Indonesia Conference Directory

Corresponding Author
Sukiri Yono

Institutions
Sriwijaya University

Abstract
The aim of this study was to see the collaboration of students through the lesson study for learning community (LSLC) on circle material. The subject of this study was a eight-grade studentsat SMP 1 Palembang. The method of this study quantitative descriptive by using a survey method with the PMRI approach. Data is obtained through observation of student activities documentation of events in the classroom, in the form of photos and videos, and collection of student tasks. Stages of LSLC is Plan, See, Do and Re-Design. The learning process is carried out with two activities, each activity consists of Sharing tasks and Jumping tasks. In sharing tasks, students work on sharing activities in groups, while in jumping students do the questions individually and the problem has been raised from the previous level. The use of LSLC gave a positive impact on students of class VIII in SMP N 1 Palembang on circle material. Positive impacts that arise include raising a sense of care for friends, reducing competition and collaboration between students in learning.

Keywords
Circle material, LSLC, PMRI

Topic
Mathematics Education

Link: https://ifory.id/abstract/yKqECNbXYuRW

Corresponding Author
Agustiani Putri

Institutions
(a) Department of Mathematics Education, Universitas
Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur
3220, Indonesia
agustianiputri15[at]gmail.com
(b) Ph.D of Mathematics Education, Postgraduate
Program, Universitas Negeri Jakarta, Jl. Rawamangun
Muka, Jakarta Timur 13220, Indonesia
(c) Master of Mathematics Education, Graduate Program,
Universitas Negeri Jakarta, Jl. Rawamangun Muka,
Jakarta Timur 13220, Indonesia

Abstract
Generative and Connecting, Organizing, Reflecting, Extending (CORE) are two sets of learning design that can develop learners- critical thinking skill. The objective of this study was to point out the best model to develop learners- critical thinking skill. For this objective, a quasi-experiment was done in 12 Jakarta Senior High School. Two groups of eleventh grades learners were elected by random sampling method. Generative learning was applied to the first group, while CORE learning was applied to the second group. Learners- critical thinking was regulated by the test which produced based on critical thinking skill indicators. Before starting the program, each group took an initial ability test. The program lasted for four weeks, and four hours each week; and at the end of the program post-test works were taken from the candidates. The hypothesis was tested using independent sample t-test with a probability of significance value of 0.05.The results of the research shown that there was a significant difference between the t-test score points of the experimental groups (P<0.05) namely t-count = 3,092 > t-table = 1,667. The results also showed that the average of learners- critical thinking skill points with generative learning model was higher than the other group. It was observed that this paper previously uncovered a role for (1) Barbara L. Grabowski (2014) that generative learning model can increase critical thinking skill and (2) Robert C. Calfee (2004) that CORE can increase critical thinking skill. This manuscript builds on our prior study to compare both models and focus on the effects on critical thinking skill.

Keywords
generative learning model, CORE learning model, critical thinking skill

Topic
Mathematics Education

Link: https://ifory.id/abstract/Ux8WtG63rag4

Corresponding Author
Lia Ardiansari

Institutions
UPI

Abstract
Relational thinking involves understanding equality and numerical relationships, thus encouraging students to reflect on the numerical relationship between structurally similar expressions promising a smooth transition from arithmetic to algebra. The distributive property provides a means of the equal sign to connect two operations, such as addition and multiplication in any field. Therefore, the distributive property is used in this study to investigate the type of familiarity with the nature of this operation so that it can be a promotion of flexibility in thinking that can lead to algebraic thinking. This study aims to investigate ways of thinking, learning, and experiences that are understood narratively. A Narrative inquiry highlights the problem and forms a new theoretical understanding of ones experience. Data was collected by distributing questionnaires and semi-structured interviews to participants as many as 53 junior high school students where 45% were male students and 55% were female students selected using purposive sampling technique. The results of the study show that generally junior high school students still have a weak understanding of the same relationship in distributive property described by the word "operational" which is a contrasting understanding with the relational viewpoint.

