Indonesia Conference Directory

Corresponding Author
Vira Pratiwi

Institutions
(1) Pendidikan Guru Sekolah Dasar, Universitas Bhayangkara Jakarta Raya, Jl. Perjuangan No. 81, Bekasi 17143, Indonesia
(2) Pendidikan Matematika Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia

Abstract
This research was conducted by analyzing the learning obstacles that were found to be used as the development of learning trajectory thinking algebra. Learning trajectories are composed of systematic material about tables and diagrams for elementary schools. Problem modeling is represented through tables and diagrams from concrete to abstract levels. The process of analysis results in an alternative didactic situation that can overcome osbtacles in algebraic thinking. this study is conducted by utilizing a qualitative research with hermeneutics and phenomenology paradigms. This research was conducted by analyzing the learning obstacles that were found to be used as the development of learning trajectory for algebraic thinking. The result of this research is a learning trajectory which is a part of lesson design of algebraic thinking for elementary school.

Keywords
algebraic thinking, elementary schools, learning trajectory.

Topic
Mathematics Education

Link: https://ifory.id/abstract/dnYwzaqvbyJ3

Corresponding Author
Ringki Agustinsa

Institutions
Program Studi Pendidikan Matematika Universitas Bengkulu, Jl. WR Supratman, Kandang Limun, Kota Bengkulu 38122, Indonesia

Abstract
This research aimed to determine and classify the level of student understanding in solving geometry problems with taxonomy of SOLO (Structure of Observed Learning Outcomes). The material been examined was the geometry of planes and spaces. This research was a type of qualitative research conducted by the method of think loud. The research results were: 55% of students had an understanding that was at a multi-structural level with indicators that have been able to use some concepts that was correct but not yet right in terms of linking concepts and 39% of students have been able to use a correct concept (uni-structural level). Then about 5% of students have an understanding at the relational level that have been able to use some correct concepts and connect them, whereas 1% of students have a level of pre-structural understanding. Based on the research results, it can be concluded that levels of student understanding in solving geometry problems are various from pre-structural level until relational level

Keywords
Thinking Process, Taxonomy of SOLO, Proof Problems, Plane and Space Geometry

Topic
Mathematics Education

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

Corresponding Author
Alberta Parinters Makur

Institutions
1 STKIP Santu Paulus, Jl. Jl. Ahmad Yani no 10, Ruteng, 86511, Indonesia

Abstract
This research was conducted to explore the relationship between formal mathematics and Lingko, a system of traditional agricultural land distribution in Pocoleok, Manggarai-NTT Regency. Lingko was interesting to study concerning mathematics because of the philosophical values contained in lingko and the lingko sharing ceremony. This research focused on two things, namely: (1) how the distribution of ulayat land, Lingko, was mathematically reviewed while still paying attention to cultural values, and (2) how the community practiced mathematical concepts in the distribution of Lingko. The first focus of the problem was to uncover the mathematical activity of the distribution of ulayat land, Lingko, which was unknowingly carried out by the Pocoleok, Manggarai indigenous peoples. Knowledge gained from this first study might produce a new approach to learning mathematics, both from a mathematical or mathematical education perspective. The second focus of the problem seeks to reveal the extent to which the basic concepts of Manggarai culture (following understanding) to solve mathematical problems faced in the reality of life. This second study provides more space for cultural-based mathematics learning, namely how to understand mathematical concepts based on contextual issues that arise in Manggarai culture.

Keywords
Ethnomathematics; Lingko; Mathematics

Topic
Mathematics Education

Link: https://ifory.id/abstract/EBHwy3JVYdNa

Corresponding Author
Indah Puspita Sari

Institutions
IKIP Siliwangi

Abstract
This study aims to design and develop learning trajectories in triangular and quadrilateral material and examine students mathematical understanding by using the local instruction theory. The research method used is design research with 3 stages, namely preliminary design, teaching experiment, and retrospective analysis. The instruments in this study were tests and non-tests. As for the subjects in this study were seventh-grade junior high school students as many as 40 people. This study describes how the learning trajectory developed can affect mathematical comprehension skills. The final result of this study is an increase in students mathematical understanding skills using the local instruction theory

Keywords
Local Instruction Theory, Design Research

Topic
Mathematics Education

Link: https://ifory.id/abstract/Hd8TEVGBhW9D

Corresponding Author
Muhammad Ghiyats Ristiana

Institutions
Department of Mathematics Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*kanghiyats[at]upi.edu

