The purpose of this study was to determine the effect of Creative Problem Solving (CPS) on Higher Level Thinking Skills of Grade XI students in High Schools in Linear Programs. This research was carried out in SMA Negeri 5 Palembang. This research method is quantitative with only a control group posttest design. Regarding the experimental class will be given with Creative Problem Solving while the control class will be given with cooperative learning. High-level Thinking Skills are postal measurements and data will be analyzed by t-test. The results of the study said higher-order thinking skills in the experimental class were higher than the control class. This means that CPS influences Higher Level Thinking Skills in Class XI of SMA Negeri 5 Palembang in linear programming.

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melatih guru SD di Desa Petunang, Kabupaten Musi Rawas untuk membuat bahan ajar berbasis multimedia dengan menggunakan aplikasi Microsoft PowerPoint dan Cabri 3D, menghasilkan bahan ajar berbasis multimedia, dan melihat respons peserta terhadap kegiatan pelatihan.Pengabdian ini penting agar guru di setiap daerah mampu untuk menghasilkan bahan ajar berbasis multimedia yang berkualitas dan mendorong perkembangan pembelajaran yang berorientasi pada keterampilan abad 21. Model yang dilakukan dalam kegiatan pengabdian ini adalah model pendampingan dengan metode pembagian alat dan bahan serta metode demonstrasi yang diikuti oleh 9 peserta dari SDN 1 Petunang. Hasil kegiatan menunjukan bahwa kegiatan berlangsung dengan baik serta guru-guru mampu membuat dua buah bahan ajar berbasis multimedia. Respons peserta pelatihan masuk ke dalam kategori memuaskan (3,129 dari 4) dengan rata-rata range kepuasan untukseluruh indikator sebesar 78,24%. Respons tertinggi terdapat pada item respons pelatihan sangat bermanfaat bagi guru yaitu sebesar 97,22%. Namun, respons untuk menggunakan multimedia sebagai bahan ajar cukup kecil dikarenakan keterbatasan fasilitas. Oleh sebab itu, diperlukan kerja sama berbagai pihak agar dapat memperbaiki sarana dan prasana pendukung agar dapat meningkatkan kualitas dan hasil belajar siswa.

This research is a quantitative research. This study aims to look at students’ higher order thinking skills to solve linear equations after learning with creative problem solving models is given. The subjects of this study were the XI grade students of SMA N 5 Palembang. The data collection technique used was a test in the form of a description consisting of three questions. Based on data analysis that students’ high-level thinking skills in learning linear equations are categorized low.

The purpose of this study is to describe students proving congruence triangles. Proving congruence is a prerequisite to develop skills in constructing formal proof in mathematics. The subject in this study are 33 students of SMP Negeri 33 grade IX.1. The Learning process implemented with flow proof strategy, namely re-writing existed information, stating what is needed to be proved, using existed rules such as postulate and definition, and writing the consequence from used rules. Data were collected by a test with three questions and interviews. The results show that students know step by step in writing the proofs after the implementation of flow proof strategy and students’ ability on congruence proving in class nine SMP N 33 Palembang categorized satisfactory, with 4% of the students categorized as excellent, 16% in good, 48% in satisfactory, 24% in poor, and 8% in very poor category. Generally, students’ obstacle in proving is in determining rules that will be applied for constructing a proof and not understand what is to be proof. Other error in proving is writing symbols.

The purpose of this research is to assess the role of flowproof strategy implementation in improving students’ mathematical proof in similarity and congruence. Proofing similarity and congruence is a prerequisite in developing mathematical skills. The subjects include prospective mathematics teachers, and the study used a qualitative descriptive technique. The implementation of the flow-proof strategy was achieved through four activities, including re-writing existed information, stating what is needed to be proved, using existed rules such as postulate and definition, and writing the results in flowcharts. The findings shows that flow-proof strategy on Geometry construction was implemented appropriately, based on students’ performance in similarity and congruence proofs with percentage of 72% from all research subject.