This study aims to develop learning tools based on Learning Based Research and produce learning tools in the form of student worksheets (LKM), learning outcomes tests (THB) and monographs and describe the profile of students’ metacognitive skills. The procedure of this study refers to Thiagarajan’s 4D development model which consists of 4 stages, namely defining, designing, developing, and disseminating. This research is a type of mixed research method which is a multimethod approach. Data collection techniques using test methods, interviews, observation and documentation. Educational research data analysis techniques using quantitative research approaches, data collection techniques are usually carried out with test techniques. While data collection techniques in qualitative research generally use observation techniques, in-depth interviews and documentation. The results showed, after the application of research-based learning, 14% of students were categorized in low-level mathematical metacognition thinking skills, and 34% were categorized as medium-level mathematical metacognition thinking skills and 52% were categorized in high-level mathematical metacognitive thinking skills. The results revealed that the implementation of research-based learning can improve the ability of students’ metacognitive thinking skills in solving H-Irregularity problems.

This research is one of the studies aimed at applying research-based learning and aims to determine its effect on the combinatorial thinking skills of students in solving local irregularity vertex r-dynamic coloring problem. The research method used in this research is mix-method. Mix-method research is a combination of qualitative research and quantitative research. The qualitative method is used to obtain data related to the results of testing on each indicator and the results of the portrait phase while the quantitative method is used for statistical analysis. The experimental class consisted of 41 respondents and the control class consisted of 30 respondents. The treatment given is different, namely between the treatment in the experimental class and the treatment in the control class. In the experimental class applied learning tools that have been developed and applied research-based learning methods. While the control class used research-based learning methods without the learning tools that have been developed. Based on the treatment that has been given, the results of students’ combinatorial thinking skills show for the control class 53% are categorized as low-level, 37% are categorized as a medium level, and 10% are categorized as a high level of combinatorial thinking skills and then experimental class that 34% are categorized as low level, 44% are categorized as a medium level, and 22% are categorized as combinatorial high-level thinking skills. The results of this study of homogeneity of two classes by using a pre-test score of 0,701 result show sig> 0.05 Thus Spake the differences of the mean of two classes is not significant. The inferential statistical result of the independent sample t-test on the posttest results Showed that the sig 2-tailed value was 0.000 (p < 0.05) so that was significant. The conclusion is there is a significant impact of the application of research-based learning in improving the students’ combinatorial thinking skills in solving local irregularity vertex r-dynamic coloring.

The study aims to investigate students’ creative-innovative thinking skill in solving rainbow antimagic coloring on research based learning model. The method used in this study is a mixed method, i.e. combining the qualitative and quantitative methods. The research subjects were 4th semester of students of higher education consisting of 41 students of experimental class and 30 students of control class. The instruments of this research are test, an observation, and an interview. Qualitative method is applied to analyze observation and development research, while quantitative method is applied to analysis the difference in student achievment result among two classes. The result show that there are significant difference between the two classes that applied research based learning and conventional learning models. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the post-test was 0.000 or p < 0.05. It implies that the implementation of RBL, significantly influenced the students’ creative-innovative thinking skill in solving rainbow antimagic coloring.

Students' metacognition skills are expected to improve with the implementation of STEM-based learning. This research aims to analyze the implementation of STEM-based learning and its effect on students' metacognition skills in solving social arithmetic problems. The method used in this study is a mixed method, which combines qualitative and quantitative methods. The research subjects were elementary school students consisting of 11 experimental class students and 11 control class students. Both classes were given different treatments. The instruments of this study were tests, observations, and interviews. Quantitative methods are used to analyze differences in student learning outcomes in both classes, while qualitative methods are applied to analyze students' metacognition skills. The results showed that there were significant differences between the two classes applying STEM-based learning and conventional learning models. Statistical results show that the significance of the 2-tailed t-test independent sample in the post-test is 0,000 or α ≤ 0.05. It shows that the implementation of STEM-based learning significantly influences students' metacognition skills in solving social arithmetic problems. Based on the results of the phase portrait analysis, it is known that students in the control class have relatively low metacognition skills and the experimental class has relatively higher metacognition skills which can be seen from the number of indicators mastered by each student.

This research aims to find out the implementation of output-based learning (OBL) in increasing students’ creative and innovative thinking skills in solving H-irregularity. The research method used in this research is mixed methods. Mixed methods is a combination of qualitative and quantitative methods. Qualitative methods are used to obtain data related to the testing result on each indicator and the result of phase portrait while quantitative methods are used to analyze statistics using SPSS program. The research subject consists of two classes, which are 38 students of the control class and 40 students of the experimental class. Both classes are given different treatments. OBL methods are applied at the control and experimental classes, but only the experimental class that uses students’ worksheets. The research result is that two homogeneous classes using the pretest result show the sig value 0.681>0.05 so that the average difference of both classes is not significant. The result of inferential statistics and independent sample t-test on the post-test result shows that the sig (2-tailed) value is 0.007 (p. 0.05) so that it is significant. The conclusion is that there is a significant effect from the implementation of OBL in increasing student’s creative and innovative thinking skills in solving the H-irregularity problem.