Abstract
Logical thinking is an ability that everyone needs, without exception. Someone who has good logical thinking will be able to finish their problem with the right strategy. As a teacher, this ability is very important, especially if they teach in primary school. The existing phenomenon in mathematics lessons is they always teach just procedural work, however, a teacher shouldn-t be like that. A teacher that couldn-t explain a mathematics concept can be said they don-t have sufficient logical thinking skills. The aim of this research is to prove whether that phenomenon is right or not. In order to do so, we used descriptive qualitative methods by taking some active primary school teachers and provided some simple mathematics questions to see whether they can explain a mathematical concept or they just use a procedural work. The result shows that most of the teachers used procedural work to answer the questions. This means that they don-t have sufficient logical thinking skills. So the phenomenon right exists. Therefore, to reduce this phenomenon in the education world, a teacher should understand well the concept that they will teach, especially in mathematics lessons.

Keywords
Logical Thinking Skills; Primary School Teachers; Mathematics

Topic
Mathematics Education

Link: https://ifory.id/abstract/uXZdpk4hqewK

Corresponding Author
Muhammad Ghiyats Ristiana

Institutions
Department of Mathematics Education, Universitas Pendidikan Indonesia
*kanghiyats[at]upi.edu

Abstract
A teacher should present a lesson concept well, not just only using it to solve a question on exams. However, teacher should make their students understand all of the concepts. This thing should be built since we are in a golden age or in elementary school. Elementary school teacher should have better skills in teaching, because they teach a lesson base, especially mathematics. If students do not understand the base of mathematics, they will not able to solve more complex mathematics problems. Therefore, logical thinking skill is needed for this, especially for an elementary school teacher. The aim of this research is to see whether students of prospective elementary school teacher have a good logical thinking skill or not. In order to do so, we used descriptive qualitative method. We presented an easy mathematics questions to see their logical thinking skills. The result shows that prospective elementary school teacher students did not have good logical thinking skills yet. They still should increase their logical thinking skills to be a better teacher. Their lecturer should have a better teaching concept to make a better elementary school teacher later.

Keywords
Logical Thinking Skills; Primary School Teachers; Mathematics; Prospective Teachers

Topic
Mathematics Education

Link: https://ifory.id/abstract/WYmtv2BQPJdb

Corresponding Author
Bagus Ardi Saputro

Institutions
Universitas PGRI Semarang

Abstract
This research aims to design learning materials with context of onion plantation in Brebes, Central Java, Indonesia. The research began with the observation and interview on how farmer manage and cultivate the plantation area of onions. Finding from this exploration is “gondang”, area of onion plantation made by farmer by which the area larger than that with no gondang. From this finding, designer adopt it to the class. Grid paper is chosen as mathematics tools to model the everyday situation to be mathematics. The preliminary design of the learning materials is learning design on Geometry and Measurement with the applicative domain consider on Princip-s of Realistic Mathematics Education.

Keywords
Ethnomathematics; Learning Design; Realistic Mathematics Education

Topic
Mathematics Education

Link: https://ifory.id/abstract/Mvn462ALDdTU

Corresponding Author
Odorlina Marbun

Institutions
IKIP Siliwangi

Abstract
The purpose of this study is to development research of matematical comunication ability and self regulated learning. The good matematical comunication ability can solve matematicaly problem and self regulated learning maturity will seem in doing matematicaly activity The sucses matematicaly factor were interested students and teacher spirit to development learning ability so that does not cause bore in the class, to construct interest and motivation in learning activities so boredom that are erasier and more enjoyable and matematicaly comunication ability taught self regulated learning when snowball throwing aproach. The experiment to invold 25 grade -7 students in Karawang , Jawa Barat district. The instruments are matematical comunication and self regulated learning abilities test and opinion scale. The study found that: a) Excelent of snowball throwing to improve approach matematical comunication ability students. b) Descripe of matematicaly comunication ability students with low and high very good. c) There was high association betwen matematical comunication ability and self regulated learning. c) Students interested and enjoyable to snowball throwing approach.

