Indonesia Conference Directory

Corresponding Author
Maria Luthfiana

Institutions
STKIP PGRI LUBUKLINGGAU
maria_luthfiana[at]yahoo.co.id

Abstract
This research aims to develop high quality PMR based on Student Worksheet (LKS) to facilitate mathematical reasoning ability of grade XI students of SMA Negeri 1 Lubuklinggau. This research used research and development method (Research and development) and the stage of Analysis Design, Development, Implementation, and Evaluation. In the development stage, there are two kinds of processes, namely the development of LKS and LKS validation, then evaluated LKS by the experts of linguists, and media experts. Validity of LKS was developed categorized "Valid" with an average score of 3.09 was determined based on the LKS assessment result by 3 experts (material experts, linguists, and media experts) maximum score was 4.00. Data analysis used LKS Practicality analysis developed "Praktis" with an average score of 3.38 is determined based on the result of student response to LKS. Descriptive and statistical analysis. The effectiveness can be seen from the results of students achievement tests. Based on the results of the Test Achievement shows that the percentage mastery learning class XI SMA Negeri 1 Lubuklinggau was 87%. Thus, learning mastery reaches good criteria, In shortly, LKS that used in teaching and learning was effective.

Keywords
Student Worksheet, PMR, mathematical reasoning ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/ZX4gqY2wQdUj

Corresponding Author
Iis Ismawati

Institutions
SDN Babakan 01
Dinas Pendidikan dan Kebudayaan Kab. Bandung

Abstract
Abstract This research was a stem-based didactic research which was conducted on sixth grade students. This didactic design was arranged in mathematics learning by using mathematic skills on the concept of integer count operations, comparisons, and measurements. While using the simple aircraft on science subject. Stem (science, technology, engineering, and mathematics) was used in didactic design to create a didactic situation that aimed students to build a simple plane where the students used their mathematic skills. The goal of this research was to improve 21st century skills, including; critical thinking, creative thinking, problem solving, communicating and network building. Didactic design was a learning program that contained a didactic situation, hyphotetical learning trajectory, students response, and anticipation of students response. This research was conducted on three didactic designs. In the first design, students planed problem solving by designing a simple tool based on provided materials, the needs and the lowest price. In this process students used the concept of integer count and measurement operations. In the second didactic design, students constructed a simple tool and examined it in several situations, then calculated the advantages and disadvantages. In the third didactic design, students designed a larger tool based on a proven model where in the process students used the comparison concept. The first didactic design, which was implemented then was revised based on the findings in the learning process. Based on the observation and analysis of learning result, this didactic design could improve students skills on critical thinking and creative thinking. Students could solve the problem during learning process where the students worked together and communicated. Students could also use their mathematic skills in solving problems in a social context.

Keywords
STEM, Math and science education, 4C ability, didactics design

Topic
Mathematics Education

Link: https://ifory.id/abstract/hHMm9n6rpBE3

Corresponding Author
Jamilah Jamilah

Institutions
(a)Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
* jamilah.mtk2002[at]upi.edu
(b)Program Studi Pendidikan Matematika, Fakultas Pendidikan Matematika dan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
A study was conducted to analyze didactic transposition processes that occur in the concept of empty sets. This research is a hermeneutic phenomenology research and is based on didactic transposition theory. Didactic anthropology theory is used as a theory used to analyze didactic transposition processes in a praxeological framework. One math teacher and fifteen students became participants in this study. Scholarly knowledge from mathematic textbooks, curriculum and school mathematics textbooks, teaching and learning documents, student learning outcomes, and the results of interviews with teachers and students became the source of data in this study. The results of this study indicate that the concept of empty sets taught in schools has been presented in accordance with scholarly mathematical concepts. However, the concept has not been presented in accordance with the cognitive conditions of students.

Keywords
Didactic Transposition; Empty Set

Topic
Mathematics Education

Link: https://ifory.id/abstract/jZwJQz7m2YWK

Corresponding Author
agus winarji

Institutions
(a) Mathematics Education, School of Postgraduate Studies, Indonesia University of Education, Jl. Dr.
Setiabudi No. 229, Bandung 40154, Indonesia
*E-mail: agus.winarji[at]upi.edu
(b) Mathematics Education, School of Postgraduate Studies, Indonesia University of Education, Jl. Dr.
Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
A study conducted to analyze the didactic transposition process on the concept of central angle and circumferential angle in junior high school. This research is a hermeneutic phenomenology research. Geometry textbooks, the 2013 curriculum and junior high school mathematics textbooks analyzed were the data sources in this study. Descriptive analysis is used to analyze the didactic transposition process. The results of this study indicate that there is no structural change in the concept of the central angle and the circumferential angle from scholarly mathematics to school mathematics. But there is a change in form in the concept of the central angle and the circumferential angle from scholarly mathematics to school mathematics. In school mathematics, the concepts presented are contextual, concrete and simple. While in scholarly mathematics, the concepts presented are abstract. This change in form adjusts the level of cognitive development of students.

