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The aim of this research and development is to create a statistical e-module infused with islamic elements and an environmental context, providing a resolution to students’ challenges in comprehending statistical material while concurrently enriching their understanding of the correlation between statistical concepts and islamic principles within the environmental framework. Employing the research and development (r&d) method, the study utilizes the addie model, comprising distinct phases of analysis, design, development, implementation, and evaluation. The study encompasses middle school students in central lampung and mts students in central lampung as its participants. Data collection methods involve interviews, validation questionnaires, product attractiveness evaluations, and test questions. Expert assessments categorize the e-module as “very eligible” in terms of its material and media components, with religious experts also endorsing its eligibility with a “very eligible” rating. Small-scale attractiveness trials reveal an “interesting” rating for middle school students and a “very interesting” rating for mts students. In large-scale attractiveness tests, both middle school and mts students show consistent “very interesting” ratings. Effectiveness tests unveil a “moderate” score for middle school students and a “medium” score for mts, signifying the e-module’s overall effectiveness in enhancing statistical comprehension. In conclusion, the developed statistics e-module, incorporating islamic nuances and an environmental perspective, demonstrates commendable feasibility, captivating appeal, and efficacy for educational implementation.

Indonesia has many gifted young scientists, who need to get support and good opportunities to work. Numerical ability is one of element that must be mastered in mathematics. This study aims to determine the effect of numerical ability of students who take part in learning using the Team Assisted Individualization (TAI) learning model with those who follow conventional learning models. The type of research is quasi experimental design. The instrument used was a numerical ability test on sequence topic and a series of essay tests. Data were analyzed from the results of the posttest using t-test. Based on the calculation results obtained tcount of 3,977 and ttable of 2,005, it can be concluded that ttable = table means that the Team Assisted Individualization (TAI) learning model has a good impact on the numerical ability of students.

Creative thinking transforms existing information, either from long-term memory or external sources, into new representations and innovative ideas. Creative thinking is an activity that processes received information to produce new representations and innovative ideas. Developing this skill is essential for students; however, recent research has yet to classify their creative thinking in solving non-routine problems. This study created a new classification based on three aspects of creative thinking in solving mathematical problems. The research used a qualitative descriptive approach, employing 72 students from Indonesia as subjects in a test involving the use of the think-aloud approach in problem-solving. Data collection consisted of tests, observations, and interviews. There were three stages of data analysis: data reduction, presentation and conclusions, and verification. This study's results grouped students' creative thinking processes in solving non-routine problems into three classifications: direct, flexible, and elaborative. The three classifications differ in the strategies or steps used to solve problems. The similarities of the three classifications include using similar aspects of creative thinking, namely flexibility, fluency, and elaboration in solving non-routine problems, even though some of these aspects have yet to be realised optimally due to students' creative thinking in solving mathematical problems, especially non-routine problems, still needing improvement. Study offers a comprehensive study of creative thinking for mathematical problem-solving. Creative thinking is part of mathematical thinking, which is a crucial component of 21st century mathematics skills. Future educational challenges are very complex. For this reason, this study is here to present a classification of mathematical thinking for mathematical problem-solving. This research has never been conducted before, so the study is truly suitable to fill the gap and provide high novelty value. Hopefully, readers will be academically entertained by reading this study and gain new insights.

This study aims to find out between TPS, TTW, or PBI learning models thatprovide the best learning outcomes. The research method used is quasi experimental. The data analysis technique used is the one-way variance analysis of equivalent cells. Based on the hypothetical test, it is obtained that Fobserved > Fcritical (4.12 > 3.114) which means H0 is rejected. It can be concluded that the students'mathematics learning outcomes based on the application of TPS, TTW, and PBI learning models are not the same. Itcan be seen from the average score of each model that is 72.60 for TPS, 78.45 for TTW, and 65.19 for PBI. It appears that the average scoreof the TTW model is the highest among the rest, and the average score of the TPS model is higher than the PBI model. It can be said that the TTW model provides better mathematics learning outcomes than the TPS and the PBI model and the TPS model provides better mathematics learning outcomes than the PBI model. In short, the TTW Learning model is the most effective to be used in learning the circle material.

Problem-solving ability is a basic ability in the process of learning mathematics. The purpose of this study is to determine whether there is an effect of the IMPROVE learning model on mathematics problem-solving abilities, the effect of students' learning independence on mathematics problem-solving abilities, and the interaction between learning model and learning independence in term of mathematics problem-solving abilities. The research method used was quasi-experimental with post-test-only control group design. The data analysis technique used was the analysis of the variance of two unequal cells. The results showed that there were differences in mathematics problem-solving abilities between students who had high, medium, and low learning independence. The values of the results of the comparison are FAobserved = 3.271 and FAcritical = 3.170, FBobserved = 6.945 and FBcritical = 4.020, FIobserved = 0.554 and FI critical = 3.170 at a significance level of 5%. Based on the norm, where Fobserved > Fcritical, H0 is rejected. So, it can be concluded that there is an influence between the IMPROVE learning model and mathematics problem-solving abilities, there is an influence between learning independence and mathematics problem-solving abilities, and there is no interaction between the IMPROVE learning model and the learning independence on mathematics problem-solving abilities.

Teachers have an important role to improve the mathematical communication skills of students as one of the skills to implement mathematical learning. The purpose of this research is to find out how the Project-based learning (PJBL) affects students ' communication skills, to know the influence of learning styles on student communication skills, and to know the learning model interactions between Project-based learning (PJBL) and learning style to the communication skills of junior high school students. The method used is the quasi-experimental method. The study employed the two-way analysis techniques variance (ANOVA) with un-equivalent cells. Based on the results of the hypothesis testing, it can be concluded that (1) there is an influence of Project-based Learning (PJBL) which produces better mathematical communication skills than students in conventional learning, (2) there is a difference in the influence between auditory learning style, visual, and kinesthetic toward the students' mathematical communication skills. Students with auditory and visual learning styles are better on mathematical communication skills, and (3) there is no interaction between learning models and learning styles toward students' mathematical communication skills.

Mathematical critical thinking skills arerequired to improve the understanding of mathematics. The purpose of this research was to determine the influence of the RMS learning model (reading, mind mapping, and sharing) assisted by PPW (Props, PowerPoints, and Worksheets) toward students’ thinking skills. This research is experimental research with a quasi-experimental design. The cluster random sampling technique was used to determine the sample. The data collection techniques used were tests. Before the tests were administered, they were tested using the realistic test, validity test, difficulty test, and discrimination index test. The data analysis technique used in this research wasthe one-way ANAVA with unequal cells. The results of the analysis showed that: F observed = 3.101296

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