Keywords
algebraic thinking, distributive property, equal sign, narrative inquiry, relational thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/njJ2ZR4BAGMX

Corresponding Author
riva lesta ariany

Institutions
a) Universitas Pendidikan Indonesia
jalan Dr. Setiabudhi 229, bandung, Indonesia
*rivalestaariany[at]upi.edu
b) Uin Sunan Gunung Djati Bandung
jalan A.H Nasution 105, bandung 46014, Indonesia
c) Universitas Pasundan Bandung
jalan Lengkong besar 68, bandung, Indonesia
d) Universitas Muhammadiyah Tangerang
jalan perintis kemerdekaan 1, Tangerang 15118, Indonesia

Abstract
The ability of mathematical representation is an important ability possessed by prospective mathematics teachers, the ability of mathematical representation examined in this study include: visual representation, mathematical representation and representation of words. This study discusses the representation ability of mathematics education students in Calculus courses in terms of Early Mathematical Ability (KAM). The research subjects were all students who studied mathematics in semester IV which consisted of 3 classes. The third class is given different training, namely inquiry learning, guided inquiry and expository. The instrument used consisted of a mathematical initial ability test, and a mathematical representation ability test. Data analysis in this study used two-way ANOVA. The results of data analysis showed that the learning model used did not distinguish mathematical representation abilities, while KAM had a significant influence on students mathematical representation abilities. The learning model with KAM fully together influences the ability of students mathematical representation.

Keywords
KAM, Mathematic Education, prospective mathematics teachers.

Topic
Mathematics Education

Link: https://ifory.id/abstract/tAcrRMuzJVGT

Corresponding Author
Hadin Hadin

Institutions
IKIP SILIWANGI BANDUNG

Abstract
This article aims to examine the mathematical connection skills of students who learn using the Problem Based Learning approach compared to those who use ordinary learning. This research is using the experimental method. The population in this study were eighth-grade students of MTs Al-Hikmah 02 Talegong Garut district 2017/2018 academic year with a sample of the study were eighth-grade students of MTs Al-Hikmah 02 Talegong consisting of VIII B classes as a control class and VIII A as experimental classes taken randomly. The instrument used in this study was a mathematical connection ability test in the form of a description of 5 questions, as well as the scale of learning independence. Data were analyzed using the IBM SPSS Statistic 1.7 for windows program. From this study, the following results were obtained: (1) Increased mathematical connection ability of students with mathematical learning using the PBL approach better than those who used ordinary learning. (2) Learning independence of students who use the PBL approach is better than students who use ordinary learning. (3) Implementation of learning steps using the PBL approach can develop mathematical connection skills and student learning independence. (4) the difficulties experienced by students in solving the problems of mathematical connection ability are found in indicators that understand or connect the relationship between mathematics and other sciences outside mathematics.

Keywords
Mathematical Connections, self regulated learning, Problem Based Learning.

Topic
Mathematics Education

Link: https://ifory.id/abstract/NeQz6379LqDd

Corresponding Author
Ratu Mauladaniyati

Institutions
Pascasarjana UPI

Abstract
This study aims to determine whether there are differences in understanding of mathematical concepts between students who get learning with Flipped-Mastery models and students who get conventional learning. This study was a quasi-experimental study with a nonequivalent pretestt posttest control group design. With a population of all class students of SMA N 1 Pandeglang, and the sample was students of MIPA X-4 class as an experimental class and MIPA X-5 class as a control class. The instrument used is a concept understanding test instrument consisting of 8 essay questions. Data analysis using the t-test with a pre-requisite test for normality and homogeneity. The results of the study showed that understanding the mathematical concepts of students who had learned Flipped-Mastery models was better than students who obtained conventional learning.

Keywords
understanding of mathematical concepts, Flipped-Mastery models

Topic
Mathematics Education

Link: https://ifory.id/abstract/DJQLruavbHz6

Corresponding Author
Risma Amelia

Institutions
IKIP Siliwangi

Abstract
Mathematical learning requires deductive and abstract thinking. Geometry material is material that requires a high-level thinking process of students. Therefore, it takes the process of abstraction of students in understanding mathematics, especially geometry material. Straight-line equation material is a prerequisite in understanding geometry material further. This study intends to measure the process of thinking students in the matter of straight line equations. The population in this study were junior high school students in the city of Cimahi, and the samples in this study were class VIII students of one of the junior high schools in Cimahi City. This research is a descriptive qualitative study. The instrument in this study is a test that is analyzed to see and measure the students abstraction process which appears in the material of straight line equations.

