Kompetensi yang harus dimiliki siswa SMA yang mempelajari geografi adalah kemampuan dalam berpikir tentang keruangan (Spatial Thinking). Kemampuan ini digunakan sebagai modal menghadapi persaingan global pada masa revolusi industry 4.0. Mengetahui kemampuan berpikir spasial siswa membutuhkan instrumen yang mampu mengukur secara detail kemampuan yang dimiliki siswa SMA. Penelitian ini bertujuan untuk mengetahui validitas soal: realibilitas, daya beda butir soal, tingkat kesukaran dan korelasi antar butir soal kemampuan berpikir spasial siswa SMA. Penelitian ini menggunakan metode deskriptif kuantitatif yang dianalisis dengan software ANATES. Berdasarkan analisis data diperoleh hasil: instrumen tes kemampuan berpikir spasial ini dapat digunakan secara maksimal karena daya pembeda soal dan tingkat kesukaran soal berfungsi dengan baik. Namun, kemampuan instrumen dalam membedakan tingkat kemampuan berpikir spasial antar siswa belum maksimal berfungsi dengan baik. Diperlukan pengembangan lebih lanjut dalam mengujicobakan instrumen ini sehingga mampu mengukur secara rinci kemampuan berpikir spasial siswa SMA.

Geography is one of the lessons that support character education and integrate it into textbooks. An assessment instrument is needed to determine the value of PPK (Strengthening Character Education) in the textbook. This study aims to design an instrument for evaluating PPK values in textbooks with indicators of nationalism and mutual cooperation. This research uses a quantitative descriptive method in the form of a questionnaire and is integrated with natural disaster mitigation materials. The results showed 1 indicator with no PPK values, 11 indicators with no PPK values, and 7 indicators with PPK values. The trials of this instrument need to be broadly developed to obtain perfect instrument validity.

This research was a pre-experimental study with a One Group Pretest-Posttest Design. The experimental samples in this study were students of class VIII5 in SMP Negeri 29 Makassar. The purpose of this study was to determine the description of students’ creative thinking abilities if discovery learning with a scientific approach was applied in the classroom. The data in this research were obtained using a test instrument about mathematical creative thinking. The results showed that the students’ creative thinking ability in mathematics generally was at level 3, namely creative. While for fluent and flexible indicators, respectively were at level 2 which was quite creative and level 3 which was creative. It showed an increase in students’ creative thinking abilities if discovery learning with a scientific approach was applied.

The educational process would never be separated from the role of teachers as educatior . For students, a teacher will be a helpful part of teaching and learning. Teachers are also one of the professionals who contribute to improving a country's human resource quality. Assessment of performance is one of the controls for maintaining the quality of instruction. The purpose of this study is to identify the description of Emotional Intelligence and Interpersonal Communication on Teacher Performance, as well as the amount of their influence on the performance of SMA and SMK Negeri teachers in Bandung. The descriptive verification with a quantitative approach was employed as the research method in this study. SMA and SMK Negeri in the city of Bandung, has a total of 43 schools and 2,829 instructors. In this study, 141 instructors from ten different schools made up the sample. Probability sampling with Cluster Random Sample methodology was utilized as the sampling method. Emotional Intelligence, Interpersonal Communication, and Teacher Performance were all determined to be in the good group, according to the study's findings. Results Emotional Intelligence had a 48.1% effect on teacher performance, Interpersonal Communication had a 33.1% effect on teacher performance, and Emotional Intelligence plus Interpersonal Communication had a 52.8% effect on teacher performance, according to the determination test.

The students have difference in cognitive style. This research aimed to describe and analyze students’ communication skills and creative thinking skill level in view of field dependent and independent cognitive style on algebraic concept. Algebra communication skill is essential skill needed for solving mathematical problems. Algebra must be mastered by the students because related to other materials. Algebra topic analyzed in this study is quadratic equation word problems. The indicators of communication skill include (1) able to state the situation into mathematical notations, structures or symbols, (2) able to demonstrate and describe unique algorithms in problem solving, and 3) able to construct and explain real-world phenomena in graph, sentence, equation, table or other presentation. The student level of creative thinking skill can be seen from fluency, flexibility and novelty. This research used a mixed-method. The object were 16 students of junior high school in Tangerang. The data collection techniques used test and interview. Cognitive styles are grouped using the Group Embedded Figure Test (GEFT) which divide the students into field dependent (FD) and field independent (FI). The results of the study indicated that algebra communication skill of students with FD and FI were not different significantly in problem solving. Both are able to understand the problems into mathematical expressions, but not all groups state the correct mathematical equations. The students used different strategy to solve the problems. FD students used less detailed strategy, incomplete analysis, think generally, and not quite precise in writing mathematical equations, while FI students provided detailed explanations, better accuracy, think more flexibly, and state mathematical equation precisely. In general, they have same creative level.