Indonesia Conference Directory

Corresponding Author
Tia Purniati

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

2SMP Laboratorium Percontohan UPI, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

3Program Studi Matematika, UNISBA, Jl. Tamansari No. 1, Bandung

Abstract
This study aims to analyze the instruments and abilities of students on material number patterns using the Rasch model. The instrument analyzed was in the form of essays and consisted of eight questions. The instrument was tested on 29 8th grade junior high school students consisting of 15 female students and 14 male students. Instrument analysis and student ability using the Rasch model based on instrument difficulty (item measure), student ability level (person measure), Wright map (person-item map), and instrument analysis. The results showed that there was one difficult question, six medium questions, and one easy question. In addition, there were five students with high abilities, sixteen students with medium abilities, and eight students with low abilities. The level of difficulty of the diversity instruments is not far adrift, but the level of student ability varies. The average level of student ability is above the average level of difficulty of the Instrument. The interaction between students and instruments as a whole is bad. The consistency of answers from students is weak, but the quality of the instrument is sufficient

Keywords
number patterns, Rasch model

Topic
Mathematics Education

Link: https://ifory.id/abstract/ZcQ3rYXawD78

Corresponding Author
Khuzniyyatus Saadah

Institutions
a) Pendidikan Matematika, Program Pascasarjana Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1 Bandar Lampung 35141, Indonesia
*m.nduz[at]yahoo.com
b) Departemen Pendidikan Matematika, Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No.1 Bandar Lampung 35141, Indonesia

Abstract
This research is aimed to describe reflective thinking ability of Junior High School Student in Solid Figure Problem Solving Viewed from Gender Differences. The method used in this research is descriptive research. The subjects of this research involved 20 students of MTs Guppi South Lampung consisting of 10 male students and 10 female students. To collect data, this research administers an essay test that assesses students- reflektive thinking ability based on three indicators, stages of reacting, comparing, and contemplating. The test data is then used to analyze students reflective thinking skills qualitatively. The results showed that 1) Female students were able to fulfill the reacting stage indicators on three questions, comparing on three questions, and contemplating on two questions. 2) male students are able to fulfill the reacting stage indicator on three questions, comparing on two questions, and contemplating on one question. 3) female students meet the comparing and contemplating stages more than men. So that the ability of reflective thinking of female students is higher than that of male students.

Keywords
reflektive thinking, gender differences

Topic
Mathematics Education

Link: https://ifory.id/abstract/e6ETCjMgVWZJ

Corresponding Author
agil isma maula

Institutions
a) Pendidikan Matematika, Program Pascasarjana Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1 Bandar Lampung 35141, Indonesia
*m.nduz[at]yahoo.com
b) Departemen Pendidikan Matematika, Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No.1 Bandar Lampung 35141, Indonesia

Abstract
This research is aimed to describe reflective thinking ability of Junior High School Student in solving geometry problems viewed from Gender Differences. The method used in this research is descriptive research. The subjects of this research involved 20 students of MTs Guppi South Lampung consisting of 10 male students and 10 female students. To collect data, this research administers an essay test that assesses students- reflektive thinking ability based on three indicators, stages of reacting, comparing, and contemplating. The test data is then used to analyze students reflective thinking skills qualitatively. The results showed that 1) Female students were able to fulfill the reacting stage indicators on three questions, comparing on three questions, and contemplating on two questions. 2) male students are able to fulfill the reacting stage indicator on three questions, comparing on two questions, and contemplating on one question. 3) female students meet the comparing and contemplating stages more than men. Therefore that the ability of reflective thinking of female students is higher than that of male students.

Keywords
reflective thinking, gender differences

Topic
Mathematics Education

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

Corresponding Author
Muh Khaedir Lutfi

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

Abstract
One of the mathematical topics that must be mastered by students is geometry. Geometry requires students to think analytically and spatially so they must have good spatial abilities. Each student has different spatial abilities in learning geometry. Several previous studies relating to spatial ability are about differences in students- spatial abilities based on gender. However, almost no research can be found on the students-s spatial abilities based on level of geometrical thinking. This condition raises research questions about description of students-s spatial abilities based on Van Hieles level of geometrical thinking. Therefore this study aims to identify students-s spatial abilities based on Van Hieles level of geometrical thinking. To answer the research question, we gave a written test to 25 grade IX students in one of junior high school in Bandung. Then, we conducted interviews to 3 upper group students and 3 lower group students. Data analysis was done by triangulation method. The results of this study indicated that there are variations in differences in each indicator of spatial ability based on the level of Van Hieles geometrical thinking. In the spatial perception, mental rotation, and spatial orientation, the maximum level achieved by students is level 2, namely 11, 5, and 3 students, respectively. Meanwhile the indicator of visualization and spatial relation, the maximum level achieved by students are level 1, namely 16 and 15 students, respectively.

