This research aims to develop a mathematics learning media based on Yogyakarta culture using Adobe Flash CS 6 for seventh-grade Junior High School (JHS) students using Analysis, Design, Development, Implementation, and Evaluation (ADDIE) procedure. We evaluated the media based on its validity, practicality, and effectiveness. The validity of media was assesed by two qualified experts (content and media). The practicality was measured from a valid questionnaire from 30 Yogyakarta JHS students after using the media. Moreover, the effectiveness score was obtained from those students’ test. As a result, the developed learning media fulfill the validity, practicality, and effectiveness criteria, which score 3.15 of 4 (content), 3.23 of 4 (media), 3.23 of 4, and 78.6 of 100, respectively.

This study aims to review on literature of faded example, its design and instructional implication to increase problem solving skills and procedural fluency. As students required to apply problem solving skills and promote procedural fluency when solving mathematics task. A role of learning instructions is essential when facilitating students to develop those abilities effectively. In addition, Cognitive Load Theory (CLT) suggests learning instruction should be developed in manner of which suitable to human cognitive architecture where working memory is limited when processing information and knowledge was stored as a schema in long-term memory. Faded-example, an instruction based on this theory proposed a smooth mechanism when solving several tasks as well as applying the most effective procedure. Faded-example begins with a fully guided-task (worked example) and then gradually reduces step-by-step solutions within problems become a fully no guidance task (problem-solving). Theoretically, this strategy may help students to foster their problem-solving skill and procedural fluency step-by-step. Besides, design of faded example (forward and backward procedures) was provided. Also, the implementation of faded example on algebraic division learning consist of four procedures: preliminary, introductory, acquisition and test.

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This study aims to review on literature of worked example function as a scaffolding on problem posing instruction, its design and instructional implications. Students should be facilitated to pose problem by relating their existed knowledge to the given information and develop their thinking further. Accordingly, problem posing as an instructional strategy aims to encourage students to generate or pose problems from the given situational information or contexts. Student should not only generate problems, but also, they have to solve the problems they made. The more complex problems that are created and solved could improve their thinking and reasoning abilities. Novice students may experience difficulty as problem posing and solving activity are strongly influenced by the presentation of information and the prior knowledge of students. In this condition, novice might need to use worked examples as context or situational information on problem posing based learning. Students can borrow and apply knowledge from worked examples to pose and solve problems effectively and efficiently. In other side, geometry topic of parallel lines and transversal could be difficult and more challenging for students as it required a lot of principles or theorems to solve at a moment. Therefore, design of problem posing instruction using worked example as a context or situation and its learning procedure on parallel lines and transversal are discussed.

This study aims to analyze the characteristics of the item test of mathematics midterm exam of 11 th grade secondary students. This study was quantitative research using a descriptive explorative approach. The midterm script and its answer key ware validated by three expert and students answer sheet was analyzed using classical test theory method using QUEST. The midtest test script and its answer key were valid with score 0.93 using Aiken index and the internal consistency score was 0.74. It means that the midtest script was feasible in learning but cannot be used to reflect students' knowledge and skills. Fit Pt-biserial score was 52.5% and Low Pt-biserial score was 47.5%. The difficult items consist of the arithmetic series related to real problems, infinite geometric series, algebraic limits with substitution of fraction forms containing roots and factorization of fraction forms containing exponential.