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Background: In the current era of technology, information security is increasingly important. The growth of technology leads to a higher level of threat to the security of data and information dissemination, and cryptography is a valuable protective tool. Aim: The primary objective of this research is to enhance text security through the fusion of the Vigenere cipher and the Rubik's cube algorithm. By leveraging this novel approach, we aim to fortify the confidentiality of textual data against potential eavesdroppers and adversaries. To demonstrate the practicality of this method, we perform a simulation using the Python programming language within the Google Colab environment. Method: This study employs a qualitative research methodology supplemented by empirical simulation. The combination of the Vigenere Cipher and the Rubik's Cube algorithm in a 4×4×4 configuration is implemented to encrypt and decrypt text. The simulation is executed using the Google Colab platform, enabling a practical illustration of the encryption process. Result: The results of our research indicate the feasibility of generating ciphertext through the amalgamation of the Vigenere Cipher and the Rubik's Cube algorithm in the specified 4×4×4 configuration. The simulation conducted in Google Colab serves as concrete evidence of the effectiveness and practicality of this combined encryption method. Conclusion: In conclusion, this research offers a compelling approach to bolstering text security in the modern era of information technology. By combining the Vigenere Cipher with the Rubik's Cube algorithm in a 4×4×4 configuration, we have demonstrated the potential to significantly enhance the confidentiality of sensitive textual data. The empirical simulation conducted in Google Colab reaffirms the practicality and viability of this innovative encryption technique, highlighting its potential as a valuable tool in the realm of information security.

Dampak pendemi memaksa mahasiswa lebih menyukai pembelajaran dengan menggunakan elearning ataupun whatsapp dibandingkan dengan platform lain. Hal ini mendorong peneliti untuk menyediakan bahan ajar yang terintegrasi dengan teknologi terkini yang bersifat adaptif dan dapat diakses secara kapanpun dan dimanapun oleh mahasiswa. Tujuan penelitian ini adalah mengembangkan bahan ajar mata kuliah Kalkulus Integral berbasis pendekatan Computational Thinking (CT). Penelitian ini merupakan penelitian pengembangan. Model pengembangan yang digunakan adalah model Plomp. Bahan ajar tersebut diuji coba untuk menilai kevalidan dan kepraktisan bahan ajar yang dikembangkan oleh peneliti. Bedasarkan hasil penelitian diperoleh bahwa mahasiswa merasakan kebermanfaatan dari penggunaan modul yang diintegrasikan pada e-learning melalui pendekatan CT. Bedasarkan hasil validasi diperoleh bahwa bahan ajar sangat valid. Pada analisis kepraktisan bahan ajar diperoleh sebanyak 66,7% mahasiswa menilai dengan kategori baik pada aspek bahasa, 40% mahasiswa memilih menilai dengan kategori baik dalam kejelasan informasi yang ada di modul, 60% mahasiswa menilai dengan kategori baik pada kejelasan tujuan pembelajaran, 73,3% mahasiswa menilai dengan kategori baik pada aspek kejelasan materi, 33,3% mahasiswa menilai dengan kategori baik pada aspek motivasi belajar, 40% mahasiswa menilai dengan kategori cukup pada pemahaman materi yang diberikan, 46,7% mahasiswa menilai dengan kategori baik pada aspek kejelasan huruf dan simbol, 33,3% mahasiswa menilai dengan kategori baik pada aspek ketertarikan terhadap penyajian gambar dan video yang diberikan, 66,7 % mahasiswa menilai dengan kategori baik pada aspek rujukan bahan ajar sebagai sumber belajar utama, dan 53,3% mahasiswa menilai dengan kategori baik pada aspek keterkaitan materi terhadap masalah kontekstual. Melalui bahan ajar yang telah dikembangkan mahasiswa dapat menjadi sumber ajar yang dapat menumbuhkan motivasi mahasiswa untuk belajar terutama pada mata kuliah Kalkulus Integral.

Flipped Learning is one of the alternatives of teaching and learning approach in mathematics classroom. The objective of this study is exploring students’ conceptual understanding about complex number using flipped learning with handout. The subject of the study are the students in 5th semester students of mathematics education department in 2019/2020. The study used qualitative approach to describe the implementation of flipped learning. There are 31,6% of 19 respondents give score very satisfied. This result then observed by using the test with all the students understand with the definition of complex numbers. Besides they can adapt their learning activity using flipped learning with complex analysis handout. As legibility aspect of the handout, there are 52,6% of the respondents gives score satisfied and 26,3% of the respondents are very satisfied. The score indicates that the flipped learning with handout helps students to understand about the complex number concepts.

Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.

Target yang ingin dicapai dalam penelitian ini adalah mendeskripsikan sejauh mana pendekatan SRFC mampu membuat mahasiswa program studi pendidikan matematika Universitas Ahmad Dahlan (UAD) belajar mandiri. Paradigma baru yang berkembang di perguruan tinggi menuntut pembelajaran harus mampu memandirikan mahasiswa dalam belajar (self regulated learning). Pendekatan pembelajaran yang secara teori berpotensi mampu memfasilitasi belajar mandiri adalah pendekatan SRFC. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Bedasarkan hasil penelitian, penulis berharap pendekatan Self Regulated Flipped Classroom (SRFC) tidak hanya diterapkan pada mata kuliah Kalkulus diferensial saja melainkan dapat menjadi rujukan pada mata kuliah lain. Adapun pelaksanaan SRFC dari sisi kognitif masih memiliki kekurangan dimana mahasiswa belum terlibat aktif dalam melakukan refleksi berpikir selama pembelajaran, namun mahasiswa lebih terlibat aktif dalam sisi intepretasi. Selain itu, motivasi dan perilaku mahasiswa cenderung positif selama menggunakan pendekatan pembelajaran SRFC. Hal ini dikarenakan adanya dukungan dari pengajar dan teman sejawat serta interaksi selama pembelajaran berlangsung. Kata kunci: kalkulus, SRFC, kemandirian belajar. ABSTRACT This research aims to describe the SRFC approach through self regulated indicators and the result of the study of college students in Universitas Ahmad Dahlan. The new paradigm related to Higher Level Education strive for students whom can independently get their own knowledge. SRFC has a potential method to make the students study independently. This research is using qualitative descriptive approach. Based on the result, the author recommend to used SRFC approach not only implemented in Calculus Diferential course but also the other subject. As far as the SRFC activities, cognitive domain hasn’t actively contributed in teaching and learning process because the students havent involve their reflection in learning the subject. However, their intepretation of the subject is actively involved better. In addition, the motivation and the attitude of the students is positive in using SRFC approach. It is because there are support from the teacher and their collegaues and their interaction while they were studying. Keywords: calculus, self-regulated learning, mastery learning.

Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.

ABSTRAK Penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk mendeskripsikan profil representasi materi PLSV (Persamaan Linear Satu Variabel) siswa SMP bedasarkan gaya belajar Kolb yang terdiri dari assimilator, akomodator, konverger, dan diverger. Peneliti melakukan wawancara kepada empat siswa SMP N 22 Surabaya yang memenuhi karakteristik keempat tipe gaya belajar Kolb. Terdapat tiga tahapan analisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah Subjek Assimilator (SA) mengaitkan hubungan antara berbagai representasi yang disajikan dengan melihat kesamaan dari representasi yang diberikan dan membuat representasi simbolis. Subjek akomodator (SM) mengaitkan bentuk representasi simbolis (S) dan kata-kata (K) bedasarkan kesamaan bilangan. Subjek Konverger (SK) mengaitkan berbagai bentuk representasi kata-kata (K), diagram (D) dan simbol (S) dari segi kepraktisan. Subjek Diverger (SD) mengaitkan berbagai bentuk representasi dari segi kesamaan angka dan huruf yang diketahui dan hasil penyelesaian yang diperoleh. Kata kunci: representasi, plsv, gaya belajar kolb. ABSTRACT This is a descriptive qualitative research. The aim of this study is to describe the representation profile of Linear Equation of One Variable (LEOV) of Junior High School Students based on Kolb’ Learning styles: assimilator, akomodator, konverger, and diverger. The researcher conduct an interview with four SMP N 22 Surabaya students whom qualify the characteristics of Kolb’s learning styles. There are three analysis data phases: data reduction, data representation, and conclusion. Based on the result, Assimilator Subject (SA) make connection between LEOV’s representation by looking for its similarity and prefer symbol representation. Akomodator Subject (SM) make connection between symbol representation (S) and word representation (K) based on the number similarity. Converger Subject (SK) make connection between representations: word (K), diagram (D) and symbol (S) representation based on its practical uses. Diverger Subject (SD) make connection between representation based on given word and number similarities and the solution which is derived. Keywords: representation, leov, kolb’s learning styles.