Prospective mathematics teachers must have a mathematics content knowledge in preparation to become a teacher, which requires students be able to master the subject matter in-depth and breadth. The purpose of this study is to find the difference mathematics content knowledge of prospective mathematics teacher after participating in project-based learning assisted by GeoGebra 5.0 on solid geometry material. This study was quasiexperimental research, with pre-experimental design; the one group pre-test-post-test. The sample of this study consist of 27 prospective mathematics teachers. The analysis data used the normality test, homogeneity test, and t-test. The result shows that project-based learning assisted by GeoGebra 5.0 had a significant influence on the MCK of prospective mathematics teachers. Project-based learning assisted by GeoGebra 5.0 provided experiences to prospective mathematics teachers in constructing solid geometry concepts to develop mathematics content knowledge. Mathematics content knowledge consists of three domains namely: knowing, applying, and reasoning.
This study aims to describe the procedure for developing flat-sided geometry learning tools with the Project Based Learning model to improve students' mathematical problem solving abilities and to find out the validity of flat-sided geometry learning devices with Project Based Learning models to improve students' mathematical problem solving abilities. The tools developed in this research are Student Project Worksheets and evaluation tools using a project based learning model. The research on the development of this learning device uses the Research and Development (RnD) type of research. To produce these learning tools, development research refers to the Plomp development model which consists of three phases, namely the Preliminary Phase, the Development or Prototyping Phase, and the Assessment Phase. development research produces learning tools for flat-sided shapes with a project based learning model to improve students' mathematical problem solving abilities and produce valid learning tools with the results of validating learning tools in the form of LKPS getting an average result of 4,33 including in the very valid category and for learning tools in the form of an evaluation tool got an average result of 4.24 included in the very valid category
This study aims to develop mathematics learning tools for linear programming materials based on problem based learning assisted by GeoGebra Android to increase the mathematical problem solving skills of students and to find out the validity of learning tools. Developed learning tools consist of modules, worksheets, and evaluation tools. This development research refers to the Plomp development model consisting of 3 phases, preliminary phase, prototyping phase, and assessment phase. The subjects of the study consisted of 3 validators. The instruments of the study consisted of validation sheets and learning tools in the form of modules, worksheets, and evaluation tools. The data collection technique used was expert validation sheets. The developed learning media were validated by 3 validators consisting of 2 lecturers and 1 teacher. The data analysis technique used was by searching the average of each aspect in the validation sheet so that the average total validator assessment was obtained for each learning tools. Based on the results of learning tools validation, it was obtained the average score of module validation of 4.04 (valid), worksheet validation of 4.18 (valid), and evaluation tool validation of 4.17 (valid). Based on the validator assessment, the results of the study were obtained that developed learning tools are stated valid.
This study aims to determine the mathematical creative thinking abilities Level in the high mathematical creative thinking disposition category for each gender difference. This research is qualitative research using a qualitative descriptive method conducted at SMK Pertiwi Kuningan. This study describes mathematical creative thinking abilities of mathematics learning by collecting descriptive data obtained from the classification dispositions of mathematical creative thinking categories, creative thinking abilities test questions, and valid and reliable interviews. The research subjects chosen were four students from 57 students. The research subjects were two male students and two female students who had creative abilities, and the highest test scores were in the high mathematical creative thinking disposition category. Data analysis was performed with the stages of data collection, reduction, data display, and conclusion drawing. The results showed that male and female students in the high mathematical creative thinking disposition category have creative abilities that fulfill the aspects of flexibility, fluency, and elaboration. Flexibility and fluency aspects have an average score with very good criteria. Then, there are differences in the elaboration aspect, where the average score of female and male students are 3.9 and 3.4, respectively. It shows that the difference is not significant, namely 0.5, which indicates that female students are better at the elaboration aspect. Even so, male students also fulfill the elaboration aspect, wherein the very good criteria both. However, male and female students did not satisfy the originality aspect. The creative ability can be reached by having a high mathematical creative thinking disposition. Therefore, the teacher must be able to instill a high mathematical creative thinking disposition in mathematics learning. The high mathematical creative thinking disposition makes students flexible, fluent, and thorough in solving mathematical problems.
At the beginning of the semester, the study program must arrange a lecture schedule. Among the problems faced is when there are students who take courses at once in one semester. By identifying the course as a knot, the schedule arrangement can be overcome by dyeing the vertex of the graph, by applying the Welch-Powell algorithm. Graph coloring results are neighboring nodes given different colors. With this method can be determined lecture schedule so that no clashing occurs. And courses that can be done simultaneously, that is, the node with the same color.Keywords: Lecture Schedule, Graf Staining, Welch-Powell Algorithm
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