Artikel ini menggunakan penelitian kualitatif. Artikel penelitian kualitatif ini bersifat deskriptif yang menggunakan analisis data kualitatif sehingga menjadi paparan data  mudah dimengerti. Pembelajaran pada sekolah menengah pertama atau madrasah tsanawiyah  (MTs) dalam penelitian ini menggunakan pembelajaran secara daring atau biasa disebut dengan pembelajaran jarak jauh (dari rumah) dengan bimbingan orang tua dan guru di sekolah. Siswa melakukan pembelajaran daring dan berinteraksi dengan guru menggunakan aplikasi Whatsapp Group. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran daring terhadap minat belajar siswa pada masa COVID-19. Responden yang diambil adalah siswa dan guru di MTs Yasrib Batu-batu. Hasil penelitian ini menunjukkan bahwa pembelajaran daring pada masa pandemi COVID-19 sangat berpengaruh terhadap minat belajar siswa, siswa merasa bosan karena tidak bertemu dengan teman dan gurunya secara langsung.

Penelitiian ini bertujuan untuk Tujuan: 1.     Untuk mengetahui dosis terbaik pupuk organik cair limbah kulit pisang kepok yang dapat meningkatkan pertumbuhan dan produksi Sawi Hijau (Brassica rapa var. parachinensis L.) 2.     Untuk mengetahui perubahan pengetahuan, sikap dan keterampilan petani terhadap pupuk organik cair limbah kulit pisang kepok terhadap pertumbuhan dan produksi tanaman Sawi Hijau (Brassica rapa var. parachinensis L.)     Rancangan Penyuluhan 1.  Materi       : Pupuk Organik Cair Kulit Pisang Kepok. 2.  Media        : Folder, LCD, Benda sesungguhnya. 3.  Metode     : Ceramah, Diskusi dan Demonstrasi cara 4.  Sasaran    : Kelompok Tani Evaluasi Rumusan Masalah: 1.    Bagaimana pertumbuhan dan produksi tanaman Sawi Hijau (Brassica rapa var. parachinensis L.) terhadap pemberian pupuk organik cair kulit pisang kepok? 2.    Bagaimana perubahan pengetahuan, sikap dan keterampilan petani terhadap pemberian pupuk organik cair (POC) kulit pisang kepok pada pertumbuhan dan produksi tanaman Sawi Hijau (Brassica rapa var. parachinensis L.) ?   1.           Kajiwidya  mengetahui pengaruh pemberian pupuk organik cair kulit pisang kepok terhadap pertumbuhan dan produksi tanaman sawi hijau (Brassica rapa var. parachinensis L) Penelitian ini dilaksanakan di Politeknik Pembangunan Pertanian (Polbangtan) Gowa, Kelurahan Romang Lompoa Kecamatan Bontomarannu Kabupaten Gowa pada Maret  sampai Mei  2020. Kajiwidya dilakukan dengan menggunakan Rancangan Acak Kelompok dengan 4 perlakuan, yaitu D0 : Kontrol (Tanpa Perlakuan) D1 : Pemberian POC Kulit Pisang Kepok 100 mL/liter air, D2 : Pemberian POC Kulit Pisang Kepok 200 mL/liter air, D3 : Pemberian POC Kulit Pisang Kepok 300 mL/liter air dan di lakukan 3 kali ulangan sehingga terdapat 12 plot perlakuan. Parameter yang di amati yaitu tinggi tanaman, jumlah daun dan berat panen. Pemberian pupuk organik cair kulit pisang kepok terhadap pertumbuhan dan produksi tanaman sawi hijau dengan perlakuan D3 300 mL/liter air  memberikan hasil terbaik pada tinggi tanaman yaitu 45,3 cm, jumlah daun yaitu 12 helai  dan berat panen yaitu 138 g.

The aimed of the study is to develop and designed to produce educational products in the form of critical thinking learning model that integrating the Islamic values. The purpose of this model it might be one of the guidelines for teachers or teaching staff to teach the learners by critical thinking that integrate of Islamic values. The problems of the study are 1) how does the character of the learning model for critical thinking integrated of Islamic values; 2) how to implement the learning model for critical thinking integrated of Islamic values; 3) how is the validity, and effectiveness of learning model for critical thinking? The study is including some results such as sync, social system, reaction principle, and support system. The syntax of this learning model is identifying and justifying concepts, solving problems, generalizing and analyzing algorithms, and making conclusions. The preliminary study result is shown some activities of learners that require a relatively long time, these are how learners respond to questions, provide comments, and assess the truth of the answer.