Keywords
Abstraction Process, Straight Line Equation

Topic
Mathematics Education

Link: https://ifory.id/abstract/2pL68xbyfeCn

Corresponding Author
Dadang Juandi

Institutions
Universitas Pendidikan Indonesia

Abstract
The purpose of this study is to improve the achievement of in-service mathematics teachers in pedagogical and professional competences through professional development program by using a Cycle Pedagogical Problem-based learning. The research subjects consisted of 58 in-service mathematics teachers from a number of senior high schools from five districts in West Java. The research instrument consisted of observation guidelines, interview guidelines, teacher competency tests, and self-efficacy scale. Mathematical pedagogical problems presented to trainees in a number of cycles, which include some mathematical material that is relevant to the 2013 curriculum. The results of data analysis show that overall the achievement of pedagogical competency is better than the achievement of professional competency. Pedagogical competency is achieved in the high category, and professional competency is achieved in the medium category. The achievement of self-efficacy found that the majority of teacher candidate is in the positive category. Judging from the differences in region of origin it was found that there were no significant differences in pedagogical competency nor professional competency.

Keywords
Pedagogical Competency, Professional Competency, Pedagogical- Problem Solving Cycle, Self-efficacy.

Topic
Mathematics Education

Link: https://ifory.id/abstract/gQN3MuZG9C4H

Corresponding Author
Agusmanto J.B. Hutauruk

Institutions
a) Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen
Jalan Sutomo No.4A. Medan, Indonesia
* a7hutauruk[at]uhn.ac.id
b) Fakultas Keguruan dan Ilmu Pendidikan, Universitas Borneo Tarakan
c) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia

Abstract
This paper discusses the effect of the Problem Based Learning model with the Metacognitive approach on achieving students mathematical resilience. This study also discusses the interaction between learning models with mathematical prior knowledge towards mathematical resilience abilities, and also analyzes student behavior that reflects mathematical resilience abilities based on the learning model. This research is a quantitative study, with two classes as research subjects namely the experimental class and the control class. The research instrument uses a scale of mathematical resilience, interview guidelines, and observation sheets. Research findings obtained include: (1) the learning model used does not have a significant effect on achieving students mathematical resilience, as a whole or based on mathematical prior knowledge, (2) there is no interaction between learning models and mathematical prior knowledge towards achieving students mathematical resilience and (3) the experimental and control class students did not show dominant behavioral differences that reflect mathematical resilience.

Keywords
Mathematical Resilience; Problem Based Learning; Metacognitive

Topic
Mathematics Education

Link: https://ifory.id/abstract/ZaekVjbW76fK

Corresponding Author
Vivi Angriani

Institutions
Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract
Society is an important part or a central point in sustainable development. To realize sustainable development in a country, a quality society member component is required. One of the sustainable development concentrates on social development, where the application of algebraic literacy is indispensable for individuals for meeting the needs of being a quality society member who is willing to think and solve mathematical problems in daily life. This article reviewed some research that focuses on the mathematical literacy of students, that includes indicators and competencies that indicate that students have algebraic literacy, and factors that affect algebraic literacy skills. The purpose of this article is to describe the importance of algebraic literacy to help people solve mathematical problems in daily life as well as to make the necessary decisions as citizens.

Keywords
Mathematical Literacy, Algebraic Literacy, and Sustainable Development.

Topic
Mathematics Education

Link: https://ifory.id/abstract/RyZvVTHa7zmU

Corresponding Author
Vira Pratiwi

Institutions
Universitas Bhayangkara Jakarta Raya

Abstract
This research was conducted by analyzing the findings of learning obstacles. These findings are used as the development of learning trajectories of algerbaic thingking. Learning trajectories consist of systematic material about tables and diagrams in elementary schools. Problem modeling is represented through tables and diagrams from concrete levels to abstracts. This article aims to explain the process of abstraction that occurs in students through tables and diagrams. This research was conducted using qualitative methods and parts of didactical design research. This research was conducted on 5th grade of 10 students from two different schools. The results of this study are in the form of abstraction stages that are used to created algebraic thinking learning trajectories for elementary school students.

