Perkembangan teknologi yang sangat canggih pada jaringan komputer yang menyediakan layanan informasi secara luas merupakan kemajuan dalam bidang teknologi komunikasi yaitu internet (international networking) memiliki manfaat yang sangat besar. Pencegahan musibah Covid 19 ini berdampak pada masyarakat melaksanakan Lockdown. Hal ini didasarkan pada Surat Edaran dari Menteri Pendidikan dan Kebudayaan Nomor: 36962/MPK.A/HK/2020 tertanggal 17 Maret 2020 tentang “Pembelajaran secara Daring dan Bekerja dari Rumah dalam rangka Pencegahan Penyebaran Corona Virus Disease (Covid-19)”. Dengan pembelajaran secara daring maka Univesitas Quality melaksanakan pembelajaran dengan meggunakan aplikasi dari internet yaitu Google Classroom. Penelitian yang digunakan merupakan jenis penelitian kualitatif dengan metode deskriptif. Teknik pengumpulan datanya diperoleh dari wawacara, dokumentasi dan kueseoner (angket). Prosedur penelitiannya dilakukan secara online. Hal ini dikarenakan Lockdown. Hipotesis sementara yakni pembelajaran menggunakan Google Classroom pada Universitas Quality berjalan secara efektif selama musibah Covid 19. Hasil dari penelitian ini menunjukkan bahwa rata-rata dari semua kelas adalah 100,45 dan dari nilai keseluruhan diperoleh rata-rata 3,35 berdasarkan table dengan kriteria cukup, sehingga pengguna google classroom menurut mahasiswa dirasa cukup membantu proses pembelajaran. Skor tertinggi kelas 2A21 126 dan skor terendah 80 sedangkan kelas 2A22 skor tertinggi 121 dan skor terendah 84, dengan rata-rata kelas 2A21 101,58 dan kelas 2A22 101,21.

This study aims to determine: Is increasing the ability of mathematical problem solving students who get problem based learning better than students who get conventional learning. This research is a semi-experimental study with the study population as all students of all grade X students of SMK AR-Rahman Medan. The sample selection is done randomly and 2 classes are chosen. The instrument used is a test of problem solving skills with the material system of linear equations. Data in this study were analyzed using parametric analysis. Statistical analysis of data was performed by t test analysis. The results showed that: (1) Increased mathematical problem solving abilities of students who obtained problem-based learning were higher than students who obtained conventional learning; (2) There is a significant difference between improving students' mathematical problem solving abilities that obtain problem-based learning and students who obtain conventional learning; (3) Among the four aspects of problem solving, the highest average increase in the aspect of "making a mathematical model" of 0.635 with moderate criteria. Based on the results of this study, researchers suggest that problem-based learning in students can be used as an alternative for teachers to improve students' problem solving abilities, especially in the Linear Equation System material

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah matematika siswa antara siswa yang diajar dengan model pembelajaran berbasis masalah dengan model pembelajaran konvensional. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan pemecahan masalah matematika siswa antara siswa yang diajar pembelajaran berbasis masalah dan siswa yang diajar dengan pembelajaran konvensional. Pendekatan pembelajaran berbasis masalah lebih baik dari pembelajaran konvensional dalam hal meningkatkan kemampuan pemecahan masalah matematika siswa. Kata kunci : Pembelajaran berbasis masalah, Pemecahan Masalah

Based on the Circular from the Minister of Education and Culture Number: 36962/MPK.A/HK/2020 dated March 17, 2020 regarding "Online Learning and Working from Home in the context of Preventing the Spread of Corona Virus Disease (Covid-19)", then SMK Ar Rahman carry out learning by using applications from the internet, namely Google Classroom. The making of learning videos was suggested by several network computer engineering teachers using the Camtasia and Wondershare Filmora applications. Camtasia and Filmora are applications that are used to edit videos. Learning videos that are intended to make it easier for students to understand the subject matter are not always in accordance with the needs and desires of students. The research used is a type of qualitative descriptive research. The data collection technique was obtained from interviews from the results of socialization, documentation and questionnaires (questionnaires). The research subjects consisted of 20 subject teachers. The temporary hypothesis is that it shows that the Wondershare Filmora video making design is better but only experienced editing and used to using the application. However, for subject teachers who are beginners, Camtasia seems easier and easier to use.

