Penelitian ini bertujuan untuk mendiskripsikan problematika pembelajaran matematika di Sekolah Menengah Pertama (SMP) dalam Pembelajaran Daring. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Subjek penelitian adalah satu guru matematika di SMP Negeri 12 Kota Madiun yang mengajar di kelas IX dan satu guru matematika di SMP Negeri 1 Katibung yang mengajar di VIII. Instrumen penelitian yang digunakan dalam penelitian ini adalah wawancara. Hasil penelitian ini menunjukkan problematika pembelajaran matematika di SMP Negeri 12 Kota Madiun adalah ketidaktersediaan smartphone atau perangkat lain yang memadai, pada saat pembelajaran motivasi belajar siswa meningkat dan pemahaman konsep matematika lebih terbantu dengan adanya pembelajaran daring. Dan pada SMP Negeri 1 Katibung yaitu masih terkendalanya sinyal dan juga data pada saat pembelajaran daring, motivasi belajar peserta didik yang masih rendah, serta pemahaman konsep matematika yang masih rendah.

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The science learning process in junior high school is expected to lead to the achievement of learning objectives. Learners can experience difficulties in the learning process that must be detected to maximize learning outcomes. This Research & Development study aims to determine the characteristics of the testlet diagnostic model and the profile of students' learning difficulties on the material temperature and its changes. The research design using the 4D model reduced to 3D includes: define, design, and develop. The study was conducted at SMPN 1 Semarang with a total of 39 students. Data collection techniques through test techniques, questionnaires, interviews, and documentation. Data analysis techniques using descriptive-quantitative methods through the test of characteristics (validity, reliability, level of difficulty, distinguishing power), questionnaire analysis of teacher and student responses, and analysis of learning difficulties profiles. The results showed that the diagnostic test of the testlet model can be used to detect learners’ learning difficulties in the temperature and its changes material. The developed testlet test model has valid, reliable, relevant, representative, practical, discriminative, specific, and proportional characteristics. Profile of learning difficulties in the material temperature and its changes, namely, verbal ability, the highest and lowest of 64% and 31% in Competency Achievement Indicators 6 and 3; mastery of concepts, the highest and lowest of 68% and 31% in Competency Achievement Indicators 8 and 5; and the ability to count, the highest and lowest of 75% and 9% in Competency Achievement Indicators 5 and 1.

The implementation of the standard agreement in the Insurance Agreement according to Law No. 40 of 2014 confirms that insurance is an agreement made between the insurer and the insured, which is regulated in Article 246 of the KUHD. As an agreement that affirms the fulfillment of binding rights and obligations between the insured party and the insurer, both parties must comply with all points of agreement that are part of the agreement in the agreement. This article is classified as a literature research with a qualitative approach. The methodology used is the study of descriptive analysis. The results of the study concluded that, according to the applicable legality, if an uncertain event occurs, AXA Mandiri makes a change to the policyholder for losses suffered based on the results of fund management.

The preliminary study found that students of the Department of Geography, FMIPA, UNM experienced many misconceptions about material concept of geography. Therefore, a research was carried out that aims to describe the reduction of misconceptions in the material after the implementation of E-Learning model to integrated Virtual Reality. This type of research is a quantitative descriptive study with the design ‘One Group Pretest-Postest Design”. The research subject were students of the Geography education ICP (International Class Program) in even Semester of the 2019/2020 academic year, each class totaling 32 students. Data were collected through observation, giving pretest questions before treatment and giving postest questions after treatment. From the data that has been obtained then analyzed using tabulation CRI values to describe the profile of misconceptions that occur in students and analyze the n-gain value to determine the decrease in student misconceptions on the material. From the research results, it can be concluded that the reduction of misconceptions in the material after the implementation of the E-Learning model to integrated Virtual Reality can consistently: reduce student misconceptions.