The research question is how to develop instruments problem based intruction of statistics subject which fulfill the criteria of valid, practical, and effective. The objective of the research is to produce instruments of problem based instruction on statistics subject which fulfill the criteria of valid, practical, and effective. This research is a developmental research. The intended product of the research is the Instruments of problem based intruction which are valid, practical, and effective. The product consisted of five components: the lesson plan, student's book, student's work sheets, teacher's guidance book, and the learning result test. The instruments employed were the validation sheet instrument, observation sheet on the application of the instrument, and the instrument of learning result test. The development process of teaching instruments employed four-D model which consisted of four stages: (a) The defining stage which studied pre and post analysis, (2) student's analysis, (3) material analysis, (4) the formulation of teaching objective which identify, specify, and arrange the concept systematically to organize the teaching material; (b) The designing stage which convered problem based intruction teaching plan with the conducted activities: (1) the test arrangement, (2) media selection, (3) format selection, (4) pre-designing of prototype I; (c) The developing stage with the activities: (1) the content validation conducted by the experts and practitioners in education (prototype II), (2) simulation and test of legibility, (3) conducting field experiment (prototype III) of the teaching instruments which were organized; and (d) the disseminating stage, which the limited socialization and the dissemination of teaching instruments were conducted to abtain constructive feedback from the practitioners of mathematics educations (final prototype). The experiment of the research was conducted once. It was conducted in class IX4 of SMP Negeri 3 Parepare. The result of the experiments: (1) the problem-based teaching instruments were already practical, however suggestions from the observans should be taken into consideration to improve the practicality of the teaching instruments, (2) the problem-based teaching instruments were already effective because it fulfilled three out of four indicators effectiveness, those were the learning result classical compliteness was achieved, teachers ability in managing the teaching learning was in high category and student's responses were in positive category. By following those development stages, the problem-based learning instruments which fulfilled the criteria of valid, practical, and effective, were obtained Based on the implication of the research, it was suggested that (1) researchers who are interested in developing further research are expected to consider the limitation of the research to complete the result of this research and (2) the development of such learning instrument ought to be conducted to other subject to make student's interested, enjoy, an...

The mathematical communication of junior high school students is contained in written answers to mathematics, especially in finding patterns of problem-solving, presentation, and rewriting using the language, which is the purpose of this research. Expressing a mathematical situation into a mathematical model in writing can be done by reading and understanding the problem repeatedly, making connections between mathematical concepts and relevant images, making observations on the pictures given, then sorting the numbers based on the views, providing a complete explanation. Then ask students to illustrate the correct and correct answers in their language. The need to pay attention and maximize the time for students to communicate their findings. Creating a learning atmosphere that supports mathematical communication by getting students to dare to express opinions or ideas related to lessons and enrich themselves by seeking information from various sources.Komunikasi matematis siswa SMP yang terkandung dalam jawaban tertulis matematika, terutama dalam menemukan pola pemecahan masalah, penyajian, dan penulisan ulang menggunakan bahasanya. Menyatakan situasi matematika ke dalam model matematika secara tertulis, dapat dilakukan dengan cara membaca dan memahami masalah secara berulang-ulang, membuat hubungan antara konsep matematika dan gambar yang relevan, melakukan pengamatan pada gambar yang diberikan, kemudian mengurutkan angka berdasarkan gambar, memberikan penjelasan yang lengkap, kemudian meminta siswa untuk mengilustrasikan jawaban dalam bahasa mereka sendiri yang benar dan benar. Perlunya memperhatikan dan memaksimalkan waktu bagi siswa untuk mengomunikasikan temuannya. Menciptakan suasana belajar yang mendukung komunikasi matematis dengan cara membiasakan siswa memberanikan diri mengemukakan pendapat atau gagasan terkait pelajaran, dan memperkaya diri dengan mencari informasi dari berbagai sumber.