Keywords
didactic transposition, central angle, circumferential angle

Topic
Mathematics Education

Link: https://ifory.id/abstract/wcTPdLmfAj8D

Corresponding Author
Lina Sunariah

Institutions
1) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*minds3not[at]gmail.com

Abstract
This study intends to investigate didactical and epistemological obstacles that occur when students solve the problem on the topic of geometry transformation. The data were collected from students- answer and interviews of 16 ninth graders and 16 twelfth graders when solving the test instrument used is five contextual problems and three problem description of geometry transformation. The data analysis reveals that most students have difficulty identifying contextual problems related to geometry transformation; not quite firm to know the characters from each type of geometry transformation (reflection, translation, rotation, and dilation); use procedural knowledge rather than conceptual understanding; and forget about the previous material related to geometry transformation. These findings are expected to overcome learning didactical and epistemological obstacles in teaching and learning of geometry transformation.

Keywords
Didactical obstacle; Epistemological obstacle; Geometry Transformation

Topic
Mathematics Education

Link: https://ifory.id/abstract/CaKwx9DJPfYT

Corresponding Author
Nanang Diana

Institutions
(1,2) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(1)STKIP Taman Siswa Bima, Jl. Pendidikan No.01 Palibelo-Bima

Abstract
This study aims to formulate an alternative learning design related to the concept of circle equations and tangents to analytic geometry learning through student learning obstacle. This is descriptive qualitative didactic design research (DDR) by identifying the learning obstacle of students obtained equations of circular equations and tangents of circles, then compiling pedagogical didactic anticipations through identified learning obstacle. This research subjects is the sixth semester students of analytic geometry courses. Data collection was carried out using documentation, interview, test and questionnaire techniques. The results showed an alternative didactic design that could be used in learning equation of circles and tangents of circles and was able to facilitate students as a source of support for learning activities.

Keywords
Didactical Design,Circle Equation and Tangent of Circle, Learning Obstacle.

Topic
Mathematics Education

Link: https://ifory.id/abstract/b7wZXJeygnhH

Corresponding Author
Mimi Nur Hajizah

Institutions
Universitas Pendidikan Indonesia

Abstract
This research aims to develop a didactical design of learning about circle at junior high school, especially the relationship between central angle, length of arc, and area of segment of the circle. Developed didactical design consists of three activities obtained from three formal stages during the research process. The first stage is the analysis of the didactical situation before learning to obtain a hypothetical didactical design. Preparation of hypothetical didactical design is preceded by a preliminary study which includes the identification of obstacles student learning as well as the theoretical analysis and repersonalisasi. Identification of learning obstacle is conducted at a junior high school in South Jakarta involving 34 students of class IX by analyzing the results of the students answers on the questions provided, analyzing the results of interviews of teachers and students, as well as analyzing the textbooks used at the schools. The second stage is the analysis metapedadidaktic which is reflected in the design implementation. Design implementation is conducted at junior high school where a preliminary study done involving 36 students of class VIII. The third stage is the stage of reflection by conducting a retrospective analysis. This is done in order to obtain information for a revised design to produce empirical didactical design. The developed empirical didactical design allows for further development through the three stages of the same formal.

Keywords
Didactical Design , Learning Obstacles , Circle, Central Angle, Length of Arc, and Area of Segment

Topic
Mathematics Education

Link: https://ifory.id/abstract/rDQxvN8ktKyG

Corresponding Author
Taufik Nurrohman

Institutions
IKIP SILIWANGI

Abstract
The problem in this study is: "Is there a difference in mathematical understanding abilities of students who get the Problem Based Learning model with Project Based Learning models. The purpose of this study was to determine the differences in mathematical comprehension abilities between students who learned using the Problem Based Learning model and those using the Project Based Learning model. The benefits of this research for students are expected to be able to provide additional mathematics learning and serve as one of the inputs to select and develop appropriate learning models, pig researchers themselves are expected to provide an original description in the field regarding the implementation of the model applied in research. In this study, the type of research used is class research with group design The Grouppretest-Postest Desing Statics. The population in this study were students of SMPN 1 Bayongbong and the samples in this study were students of class VII-A and VII-D SMP 1 Bayongbong .. the instruments used consisted of: tests of mathematical comprehension skills and attitude scale based on Likert scale. The instrument was declared to have fulfilled the criteria for a good instrument to meet validity, reliability, differentiation, and difficulty. Data analysis was performed using the normality test, the homogeneous test of two variances, t-test and t-test. The results of this study indicate that there is no difference in the ability of mathematical understanding between the Problem Based Learning model and Project Based Learning models. The attitude of students towards mathematics learning with Problem Based Learning shows a good attitude. The attitude of students towards learning mathematics with Project Based Learning shows a very good attitude

Keywords
Mathematical Understanding, Problem Based Learning (PBL), Model Project Based Learning (PjBL)

