This study aims at developing a literacy-based instructional module on social arithmetic that can help the learning activities of grade VII students of Junior high school 1 of Gantarangkeke Bantaeng regency in order that they are more independent in reviewing, interpreting, interpreting, reasoning and communicating effectively and solving math problems in various contexts in everyday life. The type of this research is Research Development (Research and Development) by using modification of 4-D model combined with Romiszowski model. The model 4-D is taken only at the design level, especially on the aspect of choosing the teaching material development format, while the Romiszowski model includes three stages: (1) analysis, (2) synthesis and (3) evaluation, and all three stages are at the structural level of the second part of the Romiszowski model schema which emphasizes the development of printed materials in this case the product in the form of a learning module that meets the valid, practical and effective criteria. The results showed that the literacy-based math learning module meets the valid and practical criteria with a score of 3.73 including the highly valid category, and the 3.37 score belongs to the category of good in terms of practicality. This learning module also meets the effective criteria with the percentage completeness 79,19% which is in good category. Thus, the developed literacy-based math learning module has fulfilled the valid, practical and effective criteria.

Multiple intelligence (MI) theory has attracted much attention in the field of education, although Howard Gardner as the inventor of this theory, does not intend to create it to apply learning and instruction. The theory was directed at the philosophy of developmental and cognitive psychology (Gardner, 2011) as a discipline he was interested in since the beginning of his career. Eventually, MI theory became popular in educational practice. The typical studies, which connect MI and education, are becoming multiple intelligences in school (Hoerr, 2004), multiple intelligences in the elementary school (Baum, Viens, & Slatin, 2005), and multiple intelligences in the classroom (Armstrong, 2009). Later on, this study has evolved into a more specific discipline such as multiple intelligences and leadership (Riggio, Murphy, & Pirozzolo, 2001), and the multiple intelligences in the reading and writing (Armstrong, 2003). In the field of learning and instruction, MI theory has grown so popular, such as teaching and learning through multiple intelligences (Campbell, Campbell, & Dickinson, 1996) and multiple intelligences-based instructions (Yaumi, 2013). Here, multiple intelligences-based instructions is a learner-centered learning strategy, which focuses on identifying learners' intelligence, talent, and learning preferences and providing the best way for learning. MI is the ability or talent possessed by a person (learner) that includes verballinguistic, logical-mathematical, visual-spatial, musicalrhythmic, physical-kinesthetic, interpersonal, intrapersonal, 809216S GOXXX10.

The article aims at discovering the form of ethnomathematics activity that exist in Tolaki society at Southeast Sulawesi. This study is a qualitative descriptive research that describe 6 basic activities of Tolaki's society (1) counting, (2) measuring, (3) deciding location, (4) designing, (5) playing, (6) explaining. The data collection was conducted through observation, interview, and documentation. The data were then analyzed based on logical analysis. The results of the research shows that Tolaki society still maintain the traditional of kalo sara which is part of the six basic activities of Tolaki society well known as ethnomathematics. The writer expected that the Tolaki culture should be maintained as local culture heritage that enrich the national culture. * Magister Pendidikan dari UNM ini adalah dosen LB Pendidikan Matematika di UIN Alauddin dan dosen tetap pada STKIP YPUP Makassar.

Kajian ini bertujuan untuk mendeskripsikan konsep dasar belajar dan menguraikan berbagai perspektif belajar sebagai landasan psikologis dalam pengembangan media dan teknologi pembelajaran. Hasil kajian menunjukkan bahwa belajar merupakan perubahan kemampuan manusia yang relatif permanen sebagai akibat dari pengalaman dan interaksi dengan lingkungan. Terdapat tiga perspektif belajar sebagai landasan dalam pengembangan media dan teknologi pembelajaran. Perspektif behavioris menekankan pada pengembangan media dan teknologi untuk pengelolaan dan penyajian sumber belajar, serta penyelesaian tugas mandiri melalui CAL. Perspektif kognitif fokus pada pemanfaatan piranti lunak untuk pengaktifan proses memori dalam belajar. Perspektif konstruktivis perpijak pada integrasi social media untuk memfasilitasi interaksi sosial secara kolaboratif dan membangun makna melalui aktivitas sesuai dunia nyata.

This study aims to determine the increase in students' mathematical creativity through the auditory, intellectual, repetition (AIR) learning model in class XI students of SMK Techno Terapan Makassar. Creativity referred to in this study pays attention to 3 aspects of indicators, namely fluency, flexibility, and novelty. This research is research class action (PTK). The subjects of this study were students of class XI at SMK Techno Terapan Makassar. The results showed that there was an increase in creativity in learning mathematics through the auditory, intellectual, repetition (AIR) learning model. Student test results seen based on the percentage per indicator increased from cycle I to cycle II seen in the aspect of fluency 66.66% increasing to 81.48%, the aspect of flexibility 62.96% increasing to 77.78%, and the novelty aspect increasing 33.33% to 48.14%. the learning completeness criteria in cycle I was 55.55% and classically complete in cycle II was 77.77% or as many as 22 people who scored . Data from the analysis of teacher activity in cycle 1 increased by 60.42% to 72.90% while the results of student activity analysis in cycle 1 amounted to 56.26% increased to 70.92%. From the research results obtained, it can be concluded that the Auditory, Intellectual, Repetition (AIR) learning model can increase the mathematical creativity of class XI students of SMK Techno Terapan Makassar.