/pdf/the-impact-of-collaborative-learning-on-learners-critical-3t4c563vwl.pdf

The Impact of Collaborative Learning on Learners' Critical Thinking Skills.

Let G(V, E) be a graph of vertex set V and edge set E. Local vertex antimagic total coloring developed from local edge and local vertex antimagic coloring of graph. Local vertex antimagic total coloring is defined f : V ( G ) ∪ E ( G ) → { 1 , 2 , 3 , … , | V ( G ) | + | E ( G ) | } if for any two adjacent vertices v1 and v2, w ( v 1 ) ≠ w ( v 2 ) , where for v ∈ G , w ( v ) = ∑ e ∈ E ( v ) f ( e ) + f ( v ) , where E(v) and V(v) are respectively the set of edges incident to v and the set of vertices adjacent to v. Thus, any local vertex antimagic total coloring induces a proper vertex coloring of G if each vertex v is assigned the color w(v). The chromatic number of local vertex antimagic total coloring denote χlvat(G) is the minimum number of colors taken over all colorings induced by local vertex antimagic total coloring of graph G. In this paper, we use some families tree graph. We also study the existence of local vertex antimagic total coloring chromatic number of some families tree namely star graph, double star graph, banana tree graph, centipede graph, and amalgamation of star graph.

On the local vertex antimagic total coloring of some families tree

All graph in this paper are finite, simple and connected graph. Let G(V, E) be a graph of vertex set V and edge set E. A bijection f : V (G) −→ {1, 2, 3, ..., |V (G)|} is called a local edge antimagic labeling if for any two adjacent edges e1 and e2, w(e1) 6= w(e2), where for e = uv ∈ G, w(e) = f(u) + f(v). Thus, any local edge antimagic labeling induces a proper edge coloring of G if each edge e is assigned the color w(e). The local edge antimagic hromatic number γlea(G) is the minimum number of colors taken over all colorings induced by local edge antimagic labelings of G. In this paper, we have found the lower bound of the local edge antimagic coloring of G . H and determine exact value local edge antimagic coloring of G . H.

Local Edge Antimagic Coloring of Comb Product of Graphs

This study aims to analyze the critical thinking skills of P21 students in solving Arithmetic Two Dimensional problems through the application of Guided Discovery Learning. GDL is a learning process that occurs when students are not presented  with material in final form but learners are expected to organize their own material with guidance from educators if needed. Implementation of GDL in learning process is expected to improve students' thinking ability, especially critical thinking ability version P21. According to P21, in the 21st century, every individual is required to have 4C's skills in order to compete globally and one of 4C's skills is critical thinking. By having these skills, learners are expected to achieve success in life and work. The subjects of this study are discrete mathematics class students, as many as 64 students. Research steps are by providing initial knowledge of Two Dimensional Arithmetic materials through GDL method and Student Worksheet (LKM) then at the end of student learning work on Test Mastery of Teaching Materials (TPBA). The test results are then analyzed using the P21 critical thinking indicator that is reasoned effectively, using a system of thinking, making judgments and decisions. From the analysis result of Teaching Material Mastery Test obtained data about critical thinking level of students, in class A there are 25 students being in very high category (level 4), 10 students are in high category (level 3) and 9 students are in medium category (level 2). While in class C there are 22 students being in very high category (level 4), 4 students are in high category (level 3) and 4 students are in medium category (level 2). The study also produced a two dimensional arithmetic monograph. From the results of this study can be concluded that the application of GDL has a positive effect in developing students' critical thinking skills in solving two-dimensional arithmetic problems.

