Tujuan penelitian ini adalah untuk mengembangkan perangkat pembelajaran berbasis STEM dan mempermudah guru dalam menyampaikan materi dan memberikan pemahaman sekaligus melatih keterampilan berikir kreatif siswa tuna netra. Selain dari itu mempermudah guru dalam menyampaikan materi yang abstrak kepada siswa tuna netra. Penelitian ini menggunakan penelitian R &D (Research and Development). Instrumen yang diguakan dalam penelitian ini adalah Lembar keterlaksanaan RPP, Lembar Pegamatan Aktivitas Siswa, Lembar Respon siswa, Soal berfikir Kreatif siswa tuna netra. Hasil Analisis Validasi validasi RPP berada pada skala 3,307 dengan kategori valid, LKS berada pada skala 3,5 dengan kategori valid, lembar pengamatan aktivitas siswa berada pada skala 3,3 dengan kategori valid, lembar respon siswa berada pada skala 3,5 dengan kategori valid, sedangkan untuk soal berpikir kreatif berada pada skala 3,6 dengan kategori sangat valid.

This study aimed to describe the effectiveness of guided inquiry learning tools in increasing students’ creative thinking activities and skills. Student activities include: paying attention, formulating problems, hypothesizing, conducting experiments, recording observations, discussing, communicating results, and concluding, while creative thinking skills components namely: fluency, flexibility, originality, and elaboration were also identified in this study. The study used a one-group pre-test post-test design which was implemented on 22 students. Research data were collected using activity observation sheets and creative thinking skills test instruments. The results showed that the activity and creative thinking skills of students increased after learning, so it can be concluded that guided inquiry learning tools were effective in increasing students’ activities and creative thinking skills.

This aim of this research application of STEM learning with the 6th-semester student object of physics education study program STKIP Taman Siswa Bima. The research subject is creative thinking skills. This study uses a One Group Pretest - Posttest Design with Pretest design; to measure students’ creative thinking at the beginning of learning (Y_1), Implement STEM (X), and Posttest based learning; to measure students’ creative thinking at the end of learning (Y_2). The instruments in this study were student activity sheets, student response questionnaires, and instruments for assessing students’ creative thinking skills using open-ended questions via Google Form and assessing creative products produced by students. Student responses and activities were analyzed in terms of percentages, while for creative thinking skills students were analyzed descriptively qualitatively using N-Gain. The instruments in this study used open-ended and prototype tests. The test is used to see the level of creative thinking of students, while the prototype is used as an assessment of students’ creative products. Analysis of creative thinking skills with an average value of 78 is at the creative level, while creative products (prototype) with an average value of 84 are at a very creative level. So it can be concluded that the application of STEM-based online learning can train students’ creative thinking skills during the COVID-19 pandemic.

At present, research on Ramsey Numbers has expanded to a wider scope, not only between 2 complete graphs that are complementary to each other but also a combination of complete graphs, circle graphs, star graphs, wheel graphs, and others. While the classic Ramsey number still leaves problems that need to be solved. Ramsey number R(3,4) > 8. This means that m=8 is the largest integer such that K_(8) which contains components of a red graph G and a complete blue graph G which is still possible not to get K_3 in graph G and not get a blue K_4 in graph G .The graph K_(8) has a total of 28 edges. There are as many as the combination (28,3) red edge pairs that need to be avoided so as not to get any red K_3 edge pairs. And there are as many as the combination (28,4) edge pairs  blue. That needs to be avoided in order not to get a pair of blue K_4 edges. Determining the coloring of the of the graph directly is certainly very difficult, especially if the Ramsey number is getting bigger. It's like looking for a needle in a haystack. Need to use a special method in order to solve this problem. The weighting graph method, where each edge is given weight with a certain value, is able to solve this problem. The weighting graph method is able to display the graph K_8 in the form of a G matrix with the order of 8×8.