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The difficulties experienced by students in studying derivative material are difficulties understanding the definition of derivatives and representations of these derivatives. Derivatives are a material that is quite difficult to develop mathematical creative abilities because they have many functions and symbols. This difficulty indicates a barrier to thinking in students. This research is descriptive qualitative research with five research subjects of Tadris Mathematics at the Curup State Islamic Institute. Each student can think creatively mathematically on the indicators of flexibility, fluency, and originality, but the levels are different. The level of mathematical creative thinking ability can depend on the questions or problems and the material being studied. However, one of the indicators of the ability to think creatively mathematically, which is very weak for students, is originality because students seem rigid with what they have obtained from lecturers and books. Students find it difficult to come up with ideas in solving problems. Barriers to thinking creatively mathematically can occur due to several factors, including 1) due to a lack of prior knowledge of students in understanding problems and determining ideas in planning solutions; 2) a lack of strong concepts possessed by students. One way for lecturers to overcome these obstacles is to provide scaffolding. The provision of scaffolding is carried out using Treffinger learning with several stages, namely basic tools, practice with process, and working with real problems. In practice with process stage, students solve problems by using analogical reasoning to develop their mathematical creative thinking abilities. The stages of analogical reasoning used to consist of the stages of recognition, representation, structuring, mapping, applying, and verifying. This study's findings are that two new stages are added to the early stages of analogical reasoning, namely the stages of recognition and representation.

Background/purpose. This research aims to describe the mathematical literacy of camper and quitter students using technology-assisted scaffolding when solving PISA problems. The Indonesian government has attempted various ways to improve students' mathematical literacy. However, mathematical literacy scores remain low. Mathematical literacy refers to the ability to use and apply mathematical knowledge in a relevant context.Materials/methods. The subjects of this research were selected using a purposive sampling, taking into account communication skills. Three eighth-grade students from SMP Negeri 2 Jombang Regency served as the research subjects: one was categorized as a camper, and the other as a quitter. The data were collected through a questionnaire and a task-based interview on the space and shape mathematics literacy level-four subject matter. The data were analyzed using Miles and Huberman’s conceptual framework, which comprises data reduction, presentation, and conclusion.Results. The results of this research are as follows: (1) subjects in the camper category met four indicators in completing the initial mathematical literacy test: communication, mathematizing, reasoning, argumentation, and devising strategies for solving problems; and (2) quitter subjects only met one mathematical literacy indicator, namely mathematizing. The alternative scaffolding provided for the campers and quitters included Environmental Provisions, Explaining, Reviewing, Restructuring, and Developing Conceptual Thinking.Conclusion. The implementation of technology-assisted scaffolding has strong potential to improve conceptual understanding, problem-solving skills, and critical thinking through the gradual support facilitated by digital platforms. While camper students met all four mathematical literacy indicators, quitter students demonstrated proficiency only in the mathematics indicator. Nonetheless, their conceptual understanding improved through the gradual support provided by digital platforms.

This study aims to determine the level of mathematical literacy in the Minimum Competency Assessment. Qualitative methods were used as the research approach, and data was collected through tests. The results showed that the research subjects required special intervention on all indicators. At the basic competency level, the subjects could explore problems and connect known elements, but they struggled with formulating problems, strategizing, interpreting, and evaluating. At the competent competency level, the subjects did not write down the results of exploring problems, but they could pass other indicators well. On the other hand, advanced competency level literacy skills fulfilled all indicators. The study findings suggest that solving mathematical literacy questions requires both understanding and reasoning skills to enable students to make effective decisions.

As one of the 21st-century competencies, mathematical communication ability must be achieved through interactions created between teachers and students, and among students. Discussion groups are an alternative that generates interaction between students. Currently, not many teachers design discussion groups based on communication networks. This study aims to describe the results of Social Networking Analysis in independent mathematics learning through group discussions using graph representation. This network analysis is a complete communication network analysis with a quantitative descriptive method using UCINET Ver.6. This study uses five aspects to analyze the data, namely: (1) eigenvector centrality, (2) degree centrality, (3) closeness centrality, (4) betweenness centrality, and (5) network density. The subjects of this study were 32 students at a junior high school in Yogyakarta, Indonesia, who were selected based on suggestions from the mathematics teacher.The data in this study were collected using questionnaires, observation, and interviews. Hence, the validity and reliability of each one has been examined. According to the study, 43.8% of students' independent arithmetic learning falls into the medium category. It implies that students frequently decide on study sessions with discussion partners and take the initiative to identify and arrange the answers. Based on the data, four groups were created, each with eight pupils. This study is anticipated to serve as a benchmark for other investigations into the efficacy of discussion groups created in conformity with 21st-century skills.