Keywords
algebraic thinking, elementary schools, tables and diagrams

Topic
Mathematics Education

Link: https://ifory.id/abstract/LXC7tK2GDcMk

Corresponding Author
Septiani Yugni Maudy

Institutions
Universitas Pendidikan Indonesia

Abstract
Early algebraic thinking was not explicitly mentioned in the elementary school mathematics curriculum in Indonesia. However, whether students are able to develop important algebraic ideas from a general arithmetic perspective through the current curriculum. This study tries to explore the learning experiences of elementary school students and constructs the meaning behind these learning experiences towards the emergence of early algebraic thinking. The researcher analyzes how students construct meaning through in-depth interviews with students in grades IV to VI. The results of this study indicate the fact that certain algebraic ideas must be deliberately reformed in the curriculum since the early grades, because these ideas did not develop naturally in students without proper learning design.

Keywords
curriculum, early algebraic thinking, learning experience, mathematical meaning

Topic
Mathematics Education

Link: https://ifory.id/abstract/qNQAUMkVFcJ2

Corresponding Author
Mela Aziza

Institutions
1 Program Studi Tadris Matematika, IAIN Bengkulu, Jl. Raden Fatah, Pagar Dewa, Kota Bengkulu 38877, Indonesia
2 Centro de Atención Integral para la Discapacidad (CAID), Ave. Luperón casi esq. Enriquillo, Zona Industrial de Herrera, Santo Domingo, D.N. República Dominicana
3 Madrasah Aliyah Negeri 2 Kudus, Jalan Mijen, Mijen, Prambatan Kidul, Kec. Kaliwungu, Kabupaten Kudus, Jawa Tengah 59331, Indonesia

Abstract
Some previous research found out that teaching the usefulness of mathematics in the classroom was pivotal. However, there was still a lack of research regarding how this happened in the classrooms. Therefore, this qualitative study would to find how British mathematics teachers- beliefs and their teaching practice related to the usefulness of mathematics in daily life. Four British mathematics teachers who were taking master degree program in University of Bristol and had experience in teaching mathematics in the UK were chosen by using non-probability sampling method. The data collection method used was a semi-structured interview using open-ended questions. During the interview, everyone would be asked about 25 minutes to know how their perspective related to their beliefs and teaching practice. The audiotape recording of the interview was transcribed and then analysed using thematic analysis from Braun and Clarke. According to the analysis data, there were four main themes of beliefs from British mathematics teachers regarding to the usefulness of mathematics and two main themes of teaching practice that have been done based on their teaching experience.

Keywords
teachers beliefs, teaching practice

Topic
Mathematics Education

Link: https://ifory.id/abstract/7RLgQH6nBVby

Corresponding Author
Ria Rimfani Musna

Institutions
1) Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*riarimfanimusna[at]upi.edu
2) Departemen Pendidikan Matematika, Fakultas Matematika dan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
The study was aimed at analysing the students- creative thinking skills at SMP Negeri 2 Bandung, focusing on the fluency, flexibility, originality, and elaboration aspects in solving the flat-side geometry problems. The descriptive type with qualitative approach was used. Tests, interviews, and documentation were utilized as the data collection methods. The students of class VIII-D were chosen as the subject, six of whom were taken as the sample, consisting of two students with high mathematical skills, two moderate, and two low. The findings reveal that the students with high mathematical skills experience no obstacle in the fluency and flexibility aspects, while in the originality aspect the inability to provide creative answers is sill exhibited by some students, and in the elaboration aspect the students represent lack of accuracy and detail in answering the elaborative questions. The moderate mathematical-skilled students still indicate difficulty in understanding the problems given, whereas the low mathematical-skilled students show difficulty in understanding the problems that, therefore, they can merely provide less-structured, unsystematic, undetailed answers, and they do not solve many problems as well. This is due to considerable obstacles they still experience.

Keywords
creative thinking; flat-side geometry

Topic
Mathematics Education

Link: https://ifory.id/abstract/Xtp6nLkhvBjD

Corresponding Author
Rizki Ramadhani

Institutions
a) Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
b) Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika dan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154

Abstract
The present study aims to describe mathematical reflective thinking skills of senior high school students according to the problems which examine mathematical reflective thinking skills of integrals subject matter. The descriptive method with qualitative approach was employed. A total of 3 students of grade XI in a senior high school in Banda Aceh City were selected as the subject. The data were collected through a test consisting of mathematical reflective thinking skills problems, interviews and documentation. The indicators of mathematical reflective thinking skills include identifying problems, interpreting problems, evaluating problems, predicting problem-solving, and drawing conclusions. The findings indicate that the students considered at the high level of cognitive skills have not been able to interpret integral-related problems clearly and correctly. The students considered at the medium level of cognitive skills have not been able to interpret and evaluate integral-related problems clearly and correctly. The students considered at the low level of cognitive skills have not been able to interpret, evaluate, predict the solving and draw conclusions regarding integral-related problems clearly and correctly.

