The purpose of this study is to develop learning materials based on realistic mathematics education approach that are valid, practical and effective to improve problem solving skills and learning independence of class VII students. This research is a development research that uses a design model for materials development according to Thiagarajan, et al. namely 4-D. This trial was carried out in classes VII-3 and VII-4 Padangsidimpuan 5 Middle School. From the results of the study, it was found that developed devices were valid with an average total validity of RPP = 4.46, student books = 4.41, teacher's books = 4.38, LAS = 4.31; then a practical device can be implemented, with an average of 85% and 91.25%. and effective devices, in terms of a) classical learning completeness of students in 62% I test increased in trial II has reached 92%; and b) student responses to the components of positive learning. Based on the results of the study it was suggested that mathematics teachers can facilitate mathematical learning using quality learning materials and especially by using learning based realistic mathematics education approach.

This study aims to analyze the effectiveness of learning materials based on realistic mathematics education approach, as well as improving mathematical problem solving ability and student selfefficacy. Learning materials that developed were lesson plan, student book, student worksheet, mathematical problem solving ability test and self-efficacy questionnaire. This research is a development research by using the development model of Thiagarajan et al. (1974). Learning materials that have met valid criteria according to experts, were tested in class VII of SMP Negeri 17 Medan. The results showed that learning materials based on realistic mathematics education approach met the effective criteria and can improved mathematical problem solving ability and student self-efficacy. Based on the results of the study, it was suggested that mathematics teachers make an effort mathematical learning using learning materials based on realistic mathematics education approach.

The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.

This study aims to analyze: the level of students' metacognition in mathematical problem-solving skills. The subjects of this study were students of grade X at Private Madrasah Aliyah Al-Asy'ariyah Medan Krio. The objects of this research were students' metacognition level and mathematical problem-solving skills. The results showed that: the level of students' metacognition in mathematical problem-solving skills of 32 students were: (1) Students with high levels of problem-solving skills were at the level of metacognitive strategy use; (2) Students with the medium level of problem-solving skills were at the level of metacognitive aware use; (3) Students with low levels of problem-solving skills were at the level of metacognitive tacit use.

Pembelajaran Daring (dalam jaringan) merupakan belajar secara online melalui media-media yang ditentukan. Penelitian ini bertujuan Untuk : 1) mendeskripsikan bagaimana tingkat Validitas , kepraktisan dan efektifitas perangkat pembelajaran berbasis penemuan terbimbing menggunakan Hypercontent untuk meningkatkan kemampuan berpikir matematis kritis di SMAN 1 Tambangan; 2) mendeskripsikan Peningkatan kemampuan berpikir kritis matematis siswa dengan menggunakan perangkat pembelajaran berbasis penemuan terbimbing menggunakan Hypercontent di SMAN 1 Tambangan. Penelitian ini menggunakan model pengembangan 4-D oleh Sivasailam Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel (1974). Model ini terdiri dari 4 tahap pengembangan yaitu Define (Pendefinisian), Design (Perancangan), Develop (Pengembangan) dan Disseminate (Penyebaran). Subjek dalam penelitian ini adalah siswa kelas XI SMAN 1 Tambangan tahun Ajaran 2021/2022. Hasil penelitian menunjukkan bahwa 1) Perangkat pembelajaran berbasis penemuan terbimbing menggunakan hypercontent untuk meningkatkan kemampuan berpikir kritis matematis siswa yang dikembangkan sudah memenuhi kriteria valid, praktis dan efektif; 2) Peningkatan kemampuan berpikir kritis matematis menggunakan perangkat pembelajaran berbasis penemuan terbimbing menggunakan hypercontent yang telah dikembangkan dilihat dari nilai N-gain pada uji coba I sebesar 0,33 meningkat menjadi 0,4 pada uji coba II, artinya berada dalam kategori “sedang”.

Penelitian ini bertujuan untuk mengetahui: 1). Perbedaan kemampuan pemecahan masalah matematis antara siswa yang diberi model pembelajaran Contextual Teaching and Learning (CTL) dengan siswa yang diberi model pembelajaran Problem Based Learning (PBL). 2). Perbedaan self-efficacy antara siswa yang diberi model pembelajaran Contextual Teaching and Learning (CTL) dengan siswa yang diberi model pembelajaran Problem Based Learning (PBL). Jenis penelitian ini adalah eksperimen semu dengan populasi penelitian seluruh siswa kelas VIII SMP Gajah Mada Medan yang berjumlah 73 orang yang terdiri dari 3 kelas. Sampel penelitian ini adalah siswa kelas VIII-1 sebagai kelas eksperimen model CTL, dan kelas VIII-2 sebagai kelas eksperimen model PBL. Penelitian ini menggunakan uji-t. Berdasarkan hasil penelitian dapat disimpulkan bahwa: 1) Terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang diberi model pembelajaran Contextual Teaching and Learning dengan siswa yang diberi model pembelajaran Problem Based Learning dengan  yaitu . 2) Terdapat perbedaan self-efficacy antara siswa yang diberi model pembelajaran Contextual Teaching and Learning dengan siswa yang diberi model pembelajaran Problem Based Learning dengan  yaitu .

This study aimed to analyze the ability of multiple representations of mathematical students through the approach of Problem-Based Learning (PBM). The research subject was the students of X MIA 2 SMA Negeri 1 Pegagan , consists of 32 students. The research instrument is a mathematical multiple representations ability test and an interview guide. Data analysis was carried out using the Miles and Huberman model analysis. The results showed: (1) The ability of multiple representations of mathematical students through the approach of PBM obtained that as many as 8 students or 28.125 % in the low catagory , as many as 11 students or 34.375% in the medium catagory and as many as 12 students or 37, 5% in high catagory . Indicators of multiple representations used in this reasearch were explaination, visualitation and mathematical expression. While multiple representations indicators in the form of visualitation indicator was more dominant controlled by the student in completing the test of the ability of multiple representations that have been given by the teacher with the percentage as much as 78.43%, while the explanation indicator from 32 students found that 67.19% of students are able to master the indicator , while the mathematical expression indicator from 32 students found that 55,93% of students are able to master the indicator, and (2 ) difficulties experienced by students in solving mathematical problems through the approach of PBM is the difficulty of understanding the concept, the difficulty in applying the principle, as well as difficulties in verbal problems.

The problem in this study is how the influence of the Independent Board of Commissioners, Audit Committee, Leverage and Capital Intensity on manufacturing companies listed on the Indonesia Stock Exchange in the year. The purpose of this study was to examine the influence of the Independent Board of Commissioners, Audit Committee, Leverage and Capital Intensity on manufacturing companies listed on the Indonesia Stock Exchange. The population of this research is all manufacturing companies listed on the Indonesia Stock Exchange. The sampling method used purposive sampling and obtained a sample of 116 companies. The analysis technique used is simple linear regression analysis with the help of SPSS. The proxy used to measure Tax Avoidance uses the Tax Expense divided by Pre-Tax Profit. The proxy used to measure the Independent Board of Commissioners using Independent Commissioners is divided by the total number of members. The proxy used to measure the Audit Committee uses Dummy which is worth 1 if the audit committee is> 3, and is worth 0 if the audit committee <3. The proxy used to measure leverage uses Total Debt divided by Total Assets. For the proxies used to measure Capital Intensity using Total Net Fixed Assets divided by Total Assets. The results of hypothesis testing obtained with a significant level of 5% indicate that only the audit committee has an influence with a significance value of 0.029 <0.05 against tax avoidance. While the results of hypothesis testing for independent board of commissioners, leverage and capital intensity have no effect on tax avoidance.