This research is an effort to improve students' critical thinking ability by applying Realistic Mathematics Education (RME) learning with Means Ends Analysis (MEA) strategy. The method used in this research is classroom action research in 2 cycles. Each cycle passes through 4 stages; they are planning, implementation, observation, and reflection. The learning process in class X IPS-3 for each cycle uses RME approach with MEA strategy. Students are given an essay test at each end of the cycle to measure their critical thinking abilities. Conclusion shows that students’ critical thinking ability increases from 56% (cycle I) to 84% (cycle II) by applying RME approach with MEA strategy.

The purpose of this research is to analyze the ability of interpret symbols in numerical methods. The extent of the interpretation at the level of procedure and calculation only, or its already at the level of understanding of the concepts represented by symbols with good and right way. This type of research is qualitative research. The data that obtained are analyzed in descriptive. The election of the subject based on purposive sampling technique, i.e. taking the subject with considerations/criteria 6 semester students who was taking the course numerical methods, critical and active in discussions. The subject is only drawn by 1 student, subsequently coded MN1.The material is focused in determining the approximate root of equation with the method of false position. The methods used to collect data in this research is the observation, tests and interviews. So, that the triangular used in this research is the triangular techniques. Conclusion based on the results of the research showed the new symbols to interpret NM1 limited calculation procedure only. NM1 considers, with the same symbol but different forms of counting operation, was a mistake. NM1 gives the wrong result of conclusion renders the procedure is only seen from the similarity to the symbol, not the views of the concept behind the use of the symbol.

ABSTRAKKegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan mengatasi masalah yang dialami oleh guru di lingkungan Kelompok Kerja Madrasah Ibtidiyah Kecamatan Jagakarsa, Jakarta Selatan, yaitu kesulitan guru dalam menumbuhkan minat belajar siswa untuk mempelajari matematika karena kurang menguasai metode, model, pendekatan pembelajaran yang menyenangkan dan inovatif. Salah satunya dengan permainan ular tangga sebagai inovasi pembelajaran matematika di tingkat Sekolah Dasar. Ular tangga adalah salah satu permainan tradisional dimana papan permainan ular tangga terdiri dari kotak-kotak kecil yang sudah diberi nomor dan beberapa gambar seperti tangga dan ular, yang dapat menghubungkan kotak satu ke kotak yang lainnya. Permainan ular tangga dimodifikasi sedemikian rupa peraturannya serta bidang permainannya sebagai inovasi pendekatan pembelajaran matematika yang menyenangkan. Kegiatan pengabdian ini diikuti oleh 48 orang perwakilan guru MI se-Kecamatan Jagakarsa. Metode pelaksanaan kegiatan ini dengan melakukan penjelasan mengenai apa manfaat pendekatan permainan ular tangga serta bagaimana  cara pemanfaatannya dan hubungannya dengan matematika, pengenalan permainan tradisional itu sendiri kemudian dilanjutkan pada implementasi permainan ular tangga, hingga membuat  soal-soal matematika yang berkaitan dengan materi matematika menggunakan pendekatan permainan ular tangga. Luaran yang didapat dari kegiatan pengabdian ini, yaitu guru MI se-Jagakarsa dapat menerapkan pengetahuan yang didapat dari kegiatan pengabdian ini kepada siswa. Kata kunci: pembelajaran matematika, permainan, ular tangga ABSTRACTActivity Community Service aims to address problems experienced by teachers in the Working Group Madrasah Ibtidiyah Jagakarsa, South Jakarta, namely the difficulty of teachers in fostering student interest to learn math because lack of control methods, models, learning approach that is fun and innovative. One of them with a game of snakes and ladders as an innovative learning of mathematics at the elementary level.Snakes and ladders is one of the traditional game of snakes and ladders board game which consists of small boxes that have been given a number and a few images such as ladders and snakes, which can connect one box to another box. Snakes and ladders game rules modified in such a way as well as areas of the game as an innovative approach to learning math fun. This service activities attended by 48 representatives of teachers MI se Jagakarsa. The method of this activity by doingan explanation of what the benefits of snakes and ladders to approach the game and how its use and its relationship with math, introduction to traditional games itself and then proceed to the implementation of the game of snakes and ladders, to create math problems relating to the material using a mathematical approach to the game of snakes and ladders. Outcomes obtained from these service activities, namely MI se-Jagakarsa teacher can apply the knowledge gained from this service activities to the students. Keywords: mathematics education, games, snakes and ladders

The design of HOTS Ethnic-Mathematics is the stage that has been intended in this study. This type of research is research and development (Research and Development) by producing results in the form of Mathematics Higher Order Thinking Skill (HOTS) questions based on culture and local wisdom (Ethnic-Math HOTS). The development model referred to by the researcher is the Analysis, Design, Development, Implementation and Evaluation (ADDIE) which is adapted into Analysis, Design, and Development (ADD). The conclusion of this paper is Mathematical problem designs that are integrated with local culture and local wisdom can be developed into questions that have a function to measure students' high-level abilities. High-level abilities that can be measured using these questions are analytical skills, evaluation skills and creative abilities. By completing questions related to the culture in the area around students, students will be more challenged and motivated to do it. In addition, it will increase students' knowledge about the local culture in the area.

Pembelajaran mengenai konsep matematika sangatlah penting demi meningkatkan pemahaman siswa terhadap materi. Peran serta budaya dalam menumbuhkan karakter dan identitas bangsa, dapat seiring sejalan dengan integrasi budaya sebagai media dalam menumbuhkan pemahaman terhadap konsep matematika. Etnomatematika memudahkan kita memahami konsep matematika sekaligus mempelajari budaya yang ada di sekitar kita. Tujuan dari penelitian ini untuk mengetahui etnomatematika pada jajanan pasar dengan materi matematika geometri. Metode penelitiannya adalah kualitatif dengan pendekatan etnografi. Hasil penelitian yang didapat yaitu terdapat unsur budaya dan materi matematika geometri pada jajanan pasar yang ada di Daerah Cileungsi.