Keywords
Reflective Thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/87GVqHh3zja4

Corresponding Author
bq. indana zulfa

Institutions
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract
Common mistakes that often do students in solving mathematical problems include errors in understanding the concepts of mathematics, errors in the use of mathematical formulas, miscalculation, misunderstanding of symbols and signs, a mistake in choosing and using the settlement procedure. The Aim of this research is to describes the mistakes of the students to solve the problem of logarithms and to know the factors that Become causes of students in making errors in problem-solving logarithms. This type of research is descriptive research with phenomenology research design. Respondents are five students of grade 10 at one of senior high school in Bandung. Data collected in this study were calculated using a test, interview, and documentation. the results of this study indicate there are three factors types of errors are Errors in understanding the concept, Errors in a calculation, and Procedural errors

Keywords
students Error, Logaritm, Problem-solving

Topic
Mathematics Education

Link: https://ifory.id/abstract/jz2eWrg6aHNJ

Corresponding Author
Yugi Hilmi

Institutions
a) Magister Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*yugihilmi[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Abstract
This study aims to describe the level of mathematical creative thinking ability of tenth graders in vector material. The method of this research is descriptive qualitative. The subject of the study involved 34 tenth grade senior high school students in the Tasikmalaya area. Data collection techniques used a written test of four items in the form of descriptions. The data analysis technique is done by giving a score in accordance with the scoring guidelines used and categorizing the criteria for the level of ability of students mathematical creative thinking. The result showed that the majority students mathematical creative thinking ability are at a fairly creative level. Thus, students need to be given learning that can develop their mathematical creative thinking abilities.

Keywords
Creative Thinking Abilities; Vector Material

Topic
Mathematics Education

Link: https://ifory.id/abstract/JWgYVxuAQGFU

Corresponding Author
Yushilatu Felayati Aziiza

Institutions
1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
Abstract. The study aim knows the factors cause the learning outcomes of students unreachable the standard minimum criteria (KKM) on mathematics learning. The method used in this study was qualitative descriptive. The subjects research used the purposive sampling method. Data collection tools are questionnaires about the factors that cause students to unreachable KKM. techniques data analysis uses a percentage formula. The conclusion of this research is the main cause of the students to get the value below KKM on mathematics teaching is the lack of motivation that exists in the students, the skill in learning mathematics is still very low, the health of Students Very influential about the learning process. In addition to the internal factors, there are also external factors, the external factor consists of the teachers and aspects of the parent. Students feel motivated to learn if the teacher uses media or mathematical aids. Another external factor is parents, parents have given cellphones to their children. These two factors cause students not to reach the KKM mathematics learning.

Keywords
Standard minimum criteria, mathematic learning, unreachable

Topic
Mathematics Education

Link: https://ifory.id/abstract/WDh6TPZ4QGKv

Corresponding Author
Aloisius Loka Son

Institutions
a) FIP Universitas Timor.
Jl. Eltari KM. 9 Kefamenanu 85613, Indonesia
*elson[at]student.upi.edu
b) FMIPA Universitas Pendidikan Indonesia.
Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia

Abstract
This study aims to reveal student algebraic problem-solving errors based on Polya and Newman hierarchical indicator. The subject was a study of 30 students of grade VII in one of the junior high school located in the Timor Tengah Utara, NTT, Indonesian, 2018/2019 period. Process of collecting data used tests and interviews. The result of the student problem-solving ability test was grouped into three parts, namely 5 of the student in the low category, 20 of the student in the medium category, and 5 of students in the high category. The result of the analysis based on Polya indicator indicated that a group of low students made an error on all indicators. The medium of category students made an error in carrying out the plan and looking back. For those in the high category, they make an error in looking back indicator. While the result of the analysis was based on Newman hierarchical indicator that a group of low students made an error ranging from comprehension to encoding. Group medium student makes an error in the process skill and encoding process. For those in the high category, they tend to make an error at the encoding indicator.

Keywords
Problem-Solving, Polya Theory, Newman Theory Hierarchy.

