Let G(V, E) be a connected, undirected and simple graph with vertex set V(G) and edge set E(G). A labeling of a graph G is a bijection f from V(G) to the set {1, 2,…, | V(G)|}. The bijection f is called rainbow antimagic vertex labeling if for any two edge uv and u’v’ in path x — y,w(uv) = w(u’v’) w(uv), where w(uv) = f (u) + f (v) and x,y ∈ V(G). A graph G is a rainbow antimagic connection if G has a rainbow antimagic labeling. Thus any rainbow antimagic labeling induces a rainbow coloring of G where the edge uv is assigned with the color w(uv). The rainbow antimagic connection number of G, denoted by rac(G), is the smallest number of colors taken over all rainbow colorings induced by rainbow antimagic labeling of G. In this paper, we show the exact value of the rainbow antimagic connection number of jahangir graph J2,m, lemon graph Lem, firecracker graph (Fm,3), complete bipartite graph (K2,m), and double star graph (Sm,m).
Assessing both learning process and achievement is a pedagogical competency in which it refers to an ability that must be possessed by the teacher. The learning done by teacher is intended to maximize the students’ higher order thinking skills, that is why the assessment is required to measure their higher order thinking skills. This research was carried out to study the teacher’s creative thinking skill and the implementation of problem-based learning to improve teacher’s creative thinking skill in creating mathematical problems based on higher order thinking skill (HOTS) through a comparative research. The method used was mixed method combining quantitative and qualitative research methods. 64 respondents were selected as the subject of this research, then they were divided into two classes, an experimental class which involved 32 teachers and a control class which consisted of 32 teachers. This research revealed that there was a significant difference found on the independent t-test from the post-test. Data analysis showed that t-value taken from post-test was sig. 0,000< 0.05, it proved significant. Therefore, there was an effect of the implementation of problem-based learning in which it was able to improve the teachers’ creative thinking skill in creating mathematical problems based on higher order thinking skill.
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