The change in curriculum aims to improve the quality of content and learning. One of the backgrounds of the curriculum revision is based on international tests on students’ competency and literation, such as PISA. In PISA, literacy-numeracy becomes one of the essential evaluation of mathematics competency. Therefore, the use of literacy problems should be administered in the primary school class. In order to implement the literacy-numeracy problem in the class well, the teachers are required to be able to develop functional literacy problems. This workshop on writing literacy-numeracy for elementary teachers in Ponorogo City was conducted in three stages. The first stage collected the fundamental knowledge of the teachers about what they understand about literacy-numeracy. The second stage was a discussion about the literacy-numeracy and its both background and classroom implementation, especially in elementary school. The last stage was the teachers’ workshop in arranging the literacy-numeracy problems. In the end, the problems developed by the teachers were analyzed based on literacy-numeracy criteria. Besides, the participants also gave feedback using a questionnaire as the information for the effectivity of the workshop.

The use of digital resource for learning has been increasing since the Industrial Revolution 4.0 was enlivened. This was further strengthened by the government’s policy to learn from home since the COVID pandemic 19. Various types of online learning can be effective but also sometimes do not succeed in achieving the expected learning goals. Drijver suggests that 3 main factors influence how digital learning resources can be effective in learning, namely how the design of digital content is, how the teacher’s role in digital content is, and the use of the educational context used in digital content. Realistic Mathematics Learning can be an approach that can accommodate all the factors. This study aims to provide appropriate digital learning resources for teachers and students during the COVID 19 pandemic. An adapted Plomp Design is used for developing digital content. This developmental research suggests that the characterization of RME supports the requirements for effective digital learning resources in a way that enables the student to foster their constructive learning activities. However, these rich didactical activities lack in providing an adequate presentation on the mathematics content.

Learning design is one of the factors that support the learning process in order to achieve learning objectives in all subjects including mathematics. Many approaches can be employed by a teacher in making learning design, one of which is rigorous mathematical thinking (RMT) approach. The RMT approach puts forward students actively in constructing their knowledge through the use of psychological tools and mediation. This article reports a set of learning activities designed through a developmental study using the RMT approach in the topic of application of derivatives. Participants of this research were twenty-six of 11th grade students from a private secondary school. Data were collected through written test and classroom observation. The research instruments were student worksheet and observation sheet. In the learning process, students use psychological tools to connect their previous knowledge to the material being studied. This makes students able to construct their own knowledge more thoroughly. On the other hand, with the mediation carried out by the teacher, students can focus more and understand each material well and bridge the conceptual errors. Based on the results of the study and some literature, Design of learning activities using Rigorous Mathematical Thinking (RMT) on application of derivative can be an alternative as effective learning.

Kurikulum Merdeka merupakan kurikulum berbasis kompetensi yang menerapkan pembelajaran berbasis proyek (Project Based Learning - PjBL) untuk mendukung pengembangan karakter sesuai dengan Profil Pelajar Pancasila. Pembelajaran berbasis Proyek (PjBL) menjadi fokus utama pada Kurikulum Merdeka. Dalam Kurikulum Merdeka, sekolah diberikan keleluasaan dan kemerdekaan untuk memberikan proyek-proyek pembelajaran yang relevan dan dekat dengan lingkungan sekolah. Salah satu inovasi pembelajaran yang bisa dikembangkan adalah pendekatan Matematika Realistik (Realistic Mathematics - RM). RM sebagai suatu pendekatan mampu membuat PjBL menjadi pembelajaran yang efektif terutama dalam peningkatan kemampuan numerasi. Kenyataannya, masih banyak guru yang kesulitan dalam berinovasi dan mengembangkan PjBL. Pelatihan kali ini bertujuan untuk meningkatkan kualitas pembelajaran guru yang terkait pengembangan pembelajaran RM-PjBL. Workshop ini dilakukan dalam luring dan daring asynchronous. Pada kegiatan luring dilaksanakan dalam bentuk workshop pendampingan penyusunan pembelajaran berbasis RM-PjBL. Kemudian, kegiatan dilanjutkan daring asynchronous melalui google classroom mengembangakn LKPD berbasis RM-PjBL didampingi oleh instruktur. LKPD yang sudah disusun oleh peserta, akan dievaluasi dan dianalisis berdasarkan instrumen analisis LKPD berbasis RM-PjBL. Selain itu, peserta mengisi angket respon untuk mengetahui efektifitas dan keberhasilan workshop ini. Di akhir pelatihan, guru-guru mampu mendesain pembelajaran berbasis RME-PjBL sesuai kriteria yang diberikan dan memberikan respon positif terkait pelaksanaan workshop.

Creating a problem is one cognitive process of Bloom’s taxonomy. By making a problem and the answer on their own, causes students to understand more complex context problems. Applying number sequence challenges students to apply higher-order thinking skills and emphasize exploration, investigation, conjecture, and generalization. From the previous explanation, the purpose of this study is to explore the ability of students in creating mathematical problems in the context of numbers based on the ‘degree of reality’ and based on innovation on mathematics problems. This descriptive explorative study is collected from 24 prospective mathematics teachers that consist of 4 males and 20 females in a university. All students have to answer one question about creating word problems related to number sequence and the answer. Those problems then were analyzed and categorized based on the modification of innovation on mathematics problems by Vistro-Yu and based on ‘degree of reality’ by de Lange. The result of this study, modification is the most emerging technique among all, and the least are addition and replacement. Based on ‘degree of reality,’ only one-fourth of the number of students successful in creating a camouflage context. This result leads to only forth of the number of students successful in creating word problems. The implication of this study is the choice of students in making questions at least provides an overview of the highest level of difficulty, according to students. In mathematics learning, the lecturer should plan assessments and evaluations that need to be developed to build students’ abilities to make mathematics as a whole by connecting subjects in mathematics and to make mathematics more relevant to reality.