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Student activity is an important factor in learning. Students who are active in learning will greatly support the achievement of learning objectives. This study aims to determine the activeness of students in the application of the use of Lulingpat media on rectangle and triangle learning. This research was conducted at SMP Sunan Kalijogo Malang. This research method uses a qualitative approach because the researcher wants to explore the activeness of students in the application of the use of Lulingpat media on rectangle and triangles material. The research subjects were 22 class VIIA students of SMP Sunan Kalijogo Malang in the 2019/2020 school year. Based on the results of the analysis of student activeness observations obtained an average percentage of 91.28%, this indicates that the activeness of class VIIA students in the material of rectangle and triangles using Lulingpat media is very good. With the results of this study, it is hoped that teachers and students can use Lulingpat media so that students can be active in learning. [ABSTRACT FROM AUTHOR]

Descriptive qualitative research method was used in this research to represent the students' problem solving skills in solving mathematical problem of geometry 3d shapes. The steps that were observed in the study includes: reading and thinking, exploring and planning, choosing a strategy, finding answer, and reflecting and extending. The students from grade 8 in Plus Hidayatul Mubtadi'in Singosari Junior High School were selected as the subject of this study. Test and interview were selected as the data collection technique, and the instrument used in this study were problem solving test of geometry 3d shapes, interview questions, and recorder. The steps of data analysis in this study was data reduction, data displaying, and conclusion drawing. The result of this study concludes that the students with higher skills of problem solving could correctly and accurately solve the mathematical problem of geometry 3d shapes. Moreover, the students with the average skills in problem solving could correctly solve the mathematical problem of geometry 3d shapes, however the inaccuracy in solving the problem in finding answer, and reflecting and extending leaded to mistakes. Additionally, the students with lower problem solving skills tended to answer the answer the problem in blind haste without even understanding the question that ultimately leaded to the severe mistake in every steps. [ABSTRACT FROM AUTHOR]