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To face the global challenge, people need to master mathematics comprehensively which one of the ways is to integrate it with other fields such as science, technology, engineering and arts. Therefore, the implementation of STEAM Education approach is considered to be essential for in-service mathematics teachers especially in Indonesia. This study aimed to investigate the perceptions and attitudes of Indonesian in-service mathematics teachers towards the application of STEAM-based education in the teaching mathematics. Cross-sectional survey was used in this study engaging 110 respondents along the survey. The result was that STEAM Education is nor well-known by the majority of the respondents. For the perception, those who knew STEAM Education mostly believed that each topic of this approach was connected to each other, otherwise for those who did not know STEAM Education mostly said that each topic was stand alone. As for the attitude of respondents also divided into two, the first group of respondents stated that STEAM Education will be increasingly popular in the future and they will feel happy if teaching mathematics with STEAM Education. Whereas the second group of respondents looked more pessimistically related to projections of future application of STEAM Education that would be less popular, not to mention that they would feel unexcited to teach mathematics with the STEAM Education approach.

There are two purposes of this study. 1) Describe the developing process of mathematics learning process by using flipped classroom integrated by five disciplines, namely science, technology, engineering, art, and mathematics (STEAM). 2) Test the effectiveness of mathematics learning with flipped classroom-oriented STEAM in high school. Methodology: This research is research and development (R&D) with the ADDIE model, which comprises five stages, i.e. analysis, design, development, implementation, and evaluation. Data collection techniques were done by observation, walkthrough, and tests. The research was conducted in SMA Negeri 1 Gemolong on 2019/2020 academic year. Data collection techniques were done by observation, walkthrough, and tests. Results: The results showed that 1) The process of learning mathematics with flipped classroom-oriented STEAM, namely (a) Before face-to-face stage in class, students were asked to learn independently by watching learning videos on the internet; (b) Students were divided into several heterogeneous groups and given problems and projects in each group (groups of 4-6 students); (c) Each group was asked to solve a problem by integrating five disciplines (STEAM); (d) The teacher facilitated and monitored students in designing the project; (e) Students completed projects outside the classroom; (f) Students presented project results in class; and (g) In the end of a lesson, students were given a quiz or a short test. 2) Mathematics learning through flipped classroom-oriented STEAM was effective in terms of material mastery. Applications/Originality/Value: The findings of this research give overviews regarding to the implementation of flipped classroom integrated by STEAM learning which increases students' understanding.

Purpose: This study aims to explore the religious culture development in the community school for public junior high schools in Boyolali, Indonesia.Methodology: This research employs a qualitative approach with interviews and observation as its main research tools for data collection. Three schools participated in this study. Namely: SMP Negeri 4 Boyolali, SMP Negeri 2 Boyolali, and SMP Negeri 6 Boyolali.Findings: This research reveals three main themes for developing a religious culture in the school community; firstly creating a systematic model of school policy; secondly, building cooperation with school leaders and citizens; and lastly, developing a religious culture through extracurricular activities. Implications of the study:The results of this study may be useful for the government in Indonesia as a reference in the development of religious culture in schools or may be useful for the development of religious cultural education in an area.Novelty: Student backgrounds greatly influence religious behavior, as well as school policies, which will also influence the development of religious culture, so the development of religious culture will affect the growth of student character.This study creates a systematic school policy model, builds cooperation between school leaders and citizens, and develops a religious culture through extracurricular activities in the school community, to be further enhanced by good management and clear regulations. The 2003 National Education System Law states that the first and foremost criteria in the formulation of these goals are people who believe in and fear of God Almighty and have good character. For religious culture to be applied in educational institutions, the importance of religion, cultural education needs to be developed.

Mathematical literacy was urgent to promote the industrial revolution 4.0. There are two purposes of this study. 1) Describing how to develop questions of PISA model in content of uncertainty and data that were valid and feasible. 2) Examining the potential effect of students in complete the questions of PISA model. It was research and development with ADDIE type, which consisted of analysis, design, development, implementation, and evaluation. The research was conducted in SMP Negeri 1 Karanganyar on 2018/2019 academic year. Technique of data collection used: walkthrough, assessment, and task-based interview. Based on findings, this research had produced the questions of PISA model that were valid and feasible in content of uncertainty and data. Valid drawn from the result of validators judgement which states that the questions had developed were good in content, construct, and language. It demonstrated that 26 of 32 students were able to solve the questions of PISA model with the details i.e.: 26 students had achieved level 1 (81.25%), 20 students had achieved level 2 (62.50%), 16 students had achieved level 3 (50.00%), 12 students had achieved level 4 (37.50%), 8 students had achieved level 5 (25.00%), and 4 students had achieved level 6 (12.50%).