This research initiated by some research result regarding the lower Reasoning and Mathematics Representation of student on the math learning. In order to upgrade the abilities is passing through the guided inquiry learning. The aim of the reasearch is to analyze comprehensively on accomplishment reasoning and math representation of student who gain the guided inquiry learning and conventional learning. The research is applying experiment method by design of one group pretest-posttest. The result of research indicates the guided inquiry learning is more effective in accomplishment and improvement of student representation capabilities and student comprehend compared with the conventional learning. Reasoning and Mathematics Representation of group student or guided inquiry learning is higher from the group student of conventional learning. The improvement of Mathematics Reasoning of Group Student of guided inquiry learning values 0.33 on the medium category, while the improvement of Mathematics Representation of group student of conventional learning values 0.19 on the low category. The amount of improvement on Mathematics Representation of group student of the guided inquiry learning is 0.41 on the medium category, and the improvement on Mathematics Representation of group student of conventional learning is 0.26 is on the low category.

Student achievement for Statistics for education course at Universitas Terbuka (UT) is relatively low. Students need learning process that can increase learning motivation. Contextual approach is a learning process where students can understand the concept through its application in daily life which supposedly will increase learning motivation. Online tutorial is one of learning support services provided by the UT via the internet. By utilizing the discussion forums, initiation material, assignments and exercises, students can improve their communication skills so as to facilitate their learning. This article is based on the research which aimed to find out how motivation and communication skills influenced the learning achievement in online tutorials with contextual approach on Statistics for education course. Field trials were carried out in 36 undergraduate students who followed the online tutorials. The independent variable is motivation and communication skills, while the dependent variable is the learning achievement. Data were taken through questionnaires and observation and processed by means of regression test. The results showed that: a) motivation affect learning achievement by 88.7%, b) communication skills has a positive effect on learning achievement by 74.7%, and c) the influence of motivation and communication skills to the learning achievement was 89.7%.

In theory, work commitment can be influenced by various factors, including the work environment, professionalism, and job satisfaction. Research on work commitment in the airport sector managed by the government is still very rare, therefore the purpose of this study is to determine the effect of the work environment, professionalism, and job satisfaction on employee work commitment at the Class I Mopah Merauke Airport Operations Unit (UPBU). with a population of 110. The sample determination method uses a saturated sample, so that all employees at the UPBU Class I Mopah Office are used as samples. Variable measurements were carried out using a Likert scale. Data analysis was performed using multiple linear regression methods and with SPSS software. The results of the analysis show that the work environment, work professionalism, and job satisfaction have a significant positive effect on employee work commitment in Class I UPBU Mopah Merauke Office. The better the work environment, work professionalism, and job satisfaction, it will lead to better work commitment.

The purpose of this research is to analyze the difference in the improvement of students' mathematic representation ability by guided inquiry learning and conventional learning. The subject of the research was eight grade students of UT Dharma Karya Junior High School. There were 19 students chosen as controlling class and 20 students as experiment class. This research used quasi-experimental methods with non-equivalent control group design in one school. Before and after the learning, both of the classes were given mathematic representation. The result of the research showed that the mathematic representation ability of experimental group students with guided inquiry experienced an increase of 0.41; it was included in medium category. Meanwhile, students' representation ability of conventional learning group was increased 0,26 and it was included in low category. The results of this study indicated that the mathematical representation ability of the guided inquiry learning group students was significantly better than the students of the conventional learning group. Keywords: Guided Inquiry Learning, Mathematic Representation Ability. AbstrakTujuan penelitian ini adalah untuk menganalisis perbedaan peningkatan kemampuan representasi matematis siswa dengan pembelajaran inkuiri terbimbing dan siswa dengan pembelajaran konvensional. Subjek penelitian adalah siswa SMP Dharma Karya UT kelas 8. Terpilih 19 orang sebagai kelas control dan 20 orang sebagai kelas eksperimen. Penelitian ini menggunakan metode eksperimen semu dengan nonequivalent control group design di satu sekolah. Sebelum dan sesudah pembelajaran, kedua kelas diberikan tes representasi matematis. Hasil penelitian menunjukan bahwa kemampuan representasi matematis siswa kelompok eksperimen dengan pembelajaran inkuiri terbimbing mengalami peningkatan sebesar 0.41, termasuk kategori sedang. Sementara itu, kemampuan representasi siswa kelompok pembelajaran kontrol (konvensional) mengalami peningkatan sebesar 0,26 dan termasuk kategori rendah. Hasil penelitian tersebut menunjukkan bahwa kemampuan representasi matematis siswa kelompok pembelajaran inkuiri terbimbing lebih baik secara signifikan dari siswa kelompok pembelajaran konvensional. Kata Kunci: Kemampuan Representasi Matematis, Pembelajaran Inkuiri Terbimbing.

The open and distance learning system implemented in Universitas Terbuka (UT) requires students to do self-learning, individually or in groups. Therefore, the students of UT must be able to motivate themselves to self-study and use their time effectively. The use of integrated learning media as one of the learning resources can support them in their learning activities. The use of internet, as a part of e-Learningbased Learning Preparation, is one way for students to perform learning activities. In the study group, students can use the internet services provided in mobile telecenters and local government offices. The implementation result of this model in Kepulauan Seribu, a group of islets located in the Jakarta Bay, in which the sample were taken from students living in Pramuka Islet, Harapan Islet, Tidung Islet, Panggang Islet, Untung Jawa Islet, and Pari Islet, showed that e-Learning-based Learning Preparation Model can motivate distance students to actively study in their groups. Due to geographical constraints of those islets, it is difficult to meet their peers in groups frequently. Using the regularly scheduled study groups and the computers connected to the internet, students can easily access the information and minimize the frequency of transportation for face-to-face meetings. About 70% of the students have accessed the learning resources through internet and get experiences and knowledge during eight months period of the study in 2006.