Topic
Mathematics Education

Link: https://ifory.id/abstract/HN3Y2JLfDPZA

Corresponding Author
Tiara Larasati

Institutions
(a) Faculty of Mathematics and Natural Science,
State University of Jakarta
Rawamangun Muka, East Jakarta 13220, Indonesia
tiaralarasati24[at]gmail.com

Abstract
The objective of this study was to observe the effect of Connecting, Organizing, Reflecting, and Extending (CORE) instruction model by work card toward students- mathematical problem-solving skill in Junior High School 1 Klari. The research method was quasi-experiment using non-equivalent post-test control design. All classes in seventh grade become the population. Two-stage sampling technique, namely purposive sampling and cluster random sampling technique, was used to select VII-A as the experimental class who treated with the CORE instruction model by work card and VII-B as the control class who treated with direct instruction model. Students- mathematical problem-solving skill was measured by the test which created based on problem-solving skill indicators. Based on hypothetical testing using independent sample t-test with a significance value of 0.05, the result has shown that there was a significant difference between the experimental and control class. There was t count = 4.6932 > t table = 1.667, then H0 was rejected. This result was indicated that the average of the students- problem-solving skill who using CORE instruction model by work card higher than the average of the students- problem-solving skill who using conventional instruction model. Therefore, it can be concluded that the CORE instruction model by work card affected to students- mathematical problem-solving skill in Junior High School 1 Klari.

Keywords
CORE Instruction Model; Work Card; Mathematical Problem-Solving Skill

Topic
Mathematics Education

Link: https://ifory.id/abstract/2pDRxckHtmfM

Corresponding Author
Savira Rahmah Zakiyyah

Institutions
a) Faculty of Mathematics and Natural Science, State University of Jakarta
Rawamangun Muka, East Jakarta 13220, Indonesia
Savirarahmah17[at]gmail.com

Abstract
Double Loop Problem Solving (DLPS) is one of the learning models that purpose to improve mathematical problem-solving skill. As a DLPS learning model, the constructivism approach is one of the learning approaches that can be applied to improving students mathematical problem-solving skill. The purpose of this study was to determine the effect of applying the DLPS learning model with constructive approaches to students mathematical problem-solving skill. To realize this goal, quasi-experiments was done in 3 South Tambun Senior High School. Two classes were selected using the Cluster Random Sampling method. The DLPS learning model with the constructivism approach is applied to the first class, while conventional learning models are applied to others. Students mathematical problem-solving skill are measured through tests made based on indicators of problem-solving skill. Before starting the program, the initial skill of students is calculated based on the results of the PAS (Final Evaluation). The program was carried out eight meetings, during which the eighth meeting was conducted post-test. The hypothesis was tested using an independent sample t-test with a significant probability of 0.05. The results of the study show that there is a positive influence on the application of the DLPS learning model with the constructivism approach to students mathematical problem-solving skill (p-value <0.05). The results showed that the average test results of students mathematical problem-solving skill with the DLPS learning model with the constructivism approach were higher than those of students with conventional learning models. This research is in line with the research conducted by (1) Jatisunda M. Gilar (2017) the constructivism approach has a positive influence on students mathematical problem-solving skill. (2) Pratama (2018) DLPS learning model has a positive influence on students mathematical problem-solving skill. This manuscript is based on the research that we have done.

Keywords
Double Loop Problem Solving (DLPS), Constructivism, Problem-Solving

Topic
Mathematics Education

Link: https://ifory.id/abstract/E6DRpVnPzXmT

Corresponding Author
Nurhayati Nurhayati

Institutions
Universitas Pendidikan Indonesia

Abstract
Abstract. This research is a correlational research that aims to obtain an overview of the correlation of mathematical resilience to the mathematical problem solving abilities of senior high school .This research was conducted in SMA Negeri 1 Klari class XI IPA 2 even semester in academic year 2018-2019. The method used is expose facto. The population taken is all student of class XI SMA Negeri 1 Klari. Sampling using purposive sampling technique, which is a determination and sampling technique determined by the researchers with certain considerations. The sample consists of 36 student. The material used is function derivative. The instrument of this research is test item of mathematical problem solving abilitiy as 6 items and scale of mathematical resilience of 40 statements. The conclusion obtained are that student have difficulty in solving mathematical problem solving question and there is a significant correlation between mathematical resilience of students- mathematical problem solving abilities equal to 0,819.