Keywords
snowball throwing,matematical comunication

Topic
Mathematics Education

Link: https://ifory.id/abstract/RM6ga23vrCVA

Corresponding Author
Erwin Efendi Hutagalung

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

Abstract
Mathematical abstraction is a cognitive process when students construct their mathematics knowledge. This study explores mathematical abstraction of students related to the concept and the area of triangles. For this reason, firstly, the researchers developed four questions. This study was conducted in one junior high school in Bandung. Twenty three students, grade 7 (12-14 years old), were involved in this study. Data were collected through observation of the test results and followed by students- interviews. Finally, data was analyzed qualitatively. The researchers found that the low-achievement students tend to understand the triangles which consist of the interior area bounded by three straight lines and the lines themselves; they also tend to understand the area of triangles as the result of pattern of a base times height divided to two. Besides, there are indications that low-achievement students need help from teachers so that they can achieve higher level of abstraction.

Keywords
Mathematical abstraction; triangles;

Topic
Mathematics Education

Link: https://ifory.id/abstract/ekhD4ZjNpyc3

Corresponding Author
Anna Rachmadyana Harry

Institutions
Universitas Pendidikan Indonesia

Abstract
The purpose of the research carried out is to describe the classification of the level of mathematical abstraction ability in the material sequence and series in terms of the cognitive style of the students, examine the relationship between mathematical level abstractions and students cognitive styles, and find out the errors experienced by students in completing questions about mathematical abstraction ability in the sequence and series material in terms of cognitive style. This research is a descriptive study using a qualitative approach. The subject of this study was obtained by carrying out cognitive style tests using instruments MFFT (Matching Familiar Figures Test) developed by Warli (2010) and the test questions of mathematical abstraction abilities are arranged based on levels and indicators of mathematical abstraction developed by Fitriani (2018) which was attended by 31 grade XI students from one of the high schools in Bandung city. The MFFT cognitive style test results group students into 4 cognitive style groups, namely impulsive (I), reflective (R), impulsive and reflective (IR), and not impulsive and not reflective (TITR). Mathematical abstraction abilities are divided into 4 levels, level 1 perceptual abstraction, level 2 internalization, level 3 interiorization, and level 4 second level of interiorization. The results of the students mathematical abstraction ability test show that student I is at level 1 transition, level 2 complete, level 3 transitions, and level 4 transitions, and complete level in question 5. Student R is at complete level for level 1 questions, transition level for level 2 questions, complete level for level 3 and transition level for level 4, and complete level for question 5. Students IR are at the complete level for all levels 1 to level 4 and questions number 5. TITR students are at level 1 complete, level 2 transitions, complete level 3, level 4 transitions, and do not get the achievement of question 5. Linkages were found between the level of mathematical abstraction and the cognitive style of IR. Several types of errors are found when students solve mathematical abstraction questions including the category of error CE (Comprehension Error), TE (Transformation Error), PSE (Process Skill Error), and EE (Econding Error).

Keywords
mathematical abstraction, sequences and series, cognitive style, student mistakes, Newmans theory

Topic
Mathematics Education

Link: https://ifory.id/abstract/C4XxemzhtTuK

Corresponding Author
Ulfah Ekaludini

Institutions
a) Prodi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia.
b) Prodi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract
Mathematical communication skills are one of the essential mathematical basic competencies of mathematics and mathematics education. Without good communication, the development of mathematics will be hampered. The purpose of this study was to determine the mathematical communication skills of high school students in solving trigonometry problems. This study also wants to reveal the difficult aspects of mathematical communication for high school students. The research design used was descriptive qualitative research involving students of class X MIPA 1 as research subjects. 36 students were taken as representatives from 3 groups, namely 12 high group subjects, 12 moderate group subjects, and 12 low group subjects. The instrument used in this study is a test of mathematical communication skills in the form of a description. Based on the research, the average mathematical communication skills of students in the upper group subjects, medium groups, and low groups are in the less category. The results showed that students ability to solve trigonometry problems with mathematical communication had not been achieved. Based on the results of the study it was found that students had difficulty resolving mathematical problems presented in the form of images. Students have difficulty expressing the mathematical concepts used.

