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Problem Solving Skill (PSS) and Self-Regulated Learning (SRL) were still low, especially in the Calculus course, so a learning model is needed is to activated students to asking questions and to solve the problems well. The objective of the research was to analyze the validity of the STEM-oriented Problem Posing model (SPACE) which could improve PSA and SRL in Calculus courses. The research method used descriptive methods use Aitken-V to validate SPACE model by expert. Based on the results of the preliminary research show that Calculus learning should emphasized students involvement through some activities. Next at Prototyping phase obtained the abbreviated syntax namely SPACE (simulation, Posing, Action, Communication, Evaluation), social system, reaction principle, support system, instructional impact and accompaniment which were designed to follow the steps of the SPACE model. Based on results of the expert validation were obtained the SPACE model is valid. This can be seen from the criteria for the validity of the V-Aitken value above 0.4. The conclusion is each aspect in the model book, lecturer manual, and student guidebook that were in the valid criteria, so that the model can be used for learning Calculus. [ABSTRACT FROM AUTHOR]

This study aims to describe the types of learning difficulties in mathematics and the factors that cause difficulties in learning mathematics for student who has low interest in learning mathematics by using zoom meetings, because recently the world is faced with the COVID-19 pandemic which requires schools to conduct online learning. This research is qualitative descriptive research with case study research method. The subject is a student in grade nine junior high school who had low interest in learning mathematics and had difficulty in learning mathematics online using Zoom Meeting. Data collection techniques were carried out using observation and in-depth interviews. First, the researchers made observations and then selected a student who had low interest in learning mathematics and had difficulty learning mathematics online using Zoom Meeting, mathematics teacher, homeroom teacher, parents, and student's sibling to be interviewed. The results of this study indicate that there are three types of learning difficulties, namely technical difficulties, difficulties in implementing learning, and difficulties from external factors. Then there are two factors that cause student's mathematical learning difficulties online using Zoom Meeting, namely internal factors and external factors. Internal factors consist of a lack of learning motivation and low student learning independence, while external factors are interference with the internet network, students and teachers are not proficient in using Zoom Meeting, the method applied by the teacher is not interesting, there is no parents' attention to online learning, students cannot ask people around them, because they also understand the material, as well as students' difficulties in buying internet quota. These difficulties are caused by the unpreparedness of teachers, parents, and students to face online learning, and the lack of cooperation between them, as well as economic difficulties due to the covid-19 pandemic. With this research, it will provide an overview of the difficulties experienced by students when learning mathematics is done online using Zoom Meeting. [ABSTRACT FROM AUTHOR]

This study aims to find out what difficulties students experience in online mathematics learning during the pandemic. The problems studied in this study were student learning difficulties in online learning during the pandemic which were seen from 3 indicators, namely technical difficulties, difficulties in activities or implementation processes in learning, and difficulties from the environment where students lived (external). The type of this research is descriptive qualitative with case study method. The data collection technique used in this study is interviews. The subject in this study is one of the students of class VIII MTsN 05 Pesisir Selatan. The results of this study indicate that the difficulties experienced by student are (1) student find it difficult to access the internet network (2) student do not understand the material presented, the material is abstract, too many formulas, more task than usual and the tasks given are difficult to do (3) there is no accompanying family when creating tasks. [ABSTRACT FROM AUTHOR]

This research is part of the research on developing a STEM-oriented Problem Posing learning model to improve Independence and Problem Solving ability in Calculus course. This study aimed to describe the content validity and reliability of the instrument starting from the preliminary research stage, prototype stage, and assessment stage. 15 instruments will be validated using the V-Aitken coefficient and reliability with the ICC (Item Correlation Coefficient). The results of this study indicate that at each stage of the research has a valid and very valid value with a V-Aitken value above 0.4, and each instrument is also reliable with an ICC value above 0.5. Based on the results of this study, all instruments related to the development of the STEM-oriented Problem Posing learning model are suitable for use. [ABSTRACT FROM AUTHOR]

Independent learning is one of the important factors that affect the success of student learning. Through independent learning, students will bring positive attitude changes in every action taken. This study aims to describe the learning independence of students in online mathematics learning. This research is a qualitative research with the type of case study. Data collection techniques through interviews. The subjects of this study were selected by purposive sampling consisting of one student in class XII of SMAN 8 Padang who participated in online learning, students' parents, and a mathematics teacher. The instrument used is a guide to independent learning interviews with the student, parents, and a mathematics teacher. The data collected were analyzed descriptively. Data validity technique using source triangulation. The results showed that the student has taken the initiative to learn, diagnosed the need for learning mathematics online, set learning goals, viewed difficulties as challenges, utilized relevant learning resources, selected and implemented learning strategies, and evaluated learning processes and outcomes. But unfortunately, self-efficacy indicators still need to be improved. So, it can be concluded that the student has fairly good learning independence when learning mathematics online. Not only that, the role of parents also determines the independence of students' learning. [ABSTRACT FROM AUTHOR]

Realistic Mathematical Education (RME) approach in learning uses human activities as a reference to construct student knowledge. The use of the RME approach has principles and characteristics that are integrated in learning. The principles of the RME approach include Guided re-invention, Didactical Phenomenology and Self-developed Model. While the characteristics displayed in this approach are the use of real contexts, the use of models for progressive mathematization, student contributions, interactivity, and interrelationships. The research was conducted through a literature study based on the results of previous research and relevant source books. This activity aims to deepen understanding of the principles and characteristics of RME implemented in learning. [ABSTRACT FROM AUTHOR]

