The 21st century requires learning that provides a project-based and constructive experience so that higher order thinking skills can be increased. The objective of this study was to improve HOTS with Project Based Learning (PjBL) model assisted by Geogebra. Quasi-Experimental was used as the method, with simple random sampling as the sampling technique. Data collecting techniques used were the test method to see the improvement of HOTS. The hypothetical test used was one-way ANOVA with a significant level of 5% and N-gain was used to determine the improvement of HOTS. The results show that there is an influence from the Geogebra-assisted Project Based Learning model on higher order thinking skills. In addition, the average score of the class taught by using the Geogebra-assisted Project Based Learning (PjBL) model was higher than the non-Project-Based Learning (PjBL) class with an increase of 0.643 in the medium category. It means that learning can achieve the desired goals, the teacher must plan learning well, and the PjBL model can be made as a learning solution in the 21st century.

Communication skills on mathematics should be mastered by students to involve them in mathematics learning process. This study aimed to determine the effect of the Probing-Prompting based on Ethnomatematics learning model PPBELM on mathematical communication skills. This research is an experimental study with simple random sampling technique. Experimental group and control group was randomly selected. There are fifty one students divided to 25 college students within the experimental group, while 26 students in the control group. This study performed two times semester of 2017-2018 instructional 12 months. The instrument used to collect data is a test of mathematical communication skills. Test trials include content validity, level of difficulty, difference in power, and reliability. For the normality test using the Lilliefors-test, the homogeneity test uses a similarity test of two variances. The hypothesis test used by t-test. The results show that there is an influence from the Probing-Prompting based on Ethnomathematics learning model on mathematical communication skills.

No abstract

No abstract

This study aims to determine the effect of scramble learning models assisted by prezi on mathematical critical thinking skills. The type of research used was quasi-experimental design. Data collection was performed by tests of mathematical critical thinking skills. Data were analysed using one-way ANOVA test and continued with multiple comparisons. Hypothesis testing used one way ANOVA with a significance level of 5%. The result of hypothesis test showed F count is 3.24 and F table is 3.10 or F count is greater than F table, then, hypothesis 0 is rejected. This study found that the average score of the class using scramble learning model assisted by prezi was higher than the class that used scramble learning model and conventional learning model. Based on these results it can be concluded that there is an influence of the scramble learning model assisted by prezi on the mathematical critical thinking ability of grade VII.