Keywords
Mathematical communication, Trigonometry

Topic
Mathematics Education

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

Corresponding Author
Anwar anwar

Institutions
a) Departemen Pendidikan Matematika, Sekolah Pascasarjana Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
*anwar[at]upi.edu
b) Departemen Pendidikan Matematika, Sekolah Pascasarjana Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
c) Departemen Pendidikan Matematika, Sekolah Pascasarjana Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract
Education for Sustainable development (ESD) has long been socialized by the government to be developed and implemented in education, but currently its implementation has not been implemented optimally. ESD is an education that makes learners aware of their environmental life in creating a sustainable future without sacrificing future generations. Indonesia is a country that actively engages in national development from various sectors. This development will have a positive or negative impact. The positive impact is that development in Indonesia is quite good, it can be seen from the sectors of economy, education, infrastructure, and so on. However, the negative came to the Environmental sector. This is where the concept of sustainable development needs to be studied and applied to schools. The purpose of this paper is to know the mathematical competence relevant to the ESD component in the geometry at junior high school. Mathematical competencies relevant to ESD are; understanding, problem solving, critical thinking, reflective thinking and mathematical communication.

Keywords
Education for Sustainable development (ESD), Mathematical Competency

Topic
Mathematics Education

Link: https://ifory.id/abstract/hM6aT9G2RWvp

Corresponding Author
Novianti -

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

Abstract
The aimed of the study to analyze mathematical connection ability of the junior high schools students of grade VIII Bireuen, Aceh in solving the quadrilateral. This study used qualitative approach with descriptive methods. The research subjects were were 20 students of grade VIII (13-14 years). The instrument used is in the form of a description test. The results showed that overall mathematical connections were still low at 39%. While the percentage of each connection indicator between topics of mathematics is 35%, connections with other disciplines are 28%, connections with the real world are 53%.

Keywords
Mathematical; mathematical connection, solving quadrilateral

Topic
Mathematics Education

Link: https://ifory.id/abstract/8f2thjNDJQML

Corresponding Author
Rosliana Siregar

Institutions
Universitas Islam Sumatera Utara

Abstract
In learning mathematics mathematical connections ability is one of the mathematical ability that must be possessed by students. The strong connection between concepts in mathematics implies that mathematical connections ability also contains other mathematical aspects or vice versa. Viewing mathematics as a whole is very important in learning and thinking about connections between topics in mathematics. This study uses qualitative research methods with phenomenology research design types. The participants in this study were 8 middle school mathematics teachers who taught at different schools. This study uses a short interview form which consists of five open questions to determine the teachers understanding of mathematical connection ability. It was found that middle school math teachers had sufficient comprehensive and adequate knowledge of their views on mathematical connection ability, moreover there were also respondents who could not provide examples of mathematical problems that contained the characteristics of mathematical connection ability even though they were able to define what mathematical connection is. Likewise, the development of teachers in mathematical connection ability in learning is still limited to the scope of the relationship of mathematics with mathematics itself and mathematics with everyday life.

Keywords
mathematical connection ability, perception, phenomenology.

Topic
Mathematics Education

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

Corresponding Author
Anik Yuliani

Institutions
IKIP Siliwangi

Abstract
The purpose of this study is to analyze students creative problem solving (CPSM) abilities based on the cognitive stage. The number of students involved in this study was 32 eighth grade students, a set of TOLT to determine the cognitive stage of students and a description test (CPSM). The results of this study found that: a. as many as 70% of students are still at the concrete stage, 25% of students are in the transition stage, and 5% have reached the formal stage; b. Overall students achieve CPSM quality at a moderate level; but there are differences in CPSM quality between students in the formal, transition and concrete stages; The CPSM quality of the students is in the formal stage, the transition phase, and the concrete stages are successively at a fairly good level, medium, and lacking; c. Concrete stage students experience more difficulties in completing CPSM tasks, while students in the transitional and formal stages only experience little difficulty in completing CPSM tasks.

Keywords
cognitive development stage, TOLT, mathematical creative problem solving

Topic
Mathematics Education

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

Corresponding Author
Rippi Maya

Institutions
1) Pendidikan Matematika, IKIP Siliwangi, Cimahi, Indonesia
2) Pendidikan Matematika, Universitas Islam Negeri Sunan Gunung Djati, Bandung, Indonesia
3) Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Nusantara, Bandung, Indonesia

Abstract
The purpose of this study is to analyze the ability of mathematical critical thinking of Mathematics Education students. The subjects are 86 students of one university in Bandung, who took Ordinary Differential Equation Course. The length of the study is about 4 months. In the first two months, the students got the Direct Learning and the other two months, the students got the Indirect Learning. Instruments in this study were two sets of critical thinking test, which consist of each three essay questions. The results showed that the mathematical critical thinking ability of students is low. There are no difference abilities of mathematical critical thinking among the two learning approach, their achievements are still in low categories. Among the three indicators of the tests, ‘identifying the underlying concepts- got the lowest score, ‘answering question with relevant reasons- got the medium score and ‘examining the truth of the statements and explain it- got the highest score, but those three scores are still in low category.

