The main problem in this study is the difficulty of understanding students' mathematical concepts on number pattern material in class VIII B students of MTs Muallimin Muhammadiyah Makassar. The type of research used is qualitative research with a descriptive approach involving three subjects with categories of a high, medium, and low concept understanding abilities in class VIII B MTs Muallimin Muhammadiyah Makassar. The research method used is test questions given to three subjects obtained based on recommendations from a mathematics teacher. From the results of the study, it was found that the difficulty of understanding concepts possessed by students with the category of high concept understanding is being able to complete the test questions given and fulfill three indicators of concept understanding, namely classifying objects according to their nature, applying concepts and presenting concepts in various representative forms using, utilizing and choose a particular procedure or operation. For the difficulty of understanding the medium concept with the subject of the category of medium concept understanding, it can be concluded that the subject meets two indicators of concept understanding, namely classifying objects according to their nature and being able to apply the concept the three indicators of conceptual understanding.

One of the goals of mathematics lesson at school is that the students were able to solve mathematical problems so that student achievement can be rise. There are several factors that affect students' mathematics achievement, such as metacognition, self-efficacy and creativity of mathematics learning. This study aims to determine how much influence of metacognition and self efficacy against mathematics achievement through creativity of student learning. The study population was a class XI student of SMA in Bulukumba 180 people. The sampling technique by proportional random sampling. Data obtained through questionnaires, then analyzed using descriptive statistics and analysis of SEM (structural equation modeling).The results showed that (1) Metacognition, self efficacy, creativity in learning and mathematics achievement at the high category (2) Effect of metacognition in particular the regulation of metacognition in creativity study is positive and significant; (3) Effect of self efficacy against positive and creative learning is significant; (4) The effect of metacognition in particular metacognitive knowledge on mathematics achievement directly is negative but not significant; (5) Effect of self efficacy against direct mathematics achievement is negative and insignificant; (6) The indirect effect of regulation metacognition particularly in mathematics achievement through learning creativity is a positive and significant; (7) The indirect effect of self-efficacy toward mathematics achievement through learning creativity is positive but insignificant.Keywords: Metakognisi; Self Efficacy; Creativity in Learning and Mathematics Achievement PENDAHULUAN Matematika sebagai salah satu ilmu dasar mempunyai peranan penting dalam kehidupan sehari-hari pada khususnya serta dalam kemajuan ilmu pengetahuan dan teknologi pada umumnya. Oleh karena itu, matematika merupakan salah satu mata pelajaran pokok di sekolah baik di sekolah dasar, sekolah lanjutan sampai dengan perguruan tinggi.Salah satu dasar pertimbangannya adalah karena matematika berperan sebagai sarana penataan nalar siswa, yang berarti bahwa dalam matematika terdapat proses penggunaan aturan-aturan, membuat hubungan, memberi alasan, mengkomunikasikan ide matematika, memeriksa kebenaran hasil yang diperoleh. Jika tata alur penalaran telah berjalan runtun sesuai dengan langkah dan aturan yang berlaku, maka tujuan pendidikan matematika sekolah akan tercapai (Tiro, M. A, 2010) yaitu: (1) mempersiapkan peserta didik agar sanggup menghadapi perubahan keadaan didalam kehidupan nyata yang selalu berubah, melalui latihan bertindak atas dasar pemikiran secara logis, rasional, kritis, cermat, efektif, efisien, dan jujur; (2) mempersiapkan peserta didik agar dapat menggunakan

The merdeka curriculum is a form of evaluation of the previous curriculum, namely the 2013 curriculum. In an independent curriculum, students are no longer forced to study subjects that are not their main interest. Therefore, a learning model is needed to support this independent curriculum's implementation. One suitable learning model to implement the curriculum is a project-based learning model. This study aims to improve student learning outcomes in mathematics learning through the Project Based Learning learning model. This type of research is classroom action research with data collection carried out through observations, and tests. The research subject is class XII in statistics subject totaling 26 students. The data analysis technique used qualitative and quantitative and was carried out for 2 cycles. The results showed that the application of the project-based learning model could improve student learning outcomes in learning mathematics. This can be seen from the average score of learning outcomes in the cognitive domain in the first cycle of 57.12% increased to 82.88% in the second cycle, the average score of learning outcomes in the psychomotor domain in the first cycle of 53.65% increased to 84.61%, and the average score of learning outcomes in the affective domain in the first cycle of 72.5% increased to 83.85%. This shows that the application of the project-based learning model can improve student learning outcomes.

Various studies on the development of mathematical literacy tests have not shown any research that focuses on developing mathematical literacy tests using the context of Bugis-Makassar local wisdom with Classical Test Theory (CTT). Thus, this study aimed to produce mathematical literacy tests using the context of Bugis-Makassar local wisdom based on CTT for junior high school students through development research using ADDIE design. The development of the test integrates mathematical literacy and local wisdom elements of Bugis-Makassar. There were 15 multiple-choice items developed and tested on 33 males and 68 females at seventh-grade junior high school students. The trial involved two schools in Makassar City using a convenience sampling technique. The test kit was validated by three mathematicians and produced an Aiken index score in the range of 0.67 to 0.89. The empirical data from the trial results were analyzed using CTT assisted by ITEMAN 4.3 software. The test analysis showed an average category for reliability test scores. As many as 47% of the items were in the medium category, and the rest were in the fair category. Meanwhile, 93% of the items have a good discriminatory ability, and 67% have distractors that were not functioning properly, then the tests items must be revised.

Penelitian ini adalah penelitian eksperimen yang dilakukan di salah satu SMP kelas VIII SMP Di Kabupaten Bulukumba yang bertujuan untuk mengetahui kemampuan problem posing matematika siswa melalui pendekatan kooperatif.  Subjek penelitian ini adalah siswa Kelas VIII.A SMP yang berjumlah 23 orang. Pengambilan data dilakukan dengan menggunakan tes hasil belajar dan lembar observasi. Data yang terkumpul dianalisis secara deskriptif dan inferensial. Hasil yang diperoleh setelah diberikan tindakan yaitu: (1). Pada Pretes diperoleh skor rata-rata kemampuan problem posing matematika siswa adalah sebesar 58,47 dengan standar deviasi 3,82 dari skor ideal 65 dan berada pada kategori rendah, (2). Pada Postest, diperoleh skor rata-rata kemampuan problem posing  matematika siswa adalah sebesar 81,30 dengan standar deviasi 8,28 dari skor ideal 95 dan berada pada kategori tinggi. Peningkatan rata-rata dari  Pretest ke Postest menandakan adanya peningkatan kemampuan problem posing matematika siswa, (3). Jumlah siswa yang tuntas secara individu setelah diberikan perlakuan  sebanyak 22 orang siswa (95,7%). Dari persentase tersebut, dapat disimpulkan bahwa pembelajaran dengan pendekatan problem posing setting kooperatif efektif diterapkan dalam pembelajaran matematika matematika pada siswa Kelas VIII.A SMP.