Keywords
Geometry; Spatial ability; Level of Van Hieles Geometrical Thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/xh3wApNXfErQ

Corresponding Author
Sinta Widya Ningtias

Institutions
a) Magister of Mathematics Education, University of Lampung. Jl. Prof. Dr. Sumantri Brojonegoro. No. 1, Bandar Lampung, Indonesia 35141.
*sintawidya.ningtias7[at]gmail.com
b) Department of Mathematics and Science Education, University of Lampung, Jl. Prof. Dr. Sumantri Brojonegoro. No. 1, Bandar Lampung, Indonesia 35141.

Abstract
This study aims to determine students mathematical communication skills in statistical material. The subjects in this study is the VIII grade students selected by purposive sampling. The method used in this research is descriptive. Data obtained from the communication skills tests of mathematical students consisting of three essay contain of three indicator the mathematical communication ability, namely, drawing (expressing their ideas in the form of pictures, graphs and diagrams), written text (giving the mathematically explaination), and the mathematical expression (creating a mathematical model). The tests were given to 30 students of class VIII in SMP Muhammadiyah 3 Bandar Lampung. The data were analyzed quantitative and qualitative to get a comprehensive picture related to students mathematical communication skills. The results showed that the percentage of achievement of students mathematical communication indicator as follows: 1) drawing by 35%, 2) written text by 51%, and 3) the mathematical expression by 42%. Based on the percentage achieved on each indicator, it can be concluded that students mathematical communication ability is low.

Keywords
communication, communication skills

Topic
Mathematics Education

Link: https://ifory.id/abstract/ThtNMkE4ZCbx

Corresponding Author
Ariestha Widyastuty Bustan

Institutions
a)b) Faculty of Mathematics and Natural Sciences, Mathematics Department, Universitas Pasifik Morotai, Jl Siswa Darame, Pulau Morotai, Maluku Utara

Abstract
This study aims to find out how the learning process of mathematics in disabilities of unsociable and slow learners which involved teacher preparation before the learning process, implementation of learning and follow-up evaluation and what are the barriers faced by special needs students during the learning process of mathematics in inclusive class of SMA Negeri 10 Kota Ternate. This research is a qualitative descriptive study. The type of research used is a type of field research with data collection techniques through observation, interviews and documentation. The research subjects in this study were mathematics teachers in inclusive class. The data analysis technique used in this research is data collection, data reduction, data presentation, conclusions, and verification. Data validation uses the time triangulation technique. The results of the study show that several things are as follows: (1) Before mathematics learning process takes place, the subject prepared lesson plan, syllabus, media and learning resources but there was still not specific for special needs students, (2) Subject prepared students psychologically and physically, asked introductory questions and repeats basic mathematics concept. The subject made a group that combined special needs students and normal students in one group, (3) Subject took the initiative to ask directly to special needs students which parts of the material were not yet understood. Especially, basic mathematical concepts for students is done more slowly and often repeated. Special needs students get bored quickly following the mathematics learning process, therefore the teacher maked a group, so special needs students can interact with normal students.

Keywords
Mathematics learning; Inclusive education; Inclusive school; tunalaras; slow leaner

Topic
Mathematics Education

Link: https://ifory.id/abstract/VDpY8WGc7thv

Corresponding Author
Eyus Sudihartinih

Institutions
Universitas Pendidikan Indonesia

Abstract
This study aims to obtain a general description of the analysis of mathematical understanding of prospective mathematics teachers in the conic concept with Rasch models. This study was pre-experimental with a type of one-shot case study involving students of prospective mathematics teachers in the second semester consisting of 29 women and 10 men at one university in Indonesia. This study uses a test instrument in the form of an essay question consisting of three questions designed by a research team that is a lecturer in analytic geometry courses. The results of the analysis of mathematical understanding of prospective mathematics teachers in analytic geometry lectures with the Rasch model show that only a small proportion of students have high mathematical understanding. The results of the Rasch model measurement to examine the instruments show that the items used are not reliable and cannot be accepted to measure the mathematical understanding of prospective mathematics teachers in the conic concept. So that further research is needed on the instruments and mathematical understanding of prospective mathematics teachers in conic concept lectures with the Rasch model.

Keywords
mathematical understanding, pre-experimental, analytic geometry lectures, Rasch models, Item-Response theory

Topic
Mathematics Education

Link: https://ifory.id/abstract/zNJbQRVvAX8D

Corresponding Author
Sugama Maskar

Institutions
Universitas Teknokrat Indonesia

Abstract
The aim of this paper is to analyze the national examination scores of mathematics data for senior high school level in Indonesia from 2015 until 2018. Data analysis techniques used in this paper are explorative method with descriptive statistics and inferential statistics to find an overview of students mathematical abilities in Indonesia. The data were obtained from Pusat Penilaian Pendidikan (Puspendik) Kementerian Pendidikan dan Kebudayaan Republik Indonesia. The result shows that the scores of mathematics national examination for language, sains, and social department decreases every year. The results of the two average tests with t test, shows that the decrease in each year is significant, except for 2015 to 2016 on language department. The result also shows that the biggest average for language, sains, and social respectively are 41.60, 54. 41, and 51.76, all from 2015. The conclusion is that the mathematics ability of high school students in Indonesia is still low. The application of the high order thinking skills (HOTS) problem is also one of the factors that affected the decrease in 2018.

