Designing Student Worksheets (LKM) Based on the Rigorous Teaching and Learning (RTL) Model

Google Classroom is a platform in the form of an LMS (learning management system) which is provided free or unpaid by Google. Google classroom is integrated with email, so it's easy to use (user friendly). Google classroom makes it easy for teachers and lecturers to do distance learning, so that learning becomes efficient, effective and interactive. This study uses a quantitative descriptive research method (Maolani & Cahyana, 2016). The quantitative approach used is in the form of questionnaires and interviews. The purpose of this study is to describe student learning using the Google Classroom Application in Discrete Mathematics courses during the Covid-19 pandemic. This research carried out from the odd semester of the 2021/2022 academic year to 10 students in the fifth semester of the Discrete Mathematics course, the Mathematics Education Study Program. useful for helping plan events, send surveys, give students or others quizzes, or gather simple information in an efficient way. Interviews were conducted at the end of online teaching and learning activities. Data analysis was performed using excel to calculate the percentage and average value. Based on the indicators of the application of the Google Classroom Application, it shows that the average student answer is 75.5% agree and 25.5% disagree. These results show that the application of Google Classroom gets good responses from students, so that it can be used for learning in Discrete Mathematics courses.

Course-based Undergraduate Research Experiences (CUREs) have been well developed in the hard sciences, but math CUREs are all but absent from the literature. Like biology and chemistry, math programs suffer from a lack of research experiences and many students are not able to participate in programs like REUs (Research Experiences for Undergraduates). CUREs are a great alternative, but the current definition of CURE (see [1]) has potential barriers when applied to mathematics (e.g. time, novelty of project). Our solution to these barriers was to develop a math CURE pathway in which students complete "Math CUREs" in targeted courses. After finishing the pathway (or part of the pathway), students complete a research project in at least one of the following areas: Lie theory, representation theory, or combinatorics. The focus of this paper is the math CURE implemented in a discrete mathematics course for math and computer science majors. We share our experiences with the development and implementation of this CURE over several iterations as well as the impact of the CURE on students experiences through participant survey data obtained from this CURE.

This study aims to describe the improvement of learning outcomes through the Contextual Teaching and Learning model in learning Arabic. This type of research is quantitative descriptive research, conducted by conducting classroom action with two cycles of action. The results of this study indicate that the application of the Contextual Teaching and Learning (CTL) model can improve oral and written language skills. Student learning outcomes in the initial conditions of Arabic learning outcomes are lower, with an average value of 66,2. After taking action by applying the Contextual Teaching And Learning (CTL) learning model, the results of learning Arabic have improved, namely in the first cycle with an average value of 73, and after being given treatment in the second cycle, the Arabic learning outcomes are very good with an average value of 83, above the average score. Thus, the application of the Contextual Teaching and Learning (CTL) learning model can improve oral and written language skills in each cycle.

The purpose of this study is to analyze an improvement of students’ mathematical critical thinking (CT) ability in Real Analysis course by using Rigorous Teaching and Learning (RTL) model with informal argument. In addition, this research also attempted to understand students’ CT on their initial mathematical ability (IMA). This study was conducted at a private university in academic year 2015/2016. The study employed the quasi-experimental method with pretest-posttest control group design. The participants of the study were 83 students in which 43 students were in the experimental group and 40 students were in the control group. The finding of the study showed that students in experimental group outperformed students in control group on mathematical CT ability based on their IMA (high, medium, low) in learning Real Analysis. In addition, based on medium IMA the improvement of mathematical CT ability of students who were exposed to RTL model with informal argument was greater than that of students who were exposed to CI (conventional instruction). There was also no effect of interaction between RTL model and CI model with both (high, medium, and low) IMA increased mathematical CT ability. Finally, based on (high, medium, and low) IMA there was a significant improvement in the achievement of all indicators of mathematical CT ability of students who were exposed to RTL model with informal argument than that of students who were exposed to CI.

This experience report documents an attempt at embracing the "A's for all" and equitable grading frameworks in an introductory, proof writing-based discrete mathematics course for computer science majors (with N=138 students) at a medium-sized research-oriented university in the US. Unlike in introductory programming contexts, there is so far no reliable automated grading system that gives formative and adaptive feedback supporting the scope of a proof-based discrete mathematics course. We therefore faced the unique challenge of being unable to automate all assessments and directly offer all students unlimited attempts toward mastery.

