Learning process determines the improvement of students’ learning achievements. Selection of an appropriate learning experience is the task of the teacher as a facilitator in charge of providing a supportive learning environment for the students. This study aims to determine the perception of teachers after implementing learning using Problem Based Learning model. The subject of this research is the Math teachers at State Senior High School 1 Wuryantoro, Wonogiri Regency, Academic Year 2017/2018. Data are collected using interviews to find out teachers' perceptions of the implementation of Problem Based Learning model. The result shows that the Probem Based Learning model make it easier for teachers to learn in the classroom because students are more interested and active, but teachers are often constrained in constructing contextual problems that can connect with the intended concept. Limited time allocation is also a constraint of implementing learning using Problem Based Learning.

Industri kreatif merupakan salah satu solusi ditengah pandemi COVID-19. Industri kreatif mampu beradaptasi dengan perkembangan jaman. UMKM mitra mempunyai permasalahan pada produksi, manajemen dan pemasaran. Tujuan dari kegiatan pengabdian ini adalah produk industri kreatif yang diharapkan mampu menjadi produk industri kreatif yang mampu bersaing. Metode yang dilakukan adalah dengan teknik 4P, tahapan pelaksanaannya adalah observasi, implementasi, pelatihan, dan pendampingan. Kegiatan pengabdian ini berlangsung di Kecamatan Ngemplak, Kabupaten Boyolali,Provinsi Jawa Tengah. Proses pendampingan mitra dilaksanakan di Desa Pandeyan untuk UMKM Martha Mebel sedangkan UMKM Mukti Jaya bertempat di Desa Gagaksipat. Untuk proses pelatihan penggunaan system POS berlokasi di Desa Gagaksipat bertempat di salah satu anggota pengabdian masyarakat. Pada saat pelatihan didampingi juga oleh mahasiswa Prodi Matematika FMIPA UNS. Hasil kegiatan pelatihan yang telah dilaksanakan adalah para peserta pelatihan dapat mengoperasikan sistem POS. Kegiatan pengabdian ini terjadi interaksi yang cukup intens antara peserta dengan pemateri. Pada akhir kegiatan ini, peserta mampu mengoperasikan sistem POS yang telah dikembangkan. Peserta sudah mampu memasukkan data barang dan kategori, selain itu peserta sudah mampu membuat transaksi penjualan dan laporan penjualan. Saran dari kegiatan pengabdian ini adalah adanya dukungan gawai dan internet yang mendukung untuk bisa mengakses dan mengedit sistem POS yang sudah dibuat.

<p style="text-align: justify;">The study aims to describe linear program problem-solving skills reviewed from sequential thinking styles and genders as schools implement online learning due to the covid-19 pandemic. This research is a qualitative study that produces descriptive data. The subject of this study consisted of two male students and two female students of class XI MIPA High School MTA Surakarta. The study began by determining the study subjects using a thinking style questionnaire, followed by linear program problem-solving tests and interviews. Check the validity of the data using triangulation methods. The results show linear program problem-solving skills; 1) Sequential students of male and female concrete perform systematically and less carefully; 2) Abstract sequential male and female students collect complete data and analyze the information obtained regularly as well as female abstract sequential students strong in written decoding and symbols; 3) students' problem solving skills with sequential abstracts are higher than concrete sequential students ;4) male students with sequential thinking styles perform better at solving math problems than female students with sequential thinking styles.</p>

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The aims of this study are: (1) to describe the process of jigsaw model with LBC game in polyhedra (cubes, cuboids, prisms and pyramids) learning materials at VIII grade of high school students. (2) to get the result of jigsaw model with LBC game are valid, practical use in learning, and effectively use in learning. The discussion in this study using a model of the development of four D Thiagarajan (4D) includes; definition phase (define), stage design (design), stage of development (develop), and the deployment phase (disseminate). The results of this developmental study are: (1) a valid model of jigsaw with LBC game which applied in polyhedra (cubes, cuboids, prisms and pyramids) learning materials of VIII grade Junior High School with an average score rate is 3,55 and include in very good criteria. (2) a practical model of jigsaw with LBC game with a practical implementative average score rate (before implementation) is 3,44 and include in very good criteria and the teacher stated that jigsaw model with LBC game can be implemented in the classroom. (3) an effective model of jigsaw with LBC game to be implemented in the classroom. The effectiveness of the model according to the creativity in solving the mathematic problem which treated with jigsaw model with LBC game is better than jigsaw model only, the assessment by the observer when the teaching and learning process using jigsaw model with LBC game is 3,1375 include in good criteria with reliability rate 87,83%. Students' respond toward the model is adequate with total average rate 2,793 and include in adequate category. The teacher also gives positive statements that jigsaw model with LBC game is good, the students being active and LBC game attracts all of the students. According to the discussion result, it can be concluded that jigsaw model with LBC game fulfil the criteria validity, practicality, and effectivity.