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The state of the e - learning environment presently is in such instantaneous growth that each of the signs is that learners are engaged enjoying games in between courses, thus It causes concern when instructors In lessons tailored to the contemporary generation, emphasize the benefits of gaming. The purpose of this study seems to be to determine whether or not the development of game-based learning centered on VR (Virtual Reality) in understanding geometry is practical (possible) at colleges. In the research, the ADDIE R&D model is applied (Analysis, Design, Development, Implementation, Evaluation). We could first propose adjustments to the ADDIE proposed methodology, which consists of configuration, advancement, and transmission, in the sequential phases of the needs assessment with university students after the configuration of the e - learning environment, and then continue with the verification of material specialists with a mean score of 85% and medium experts with a mean score of 82.70 %, indicating whereas the medium is adequate for use. Therefore a restricted test was run by the findings of the mean amount of the experimental class x1 = 82,851 and the mean of control class x2 = 70,04 and then t count > t table is revealed 0,2001 > 0,1647, it is indicating that there are variations in learner accomplishment comparing the control and experimental classrooms., so in the second years implementation product game education based VR, get more student in sultan agung islamic university get 90% student very anthusiastic to learning geometry with game education based VR.

The purpose of this study was to see the effect of the TPS Cooperative learning method on physics learning outcomes in terms of student attention. The research method used was an experimental method. One group was used as the experiment group, namely the physics treatment with the TPS model, While the other group as a control group treated with a model of learning physics discussion. From each group then divided into groups that have high activity and low activity. Based on the results of the analysis, it can be ignored that there is no significant interaction effect between the TPS cooperative learning method and attention to physics learning outcomes. This can be proven where F_count < Ftable (3.289

Creativity is a 21st Century skill that is needed by everyone. Creativity is born from the ability to think creatively. But, no one has connected creativity with personality. Personality The Myer Briggs’ dimension consists of 4 types of guardians personality students like coherent and systematic learning. Artisans’ students like active learning. Rationals students love the knowledge that uses logic. This study aims to determine students’ creative thinking abilities in solving mathematical problems in terms of the personality type dimensions of Myer-Briggs. The method used in this research is to use qualitative methods. Data collection was carried out in three stages, using questionnaires, written tests, and interviews. The survey was distributed throughout grade VII, and then one student was taken from each personality. The results showed the Guardian subject solves mathematical problems by arranging one or two ways, and the resulting method is fluent and flexible. Artisan’s subject solves mathematical problems by arranging one or two ways, and the resulting method is fluent and flexible, but still, there are misconceptions. Rational and Idealist subject solves mathematical problems by arranging one or two ways, the resulting method is fluent and flexible, but some answers are not new.

Penelitian ini bertujuan meningkatkan prestasi belajar mahasiswa pendidikan matematika semester 2 tahun 2014/2015 Universitas PGRI Semarang dengan menggunakan bahan ajar berbasis wolfram mathematica pada mata kuliah aljabar linear. Jenis penelitian yang digunakan adalah Quasy Experimental. Populasi dalam penelitian ini adalah mahasiswa semester 2 tahun 2014/2015. subjek penelitian ini terdiri dari 2 kelas yaitu kelas eksperimen dan kelas kontrol. Pemilihan subyek penelitian ini diambil dengan teknik purposive sampling. Variabel penelitian yaitu kreativitas dan prestasi belajar. Cara pengambilan data dengan observasi dan tes prestasi belajar. Dari hasil penelitian dapat disimpukan bahwa pembelajaran dengan menggunakan bahan ajar berbasis wolfram mathematica pada mata kuliah aljabar linear melalui uji statistika memenuhi kriteria efektif dengan ketuntasan belajar lebih dari 65 yaitu 73,09 dan kreativitas mempunyai pengaruh terhadap hasil belajar sebesar 17,5%. Selain itu, kelas eksperimen mempunyai rata-rata sebesar 73,09 dan kelas kontrol mempunyai rata-rata sebesar 62,81. Dengan demikian, kelas eksperimen lebih baik dibandingkan dengan kelas kontrol. Keyword: wolfram mathematica, Aljabar linear, bahan ajar