Upaya Meningkatkan Hasil Belajar Siswa Melalui Strategi Pembelajaran Permainan Angka Tertempel di SD Inpres 3 Tolai

The purpose of this study was to improve student learning outcomes about mixed arithmetic in the Mathematics learning process using learning strategies through sticky numbers games. This study uses a classroom action research method which is carried out in 2 (two) cycles. Each cycle is carried out in 4 (four) stages, namely planning, acting, observing, and reflecting. The subjects of this study were Grade VI students of SD Inpres 3 Tolai in the 2020/2021 school year. Data collection techniques using tests, observation, and documentation. The data analysis technique used in this research was qualitative and quantitative descriptive analysis. Based on the results of this study, it is known that the increase in student activity, the pre-cycle average is 49.68. In the first cycle it increased to 67.31, and the second cycle increased to 83.97. While the increase in student learning outcomes that have met the completeness value, namely pre-cycle by 50%. In the first cycle it increased, namely to be 79.17% and increased again in the second cycle to 100%.

Managing Risk in Numbers Games

This chapter applies Benford's law to study how players choose numbers in fixed-odds number lottery games. Empirical data suggests that not all players choose numbers with equal probability in lottery games. Some of them tend to bet on (smaller) numbers that are closely related to events around them (e.g., birthdays, anniversaries, addresses, etc.). In a fixed-odds lottery game, this small-number phenomenon imposes a serious risk on the game operator of a big payout if a very popular number is chosen as the winning number. The chapter quantifies this phenomenon and develops a choice model incorporating a modified Benford's law for lottery players to capture the magnitude of the small-number phenomenon observed in the empirical data.