bluuebunny/crossref_metadata_2025_split huggingface dataset:
On r-dynamic local irregularity vertex coloring of special graphs
Authors: Maylisa I N , Dafik  , Hadi A F , Kristiana A I , Alfarisi R 
Published: March 2020

Abstract
In this paper, we study a new notion of graph coloring, that is a local irregularity vertex r-Dynamic coloring. We combine irregular local and the principles of r-dynamic coloring and we assign color to all vertices by using the weights of local irregularity vertex. We define l : V(G) → {1, 2, …, k} as a vertex irregular k-labeling and w : V(G) → N where w(u) = ∑
v∈N(u)
l(v). By a local irregularity vertex coloring, we define a condition for f if for every uv ∈ E(G), w(u) ≠ w(v) and max(l) = min{max{li
}; li
vertex irregular labeling}. Each vertex of the weight as a color should satisfy the r-dynamic condition, namely |w(N(v)) ≥ min{r, d(v)} and each the adjacent vertices must be different. In this paper, we study the local irregularity vertex r-Dynamic coloring of special graph, namely triangular book graph, central of friendship graph, tapol graph, and rectangular book graph.
On resolving domination number of friendship graph and its operation
Authors: Kurniawati S , Slamin  , Dafik  , Wardani D A R , Albirri E R 
Published: March 2020

Abstract
Let G = (V, E) be a simple, finite, and connected graph of order n. A dominating set D ⊆ V(G) such every vertex not in D is adjacent to at least one member of D. A dominating set of smallest size is called a minimum dominating set and it is known as the domination number. The domination number is the minimum cardinality of a dominating set and denoted by γ(G). The other hand, for an ordered set W = {w
1, w
2, w
3, …, wk
} of vertices and a vertex v in a connected graph G, the (metric) representation of v with respect to W is the k − vector r(v|W) = (d(v, w
1), d(v, w
2), d(v, w
3), …, d(v, wk
)), where d(x, y) represents the distance between the vertices x and y. The set W is a resolving set for G if distinct vertices of G have distinct representations with respect to W. A resolving set of minimum cardinality is called a minimum resolving set or a basis and the cardinality of a basis for G is its metric dimension dim(G). A Set of vertices of a graph G that is both resolving and dominating is a resolving dominating set. The minimum cardinality of a resolving dominating set is called resolving domination number γr
(G). In this paper, we discussed the resolving domination number of friendship graphs and its operation.
Resolving domination number of helm graph and it’s operation
Authors: Hayyu A N , Dafik  , Tirta I M , Adawiyah R , Prihandini R M 
Published: March 2020

Abstract
Let G be a connected graph. Dominating set is a set of vertices which each vertex D has at least one neighbor in G. The minimum cardinality of D is called the domination number G(γ(G)). The metric dimension of G is the minimum cardinality of a series of vertices so that each vertex G is uniquely. It is determined by the distance of vector to the selected vertices. A dominating metric dimension set is a set of vertices has a dominating set D which has condition of metric dimension. The minimum cardinality is called the resolving domination number of G, (DomDim
(G)). We analyze the resolving domination number of helm graph and it’s operation. We study combine the existence concept of dominating set and metric dimension. We have obtained the minimum cardinality of dominating number.
Modeling of development of performance evaluation on health information systems implementation
Authors: Sardjono W , Selviyanti E , Perdana W G , Maryani  
Published: March 2020

Abstract
In any organization, the appropriate use of information systems will have an impact on the effectiveness of day-to-day operations. To find out how the performance of an information system is necessary to do an evaluation of the implementation of which has been run. This study evaluates the implementation of information systems in the Maternity Hospital St. Yosef. By adopting PIECES framework as an evaluation, primary data collection is done through questionnaires distributed. Of the some respondents who collected the data used factor analysis to get factors and indicators affect the successful implementation of system and get right model for evaluation of the Maternity Hospital in St. Joseph. The results showed that the factor of ease use and suitability to needs of a positive effect on the success, while reliability of system negatively affect the success. On a scale of 0-100 obtained an un-expected value of system performance is at 45.75 and the expected value of performance of the system is equal to 83.77.
On rainbow antimagic coloring of some special graph
Authors: Jabbar Z L Al , Dafik  , Adawiyah R , Albirri E R , Agustin I H 
Published: March 2020

