The Covid-19 pandemic has changed face-to-face (offline) learning into online learning. This requires teachers to be able to adapt to utilizing technology-based learning media. Meanwhile, at the same time, teachers are not used to and have not been able to use various technology-based media in learning. One of the media that could be used is the wordwall application. This application is considered suitable because the appearance and operation are quite simple. In addition, this application can also be used as a learning media, a learning resource, and an assessment instrument. Therefore, training activities and mentoring in the implementation of wordwall applications in learning mathematics is one of the important and urgent needs for teachers today, especially in SD Inpres Maulafa, East Nusa Tenggara. This activity is carried out in training and mentoring through the material presentation, discussion, demonstrations and simulations, working in the group, and assistance. This activity showed that the participants were enthusiastic, active, and participative in participating in the training and mentoring. In addition, this activity can help participants overcome problems in designing thematic lessons. This activity can also increase teachers' knowledge about the application of technology to create learning media in the form of innovative elementary mathematics online learning media, namely through technical training in making learning media with wordwall applications in mathematics learning for teachers. Furthermore, this activity has also been able to increase the insight and ability of teachers to implement media in learning activities, namely through assistance in making learning designs using wordwall applications and assistance in implementing (strategy) learning using wordwall media

Mathematics learning in this era requires teachers to be able to develop learning models that pay attention to the characteristics of students, so it is important for teachers to know learning trajectory. This study aims to describe the conception of learning trajectory and hypothetical learning trajectory, as well as presenting the design of hypothetical learning trajectories in mathematics learning. Based on the theories studied, it is concluded that hypothetical learning trajectory is a learning design in the form of allegations on student learning activities based on initial understanding and characteristics of students to achieve higher understanding. HLT has three main components namely learning objectives, learning activities, and hypotheses of the learning process. HLT is used by teachers as a guide to predict and prepare learning flow designs that are appropriate to the stages of student thinking and can improve student learning outcomes. The findings of previous studies show that to design HLT in mathematics learning, educators need to consider student obstacle learning, a hierarchy of material, and learning support capacity, so that learning activities to be hypothesized are built based on these things. It is recommended that future researchers can use the existing HLT, and also develop HLT in other materials that have not been tested by further studying HLT and whatever affects it, research with different differences can be used.

Dari data berpasangan (x1,y1), (x2,y2), … , (xn,yn) dimana xi tertentu atau terkontrol oleh pengamat, pengukuran xi akurat tetapi mahal biayanya atau dalam pengertian menghabiskan waktu, sedangkan yi kurang akurat tetapi lebih mudah diperoleh. Observasi yang akan datang yo dapat digunakan untuk mengestimasi xo yang tidak terobservasi, dapat diambil beberapa observasi, katakan ada k pada xo yang tidak terobservasi. Selanjutnya rumusan masalahnya adalah bagaimana menentukan admissibilitas serta inadmissibilitas dari estimator klasik dan invers. Metode penulisan dalam karya ilmiah ini adalah studi pustaka dengan mensitesa beberapa konsep tentang regresi terapan, estimasi titik, admissibilitas dan inadmissibilitas suatu estimator, kalibrasi linear. Kesimpulan akhir yang diperoleh adalah sebagai berikut: (1) Estimator klasik inadmussubilitas yang ditunjukan dengan jalan menentukan suatu estimator lain yaitu estimator dari jenis Shrinkage yang mendominasi estimator klasik, (2) Estimator invers admissibilitas yang ditentukan dengan jalan menunjukan bahwa estimator tersebut adalah mean posterior dari 0 untuk fungsi kerugian galat kuadrat.

Penelitian ini bertujuan untuk mengetahui pengaruh persepsi siswa tentang guru matematika terhadap motivasi belajar matematika siswa kelas VIII SMP Negeri 5 Kupang Tengah. Penelitian ini termasuk dalam penelitian kuantitatif dengan regresi linear sederhana. Penelitian dilakukan di SMP Negeri 5 Kupang tengah pada bulan Juni 2021. Populasi pada penelitian ini adalah siswa kelas VIII SMP Negeri 5 Kupang Tengah Penfui Timur Kabupaten Kupang. Sampel dalam penelitian ini berjumlah 30 siswa yang diperoleh melalui metode simple random sampling. Instrumen yang digunakan antara lain angket persepsi siswa tentang guru matematika dan angket motivasi belajar matematika. Analisis data dilakukan secara inferensial dengan menggunakan SPSS 25. Hasil penelitian menunjukan bahwa adanya hubungan yang kuat dan positif antara persepsi siswa tentang guru matematika dan motivasi belajar matematika. Hal ini terlihat dari koefisien korelasi yang bernilai 0.702. Lebih lanjut ditemukan adanya pengaruh yang signifikan antara persepsi siswa tentang guru matematika terhadap motivasi belajar matematika yang ditunjukkan oleh nilai Fhitung sebesar 27.210 yang lebih besar dari Ftabel = 4.20 dengan taraf signifikansi . Hal ini juga dipertegas oleh nilai sig. (p-value) 0.000 < .

This study aims to analyze the effect directly or indirectly between learning styles and the learning environment through independent learning on students' cumulative grade point average in the Mathematics Education Study Program, FKIP Undana. The type of research is quantitative research, with the research population being all active students in the Mathematics Education Study Program. The sample taken was 95 people. The samples were based on the Slovin formula with an error of 5%. Data was collected through questionnaires regarding the learning environment, learning styles, learning independence, and GPA. The data collected was then analyzed by path analysis. From the results of the data analysis, it was concluded that 1) there is a significant direct effect between learning styles on student learning independence; 2) there is a significant direct effect between the learning environment on student learning independence; 3) there is no significant direct effect between learning styles on students' GPA; 4) there is a significant direct effect between the learning environment on the student's GPA; 5) there is a significant direct effect between learning independence on the student GPA; 6) there is a significant direct effect between learning styles through independent learning on the student's GPA; 7) there is a significant direct effect between the learning environment through independent learning on the student's GPA. Overall, it can be concluded that there is a significant influence between the environment and learning styles through independent learning on student GPA.