One of the important affective factors for students in mathematics learning is self-efficacy. The students should have high mathematics self-efficacy. So, it can support the success of learning process. The facts that indicated the low of students’ mathematics self-efficacy, encouraging the efforts to improve self-efficacy through the improvement of the learning process. One of them is by applying the problem based learning approach. This research was a classroom action research by applying problem based learning approach to improve students’ mathematics self-efficacy. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the problem based learning approach could improve student’s mathematics self-efficacy. At the end of the first cycle, the students’ mathematics self-efficacy was still in the medium category and increased at the end of the second cycle, which students’ mathematics self-efficacy has been in high category.

Salah satunya tujuan utama pembelajaran pada abad 21 adalah untuk mengembangkan dan meningkatkan kemampuan berpikir tingkat tinggi siswa. Kemampuan berpikir tingkat tinggi atau higher order thinking skills (HOTS) adalah level berpikir pada proses menganalisis, mengevaluasi dan mencipta. Indikator HOTS dapat diturunkan dari indikator berpikir kritis dan kreatif. Untuk mengetahui kemampuan HOTS matematika siswa dibutuhkan suatu instrumen asesmen HOTS. Penelitian ini bertujuan untuk mengembangkan instrumen asesmen HOTS matematika untuk siswa SMP kelas VII. Penelitian ini termasuk kedalam jenis penelitian dan pengembangan dengan mengadaptasi tujuh langkah pengembangan dari Borg dan Gall. Analisis data menggunakan analisis kualitatif dan kuantitatif untuk mengetahui kualitas instrumen asesmen HOTS yang ditinjau dari kriteria valid, reliabel, indeks daya pembeda dan indeks tingkat kesukaran. Hasil akhir pengembangan menunjukkan bahwa instrumen asesmen HOTS berbentuk soal uraian dengan 14 butir soal layak digunakan. Instrumen asesmen HOTS dinyatakn valid berdasarkan penilaian ahli dengan skor rata-rata 36,5 dan kategori sangat baik. Instrumen asesmen HOTS memiliki tingkat kesukaran sedang dengan rata-rata indeks kesukaran 0,5 pada kategori sedang dan daya pembeda baik dengan  rata-rata indeks daya pembeda 0,33 pada kategori baik. Instrumen asesmen HOTS yang dikembangkan juga memenuhi kriteria reliabel dengan koefisien reliabilitas 0,733.

This study aimed to describe the effectiveness and differences of scientific approach with open-ended problem based learning worksheet and scientific approach. The population in this study was students of class VII of SMP Negeri 17 Pamulang, South Tangerang. The sample of this study was determined randomly. They were two classes and the results were VII.3 and VII.4. To determine the effectiveness, one sample t-test was used. To discover the difference of effectiveness, MANOVA (Hotteling's Trace) test was used. The results show that (1) Scientific approach with open-ended problem based learning worksheet and scientific approach are effective viewed from learning achievement, creative thinking ability, interests and mathematic self-efficacy (2) There is no difference in effectiveness between scientific approach with open-ended problem based learning worksheet with scientific approach viewed from learning achievement, creative thinking ability, interests and mathematic self-efficacy (3) Scientific approach with open-ended problem based learning worksheet are more effective than scientific approaches viewed from student achievement

Generally, mathematical competence equips students with logical thinking ability. On the other hand, the mathematical competence is expected to equip students with creative thinking ability. Creative thinking ability is used when a person faces a problem or challenge. Nowadays, there has been a lot of developing approaches that can be used to create ideal learning condition to achieve the learning goals, including improving the mathematical creative thinking ability. One of approaches that can be used is Problem Based Learning (PBL). The purpose of this research was to describe the effectiveness of PBL approach in terms of mathematical creative thinking ability. This was a quasi-experimental reseach. A control class used the conventional approach. The results showed that Problem Based Learning (PBL) was an effective appoach viewed from the mathematical creative thinking ability. Meanwhile, the control class was not effective.

Blind students who do not have intellectual disabilities should study in inclusive schools. This is because they are the same as regular students who are able to learn and construct learning experiences well. They must get the best learning facilities to be successful. The purpose of this study was to produce a mathematics learning strategy book for blind students in junior high school. This book contains a general description of the characteristics of blind students, how to teach mathematics to blind students and class management strategies. This study is categorized as research and development. Development model in this study was adapted from Borg & Gall. The research instruments were  validation sheets, questionnaire assessment for teachers and questionnaire assessment for students. . Data analysis was done by converting the quantitative data into qualitative data in the form specified categories. This research resulted a mathematics learning strategy book for blind students in junior high school that proper to use because the book is valid and practical