There is no electronic worksheet that can help students to optimize their mathematical creative thinking skills in the Integral Integration technique of rational functions with the denominator is a linear factor being the background for this research. This research aims to produce an e-worksheet that can be used in integral calculus courses, especially material for Integral Integration techniques of rational functions with the denominators being linear factors, and can improve the ability to think creatively mathematically. The research was conducted using the ADDIE development model. The research subjects were 15 students of Mathematics Education at the University of Riau. Data collection instruments used questionnaires and tests with quantitative and qualitative descriptive analysis. From the calculation of the validation score, overall, the e-worksheet is valid and can be used by Mathematics Education students in Integral Calculus courses. Based on the results of the second student response questionnaire, the e-worksheet met the practical criteria with the achievement of e-worksheet 1 of 83.33% and e-worksheet 2 of 76.3%. From the results of the worksheet effectiveness test, there has been an increase in students' mathematical creative thinking ability after using e-worksheet from 2.73 to 7.6 and is in the medium category. Referring to the results of this study means that the developed e-worksheet is feasible to use and can improve students' mathematical creative thinking abilities.

This research is motivated by the limited mathematics learning tools that are in accordance with the 2013 curriculum. The aim of this research is to produce learning tools in the form of a syllabus, lesson plans (RPP), and student activity sheets (LAS) using discovery learning models in the material of class VII quarters and triangles. SMP / MTs. The development model used in this study is the 4-D model which consists of four stages of development, namely defining, designing, developing, and distributing. Data collection using practical instruments. The learning tools that have been developed are validated by three expert validators. The findings of the study revealed that the results of the syllabus validation analysis were 3.79 or very valid categories, RPP were 3,87 or very valid categories and LAS were 3.82 or very valid categories. The results of this validation analysis indicate that the syllabus, lesson plans, and LAS are considered valid. Furthermore, the results of the practicality trial in the small group for LAS were 3.50 or very practical category. The conclusion of this study is that the mathematics learning tools developed using the discovery learning model in the material of Quadrilateral and Triangles of class VII SMP / MTs which include syllabus, lesson plans and LAS are valid and feasible to use.

The background of this research is the existence of curriculum change that claiming teachers to develop the learning devices and also still the limited learning devices that matching with the 2013 curriculum. This research aims to produce products in the form of mathematics learning devices such as syllabus, lesson plan, and student worksheet. The research method in this research is research and development. The development model in this research is the 4-D model which consists of the following stages define, design, develop and disseminate. The learning devices have been validated by three validators. Based on the analysis, the result of the validation of syllabus, lesson plan, and student worksheet is 3,73; 3,59; and 3,52 with very valid categories. The student worksheet that has been valid then tried out to the small groups (6 students) with different cognitive abilities. In the current conditions of the Covid-19 pandemic, the trial was carried out by sending a student worksheet and questionnaire via WhatsApp. Based on the analysis, the score of the small group trial result of the student worksheet is 3,42 in the very practical category. This research produced mathematics learning devices. Based on analysis and discussion that the of mathematics learning devices such as syllabus, lesson plan and student worksheet with Problem Based Learning model on set material for the seventh grade of junior high school has fulfilled valid category and student worksheet has fulfilled practical category.

This study aims to improve the learning process and increase the students’ mathematics learning outcomes through the implementation of the Cooperative Learning Numbered Heads Together Structural Approach. The subjects of this study were 36 students consisting of 21 male students and 15 female students. The study was conducted in the odd semester of the academic year 2019/2020. This research is Classroom Action Research with two cycles and each cycle has four stages: planning, implementation, observation, and reflection. The research instruments consist of learning instruments and data collector instruments. The learning instruments used are Syllabus, Lesson Plans, Student Activity Sheets, and the NHT question sheet. The data collector instruments are the observation sheets and math achievement tests. The observation sheet was analyzed descriptive qualitative while the test of mathematics learning outcomes was analyzed statistically. Based on descriptive qualitative analysis was obtained that implementation of the learning process on cycle II better than cycle I. The study result indicated that the implementation of the Cooperative learning model of the Numbered Heads Together Structural Approach can improve the learning process and improve mathematics learning outcomes of class VIII.3 student of MTs Muhammadiyah 02 Pekanbaru.

This research is the development research, which aims to develop a formula for constructing props volume beams and tubes that can be used in primary and secondary education levels. This research has resulted 1) A set of props to construct formulas accompanied beam volume usage procedures, 2) A set of props to construct the volume of the tube with the procedures used. The process begins with the development of props issue of lack of teachers ability (participants PLPG 2013) to describes the process of formation of the volume formula beams and tube, then researchers design and make the props, then performed the validation and testing. The results of the validation state that props valid for use in primary and secondary education level.