Keywords
Mathematical Resilience, Mathematical Problem Solving Abilities

Topic
Mathematics Education

Link: https://ifory.id/abstract/9N4aGE68mzRk

Corresponding Author
Deti Ahmatika

Institutions
1) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*dheti.ah0502[at]upi.edu
2)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
3)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
This study aims to describe the process of creative thinking of students based on the Wallas model. This study has research qualitative descriptive using triangulation data. Subjects were categorized as high, moderate, and low ability after being given a test of creative thinking ability. The object of this research is the existence of how junior high school students solve mathematical problems. Data were analyzed through the classification of representations, and conclusions. The results showed that 1) there were 20% of students who did not complete and only reached the preparation stage, called the low category group; 2) there are 53.33% of students reaching the illumination stage even though to arrive at this stage students need a long time, called the medium category group; and 3) 26.67% of students have completed the verification phase, called the high category group. For students with low and medium ability categories, they still need assistance when experiencing obstacles in their creative thinking process, while high ability students need enrichment material.

Keywords
Creative Thingking Process, Problem of Mathematics

Topic
Mathematics Education

Link: https://ifory.id/abstract/Y4dvNarDnquX

Corresponding Author
YULI FITRIANTI

Institutions
a) Department of Mathematics Education Raden Fatah State Islamic University of Palembang, Indonesia
*yulifitrianti_uin[at]radenfatah.ac.id
b) Department of Mathematics Education, Universitas Pendidikan Indonesia
c) Department of Mathematics Education, Universitas Pendidikan Indonesia

Abstract
Knowing students difficulties in using the concept of division and divisibility is one of the basic needs to design genetic decomposition of that concept. This article is a report from qualitative research that discusses conceptual issues about the idea of division and divisibility given by prospective mathematics teacher students who use the APOS theory. The data for the study were collected from an interview conducted on 3 pre-service mathematics teachers in their second year and who have attended and completed a test on the division and divisibility in an elementary number theory course. These participants were selected based on their performance in the test. However, the interview conducted showed that there are five difficulties involved and they include solving the divisibility problem on integers, algebraic manipulation and structure sense, distinguishing between variables and parameters on division problem presented in algebraic expression, associating between division algorithm and definition, and application of divisibility properties and theorems.

Keywords
Difficulties, Division Concept, Divisibility Concept, APOS Theory

Topic
Mathematics Education

Link: https://ifory.id/abstract/jeNVWZGxwTBp

Corresponding Author
Rima Rohimah Fauziyah

Institutions
(a) Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
*rimarohimah16[at]upi.edu
(b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.

Abstract
This research is motivated by the importance of communication ability and mathematical representations of elementary school students as part of the standard process that students must have towards mathematical learning. The purpose of this study was to determine how far the communication and mathematical representations of students have. The research design used was descriptive qualitative. This research was conducted on 24 students of fifth grade elementary school in Bandung by providing communication skills and mathematical representation tests and interviews. The results of the study showed the low communication skills and mathematical representations of students in terms of the test instruments given to students. Most students find it difficult to draw conclusions because of errors in understanding the meaning of mathematical questions in real life contexts. Based on these findings learning activities must be developed to achieve the expected indicators so that communication ability and mathematical representations of students can be improved.

Keywords
Mathematical communication ability; Mathematical representation ability; Elementary School

Topic
Mathematics Education

Link: https://ifory.id/abstract/QLVnPmeFhyp6

Corresponding Author
Indah Pertiwi

Institutions
a) Departemen Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229 Bandung 40154, Indonesia
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229 Bandung, 40154, Indonesia

Abstract
This study is based on the importance of elementary student-s mathematical connection and communication. The aim of this study was to find out the student-s ability to apply mathematical concepts on problems that arise in each learning. The study design used was descriptive qualitative. The samples in this study were 22 fourth grade students of an elementary school in Subang. This study uses mathematical connection ability tests instrument and a mathematical communication ability tests instrument. The results obtained that students in answering the mathematical connection ability tests and mathematical communication test still low. Some students difficult and confuse when answering test because students do not understand the purpose of the question. Based on these problems, learning will be further developed so that mathematical connection and mathematical communication ability can be improved again.

Keywords
mathematical connection, communication ability, elementary students

Topic
Mathematics Education

Link: https://ifory.id/abstract/M9hnNy7BZzH2

Corresponding Author
sri tirto madawistama

Institutions
(1) Universitas Siliwangi, Indonesia.
(2) Universitas Pendidikan Indonesia, Indonesia.

