Penelitian ini bertujuan untuk memaparkan efektivitas pembelajaran matematika menggunakan media pemberian tugas Google Form  di masa pandemi Covid-19 terhadap hasil belajar siswa. Penelitian ini merupakan penelitian deskriptif dengan  pendekatan kualitatif. Metode pengumpulan data menggunakan tes dan angket. Subyek pada penelitian ini adalah siswa kelas VII di SMPN 1 Tajinan Malang dengan jumlah 252 siswa. Hasil penelitian menunjukkan hasil belajar siswa yang tuntas mencapai 75.4% dan berada pada klasifikasi baik; respon siswa terhadap pemberian tugas Google Form berada pada kategori baik. Sehinga dari kedua kategori bisa diambil kesimpulan bahwa pembelajaran matematika dengan menggunakan media pemberian tugas Google Form dimasa pandemi Covid-19 dikatakan efektif

Improved learning will continue to be done to continuously improve the quality of learning. One of the efforts made through discovery learning is based on assessment learning. Collaborating between discovery learning and assessment learning is expected to improve students' critical thinking skills in discrete mathematics courses. Classroom action research conducted in 2 cycles where each cycle carried out as many as 4 (four) meetings. The results showed that a) Implementation of discovery learning based on assessment learning that can improve students' critical thinking skills is carried out in 7 stages, namely stimulation, problem statement, data collection, data processing, verification, generalitation and peer assessment. The seven stages work together to create independent learning and train students' thinking skills. b) Students' critical thinking skills have increased by 33.33%. This percentage indicates that discovery learning based on assessment learning can improve students' critical thinking skills

Abstrak Komunikasi matematis merupakan salah satu hal penting dalam menyelesaikan masalah pada studi PISA. Komunikasi matematis adalah kemampuan mengekspresikan ide-ide matematika secara koheren kepada teman, guru, dan lainnya melalui bahasa lisan maupun tulisan yang disertai dengan penjelasan dan justifikasi. Karena pentingnya kemampuan komunikasi yang dimiliki oleh siswa, maka muncul gagasan untuk menganalisis tingkat kemampuan komunikasi matematis siswa dalam menyelesaikan soal PISA konten space dan shape. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa dalam menyelesaikan soal PISA konten space and shape. Penelitian ini menggunakan pendekatan kualitatif, dengan jenis penelitian deskriptif. Hasil penelitian ini menunjukkan bahwa 1) siswa dengan kemampuan matematika tinggi memiliki kemampuan komunikasi matematis sangat baik dengan hampir memenuhi seluruh indikator; 2) siswa yang memiliki kemampuan matematika sedang memiliki komunikasi matematis baik dengan memenuhi indikator hingga dapat menjelaskan suatu permasalahan dengan baik. Kata Kunci: komunikasi matematis, Soal PISA, space and shape   Abstract Mathematical communication is one of the important things in solving problems on the PISA study. Mathematical communication is the ability to express mathematical ideas coherently to friends, teachers, and others through spoken and written language accompanied by explanations and justifications. Because of the importance of communication skills possessed by students, then the idea arises to analyze the level of mathematical communication skills of students in solving PISA questions of space and shape content. The purpose of this study is to describe the mathematical communication skills of students in solving PISA questions on space and shape content. This research uses a qualitative approach, with descriptive research type. The results of this study indicate that 1) students with high mathematical abilities have excellent mathematical communication skills with almost all the indicators; 2) students who have mathematical abilities are having good mathematical communication by meeting the indicators so that they can explain a problem well. Keyword: Mathematical communication, PISA question, space and shape

The purpose of the study, determine the level of performance of practitioners through student learning activities. The level of student practitioner performance is seen when solving mathematical problems (story problems) sub-topics of numbers. The research method used is quantitative descriptive. The analysis technique uses validity test and source triangulation. In this study the subjects of class VII students were taken as many as 6 people. Retrieval of data using observations and questions (problems). Data were observed using an observation sheet instrument, while questions with realistic media. The results of the study, the validation of the instrument on the observation sheet using the Va value for the test questions obtained 2.9 results thus the instrument is said to be valid. Based on the results of observations ST satisfies all activities well but in activities related to courage still can not be said to always be brave in responding and asking questions / opinions expressly, SS fulfills 3 out of 6 student activities well. These results are the same for the 2 subjects taken. SR fulfills 5 out of 6 student activities well. These results are the same for the 2 subjects taken. Conclusions, the Practitioner student's level of performance has different levels of fulfillment of critical standards through student learning activities. Students with high ability category (ST) can meet all critical standard indicators while students with medium (SS) and low (SR) ability categories cannot fulfill. Key Words: Performance Level Practitioners, Learning Activities

This study aims to show differences in the learning outcomes of applying mind mapping learning with lectures. This study took a population in Class VIII SMP N Open 1 Gumukmas. The sample in this study was taken randomly, namely class VIII TKA Al Aufa as many as 16 students in the class with mind mapping model with LKS and class VIII TKB Baiturrohman 14 students in the class with conventional method. Data collection used test method. Data analysis technique used descriptive statistical analysis. From the results of the research and data analysis, it can be concluded that there are differences in the learning outcomes of the class with mind mapping model with LKS compared to the class with conventional method. This is evidenced by the average value of the class with mind mapping model with LKS getting 80.25 and the class with conventional method of 68.85.