Berpikir komputasional didefinisikan sebagai proses pemecahan masalah menggunakan logika secara bertahap dan sistematis. Kemampuan berpikir ini sangat dibutuhkan untuk membantu dan memudahkan siswa dalam memecahkan masalah matematika. Namun, fakta di lapangan menunjukkan bahwa siswa belum mampu menggunakan abstraksi terhadap masalah matematika yang diberikan serta melakukan algoritma. Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa pada pemecahan masalah matematika melalui scaffolding menggunakan soal HOTS model PISA materi program linear kelas XI di MA Daruttauhid Malang. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Adapun data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semiterstruktur. Hasil penelitian menunjukkan bahwa scaffolding dapat membantu dan memperbaiki proses berpikir komputasional karena pemberian pertanyaan, petunjuk, pengingat, arahan, atau dorongan membuat berpikir komputasional siswa menjadi aktif secara optimal. Hal ini dibuktikan dari tahapan berpikir komputasional siswa yang sebelumnya hanya mampu mencapai pengenalan pola, menjadi siswa yang dapat mencapai tahap abstraksi dan berpikir algoritma dalam memecahkan masalah masalah matematika.

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

Science, technology, engineering, and mathematics (STEM) diterapkan di berbagai sekolah karena pembelajaran ini melibatkan banyak aspek dalam kegiatan belajar matematika. Keterlibatan berbagai aspek tersebut dinilai mampu membantu siswa dalam belajar. Kesulitan siswa dalam pembelajaran matematika begitu kompleks sehingga guru membutuhkan solusi yang mampu menyelesaikan permasalahan tersebut sesuai dengan kemajuan IPTEK saat ini. Penelitian ini bertujuan untuk mengetahui dampak penerapan STEM pada pelajaran matematika di sekolah serta faktor-faktor yang mempengaruhinya. Penelitian dilakukan dengan metode studi literatur. Penelitian ini mengkaji berbagai artikel, jurnal, buku, dan sumber lain terkait penerapan pendekatan STEM pada matematika di sekolah. Hasil dari kajian literatur menunjukkan bahwa pendekatan STEM memberikan dampak positif terhadap aspek kognitif, afektif, dan psikomotor. Dampak positif pada aspek kognitif ditandai dengan adanya peningkatan hasil belajar matematika pengetahuan kosakata matematika. Dampak positif pada aspek afektif ditunjukkan dengan adanya peningkatan perilaku atau afektif matematis dan dampak positif pada aspek psikomotor ditandai dengan adanya peningkatan kemampuan kreatifitas siswa. Meski begitu, ada beberapa faktor lainnya yang ikut mempengaruhi seperti kerja sama pemerintah daerah dengan sekolah, strategi yang tepat untuk mendukung populasi siswa yang begitu banyak, kebijakan negara, latar belakang ekonomi, suku bangsa, durasi waktu yang digunakan saat proses belajar mengajar, model pembelajaran, dan kebiasaan siswa dalam belajar matematika.

Statistics consists of how to plan, collect, analyze, then interpret, and finally display data. Although studied at various school levels, statistics is still taught in general, without being linked to the Qur’an, especially in Islamic-based schools or tertiary institutions. Therefore, the integration between religious sciences and general science, especially statistics, is very much needed in schools. Learning statistics related to the size of the concentration of data, namely the mean, median, and mode, can be integrated with the Qur'an. This can be seen from the existence of examples that can be taken using the number of verses, names of surahs, and other prayer services that can be related to this. This integration between statistics and the Qur’an can indirectly help eliminate the assumption that the Koran and general science cannot be collaborated. This research is focused on developing a learning process with a scientific approach that can help understanding statistics related to the size of data concentration. The research method used in this study is the research and development method, which includes the use of descriptive methods, action research, and experiments. The results prove that this integration is a bright spot to be able to combine the two sciences when teaching in class to get more meaningful learning. Students can also become more aware of what the Qur'an contains by frequently interacting through this integration.

Metacognition has a key position on problem solving in mathematics. Metacognition is thinking about what they think. This research is qualitative research purposing for identifying of students metacognition level on matematics problem solving based on their quatity juzs of Quran memorized. The subjects of this research is three students who are in 12th grade in Senior High School. Students metacognition level is identified through test and indicator of metacognition level. The result of research show that metacognition level of Senior High School students taking in level of aware use, semi strategic use and semi reflective use. The student who has less than 10 juzs in Quran memorized is in aware use level. The student who has 10 until less than 20 juzs in Quran memorized is in semi strategic use level. The student who has 20 until 30 juzs in Quran memorizing is in semi reflective use level. Based on this reasearch, researchers conclude that the more juzs memorized, the higher level that students get.