Topic
Mathematics Education

Link: https://ifory.id/abstract/gLaU2qMYCR96

Corresponding Author
Martalia Ardiyaningrum

Institutions
1Universitas Alma Ata, Jl. Brawijaya no 99 Tamantirto Bantul, Yogyakarta
2Universitas Sarjanawiyata Tamansiswa, Jl. Batikan UH III/1043, Yogyakarta

Abstract
The purpose of this paper is to describe: 1) number of items in the elementary school mathematics national examination tryout test containing DIF gender and pattern; 2) functionality of differential tests on elementary school mathematics national examination tryout test tool organized by the Pythagoras tutoring institute. This study is a quantitative explorative descriptive study with a type of case research, because it describes the characteristics of the elementary school mathematics national examination tryout tests device and is not generalizable. The amount of data used comes from the answer patterns of 919 students consisting of 431 female students and 488 male students. As for the results of this study are: 1) the elementary school mathematics national examination tryout test kit has a different power ranging from 0.282 to 1,129 and the level of grain difficulty ranges from -3,365 to 2,838; 2) Items in the elementary school mathematics national examination try out test containing 34 items or as much as 87.2%; 3) the elementary school mathematics national examination tryout test kit benefited the female group in theta > -3.06 which was seen from the DTF (differential test function) graph in the male and female groups.

Keywords
differential item function, gender, mathematics

Topic
Mathematics Education

Link: https://ifory.id/abstract/mrcHpnQ3yZ6T

Corresponding Author
Ani Cahyani

Institutions
1) IKIP Siliwangi Jalan Terusan Jenderal Sudirman Cimahi 40526, jawabarat, Indonesia
Email : ikipsiliwangi4212[at]gmail.com
https://ikipsiliwangi.ac.id

Abstract
This study aims to determine the difficulties experienced by junior high school students on algebraic concepts and the factors that cause difficulties in understanding algebraic concepts. The approaches and methods used in this study are qualitative approaches and naturalistic methods. The study was conducted at one of the schools in the Karawang district with the subject of the teacher and 9 students of class VIII that fit the criteria. The instruments in this study used a description test of 7 questions related to the ability to understand concepts and non-test instruments in the form of interviews, observation sheets, and field notes. The results of the data analysis showed the most dominant difficulties experienced by students, namely the indicators applying and analyzing with very high difficulty categories. These difficulties are influenced by several factors, including poor physical health, impaired sensory function, low interest in learning and student motivation, not mastering basic and classroom abilities that are not conducive. Alternative learning that can be done to minimize the difficulty of students in understanding the algebraic concept is to be able to use media or teaching aids and create a pleasant learning atmosphere.

Keywords
Difficulties, Understanding Algebraic Concepts

Topic
Mathematics Education

Link: https://ifory.id/abstract/cryAUCnkQ4B9

Corresponding Author
Nur Ayni

Institutions
a) Departement of Mathematics Education, Universitas Swadaya Gunung Jati, Jl. Perjuangan No. 1 Cirebon 45134, Indonesia

Abstract
This research was encouraged by students low mathematical representation ability with the findings of problems in the three-dimensional material of junior high school and the limited text books which povided by the teachers or students during the teaching and learning process, and the non technology-based teaching such as the developed digital teaching materials. The development of teaching materials which recently caried out is still in the form of conventional teaching namely printed-teaching materials. Whereas, the use of printed teaching materials in the three-dimensional subject is considered to be less to facilitate students geometry visualization ability. One of the solutions that can be carried out to overcome these problems is developing 3-dimensional digital teaching materials based on the ability of mathematical representation in the three dimensions material of junior high school which is valid and practical. This research is a kind of development research by using the ADDIE model namely Analysis, Desain, Development, Implementation, and Evaluation. This teaching material was validated and tested for practicality. So, it can be concluded that digital teaching material can be used in the teaching and learning process and it was easy to use by students.

Keywords
Digital Book; Mathematics; ADDIE

Topic
Mathematics Education

Link: https://ifory.id/abstract/NhR4Tqr7FPKx

Corresponding Author
Meryansumayeka Meryansumayeka

Institutions
a) Doctoral Student of Mathematics Education Department, Universitas Sriwijaya, Palembang, South Sumatra, Indonesia

b) Mathematics Education Department, Universitas Sriwijaya, Palembang, South Sumatra, Indonesia

*meryansumayeka[at]fkip.unsri.ac.id

Abstract
Mathematics instructional activities, regarding to Indonesia curriculum, are emphasized to High Order Thinking Skills and the use of ICT. This article describes the review of digital mathematics tasks HOTS type which was designed. The review itself is a part of a design research purposing to produce a valid and practical digital mathematics task, and having potential effect to train students high order thinking skills. Data were gathered through expert review document. The result showed that digital mathematics tasks designed were mostly suitable with content, context, mathematical thinking process, and level of High Order Thinking Skills. For all digital mathematics tasks that have been designed, expert reviews suggested to give explanations of HOTS level category of tasks given.

