The study aimed to identify the influence of independence for the mathematics  student learning in SMP Al Irsyad Surakarta. The subject of this research are all students of class 8 SMP Al Irsyad Surakarta, which consisted of 120 students and the samples chosen  with random sampling are 49 students in 3 class in the school year 2020/2021. Samples  were taken using the Random sampling technique. The data of independence for the mathematics student learning using a questionnaire. This study using quasi experimental research. The prerequisite using the normality test and linearity test. The normality test by using Kolmogorov Smirnov and the linearity test by using Anova. When the a prerequisite fulfilled, so followed by the Linear Regression. The result showed there are significant impact study of independent learning. Independent learning have a positive influence of mathematics students, although the result is still below 50%. This may be affected by the lack of knowledge students learn about independence, so not been undertaken in full. The conclusions obtained that students could be more improve mathematics learning outcomes.  Keywords: learning, independent learning, mathematics, learning outcomes

This study aimed to improved understand independency enhancement and critical thinking of learning students through based blended learning. This research combines classroom action research which refers to Stephen Kemmis and Robin Mc Taggart. This research subject were students of engineering information STMIK Duta Bangsa period 2017 / 2018. This research was conducted in two cycles and each cycle was done in two meetings. Every cycle consisted of 4 steps are preparation, action, observation, evaluation, analysis, and reflection. The subject of this research is the students who took Calculus 1. The technique of collecting data was done by assessing test result and observation, test instrument, observation sheet, and field notes. The data was analyzed by using quantitative-descriptive approach. The study showed that the strategy of blended learning proved to be succeeded in increasing understand independency enhancement and critical thinking of learning students through based blended learning in Calculus 1. This is based on the occurrence of (1) increasing of independency enhancement a rise in their ability college student in learning one who is an independent study prior to the adoption of blended learning is as much as 11,2 % and after the cycle of come to an end the application of blended learning was recorded at 88,8 %. (2) increasing in their ability college students to critical thinking between prior to the adoption of blended learning is as much as 12,4 % and over the course of his shift to be over the application of a notebook detailing the development strategy blended learning was recorded at 91,2 %Keywords: Blended Learning, independent learning, critical thinking

The purpose of this research is to develop module Calculus 1 based on the problem based learning that valid, practical, and effective in Calculus 1 at Information Engineering of STMIK Duta Bangsa. This research is development research using 4D model. The steps are defined, design, develop, and disseminate. The define steps are syllabus and textbook analysis, review of the literature, and interview about lesson and college student about learning in the classroom. The design step is the design of workbook. The developing steps are consists of validation, praktikalitas, and effectiveness. After designed, the workbook will be validated by the validator. At the praktikalitas step, workbook was tried out to students semester 1  of Information Engineering in STMIK Duta Bangsa. This event will be observed by an observer. The effectiveness of workbook observed at the same time with praktikalitas steps. The effect that observed were the activities and student learning outcomes. The technique of collecting data was done by validation sheet, observation sheet, field notes, and an interview. The data were analyzed using the descriptive set. The dissemination step was spread of the product. The outer of this research is a prototype, model, module of Calculus 1 and national journal publication. The result showed that the module of Calculus 1 was having validity very valid by content and construct. According to observation and interviews, note showed that module Calculus 1 was already practical and easy to used by students. The module of Calculus 1 is effective according to the study and observation activity students. This research was indicated that by using modules can improving activity and learning outcomes students.Keywords: module, problem-based learning, Kalkulus 1

AbstractThis study aimed to develop a computer-based ARCS kind of classroom that valid, practical, and effective.This research adopting both qualitative and quantitative research and development with a method developed by Gall and the Borg. This research subject was students of engineering information Duta Bangsa Universityperiod 2018 / 2019.An instrument in this research consists of ( 1 ) an instrument assessment valid components model and devices supporting learning, ( 2 ) an instrument assessment practicality of faculty and students, and ( 3 ) instrument effectiveness of which includes sheets of the test results learning and chief appreciation students to learning linear algebra computer-based.The subject of this research is 25 students who took linear algebra.  The study showed that Kind of classroom computer-based ARCS that met the criteria of valid, practical, and effective. Practicality ARCS kind of classroom computer-based based on ( 1 ) assessments from he got from his lecturers have reached very practical criteria; ( 2 ) assessing the from students we have achieved very practical criteria. The current effectiveness of ARCS kind of classroom computer-based based on ( 1 ) the results of  THB students, fulfilled the criteria the current effectiveness of with the percentage 76 %, ( b ) appreciation students learning ARCS against computer-driven which reached the criteria for good. It is also can be said that there is a correlation between appreciation students learning arcs against computer-based learning about mathematics with the results of the first significance 5 % with a correlation coefficient r = 0,715  Keywords: Kind of classroom ARCS, computer, linear algebra.

One indicator of the success of a lesson is the achievement of high scores according to problem-solving abilities. This study aims to determine the interaction between the learning model and the level of student self-concept to determine a more effective learning model. This study uses a quantitative approach and analyzes the results with hypothesis testing. From the results of the test analysis, obtained the F value of 132.567 and Sig. 0.000, so there is a difference in Linear Algebra Values in the PBL Model and the Lecture Model. For the KD variable, the F value is 3.779 and the sig. 0.060, meaning that there is also a difference in Linear Algebra scores for students with high KD and low KD.