The purpose of this research are: (1) to know the influence of Think Talk Write (TTW) model of learning ability to solve mathematical problems of learners; (2) to know the effect of learning habit on students' mathematical problem solving ability; (3) to know the interaction between learning model and study habit to students' mathematical problem solving ability. The type of research used is quasi experiment with 3 × 3 factorial research design. The hypothesis test used is a parametric test with data analysis technique using Anova test. The result of the research for the prerequisite test is based on normality test which can be known by using Liliefors test and homogeneity test can be known by using Barlett test, it is obtained that the test result data from both groups are normal and homogeneous, so it can be continued for parametric test by using anava test two paths with unequal cells. Based on data processing, it is found that: (1) there is influence of Think Talk Write (TTW) learning model to students' mathematical problem-solving ability; (2) there is the influence of learning habit on the ability of mathematical problem of learners; (3) there is no interaction between the learning model and the learning habits of the mathematical problems of the learners. This means that the learning model Think Talk Write (TTW) is more effective than the conventional model so that Think Talk Write (TTW) model more influence on the problem-solving ability of learners.

Tujuan dalam penelitian ini adalah untuk menelaah kemampuan komunikasi matematis siswa menggunakan pembelajaran soft skills komunikasi dengan pembelajaran biasa. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMK yang berkemampuan sedang yang berada di lampng tengah, sedangkan sampelnya dipilih kelas XI yang berjumlah 50 orang dari satu SMK di lampung tengah yang   berkemampuan sedang. Instrumen pada penelitian ini berupa tes berbentuk soal uraian untuk tes kemampuan komunikasi matematis. Instrumen yang digunakan sudah memenuhi soal yang baik berdasarkan validitas, reliabilitas, daya pembeda dan indeks kesukaran. Berdasarkan perhitungan menggunakan SPSS 20 didapat hasil sebagai berikut pencapaian dan peningkatan kemampuan komunikasi matematis siswa yang pembelajarannya menggunakan pembelajaran soft skill komunikasi lebih baik dibandingkan pembelajaran biasa

Penelitian ini bertujuan untuk mengembangkan bahan ajar transformasi geometri yang berorientasi pada kemampuan berpikir kritis siswa. Penelitian ini merupakan penelitian pengembangan yang mengikuti tahapan R&D (Brog & Gall, 1989). Ujicoba lapangan dilakukan pada siswa kelas XI SMA Fransiskus Bandar Lampung tahun pelajaran 2018/2019, dengan XI-A1 sebagai kelas eksperimen dan kelas XI-A3 sebagai kelas kontrol. Perbedaan perlakuan dari kedua kelas adalah penggunaan bahan ajar transformasi geometri. Pengumpulan data menggunakan lembar validasi untuk menentukan validitas bahan ajar, angket respon siswa dan praktisi untuk menentukan tingkat kepraktisan dan instrumen tes kemampuan berpikir ktitis siswa untuk menentukan kefektifan bahan ajar setelah pembelajaran yang kemudian dianalisis dengan uji perbedaan rata-rata. Hasil penelitian ini adalah pengembangan bahan ajar tranformasi geometri yang dikembangkan valid, praktis, dan efektif.

This study is a research development (RD) that aims to find out developing Problem-Based Learning (PBL) to improve students' mathematical problem solving abilities and valid, practical and effective student self-efficacy. The procedure of this research uses research development by Borg gall, Research and Information Collecting, Planning, Developing Preliminary of Products, Preliminary Testing ,Main Product Revision, Main Field Test, Operational Product Revision, Operational Field Testing, Final Product Revision, Dissemination and Implementation, but in this study it was carried out only to the sixth stage. Data collection techniques using observation, interviews, questionnaires, and tests. The design is validated by the learning model design expert, while the learning device is validated by the material expert, media expert and education practitioner. Furthermore the design was revised according to expert opinion. It was concluded that the ability to solve mathematical problems and self efficacy with problem based learning is more effective than the ability to solve mathematical problems with conventional learning.

This study aims to: (1) Investigate the learning problems from students, (2) To know the learning styles of students, (3) To identifies the dyscalculia experienced by students on matrix based on their learning styles of Flaming and Mills Theory. The subject of research are students of MIA 6 MAN 1 Metro grade XI, in the 2018-19 Academic Year. The research uses descriptive qualitative method. The results of this research are: (1) the students of class XI MIA 6 had four difficulties of learning mathematics such as (a) spatial disruption: not describing the steps of operating on the answers done, (b) the difficulty of understanding the concept: not making the problem answer correctly, (c) the difficulty of understanding the formulas or symbols: the incomplete of writing formulas the use of false step and the use of wrong formulas and symbols, and (d) the difficulty in calculation: the lack of students accuracy during the operation of the work; (2) students of class XI MIA 6 have four styles (VARK) they are Visual (V): 8 students, Audiotori (A): 13 students, Read-Write (R): 7 students, and Kinesthetic (K): 8 Students, and found students who have combined learning styles of Audiotori and Read-Write (AR): 2 students, Audiotori, Read-Write and Kinestetik (ARK): 1 student, and Visual, Audiotori, Read-Write and Kinestetik (VARK): 1 student; (3) The difficulties of learning mathematics experienced by students are also attributed to their V-A-R-K learning style; Visual students (V): spatial disruption and difficulty of understanding formulas or symbols. Audiotori Students (A): spatial disruption, the difficulty of understanding concepts, and calculations. Read-Write student (R): spatial disruption and the difficulty of understanding formulas or symbols. And Kinesthetic students (K): spatial disruption, the difficulty of understanding concepts, formulas or symbols and calculations.