Research on the use of Structural Equation Modelling-Partial Least Square (PLS-SEM) related to Learning Management System LMS has developed very rapidly. However, in these studies, it was not explained how to choose the best model used to evaluate the relationship among latent variables in the model. This study aims to select the best SEM-PLS model related to evaluating the use of LMS in Discrete Mathematics learning based on the criteria of Q2, AIC, AICu, AICc, BIC, HQ, and HQc. Data obtained from a survey of 109 3rd semester students who took Discrete Mathematics courses at STMIK IKMI Cirebon using 5 latent variables. The Main Model is formed based on all research latent variables and evaluated by stages 1) PLS-Algorithm, 2) Bootstrapping and 3) Blindfolding. Based on the Main Model, 16 alternative models are created with the same manifest variables as the Main Model. The best model is determined based on the highest Q2 value, and the least AIC, AICu, AICc, BIC, HQ and HQc values. The results of the study show that the Main Model is better based on the Q2 value compared to other models in this study. Different results are obtained if the AIC, AICu, AICc, BIC, HQ and HQc criteria are used, where Model C2 and B2 are the best models based on these criteria

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This paper presents the results related to the influence of Mathematics Ability variables and Application-Computer Self-Efficacy (ACSE) students on the Quality of Learning Outcomes in the process of learning Discrete Mathematics by utilizing LMS as a support system. The research method used is Classroom Action Research (CAR), using a quantitative approach. Respondents were third semester students of the Informatics Engineering study program STMIK IKMI Cirebon. The research data were obtained from observations, questionnaires, databases of grades of Calculus and Linear Algebra courses, and recapitulation of student learning outcomes for one semester in Discrete Mathematics lectures. Data analysis was performed using the Dummy Regression method. Based on data analysis, it was found that Mathematical Ability and Application-Computer Self-Efficacy (ACSE) of students had a positive effect on the quality of the results of Discrete Mathematics learning using LMS as a support system.

Dimensi partisi adalah perluasan dari konsep dimensi metrik. Konsep dimensi partisi pertama kali diperkenalkan oleh Chartrand pada tahun 1998 (Chartrand,1998). Partisi Π dari himpunan titik V(G) adalah suatu partisi pembeda  dari G, yaitu jika setiap dua verteks yang berbeda dari graf G dapat dibedakan oleh vektor dengan koordinatnya adalah jarak terhadap elemen-elemen di Π. Dimensi partisi dari graf G, dinotasikan pd(G) adalah partisi pembeda dari G dengan kardinalitas paling minimum. Pada artikel ini, graf yang dikaji adalah graf yang diperoleh dari hasil operasi comb antara dua graf terhubung yaitu graf Lingkaran Cn  dan Lintasan Pk. Misalkan o adalah suatu titik dari Pk. Operasi comb antara Cn  dan Pk  adalah graf yang diperoleh dengan mengambil 1 graf Cn  dan |V(Cn)| buah graf Pk  dan menempelkan titik o  dari Pk  pada titik ke-i dari Cn. Kami menyajikan hasi bahwa dimensi partisi dari graf operasi comb antara Cn dan Pk  sama dengan dimensi partisi graf Cn  dimana o adalah titik berderajat 1. Disajikan juga konjektur bahwa dimensi partisi dari graf operasi com antara graf G dan Pk  sama dengan dimensi partisi graf G dimana o titik berderajat 1  untuk graf  G sebarang.

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