Abstract
Let G = (V, E) be a connected and simple graphs with vertex set V and edge set E. A coloring of graph G is rainbow connected if there is a rainbow path that connects each two vertices of graph G. The minimum k such that G has a rainbow-connected using k colors of the edges of G is the rainbow connection number rc(G) of G. A graph with a bijective mapping f : E → {1, 2, …, |E|}. The sums of each paired vertex has distinct value, defined as ∑
e
∈E(v)f(e). Thus, the function of G clearly an antimagic labeling if the sums of each paired vertex has distinct value. It is clear that rainbow antimagic connection number is the smallest number of colors which are needed to make G rainbow connected, denoted by rcA
(G). A bijection function f : E → {1, 2, …, |E|} is called a rainbow antimagic labeling if there is a rainbow path between every pair of vertices and for each edge e = uv ∈ E(G), the weight w(e) = f(u) + f(v). A graph G is rainbow antimagic if G has a rainbow antimagic labeling. In this paper, we will analyze the rainbow antimagic coloring of related book graph.
The analysis of creative thinking skills of junior high school students in learning natural science on environmental pollution materials with different academic skills
Authors: Maharani N , Suratno  , Sudarti  
Published: March 2020

Abstract
Pollution occurs when harmful substances are released into the environment. This study aims to analyze the creative thinking skills of junior high school students in natural science learning based on differences in students’ academic abilities. This research is a descriptive study involving 118 8th grade students of junior high school. Students are classified into three categories; students with high, medium, and low academic ability. The results is academic skills directly proportional to creative thinking skills. Data shows that students with high academic abilities have high creative thinking skills. This is indicated by the average calculation result of all four elements of creative thinking by 33%. The students with moderate academic ability are also known to have creative thinking skills in the medium category, which is indicated by the average calculation result of the four elements of creative thinking by 26%. Likewise, students with low academic ability, have creative thinking skills in the low category with a percentage of 23%
Shifting of perfective metacognitive activities in solve math problems
Authors: Hastuti I D , Surahmat  , Sutarto  , Dafik  
Published: March 2020

AbstractThis study aims to describe the shift in the perfective metacognitive activities of students in solving mathematical problems. The subjects in this study were students who experienced a shift in the perfective metacognitive activities of students in solving mathematical problems. This research is a qualitative research with a descriptive exploratory approach. The instrument used was a mathematical problem solving task type MEA (Model Eliciting Activities), interview guidelines, and questionnaires. Data collection procedures in this study consisted of five stages. In the first stage, the researcher asks each student to solve the problem given while thinking alouds. The second stage, students are asked to solve the same problem as a group while discussing with two other students, then researchers observe and listen to the results of think alouds as well as the results of conversations during group discussions from a computer screen. The third step is giving the questionnaire. The fourth stage is task-based interviews to explore information that needs to be confirmed from the results of think alouds and questionnaires. Next to the fifth stage, researchers analyzed data from student work outcomes, think alouds, questionnaires, recorded conversations of students during discussions, and interviews. Based on the results of the study, there were students who experienced a shift in perfective metacognitive activity in solving mathematical problems.
Students’ creative thinking skills in solving mathematical logic problem with open-ended approaches
Authors: Kholil M 
Published: March 2020

Abstract
Mathematical logic is one of the important mathematics lessons to improve reasoning in solving daily problems. Creativity is needed in solving mathematical logic problems. This research aimed to analyze students’ creative thinking skills in solving mathematical logic problems. The approach used in this research is the open-ended approach. This research is a qualitative descriptive study. The subjects in this research were students at Mathematics Educations study program in Faculty Education and Teacher Training at State Islamic Institute of Jember. Data collected in this research are test results with open-ended question types, interview results, observation results, and documentation during the research activities. The data analysis technique used in this research is the Miles and Huberman analysis model. The result of data analysis showed that the levels of students creative thinking skills were classified as follows: 8.33% of the students categorized as “Slightly creative”; 30.56% of the students categorized as “Moderately creative”; 41.67% of the students categorized as “creative”; and 19.44% of the students categorized as “very creative”. From these results it appears that most of student have the creative thinking skills. This means that the open-ended approach can be used as a reference in teaching and learning activities to increase the ability to think creatively.
Integrating GeoGebra into geometry space learning: a lesson from traditional cultural festival tumpeng sewu
Authors: Safrida L N , Setiawan T B , Susanto  , Yudianto E , Ambarwati R , Putri I W S 
Published: March 2020

Abstract
Some studies state that mathematical ideas sometimes could be derived through a cultural-based habit or activities. This research was investigated how students are struggle in making sense three-dimensional shapes concepts by observing how Osing people doing a simple mathematical explanation in their celebrating annual festival called Tumpeng Sewu (Thousands of Tumpeng). Besides, as one of the dynamic software, GeoGebra software seems to be a great idea to be integrated into university-level geometry learning. To that end, a study was conducted to know how the Osing ways in making tumpeng to be collected and presented during the Tumpeng Sewu. Morover, it can help mathematics education students at University of Jember to do a better way in making sense of three-dimensional shapes concepts. After doing some research phases, the result of the statistical analysis shows the differences between pre-test and post-test score. In addition, a positive response related to the use of GeoGebra is achieved and the use of GeoGebra during geometry space learning can help in setting up effective geometry learning.
The analysis of metacognitive in biology lesson to senior high school students with different learning interest
Authors: Riftana R J , Suratno  , Wahyuni D 
Published: March 2020