Keywords
mathematical critical thinking, ordinary differential equation, direct learning, indirect learning

Topic
Mathematics Education

Link: https://ifory.id/abstract/WT47Pa9EBpdF

Corresponding Author
Harry Dwi Putra

Institutions
a) Mathematics Education, Institut Keguruan dan Ilmu Pendidikan Matematika Siliwangi
Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

Abstract
Prospective mathematics teachers must have critical thinking skills and confidence in teaching. To study the critical thinking skills and self-confidence of prospective mathematics teacher students, research needs to be done. The research subjects were 32 students of mathematics teacher candidates at one of the universities in Cimahi. The instruments used included tests of mathematical reflective thinking skills and a self-confidence scale that had been validated by three experts in the field of mathematics education. Prospective teacher students are grouped according to high, medium and low levels. The results of data analysis showed that mathematical critical thinking skills of students of mathematics teacher candidates at 9.38% had high criteria, 12.50% had moderate criteria, and 78.13% had low criteria. The self-confidence of mathematics teacher prospective students is 90.63% having high criteria, 6.25% having moderate criteria, and 3.13% having low criteria. This finding states that prospective mathematics teacher students have a low level to mathematical critical skills but have high self-confidence.

Keywords
Mathematical Critical Thinking Skills; Self-Confidence; Prospective Teacher Students

Topic
Mathematics Education

Link: https://ifory.id/abstract/BCgtMyDkKWn2

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
b)Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

Abstract
Mathematical deterministic algorithms are a method for solving mathematical problems that are appropriate in every step of an algorithm. Where each student will make steps from the questions given, then they make the right decisions to link the relationship of mathematical language into the language of the ActionScript 3.0 program through several processes so that the goal of media creation is achieved as a result of the implementation of the algorithm. The purpose of the method is to provide student knowledge of the meaningfulness of mathematics learned can be implemented in everyday life. Students can make their own decisions to make the right strategy in solving problems, Students learn to develop their own different processes to the right results. ActionScript 3.0 is a programming language based on ECMAScript which is a standard language program developed by ECMA (European Computer Manufacturer Association) that provides a student or prospective teacher to make a product in the form of more interactive images or animations as innovative learning media and learning enrichment applications Internet. Of course the development is based on students creative abilities to achieve the objectives of various processes in the form of algorithms made, after which results are tested, checking and observing steps that need to be corrected if an error occurs or added if there is a need to develop, finally students give the right conclusions from the process beginning to end process.

Keywords
Mathematical Deterministic Algorithm, ActionScript 3.0 Adobe Flash, Student Creative Reasoning Capabilities

Topic
Mathematics Education

Link: https://ifory.id/abstract/2RND8pbxhjKL

Corresponding Author
Eva Dwi Minarti

Institutions
IKIP Siliwangi

Abstract
This study aims to examine the effect of mathematical disposition of junior high school students on mathematical critical thinking skills. A quantitative approach with a correlational method used by researchers to examine both variables. The subjects in this study were 32 students of class VIII in one of the Bandung junior high schools. The instrument used consists of a test instrument which is a test of mathematical critical thinking skills with indicators that are interpretation, analysis, evaluation and conclusion. The results of the study show that the mathematical disposition of junior high school students has a positive influence on mathematical critical thinking skills. Students with a positive disposition toward mathematical learning can interpret and not hesitate to express ideas.

Keywords
Mathematical Disposition, Mathematical Critical Ability, Middle School Students

Topic
Mathematics Education

Link: https://ifory.id/abstract/tX8HPMQbGm9h

Corresponding Author
Mega Nur Prabawati

Institutions
1. Pendidikan Matematika, Universitas Siliwangi, Jl. Siliwangi No. 24 Kota Tasikmalaya, Jawa Barat Indonesia

2. Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat Indonesia

Abstract
Having good mathematical literacy skills is expected to help students solve problems related to mathematics. The focus of mathematics literacy skills on students is the ability to analyze, justify, and communicate ideas effectively, formulate, solve and interpret mathematical problems in various forms and situations. This study aims to describe students mathematical literacy skills seen from gender differences. The approach used in this study is a qualitative approach with case studies. The study subjects consisted of two male students and two female students from junior high school students. Data was collected through analysis of student work results and interviews.. Students are asked to convey what they are thinking when solving problems in a given mathematical literacy test. After students finish getting the solution from the problem, the researcher classifies the students answers and analyzes them. Furthermore, the data obtained are grouped and analyzed according to indicators of mathematical literacy skills. Male students have good results from each indicator in mathematical literacy ability, namely in the first indicator of the sixth indicator, while for female students have good mathematical literacy skills for the first indicator, second indicator, third indicator, fourth indicator and sixth indicator, except for the fifth indicator, female students have sufficient mathematical literacy skills.

