Using Time Token Arends to Improve Speaking Ability to the Second Year Students of SMA Negeri 1 Lilirilau Soppeng

Based on the findings, the writer concluded that the second year students of SMA Negeri 1 Lilirilau Soppeng could develop their speaking using time token Arends, by the mean score in post-test was 12.8 higher than in pre-test 10.93, the value of t-test was 18.6 higher than the value of t-table 2.045 at the level significant 0.05 and standard deviation was (df= 30-1) and the students’ interest in speaking English using time token Arends was positive. It means that, there was significant improvement of the students speaking ability and the students have positive interest toward the use of time token Arends technique

Characterizing All Trees with Locating-chromatic Number 3

Let $c$ be a proper $k$-coloring of a connected graph $G$. Let $\Pi = \{S_{1}, S_{2},\ldots, S_{k}\}$ be the induced partition of $V(G)$ by $c$, where $S_{i}$ is the partition class having all vertices with color $i$.The color code $c_{\Pi}(v)$ of vertex $v$ is the ordered$k$-tuple $(d(v,S_{1}), d(v,S_{2}),\ldots, d(v,S_{k}))$, where$d(v,S_{i})= \hbox{min}\{d(v,x)|x \in S_{i}\}$, for $1\leq i\leq k$.If all vertices of $G$ have distinct color codes, then $c$ iscalled a locating-coloring of $G$.The locating-chromatic number of $G$, denoted by $\chi_{L}(G)$, isthe smallest $k$ such that $G$ posses a locating $k$-coloring. Clearly, any graph of order $n \geq 2$ have locating-chromatic number $k$, where $2 \leq k \leq n$. Characterizing all graphswith a certain locating-chromatic number is a difficult problem. Up to now, we have known allgraphs of order $n$ with locating chromatic number $2, n-1,$ or $n$.In this paper, we characterize all trees whose locating-chromatic number $3$. We also give a family of trees with locating-chromatic number 4

On the Locating Chromatic Number of Barbell Shadow Path Graph

The locating-chromatic number was introduced by Chartrand in 2002. The locating chromatic number of a graph is a combined concept between the coloring and partition dimension of a graph. The locating chromatic number of a graph is defined as the cardinality of the minimum color classes of the graph. In this paper, we discuss about the locating-chromatic number of shadow path graph and barbell graph containing shadow graph

The 21st Century Paradigm in Supporting Sustainable Development

This book chapter was prepared with the theme "21st century paradigm in supporting sustainable development", with the aim of describing the efforts that have been made to support sustainable development from various fields, not only in the field of education. The material contained in this book chapter illustrates that literacy is very important to apply, so that students are able to face the challenges of a rapidly changing world that requires students to be able to solve every existing problem. In fact, it's not just literacy, but numeracy literacy is also one of the things that must be considered in the learning process. Considering the low level of scientific literacy, if not immediately addressed, it will have an impact on the low quality of human resources and will hinder the progress of science and technology in Indonesia. Literacy in schools is implemented through various learning components that must be designed or prepared by teachers. The application of scientific literacy in science learning should be carried out using scientific inquiry to foster the ability to think, work and behave scientifically and communicate it as an important aspect of life skills

Pengembangan LKPD Berbasis Pendekatan Konstruktif untuk Meningkatkan Pemahaman Konsep Matematis

This research and development aims to produce LKPD products based on constructive approach that is valid, practical, and effective in terms of understanding the mathematical concepts of learners. This type of research refers to the research and development of Borg and Gall. Research subjects at the field test stage are the students of class XI SMA Negeri 1 Kalirejo Lesson Year 2017/2018. The design in the field test phase is one group pretest-posttest design. The research data is obtained through observation, interview, questionnaire, and comprehension test of mathematical concept. LKPD validity test results obtained an average rating of 3.5. Practicality test results obtained an average rating of 3.03. The average gain result is 0.71. Based on the results and discussion concluded that the letters of learners' activities are valid, practical, and effective in terms of understanding the mathematical concepts.Penelitian dan pengembangan ini bertujuan untuk menghasilkan produk berupa LKPD berbasis pendekatan konstruktif yang valid, praktis, dan efektif ditinjau dari pemahaman konsep matematis peserta didik. Jenis penelitian ini mengacu pada penelitian dan pengembangan Borg and Gall. Subjek penelitian pada tahap uji lapangan adalah peserta didik kelas XI SMA Negeri 1 Kalirejo Tahun Pelajaran 2017/2018. Desain pada tahap uji lapangan adalah one group pretest-posttest design. Data penelitian diperoleh melalui observasi, wawancara, angket, dan tes pemahaman konsep matematis. Hasil analisis data kevalidan LKPD memperoleh rata-rata penilaian 3,5. Hasil analisis data kepraktisan memperoleh rata-rata penilaian 3,03. Hasil rata-rata gain diperoleh 0,71. Berdasar hasil dan pembahasan disimpulkan bahwa lembar kegiatan peserta didik valid, praktis, dan efektif ditinjau dari pemahaman konsep matematis

Pengembangan Model Creative Problem Solving (CPS) untuk Meningkatkan Kemampuan Berpikir Reflektif Siswa

Penelitian ini bertujuan untuk mengembangkan model Creative Problem Solving berupa buku model  dan perangkat pembelajaran untuk mengembangkan kemampuan berpikir reflektif siswa. Penelitian yang digunakan adalah jenis penelitian pengembangan atau R&D ( reseacrch and development). Namun penelitian dibatasi sampai pada tahap uji ahli, sehingga tahapan pengembangan ini dimulai dari studi pendahuluan, penyusunan pengembangan pembelajaran, validasi ahli. Subjek penelitian ini adalah 2 orang guru dan 2 orang dosen. Instrumen Penelitian ini berupa lembar validasi untuk ahli dan praktisi. Hasil penelitian ini adalah (1) desain model Creative Problem Solving (CPS), (2) perangkat pembelajaran berupa silabus, Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kerja Peserta Didik (LKPD) dengan topik operasi SPLTV kelas X SMA  Negeri 15 Bandar Lampung semester ganjil. Adapun hasil validasi meliputi: skor penilaian desain pengembangan model sebesar 92,5% oleh ahli model dan 95% untuk ahli materi; skor Silabus sebesar 98% untuk ahli materi 1 dan 94% untuk ahli materi 2; skor RPP sebesar 97% untuk ahli materi 1 dan 95% untuk ahli materi 2; Skor LKPD sebesar 91,67% untuk ahli materi 1 dan 94,44% untuk ahli materi 2; Skor Media sebesar 95% untuk ahli media dan 94% untuk ahli materi. Hasil validasi para ahli diperoleh bahwa pengembangan model Creative Problem Solving dan perangkat pembelajaran layak digunakan dan diimplementasikan setelah memenuhi kriteria valid dan praktis. Hal ini dapat dilihat dari hasil skor penilaian validator yang memiliki kriteria valid dan kategori sangat praktis. Berdasarkan penilaian para ahli, maka secara teoritis produk pengembangan Model Creative Problem Solving (CPS)  dapat digunakan untuk meningkatkan Keteramplilan berpikir reflektif siswa