This research aimed to describe the reflective abstraction exhibited by each of part of reflective abstraction. The research question was about How is students' reflective abstraction in reflecting their prior knowledge into higher thought and reorganizing the new mathematical concept. We performed a qualitative research approach with a study case design as the research method. This study involved 36 11 ℎ grade students and 36 12 ℎ grade students. The data was analyzed qualitatively by using hyperRESEARCH application. The first part of the students' reflective abstraction could be seen from how the students developed the concept of mathematical problem solving on the mathematical problem testing, while the second part of the reflective abstraction could be seen on the process of developing core concepts of mathematics learning.

This study aims to determine the characteristics of Model Eliciting Activities a valid and practical, and determine the potential effect on the student worksheet for problem solving ability eighth grade students. The study resulted several characteristics of model eliciting activities which are including: (1) LKS developed customized with steps and learning the principles of Model eliciting Activities; (2) improve the ability of students LKS Model eliciting Activities related aspects, namely self-assessment, documentation and construk models share abilities and re-usability; (3) Each settlement problems in LKS, guidance is given on the wane; (4) Guidance is given less and less able to develop students' problem-solving abilities; (5) LKS Model eliciting Activities related to indicators of achievement of mathematical problem solving ability. Student Worksheet categorized as having potential effects on math problem solving ability of students who have a grade point average mathematical problem solving ability of 68.5, so the mathematical problem solving abilities 8.1 grade students includes both categories.

The aim of this research was on how the students’ reflective abstraction worked in mathematics learning. This research was qualitative research with case study research design. In Mathematics learning, before the concept of learning material is related to another concept of learning material, the students are expected to have good Reflective Abstraction capability. In Mathematics learning, if a student has good Reflective Abstraction capability, the student will not find difficulty in Mathematics learning which are the difficulty in comprehending the material learned, the difficulty in comprehending and doing tasks given by the teachers, and the difficulty in learning other Mathematics learning materials. The result of this study were, on the process of Mathematics learning, students’ reflective abstraction was needed especially when the students had to solve mathematics problems. The students’ reflective abstraction level might be different between one and another depending on the level of problems and the concept comprehension that the students had.

This research is motivated by the low understanding of students in studying the object of geometry study. The media that had previously been used in the form of a spatial framework made of bamboo or iron turned out to take up quite a lot of space and was not practical to carry in large quantities. Therefore, efficient and practical media are needed to help visualize concrete objects in learning. This research aims to implement Augmented Reality (AR)-assisted learning media on the material of three-dimensional shapes. This study uses an explanatory qualitative method. The participant in this study was one student from one of the junior high schools in the Cirebon Regency. Data collection techniques used are through interviews and documentation. The analysis technique consists of three stages: data reduction, data presentation, and concluding. The results showed that the AR application could make it easier for the student to understand the material and solve the problem of three-dimensional shapes. However, the student still has a little difficulty using the application and is a little confused when identifying the parts of the cube because the image of the shape raised by the application is still not clear. This research implies that AR applications can make students' spatial abilities better.

Education is an important component of social life. Education can be taken through formal, non-formal and informal channels. Therefore, education should not be an obstacle for any society. In fact, in one of the villages in Central Bangka Regency, the province of the Bangka Belitung archipelago, there are still many people who do not finish school. In this village, as many as 30 people did not finish elementary school, 227 people did not finish junior high school, and 280 people did not finish high school. Based on initial observations, one of the reasons is because the number of schools in the village is still limited and schools in other villages have long distances. These problems were resolved through a mentoring program for the establishment of Community Learning Activity Centers (PKBM). Assistance in the formation of PKBM resulted in the organizational structure of the PKBM management, AD ART, as well as the PKBM nameplate that was formed.