Penelitian ini adalah penelitian eksperimen semu. Tujuan penelitian ini adalah untuk meningkatkan kecakapan pembuktian matematis dan mengetahui respons mahasiswa terhadap model Problem Based Learning. Satuan eksperimen dalam penelitian ini adalah Program Studi Pendidikan Matematika semester VI Universitas Cokroaminoto Palopo Tahun Akademik 2016/2017. Desain penelitian yang digunakan adalah Non-full Randomized Pretest-posttest Control Group Design yaitu melibatkan dua kelas. Kelas eksperimen yaitu kelas yang memperoleh penerapan Model Problem Based Learning, dan kelas kontrol yaitu kelas yang diajar menggunakan Model Pembelajaran Konvensional. Penelitian ini diterapkan dalam matakuliah Analisis Real. Hasil yang diperoleh dari penelitian ini adalah peningkatan kecakapan pembuktian matematis pada mahasiswa yang memperoleh penerapan Problem Based Learning lebih baik daripada Pembelajaran Konvensional.

ABSTRAKJenis penelitian ini adalah penelitian deskriptif. Subyek dalam penelitian ini adalah mahasiswa semester VII tahun akademik 2015-2016. Penelitian ini menerapkan strategi pembelajaran scaffolding melalui lesson study pada materi analisis real, yang diselenggarakan pada bulan September hingga Oktober 2015. Strategi pembelajaran scaffolding yaitu mahasiswa diberi teorema-teorema, sulit tetapi sistematik dan selanjutnya siswa diberi bantuan untuk menyelesaikannya. Hasil dari penelitian ini menemukan bahwa (i) aktivitas pembelajaran mahasiswa dengan menggunakan strategi pembelajaran scaffolding melalui lesson study pada mata kuliah analisis real setiap siklusnya semakin meningkat. (ii) kemampuan mahasiswa dalam membuktikan teorema-teorema pada mata kuliah analisis real mengalami perkembangan mulai dari siklus pertama hingga siklus keempat.Awalnya mahasiswa dalam membuktikan teorema perlu bantuan dosen terus-menerus namun diakhir siklus, mahasiswa menjadi lebih mandiri dalam membuktikan teorema-teorema.(iii) kepercayaan diri dan keaktifan mahasiswa pun mengalami perubahan. Mahasiswa menjadi lebih percaya diri saat ditunjuk oleh dosen mengerjakan di papan tulis. ABSTRACTThe type of this research is a descriptive. Subjects in this study were students on VII semester of academic year 2015-2016.This research implement scaffolding learning strategy through lesson study in real analysis subject matter, which was held in September and October 2015. The scaffolding learning strategies present the theorems to the students, difficult but systematic and thereafter students are given assistance to complete. Results of the study are (i) the learning activities of students using scaffolding learning strategies through lesson study on the analysis of real subjects each cycle are increase. (ii) the ability of students to prove theorems in real analysis are increase for each cycles. Originally a student in proving the theorem need help lecturers constantly but at the end of the cycle, the students become more independent in proving theorems. (iii) the confidence and activity of the students are increase to. Students become more confident when appointed by lecturers working on the white board.

To face the industrial revolution 4.0, the abilities that should be possessed by students are high-level thinking skills that include mathematical critical thinking skills. Critical thinking is the ability to analyze information obtained based on facts in order to make reasonable conclusions. This is a qualitative descriptive study that aimed to determine and illustrate the critical thinking skill of students with filed dependent (FD) and filed independent (FI) cognitive in solving a single variable linear equation problem. Two students selected based on the GEFT test acted as the subjects of this study. One of them had FD cognitive while the other had the FI cognitive. The instruments used in this study were (1) mathematical critical thinking tests, (2) cognitive style tests in the form of GEFT, and (3) interviews. Data analysis techniques in this study consisted of (1) data reduction, (2) data presentation, (3) verification and conclusion. The indicators of students’ mathematical critical thinking skill included (1) reason and (2) clarity. It was found that (1) student with filed dependent style on reason indicator needed to get used to making an argument or reason, while for clarity indicators, FD subject could change statements into mathematical symbols clearly and precisely. (2) Students with cognitive style FI, chose and gave reasons and drew conclusions correctly, changed statements into mathematical symbols clearly and precisely.

The plane figure is compulsory mathematics material at all levels of education, including junior high school. However, students still make frequent mistakes in understanding the plane figures' properties. In understanding this topic, students must have the skill to think critically. Critical thinking is a process of rational thinking before deciding or taking action in a more specific direction. Therefore, this study aims to determine students' skills in defining the plane figure's properties. The method used in this research is a qualitative research method. Tests and interviews were used to determine the students' skills in determining the properties of the plane figure. Researchers determined five indicators used to determine students' skills in determining the nature of the plane figure: focusing and formulating, observing and assessing observation results, making and assessing inductions, defining and assessing definitions, and integrating decisions. Three junior high school students were selected as research subjects with high, medium, and low skill levels, respectively. The data analysis used descriptive analysis using method triangulation and theory triangulation. The research results show two students' mathematical critical thinking patterns based on their skills. The subjects with high and medium skills can solve all problems with a small error rate and fulfill all predetermined critical thinking skills indicators. On the other hand, the subject with low skills has not been able to solve problems, so no critical thinking indicators are met. There is a misunderstanding on high and moderate skills subjects. Neither understand the meaning of opposite angles and parallel lines in specific plane figures. It can be a reference for teachers to improve students' understanding of mathematical concepts.

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