Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term "problem solving" refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students' problem-solving ability. The tasks that have been developed by PISA meet both of these criteria.

Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang menyebabkan kesulitan mahasiswa STKIP BBG dalam mempelajari geometri dimensi tiga. Penelitian ini menggunakan metode penelitian kualitatif studi kasus untuk mengkaji proses pembelajaran mahasiswa calon guru matematika di lingkungan STKIP BBG. Subjek dalam penelitian ini adalah 16 orang mahasiswa calon guru matematika STKIP BBG Semester II-IV Tahun Akademik 2016/2017 yang dipilih secara purposive sampling. Pengumpulan data dilakukan dengan menggunakan tehnik angket, tes, dan wawancara. Hasil penelitian menunjukkan bahwa kedua faktor internal dan ekternal memberi pengaruh terhadap kesulitan belajar yang dialami oleh mahasiswa pendidikan matematika STKIP BBG. Faktor internal sebagai penyebab kesulitan adalah faktor minat, bakat dan intelegensi mahasiswa yang memiliki persentase lebih dari 50% tergolong rendah dan sangat rendah. Adapun faktor ekternal, diantaranya adalah aspek penggunaan metode mengajar oleh dosen dimana, penyampaian materi oleh dosen tanpa menyesuaikan kemampuan mahasiswa memiliki peran yang tinggi (68.75%) dalam memunculkan kesulitan terhadap penguasaan konsep-konsep geometri dimensi tiga. Selain itu, pengalaman belajar geometri pada jenjang sekolah sebelumnya juga menjadi faktor lain yang mengakibatkan kesulitan belajar geometri dalam penelitian ini. The cause of difficulty in learning the three-dimensional geometry  AbstractThis study aims to investigate the factors that cause STKIP BBG’s prospective teachers difficulties in learning three-dimensional geometry. This research uses a case study qualitative research method to assess student learning process of prospective mathematics teachers in mathematics department at STKIP BBG. Subjects in this study were 16 prospective mathematics teachers in semester II - IV academic year 2016/2017 at STKIP BBG. The subjects were selected by purposive sampling. Data collection was done by using questionnaire technique, tests and interviews. The results showed that both internal and external factors had given effects toward learning difficulties experienced by mathematics education students at STKIP BBG. The internal factors are which suspected as the difficulty’s cause are the interest factor; talent and intelligence where 50% of prospective mathematics teachers are in low and very low level. Meanwhile, the external factors, such as the use of teaching methods by lecturers where, the delivery of materials by lecturers without adjusting the ability of students have a high role (68.75%) in raising difficulties on the mastery of three-dimensional geometry concepts. In addition, the experience of learning geometry at the previous school level is also another factor that leads to difficulties in learning geometry in this study.

Creativity is one of the keys to success in the evolving global economy and also be a fundamental skill that is necessary for the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children's natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instill these very qualities. To investigate the increase in awareness of elementary school students' creativity in solving math' problems by using the task like PISA's Question, a qualitative research emphasizing on the holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA's question that have the potential effect to support students' creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given to them is very challenging and provokes their curiosity. The result showed that work like PISA's question can encourage students to more creatively in mathematics. AbstrakKreativitas merupakan salah satu kunci keberhasilan dalam perkembangan ekonomi global serta keterampilan dasar yang mutlak diperlukan pada abad ke-21. Dalam Matematika sendiri, kreativitas atau berpikir kreatif sangat penting untuk dikembangkan karena kreativitas merupakan bagian integral dari matematika. Namun, terbatasnya penerapan/penggunaan kreativitas di dalam kelas menjadikan matematika sebagai sebuah pelajaran menghafal atau mengingat sekumpulan rumus-rumus. Hal ini menyebabkan rasa ingin tahu dan antusiasme anakanak terhadap matematika akan menghilang seiring usia mereka bertambah. Selain itu, keadaan ini juga menciptakan masalah besar bagi pendidik matematika yang selalu mencoba untuk menanamkan konsep matematika yang berkualitas. Dalam rangka menyelidiki peningkatan kesadaran kreativitas siswa sekolah dasar dalam memecahkan masalah matematika seperti masalah-masalah dalam soal PISA, sebuah penelitian kualitatif yang menekankan pada pemaparan secara menyeluruh telah dilaksanakan. Penelitian ini menggunakan formatif evaluation yang merupakan jenis atau tehnik dari penelitian pengembangan untuk mengembangkan soal-soal matematika seperti soal PISA yang mempunya potensial efek untuk mendukung kreativitas siswa dalam matematika. Sepuluh siswa SD kelas 6 di Palembang dilibatkan dalam penelitian ini. Hasil penelitian menunjukkan bahwa soal-soal seperti soal PISA yang diberikan dapat mendorong perkembangan kreativitas siswa dalam matematika.

Literacy is a critical skill and is quite a concern in the world of education, especially mathematics education in the 21st century. Literacy in mathematics illustrates how a student identifies and understands the problems in which mathematics he has learned plays a role in all aspects of life. On the other hand, the 21st-century digital era demands the realm of education to be able to utilize ICT (Information and communication technologies) in the learning process, not least in mathematics. Digital technology, as a tool that is believed to make a significant contribution to the development of education, is also a challenge in its application, especially concerning the development of mathematical knowledge and skills, mathematical literacy. A question that arises is, can the use of digital technology develop mathematical literacy in the process of learning mathematics? If the answer can, then how should such integration be carried out. This article aims to provide an overview of the answers to these questions by giving an overview of the importance of mathematical literacy and digital technology in developing mathematical literacy.