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.
Let G = (V, E) be a simple, finite, and connected graph of order n. A dominating set D ⊆ V(G) such every vertex not in D is adjacent to at least one member of D. A dominating set of smallest size is called a minimum dominating set and it is known as the domination number. The domination number is the minimum cardinality of a dominating set and denoted by γ(G). The other hand, for an ordered set W = {w
1, w
2, w
3, …, wk
} of vertices and a vertex v in a connected graph G, the (metric) representation of v with respect to W is the k − vector r(v|W) = (d(v, w
1), d(v, w
2), d(v, w
3), …, d(v, wk
)), where d(x, y) represents the distance between the vertices x and y. The set W is a resolving set for G if distinct vertices of G have distinct representations with respect to W. A resolving set of minimum cardinality is called a minimum resolving set or a basis and the cardinality of a basis for G is its metric dimension dim(G). A Set of vertices of a graph G that is both resolving and dominating is a resolving dominating set. The minimum cardinality of a resolving dominating set is called resolving domination number γr
(G). In this paper, we discussed the resolving domination number of friendship graphs and its operation.
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