Keywords
Digital Mathematics Tasks; HOTS; Design Research; Expert Review

Topic
Mathematics Education

Link: https://ifory.id/abstract/4PEkJ73HQd9g

Corresponding Author
Dini sri Gustiani

Institutions
a) SMK Bela Nusantara
Jalan Sirnagalih, Cilaku, Kabupaten Cianjur, Jawa Barat 43285 Indonesia
*dini.gustiani02[at]gmail.com
b) SDN Cibulakan
Jalan Gatot Mangkupraja Desa Cibulakan Kecamatan Cugenang Kabupaten Cianjur Jawa Barat, Indonesia
c) SMP Negeri 2 Cilamaya Kulon
Jalan Pulo Putri Desa Sukamulya – Cilamaya Kulon, Karawang, Jawa Barat 41384, Indonesia
*fadhillah_fika[at]yahoo.com

Abstract
The purpose of this study is to examine the achievement and improvement of junior high school students mathematical communication ability using discovery learning models and props of statistical kenik compared to students who use ordinary learning, and student activities during learning using discovery learning models and props of statistical kenik to take place. This study used a quasi-experimental design. The experimental group obtained learning with discovery learning models and props of statistical kenik and control groups obtained regular learning. The instrument used was a test of mathematical communication ability. The population in this study were all eighth grade students of SMP Negeri 2 Cilamaya Kulon Karawang. With the sample subjects were eighth grade students as many as two classes from the five existing classes randomly selected. The results of this study are: (1) There is achievement and improvement of mathematical communication ability between students whose learning uses discovery learning models and props of statistical kenik compared to students who use ordinary learning; (2) Learning by using discovery learning models and visual aids shows that the learning process is more effective in mathematical problems solving and students can find statistical material concepts.

Keywords
Discovery Learning Models, Props Statistical Kenik, Mathematical Communication Ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/UHTnQq2FJKZW

Corresponding Author
Rahmadani -

Institutions
(a) Department of Mathematics Education, Universitas Pendidikan Indonesia
*rahmadani13[at]upi.edu
(b) Department of Mathematics Education, Universitas Pendidikan Indonesia
(c) Faculty of Art, School of Education, The University of Adelaide, Australia
(d) Faculty of Mathematics and Science, Universitas Negeri Makassar

Abstract
The industrial revolution 4.0 that we have faced nowadays has triggered the development of digital and cyber technology which will affect all aspects of human life, including educational aspect teaching of mathematics. Therefore, a new learning model that can be a reference for teachers in facing the industrial revolution 4.0 is needed. This article would review the flipped learning model as a form of Blended Learning (BL) in the teaching of mathematics. The flipped learning model was a learning model that conveys learning information remotely through video or text in an online context, and then the learning material would be further learnt through face-to-face learning. The implementation of this model was supported by a variety of technologies so that it was suitable to be used in the current 4.0 industrial era. In addition, this article would explain the example of implementing flipped learning in teaching mathematics that could be used as a reference for teachers. The overall description was expected to be an inspiration for researchers, teachers, or prospective mathematics teachers in conducting further research and in the process of learning mathematics.

Keywords
Industrial revolution 4.0; Blended Learning; Flipped Learning; Mathematics Learning

Topic
Mathematics Education

Link: https://ifory.id/abstract/WNhzLn7Gtb8k

Corresponding Author
Wita Ratna puspita

Institutions
a) Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. DR. Setiabudi No. 229, Isola, Sukasari, Bandung, 40154, Indonesia
*witaratna[at]upi.edu
b) Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. DR. Setiabudi No. 229, Isola, Sukasari, Bandung, 40154, Indonesia

Abstract
Tujuan penelitian ini untuk menguji keefektifan pembelajaran matematika dengan menggunakan model learning cycle 5E dan model learning cycle 7E; serta membedakan pembelajaran yang lebih efektif di antara model learning cycle 5E dan 7E ditinjau dari self-efficacy siswa kelas VIII dalam belajar bangun ruang sisi datar. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri di Kota Yogyakarta yang terdiri dari sekolah level tinggi dan level sedang. Dengan teknik stratified random sampling, terpilih 2 sekolah sebagai sampel penelitian. Instrumen penelitian menggunakan angket self-efficacy siswa. Untuk menguji keefektifan model LC 5E dan model LC 7E, ada tidaknya interaksi antara model pembelajaran dengan level sekolah, serta ada tidaknya perbedaan self-efficacy siswa di sekolah level tinggi dan sekolah level sedang, digunakan uji two way anova. Selanjutnya, untuk membandingkan self-efficacy siswa yang menggunakan model LC 5E dan model LC 7E di sekolah level tinggi maupun sekolah level sedang digunakan independent sample t test, sedangkan untuk menguji ada tidaknya perbedaan efektivitas antara model LC 5E dan model LC 7E terhadap self-efficacy siswa digunakan rumus efektivitas N-Gain. Setiap analisis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: 1) tidak terdapat perbedaan self-efficacy antara siswa yang pembelajarannya menggunakan model LC 5E dan siswa yang pembelajarannya menggunakan model LC 7E; 2) self-efficacy siswa yang menggunakan model LC 5E tidak lebih tinggi dibandingkan dengan yang menggunakan model LC 7E di sekolah level tinggi maupun sekolah level sedang; 3) tidak terdapat interaksi antara model learning cycle dengan level sekolah pada pembelajaran bangun ruang sisi datar; 5) tidak terdapat perbedaan self-efficacy antara siswa di sekolah level tinggi dan siswa di sekolah level sedang; serta 6) tidak terdapat perbedaan efektivitas antara model LC 5E dan model LC 7E terhadap self-efficacy siswa.