Critical thinking skills greatly affect the solving of mathematical problems. Therefore this study aims to develop a test instrument for students' critical thinking skills based on Higher Order Thinking Skills (HOTS) in discrete mathematics courses. The type of instrument developed is a work breakdown test equipped with an assessment rubric. Instrument development uses the Research and Development (R&D) method. Critical thinking skills are determined using four indicators, namely: analyzing problems, concluding and providing explanations, evaluating, and selecting problem-solving strategies. Development of Higher Order Thinking Skills (HOTS) type instruments adapted to discrete mathematics course material. This study consisted of three stages: designing the instrument, validating the contents of the instrument, and validating the construction of the instrument. The results showed that the results of content validity were 0.84 with a very high category, then ten job description test items were tested for validity using the ratter test. The results of the reliability rater showed a value of 0.994. So, based on the reliability criteria developed by Guilford, the reliability rater obtained, namely 0.994, is classified as very high. The HOTS type test refers to the top three dimensions of cognitive processes from the revised Bloom's taxonomy, namely analyzing (C4), evaluating (C5), and creating (C6).

Aim/Purpose: The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units. Background: In Sri Lankan state universities, students have been enrolled only from the Physical Science stream to do a degree program in Computer Science. In addition to that, universities have been offering some course units in Mathematics to provide the required mathematical maturity to Computer Science undergraduates. Despite of this it is observed that the failure rates in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. Methodology : Academic records comprised of all 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university were considered for this study. Contribution: This study helps academics in identifying suitable curricula for Mathematics course units to improve students’ performance in theoretical Computer Science courses. Findings: Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impacted on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units. Future Research: Identifying other critical success factors contributing to the students’ academic performance of the theoretical Computer Science through empirical studies

Teaching a hardware-based course for computer science students is a very challenging task. Students need to do a lot of practical work in the laboratory, usually do some practical project, learn theory and finally take the exam. This is a very hard task for the first hardware-based course — Computer architecture and organization (CAO), especially if it is offered in the first year of studies. Many successful examples report introducing some online learning tools, such as distance laboratories or visual simulators, which help students easier to learn the required learning objectives. In this paper, we introduce a brand new approach of reorganizing the curriculum of the course of Discrete Mathematics (DM). This approach transfers the fundamentals of logic design earlier in the DM course. Since both DM and CAO courses are scheduled in parallel, this transfer and reorganization offers necessary background for topics learned in the CAO course. This change prepares the students with relevant content about digital logic part of the CAO course and results with an improvement of 50% of those who had passed the midterm exam compared to the previous years.

Programming assignments in my discrete mathematics course have changed recently due to an influx of non-computer science students with little or no programming experience. Programming problems are now assigned in a simple to learn, easy to write, mathematical-like functional programming language that requires no previous programming experience. In theory, all students begin on the same basis. Exposure to the concepts of functional programming is an essential part of computer science and mathematics curricula. For most students this is the only exposure to functional programming. Functional programming and discrete mathematics are a natural combination. One week of lectures and perhaps a small monetary investment is all that is required. An instructor totally unfamiliar with functional programming can easily learn enough in a week or so to present a simple introduction to the topic. Introducing functional programming concepts in discrete mathematics was very successful. Students found the exposure to functional programming to be an insight they had never experienced before and enthusiastically recommended an introduction to functional programming be a permanent part of the course.

This study aims to determine the interest of Informatics students about the material in discrete mathematics that is most in demand. The population of this study was 20 students from the Informatics Department at Amikom University Yogyakarta. Data collection techniques using the interview method. The interview method is used to determine student interest in discrete mathematics course material that is in accordance with the actual conditions. In the discussion the author uses functions in discrete mathematics, namely with domain functions, codomain, and range. The results of this study indicate that the interests of Informatics students about matter have discrete mathematics in sufficient categories

