23,589 research outputs found

    On the number of 4-cycles in a tournament

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    If TT is an nn-vertex tournament with a given number of 33-cycles, what can be said about the number of its 44-cycles? The most interesting range of this problem is where TT is assumed to have câ‹…n3c\cdot n^3 cyclic triples for some c>0c>0 and we seek to minimize the number of 44-cycles. We conjecture that the (asymptotic) minimizing TT is a random blow-up of a constant-sized transitive tournament. Using the method of flag algebras, we derive a lower bound that almost matches the conjectured value. We are able to answer the easier problem of maximizing the number of 44-cycles. These questions can be equivalently stated in terms of transitive subtournaments. Namely, given the number of transitive triples in TT, how many transitive quadruples can it have? As far as we know, this is the first study of inducibility in tournaments.Comment: 11 pages, 5 figure

    PENELITIAN TINDAKAN KELAS UPAYA MENINGKATKAN MOTIVASI BELAJAR EKONOMI MELALUI PENDEKATAN COOPERATIVE LEARNING TIPE TGT (TEAM GAMES TOURNAMENT) PADA SISWA KELAS XI DI SMAN 42 JAKARTA TIMUR

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    ABSTRACT Mariana. Classroom Action Research. The Efforts to Increase Motivation Learning Economics Through Cooperative Learning Approach Type TGT (Team Games Tournament) In Class Student XI in SMAN 42 Jakarta. Thesis Department of Economics and Administration, Faculty of Economics, Concentration Education Cooperative Economics, State University of Jakarta. 2012. This study aims to improve the learning process is not optimal and increase motivation to learn that low as seen from the results of studying the form of Midle test only one person who reached number exhaustiveness learning. In an effort to improve the learning process and increase the motivation to study economics researchers applied a type of cooperative learning approaches (TGT) Team Games Tournament. This research method is a class action research, the study was conducted over two cycles. In accordance with the basic procedures of action research development, each teaching and learning activities through four stages namely, planning, action, observation, and reflection, these actions are taken in class XI IPS-4 SMAN 42Jakarta on economic subjects. Implementation of action cycles I and II, aided by collaborators as an observer. Average motivation after cycle of students 'motivation I have not reached the achievement indicator then does the cycle II with an average yield of the students' motivation (50%) has increased and has reached an indicator of success, the average cognitive outcomes of students in the form evaluation of the cycle I was (68.11%) and cycle II (78.37%), the value of the learning activities of teachers and students in cycle I (92.30%) and in cycle II (97.43%). And the results of student responses to learning TGT is a wide range but has an average yield (50%) student responses to either category. Based on the results of studies of this class action, it can be concluded that pembelajran through (TGT) Team games Tournament can improve students' motivation to learn economics in class XI IPS-4 in SMAN 42 East Jakarta

    Proof of a tournament partition conjecture and an application to 1-factors with prescribed cycle lengths

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    In 1982 Thomassen asked whether there exists an integer f(k,t) such that every strongly f(k,t)-connected tournament T admits a partition of its vertex set into t vertex classes V_1,...,V_t such that for all i the subtournament T[V_i] induced on T by V_i is strongly k-connected. Our main result implies an affirmative answer to this question. In particular we show that f(k,t) = O(k^7 t^4) suffices. As another application of our main result we give an affirmative answer to a question of Song as to whether, for any integer t, there exists an integer h(t) such that every strongly h(t)-connected tournament has a 1-factor consisting of t vertex-disjoint cycles of prescribed lengths. We show that h(t) = O(t^5) suffices.Comment: final version, to appear in Combinatoric

    Peningkatan Karakter Gotong Royong Menggunakan Model Pembelajaran Teams Games Tournament Pada Pembelajaran IPAS SD

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    Abstract This research was conducted with the aim of improving students' mutual cooperation character through the implementation of the teams games tournament (TGT) learning model in Class V science and science learning at SDN Tegalrejo 04 Salatiga. This research is classroom action research (PTK) which consists of two action cycles with the Kemmis & McTaggart spiral model cycle, where each cycle has 4 stages, namely planning, implementation, observation and reflection, with the implementation and observation stages carried out simultaneously. Researchers collected quantitative and qualitative data using non-test data collection techniques through observation, questionnaires and documentation. Data analysis was carried out using comparative descriptive analysis which was carried out by comparing pre-cycle, cycle I and cycle II data. Researchers set a success indicator of 75% of students completing with a KKTP >70. The results of the research show that the teams games tournament learning model has been proven to be able to improve the mutual cooperation character of students in science learning, where it is shown that in the pre-cycle the students' mutual cooperation character was only 39% which then increased to 67% in the first cycle and experienced increased again in cycle II to 78%. This research has been said to be successful because the percentage of students' character completion has reached a success indicator of 75% of the total number of students in class V with a KTTP >70. Based on these results, research using the teams games tournament learning model can improve the mutual cooperation character of students.   Abstrak Penelitian ini dilakukan dengan tujuan untuk meningkatkan karakter gotong royong peserta didik melalui implementasi model pembelajaran teams games tournament (TGT) pada pembelajaran IPAS Kelas V SDN Tegalrejo 04 Salatiga. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang terdiri dari dua siklus tindakan dengan siklus spiral model Kemmis & McTaggart, dimana setiap siklus mempunyai 4 tahap yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi, dengan tahap pelaksanaan dan pengamatan dilakukan secara bersamaan. Peneliti mengumpulkan data kuantitatif dan kualitatif menggunakan teknik pengumpulan data non tes melalui observasi, angket, dan dokumentasi. Analisis data dilakukan dengan menggunakan analisis deskriptif komparatif yang dilakukan dengan membandingkan data pra siklus, siklus I dan siklus II. Peneliti menetapkan indikator keberhasilan 75% peserta didik tuntas dengan KKTP >70. Hasil penelitian menunjukkan bahwa model pembelajaran teams games tournament  telah terbukti dapat meningkatkan karakter gotong royong peserta didik pada pembelajaran IPAS, dimana hal tersebut ditunjukkan bahwa pada pra siklus karakter gotong royong peserta didik hanya sebesar 39% yang kemudian meningkat menjadi 67% pada siklus I dan mengalami peningkatan lagi di siklus II sehingga menjadi 78%. Penelitian ini telah dikatakan berhasil karena persentase ketuntasan karakter peserta didik telah mencapai indikator keberhasilan sebesar 75% dari jumlah keseluruhan peserta didik di kelas V dengan KTTP >70. Berdasarkan hasil tersebut maka penelitian dengan model pembelajaran teams games tournament dapat meningkatkan karakter gotong royong peserta didik peserta didik
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