The intention of the present study is to know how students' performance on number sense based on the components of number sense and also the sub-components in it. The participants of the study are 80 six graders (12-13 year-old) from three different schools that represent the city, rural, and small town areas. The data were collected using the test. The data analysis showed that the elementary school students' performance on number sense was still weak on the component of understanding the meaning and concept of numbers. This could be seen in 23.53% respondent. The highest average was 49.75% in understanding the meaning and effect of operation. Nevertheless, the students' responses indicated that most of those were more dominated by the written algorithms in solving problems. This was also happened on the component of applying knowledge and number sense and operation in computational situation. The students found some difficulties in understanding the meaning and concept of numbers, especially on the domain of fraction and decimal. There were some obstacles the students had, such as misconception about the density of fraction and decimals, about the concept of the part of fraction, and some errors when doing the computation because they paid more attention to the rules and algorithms they understood.

This study was aimed to 1) improve qualit y of learning through the implementation of NoS based learning, 2) develop form of collaboration between teacher and lecturer in implementation of NoS based learning, 3) implementation NoS based learning model in Senior High School, 4) improve performance of lecturers-teachers through the implementation of based NoS learning, 5) improve learning outcomes on students. This study is a research based learning in Biology Education. The data of NoS covers teachers behavior, student behavior, learning climate and learning materials. The data was analyzed qualitatively. The results show that the implementation of NoS based learning in Biology Education had been appraised as very good by students (67.2%) and team teaching validated as very good (44.56%). Furthermore, students of SMA N 4 considered good (59.66%) and team teaching appraised as very good (81.9%). The students' outcomes had aslso been improved after implementation of NoS-based learning. It can be concluded that the NoS based learning is promised innovation in biology learning. LATAR BELAKANG Belajar merupakan proses menuju ke arah yang lebih sempurna. Salah satu masalah utama yang dihadapi dunia pendidikan di Indonesia saat ini adalah peningkatan kualitas dosen/guru yang salah satunya ditentukan oleh kemampuan mereka dalam pembelajaran. Menekankan proses pembelajaran sangat penting menjadi perhatian kita sebagai salah satu penyebab merosotnya mutu pendidikan, sehingga masalah ini perlu diatasi dengan memperbaiki inovasi pembelajaran. Guru-dosen memiliki peran penting dalam membimbing siswa menguasi kompetensi yang diharapkan. Peran dan fungsi guru seolah-olah terlihat terpisah sehingga belum terjadi kolaborasi antara dosen dan guru. Kolaborasi dosen dan guru dapat menimbulkan banyak manfaat dalam bidang pendidikan. Kemampuan dosen dan guru dalam pembelajaran membutuhkan pendidikan dan pelatihan untuk menguasai keterampilan pembelajaran secara utuh. Permasalahan besar dalam kemampuan dosen dan guru terletak pada keterampilan mengadakan variasi dalam pembelajaran. Kolaboratif pembelajaran yang dapat dilakukan antara dosen-guru dalam implementasi inovasi pembelajaran diwujudkan dengan sharing pembelajaran. Inovasi pembelajaran pada prinsipnya ditujukan untuk meningkatkan kualitas pembelajaran yang dilihat dari proses dan hasil (Fuad, 2009). Sharing dilaksanakan di Prodi Pendidikan Biologi FKIP UNS dengan mendatangkan guru Biologi SMA Negeri 4 sebagai peer team berorientasi NoS dalam pembelajaran yang kemudian diimplementasikan di SMA Negeri 4 Surakarta. NoS merupakan jembatan bagi siswa/mahasiswa untuk mengungkap dan memahami realita alam yang dibutuhkan untuk mengenali jati diri dan meningkatkan kesadaran terhadap alam. Hasil wawancara mahasiswa dan diskusi serta observasi dengan team teaching mata kuliah Lingkungan, fakta dalam pembelajaran di kelas adalah terlalu monoton terutama dalam penggunaan metode. Dampak dari kondisi tersebut adalah kejenuhan, kurangnya responsifitas siswa, serta kelas menjadi kaku dan tidak ...

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

<span>The integration of mobile technology is not a new thing nowadays. It became increasingly applied after the COVID-19 pandemic hit the world. Teachers need to use mobile technology devices widely to improve teaching effectiveness. This study aimed to explore the elements of teachers' acceptance of mobile technology as a learning alternative. The respondents consisted of 422 teachers in 24 secondary schools around Kedah, Malaysia. The results showed that teachers are impressed to integrate mobile technology based on three dimensions: effort expectancy, hedonic motivation, and habit. This situation reflects teachers' willingness to translate their pedagogical abilities through the medium of technology. It has also recognized that internal motivation and teachers' natural habits are the driving force behind integrating mobile technology as a teaching aid to digital technology. Thus, mobile technology is a trend of daily use and can be utilized as the most advanced pedagogical material to go through learning in the 21st century.</span>

Mathematics-related beliefs play an important role in giving a teacher directions for taking decisions and for their behavior in a mathematics class. Th erefore, the purposes of this research are to reveal the profi le of teachers' mathematics-related beliefs, the consistency among belief dimensions, teachers' practical profi le in a mathematics class, and the consistency between beliefs and teachers' practices in a mathematics class. Th is research used surveys with a cross-sectional design to collect data from 325 elementary school teachers in Jakarta. Teachers' beliefs instruments and teachers' practices in mathematics class were used to collect data. Th e fi ndings of this research indicate that teachers tend to be constructivism-oriented but are not accompanied with suitable practices in mathematics class. Moreover, complex relationships also occur in both belief dimensions and in their relationships with the practices in a mathematics class.