Enhancing Statistical Understanding Through Pjbl, Virlenda, and Whatsapp: A Study in Universitas PGRI ADI Buana Surabaya

This study was motivated by the difficulties of students transforming the data into frequency tables and graphs and appreciate a group of data. This is envolve in low student understanding. Encounter this situation, researchers felt the need to carry out CAR to rise these problems through PjBL supported by Virlenda and Whatsapp due to the pandemic situation that did not allow offline learning. So, the purpose of this study is to enhance students' statistical understanding through PjBL supported by Virlenda and Whatsapp. The subject 10 students from the 2019-C class of mathematics education program, Universitas PGRI Adi Buana Surabaya. Data were collected through observation, documentation, and tests. The data were analyzed quantitatively and qualitatively. The indicators of this study are there is no statistical understanding of students in the category less than "Good Enough" and observation components such as the focus of attention, activity, interest in learning, and seriousness of at least 70% of students. The results of this study, (1) the statistical understanding of all students in the minimum category of "Good" in the second cycle; (2) The observation component to the focus attention, activity, interest, and seriousness in learning satisfy criteria. This shows that the practice of PjBL supported by Virlenda and Whatsapp can improve the statistical understanding of students of mathematics education class 2019-C

An Investigation of Failure Solving Ill-structured Problems: A Case Study

63 students were involved in the study and elected Rizka as the subject of research. This is a case study aimed at describing the cause of Rizka's failure in solving ill-structured problems about the rectangle. The results showed that the subject was able to represent the problem with own language. Rizka failed to build a solution that corresponds to the problem due to partial mastery of the rectangular concept. Rizka uses trial and error because it fails to associate a problem with a square concept that is the key to problem-solving success. Rizka success in the justification process because the process is counting without giving meaning. Meanwhile, the monitoring and evaluation process carried out by Rizka has failed. Rizka confusion determines the final solution because the solution is built does not qualify the problem solution. This is where the Rizka fails to provide the final solution. In this case, teachers have a role to teach their students to build relationships between concepts that can be utilized in problem-solving

Pelatihan Pembuatan Video Pembelajaran Berbasis Software Camtasia Bagi Guru SMA Negeri 1 Dawarblandong, Mojokerto

CAMTASIA SOFTWARE-BASED LEARNING VIDEO MAKING TRAINING FOR TEACHERS OF SMA NEGERI 1 DAWARBLANDONG, MOJOKERTO. The Covid-19 pandemic has resulted in the use of learning media in schools to become an obstacle during the online learning process. The teachers only use existing learning media in schools and are not used to developing instructional videos. The aim of this activity is to provide training in making learning videos based on Camtasia software for 50 teachers at SMA Negeri 1 Dawarblandong, Mojokerto. The methods used in this training are discourse, discussion, mentoring, and also training to develop learning videos in accordance their fields of study. After mentoring and training in making Camtasia-based learning videos, the team of presenters and participants evaluated the learning videos that were successfully developed by the teacher. The result was that 74% of teachers at SMA Negeri 1 Dawarblandong, Mojokerto succeeded in developing interactive learning videos using Camtasia software. During the training, the participants seemed enthusiastic about taking part in the Camtasia-based learning video making training activity