The purpose of this research is to assess the role of flowproof strategy implementation in improving students’ mathematical proof in similarity and congruence. Proofing similarity and congruence is a prerequisite in developing mathematical skills. The subjects include prospective mathematics teachers, and the study used a qualitative descriptive technique. The implementation of the flow-proof strategy was achieved through four activities, including re-writing existed information, stating what is needed to be proved, using existed rules such as postulate and definition, and writing the results in flowcharts. The findings shows that flow-proof strategy on Geometry construction was implemented appropriately, based on students’ performance in similarity and congruence proofs with percentage of 72% from all research subject.

The purpose of this study is to describe students proving congruence triangles. Proving congruence is a prerequisite to develop skills in constructing formal proof in mathematics. The subject in this study are 33 students of SMP Negeri 33 grade IX.1. The Learning process implemented with flow proof strategy, namely re-writing existed information, stating what is needed to be proved, using existed rules such as postulate and definition, and writing the consequence from used rules. Data were collected by a test with three questions and interviews. The results show that students know step by step in writing the proofs after the implementation of flow proof strategy and students’ ability on congruence proving in class nine SMP N 33 Palembang categorized satisfactory, with 4% of the students categorized as excellent, 16% in good, 48% in satisfactory, 24% in poor, and 8% in very poor category. Generally, students’ obstacle in proving is in determining rules that will be applied for constructing a proof and not understand what is to be proof. Other error in proving is writing symbols.

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This research is a descriptive study that aims to describe the construction of student’s proof on logarithmic material. Proof construction is the ability to construct direct or indirect proof using information provided such as definitions, principles, theorems, and assumptions in a logical and detailed manner. The research subjects were 40 students of the X-grade students of MIA 6 in Palembang 10 Public High School. The learning process is carried out with direct learning steps. The data collection technique used is a written test consisting of 3 questions. The data obtained will be corrected, grouped and analysed using evaluation of proof consisting of five categories to identify students’ understanding of the construction of proof for each questions. The results of the study stated that the construction of proof by students on logarithmic material in the X-grade students of MIA 6 in Palembang 10 Public High School was already in the K1 category. This is due students are able to provide valid general arguments and use them to construction of proof.

This research aims to produce the teaching materials based on Android which is valid and practical in order to support the senior high school students in learning arithmetic sequence and series for problem based learning. The subjects of this research were the eleventh and twelfth grade students of Senior High School Number 1 Indralaya Utara. This research is kind of development research by adapting model development of ADDIE. The stages of the research conducted consist of analyze, design, and development. Data collection techniques which were used in this research were by walkthrough, observation and questionaire. The result of this research is teaching materials of arithmetic sequence and series based on Android for problem based learning are valid and practical. Said to be valid because based on the assessment of experts who stated that in terms of content, construct and language in teaching materials had met the valid criteria. Whereas, based on the results of the questionnaire and observation it was concluded that the students think that this teaching materials is interesting, easy to use, easy to understand, can improve enthusiasm for learning and can help to improve concepts understanding of students.