Keywords
Learning Cycle, Self-efficacy

Topic
Mathematics Education

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

Corresponding Author
Veny Triyana Andika Sari

Institutions
a), b) Pendidikan Matematika, IKIP Siliwangi. Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia
*venytriyana050113[at]gmail.com

Abstract
The aim of the study was to determine the effect of Knisleys mathematical model on students mathematical critical thinking skills based on gender. The research sample consisted of two classes in class 2018 in one of the PTS Cimahi. The research instrument was a test of mathematical critical thinking skills. The analysis technique uses ANAVA with IBM SPSS Statistics 24 application. Overall the results of this study are that there is no interaction seen between the learning model carried out with gender differences because there is still a mismatch between the interactions obtained by the significance value and the general average, especially those which indicate the average mathematical thinking ability of male students men who use the Knisley mathematical model are lower than male students who use the normal learning model and the average mathematical thinking ability of male students who use Knisleys mathematical model is lower than female students.

Keywords
Knisleys Mathematical Model; Mathematical Critical Thinking; Gender

Topic
Mathematics Education

Link: https://ifory.id/abstract/KZ6UwFTCqQXP

Corresponding Author
Didi Suhaedi

Institutions
Program Studi Matematika, Universitas Islam Bandung, Jl. Tamansari No. 1, Bandung 40116, Indonesia

dsuhaedi[at]unisba.ac.id

Abstract
The glory of a nation is influenced by the quality of its human resources. Human resources depend on the quality of their nations education. Teachers are an important part of developing the quality of education. Reliability of teacher competence contributes positively to the development of quality education. In fact, the results of the Teacher Competency Test (UKG) in Indonesia are still relatively low. The low quality of teachers results in low graduates, especially SMK graduates. In Bandung District unemployment is dominated by SMK graduates. Therefore, professional development of SMK teachers is needed, so that they have adequate competence, including being able to develop learning innovations. Lesson Study is one of the learning innovations that can improve cognitive, didactic, and pedagogical knowledge. Lesson Study can improve the mathematical disposition of teachers and students. This article discusses the description of the lesson study process and the mathematical disposition of students after learning through lesson study with a problem based learning approach.

Keywords
teacher professionals, lesson study, mathematical disposition

Topic
Mathematics Education

Link: https://ifory.id/abstract/ZBH4wFJ8Mmha

Corresponding Author
Namirah Fatmanissa

Institutions
Mathematics Education Study Program, Faculty of Education, Sampoerna University.
LAvenue Building, Jl. Raya Pasar Minggu No.Kav. 16, RT.7/RW.9, Pancoran, South Jakarta, DKI Jakarta. 12780

Abstract
Students- ability in solving mathematics word problems has been considered low, especially caused by obstacles in understanding information provided by the problem. Schema can be a helpful tool for students to face such obstacles. The aim of this research is to analyze the effectiveness of schema in resolving obstacles based on linguistic aspects constructing word problem (multiple representation systems, vocabulary, and grammar and syntax). A mixed method study of embedded experimental model was conducted with 69 participants of 11th grade students. Quantitative analysis to determine the effectiveness of schema was done by testing whether postest score of experiment students was significantly higher and whether mathematical linguistic obstacles of them was significantly lower than control students. Mathematical linguistic obstacles in each aspect were analyzed from the indicator-based coding of students- work on word problem test. Qualitative analysis was conducted by comparing experiment and control students- work on posttest, and by comparing experiment students- work on pretest and posttest. Experiment students showed significantly higher posttest score and lower mathematical linguistic obstacles in each aspect compared to control ones. In general, schema is proven to be effective in helping students solve word problems. Schema is also effective in resolving mathematical linguistic obstacles in each aspect. Qualitatively, students being taught schema showed more attention and application upon the whole information provided by the problem and were more self-directing in determining solving steps towards problem goal.

Keywords
mathematics, schema, mathematical linguistic obstacles, word problem.

Topic
Mathematics Education

Link: https://ifory.id/abstract/cgGeDQmruCp7

Corresponding Author
Suhandri suhandri

Institutions
Universitas Pendidikan Indonesia Bandung

Abstract
Abstract This research is a quasi-experimental study with a non-equivalent control group design that aims to test the effectiveness of the application of collaborative problem-solving learning to students problem-solving abilities. The sample used in this study consisted of 75 students consisting of 37 students in the experimental class and 38 students in the control class in one of Pekanbaru Riau Middle School, Indonesia. The instrument in this study was the students initial ability test before being given treatment and tests after being given the Collaborative Problem Solving learning treatment. In this study found that problem-solving abilities, students who received Collaborative learning treatments Problem solving got better results than students who were taught with conventional learning.

