AbstrakPenelitian ini bertujuan untuk menghasilkan buku siswa materi jarak pada ruang dimensi tiga berbasis Science, Technology, Engineering, and Mathematics (STEM) ProblemBased Learning yang valid dan praktis serta untuk mengetahui efek potensial dari buku siswa tersebut. Penelitian ini merupakan jenis penelitian kualitatif dengan metode Desain Research. Subjek penelitian yaitu siswa kelas X MIA 4 SMA Negeri 19 Palembang yang berjumlah 44 orang. Tahapan penelitian yang dilakukan meliputi tahap persiapan, tahap formative evaluation terdiri dari self evaluation, pengembangan, dan field test. Teknik pengumpulan data yang digunakan adalah walktrough, dokumen, observasi, dan tes tulis. Berdasarkan hasil penelitian, diperoleh hasil buku siswa materi jarak pada ruang dimensi tiga berbasis STEM Problem-Based Learning yang valid berdasarkan konten, konstruk, dan bahasa setelah melalui tahap pengembangan berupa expert review dan one-to-one. Kepraktisan buku siswa dilihat pada tahap pengembangan small group. Efek potensial dari buku siswa yang dikembangkan dilihat dari hasil tes tulis setelah proses pembelajaran, dari 41 orang siswa diperoleh sebanyak siswa yang sudah mencapai KKM. Hal ini menunjukkan bahwa buku siswa berbasis STEM Problem-based Learning dapat digunakan dalam pembelajaran jarak pada ruang dimensi tiga.Kata kunci: Jarak, Ruang Dimensi Tiga, Pengembangan Bahan Ajar, Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning Abstract This aim of this research is to produce a valid and practical teaching material on the matter 3-dimensional-space based Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning and to know the potential effect from it. This research is qualitative with Design Research method. The subject in this research is 44 students form X MIA 4 SMA Negeri 19 Palembang. The stage of this research is preparation, formative evaluation consist of self evaluation, development, and field test. The data collection techniques are walktrough, documen, observation, and test. Based on this result, it has gained a valid teaching material on the matter 3-dimensional-space based Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning in its content, construct, and language after passing the expert review and one-to-one stage. The practicabillity of this teaching material is looked from small group development stage. The potential effect from this teaching material is looked from the test result after learning process. The result of the test percentage is at 54% have reached the Minimal Complete Criteria. It shows that students's book based STEM Problem-based Learning can be used in learning of distance in 3-Dimensional-Space lesson.

Informed by the theory of women's political representation, the present paper employs a thematic meta-synthesis method to investigate whether or not women political inclusion in political institutions furthers gender equality in Rwandan society. The main findings suggest that Rwanda has achieved high political representation of women, which may increase power for some women by allowing them to have a greater voice in society and access to education. However, numerous women do not ensure gender equality in all spheres of life as they continue to suffer excessively from politico-ethnic exclusion, unemployment, poverty, heavy domestic responsibilities, genderbased violence, and lack of access to health care services. Legal changes and policies designed to promote gender equality are unquestionably worsening. Although an underlying economic rationale remains leading, gender policies and strategies are implemented with attention to quantitative results rather than qualitative outcomes. Our findings suggest that the current statistics on the gender gap do not express the real situation of Rwandan women. Besides, these findings

Computational Thinking is the skill set of the 21 st century that involves logical and algorithmic thinking approach. This skill is a highly valuable skill that has significant benefits associated with it. One of areas in which it may be applied is mathematics education. Number sense is one of major areas of emphasis in mathematics education that has many effects to mathematics achievement. While Computational Thinking focuses on algorithmic thinking, Number Sense contains problems in which both solution and method of solution are not obvious. This research aims to determine the relationship between Computational Thinking and Number Sense Ability of Bandungnese students in Grades 5. The subject of this research is from two different elementary schools (N=62). Data were collected separate tests on Computational Thinking and Number Sense. The test of Computational Thinking contains 3 problems with 7 questions both multiple choice and essay. Number sense test has 25 about multiple choice and short answer questions. Bandungnese students' overall ability on Number Sense was lower than their performance on Computational Thinking. The results revealed correlation between these