A rainbow antimagic coloring is one of new topics in graph theory. This topic is an expansion of rainbow coloring that is combined with antimagic labeling. The graphs are labeled with an antimagic labeling, and then the sum of vertex label have to obtain a rainbow coloring. The aim of the rainbow antimagic coloring research is to find the minimum number of color, called rainbow antimagic connection number, denoted by rac(G). In this research, we studied some simple graphs to be colored with rainbow antimagic coloring. The graphs we used are lollipop, stacked book, Dutch windmill, flowerpot and dragonfly. In this research, we aimed to develop new theorem. Based on the results, we got some theorems about rac(G) for the rainbow antimagic coloring. In addition, on some graphs that we use, we get rac(G) equal to rc(G), rainbow connection number. Instead, on the others, the value of rac(G) cannot reach the rc(G).

This research aimed to analyze the ability of PCK (Pedagogical Content Knowledge) students of prospective chemistry teachers FKIP UNS. The research method was qualitative descriptive. The study samples were all prospective chemistry teachers of FKIP UNS who took the course of Chemical Application Planning (PPK). Data was collected from the observation of student PCK competencies, including the ability to design learning, ability in material mastery, and general PCK skills of prospective chemistry teachers from Content Representation. This research instrument was an observation sheet of PCK and CoRe competency students’ prospective chemistry teachers. The percentage of students’ prospective chemistry teachers of FKIP UNS to plan learning was 75.38% for grade A and 74.34% for grade B, while for content mastery was 77.19% for class A 74.79% for grade B, where the results were included in the category enough. The results of content representation by prospective chemistry teachers in high school chemistry were also quite sufficient.

The research aims to test the students engagement variable as intervening variable on the relationship between previous achievement and motivation to oral participation in accounting prospective teacher students at Muhammadiyah University of Surakarta. Besides, this research also tested whether attitudes affect oral participation directly. The population in this research is all students of accounting education at University of Muhammadiyah Surakarta (UMS), while the sample in this research was 300 samples. This research used path analysis test to identify direct, indirect, and total effect. The result of path analysis test showed that student engagement strengthens the relationship between previous achievement and motivation to oral participation in prospective accounting teacher students and attitude toward oral participation. Based on the result of research, it is needed to improve the students oral participation, the previous achievement and motivation must be improved. Both of these factors will increase the students engagement that is happy feeling in the process of discussion, having dedication, and being able to overcome various problems.

This study was intended to know the implementation of project-based learning to improve creative thinking skills of students in solving rainbow anti-magic coloring problems. The methods used in this study were a combination of quantitative and qualitative methods. The quantitative method was used for the statistical analysis of test, while the qualitative method was used to analyse data that are related to the results of the test on each indicator and the results of phase portraits. This research used two classes, experimental and control, in which each class consisted of 26 students as respondents. Both classes were given treatments with different type of learning model. In the experimental class, the learning instruments that have been developed was applied along with a project-based learning method, while in the control class only used project based learning. The results of creative thinking skills of the students for control class indicated that 53% of students were categorized as low, 37% of students were categorized as medium, and 10% of students were high-level creative thinking skill while in the experimental class 34% of students were low, 44% of students were medium, and 22% of students were high-level creative thinking skill. The homogeneity test result of two classes, using a pre-test result, showed p–value of 0.701 > 0.05; therefore, the mean difference between classes was not significant. The inferential statistical result of the independent sample t-test on the post-test showed p–value 0.0053 (p < 0.05), which was significant. It can be concluded that project-based learning has a significant effect for improving creative thinking skills of the students in solving rainbow anti-magic coloring.