Keywords
Literacyt, Mathematicall literacy skill, gender.

Topic
Mathematics Education

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

Corresponding Author
Laila Rahmi

Institutions
a) Prodi Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
*lailarahmi[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract
Problem solving ability is one of mathematics learning goals. Students problem solving abilities are good if they meet the indicator, able to solve closed mathematical problems in a mathematical context; able solve closed mathematical problems outside the mathematical context; solve open mathematical problems in a mathematical context; and solve open mathematical problems outside the mathematical context. But it was found that students problem solving abilities were still not good. This can be influenced by several factors including cognitive style and gender. The cognitive style in this study focuses on the Field Dependent (FD) and Field Independent (FI). This study conducted to analyze the influence of cognitive style and gender on students mathematical problem solving abilities. This research method was descriptive qualitative research. The subjects were six junior high school students. Students were given cognitive style tests and then problem solving abilities test. The results of tests and interviews was found that the mathematical problem solving abilities of male students with FD cognitive style were better than the mathematical problem solving abilities of male FI students. While the mathematical problem solving abilities of female students with the FI cognitive style were better than the mathematical problem solving abilities of female FD students.

Keywords
Problem Solving, Cognitive Style

Topic
Mathematics Education

Link: https://ifory.id/abstract/MHrzT7DYZfLK

Corresponding Author
Indrie Noor Aini

Institutions
(a) Universitas Singaperbangsa Karawang, (b) Universitas Sriwijaya Palembang, (c) Universitas Pasundan Bandung

Abstract
The aim of this study is to develop valid and practical mathematical problems of PISA-like with “Tugu Kebulatan Tekad” contexts in Karawang. The subjects were tenth-grade students of senior high school, research methodology used was designed research with the type of development study divided into 2 stages, preliminary and formative evaluation. The preliminary stage included the student analysis, curriculum analysis, and analysis of PISA problems. Formative evaluation stage included one-to-one and expert reviews than the small group. Data collection techniques used were documentation, walk through, interview, and observation. The aim of this study is to develop valid and practical mathematical problems of PISA-like with “Tugu Kebulatan Tekad” contexts in Karawang. Valid based on the results of the validator assessment at the expert reviews phase which states that the matter had been well viewed in terms of content, constructs and language and workmanship of students at the one-to-one phase. Practical could be seen from small group phase that students could use the problem device well.

Keywords
mathematical problems, PISA-like, Tugu Kebulatan Tekad

Topic
Mathematics Education

Link: https://ifory.id/abstract/9ZaHcj4fDpvV

Corresponding Author
Ambar Prawoto

Institutions
Mathematics Education Program Post Graduate IKIP Siliwangi, Cimahi

Abstract
This study was a descriptive survey having a goal to examine attainment of student-s mathematical reasoning (MR) and self regulated learning(SRL) according to student-s cognitive stage. The survey implicate 36 eleventh grade students of 17 years old, test of logical thinking (TOLT), an essay MR test,a SRL scale. By using TOLT, the survey investigated many students with 17 years old had not reached formal cognitive stage, namely 19 % students at formal stage, 25 % students at transition stage, and rest 56% students at concrete stage. In addition, survey invented that entirely students obtained MR at very low grade level, and according to student-s cognitive stage, formal students obtained higher grade MR than the grade of transisiton students and concrete students. Even if, those grades were still at low and very low level. Either entirely or based on student-s cognitive stage there were no different grades on student-s SRL and those grade were fairly good level. SRL at fairly good grade level, transistion stage students attained MR and SRL at medium grade Other finding, there was medium association between cognitive stage and MR, but therewere no association between cognitive stage and MR, and SRL and between MR and SRL. In general, these findings were, that in normal condition formal cgnitive stage will reach by students in 12 -13 years old, or in 13-14 years old, even in specific condition in 19 – 20 years old; and that formal students possess higher abilities than concrete students on completing HOT tasks such as MR tasks which needed formal operational thinking.