Abstract
Biology is a science with a broad scope and provides learning experiences that encourage students to become independent learners. Interest and development of thinking skills are needed in learning. Metacognitive is an important aspect of achieving learning competence and building a student’s character as an independent learner. Metacognitive motivates the students to have awareness of something they know and about something they don’t. This research aims to analyze the metacognitive of the science and the social students in biology lessons, and to compare the metacognitive of those different students. This research was conducted at high schools in Jember. This research was a qualitative descriptive research by using mix methods (combine the qualitative and quantitative approach). Qualitative data were descriptive and they were based on observations to students whereas the quantitative data were based on the results of the Metacognitive Awareness Inventory (MAI) test. There was two MAI indicators used in this research, knowledge about cognition and regulation of cognition. The result of this research showed that the metacognitive average of science students was 64.6785, meanwhile the social students reached 56,3533, which means the metacognitive of science students was 17% higher than social students.
The anxiety of students on deduction level in proving the geometry theorem
Authors: Ni’mah K , Susanto  , Sunardi  , Hobri  
Published: March 2020

Abstract
This study aims to describe the anxiety of university students who were on deduction level in proving the geometry theorem. This was conducted to find out student anxiety, so that it can be handled and anticipated. Anxiety is the state of feeling students’ uncomfortable, worried, and afraid. The type of this research is qualitative-descriptive. The subjects were taken as many as 3 students who were at the deduction level based on the Van Hiele geometry ability test. Data was collected through theorem proofing tests and interviews conducted after the test. The results of this study indicate that the symptoms of cognitive anxiety (uneasy, nervousness and confuse) occur when the subject begins to understand the problem in the theorem. Symptoms of physiological anxiety (sweating, body feels hot) and behavioral symptoms (physical tension, impatience) appeared when the subjects connected the elements of proof on theorem in geometry. The results of this study are expected to be used by students or lecturers, especially in learning to teach how to proof theorem in geometry.
Validity of physical learning module based on multiple representation and higher order thinking skills
Authors: Mahardika I K , Rasagama I G , Indrianto L , Doyan A , Supeno  
Published: March 2020

Abstract
This aims of research to determine the validity of multi-representation based physics learning modules that can improve higher order thinking skills (HOTs). Physics learning modules are very necessary to realize student-centered learning. A good physics learning module is a module that has been validated with certain criteria. This research is a development study using the McKenney model. Data collection techniques in this study are started from the needs analysis, then build a draft module so that it is ready to be validated by media and material experts using a validation questionnaire. This research produced a multi-representation based physics learning module to improve valid HOTs that are ready to be used in learning physics at school.
Students’ error analysis in solving geometry problems based on the mathematical anxiety under the theory of van hiele
Authors: Dewi A K , Sunardi  , Irvan M , Hobri  , Rohmah F N 
Published: March 2020

Abstract
The aim of this research was to describe the students’ error analysis in solving geometry problems based on the mathematical anxiety under the theory of Van Hiele. This research was a descriptive research with a qualitative approach. The data were collected by using observation, test, and interview methods. The subjects were selected by using classification test of Van Hiele’s level. Van Hiele test was given to 202 students of class VIII of SMP Negeri 2 Purwoharjo. Thus, it obtained the students who were at the visualization level of 49.5%, analysis level of 11.9%, and informal deduction level of 1%. The results of this research showed that the students of visualization level experienced errors in five stages, namely reading error, reading comprehension, transform error, process skill, encoding and showed the anxiety symptoms with indicators of physiological, cognitive and affective. The students of analysis level experienced errors in four stages, namely reading error, transform error, process skill, encoding and showed the anxiety symptoms with indicators of physiological, cognitive and affective. The students of informal deduction level experienced errors in three stages, namely transform error, process skill, encoding and showed the anxiety symptom with cognitive indicator.
Analysis of students’ critical thinking skills on social arithmetics with jumping task
Authors: Hobri  , Oktavianingtyas R , Trapsilasiwi D , Murtikusuma R P , A’yun Q 
Published: March 2020

Abstract
This study describes critical thinking skills of students at MTsN Banyuwangi in solving social arithmetic problems based on jumping tasks. The critical thinking indicators used in this study are focus, reason, inference, situation, clarity, and overview. The data collection methods used are tests and interviews. The subjects studied further in this study were 6 students. The six students consisted of two students from each category of high, medium and low ability. This study used a qualitative approach with a type of descriptive research. The results show that students with high category critical thinking skills can fulfill 6 criteria of critical thinking, medium category students can meet focus, reason, inference, and situation criteria, while students of low category critical thinking can meet focus and situation criteria. Thus, it can be concluded that learning using the jumping task method helps the students’ critical thinking skills become better.
Critical thinking dispositions in solving recreational mathematics problem: opposite corners
Authors: Hussen S , Monalisa L A , Murtikusuma R P , Safrida L N , Oktavianingtyas E , Nurdin E A , Rini A D P 
Published: March 2020

