Contextual teaching and learning (CTL) is one of approach that able to increase learning teaching quality. This approach can be applied to all academic material not only social but also science. The characteristic of this approach is the student directly gets the experience in learning process, so that learning is meaningfull. For mathematic, students is hoped to get knowledge by construct it, not to transfer it from another person.

This research was done to see the practicability of learning material based E-Learning that was developed in Kalkulus Peubah Banyak 1 (KPB 1). The practicability of this material was seen from the easiest of using this material by the students. The design of this research was research development. The research instrument was interview. The data from interview was analyzed by using descriptive analysis. Based on the analysis of interview to the students, it was known that the learning material based E-Learning that was developed was practicable in side of use, the content, and the easiest of using it.

This research aims at producing the module design of basic and advanced calculus using Maple 14 in mathematics computer application course. This research used research and development. The module was developed by modifying the previous module as designed by Rahman (2013). The stages applied refers to Akker and Plom (1994). The module consists of three unitsintroduction, learning activities, and closing. Based on the findings, this module could be used in teaching mathematics computer application subject.

Self-efficacy has important role in determining the success and adjustment of first-year college students, including college students in study programs of mathematics education. The purpose of this study is to analyze the source of self-efficacy of first-year college students based on gender and prior knowledge. The research method used is descriptive. The study sample consisted of 68 students enrolled in calculus lectures and 58 students enrolled in algebra lectures. Other researchers have tested instrument of self-efficacy for there students. This study finds that a source of self-efficacy of first-year college students, namely vicarious experience and mastery experience affects more male and female students. Vicarious experience is the most dominant source of self-efficacy for each category of prior knowledge.