Keywords
Keywords: Collaborative Problem-Solving, Problem-solving ability, Conventional learning

Topic
Mathematics Education

Link: https://ifory.id/abstract/DfNCR3HwXdQu

Corresponding Author
Maximus Tamur

Institutions
a) Doctoral Program in Mathematics Education, Universitas Pendidikan Indonesia Jl. DR. Setiabudi No 229, Bandung, 40154 Indonesia *maximustamur[at]upi.edu dan maximustamur[at]unikastpaulus.ac.id
b) Department of Mathematics Education, Universitas Pendidikan Indonesia Jl. DR. Setiabudi No 229, Bandung, 40154 Indonesia. dadang.juandi[at]upi.edu

Abstract
This meta-analysis study aims to investigate the effectiveness of the application of constructivism-based learning models to the mathematical creative thinking abilities of secondary school students in Indonesia. This study analyzes 33 studies that have been published in national and international journals from 2010 to 2019. Data were analyzed using CMA (Compherensive Meta-Analysis) software designed to determine publication bias and effect size. As a result of the study, the overall effect size was 0.884 according to the random effects model indicating that the average person ranked 13th in the experimental group, equivalent to those ranked 6th in the control group. The study was conducted by considering the variables of the study year, the level of the study school conducted, sample size and class, resulting in significant differences. Thus the application of constructivism-based learning models is very effective in improving students mathematical creative thinking abilities in Indonesia.

Keywords
Creative Thinking abilities, constructivist-based learning models, meta-analysis, mathematics education

Topic
Mathematics Education

Link: https://ifory.id/abstract/xBTRkhDZ3dvr

Corresponding Author
Asih Mardati

Institutions
Universitas Ahmad Dahlan

Abstract
The aim of the study was to determine the effectiveness of product development in the form of mathematical modules with a guided discovery approach in terms of motivation and learning achievement of UAD PGSD students. Guided discovery approach is a method that involves students in an optimum way to find formulas and theorems, while educators provide guidance to students who have difficulty. This type of research is a quasi-experimental study with pretest-posttest nonequivalent comparison-group design. The group used in this study consisted of two groups, namely the experimental group and the control group. Based on the calculation in the attachment, the value of t count is 5.37. The calculated t value obtained is greater than ttable = t0.05; 28 = 1.701 so Ho is rejected. Thus it can be concluded that at the 5% significance level, approach is the guided discovery effective in terms of student learning achievement. Based on the calculation in the attachment, the value of t count is -1.805. The calculated t value obtained is smaller than ttable = 1.701 so Ho is not rejected. Thus it can be concluded that at the 5% significance level, approach is the guided discovery not effective in terms of student learning motivation. It can be concluded that mathematics learning with a guided discovery approach is effective in terms of student learning achievement, but is not effective in terms of student learning motivation.

Keywords
Effectiveness, Mathematical Modules, Guided Discovery Approach, Motivation, Achievement

Topic
Mathematics Education

Link: https://ifory.id/abstract/xKGu6NV4cEWD

Corresponding Author
YULIA UTAMI PUTRI

Institutions
a) Faculty of Math and Science, Padang State University
Jl. Prof. Dr. Hamka, Air Tawar, West Sumatera 25171, Indonesia
Email: yuliautamiputri18[at]gmail.com
b) Faculty of Math and Science, Padang State University
Jl. Prof. Dr. Hamka, Air Tawar, West Sumatera 25171, Indonesia

Abstract
The purpose of this study was to describe the effectiveness of the use of mathematical learning devices based on the contextual teaching and learning approach in terms of students mathematical communication skills. The subjects of this study are seventh grade students of SMPN 26 Padang with a total of 30 students. This research includes the type of development research. The development model used in this study is the Plomp model. The Plomp model consists of three phases namely preliminary research, development or prototyping stage and assessment phase. Data on the effectiveness of learning devices are taken from the results of tests of students mathematical communication skills. From the test results, it is found that the average test scores of mathematical communication skills of class VII students are effective. The percentage of the results of the mathematical communication skills test reaches 80% of the minimum completeness criteria. Based on the results of these studies indicate that the learning device developed has been able to meet the effectiveness criteria, namely the percentage of completeness in classical more than 75%.

Keywords
learning tools, contextual teaching and learning, mathematical communication skills.

Topic
Mathematics Education

Link: https://ifory.id/abstract/zPvg89Y7UuHV

Corresponding Author
Sarah Inayah

Institutions
Suryakancana University

Abstract
This study aims to develop student worksheets and their effectiveness in the context of student character. This type of research is research with design and development (R & D design). This research consists of three stages, namely Self Evaluation, Prototyping (validation, evaluation and revision), and Field Test. The initial step of the research is to use various sources in the field and literature review. Product design is done by preparing student worksheets and student character observation sheets. Products that have been designed are then developed by means of judgment, trials and revisions. From the results of the development then a student worksheets hypothetical product is obtained and will be tested for its effectiveness. Effectiveness testing is carried out in the use of trial activities through the implementation of student worksheets hypothetical product. The results showed that the hypothetical student worksheets was effective in establishing honest, maos, mamaos, tanginas, someah, sauyunan, and discipline characters.