Keywords
cognitive stage, TOLT, mathematical reasoning, self regulated learning.

Topic
Mathematics Education

Link: https://ifory.id/abstract/McFDj6JpBxXq

Corresponding Author
Gunawan, S.Pd.I

Institutions
Mathematics Education Program Post Graduate IKIP Siliwangi, Cimahi

Abstract
This study was a descriptive survey having a goal to examine attainment of student-s mathematical reasoning (MR) and self regulated learning(SRL) according to student-s cognitive stage. The survey implicate 36 eleventh grade students of 17 years old, test of logical thinking (TOLT), an essay MR test,a SRL scale. By using TOLT, the survey investigated many students with 17 years old had not reached formal cognitive stage, namely 19 % students at formal stage, 25 % students at transition stage, and rest 56% students at concrete stage. In addition, survey invented that entirely students obtained MR at very low grade level, and according to student-s cognitive stage, formal students obtained higher grade MR than the grade of transisiton students and concrete students. Even if, those grades were still at low and very low level. Either entirely or based on student-s cognitive stage there were no different grades on student-s SRL and those grade were fairly good level. SRL at fairly good grade level, transistion stage students attained MR and SRL at medium grade Other finding, there was medium association between cognitive stage and MR, but therewere no association between cognitive stage and MR, and SRL and between MR and SRL. In general, these findings were, that in normal condition formal cgnitive stage will reach by students in 12 -13 years old, or in 13-14 years old, even in specific condition in 19 – 20 years old; and that formal students possess higher abilities than concrete students on completing HOT tasks such as MR tasks which needed formal operational thinking.

Keywords
cognitive stage, TOLT, mathematical reasoning, self regulated learning.

Topic
Mathematics Education

Link: https://ifory.id/abstract/FX3dmhkUNKZL

Corresponding Author
Adi Nurjaman

Institutions
IKIP Siliwangi

Abstract
This study aims to examine conducting in-depth studies of mathematical reasoning abilities based on gender and learning motivation. The research design used in this study is a case study and grounded theory. The researcher chose to use the case study design because the researcher wanted to explore in depth and in detail the subjects to be studied using various procedures to collect data and answer the researchers questions. Researchers use qualitative research because researchers want to explore deeply about the things that affect the occurrence of something. The procedure for the grounded theory design process is open coding, axial coding, and selective coding. The school which is the place of research is one of the junior high schools in West Bandung Regency. Determination of subjects purposively based on characteristics that bloom in each student. The results in this study are high-ability students who tend to be able to estimate answers and process solutions in solving problems, for students with moderate abilities tend to be able to use patterns and relationships to analyze

Keywords
mathematical reasoning abilities; gender

Topic
Mathematics Education

Link: https://ifory.id/abstract/RK8YXNBEJkmp

Corresponding Author
Luvy Sylviana Zanthy

Institutions
a) IKIP Siliwangi
Jalan Ters. Jend.Sudirman, Cimahi, Indonesia
*zanthyluvy[at]gmail.com

b) Universitas Pendidikan Indonesia
Jalan dr. Setia Budhi, Bandung, Indonesia

Abstract
The aim of this study is to analyze the mathematical resilience of high school students. The instrument used The Norm Reference Value (NRV), which consisted of 42 items. This Resilience Test consist of 6 indicators, that is: 1) Diligent, confident, working hard and not easily giving up on problems, failures and uncertainties; 2) Desire to socialize, easily provide assistance, discuss with peers, and adapt to their environment; 3) Bring up new ideas/ ways and find creative solutions to challenges; 4) Using experience of failure to build self motivation and self control; 5) Showing curiosity, reflecting, researching, utilizing various sources; 6) Having language skills, controlling themselves and being aware of their feelings. The resilience analysis based on a comparison of the average value of each indicator with a reference value that has been determined in NRV. The results showed that all indicators were in medium category.

