A graph G is called (a, b)-cycle books B[(Ca, m), (Cb, n), Pt] if G consists of m cycles Ca and n cycles Cb with a common path Pt. In this article we show that the (7, 3)-cycle books B[(C7, 1), (C3, n), P2] admits edge-magic total labeling. In addition we prove that (a, 3)-cycle books B[(Ca, 1), (C3, n), P2] admits super edge-magic total labeling for a = 7 and extends the values of a to 4x − 1 for any positive integer x. Moreover we prove that the (7, 3)-cycle books B[(C7, 2), (C3, n), P2] admits super edge-magic total labeling.

Quantitative literacy is the ability and confidence in using basic mathematical concepts and calculating operations needed for problem solving, decision making of economic problems and their applications in everyday life. Mastery of basic mathematics is an absolute requirement for achieving good quantitative literacy skills. The aim of this activity was to improve mathematical literacy skills of the students at SMA 8 Bengkulu City. The activities were begun by giving pre-tests to students, preparing of modules, presenting the materials of the modules in classroom, practicing through LKS and post-tests. Several techniques, methods and approaches in number counting operations have been presented in this activity. This activity has provided an increase in quantitative literacy skills in class XI IIS-1 SMA 8 Kota Bengkulu. Even so, the improvement of students' abilities can be said to be less optimal because there are still some questions that cannot be answered by almost all students. Therefore, cooperation and involvement of all parties is needed to improve students' quantitative literacy skills and follow-up activities in an effort to strengthen quantitative literacy skills.

The aim of this study are to know the effectiveness of the corrective formative evaluation on the ability to understand geometric concepts of the students. This research is a quasi-experimental study with sample thirty two students. The data was analysed by using covariance analysis with students’ initial ability as covariate. The results of the study show corrective formative evaluation give effective contribution on the ability to understand geometric concepts with a contribution 44.5%. This study also indicates there is a significant effect of students’ initial ability as covariate on the ability to understand geometric concepts 35.2%. The average the ability to understand geometric concepts of the students taught with corrective formative evaluations is higher than conventional classes.

A graph G is called cycle books B 4 , m , 2 if G consists of m cycles C 4 with a common path P 2 . Figueroa-Centeno, Ichishima, and Muntaner-Batle conjecture that the graph B 4 , m , 2 is super edge-magic total if and only if m is even or m ≡ 5   mod 8 . In this article, we prove this conjecture for m  ≥ 36 and m  = 0 mod (2).