Keywords
Student Worksheets of Environmental Project-Based E-learning Models, Research and Development design, Characters

Topic
Mathematics Education

Link: https://ifory.id/abstract/N8VPkpcZFmJx

Corresponding Author
Rintari Rintari

Institutions
IKIP SILIWANGI

Abstract
The purpose of this Classroom Action Research (CAR) is to examine the problem of increasing students mathematical problem solving abilities through learning with realistic mathematical approaches, and get an overview of students attitudes towards learning with realistic mathematical approaches to mathematics learning. The object of action in this study is an increase in mathematical problem solving abilities of class VII A students in the 2018/2019 academic year. The instruments in this study were tests and non-tests. 5 test questions for mathematical problem solving skills, while non-test instruments are in the form of observation sheets. From this PTK activity it can be concluded that the Realistic Mathematics learning approach is very effective and efficient in learning Mathematics subjects to improve the ability to solve mathematical problems. So the authors suggest to Mathematics teachers to try to use the Realistic Mathematics learning approach in the learning process of mathematics in the classroom

Keywords
mathematical model,their solutions

Topic
Mathematics Education

Link: https://ifory.id/abstract/ETBGQMX23zNc

Corresponding Author
Tita Susilawati

Institutions
IKIP SILIWANGI

Abstract
As is known, mathematics is a subject that is considered difficult for students to learn and difficult to teach by teachers. Some teachers recognize this, so mathematics becomes a scary lesson and makes students lose interest and lazy learning, for various reasons. One reason is that mathematics is difficult to understand because the object of the material is abstract. For that the real world in the student environment as a concrete object of the problems faced by students must be raised in mathematics learning, not just an abstract concept. To respond to the above, the researchers tried to find a solution by applying a cooperative type jigsaw method to Improve Learning Outcomes, Students interest and creativity in the Limit Subject Function. The problems that the researchers revealed were: 1) Can the Jigsaw method increase student activity and creativity in learning on the subject of Function Limit in class XI IPS-1 Garut 2 High School Academic Year 2018/2019? 2) Can the Jigsaw method improve student learning outcomes classically on the subject of Limit Functions in the XI IPS-1 class of Garut 2 Public High School Academic Year 2018/2019? 3) What is the impact of the Jigsaw method in increasing student learning interest on the subject of Limit Function in class XI IPS-1 Garut 2 High School Academic Year 2018/2019? The method used in this study is the test method, questionnaire, and observation with data analysis techniques, namely descriptive analysis. The results that the researchers got were: 1) The Jigsaw method can increase student activity by 20% and activity to record lessons increased by 21%. 2) The Jigsaw Method can improve student learning outcomes in a classical manner by 7.68%, and an increase of 38.26% from pre PTK to post PTK. 3) The Jigsaw Method can increase student interest by 4.16% from pre PTK to post PTK.

Keywords
Understanding critical thinking, JIGSAW approach.

Topic
Mathematics Education

Link: https://ifory.id/abstract/W3N74mgQnrh9

Corresponding Author
Reni Reni

Institutions
Ikip Siliwangi

Abstract
ABSTRACT In mathematics learning many teachers complain about the students low ability to apply mathematical concepts. This can be seen from the many mistakes students make in understanding mathematical concepts so that they ignore mistakes in working on problems that can result in low student learning achievement (scores) both in daily tests, semester tests, and final school exams, even though in the classroom learning process is usually the teacher gives the task (stabilization) continuously in the form of problem training. The real conditions in the implementation of the exercises provided are not fully able to improve students abilities in applying mathematical concepts. The low quality of learning can be interpreted as being less effective in the learning process. The cause can come from students, teachers and facilities and infrastructure. Based on the problem, the researchers tried to find a solution by examining the Improvement of Mathematics Learning Achievement with the Problem-Based Learning Method in the Linear Program Discussion. The problems that the researcher revealed were: 1) Can the Problem-Based Learning method improve students ability to work on practice questions on the subject of Linear Program in class X-TKJ4 SMK 6 6 Garut academic year 2018/2019? 2) Can the Problem-Based Learning method improve student learning achievement on the subject of Linear Program in class X-TKJ4 SMK 6 6 Garut academic year 2018/2019? 3) How can the impact of the Problem-Based Learning method improve student learning achievement on the subject of Linear Program in class X-TKJ4 SMK 6 6 Garut academic year 2018/2019? The method used in this study is the test method, questionnaire, and observation with data analysis techniques, namely descriptive analysis. The results that the researchers got were: 1) Problem-Based Learning Method can increase the activity and creativity of students in learning opportunities in class XI, for active discussion there was an increase of 7.69% and activeness in recording lessons increased by 8.40%. 2) Problem-Based Learning Method can improve student learning outcomes in a classical way this is seen during the study an increase of 6.19%, and an increase of 39.30% from pre PTK to post PTK. 3) Problem-Based Learning Method can increase interest This is evidenced by the increase of 16.53% from pre PTK to post PTK.

