Analytical thinking is a skill to unite the initial process, plan solutions, produce solutions, and conclude something to produce conclusions or correct answers. This research aims to 1) determine whether there are differences in students' mathematical, analytical thinking skills between classes that use the Open-ended learning method and classes that use the lecturing method, 2) to find out whether there are mathematical, analytical thinking skills differences between students with high, moderate, and low self-awareness criteria, and 3) to find out whether there is an interaction between Open-ended learning method and self-awareness toward students' mathematical-analytical thinking skills. This research employs a quasi-experimental design. Based on the data and data analysis, this research is mixed-method research, and the design used in this research is the posttest control group design. This research was conducted on students who have studied the Real Analysis Courses. Based on the results of hypothesis testing, it was found out that, first, there are differences in students' mathematical-analytical thinking skills between the class that uses the Open-ended learning method and the class that uses the lecturing method. Second, there are mathematical-analytical thinking skills differences between high, moderate, and low self-awareness criteria. Third, there is no interaction between the Open-ended learning method with self-awareness of students' mathematical-analytical thinking skills.

The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety.

The extent of peatlands in Central Kalimantan has a high opportunity and potential as a center for agriculture and farms. This research aims to explore and identify potential forage in Peatlandsof West Kotawaringin, Central Kalimantan. This research was conducted in three villages, such as Mendawai Sebrang Village, Raja Sebrang Village, and Sei Bilut Village. The method of this research was the field observation. Sampling of grass and soil were carried out randomly at 10 points in the expanse of those village. Distance between points was about 5-10 meters. The results showed that the location of observation has forage, such as Panicum sp. and Paspalum sp. which is very abundant. In addition, there were also types of grasses such as Leersia hexandra, Hymenachne acutigulma, and Brachiaria sp. The conclusion of this research is the type of potential plant in peatlands as a source of forage in the district of West Kotawaringin were the Panicum sp. and Paspalum s., because of its abundance.