No abstract

This research aims to understand the direct effect of emotional intelligence, teacher participation in scientific forum, self efficacy, and motivation to work performance math teacher. The research was conducted by survey method and sample were 100 math teachers of 680 math teachers in the junior high schools of Bengkulu Province. The data was collected through a likert scale questionnaire technique. The quantitative data were processed by the path analysis. The result were direct effect of: 1) emotional intelligence, teacher participation in scientific forums, and self efficacy influence on job motivation of teachers; 2) emotional intelligence, teacher participation in scientific forums directly impact the self efficacy of teachers; and 3) emotional intelligence, teacher participation in scientific forums, self efficacy and motivation to directly influence the performance of a teacher of mathematics.

Students often have difficulty doing mathematical problems. The outdoor learning with ethnomathematics approach is one solution. The purpose of this study was to determine the increase of the problem solving ability of senior high school students through the application of outdoor learning model based on Bengkulu ethnomathematics. This study was a pre-experimental. It was uses the pretest-posttest group design. The sample is 40 students that selected of whole student at the senior high school Bengkulu. The research instrument used was the test of mathematical problem solving. Data were analyzed by using statistical analysis. The results showed that mathematical problem solving abilities of students after being given ethnomathematics with outdoor learning models were higher than before being given the learning models.

No abstract

The present paper aims to investigate the linear effect of cognitive conflict on the ability of the understanding mathematical concepts through the contextual learning model, and to examine the linear effect of cognitive conflict on the ability of problemsolving through the contextual learning model. The research method is quasi-experiment and applying factorial design 2x2. Research data were analyzed using covariate analysis. The results of this study are: 1) direct effect of cognitive conflict covariate on the mean of comprehension ability concept for students taught by Contextual Learning Model better than Conventional Learning Model; and 2) the direct influence of cognitive conflict covariates on mean Problem-Solving Ability for students taught by Contextual Learning Model is better than Conventional Learning Model.