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In the current digital era, the implementation of blended online learning faces challenges in understanding students' perceptions and its impact on learning outcomes, particularly in Abstract Algebra. This issue is crucial to investigate, as the shift in teaching methods can influence the comprehension of complex algebraic concepts. This research aims to investigate students' perceptions and learning outcomes in abstract algebra courses of blended and asynchronous online learning. The research method used was quasi-experiment. The subject of 27 students is available without being randomly selected. Research instruments using questionnaires and tests. The test consists of eight essay questions. The questionnaire includes 27 closed-ended questions and six open-ended questions. The results showed that students perceived Abstract Algebra subjects as difficult or very difficult. Most students needed help to study the module due to material difficulty thoroughly. In addition, asynchronous online learning is ineffective compared to blended online learning. All students wanted the tutorial asynchronous and synchronous combined (blended online learning). Most students carry out online learning at home using a smartphone device. Students who use blended online learning obtain significantly higher learning outcomes than students who only take it asynchronously.

This study aimed to improve the students’ productive disposition (PD) through Realistic Mathematics Education (RME) learning with an outdoor approach based on school level. Productive disposition development is intended so that students can appreciate mathematics as a science needed for their lives. The method used in this research was a quasi-experimental study. The population was 210 students of the fifth grade of Elementary School from five schools. The sample was 75 fifth grade students. The data were collected by using a questionnaire. Data were analyzed using t-test to find out the difference between the experimental and the control group. The results of this study indicate that RME learning with the outdoor approach more influential than the conventional learning in improving PD in high school level. Otherwise, in medium and low level school, the conventional learning was more influential than the RME learning with the outdoor approach to improve the students’ PD. Therefore, it can be concluded that the school level needs to be considered in improving students’ productive disposition through RME learning with an outdoor approach. Moreover, RME learning with an outdoor approach as an alternative model to improve productive disposition of students.

Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan pemamahan konsep (X1), kemampuan komunikasi (X2) dan kemampuan koneksi matematika (X3) terhadap kemampuan pemecahan masalah (Y); pengaruh kemampuan pemahaman konsep (X1) terhadap kemampuan komunikasi (X2), pengaruh kemampuan pemahaman konsep (X1) terhadap kemampuan koneksi (X3) dan pengaruh kemampuan komunikasi (X2) terhadap kemampuan koneksi (X3).Jenis penelitian ini adalah penelitian survei dengan pendekatan kuantitatif.Populasinya adalah siswa Kelas VII SMP Negeri 1 Padang Jaya.Pengambilan sampel dilakukan menggunakan teknik non-probability sampling,jenis sampel adalah sampel jenuh. Data dianalisis dengan teknik Analisis Jalurdengan taraf signifikasi 5%.Hasil penelitian menunjukkan (1) ada pengaruh kemampuan pemahaman konsep yx1X1= 0,374), kemampuan komunikasi yx2X2=0,181), kemampuan koneksi (yx3X3=0,201) terhadap kemampuan pemecahan masalah; (2) pengaruh kemampuan pemahaman konsep x2x1X1=0,323) terhadap kemampuan komunikasi; (3) kemampuan pemahaman konsep x3x1X3=0,442) terhadap kemampuan koneksi, serta pengaruh kemampuan komunikasi x3x2X3= 0,470) terhadap kemampuan koneksi.

