The use of technology in business in the era of 4.0 is a difficult task for Small and Medium Enterprises (SMEs) due to lack of resources and other market problems. To attract customers to buy a product, the marketing of a product is usually influenced by various factors, such as price, product quality, and brand. In this study, the researchers analyzed the impact of price, product quality, and product brand on customer's buying interest. This research is a case study conducted in Fahmi Mandiri SMEs aiming to increase the income. The method used is multiple regression analysis and the data is collected through questionnaires distributed to the customers. The results show that the biggest partial correlation influencing customer buying interest are price of a product and product brand. The quality of a product does not affect customers' buying interest significantly, because consumers will trust the quality of a product when the product brand is known and has the right price.
The purpose of this study was to determine whether there is any difference between students’ mathematical representation ability who were taught by using the learning model of Project Based Learning with students who were taught by Guided Discovery Learning; there is any difference in the students' mathematical representation ability based on high, medium, or low learning motivation categories, and there is an interaction between the learning model and the learning motivation toward mathematical representation ability. A quasi experiment was used with 2x3 factorial designs. Instrument used to collect data was mathematics test and learning motivation questionnaire. The hypothesis testing used two way analysis of variance with unequal cell. Based on the results of hypothesis testing, it can be concluded that there is a difference in the students' mathematics ability that was taught by using Project Based Learning model with students who were taught by sing Guided Discovery Learning model; there is a difference in the students’mathematical representation ability based on high, medium, or low learning motivation; and there is an interaction between the learning model and the learning motivation on the mathematics ability.
This study aimed to analyze and describe the eleventh-grade senior high school students' mathematical communication skills on linear program material in terms of concrete and abstract sequential thinking styles. This study employed a qualitative descriptive approach with the case study method. The sampling technique used was the purposive sampling technique. The mathematical communication skills test and thinking style questionnaires were employed as the data collecting technique. The analysis revealed that subjects in the AS category could make generalizations based on good reasoning in the written text aspect. On the other hand, subjects in the CS category were having a hard time constructing abstract assumptions. In the drawing aspect, subjects in the AS category showed good theories and concept understanding. In contrast, subjects in the CS category were only able to apply some of the information to draw graphs. In mathematical expressions, subjects in the AS category could process the information implied by the problem to make mathematical models correctly. Meanwhile, subjects in the CS category needed additional information or direction to understand the information to avoid mistakes.
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