Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita AN ANALYSIS OF DIFFICULTIES AND SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING STORY FORM MATHEMATICAL PROBLEMS AbstractThis research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students’ difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.Keywords: analysis of students’ difficulties, self-efficacy, mathematics problem solving, story problem.

Penelitian ini bertujuan untuk mendeskripsikan kualitas LKPD Berilustrasi Komik dengan Konteks Budaya Jambi untuk Meningkatkan Motivasi Belajar Siswa SMP Kelas VII berdasarkan kevalidan, kepraktisan dan keefektifan dari suatu produk pengembangan. Penelitian ini menggunakan model pengembangan ADDIE dengan lima tahapan yaitu, Analyze, Design, Development, Implementation, dan Evaluation. Subjek penelitian pengembangan ini adalah salah satu guru matematika dan siswa kelas VII SMP Islam Al Falah Kota Jambi dengan jumlah 28 siswa. Instrumen yang digunakan dalam penelitian ini adalah angket validasi ahli instrumen, validasi ahli desain, validasi ahli materi, angket respon pendidik, angket respon peserta didik dan angket motivasi belajar. Hasil pengembangan berupa LKPD berilustrasi komik dengan konteks budaya Jambi untuk meningkatkan motivasi belajar siswa SMP kelas VII yang telah mendapatkan penilaian kevalidan LKPD dari validator ahli dengan rata-rata kevalidan 79,3% kategori Valid untuk digunakan. Penilaian Kepraktisan LKPD dari uji coba terhadap peserta didik dan guru dengan rata-rata persentase 96% kategori sangat praktis untuk digunakan. Dan penilaian keefektifan LKPD dari angket motivasi belajar siswa mendapatkan nilai 83,25% kategori sangat efektif untuk digunakan.

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan kualitas buku ajar matematika ekonomi berbasis problem based learning mendukung kemampuan HOTS mahasiswa berdasarkan kriteria valid, praktis, dan efektif. Model pengembangan yang digunakan dalam penelitian ini yaitu model Four-D (4-D) yang terdiri dari empat tahap yaitu definisi, desain, pengembangan, dan penyebaran. Subjek ujicoba terbatas adalah satu orang dosen dan 20mahasiswa pendidikan matematika FKIP Universitas Jambi.Sedangkan subjek uji coba lapangan dilakukan pada satu kelas yaitu kelas mahasiswa regular di prodi pendidikan matematika, tahun pelajaran 2016/2017.Hasil penelitian menunjukkan bahwa buku ajar dan intrumen penelitian memenuhi kriteria valid. Hal ini dapat ditunjukkan dari presentasi skor rata-rata penilaian ahli untuk buku ajar matematika ekonomi yaitu sebesar 84,3%, sedangkan persentasi skor rata-rata untuk instrumen penelitian yaitu sebesar 82,8%. Buku ajarpenelitian memenuhi kriteria kepraktisan berdasarkan penilaian oleh dosen yang termasuk dalam kategori baik.Buku ajar dan instrument penelitian memenuhi kriteria keefektifan berdasarkan hasil uji coba lembar observasi aktivitas mahasiswa yang memenuhi kriteria baik yaitu 85,6%, hasil tes higher order thingking skills sebesar 84,2%, dan respon mahasiswa positif sebesar 85,4%. Berdasarkan hasil yang disebutkan diatas maka produk berupa Buku ajar matematika ekonomi pembelajaran yang dikembangkan telah memenuhi kriteria valid, praktis, dan efektif, sehingga layak untuk digunakan.Kata Kunci: Pengembangan, Buku Ajar,Matematika Ekonomi,Problem Based Learning, dan Higher Order Thingking Skills (HOTS).This research aims to produce and describe the quality of problem-based learning based economics mathematics textbooks supporting the ability of HOTS students based on valid, practical, and effective criteria. The development model used in this study is the Four-D (4-D) model which consists of four stages, namely definition, design, development, and dissemination. The subject of limited trials was one lecturer and 20 mathematics education students from the FKIP Jambi University. While the subject of field trials was conducted in one class, namely the regular student class in the mathematics education program, 2016/2017 school year. The results show that textbooks and research instruments meet valid criteria. This can be shown from the presentation of the average score of the expert assessment for the economic mathematics textbook that is equal to 84.3%, while the percentage of the average score for the research instrument is 82.8%. The research textbook fulfills the practicality criteria based on the assessment by the lecturers who are in the good category. Textbooks and research instruments meet the criteria of effectiveness based on the results of the observation sheet of the activity of students who meet good criteria of 85.6%, the results of higher order tests thingking skills are 84.2%, and positive student responses are 85.4%. Based on the results mentioned above, the product in the form of a learning economics mathematics textbook developed has met the criteria of valid, practical, and effective, so that it is suitable for use.Keywords: Development, Textbooks, Mathematical Economics, Problem Based Learning, and Higher Order Thingking Skills (HOTS).

This study aims to describe the practicality of a comic-illustrated junior high school mathematics textbook with the Jambi cultural context that has been developed. The type of research carried out is development research using the ADDIE model which focuses on the practicality of the product. The research subject to see the practicality of this product is seen from the responses of 2 teachers and 12 students. The research instrument consisted of individual test mathematics textbook practicality sheets (Teacher Response Questionnaire), and small group mathematics textbook practicality sheets (student response questionnaire). Suggestions and comments on teacher and student questionnaire responses to junior high school mathematics textbooks were analyzed descriptively, while data were analyzed descriptively quantitatively. The results of this study indicate that the trial is limited to 2 junior high school mathematics textbook teachers with Jambi cultural context comics who meet the practice criteria, with an average score proportion of 77.50%. While the results of the trial were limited to 12 students (student responses perception questionnaire) meeting the very practical criteria with an average percentage of 86.27%. So it can be said that the product in the form of a junior high school mathematics textbook with comics in the context of Jambi culture meets the practical criteria and is feasible to apply.

This study aims to see whether there is a relationship between student learning motivation with students' creative thinking skills. This research is a survey research using a qualitative approach. The subjects of this study were 34 high school students. The instruments used in data collection were tests of creative thinking skills, motivational questionnaires, and interview guides. The results showed that there is a relationship between students who have high motivation, creative thinking skills are also high, and vice versa. Data obtained that 5.9% of students who have high motivation, 32.4% of students have moderate motivation, 58.8% of students who have low motivation, and 2.94% of students who have very low motivation. While students' creative thinking skills found 29.4% of students in the fluency stage, 35.3% of students at the flexibility stage, and 23.5% of students at the Novelty stage in solving math problems were given. So, it can be concluded the need for efforts made by the teacher is to design a Math Teaching Kit that can facilitate students' motivation and creative thinking skills.