The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

Tujuan penelitian ini adalah untuk mengetahui pencapaian dan peningkatan kemampuan komunikasi matematik siswa Sekolah Menengah Pertama Kota Bengkulu melalui Pembelajaran Matematika Realistik. Metode penelitian yang digunakan adalah kuasi eksperimen dengan non-equivalent control group design. Hasil penelitian sebagai berikut. Pembelajaran Matematika Realistik lebih efektif dalam pencapaian dan peningkatan kemampuan komunikasi matematik siswa dibandingkan pembelajaran konvensional. Besarnya pencapaian kemampuan komunikasi matematik siswa yang diajar melalui pembelajaran matematika realistik adalah 63,96 dan pembelajaran konvensional adalah 47,46. Sementara itu, besarnya peningkatan kemampuan komunikasi matematik siswa yang diajar melalui pembelajaran matematika realistik adalah 0,51 dan pembelajaran konvensional 0,24. The purpose of this study is to determine the achievement and improvement of students’ mathematical communication ability in Bengkulu City Junior High School through realistic mathematics learning. The method used is a quasi-experimental non-equivalent control group design. The results of this study as follows. The realistic mathematics learning is more effective in the achievement and improvement of students’ mathematical communication ability than conventional learning. The magnitude of the achievement of students’ mathematical communication ability in realistic mathematics learning is 63,96 and conventional learning is 47,46. Meanwhile, the magnitude of the improvement of students’ mathematical communication ability is realistic mathematics learning is 0,51 and conventional learning is 0,24

ABSTRAK Tujuan penelitian ini adalah untuk mengetahui pencapaian dan peningkatan kemandirian belajar matematik siswa melalui pembelajaran matematika realistik. Metode penelitian yang digunakan adalah kuasi eksperimen dengan non-equivalent control group design Hasil penelitian sebagai berikut. pembelajaran matematika realistik lebih efektif dalam pencapaian dan peningkatan kemandirian belajar siswa dibandingkan pembelajaran konvensional. Perbedaan pencapaian dan peningkatan kemandirian belajar siswa pada kedua kelompok pembelajaran signifikan. Besarnya pencapaian kemandirian belajar matematik siswa kelompok pembelajaran matematika realistik dan siswa kelompok pembelajaran konvensional, masing-masing sebesar 176,85 dan 172,96. Sementara itu, besarnya peningkatan kemandirian belajar matematik siswa kelompok pembelajaran matematika realistik adalah 0,1 dibandingkan dengan pembelajaran konvensional. Kata Kunci : Kemandirian belajar, Pembelajaran matematika realistik. ABSTRACT The Purpose of this study is to determine the achievement and improvement of self regulated learning student through realistics mathematics learning. This study use a quasi-experimental design by the non-equivalent control group. The results are realistics mathematics learning more effectively in the achievement and improvement of self regulated learning student is compared conventional learning. Differences achievement and improvement in both groups is significant. The magnitude of the achievement of self regulated learning student is taught through realistics mathematics learning is 176.85, while self regulated learning student is taught through conventional learning is 172.96. While, the magnitude of the increase in self regulated learning student is taught realistic mathematics learning is 0.1, if it is compared with conventional learning. Keywords: Self regulated learning, Realistic mathematics learning.

Makalah ini membahas pengaruh pendekatan iceberg pada pembelajaran pembagian pecahan di Sekolah Dasar.Tahapan pendekatan iceberg tersebut sebagai berikut: 1. Orientasi lingkungan secara matematis, 2. Model material, 3. Pembuatan pondasi, dan 4. Matematika formal. Sedangkan topik pembagian pecahan yang dibahas terdiri atas: pembagian bilangan bulat oleh pecahan, pembagian pecahan oleh bilangan bulat, dan pembagian pecahan dengan pecahan. Penggunakan pendekatan iceberg dalam pembelajaran matematika diharapkan dapat mengatasi kesulitan siswa SD dalam memahami materi pecahan khususnya pembagian pecahan. Kata Kunci : Pendekatan Iceberg, Pembagian Pecahan This paper discusses the influence of iceberg approach to learning division of fractions in school Dasar.Tahapan iceberg approach is as follows: 1. Mathematically oriented environment, 2. Material model, 3. Making foundations, and 4. Formal mathematics. While the division of fractions topics covered consist of: integer division by fractions, division of fractions by integers, and division of fractions by fractions. Use of the iceberg in mathematics learning approach is expected to overcome the difficulties in the elementary school students understand the material fractions in particular the division of fractions. Key words : Iceberg approach, division of fractions.