Children learn quickly from their own parents and as they grow up computers offer more learning options. However they would learn better if the lessons are properly constructed using cognitive, constructivist, collaborative and technical education principles i.e., incorporating mathematics lessons on the computers. This paper reports an ‘experience’ gained by a veteran mathematics teacher in building a courseware called CDiCL using ADDIE principles. The quasi-experimental research was run in Polytechnic Kota Bharu PKB, Kelantan under Ministry of Higher Education (MoHE) Malaysia among 137 students at Certificate Engineering students in March 2006 among 4 different groups within 8 weeks. It was discovered CD only group scored the highest gain score of 6 points (difference in Post Test and Pre Test) while CL (Collaborative Learning) only group scored the least 2 points. From clinical interview, many students failed to understand mathematics from the courseware because of English and behavior problems among participants but some leaders in CL group gained leadership experience demanding soft skills in understanding peers’ limited skills and anxiety at presenting mathematics problem solving. The study concluded with a framework / rubrics for teachers to be effective dealing with mixed ability group of students learning mathematics on computers.

Abstract. Soft set theory is a new general mathematical method for dealing with uncertain data which proposed by Molodtsov in 1999 had been applied by researchers in decision making problems. However, most existing studies generated exact solution that should be soft solution because the determination of the initial problem only uses values or language approach. This paper shows the use of soft set theory as a generic mathematical tool to describe the objects in the form of information systems and evaluate using multidimensional scaling techniques to find the soft solution and recommendation for making a decision.

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The Effect of Problem Solving Based Worksheet to Improve Students Critical Thinking Skill. This research aims to describe the effect of using problem solving based worksheet to improve students critical thinking skills. The research design used is non equivalence pretest-posttest control group design. The sample of this research were students in class X MIPA 2 as control class and X MIPA 3 as experiment class, which were selected by cluster random sampling. The research data consisting of the values of pretest, posttest and n-Gain. The effect of worksheet to improve students critical thinking skill is calculated using the effect test formula. The results of data analysis and calculations show that worksheets applied to the experimental class have a greater effect than the control class. Therefor, it can be concluded that problem solving based worksheet has been taken effect to improve students critical thinking skills.Keyword: problem solving based student worksheet, critical thinking, electrolyte and non-elektrolyte solution.Abstrak: Pengaruh LKS Berbasis Problem Solving untuk Meningkatkan Keterampilan Berpikir Kritis Siswa. Penelitian ini bertujuan mendeskripsikan pengaruh LKS berbasis problem solving untuk meningkatkan keterampilan berpikir kritis siswa. Desain penelitian yang digunakan adalah non eqivalence pretes-postes control group design. Sampel penelitian ini adalah siswa kelas X MIPA 2 sebagai kelas kontrol dan X MIPA 3 sebagai kelas eksperimen, yang dipilih secara cluster random sampling. Data penelitian terdiri dari nilai pretes, postes dan n-Gain. Besarnya pengaruh LKS untuk meningkatkan keterampilan berpikir kritis siswa dihitung menggunakan rumus uji pengaruh (effect size). Hasil analisis data dan perhitungan menunjukkan bahwa LKS yang diterapkan pada kelas eksperimen memiliki pengaruh yang lebih besar dibandingkan kelas kontrol. Dengan demikian, dapat disimpulkan bahwa LKS berbasis problem solving berpengaruh untuk meningkatkan keterampilan berpikir kritis siswa.Kata kunci: LKS berbasis problem solving, keterampilan berpikir kritis, larutan elektrolit dan non elektrolit. PENDAHULUANSeperti yang kita ketahui, abad 21 telah memasuki era baru bernama Era Revolusi Industri 4.0 yang ditan-dai dengan percepatan dibidang ilmu pengetahuan dan teknologi informa-si. Era baru ini memberikan dampak yang cukup luas dalam berbagai bidang kehidupan, salah satunya da-lam bidang pendidikan. Pendidikan semakin penting dikarenakan pendi-dikan sebagai usaha untuk memper-siapkan peserta didik memiliki taraf kesejahtraan hidup yang lebih baik. Oleh karena itu, diperlukan sistem pembelajaran yang menyelaraskan tujuan pembelajaran dengan tuntutan zaman agar pembelajaran menjadi lebih bermakna (Maemunah, 2018;Sudarisman, 2015;Wijaya, 2016).Sejalan dengan hal ini, Kemen-dikbud merumuskan bahwa paradig-ma pembelajaran abad 21 menginte-grasikan pada keterampilan 4C yaitu keteram-pilan berpikir kritis (Critical thinking), kreatif (Creative), kolabo-rasi dan komunikasi (Collaboration and Communication). Bila kita cer-mati, ket...

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