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Crime, an unlawful act that contradicts ethics and norms, has now become a primary factor for the police in Lampung province. This presents a challenge for the police institution in predicting high crime rates. However, there are still many crimes that have not become the main focus of problem-solving at the Lampung Regional Police.This research aims to identify the types and criminal acts of crime with the highest recorded incidence in a crime dataset by performing classification using the Naïve Bayes algorithm. The data was obtained from investigators at the Directorate of General Criminal Investigation of the Lampung Regional Police, with a total of 12,034 JTP (Total Criminal Acts) and 7,518 PTP (Crime Resolution) data points for each type of crime, distributed across the Regional Police, City Police, and District Police throughout Lampung province. The classification process using the Naïve Bayes algorithm reveals the relationship between the work unit (Satker) and the type of crime handled, thereby identifying crime patterns based on the location where they are handled. The results of the research, which involved converting numerical data into binomial (binary) form using the "Numerical to Binominal" feature in Rapid miner, show that the analysis and modeling process, especially in algorithms like Naïve Bayes or decision trees, is more effective when using data in a binary format. Thus, the initial dataset can be visualized in the form of a , with the size of the text varying according to the level of each high-incidence crime; the larger the text, the more frequently or significantly the crime occurred or was reported. The application of this method can help in identifying patterns, dominant trends, and areas of focus for more targeted law enforcement efforts or crime prevention policies.

This study investigates the impact of GeoGebra-assisted collaborative learning on students' understanding of function graphs. Function graphs are fundamental in mathematics education, yet many students struggle to grasp the relationships between variables, primarily due to traditional teaching methods that focus on procedural skills rather than conceptual understanding. To address this challenge, the study incorporates GeoGebra, a dynamic mathematics software, alongside collaborative learning strategies. The research utilizes a quasi-experimental design involving high school students who had previously struggled with function graphs. The results demonstrate that the experimental group, which engaged in GeoGebra-assisted collaborative learning, showed a significant improvement of 27% in their post-test scores, compared to just a 6% improvement in the control group using traditional methods. The study highlights the effectiveness of GeoGebra in fostering a deeper conceptual understanding of mathematical functions by enabling students to visualize and manipulate graphs interactively. Additionally, collaborative learning encouraged peer interaction, reinforcing the learning process and promoting better problem-solving skills. The findings suggest that combining interactive tools like GeoGebra with collaborative learning techniques can enhance students’ mathematical comprehension, leading to improved engagement and performance in mathematics education.