Keywords
Crical thingkhing ,Problem Based Learning

Topic
Mathematics Education

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

Corresponding Author
Elis Siti Nurwadiah

Institutions
IKIP Siliwangi

Abstract
Mathematical communication is one of the basic mathematical abilities that are very important for students to have. By having mathematical communication skills students can communicate ideas through symbols, tables, diagrams or mathematical expressions to clarify the situation or problem. In addition, it is in line which delivered in the standard content curriculum for elementary and secondary education units of mathematics subjects. In fact, students mathematical communication skills are still low. To improve communication skills students researchers seek improvement in learning in every cycle. The results of the study show that improving students communication skills can increase the number of students who reach a minimum standard of competence, especially mathematics

Keywords
Mathematical communication

Topic
Mathematics Education

Link: https://ifory.id/abstract/VuHp2UqXaxnD

Corresponding Author
Pitria Susanti

Institutions
IKIP Siliwangi Bandung

Abstract
This research is a Classroom Action Research (CAR) which is conducted in three cycles, each cycle is held 2 x meetings, and each cycle is carried out 5 x 40 minutes. The purpose of this study was to improve mathematical communication skills and learning activities of class VIII students of Tarogong Kaler 2 Junior High School in the material of Flat-Side Building through efforts to improve actions taken from cycle to cycle. The subjects in this study were eighth-grade students of Tarogong Kaler 2 Junior High School 2 semester of the academic year 2018 - 2019 which numbered 34 people. Data collection techniques in classroom action research are observations of students mathematics learning activities, the value of learning outcomes, obtained from the students final tests conducted at the end of each cycle, interviews, and documentation. The data in this study used a mathematical communication test each cycle and analyzed using quantitative and qualitative. For quantitative analysis, descriptive statistics are used to describe mathematical communication skills in solving mathematical communication problems after learning, which consist of mean, range, maximum value and minimum value and the percentage of mastery learning obtained students in each cycle. Data from observations of student mathematics learning activities and interviews were analyzed qualitatively. The results of this study reveal that mathematical communication skills and learning activities of class VIII students of Tarogong Kaler 2 Junior High School in the Flat-Build Space material experienced an increase from cycle to cycle through efforts to improve actions taken.

Keywords
Mathematical Communication Ability, Student Learning Activities, Build Flat-Side Space.

Topic
Mathematics Education

Link: https://ifory.id/abstract/UcbT8GM9Fnmt

Corresponding Author
Resnawati Resnawati

Institutions
Ikip Siliwangi Bandung

Abstract
The purpose of this study was to improve the mathematical problem solving abilities of class VIII G students of Tarogong Kidul 3 Junior High School in the material of Building Flat-Side Space. This study was a Classroom Action Research (CAR), which was conducted in 3 cycles and each cycle was held twice. Each cycle follows the stages: planning, action, observation / evaluation and reflection. The instruments used in this study include tests of mathematical problem-solving abilities, observation sheets of student activities, field notes and interviews. The results showed that the mathematical problem solving ability had increased from cycle I to cycle III, the average percentage of mastery of students mathematical problem solving abilities reached more than 65%. Judging from the average learning outcomes also increased from cycle I to cycle III. In the first cycle an average of 62.33, the second cycle averaged 66.83 and the third cycle averaged 68.33, while the percentage of students who reached KKM was 40% in the first cycle, 56.67% in the second cycle and 83 , 33%.

Keywords
Keywords: Mathematical Problem Solving, Building Flat-Side Space and Learning Outcomes

Topic
Mathematics Education

Link: https://ifory.id/abstract/yAb8FBft2ZVN

Corresponding Author
imas suwartini

Institutions
IKIP Siliwangi

Abstract
The low level of mathematical problem solving abilities of students, especially in the form of flat-side space due to lack of attention and involvement of students in the learning process, students difficulties in understanding the problems of constructing flat side spaces in the form of stories, less innovative learning and less active and creative students in constructing problem solving ideas. Therefore, a learning model is needed that can improve students mathematical problem solving abilities, namely through the Problem Based Learning model. This study aims to describe the activities of students while following learning, and improving students mathematical problem solving abilities. This research is a class action research. Data is collected through tests and observations. The data analysis technique uses descriptive statistics. Based on the results of the study, it was found that: (1) Student activities during the implementation of the problem-based learning model were active; (2) Demonstrating an increase in students abilities in solving mathematical problems, seen from the results of student tests increasing individually and classically after the application of problem-based learning models. So it can be concluded that to improve mathematical problem solving abilities students should use the Problem Based Learning model.

Keywords
Problem Solving, Build Flat-Side Space, Problem Based Learning

Topic
Mathematics Education

Link: https://ifory.id/abstract/8YnucZdKqDgC