Abstract
The purposes of this research were to determine the critical thinking dispositions in solving recreational mathematics. The subjects were students of first year of bachelor’s degree mathematics education study program. This study used a descriptive qualitative method. 4 participants selected based on 4 levels of combinatorial thinking after solving the recreational math problem that is the opposite corner. The test results were analyzed based on disposition toward critical thinking and combinatorial thinking processes. The indicators used were truth-seeking, open-mindedness, analyticity, systematics, confidence in reasoning, inquisitiveness, the maturity of judgment. The data analysis showed the thinking process in solving problems showed that students were able to bring up indicators of critical thinking disposition through each stage of completion.
Development of structured modules to improve the mathematical understanding of the circle concept in class VIII Mataram 17 junior high school
Authors: Mahsup  , Anwar Y S 
Published: March 2020

Abstract
The purpose of this research is to produce a structured module product to improve the understanding of the concept of circles in class VIII Mataram 17 Junior High School. The development model used in the development of this learning module is Dick and Carey’s model of development. The type of data on this development is quantitative and qualitative data. Data collected in the form of polls, interviews, and tests. While the data analysis using qualitative descriptive analysis techniques and descriptive statistical analysis. Based on the expert assessment that the validity of the module content is in the first category with a percentage turnover of 96.4%, and the validity of the learning design is in an outstanding category with a percentage turnover of 93%. The results of the small group trials on the students gave the module assessment in the excellent class with a percentage of 82.05%, while in the field trials, students give evaluation results on the modules are in a proper category with a rate of 80.85%. Results of analysis of pretest and Postes obtained price t count 21.415, T price of table 1.69, which means t count > T table (very significant). Thus learning by using modules can improve the understanding of the circle concept.
Changes of crop failure risks in the United States associated with large-scale climate oscillations in the Atlantic and Pacific Oceans
Authors: Schillerberg Tayler A , Tian Di 
Published: March 2020

Abstract
Regions that produce a large supply of agriculture commodities can be susceptible to crop failure, thus causing concern for global food security. The contiguous United States, as one of the major agricultural producers in the world, is influenced by several large-scale climate oscillations that contribute to climate variability: Atlantic Multidecadal Oscillation (AMO), North Atlantic Oscillation (NAO), El-Niño Southern Oscillation (ENSO), Pacific Decadal Oscillation (PDO) and Pacific-North American (PNA). Since local weather conditions are associated with these climate oscillations through teleconnections, they are potentially causing changes of crop failure risks. The objective of this study is to assess climate-induced changes of annual crop failure risks for maize and winter wheat from 1960 to 2016, by analyzing the associations of large-scale climate oscillations with the frequency of crop failure in the rainfed regions of the United States using a Bayesian approach. The analysis revealed that crop failure frequencies showed contrast spatial patterns and different extent under different climate oscillation phases. Among individual oscillations, the positive PNA and negative AMO resulted in the most substantial increase in maize and winter wheat crop failures over a high percentage of climate divisions, respectively. Among oscillation combinations, the positive AMO and negative PDO and the positive AMO and positive PDO resulted in the highest percentage of climate divisions experiencing significant increase of maize and winter wheat crop failures, respectively. Random forest models with climate oscillations accurately predicted probabilities of crop failure, with the inclusion of local surface climate variables decreased or increased the predictive accuracy, depending on regions. These results revealed the plausible drivers of long-term changes of U.S. crop failure risks and underscore the importance for improving climate oscillation forecasting for early warning of food insecurity.
Comprehensive Evaluation and Empirical Analysis of Global Ecosystem
Authors: Ding Shengyue , Chang Chia-kan , Wang Wenqi , Yan Guoyi , Chen Ting , Ke Jun 
Published: March 2020

Abstract
With economic development, people often ignore the changes to the ecological system of the constructed area. However, whenever we change an ecosystem, it is possible to limit or remove ecosystem services. Therefore, we measure the degradation of ecosystem service values before and after a development project by establishing ecological health evaluation and social-ecological economic compound model. Through the establishment and calculation of these models, we find that in order to achieve scientific and sustainable development in a certain region, the restoration value of the ecosystem must be taken into consideration, and the optimal solution of social, ecological and economic composition can be found based on the actual geographical situation. The method in this paper is more concise and intuitive, which has a strong economic measurement effect on the policy of minimum ecological damage in current engineering construction, and the optimal solution can be find according to engineering requirements to ensure the balance between environment and construction.