The Covid 19 epidemic has altered the interplay of the classroom learning process. To facilitate the learning process of 3D geometry, secondary school teachers adopt several technology items. Augmented reality technology is one of those technological goods. This study therefore aims to explain the constraints and perceptions of secondary school students during the COVID-19 pandemic, during the 3D geometry learning process. This study used a qualitative research design descriptive of it. The number of participants to this study was five, namely 3 male students and two female students. Techniques for collecting data using sheets of observations and interviews. Although data analysis by Miles and Huberman [1] adopts data analysis, which consists of data selection, data reduction, data presentation and conclusions or verification processes. Study results show that there are still many challenges faced during the learning process using augmented reality technologies, namely: (a) Constraints when downloading the program on the cellphones of the instructor and the pupil. (b) Marker constraints pertaining to AR identification. (c) Constraints on the student’s smartphone requirements. (d) Limit and network restrictions for accessing the Resources section. (e) Students found too many constraints on appraisal questions on the test checklist. While several challenges do remain, the majority of the students have a good understanding of the learning experience using augmented reality technologies.

The method in this study, Mixed Method Design with concurrent embedded strategy. This research was conducted mathematical creative thinking skills of students class VII-B of Indramayu State Middle School 1, Academic Year 2018/2019. Sampling technique used snowball sampling technique.There were three stages in this research, the first was designing learning process stage that consisted of syllabus, lesson plan, learning syntax and expert validated test items. The second was the implementation. It was conducted to see the students’ respond and activity during the learning process. The third was evaluation stage. This was conducted to know the learning effectiveness. The result, it was obtained that (1) the learning design integrated Mathematical Habits of Mind (MHM) and Missouri Mathematic Project (MMP) consists of syllabus, lesson plan, learning syntax, students’ worksheet and TKBKM were valid; (2) The respond of students and teacher were 82,9% good and happy to involve in the process of learning design that integrates Mathematical Habits of Mind (MHM) and Missouri Mathematic Project (MMP); (3) the learning that integrates Mathematical Habits of Mind (MHM) with Missouri Mathematics Project (MMP) learning is effective in improving mathematical creative thinking students with moderate categories.

The purpose of this study was to determine the effect of self-concept and mathematics anxiety on the ability to think critically pre-service teachers of mathematics at the time of a pandemic Covid-19 in Indramayu, Indonesia with used digital platforms LMS-Google Classroom. This type of quantitative research uses one group pre-test post-test design. By using the purposive sampling technique, the research sample taken is the fourth-semester students who take the Abstract Algebra of Theory Ring course as many as 19 people. Research instrument in the form of critical thinking skills tests, self-concept questionnaires, and mathematics anxiety. Data analysis using ANOVA test. Based on the results, there is a direct influence self-concept and mathematics anxiety on the ability to think critically pre-service teachers of mathematics at the time of a pandemic Covid-19 in Indramayu, Indonesia by using a digital platform LMS-Google Classroom. There are other findings obtained, namely: the readiness of the lecturer in preparing the learning process must be very correct and can add applications that can face virtual eyes with students, such as the use of Zoom Meeting; the readiness of pre-service teacher in following the lecture process in the form of stable internet use because 90% of pre-service teacher come from the border area of Indramayu district and surrounding districts.

ABSTRAKPenelitian ini mengintegrasikan Model Montessori pada siswa tunagrahita ringan dengan tujuan untuk mengasumsikan persiapan guru matematika pada materi perkalian. Metode penelitian menggunakan pendekatan ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Tahaan yang digunakan dalam penelitian ini terdiri dari (1) eksplorasi; (2) desain; (3) pengembangan; dan (4) implementasi. Teknik analisis data (1) kualitatif dilakukan untuk studi eksplorasi, menggambarkan desain dan proses pengembangan; (2) kuantitatif dilakukan untuk menyelidiki hasil implementasi Model Montessori pada siswa tunagrahita ringan dalam materi perkalian. Berdasarkan hasil penelitian, menunjukkan bahwa: (1) langkah-langkah Model Montessori dapat digunakan pada pelajaran matematika untuk menjelaskan materi perkalian. (2) tahap desain dan pengembangan terdiri dari merancang konsep integrasi, dan pengembangan sistem pembelajaran.(3) hasil analisis implementasi dapat: (a) membantu meningkatkan kegiatan interaksi pembelajaran; (b) meningkatkan konsep matematika pada materi perkalian; (c) memberikan informasi kepada guru matematika di SLB yang terkait pembelajaran berbasis Metode Montessori. Kata Kunci : metode montessori, tunagrahita ringan, perkalian. ABSTRACTThis study integrated the Montessori Model in mild retarded students with the aim to assume the preparation of mathematics teachers on multiplication material. Research methods using ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The stages used in this study consisted of (1) exploration; (2) design; (3) development; and (4) implementation. (1) Qualitative data analysis technique used for exploratory studies, design analysis and development processes;(2) Quantitative is done to evaluate the results of the implementation of the Montessori Model in mild retarded students in multiplication material. Based on the results of the study, showed that:(1) the steps of the Montessori Model can be used in mathematics to explain multiplication material.(2) development of learning design, and development of learning system. (3) the results of the implementation analysis can: (a) help improve learning interaction activities; (b) improve mathematical concepts in multipication material; (c) provide information to mathematics teachers in special schools related to learning media based on the Montessori Method.

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