Abstract
This study aims to thoroughly investigate how the equilibrium of pre-service teacher in the probability theory course through learning based on Valsiner theory. The method used is descriptive qualitative by taking as many as one experimental class as a sample to be traced. It was concluded that through observations and short interviews it could be shown that in the first and second meetings, students were still experiencing cognitive conflict so that there was no equilibirium in students. then at the third, fourth meeting and the next meeting students have shown a positive response so that a balance or equilibrium can be seen from each student representatives response through the given teaching material and also through inter-group discussions between groups so that there is uniformity of knowledge and no longer heterogeneous.

Keywords
Equilibrium, Valsiner Theory

Topic
Mathematics Education

Link: https://ifory.id/abstract/gkL4wJyr8XnC

Corresponding Author
neng fuzia afrianti

Institutions
a) Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia,Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
*nengfuzia11[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia. Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.

Abstract
Mathematics is a compulsory subject that students must learn since on elementary school, because of its usefulness on daily lives. But many obstacles experienced by students in learning mathematics, one of which is mathematical anxiety. This study aims- to explain how students mathematical anxiety is seen from gender factors and their implications. The subjects of this study were 10 grade V students of an elementary school in Sumedang. Case study methods are used to understand and analyze students mathematical anxiety. The results of the study were obtained from data collected through questionnaires, mathematics test, interviews and the field notes of mathematics learning process which was then analyzed descriptively. The research results show that mathematical anxiety of female students tended to be higher when compared to male. This mathematical anxiety will increase when students face exams. The implication is that the concentration of students with a high level of math anxiety tends to be disturbed when learning mathematical material. Although this doesn-t always have an impact on the results of student learning tests, but the conditions of learning must be arranged in such a way that students are more comfortable and mathematics anxiety can be reduced while students studying.

Keywords
mathematics anxiety; gender;

Topic
Mathematics Education

Link: https://ifory.id/abstract/d2Lyh483pvRj

Corresponding Author
Sufyani Prabawanto

Institutions
a) Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*nengfuzia11[at]upi.edu *sufyani[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
In the Education curriculum, mathematics is a compulsory subject that must be learned by students since elementary school, because of its usefulness for students daily lives. But many obstacles experienced by students in learning mathematics, one of which is mathematical anxiety. So, this study aims to explain how students- mathematical anxiety is viewed from gender factors and its implications. The subjects of this study were 10 students of 5 graders, an elementary school in Sumedang. Case study method is used to understand and analyze students- mathematics anxiety. The results of the study were obtained from data collected through questionnaires, interviews and field notes when the mathematics learning process took place which was then analyzed descriptively. During the study it was observed that mathematical anxiety of female students tended to be higher when compared to male students. This mathematics anxiety will increase as students face exams. The implication of students with high levels of mathematics anxiety tends to be distracted by their concentration in learning mathematical material. This then has an impact on the acquisition of student learning outcomes that are less than optimal. Thus the lower the level of students- mathematical anxiety, the higher the mastery of students mathematical concepts.

Keywords
Mathematical Anxiety; Gender

Topic
Mathematics Education

Link: https://ifory.id/abstract/DXuKJAtgYBqe

Corresponding Author
Martin Bernard

Institutions
a) Fakultas Pendidikan Matematika dan Sains, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia
*pamartin23rnard[at]gmail.com
a) Fakultas Pendidikan Matematika dan Sains, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

Abstract
This study aims at how students can solve calculus problems must go through many processes or strategies needed to get a decision that can be applied with VBA for Excel as visualization and interactive media. There are several indicators for measuring High Order Thinking, namely a) the way students analyze the problem by making the algorithm stage, b) Students evaluate the results of work that are matched with making VBA media for Excel, judging from the decision to conclude the results of the answers, c) Students are able to construct, develop , and formulate the problem. The instruments used are taken from non-routine calculus questions related to daily life, so that students to master calculus are not only sufficiently understanding but students are able to interpret calculus that can be applied and developed by their own experience not only to get results in numbers but the way students think about deciding a conclusion related to ICT-based technology.

Keywords
High Order Thinking Skills Mathematics, Calculus, VBA for Excel

Topic
Mathematics Education

Link: https://ifory.id/abstract/d6RfYcnLEX4r