This study aims to determine the online learning interactions carried out by junior high school teachers in the classroom during the COVID-19 pandemic. The quantitative using survey was used as a research methodology. 141 Mathematic Teachers was selected as the subject of this research. A questionnaire of classroom interaction practice in an online class was used as a data collection technique. The result found that mathematic teachers’ interaction activity in online courses has a different level. The interaction process that mathematic teachers use is in preparing the students to join an online course and leading the discussion with the mean of 4.2 and 4.3. In contrast, the lowest interaction happens in interaction in giving feedback and interaction in closing activity with an average of 2.5. the research also found that 78.70% of mathematic teachers always provide direction to the students in starting the online class. 40.30% of them never ask students to correct incorrect assignments during online learning.
This paper discusses some of the terminology and basic properties of the set of min-plus algebra symmetrization. The results are algebraic structure of the positive or zero part of the set of min-plus algebra symmetrization is a semi-field, and the min-plus algebra can be viewed as the positive or zero part in the context of the set of min-plus algebra symmetrization. Furthermore, the form of the result of the subtraction of the elements in the set of min-plus algebra symmetrization, the multiplicative inverse of element in the non zero-positive and negative part, and some basic properties of balance as an analogy to the similarity of linear algebra are also obtained.
Intuitionistic fuzzy sets is an extension of the fuzzy set with the characteristics of each element having a degree of membership and non-membership which when added up is less than one. If applied to group theory, it will called intuitionistic fuzzy group. Operators on fuzzy sets associate membership functions (non-membership) with intervals [0,1]. This study examines the general form of operators and for in intuitionistic fuzzy groups. The properties to be studied are the structure of of and from an intuitionistic fuzzy group A
Mathematical representation is how a person communicates the mathematical ideas in question to others. This ability has an important role in learning mathematics, especially as a foundation to align problem solving. This study aims to describe the mathematical representational ability of junior high school students in solving open-ended problems. The study subjects were students of grade XI junior high school. This research is qualitative descriptive research. Taking subjects using purposive sampling, which is based on their thinking style. Data collection uses tests, questionnaires, and interviews. The results showed that the ability of mathematical representations of: (1) groups of students of concrete sequential thinking styles able to create and communicate mathematical ideas in the form of images, have not been able to make mathematical models perfectly and are sufficiently able to use written words or text; (2) groups of students of abstract sequential thinking styles are less able to create and communicate mathematical ideas in the form of drawings but able to create mathematical models of ideas or ideas and are sufficiently able to use written words or text; (3) groups of students of abstract random thinking styles are less able to create and communicate mathematical ideas in the form of drawings and create mathematical models of ideas or ideas, but are sufficiently able to use written words or text; (4) Groups of students of concrete random thinking styles are quite capable of creating and communicating mathematical ideas in the form of drawings, unable to create mathematical models of ideas or ideas, less able to use written words or text
This study aimed to 1) create students' worksheets (LKPD) for mathematics learning based on Open-Ended Problems on students' mathematical creative thinking skills that meet the validity aspect. 2) create students' worksheets (LKPD) for mathematics learning based on Open-Ended Problems on students' mathematical creative thinking skills that meet practical Aspects. 3) create students' worksheets (LKPD) for mathematics learning based on Open-Ended Problems on students' mathematical creative thinking skills that meet the aspect of effectiveness. This research used 4D development, modified into three stages, namely Define, Design, and Develop. The trial was carried out in MTs. Wathoniyah Islamiyah Kebarongan with research subjects of 9 students in Grade IXA. The research found that the mathematics learning worksheets that had been developed met the validity aspects as measured by the assessment of the validation results of experts with an average score of 4.1. The practicality of the LKPD was measured based on the observation of the implementation of the LKPD which was shown to be fulfilled in the fully implemented category. The teacher's response indicated an average score of 4.0 meaning that the mathematics worksheets are practical for learning activities. The effectiveness of the LKPD was shown by the fulfilment of the established effectiveness indicators, namely the average N-Gain normality test, the results of which were carried out through the results of the pretest and posttest. The N-Gain normality test got an average score of 0.5130 which was interpreted as moderate. Thus, the development of mathematics worksheets effectively affects students' creative thinking abilities. It can be concluded that the LKPD developed is valid, practical, and effective
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