This study aims to describe the contribution of Muhammadiyah in the formation of the Muhammadiyah Covid-19 Command Center (MCCC) Program as a response to the COVID-19 outbreak. The research method used in this study is library research using historical methods by reviewing research on the Muhammadiyah MCCC program related to (1) what contributions have been made, (2) what challenges have been experienced in its implementation, and (3) solutions for the COVID-19 outbreak. Data collection was carried out using research on (1) the MCCC program, (2) the covid-19 pandemic, (3) the response of Muhammadiyah in the social and health fields, (4) da'wah. The results of the study that Muhammadiyah participates in handling Covid-19 by forming volunteers in a special team to prevent COVID-19 in every area, both urban and rural. In its implementation in the field, it was found that there were challenges, namely: (1) the lack of volunteers in handling patients indicated for COVID-19, (2) the fear of volunteers from transmitting the virus which could threaten them at any time, (3) the lack of assistance in terms of food due to a large number of patients, ( 4) lack of vaccine distribution, especially in remote villages, (5) the emergence of virus variants. Seeing this, Muhammadiyah responds and pays special attention to solutions, it is hoped that in the future in 2022 it will be better to handle the Covid-19 pandemic, including 1) strengthening the health system. Reinforcement of hospital networks and campaigns for healthy living needs to be continuously called for in a broad sense, 2) economic recovery, the Economic Council and Business Charities need to think about what needs to be done, 3) organize worship, 4) procurement of vaccines as an effort to overcome the new variant of Omicron from covid-19, and 5) making breakthroughs in dealing with the COVID-19 outbreak so that Muhammadiyah can survive with limited manpower and 6) postponement of the 48th congress until November 2022.
Mathematics communication, which includes writing, drawing, and expressing mathematics, is essential in learning mathematics. The teacher needs to design learning to develop the ability to communicate mathematically. Questions presented in the Rainbow Mathematics Card (RMC) allow participants to be educated to convey the ideas and concepts that become part of developing mathematics communication ability. The study aims to make mathematics communication ability TGT learning with RMC. A type study is a mixed method that is designed and experimented with in subjects research. Data was obtained through test mathematics ability communication before and after learning using a paired t-test. The results showed an enhanced mathematics communication ability through the TGT learning model with RMC.Komunikasi matematika yang meliputi menulis, menggambar, dan mengekspresikan matematika, sangat penting dalam pembelajaran matematika. Guru perlu merancang pembelajaran untuk mengembangkan kemampuan berkomunikasi matematis. Soal-soal yang disajikan dalam Rainbow Mathematic Card (RMC) memungkinkan peserta dididik untuk menyampaikan ide dan konsep yang menjadi bagian dari pengembangan kemampuan komunikasi matematika. Tujuan penelitian ini untuk tes peningkatan kemampuan matematis melalui pembelajaran TGT dengan RMC. Jenis studi adalah metode campuran yang kemudian dikembangkan dan dieksperimentasikan ke subjek penelitian. Data diperoleh melalui tes kemampuan komunikasi matematis sebelum dan sesudah pembelajaran menggunakan uji t berpasangan. Hasil penelitian menunjukkan peningkatan kemampuan komunikasi matematis melalui pembelajaran TGT dengan RMC.
To prepare students to compete in 21st-century skills, the Ministry of Education and Culture of the Republic of Indonesia integrates character education into school subjects. However, as a medium, comics do not contain the level of character values, exploration, and critical thinking skills in problem-solving on geometry material. Therefore, the aim of this study is to produce digital media based on character values on mathematical critical thinking skills in solving problems related to learning styles for eighth-grade students. This development research employed the 4-D method (Define, Design, Develop, and Disseminate). The study indicates that the digital comic learning media is valid with a total average score of 3.60 based on the material expert’s validation and 3.50 based on the media expert’s validation. The eight-grade students' responses were positive (92%) based on the trials. The learning outcomes in terms of kinesthetic, auditory, and visual learning styles used in this study can all meet all indicators of mathematical problem-solving.
This study describes students' adaptive reasoning abilities in solving HOTs type questions in Kolb's learning style. The method used to determine students' adaptive reasoning ability in solving HOTS (Higher Order Thinking Skill) uses qualitative research with a descriptive approach and type questions regarding learning styles (diverger, assimilator, converger, and accommodator types). The research subjects were thirty-five students of class XI. The results of data analysis and discussion can be concluded that students of class XI MIPS-3 SMA Negeri 4 Pasuruan have adaptive reasoning abilities in solving solutions to the HOTS type questions through the Polya step in terms of Kolb's learning style. Students who have adaptive reasoning ability solve the HOTS type problem solving through the Polya step in terms of Kolb's learning style. Students with a converger type of learning style can meet all indicators of adaptive reasoning ability (propose conjectures or conjectures, provide reasons or evidence about the truth of a statement, draw conclusions from an idea, check the validity of an argument, and find patterns from a mathematical problem) and all indicators in the Polya step (understand the problem, make a plan, implement the plan and re-examine the results).
This study aims to examine the suitability of Piaget's stage of cognitive development in terms of personality type for class X students of SMA Wachid Hasyim 2 Taman. The subjects of this study were 25 students with ages between 12 to 16 years. This study uses the Test of Logical Operations (TLO) instrument in mathematics and the Myers-Briggs Type Indicator (MBTI) test. The TLO consists of 14 questions and students are given 45 minutes to answer all questions, while the MBTI contains 60 statements and students are given 30 minutes to give statements that match their personality. The results showed that 28.5% of students were extroverted in the early concrete operations stage and 71.5% in the late concrete operations stage. While 27.2% of students were introverted at the initial concrete operation stage and 72.8% at the final concrete operation stage. The average score of Piaget's TOL has the same value for extroverted and introverted students, namely 47, which means that the average student tends to be in the final concrete stage. The difference in understanding between the average extroverted and introverted students in the compatible type, where the average extrovert student has high understanding while introverted students have sufficient understanding.
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