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The purpose of this study was to determine the effect of using the LMS-Google Classroom-based Flipped-Problem Based Learning model in the process of learning mathematics in high schools in Medan, North Sumatra, Indonesia.In this study also saw the interaction between the level of Prior Mathematics Ability (PMA) of students with the application of flipped-problem based learning models based on LMS-Google Classroom. PMA students consist of high, medium and low. The Flipped-Problem Based Learning Model based on LMS-Google Classroom is a learning model that combines digital class-based learning and face-to-face learning. This research is quasi-experiment research with pre-test post-test control group design. The sample in this study was the second level high school students from two schools totaling 62 people. The results of the study were analyzed using SPSS 25.0 with Two-way ANAVA Test and Post Hoc-LSD Test. Based on the analysis test, it was found that the average mathematics learning outcomes of students taught using the Flipped-Problem Based Learning model based on Google Classroom LMS experienced a significant increase compared to conventional learning. The results of the questionnaire in learning also obtained results that students at the second level of high school felt enthusiastic, motivated and eager to take part in learning in the classroom. Digital-based learning with the model of Flipped-Problem Based Learning based on LMS-Google Classroom provides a new experience for second-level students in High School in participating in mathematics learning both in class and outside the classroom.

Dataset is a basic foundation that is often used in understanding a problem. It provides information for researchers to get solutions to the problem. In the data retrieval process, some errors may occur and cause the data to be incomplete for any reason. It was a problem in how to recover the missing values in a dataset. The first step is to look at the characteristics of the data. In this paper, we proposed three alternative ways to obtain the missing values of the dataset. In this case, we used the earthquake dataset that has special properties. We then present the results to see the performance of the proposed methods. The results show a good agreement for the missing data. This is a preliminary result of our research related to missing data in the earthquake dataset. This study has some limitations such as if the missing values occur in a large enough data block, the methods need to be improved.

This research aimed to see the ability to solve mathematical problems between genders by applying the Al-Qurun Teaching Model. The researchers report the results of the research on the effectiveness of Al-Qurun Teaching Model on mathematical problem-solving ability viewed from gender differences. The research method used is 2 x 2 factorial design of quasi-experimental with random sampling technique. Data collection techniques used were the test method to see the results of students' mathematical problem-solving ability. The normality test employed was Liliefors test and the homogeneity test used was the similarity of two variances. Hypothesis testing used was two-way ANAVA. The results of the study are: (1) There are differences between the Al-Qurun Teaching Model and the conventional teaching model on mathematical problem-solving ability and the use of Al-Qurun Teaching Model is more effective than the conventional teaching model, (2) There are differences in the results of mathematical problem-solving ability between female and male students and the results of mathematical problem-solving ability of female students are higher than the male students, (3) There is no interaction between learning and gender on mathematical problem-solving ability.

Mathematics learning is dealing with numerical skills. One way to improve numerical skills is to use appropriate learning models. This study aimed to determine the influence of the Auditory Intellectually Repetition learning model and the Trade A Problem learning model on numerical skills on row and series of algebra. This research was a quasi-experimental research. Hypothesis testing employed a t-test with a significance level of 5%. The test results revealed that the Auditory Intellectually Repetition learning model and the Trade A Problem provided different influences. Based on the results of the study, it can be concluded that the Auditory Intellectually Repetition learning model had a better influence on increasing numerical skills in row and series compared to the Trade A Problem learning model.

Almost all countries pay full attention to the education system, especially countries with smaller populations have an advantage in this field. Relatively small countries and regions, including Hong Kong, Singapore, South Korea, Taiwan, Estonia and Finland, were at the top of the results of the 2015 Program for International Student Assessment (PISA) test. This test was carried out by evaluating academic achievement for 15 years around the world. The results of the last evaluation, Shanghai took the overall top position. Japan is one country that has a good learning concept, with 4th to 7th positions in various fields of competition. The application of cooperative learning with the development of learning methods is very important to improve the achievement of student learning outcomes. The purpose of this study is to observe the understanding of concepts, and how to think critically in analyzing exam questions. Cooperative learning application with a combination of the \"Network Tree Concept Map\" method as a depiction to increase students' interest and thinking power.

Numerical ability is very important to possess by students in learning mathematics. Increased numerical ability impacts learning outcomes. The purpose of this study was to determine the impact of the Two Stay-Two Stray learning model on the numerical ability of students on the sequence and series topics. The research method used was a quasi-experimental method with a post-test-only control design research design. The assessment instrument used the problem description. Based on the analysis of the post-test score by using a t-test of two uncorrelated samples obtained tobserved = 2.955>tcritical = 2.002 (α = 0.05) with an average post-test score of 81.6 in the experimental class and 76 in the control class. A significant result of numerical ability between the control class and the experimental class was found. It can be concluded that the Two-Stay Two-Stray model produced a greater post-test mean score than the conventional model.

Available teaching materials have not been able to meet the needs of students, so innovation is needed. This is the background of this research. The purpose of this study was to determine the development and feasibility of the modules produced, namely the basic calculus module of derivative applications with the approach of contextual teaching and learning with the nuances of Islamic religious values. The method used by Research and Development (R & D) with a 4D model by Thiagarajan with four stages, namely Define (Defining), Design (Design), Development (Development), and Dissemination (Spread). Expert judgment and product trials are conducted to determine the level of product worthiness and attractiveness. Based on the expert's assessment, the following results were obtained: 1) material experts obtained a final average value of 3.90 with the criteria of \"very feasible\", 2) Islamic scholars obtained the final average score of 3.88 with the criteria \"very feasible\", and 3) media experts obtain the final average score of 3.96 with the criteria \"very feasible\". Meanwhile, a limited trial to find out the level of product attractiveness obtained a final average value of 3.35 with the criteria of \"very interesting\". After the product is said to be feasible and attractive, the product is distributed through the website at www.pspm.tarbiyah.radenintan.ac.id.

Communication skills on mathematics should be mastered by students to involve in mathematics learning process. This study aims to determine the effect of the Probing-Prompting based on Ethnomatematics learning model on the impact on mathematical communication skills. This research is an experimental with simple random sampling technique. The instrument used to collect data is a test of mathematical communication skills. Test trials include content validity, level of difficulty, difference in power, and reliability. For the normality test using the Liliefors-test, the homogeneity test uses a similarity test of two variances. The hypothesis test used by t-test. The results show that there is an influence from the Probing-Prompting based on Ethnomatematics learning model on mathematical communication skills.

The purpose of this study was to determine whether there is any difference between students’ mathematical representation ability who were taught by using the learning model of Project Based Learning with students who were taught by Guided Discovery Learning; there is any difference in the students' mathematical representation ability based on high, medium, or low learning motivation categories, and there is an interaction between the learning model and the learning motivation toward mathematical representation ability. A quasi experiment was used with 2x3 factorial designs. Instrument used to collect data was mathematics test and learning motivation questionnaire. The hypothesis testing used two way analysis of variance with unequal cell. Based on the results of hypothesis testing, it can be concluded that there is a difference in the students' mathematics ability that was taught by using Project Based Learning model with students who were taught by sing Guided Discovery Learning model; there is a difference in the students’mathematical representation ability based on high, medium, or low learning motivation; and there is an interaction between the learning model and the learning motivation on the mathematics ability.