One reason is that the process of learning mathematics related to geometry is not yet optimal, it is the difficulty of the teacher to visualize abstract geometrical objects. Geogebra software can be used as a tool to construct, demonstrate or visualize abstract problems in learning geometry material. The problem faced by partners in implementing the geometry learning process by using Geogebra's assistance as a learning medium is the low knowledge of teachers in the use of Geogebra software and the low skills of teachers in using Geogebra software in learning geometry material. In an effort to overcome partner problems, the solution offered was to provide training and assistance to the Geogebra application to junior high school mathematics teachers in Banyuasin III to assist them in the process of learning mathematics. This activity includes theory, practice, and exercises given to participants so that skilled participants use Geogebra. This activity has succeeded in increasing teacher skills in knowledge and skills using Geogebra software for Mathematics learning. Participants understand the use of this software and are also skilled at using it for learning geometry material. This activity has also produced several instructional materials for Geogebra software assisted geometry materials.

Tujuannya penelitian ini untuk mengetahui bagaimana implementasi pembelajaran daring berbasis pendidikan karakter jujur, disiplin, mandiri dan tanggung jawab pada mata pelajaran PPKn. Metode yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif dengan metode snowball dan teknik proporsive sampling. Hasil yang didapat dalam penelitian ini menyatakan bahwa dalam pembelajaran daring sekolah atau guru tidak menyediakan lembar aktivitas belajar, tidak ada hukuman bagi peserta didik yang melanggar aturan pembelajaran daring, tidak melakukan kunjungan ke rumah peserta didik bermasalah dalam mengikuti pembelajaran daring selain itu tidak pernah memberikan hadiah bagi peserta didik yang berprestasi selama pembelajaran daring. Namun, upaya menerapkan pendidikan karakter sudah terlihat dari penilaian yang transparan, ketepatan waktu pengumpulan tugas serta bentuk-bentuk soal yang mendidik peserta didik tidak mencontek. Pembelajaran daring berbasis karakter berdaya manfaat apabila dalam pelaksanaannya mengikutsertakan lebih aktif orang tua atau wali dalam proses pembelajaran baik pada saat mulai sampai berakhirnya pembelajaran daring tersebut Kata Kunci: Pembelajaran Daring, Pendidikan Karakter, PPKn

This research was conducted at State Polytechnic of Sriwijaya with the purpose to find out students' perceptions of religious radicalism. The method used in this research was a descriptive-analysis method. The population of this study was students who were members of student organization or SMEs and only fifty people were taken as samples. The results of this study indicated that the majority of students' perceptions of religious radicalism at State Polytechnic of Sriwijaya did not support the existence of religious radicalism.

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This PPM (community service) program aimed to: 1) give knowledge for elementary school teachers for designing IT based mathematics tools for primary school, 2) trainee elementary school teachers to design the IT based mathematics tools for primary school, and 3) trainee the elementary school teachers for using IT based mathematics tools. The methods used in the training included lectures, question and answer methods, lab-work activities (practicum),and giving assignment or exercises The training was conducted in the class of SD Negeri 147 Gandus on 12 - 13 September 2017. There were fiveteen elementary school teachers in subdistrict Gandus, Palembang who participated in this activity.  The evaluation of PPM implementation was done by spreading the questionnaires to the participants. The results of questionnaires indicated that the training on designing and making mathematical tools in learning went smoothly and as expected. It was known from the participant's response to the questions which were categorized as good. Participants showed great enthusiasm in following the training and lecturing. In addition, they actively involved in practical activities.The results: 1) trainee have knowledge about  IT-based mathematics tools, 2) trainee have skills to design the IT based mathematical tools , and 3) trainee have skills using the mathematical tools of learning.