This study aims to: (1) analyze how the validity, practicality and effectiveness of mathematics learning tools developed using contextual-based learning were developed to improve students' mathematical communication skills and self-efficacy; (2) analyzing the improvement of students' mathematical communication skills using contextual-based learning tools that have been developed; and (3) analyzing the increase in students' self-efficacy using contextual-based learning tools that have been developed. This study uses a 4-D development model (define, design, develop, and disseminate) Thiagarajan, Semmel and Semmel (1974) by developing a learning device with a problem-based learning model. The research involved the subject of class VII students of SMP Negeri 1 Medan in the 2021/2022 academic year. While the object in this study is a learning device using the Contextual Teaching and Learning (CTL) model. The results showed that: (1) The learning tools based on the contextual teaching and learning model that were developed were declared valid, practical and effective; (2) in the first trial there was an increase in students' mathematical communication skills with the "moderate" criteria with a score of 0.41 (g 0.3) and in the second trial there was an increase in the score with the "medium" criteria with a score of 0.59 (0 ,3 < N-Gain 0.7). So it can be concluded that the learning tools based on the developed contextual teaching and learning model can improve students' mathematical communication skills; (3) the results of the students' self-efficacy questionnaire analysis in the first and first trials showed that there was an increase in students' self-efficacy abilities. In the first trial it showed that the average student self-efficacy was 81.36 with a standard deviation of 8.08, then in the second trial it showed that the student's average self-efficacy was 101.47 with a standard deviation of 9.28 . So it can be concluded that the learning tools based on the contextual teaching and learning model developed can improve students' self-efficacy abilities. Kata Kunci: Mathematical Communication, Self Efficacy, Contextual Approach (Contextual Teaching and Learning) DOI: 10.7176/JEP/13-18-07 Publication date: June 30 th 2022

This session is a progress report from the first committee created under the SIGCSE Committee Initiative. The Committee on Implementation of a Discrete Mathematics Course is charged with developing implementation models and materials for the one-semester discrete math course proposed in Computing Curriculum 2001. At the time of the session, the Committee will have completed about three-fourths of its task. In this session the committee will present a number of course models which, for each, will include a syllabus/course outline and a list of possible applications which connect the mathematics to fundamental ideas in computer science. Comments and additional input from the SIGCSE community will be solicited. Presentation will by Bill Marion, one of the two committee co-facilitators and two other committee members.

We are concerned about a view in undergraduate computer science education, especially in the early courses, that it's okay to be math-phobic and still prepare oneself to become a computer scientist. Our view is the contrary: that any serious study of computer science requires students to achieve mathematical maturity (especially in discrete mathematics) early in their undergraduate studies, thus becoming well-prepared to integrate mathematical ideas, notations, and methodologies throughout their study of computer science. A major curricular implication of this theme is that the prerequisite expectations and conceptual level of the first discrete mathematics course should be the same as it is for the first calculus course --- secondary school pre-calculus and trigonometry. Ultimately, calculus, linear algebra, and statistics are also essential for computer science majors, but none should occur earlier than discrete mathematics. This paper explains our concerns and outlines our response as a series of examples and recommendations for future action.

This research aims to determine whether there is an influence of the Contextual Teaching and Learning (CTL) learning model on students' critical thinking skills in class VIII respiratory system materials at SMP Negeri 2 Gunungsari. The type of research used is Quasi experimental design with a quantitative approach. The population in this study were students in class VIII of SMP Negeri 2 Gunungsari, with the research sample being class VIII A as the experimental class and class VIII B as the control class. The instrument used in this research is test questions in the form of essays. Data analysis was carried out by hypothesis testing (t-test). The results of the research show that the Contextual Teaching and Learning (CTL) learning model on students' critical thinking skills in class VIII respiratory system material at SMP Negeri 2 Gunungsari, with a significant value of 0.000 < 0.005, means that Ho is rejected and Ha is accepted so it can be concluded that there is a significant influence. significant impact on the use of the Contextual Teaching and Learning (CTL) learning model on students' critical thinking abilities.

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on the ability to understand the concepts of class VII students of SMP 16 Kota Bengkulu. The research carried out was quasi-experimental with a population of all students in class VII of SMP 16 Kota Bengkulu totaling 218 students. Samples were taken by random sampling technique and a sample of 60 students was obtained, 30 students in the VIIA class as the experimental class, 30 students in the VIIE class as the control class. Data collection using Instrument concept understanding ability test. Data analysis techniques using Ancova. The results showed that there was the influence of the Contextual Teaching and Learning (CTL) learning model on the conceptual comprehension ability of seventh grade students in Bengkulu City 16 Junior High School at 80.50% with an average of 82.75 and there was an effect of an initial ability of 60.50% with an average average of 82.80. It can be concluded that the ability to understand students' concepts is better by using the Contextual Teaching and Learning (CTL) learning model.