Penelitian ini bertujuan untuk mengetahui risiko-risiko jika tidak menerapkan dan memahami tentang Keselamatan dan Kesehatan Kerja (K3) saat bekerja di area UMKM Eka Jaya yang beralamat di Jl. Moh. Hatta, RT 04, RW 03, Sembung, Tulungagung - Jawa Timur. Dalam penelitian ini menggunakan metode Metode Hazard And Operability Study (HAZOP) yang bertujuan untuk mengidentifikasi risiko-risiko dalam area kerja tersebut. Dengan metode ini, didapat hasil penelitian HAZOP berupa bidang antara lain : titik kajian, parameter, kata kunci, penyebab, akibat. Selain itu, juga digunakan penilaian risiko untuk menentukan nilai likelyhood dan severity, kemudian penentuan peringkat risiko dengan tabel matriks risiko dan penilaian risiko. Setelah melihat kasus dan identifikasi masalah, objek yang di teliti yaitu: Mesin pengaduk, Bak perendaman, Suhu dalam area kerja outdoor dan indoor. Kemudian masuk ke tahap potensi bahaya, dikelompokkan menurut penilaian yang terjadi, jika risiko rendah diberi warna hijau, sesuaikan dengan tabel matriks dan nilai risiko. Setelah identifikasi permasalahan tersebut, didapat hasil bahwa risiko tidak memakai alat pelindung diri masuk kategori rendah, suhu tinggi waktu proses penggorengan masuk kategori sedang, terpeleset saat di bak perendaman, kelalaian pengoperasian mesin karena mesin tidak tertutup bagian v-belt masuk kategori tinggi, dalam hal desain adalah menyediakan ruang terbuka untuk pekerja divisi penggorengan.Kata kunci: HAZOP, Likelyhood, Matriks, Risiko, Severity, V-belt

ABSTRAKMatematika merupakan salah satu mata pelajaran pokok yang diajarkan di setiap jenjang pendidikan dasar. Di satu pihak, sebagai ratu, matematika merupakan bentuk tertinggi dari logika. Di pihak lain, sebagai pelayan, matematika bukan saja memberikan sistem pengorganisasian ilmu yang bersifat logis namun juga pertanyaan-pertanyaan dalam bentuk model matematika. Banyak metode pembelajaran yang merangsang mahasiswa untuk belajar mandiri, kreatif, dan lebih aktif dalam mengikuti kegiatan pembelajaran. Di antara metode pembelajaran yang dapat digunakan dalam pembelajaran matematika yang memberi kesempatan kepada mahasiswa untuk belajar mandiri, kreatif, dan lebih aktif adalah dengan metode pembelajaran Auditory Intellectualy Repetition (AIR). Tujuan penelitian ini adalah untuk mengetahui penerapan model pembelajaran matematika model Auditory Intellectualy Repetition (AIR) dalam menyelesaikan masalah peluang. Pelaksanaan pembelajaran matematika menggunakan pembelajaran Auditory Intellectually Repetition (AIR) dapat meningkatkan hasil belajar mahasiswa pada materi peluang, khususnya materi menentukan ruang sampel suatu kejadian dan menentukan peluang suatu kejadian. Peningkatan hasil belajar terutama terjadi pada aspek kognitif.

In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method.  In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students’ creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.

This study aimed to examine an open-ended problem-solving assessment tool that can be used to measure the profile of students' mathematical creativity based on the type of mathematical creativity. The open-ended problem-solving assessment consists of open-ended problem-solving sheets and interview guidelines to measure the profile of students' mathematical creativity. One hundred and five students were asked to solve open-ended problems. From each group, one student was selected to be interviewed with the aim of obtaining a more detailed explanation of each of these types. The two types can be explained as follows. The "very creative" students were those who could perform cognitive flexibility and cognitive fluency in solving open-ended problems. The other type of students was creative students who were able to think flexibly (cognitive flexibility) when solving open-ended problems. Cognitive flexibility includes the ability to describe various solutions and provide more than one answer to a problem. Cognitive fluency includes the ability to interpret the answer smoothly and accurately without any constraints. It may also refer to the ability to correct a wrong answer even though there was a mistake during the operating process. The analysis results showed that the open-ended problem-solving assessment was an effective tool to measure students' mathematical creativity in terms of results (products) and processes. In terms of results (products), it was able to determine the type of students' mathematical creative ability, namely very creative and creative, while in terms of processes, it was able to describe the differences in the cognitive profile of the two types.

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This study focus on the teacher satisfaction and work style based on the compensation given. This study aims; (1) to know the effect of compensation towards teachers’ work satisfaction, (2) to know the effect of work environment towards teachers’ work satisfaction, (3) to know the effect of  compensation and work environment simultaneously  towards teachers’ work satisfaction. The data analysis used in this research were descriptive analysis, pre-requirement test analysis, and hypothesis test including simple linier regression analysis that was used to know the effect of compensation towards teachers’ work satisfaction and the effect of work environment towards teachers’ work satisfaction and multiple regression analysis to know the effect of compensation and work environment simultaneously  towards teachers’ work satisfaction.  From the hypothesis testing, it is found that; (1) there was a positive effect of compensation towards teachers’ work satisfaction which revealed by Y=55.501 + 0.585 X1 with the correlation coefficient as 0.834 with contribution about 0.695 or 6905%, (2) ) there is a positive effect of work environment towards teachers’ work satisfaction which revealed by Y=56.157 + 0.585 X2 with the correlation coefficient as 0.740 with contribution about 0.547 or 54.7%, (3) there is a positive effect of  compensation and work environment simultaneously  towards teachers’ work satisfaction which revealed by Y=39.414 + 0.427 X1 + 0.299 X2 with the correlation coefficient as 0.887 with contribution about 0.788 or 78.8%.To increase teachers’ work satisfaction, there must be the increase of compensation as the appreciation for teachers’ performance. Besides, a conducive work environment must be increased to increase teachers’ work satisfaction which will contribute to the increase of education quality

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With regard to creativity in mathematics, scholars tend to focus on the logical realm, which includes fluency, flexibility, and originality while overlooking the value of the affective domain, which includes self-efficacy, beliefs, and attitudes. The objectives of this study were 1) to investigate the extent to which self-efficacy affects students’ mathematical creative thinking ability; and 2) to determine the characteristics of students with high mathematical creative thinking ability and high self-efficacy. A mixed-method approach, that combined semi-structured interviews, and correlation analysis was employed to investigate the effect of self-efficacy on students’ mathematical creative thinking ability. The participants of the study were selected from junior high schools (JHS) in the city of Makassar. Ninety-six students (42 boys and 54 girls, aged 14 years old) completed a questionnaire assessing their mathematics self-efficacy. In general, the results proved that self-efficacy had an effect on JHS students’ mathematical creative thinking ability. This study also revealed that students with high self-efficacy are more likely to possess high mathematical creative thinking ability and vice versa. The characteristics of students with high mathematical creative thinking ability and high self-efficacy include excessive anxiety, reliance on key experiences, such as the ability to generate ideas (cognitive novelty), the ability to propose various solutions (cognitive variety), and the ability to change perceptions (cognitive framing).