This ex post facto study aimed to describe the impact of motivation and independence of learning on students' mathematics learning outcomes. The research sample consisted of 49 students of SMA UNP Laboratory Development, who were selected purposively. The research data was collected through the provision of motivation and learning independence questionnaires and mathematics tests. A multiple linear regression test was conducted to analyze the collected data. The result indicates that learning motivation and learning independence have on students' outcomes in mathematics, either individually or together. Of all students with high learning motivation, only 20% of students have high mathematics learning outcomes, meanwhile for students with low learning motivation, only 4% of students whose mathematics learning outcomes are low. The same thing is also found for the impact of learning independence on students' achievement in mathematics. One of the factors that influenced this finding was the lack of control from the researcher when students filled out questionnaires and took tests because all data collection processes were carried out online. [ABSTRACT FROM AUTHOR]

The goal of this study was to describe of motivation and students' self-regulation profiles in online mathematics learning. This research uses descriptive qualitative method involving respondents who had attended online learning at SMPN 8 Padang, SMPN 25 Padang, and SMP DEK Padang. The method of data collection was used in the analysis of the question, semi-structured interviews, distributed via Google Form and WhatsApp. From link to measure learning motivation towards online learning mathematics. Use optimal data analysis to determine cluster analyses was performed to identify the profiles showing patterns of motivation in an online course. and the Miles & Hubert analysis model which consists of three stages, namely data reduction, data and image analysis, and final analysis. Overall, the study results revealed that motivation profiles related with the students' self-regulation in online mathematics learning divided by five cluster, ie. Cluster 1 = High motivation, Cluster 2 = A bit of Average motivation, Cluster 3 = Average motivation, Cluster 4 = A bit of Low motivation, Cluster 5 = Low motivation. So it can be concluded that the motivational profile and SRL show that students' motivation to learn online, explained by clusters, predicts their self-regulation; and that the level of predictability of self-regulation in affective learning outcomes differs, depending on the student's motivational profile [ABSTRACT FROM AUTHOR]

The goals of this study were to determine whether there was an effect of student learning and teacher teaching methods on mathematics learning achievement. This type of research is a combination of Ex Post facto research and descriptive research. The population of this study were all students of grade VIII at SMPN 2 Pasaman Barat with a total of 80 students. The research sample taken is the entire population as many as 80 students. The research data were analyzed descriptively using descriptive statistics and multiple linear regression tests. Student learning methods and teacher teaching methods are independent variables and student learning achievement in mathematics is the dependent variable. The results showed that: there was a significant effect of student learning methods and teacher teaching methods on mathematics learning achievement of eighth (VIII) grade students of SMPN 2 Pasaman Barat. The large of the influence of the way of learning and teaching methods of teachers on students' mathematics learning achievement is 10.7% while 89.3% is influenced by other variables outside of this study. [ABSTRACT FROM AUTHOR]

Learning requires a learning path that develops students' thinking gradually so that the material obtained can be meaningful. There is no exception for learning in Package A level 2 which is a dual-class equivalent to grade 4, grade 5, and grade 6 elementary school. One of the efforts that educators can do is to design a Hypothetical Learning Trajectory (HLT). The purpose of this activity is to develop HLT based on the Realistic Mathematical Education (RME) approach for Package A level 2. The mathematics material chosen for HLT development is statistics because this material is available at every grade level in multiple grades. The context used is the experience of students in the family, school, and community environments such as the number of siblings, the number of students in the class, height, weight, and others. [ABSTRACT FROM AUTHOR]

This study aims to describe conceptual and procedural knowledge on integral topics. Data were collected from 30 students who were randomly selected from 120 students of the mathematics education study program at IAIN Bukittinggi who took an integral calculus course. Data were analyzed by categories from student's work. The results showed that students' conceptual knowledge is still very low. Students do not understand the meaning of the definite integral as the limit of the Riemann sum and build a definition of the integral. Most of the students had a fairly good knowledge of procedural aspects. Students can determine the integral of a function using the basic theorems of calculus and can use the right integration technique for some given functions. On the other hand. Integral calculus learning is expected to increase students' conceptual knowledge in addition to their procedural knowledge. [ABSTRACT FROM AUTHOR]

The implementation of education in Indonesia needs a lot of attention to improve the quality and increase the equal access to education. The existence of Package A education equivalent to Elementary School has become an alternative route that is recognized as being able to reduce the number of children dropping out of school. The implementation of education with a learning system using competency credit units (SKK), of course, has a different implementation, including in mathematics subjects which are also carried out in multiple classes. The purpose of this preliminary study was to determine to what extent mathematical problem solving and academic independence were possessed. Based on the initial test of mathematical problem-solving ability, scores for each indicator of students' problem-solving ability were poor. Likewise, the academic independence of students, including self-confidence, motivation, responsibility, discipline and initiative, is low. [ABSTRACT FROM AUTHOR]

In the Fire Safety Engineering subject, one of the basic phenomena is fire spread on around an object that close to heat source because of the heat transfer process. At high temperature, radiation thermal have a significant effect on an exposed object. There are 3 kinds of characteristic of radiation, which are reflection, absorption, and transmission. Their characteristics are more convenient to learn if there are experiment tools or learning facilities that used radiation to be the main process. Therefore, this research has the objective of designing and built experimental tools used that process and it refers to radiometer. The radiometer is used to study the radiative heat transfer phenomenon in which heat flux emitted from a heat source is measured by using a heat flux sensor as the measurement instruments. Compared to existing radiometer apparatus, the design of this radiometer has some advantages like multiaxis features, user-friendly, portable, and low-cost manufacture. There are some additional features in radiometer likes variation of measurement range in x, y, and z-axis, measurement of view factor, measurement of tilt plane to acknowledge convection effect to heat transfer process, and using flat radiant heater. In this paper, the outcome is the design of a radiometer that can measure heat flux of thermal radiation and suits the study literature. [ABSTRACT FROM AUTHOR]