The present study aims at identifying students' creative thinking in applying various representations to solve mathematical problems. This descriptive study was done in a senior high school in Makassar, Indonesia. The subjects were two selected students with high spatial-visual intelligence taken from 62 grade XI students who participated in the pre-test. The data were gathered from students' written work in problem solving and visual-spatial test, and interview. The analysis of data was done qualitatively using deductive approach. The research showed that the students' creative thinking was involving the symbolic and visual representation, and visual-spatial intelligence. The steps of creative thinking can be explained in four steps, as follows: (1) Preparation, including information gathering (symbolic representation) and problem translating, (2) Incubation, including ideas and conjectures constructing, (visual and symbolic representations), connecting and recalling the appropriate concepts to solve the problem (3) Illumination, including ideas designing and applying (visual representation) and (4) Verification, including solution testing (symbolic representation) and conclusion making.

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Errors in solving geometry problems can be used as a reference to find out what difficulties are made by students. One of the efforts in helping students who have difficulty in solving geometry problems, is by identifying the results of students' completion of the given problem. The purpose of this study is to identify student errors in solving geometry problems using Newman’s Procedure. This study uses a mixed approach (fixed method) using test questions instruments. The subjects of this study were 29 students of class VII C of SMP Negeri 8 Kediri. The results of identification of student answers obtained data that errors in reading problems because students are confused about solving the geometry problems. Comprehension errors of what they read happens because students answer broadly when asked is that many tiles are needed. Transformation errors occur because students incorrectly write numbers while working. Errors in process skill in implementing strategies occur because students choose the wrong strategiy in solving problems. Errors in encoding when students write final answers occur because students do not know that writing down the distance unit while working on problems is not allowed and it’s wrong in counting.AbstrakKesalahan dalam menyelesaikan soal geometri dapat dijadikan acuan untuk mengetahui kesulitan-kesulitan apa saja yang dilakukan oleh siswa. Salah satu upaya dalam membantu siswa yang kesulitan dalam menyelesaikan soal geometri, yaitu dengan mengidentifikasi hasil penyelesaian siswa terhadap soal yang diberikan. Tujuan dari penelitian ini adalah untuk mengidentifikasi kesalahan siswa dalam menyelesaikan soal geometri dengan menggunakan Newman’s Procedure. Penelitian ini menggunakan pendekatan campuran (fixed method) dengan menggunakan instrument soal tes. Subjek penelitian ini ada 29 siswa kelas VII C SMP Negeri 8 Kediri. Hasil identifikasi jawaban siswa diperoleh data bahwa kesalahan dalam membaca soal dikarenakan siswa bingung menyelesaikan soal geometri tersebut. Kesalahan dalam memahami apa yang dibaca terjadi dikarenakan siswa menjawab luas pada saat yang ditanyakan adalah banyak ubin yang dibutuhkan. Kesalahan transformasi terjadi dikarenakan siswa salah menulis angka saat mengerjakan. Kesalahan dalam menerapakan strategi terjadi karena siswa salah memilih strategi dalam menyelesaikan soal. Kesalahan menuliskan jawaban akhir terjadi karena siswa tidak tahu bahwa menuliskan satuan jarak saat mengerjakan soal tidak diperbolehkan dan salah dalam menghitung

This study aims to describe the mathematical representation ability based on the learning styles of students for 11th grade of senior high school 4 Praya Academic year 2020/2021. Type of research used descriptive research with a quantitative approach. In determining the sample used purposive sampling technique. The sample in this study was 60 students of class XII MIPA 4 and XII MIPA 6 SMAN 4 Praya. According results of the research, the conclusion was mathematical representation ability of students with visual learning style reach 51.59 in very low category. The mathematical representation ability of students with auditory learning style reach 64.29 in medium category. The mathematical representation ability of students with kinesthetic learning styles reach 49.89 in very low category. The mathematical representation ability of students with auditory learning style has highest category than students with visual and kinesthetic learning styles.

The demands of education in the Industrial Revolution 4.0 era require teachers to adapt to the development of digital technology. Capability in the field of Information and Communication Technology (ICT) is an important thing that must be mastered. The purpose of this study was to show the views of pre-service mathematics teacher students on the importance of ICT ability in making an ICT-based learning media. This research is a quantitative descriptive study conducted at a university in West Nusa Tenggara, Indonesia. The subjects were 146 second-year students who had attended the Mathematics Learning Media Development course. Subjects were given a questionnaire about ICT ability and ICT-based learning media. The data were analyzed by descriptive statistics. The results showed that 78.1% of students were interested in deepening their ability to make ICT-based learning media. Students have the view that it is very important for prospective mathematics teachers to master the field of ICT so that they can make learning interesting, not monotonous, and can eliminate students' negative perceptions of mathematics.