/pdf/the-analysis-of-critical-thinking-skill-of-version-p21-in-11smiii3tx.pdf

The Analysis of Critical Thinking Skill of Version P21 in Solving the Problems of Two Dimensional Arithmetic Derived from the Implementation of Guided Discovery Learning

In this paper, we consider that all graphs are finite, simple and connected. Let G(V, E) be a graph of vertex set V and edge set E. A bijection f : V ( G ) → { 1 , 2 , 3 , … , | V ( G ) | } is called a local edge antimagic labeling if for any two adjacent edges e1 and e2, w ( e 1 ) ≠ w ( e 2 ) , where for e = u v ∈ G , w ( e ) = f ( u ) + f ( v ) . Thus, any local edge antimagic labeling induces a proper edge coloring of G if each edge e is assigned the color w(e). It is considered to be a super local edge antimagic total coloring, if the smallest labels appear in the vertices. The super local edge antimagic chromatic number, denoted by γleat(G), is the minimum number of colors taken over all colorings induced by super local edge antimagic total labelings of G. In this paper we initiate to study the existence of super local edge antimagic total coloring of comb product of graphs. We also analyse the lower bound of its local edge antimagic chromatic number. It is proved that γ l e a t ( P n ⊳ G ) ≥ γ l e a t ( P n ) + γ l e a t ( G ) . Furthermore we have determine exact value local edge antimagic coloring of P n ⊳ P m , P n ⊳ C m and P n ⊳ S m .

Super local edge antimagic total coloring of {P}_{n}\vartriangleright H

Local edge antimagic coloring of graphs

Let H be a simple and connected graph. A shackle of graph H, denoted by G = shack(H, v, n), is a graph G constructed by non-trivial graphs H 1, H 2, ..., H n such that, for every 1 ≤ s, t ≤ n, H s and H t have no a common vertex with |s − t| ≥ 2 and for every 1 ≤ i ≤ n − 1, H i and H i+1 share exactly one common vertex v, called connecting vertex, and those k − 1 connecting vertices are all distinct. By a generalized shackle of graph, we mean the graph G = shack(H, v, n) by replacing the connecting vertex by any subgraph K ⊂ H and we denote such a graph as G = shack(H, K ⊂ H, n). Graph G = gshack(H, K ⊂ H, n) admits a H-covering, if every edge in E(G) belongs to at least one subgraph of G isomorphic to a given graph H. A graph G is an (a, d)−H-antimagic total graph if there exists a bijective function f : V(G) ⋃ E(G) → {1, 2, ...,|V(G)| + |E(G)|} such that for all subgraphs isomorphic to H, the total H-weights w(H) = Σ v∈V(H) f(v) + Σ e∈E(H) f(e) form an arithmetic sequence {a, a + d, a + 2d, ..., a + (n − 1)d}, where a and d are positive integers and n is the number of all subgraphs isomorphic to H. If such a function exists then f is called an (a, d)−H-antimagic total labeling of G. An (a, d)−H-antimagic total labeling f is called super if f : V (G) → {1, 2, ..., |V(G)|}. In this paper, we study a super (a, d)−H antimagic total labeling of G = gshack(H, e ∈ H, n) by using a partition technique. The result shows that there exist a super(a, d)−H antimagic total labeling for almost feasible difference d up to the determined upper bound.

https://iopscience.iop.org/article/10.1088/1742-6596/893/1/012042/pdf

A generalized shackle of any graph H admits a super H-antimagic total labeling

This study aims to determine students' problem solving skills in physics concepts at the SMP/MTs level by teaching blended learning. The research method used was a mixed method with a sequential explanatory strategy. The data were obtained through the provision of problem-solving tests, the data was strengthened by interviews with student representatives who obtained high, medium and low scores. The sample in this study were 20 students of class VIII of the MTs in Gorontalo. The results of the analysis show that the problem solving ability of physics concepts on the topic of light is in the low category. The average percentage of students' problem solving abilities was 52, 58%. For each problem solving indicator, the percentage is as follows: 72, 50% for the problem focus indicator; 14.66% for physical description indicators; 64.50% for indicators planning completion; 54.75% for indicators of implementing the plan; and for indicators evaluating the completion reached 56.50%. From the results of the interview, there were various obstacles experienced by students in conducting online teaching. Online teaching is carried out using blended learning, namely through virtual face-to-face and non-virtual face-to-face. The low problem solving skills of students for the concept of physics on the topic of light needs to be improved in the application of blended learning, especially related to the obstacles faced by students in implementing blended learning during the Covid-19 pandemic.

Analysis of student problem solving skills on physics concepts in SMP/MTs through blended learning early teaching during the covid-19 pandemic

Combining subtext application technology and collaborative writing to improve EFL remedial students’ writing competence with different learning style

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