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Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran trigonometri dengan menggunakan pendekatan problem posing dan pendekatan open-ended ditinjau dari HOTS siswa. Penelitian ini merupakan penelitian eksperimen semu. Penelitian ini menggunakan satu kelompok eksperimen dan satu kelompok kontrol. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 3 Bantul. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Instrumen penelitian yang digunakan adalah instrumen tes HOTS. Data dianalisis menggunakan uji one sample t-test dan two independent sample t-test. Hasil penelitian menunjukkan bahwa: pendekatan problem posing efektif ditinjau dari HOTS; pendekatan open-ended efektif ditinjau dari HOTS; Pendekatan open-ended tidak lebih efektif dibandingkan dengan pendekatan problem posing ditinjau dari HOTS.Kata Kunci: problem posing, open-ended, higher order thinking skills (HOTS) The Effectiveness Using Problem Posing Approach and Open-Ended Approach in Terms of the HOTS AbstractThis study aims to describe the effectiveness of teaching Trigonometry using the Problem Posing Approach and Open-Ended Approach in terms of the HOTS of High School Students. This research was a quasi-experimental. The research population comprised nine classes of Year X student of SMA Negeri 3 Bantul. The sample consisted of two classes that were randomly established. The instruments used in the research was HOTS test. The data analysis techniques consisted of the one sample t-test and two independent sample t-test. The results of the research show that:  the problem posing approach is effective in terms of HOTS;  the open-ended approach effective in terms of HOTS; and  there is no difference in effectiveness between the problem posing approach and open-ended approach in terms of HOTS.Keywords: problem posing, open-ended, higher order thinking skills (HOTS)

This study was conducted in order to determine the factors that influence the read ability of Hijaiyah Alphabet in pre-school age children. These factors are the worship places distance, worship frequency, study duration, and parental education. The research was conducted with a quantitative approach using survey methods. The sample of the research was 131 students from Kindergarten 'Aisyiyah Bustanul Athfal (ABA) Karangharjo Berbah, Yogyakarta, Indonesia. Data collection techniques in this research were using documentation and questionnaires. Data analysis with multiple regression analysis path analysis models. The results of data analysis showed that there was a large influence of the frequency of worship through length of study on the ability to read the Hijaiyah alphabet by 0.85. Distance of places of worship has little effect on the ability to read the Hijaiyah alphabet by 0.09. While parental education does not affect the ability to read the Hijaiyah alphabet with a coefficient of 0.04. Therefore, active participation from parents is needed to improve the read ability the Hijaiyah alphabet of pre-school children by always providing assistance and supervision in performing worship continuously with the help of technology that makes it easy for them to read the Hijaiyah alphabet.

Kajian dalam buku ini bertujuan untuk mengetahui keefektifan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah guna mencapai tujuan pembelajaran siswa diantaranya rasa percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Dengan adanya buku ini diharapkan dapat memberikan contoh model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah yang sesuai dengan Kurikulum 2013 yang dapat digunakan dalam proses pembelajaran matematika dalam rangka meningkatkan ketercapaian tujuan pembelajaran siswa SMP pada khususnnya

This study aims to analyze the characteristics of the item test of mathematics midterm exam of 11 th grade secondary students. This study was quantitative research using a descriptive explorative approach. The midterm script and its answer key ware validated by three expert and students answer sheet was analyzed using classical test theory method using QUEST. The midtest test script and its answer key were valid with score 0.93 using Aiken index and the internal consistency score was 0.74. It means that the midtest script was feasible in learning but cannot be used to reflect students' knowledge and skills. Fit Pt-biserial score was 52.5% and Low Pt-biserial score was 47.5%. The difficult items consist of the arithmetic series related to real problems, infinite geometric series, algebraic limits with substitution of fraction forms containing roots and factorization of fraction forms containing exponential.