Dampak dari pembelajaran daring yang terjadi akibat surat edaran dari Menteri Pendidikan dan Kebudayaan nomor: 36962/MPK.A/HK/2020 tertanggal 17 Maret 2020 tentang pembelajaran secara daring dan bekerja dari rumah dalam rangka pencegahan penyebaran Covid. Hal ini membuat kesulitan para guru terutama wali kelas dan orang tua dalam mengawasi peserta didik mengikuti pembelajaran. Selain peran orang tua yang selalu mendidik dan mengawasi anaknya dirumah untuk mengikuti pembelajaran secara daring ada juga peran Wali Kelas yang harus ekstra mengawasi peserta didik dari sekolah. Sehingga penelitian ini dibuat untuk mengetahui peran dan tugas wali kelas dalam pembelajaran daring serta kendala yang tejadi didalam pembelajaran tersebut. Penelitian yang digunakan merupakan jenis penelitian deskriptif kualitatif. Teknik pengumpulan datanya diperoleh dari wawacara, dokumentasi dan kuesioner. subjek penelitian terdiri atas 3 sampel wali kelas dan sebagai responden berjumlah 35 orang yaitu kepala sekolah, pembantu kepala sekolah kurikulum, bimbingan konseling, 2 orang teman sejawat, 15 orang siswa dan 15 orang wali siswa. Prosedur penelitiannya dilakukan secara online menggunakan Google Form. Kemudian data tersebut dianalisis melalui tahap reduksi data, penyajian data dan penarikan kesimpulan. Penelitian menunjukkan bahwa peran wali kelas selama pembelajaran daring dalam pengelolaan kelas sudah berjalan dengan baik dan perlu ditingkatkan lagi agar mencapai tujuan secara efektif dan efisien sesuai yang diinginkan. Adapun kendala yang dihadapi oleh wali kelas adalah harus lebih teliti, rajin mengawasi dan bertanya kepada setiap guru bidang studi permasalahan siswa yang tidak aktif (kehadiran dan tugas), harus mengunjungi rumah siswa yang bermasalah dan adasiswa/siswi yang tidak mau mendengar ataupun mematuhinya.The impact of online learning that occurred due to a circular from the Minister of Education and Culture number: 36962 / MPK.A / HK / 2020 dated 17 March 2020 regarding online learning and working from home in order to prevent the spread of Covid. This makes it difficult for teachers, especially homeroom teachers and parents, in supervising students following learning. Apart from the role of parents who always educate and supervise their children at home to take part in online learning, there is also the role of the homeroom teacher who has to be extra supervising students from school. So this research was made to determine the role and duties of the homeroom teacher in online learning as well as the obstacles that occur in learning. The research used is a descriptive qualitative research type. Data collection techniques were obtained from interviews, documentation and questionnaires. Research subjects consisted of 3 samples of homeroom teachers and 35 respondents as respondents, namely the principal, assistant principal of the curriculum, counseling, 2 peers, 15 students and 15 guardians. The research procedure was carried out online using Google Form. Then the data is analyzed through the data reduction stage, data presentation and drawing conclusions. Research shows that the role of homeroom teacher during online learning in class management is already going well and needs to be improved again in order to achieve the goals effectively and efficiently as desired. The obstacles faced by the homeroom teacher are having to be more careful, diligent in monitoring and asking each teacher in the field of study of student problems who are inactive (attendance and assignments), having to visit the homes of students who have problems and there are students/students who do not want to hear or obey them.