This research aims to investigate character values that can be applied on students through congkak game as it is used as a media of mathematics learning. This study used qualitative and quantitative combination or (exploratory mixed methods designs). The first phase of qualitative data was taken through in-depth interviews to 5 selected informants using purposive sampling technique. All data interviews were analyzed thematically using NVivo qualitative analysis tool 10. Then, the second phase of the data was taken using a questionnaire to 46 students who were studying in grade V and VI in an elementary school (SD). The entire data of the second phase analyzed descriptively using quantitative analysis tools SPSS Windows 18.0. Overall, the results of the two phases indicated that there were nine character values contained in the game congkak once it was used as a medium of mathematics learning. The nine-character values were honesty, discipline, hard working, creativity, curiosity, independent, communicativeness, responsibility and appreciation for achievements. The results also proved that the use of instructional media such as traditional game congkak can be used as an intermediary that can be used by teachers in mathematics learning process.

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi apakah nilai-nilai karakter yang dapat ditanamkan terhadap peserta didik melalui permainan congkak jika digunakan sebagai media pembelajaran. Penelitian ini menggunakan metode gabungan kualitatif dan kuantitatif atau Exploratory mixed methods designs. Data kualitatif tahap pertama diambil melalui wawancara mendalam (indepth interview) kepada 5 orang informan yang dipilih menggunakan teknik purposive sampling. Seluruh data wawancara kemudian dianalisis secara tematik menggunakan alat analisis kualitatif Nvivo 10. Selanjutnya data tahap kedua diambil menggunakan angket kepada 46 orang peserta didik yang sedang belajar pada kelas V dan VI di sebuah Sekolah Dasar (SD). Seluruh data tahap kedua kemudian dianalisis secara deskriptif menggunakan alat analisis kuantitatif SPSS Windows 18.0. Secara keseluruhan hasil analisis kedua tahapan penelitian ini menunjukkan bahwa terdapat sembilan nilai-nilai karakter yang terdapat di dalam permainan congkak jika digunakan sebagai media pembelajaran matematika, sembilan nilai karakter tersebut adalah nilai kejujuran, disiplin, kerja keras, kreatif, rasa ingin tahu, mandiri, komunikatif, tanggung jawab dan menghargai prestasi. Hasil penelitian juga telah membuktikan bahwa, penggunaan media pembelajaran seperti permainan tradisional congkak telah terbukti dapat dijadikan sebagai salah satu media yang dapat digunakan guru dalam pendidikan karakter. Kata kunci: Nilai-nilai karakter, permainan Congkak, media pembelajaran            Abstract: The objective of the study is to explore values of good moral characters that can be promoted through game of congkak when it is used as a media of learning. The study used both qualitative and quantitative research method (Exploratory mixed methods designs). The first qualitative data was collected through indepth interview with five informants selected through purposive sampling technique. The entire interview data was thematically analyzed by using Nvivo 10. The second data was collected through questionnaire distributed to 46 students of grade V and VI in an elementary school. The whole data in the second stage was analyzed through SPSS Windows 18.0. All data analysis reveals that there are nine moral characters can be promoted in congkak when it is used as media of learning in Math. Those characters are honesty, discipline, hard work, creativity, curiosity, independence, communicative, responsibility, and rewarding-respect. The study either reveals that the traditional game like congkak can be benefited as a learning media for character education. Keywords: good moral characters, Congkak, Learners, and Media of learning

Students’ active learning activities are one indicator of success in a learning process. In fact, students tend to listen to teacher explanations which hamper students learning activities. This point make students not free to develop their potential, so the most students are not interested in mathematics learning. Therefore, there needs to be an effort in this problem, namely by using the steps in the learning model. This study aims to determine the application of MASTER based on mind mapping in increasing the learning activities of students at SMA Pembangunan Laboratorium UNP. This research used non-test techniques in the form of observation sheets and field notes. Based on the results of the study, it was concluded that the learning activities of implementation of the MASTER based on mind mapping experienced an increase in the A4 indicator and experienced fluctuations in indicators A1, A2, A3, A5, and A6. Even so, the overall average of this research succeeded in reaching 87.5% in the very good category. It means that the implementation of a mind mapping-based learning model shows an active learning activity.

This study aims to design and to see the effectiveness of virtual geometry (VirGO) mobile application in learning mathematics based on Augmented Reality (AR). To create a virtual geometry application, the writer uses the three stages prototype method, making an AR software application using Unity3D, the process of modelling with Blender, and using Vuforia to develop augmented reality and marker. The experiment involves one hundred and twenty students in three junior high schools in Padang. The results of the study show that VirGO based on augmented reality has three advantages namely (1) the availability to display the detail objects and learning material realistically, (2) its interactivity supported by cutting-edge and powerful videos, images and animations features, and (3) increasing students’ interest in learning mathematics and reducing boredom. The results of this study have proved that learning mathematics will be interesting and more memorable if the teacher has the will and creativity in making various learning media.

Kemampuan penalaran matematis merupakan kunci untuk mengembangkan pemahaman matematis siswa. Oleh karena itu, kemampuan ini dijadikan sebagai salah satu tujuan pembelajaran matematika pada jenjang pendidikan menengah di Indonesia. Salah satu jenis penalaran matematis tersebut adalah penalaran kreatif matematis. Fakta menunjukkan bahwa siswa cenderung menggunakan penalaran imitatif daripada penalaran kreatif matematis. Oleh karena itu, penalaran kreatif siswa perlu diperhatikan guru agar mereka dapat mengkonstruksi pengetahuan dengan baik khususnya pada materi persamaan garis lurus. Penelitian ini bertujuan untuk mengungkap penalaran imitatif dan kreatif matematis siswa pada materi persamaan garis lurus. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Penelitian ini dilaksanakan di SMP Negeri 2 Mungka, Kabupaten Lima Puluh Kota, Sumatera Barat. Subjek penelitian adalah 3 (tiga) orang siswa kelas VIII yang telah mempelajari materi persamaan garis lurus dan dipilih berdasarkan pertimbangan guru. Instrumen utama pada penelitian ini adalah peneliti sendiri dan instrumen penunjang berupa soal tes kemampuan penalaran kreatif matematis serta pedoman wawancara. Berdasarkan analisis hasil penelitian, ditemukan bahwa siswa belum memiliki kemampuan penalaran kreatif yang baik. Siswa masih cenderung menggunakan penalaran imitatif bahkan belum mampu melakukan penalaran dengan tepat. Sebagai kesimpulan, kemampuan penalaran imitatif masih mendominasi dibandingkan penalaran kreatif matematis siswa pada materi persamaan garis lurus.