This study aims to: (1) Know the differences in student learning outcomes between the Blended Learning model and ordinary learning both overall and based on the level of early math ability (high, medium and low), (2) Knowing the increase in student self-reliance taught by using Blended Learning models and students are taught with ordinary learning both overall and by the level of early math ability (high, medium and low). in this research use method that is quasi-experiment with pretest-postest control group design design. The population in this research consists of all 5th-semester students of Mathematics Education Study Program Universitas PGRI Palembang Academic Year 2016/2017. The sample in this research is class 5B (control class) and 5C (experiment class). Data collection with self-study test and questionnaire. Data analysis was performed using t-test statistic and t'-test. The result of the research shows that (1) the improvement of students' learning outcomes taught by using Blended Learning model is higher than students who are taught with ordinary learning both overall and based on the level of early math ability (high, medium and low), (2) improvement of learning independence students who were taught using the Blended Learning model were higher than students who were taught with ordinary learning in terms of overall, high and moderate levels of math skills, but not higher at lower levels.

Differential equations is used to make the mathematical modeling which is describes the phenomenon in real life problems. It is one of the important concepts to learning the applied mathematics. It is become the main subject for students in mathematics, physics, and engineering field. This study aim to describe how students learn and understand the concept of ordinary differential equations based on APOS theory. The subject of this study was 33 students of semester 5B mathematics educations of private University in Palembang, South Sumatera. Data were collective through test and interview. The result showed that students' understanding of ordinary differential equations only in action phase. Most of students' couldn't understand the next phase in APOS theory because the lack of the derivative and integral concept in form of exponential and logarithm function. ABSTRAKPersamaan diferensial sering digunakan dalam model matematika yang mencoba untuk menggambarkan suatu fenomena kehidupan nyata. Persamaan diferensial merupakan konsep penting dalam mempelajari matematika terapan. Oleh karena itu, persamaan diferensial menjadi mata kuliah wajib pada setiap perguruan tinggi matematika dan teknik. Proses pembelajaran persamaan diferensial dianggap sulit, hal ini disebabkan oleh banyak faktor. Salah satunya yaitu karena persamaan diferensial melibatkan banyak prosedur dari turunan dan pengintegralan. Tulisan ini memberikan penjelasan tentang bagaimana mahasiswa menerima dan memahami konsep persamaan diferensial biasa. Subjek dari penelitian ini adalah 33 mahasiswa semester 5B Program Studi Pendidikan Matematika tahun akademik 2017/2018 pada salah satu Universitas Swasta di kota Palembang, Sumatera Selatan. Data dikumpulkan melalui tes dan wawancara. Pemahaman konsep mahasiswa tentang persamaan diferensial biasa ini dianalisis berdasarkan teori APOS. Hasil analisis yang dilakukan memperlihatkan bahwa sebagian besar mahasiswa hanya mampu memahami konsep persamaan diferensial pada biasa pada tahap aksi. Mahasiswa mampu menyelesaikan persamaan diferensial biasa orde satu homogen yang sederhana, kesalahan terbanyak terletak pada penggunaan prinsip turunan dan pengintegralan dari suatu fungsi eksponen dan logaritma. Kata kunci: Fungsi Eksponen, Persamaan Diferensial Biasa, Teori APOS

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High Order Thinking Skill or abbreviated with HOTS is an ability that is applied in the revised 2013 curriculum. The community service activities aim to (1) help teachers improve their understanding of learning outcomes evaluation, (2) improve teacher understanding of HOTS questions, and (3) improve teachers' ability to make HOTS questions, so that later HOTS questions are in accordance with the standards 2013 revision curriculum. This community service activity was carried out in the form of short training for three meetings. This activity was held in SMA Negeri 3 Tebing Tinggi, Empat Lawang Regency, South Sumatera Province, which was attended by high school teachers in Empat Lawang District. The method used in the implementation of this activity is the method of lecture, discussion, simulation and demonstration. The results of this activity were the increase in teachers' understanding of the HOTS problem and the teacher's ability to make HOTS questions. ABSTRAKKemampuan berpikir tinggi atau yang disingkat dengan HOTS merupakan kemampuan yang diterapkan dalam Kurikulum 2013 revisi. Kegiatan pengabdian masyarakat ini bertujuan untuk  (1) membantu guru dalam meningkatkan pemahaman tentang evaluasi hasil belajar, (2) meningkatkan pemahaman guru tentang soal HOTS, dan (3) meningkatkan kemampuan guru dalam membuat soal HOTS, sehingga nantinya diperoleh soal HOTS yang sesuai dengan standar Kurikulum 2013 revisi. Kegiatan pengabdian kepada masyarakat ini dilaksanakan dalam bentuk pelatihan singkat selama tiga kali pertemuan. Kegiatan ini dilaksanakan di SMA Negeri 3 Tebing Tinggi Kabupaten Empat Lawang Propinsi Sumatera Selatan yang diikuti oleh guru-guru SMA dalam Kabupaten Empat Lawang. Metode yang digunakan dalam pelaksanaan kegiatan ini adalah metode ceramah, diskusi, simulasi dan demonstrasi. Hasil dari kegiatan ini adalah meningkatnya pemahaman guru tentang soal HOTS dan kemampuan guru dalam membuat soal HOTS. Â

SSCS learning model in which this learning model involves students, so that students can be more active and think critically to solve, search for, infer results and expand knowledge in finding and solve problems in the problem. This study aims to determine the effect of Search Solve Create And Share (SSCS) Learning of the mathematical problem-solving ability of students of SMP Negeri 28 Palembang. This research method used is a quasi-experimental design with a posttest only control group design. The population in this study were all class VIII at SMPN 28 Palembang. Where the sample in this study was taken only two classes, class VIII 4 with 32 students for the experimental class and given treatment in the form of a Search Solve Create And Share (SSCS) model, while class VIII 3 as many as 32 students as a control class and given conventional learning treatment. This research instrument consisted of tests of mathematical problem-solving abilities in the form of essay questions. Data were analyzed using a t-test (independent sample t-test) Shows that a significant value (2-tailed) is obtained = 0.017. based on the criteria that sig = 0.017 ≤ 0.025 then H0 is rejected. Thus it can be concluded that there was an effect of Search Solve Create And Share (SSCS) learning on the mathematical problem-solving abilities of students of SMPN 28 Palembang.