanfaatkan media pembelajaran sederhana dengan memanfaatkan berbagai macam alat dan bahan yang ada di sekitar lingkungan. Media pembelajaran yang dihasilkan memberikan manfaat bagi anak SD di desa Popo terutama dalam kemampuan matematisnya. Siswa lebih mudah untuk memahami berbagai konsep matematika karena dibantu media pembelajaran interaktif. Guru termotivasi untuk mengembangkan media pembelajaran dalam meningkatkan minat belajar matematika siswa.

To date, in the literature, hundreds of studies have been found on mathematics learning that is supported by the Contextual Teaching and Learning (CTL) Model. Several studies with conflicting results are found in the literature. This meta-analysis study was carried out to combine and interpret the findings of this study. Related databases are sought for studies that qualify for examining the effects of CTL compared to conventional learning on students’ mathematical understanding abilities. Random-effect models with 95% confidence intervals (CIs) were estimated. 21 effect sizes were analyzed from 21 primary studies that met the inclusion criteria and were published in ERIC documents, journal articles, proceedings, and repository documents from 2010 to 2020, and with a total of 1349 students involved. The Comprehensive Meta-Analysis (CMA) program is used to assist analysis. Based on the results of the analysis found the overall effect size (ES) is 0.868 with a standard error of 0.155 based on a random-effects model. The size of the effect represents that the average student exposed to CTL exceeds the ability of mathematical understanding by 76% of students in conventional classes who are initially equivalent. This result can also be interpreted that, students shift from the 50th percentile to the 79th percentile in mathematical understanding abilities when CTL is applied. The results of the analysis of the mediator variables were found that all variables except the year of study and education level were related to ES. The strongest relationship was found for sample size variables and publication sources. The analysis shows that CTL is more effective if it is applied in the condition of a sample size of 1-30 students. It was found that there were sources of publications which tended to publish only significant studies, although they did not indicate publication bias. These facts are considered by mathematics education practitioners for CTL implementation in the future.

Nowadays, learning should be directed to develop the 21 st -century core competencies, including creative thinking in problem-solving. Therefore, the present study aimed to improve the students' creative thinking and mathematics learning outcome through the implementation of the Treffinger learning model with Realistic Mathematics Education (RME) principles. To achieve the goals, experiment study with Quasi-Experimental Post-test Only Control Group design had deliberately chosen as the method of the study. The subjects of the present study were 101 fifth graders students in Lelak, Manggarai-Indonesia. The subject was chosen by a random sampling technique. The data related to creative thinking skill and mathematics learning outcomes were collected by using essay tests with five items each. The instruments have been judges as valid by the assessment of five experts and empirically reliable. The hypothesis testing was done by using MANOVA at a 5% level of the significance level. Hypotheses were tested using MANOVA with the aid of SPSS. The result of the statistical analysis shows that F Wilks' Lambda = 17, 195, and sig. < 0.001. Since the sig value was less than 0.05, then it can be argued that simultaneously creative thinking skill and mathematics learning outcome of the students who took mathematics through the Treffinger learning model using RME principles were better than those of their counterparts who learned the same subject through the conventional learning model.

AbstrakPenelitian ini dilakukan untuk melihat kemandirian belajar mahasiswa pada mata kuliah Matematika Dasar dalam mengikuti pembelajaran jarak jauh khususnya pembelajaran dalam jaringan selama masa Pandemi Covid-19. Merupakan penelitian kuantitatif-deskriptif dengan 85 orang mahasiswa tahun pertama Prodi Sosial Ekonomi Pertanian Universitas Katolik Indonesia Santu Paulus Ruteng dengan fokus untuk mempelajari kemandirian belajar mahasiswa yang mengikuti pembelajaran dalam jaringan karena situasi Pandemi Covid-19. Hasil penelitian menunjukkan 18.82% mahasiswa yang memiliki kemandirian belajar rendah, sedangkan 81.18% mahasiswa memiliki kemandirian belajar yang tinggi. Selanjutnya, dalam wawancara semi terstruktur ditemukan bahwa mahasiswa pada awalnya mengalami kesulitan dalam beradaptasi perubahan kebiasaan belajar, keterbatasan sumber daya belajar dalam jaringan, dan kurangnya interaksi baik sesama mahasiswa maupun dengan dosen. Keterbatasan ini mendorong mahasiswa semakin mandiri dalam belajar yang terlihat dari lebih dari 70% mahasiswa sudah menetapkan tujuan belajar, strategi belajar, mampu mengatur waktu belajar, dan melakukan evaluasi diri terhadap proses pembelajaran yang telah diikuti. Lebih dari 80% mahasiswa menentukan lingkungan belajar yang mendukung suasana belajar dan mencari bantuan dari rekan sekelas apabila mengalami kesulitan dalam belajar.  Kata Kunci: kemandirian belajar, pandemic Covid-19, pembelajaran jarak jauh. AbstractThis research was conducted to see the independence of student learning in the Basic Mathematics course in participating in distance learning, especially online learning during the Covid-19 Pandemic. This is a quantitative-descriptive study with 85 first-year students of the Agricultural Socio-Economic Study Program of the Indonesian Catholic University, Santu Paulus Ruteng, with a focus on studying the learning independence of students who take online learning due to the Covid-19 Pandemic situation. The results showed 18.82% of students had low learning independence, while 81.18% of students had high learning independence. Furthermore, in semi-structured interviews, it was found that students initially experienced difficulties in adapting to changes in learning habits, limited learning resources in the network, and a lack of interaction between students and lecturers. This limitation encourages students to be more independent in learning, which can be seen from more than 70% of students who have set learning goals, learning strategies, being able to manage study time, and conduct self-evaluation of the learning process that has been followed. More than 80% of students determine a learning environment that supports a learning atmosphere and seek help from classmates.Keywords: independent learning, Covid-19 pandemic, distance learning.

Hundreds of studies have been found in the literature on mathematics learning supported by the use of the computer algebra system (CAS). However, there are numerous reports with mixed and even contradictory findings. This has the potential to lead to errors in concluding. This meta-analysis study was conducted to test the overall effect size (ES) of CAS-based mathematics learning. This study also aims to analyze the level of variation in individual studies and consider its implications. The ERIC, SAGE, SpringerLink, and Google Scholar databases were examined to achieve relevant research. The search results found 136 related journal articles published between 2010 and 2020. As per the study protocol, 31 articles were eligible, and 36 ES were analyzed. The calculation tool is Comprehensive Meta-Analysis (CMA) software, and the Hedges-g equation is used based on the random-effect model. The analysis results revealed that overall the use of CAS ES had a large positive impact on students’ mathematical abilities (ES = 0.89; standard error 0.08). Moderator analysis shows that CAS’s use is more effective, considering the difference in education level and CAS type. The research implications are discussed and provide important information as a fundamental idea for further meta-analysis studies on CAS’s effects.