Penelitian ini bertujuan untuk menentukan: (1) keefektifan pembelajaran kooperatif tipe STAD, (2) keefektifan pembelajaran kooperatif tipe TAI, dan (3) perbedaan keefektifan antara pembelajaran kooperatif tipe STAD dibandingkan pembelajaran kooperatif tipe TAI ditinjau dari aktivitas dan prestasi belajar siswa pada mata pelajaran matematika di kelas IV sekolah dasar. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas IV SD Muhammadiyah Kleco Yogyakarta dengan tiga kelas pararel. Dua kelas ditentukan secara acak sebagai sampel dari tiga kelas yang ada. Hasil penelitian adalah sebagai berikut. (1) Pembelajaran kooperatif tipe STAD efektif ditinjau dari aktivitas dan prestasi belajar siswa pada mata pelajaran matematika. (2) Pembelajaran kooperatif tipe TAI efektif ditinjau dari aktivitas dan prestasi belajar siswa pada mata pelajaran matematika. (3) Tidak terdapat perbedaan keefektifan antara pembelajaran kooperatif tipe STAD dibandingkan pembelajaran kooperatif tipe TAI ditinjau dari aktivitas dan prestasi belajar siswa pada mata pelajaran matematika di kelas IV sekolah dasar. <p class="E-JOURNALAbstrakKeywords"><strong>Kata kunci</strong>: model pembelajaran kooperatif tipe STAD, model pembelajaran kooperatif tipe TAI, aktivitas belajar matematika, dan prestasi belajar matematika.</p>

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana Media Pembelajaran Video Interaktif dapat meningkatkan hasil belajar IPA pada kelas V disekolah dasar. Jenis Penelitian Pengembangan (research and development) dengan mengacu pada 5 langkah yang dikembangkan dengan menggunakan model ADDIE. Adapun subjek di dalam penelitian ini adalah siswa kelas V SD Negeri 60 Moncongloe Lappara yang berjumlah 14 orang. Instrument yang digunakan berupa lembar angket validasi media untuk para ahli (dosen dan guru), lembar angket respon siswa. teknik pengumpulan data yang digunakan observasi, Angket, Tes Hasil Belajar. Hasil penelitian menunjukkan bahwa media pembelajaran video interaktif memperoleh persentasi kevalidan media oleh 2 validator ahli dengan nilai akhir sebesar 95,8% dengan kategori “Sangat Valid”. Penilaian respon peserta didik pada ujicoba lapangan menunjukkan hasil yang sangat baik bahwa siswa sangat “Sangat Setuju”. Pada uji peningkatan hasil belajar dengan menggunakan  (8.339) >  (2.160) dan pada uji gain menunjukkan hasi kategori lemah 7%, sedang sebanyak 79%, dan kategori tinggi 14%, dari hasil uji peningkatan hasil belajar yang telah dilakukan yaitu dibuktikan terdapat peningkatan hasil belajar dengan menggunakan media pembelajaran video interaktif yang  artinya efektif untuk diterapkan di dalam pembelajaran.

Purpose: The high potential threat of disasters that will occur in Indonesia requires anticipation from various sectors including education. The concept of natural disasters will be easy to understand if applied in an integrated manner between natural disasters and science, environment, technology, and society. Therefore, it is very important for today's youth that it has a long-term impact and reaches a very wide population so that it is possible to minimize the risk in the event of a disaster. This study aims to 1) analyze the characteristics, 2) analyze the validity of the SETS-based disaster education model in disaster mitigation and resilience 3) analyze the effectiveness of the SETS-based disaster education model in natural disaster mitigation and resilience. Design/Methodology/Approach: Participants in this study were elementary school students. The method used is development research from Borg and Gall.  According to professional judgement, this study followed five of the ten procedures outlined by Borg and Gall to develop a viable product.  Finding: The results showed that 1) the SETS-based disaster education learning model has six stages; 2) the SETS-based disaster education model in disaster mitigation and resilience is valid and feasible to use; 3) The results of the effectiveness test show that the SETS-based disaster education model is effective in increasing students' fatigue and resilience skills. Conclusion: This research contributes to the body of knowledge by informing the public about the importance of SETS-based disaster education for individuals to improve their mitigation and resilience skills in the event of natural disasters. Furthermore, the research findings are enhanced by the literature on SETS-based disaster education, which is currently understudied. The limitation of this study is that it was only done up till professional validation was done. Therefore, it is necessary to carry out further research with more complete and extensive stages.

This research may provide the solutions (if any) from the Non-linear Diophantine equation (7 k — 1) x + (7 k ) y = Z 2.There are 3 possibilities to determine the solutions from the Non-linear Diophantine equation: single solution, multiple solutions, and no solution. The research method is conducted in two stages: first, using a simulation to determine the solutions (if any) from the Non-linear Diophantine equation (7 k — 1) x + (7 k ) y = z 2; second, using Catalan conjecture and characteristics of congruency theory, which is proven that the Non-k linear Diophantine equation has a single solution ( x , y , z ) = ( 1 , 0 , 7 k 2 ) for x, y, z as non-negative whole numbers and k as the positive even whole number.

The absence of a Mathematical Physics module that follows the characteristics of Mathematics Physics learning achievement for Physics Education students is the focus of attention in this development research. The purpose of this research is to develop a module of Mathematics Physics oriented to Self Regulated Learning. This module is intended explicitly for Physics Education students as a provision in studying advanced Physics courses. This type of research is research and development (R&D), which follows the steps of developing Thiagarajan, except for the Disseminate stage. This research procedure includes several stages, namely the Define, Design, and Development stages. Based on the results of product validation by two experts, it concluded that the Matrices and Linear Equation System oriented Matrices and Self Regulated Learning-oriented modules were categorized as very feasible to use. For paperless and adjustments in online learning, it is recommended that this FISMAT module be developed again in the form of Hypercontent to make it easier for students to access and use it on smartphones