The purpose of this study is to introduce utilization of e-Learning for mathematics on Resource-Based Learning (RBL) with a scientific approach to increase math-ematical creative thinking ability and to develop students’ self-confidence. This study is mixed method research with classroom action research for its design. Data analysis is with one-way ANOVA for creative mathematical thinking abil-ity, t-test for self- confidence survey, qualitative analysis for observation and in-terviews on the self-confidence of grade VII junior high school students in Sumedang, Indonesia. Integration of e-learning into Resource-Based Learning method produced a better enhancement in mathematical creative thinking ability and self-confidence development in comparison to learning without learning. The scientific approach contributed positive influence on students’ learning achievement. Creative mathematical thinking ability showed increases from one cycle. Analysis of mathematical creative thinking ability covered aspect of fluen-cy, flexibility, originality, and elaboration. The post-test result showed lower achievement in comparison to test result of the final learning cycle.

This study aims to implement integrated learning of local wisdom forms in Mobile Augmented Reality (MAR) application and analyze their impact on learning attitude, learning motivation and Geometry concept understanding of pre-service mathematics teachers. The subjects of this study were 24 pre-service mathematics teachers.  This study uses an embedded design of the Mix-method. The instruments in this study were questionnaires (attitude and learning motivation), Geometry concept understanding test, and semi-structured interview. The data were analyzed quantitative and qualitatively. The finding covered that learning geometry by integrating local wisdom form in MAR application was effective and gave a positive impact on the attitude, motivation, and geometry concept understanding of pre-service mathematics teachers.

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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.

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