Keywords
Mathematical Resilience

Topic
Mathematics Education

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

Corresponding Author
Salasatun Nurul Azizah

Institutions
1) Mathematics Education Study Program, Graduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2) Department of Mathematics Education, Mathematics Education Study Program, Graduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
Mathematics is seen by some students as a difficult subject that results in them being anxious when dealing with mathematics learning. What and how mathematics anxiety is an interesting issue to explore through research. This study aims to describe mathematics anxiety profiles of senior high school student based on the types of personality such as extrovert and introvert. It used the qualitative method with triangulation for collecting data in the forms of questionnaire extrovert and introvert personality, questionnaire MAS (Mathematics Anxiety Scale) and interview. The subject in the research were student from the 11th grade at one of the high school in Bandung. The result showed that : (1) Extrovert students assume that mathematics is difficult, feel worried and lack of enthusiasm when in the classroom activity, which the highest anxiety is when the examination and appointed by the teacher related to the material. The extrovert students feel scared, nervous, dizzy, and stomachache; (2) Introvert students assume math as a complicated but interesting subject. Sometimes they feel worried in classroom activities, although they calm and easy in facing examination. Their highest anxiety is when teacher pointed them, where they feel scare and not confidence.

Keywords
mathematics anxiety, extrovert and introvert personality

Topic
Mathematics Education

Link: https://ifory.id/abstract/UAnfad2Pu6LN

Corresponding Author
FAJAR ZUKHRUF ZAYZAFUUN

Institutions
a) Department of Mathematics, Post-graduate school, Universitas Indonesia of Education Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
fajar.zukhruf[at]upi.edu

Abstract
This research is based on the importance of mathematics literacy skills among students. Mathematical literacy is the ability of an individual to form, use, and interpret mathematics in various contexts. This includes reasoning mathematically and using concepts, procedures, facts and mathematical tools to explain and predict phenomena.This analysis uses qualitative approach with descriptive method. The research samples are taken from students of Islamic Junior High School 8 Kuningan with purposive sampling. The purpose of this research is to describe mathematics literacy skills based on age range. The instruments of this analysis are test instrument and interview. Data interpretation of this research is produced based on PISA (Program for International Student Assessment) level which consist of 6 level and these following indicators: 1) Formulating algebra situation, 2) Applying concept, fact, procedure and algebra reasoning, 3) Interpreting, applying, and evaluating algebra result. The result of the test and interview shows that students at the age 13 years old are able to reach level 3 and they are able to formulate the algebra situation and to apply the concept, fact, procedure and the algebra reasoning. Students at the age 14 years old are able to reach level 5 and they are able to interpret, to apply, and to evaluate the algebra result.Meanwhile, students at the age 15 years old are able to reach level 6 and they are able to interpret, to apply and to evaluate the algebra result.

Keywords
mathematical literacy, level of mathematical literacy, teenage years (formal operation)

Topic
Mathematics Education

Link: https://ifory.id/abstract/uMpvAW6JLR9a

Corresponding Author
Amelia Utari

Institutions
Sriwijaya University

Abstract
Indonesia has experienced the improvement of PISA result despite the result is lower than other countries. therefore, the result of this study is to find out the studentss mathematics literacy ability in using PISA model questions in the context of coconut. this article also describe the studentss ability in solving mathematical problem in the context of coconut. this is a design research with two development studies types, namely preliminary and formative evaluation which include self evaluation, expert reviews, one to one, small group and field test. based on the result of analysis, the researcher showed that in solving the mathematical problem of PISA model in the context of coconut tree, students mostly utilize to choose strategy in solving the problem and communication ability.

Keywords
Design Research, Mathematical literacy, PISA, PMRI

Topic
Mathematics Education

Link: https://ifory.id/abstract/BmDeUVZH7XtM

Corresponding Author
DESY EKA PUSPITO RINI

Institutions
Pendidikan Matematika UPI
*desyekaprini[at]upi.edu
**sufyani[at]upi.edu

Abstract
Remedial teaching plays an important role in the whole teaching program. Through remedial teaching, the teacher tries to provide students with the opportunity to create their mathematical abilities optimally. This study aims to describe the implementation of remedial teaching based on antecedents, transactions, and outcome components. Using the Countenance Stake Model, the subjects in this study was a Mathematics teacher who conducted the remedial teaching and the students who taken the remedial teaching. The data were collected using interviews and documentation. The results of the study show that the antecedents component of remedial teaching is not well-planned. Based on the transaction component, the remedial teaching is not well implemented. Based on the outcome component, the remedial teaching does not achieve good results.

Keywords
Evaluation, Remedial Teaching

Topic
Mathematics Education

Link: https://ifory.id/abstract/g87xHMnKmWrq