Skills of sharing within the whole class can be done by pointing couples who volunteer or take turn to report on the work of their group, so about a quarter of couples already have the opportunity to report. In addition to seeing an increase in **mathematical** critical and creative th inking skills, we can also analyze students’ **mathematical** **disposition**. Sumarmo ( Hidayat & Hamidah, 2014 ) argues, "Through students’ **mathematical** **disposition** we can see their confidence, expectations and meta-cognition, passion and serious attention in learning mathematics, persistence in facing and solving problems, high curiosity, and the ability to share opinions with other people". In line with it, Mahmudi (Sugilar, 2013) argues that attitudes and habits of thought would essentially establish and grow a **mathematical** **disposition**.

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From the data above all the indicators of student **mathematical** **disposition** is good. On the first indicators there are nine statements. Only on the third and fourth statements students got fair value. The third statement is "I doubt that any **mathematical** problem can solve" and the fourth statement is "At the moment I have difficulty in working on questions, I saw my friends work", is a negative statement. The average student answered agree, this means that the student is not sure with their ability.

In connection with students’ affective, Sumarmo (2013) argued, "**Mathematical** soft skills as components of **mathematical** thinking process in the affective domain are characterized by affective behavior shown by someone when executing **mathematical** hard skill. The affective behavior is associated with the term **disposition** showing a tendency to behave with a strong impetus. "**Mathematical** **disposition** is also demonstrated through strong dedication to positively thinking. **Mathematical** **disposition** is the correlation and appreciation of mathematics that is a tendency to think and act in a positive way (Bernard, 2015). Then, according to Polking (Hidayat, 2012; Sumarmo, Hidayat, Zukarnaen, Hamidah, & Sariningsih, 2012 ), “**mathematical** **disposition** indicates: 1) Confidence in using mathematics; 2) Flexibility in solving problems; 3) Persistence in working on **mathematical** tasks; 4) Interest, curiosity, and discovery power in performing **mathematical** tasks; 5) Monitoring and reflecting their own performance and reasoning; 6) Assessment of the application of mathematics to other situations in mathematics and everyday experience; 7) Appreciation of the role of mathematics in culture and values, mathematics as a tool, and as a language. However, according to Sugilar (2013) state that this moment, the students' **mathematical** power and **disposition** has not been fully achieved.

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Learning mathematics is not solely intended to develop cognitive dimension. Fheldaus (2014) argued that learning that entails and develop the affective dimension of students is a key component for students’ achievement in learning mathematics. The affective dimension is the other term of **Mathematical** **Disposition**. Sumarmo (2010) defined that **disposition** as the student’s strong willingness, consciousness, and dedication to learn and carry out various **mathematical** activities. Wardanny (2017) explained several indicators of **mathematical** **disposition**, including confidence, expectation and metacognition, tenacity and seriousness in learning mathematics, persistence in dealing with and solving problems, high curiosity, and ability to share opinions/information with others. These indicators imply the **mathematical** **disposition** as a major factor in determining the students’ success in learning mathematics.

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Dalam konteks pembelajaran matematika disposisi matematik mathematical disposition berkaitan dengan bagaimana sikap siswa menyelesaikan masalah matematik, apakah percaya diri, tekun, ber[r]

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Dalam menghadapi era informasi dan suasana bersaing yang semakin ketat, dalam mempelajari kompetensi matematik di atas, siswa dan mahasiswa perlu memiliki kemampuan berfikir matematik tingkat tinggi, sikap kritis, kreatif dan cermat, obyektif dan terbuka, menghargai keindahan matematika, serta rasa ingin tahu dan senang belajar matematika. Apabila kebiasaan berfikir matermatik dan sikap seperti di atas berlangsung secara berkelanjutan, maka secara akumulatif akan tumbuh disposisi matematik (**mathematical** **disposition**) yaitu keinginan, kesadaran, kecenderungan dan dedikasi yang kuat pada diri siswa atau mahasiswa untuk berpikir dan berbuat secara matematik.dengan cara yang positif Polking (1998), mengemukakan bahwa disposisi matematik menunjukikan (1) rasa percaya diri dalam menggunakan matematika, memecahkan masalah, memberi alasan dan mengkomunikasikan gagasan, (2) fleksibilitas dalam menyelidiki gagasan matematik dan berusaha mencari metoda alternatif dalam memecahkan masalah; (3) tekun mengerjakan tugas matematik; (4) minat, rasa ingin tahu (curiosity), dan dayatemu dalam melakukan tugas matematik; (5) cenderung memonitor, merepleksikan performance dan penalaran mereka sendiri; (6) menilai aplikasi matematika ke situasi lain dalam matematika dan pengalaman sehari-hari; (7) apresiasi (appreciation) peran matematika dalam kultur dan nilai, matematika sebagai alat, dan sebagai bahasa.

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knowledge and behavior are necessary to implement such curricula on a large scale? One sees glimmers of ideas in the research (see, e.g., Grouws & Cooney, 1989 for an overview), but in general, conceptions of how to teach for **mathematical** thinking have of necessity lagged behind our evolving conceptions of what it is to think mathematically. There are some signs of progress. For example, a small body of research (see, e.g. Peterson, Fennema, Carpenter, & Loef, 1989) suggests that with the appropriate in- service experiences (on the order of weeks of intensive study, not 1-day workshops), teachers can learn enough about student learning to change their classroom behavior. Much more research on teacher beliefs -- how they are formed, how they can be made to evolve -- is necessary. So is research at the systemic level: what changes in school and district structures are likely to provide teachers with the support they need to make the desired changes in the classroom?

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