Keywords
National Examination, Mathematics

Topic
Mathematics Education

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

Corresponding Author
Dewi Rahimah

Institutions
(1) School of Education, The University of Queensland,
Building 24 (Social Science Building), St Lucia Campus, Brisbane, Queensland 4072 Australia
(2) Program Studi Pendidikan Matematika, Jurusan Pendidikan Matematika dan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Bengkulu, Jl. W.R. Supratman, Kandang Limun, Bengkulu 38371A Indonesia

Abstract
This paper contributes to a larger endeavour of understanding how mathematics textbooks are used in classrooms and what shapes the specific forms of their use. Three types of mathematics textbook analysis have been previously identified, namely, horizontal, vertical, and contextual analysis. Based on literature review, we discuss how these three types of analysis can be usefully combined, and explain why contextual analysis, where data on textbook use is collected in classrooms, provides the most revealing insights. We argue that because of its relevance for textbook design as well as for teacher professional development, researchers should consider including the contextual analysis when analysing textbooks.

Keywords
Horizontal analysis; Vertical analysis; Contextual analysis; Mathematics textbook analysis

Topic
Mathematics Education

Link: https://ifory.id/abstract/zjNJyKT2rQxp

Corresponding Author
Devi Nurul Yuspriyati

Institutions
IKIP SILIWANGI BANDUNG

Abstract
This study aims to determine the obstacle to learning student teachers in the subject of numerical methods. In the form of descriptive qualitative research that takes the subject of mathematics education students STKIP Siliwangi Bandung which follows the course of numerical methods in the first semester of the school year 2017/2018 semesters 7. Data obtained with tests and interviews with students. The results of the study could be concluded error occurred with the use of selection formula to solve the problems in a matter of numerical methods, it demonstrates an understanding of the material is still low numerical methods, and errors that occur because of kekurangtelitian students in processing the figures given in the problem. The study was conducted on October 16, 2017 until December 15, 2017 held in 2014 forces STKIP students who follow courses Siliwangi numerical methods. The results of this study are many factors that influence the occurrence of resistance velajar students in receiving the material in the course of numerical methods such as internal factors students themselves during the learning takes place, lecturers factor in explaining the factors classroom atmosphere, the factor of time there during the learning takes place. So that students learn subjects hampered in numerical methods.

Keywords
obstacle learning, numeric methods

Topic
Mathematics Education

Link: https://ifory.id/abstract/2DBTW9RLKkXy

Corresponding Author
Nenden Chiarun Nisa

Institutions
a) Departement of Mathematics Education, School of Postgraduate Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No 229, Bandung 40154, Indonesia
*nchiarunnisa.upi.edu
b)Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No 229, Bandung 40154, Indonesia

Abstract
Problem solving is one of the abilities that is essential in mathematics learning. Students who have the skill can solve an uncommon problem by using mathematical models and prove the exact of the results obtained. This research aims to analyze the problem solving steps of HOTS problems according to Polya which can be achieved by junior high school students. This research was designed in descriptive qualitative that involved 30 students consisting of three levels: high, medium and low level students. Data were collected by using HOTS problem test and an interview. The results showed that the high level students are capable to solve the problem but have not been able to prove the exact of the results, the medium level students are capable to reach the steps of making mathematical models, while the low level students are not capable to make mathematical models.

Keywords
problem solving, HOTS problem, Polya steps

Topic
Mathematics Education

Link: https://ifory.id/abstract/PGaf4TvACqzd

Corresponding Author
Sela Wahyuni

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

Abstract
One of the 21st century skills and also the main goal of students learning mathematics is mathematical problem solving. To achieve one of the 21st century skills, students can practice solving problems in various forms of questions, including the story problem. Completing the story problem requires understanding of the problem context, making a mathematical model, developing a resolution strategy and reviewing the strategies used. The purpose of this research is to analyze the students ability to solve mathematical story questions about sine rules material. This research was conducted by quantitative and qualitative analysis. Data were collected from 34 students of tenth grade senior of high school. Problem solving for each student was scored by using a holistic rubric, then solution was reviewed by using the Polya Problem Solving Strategy. The results showed at least students had been written the solution but the methods that they used could not be understood (problem number1) and indicates that were weak in understanding and planning problem solving. Then there was only 4 students who were able to solve the problem solving correctly (problem number 2), thus students had been able to implement the four steps of Polya-s problem solving strategy properly.

Keywords
Mathematical problem solving; Story problems, Sine rules material

Topic
Mathematics Education

Link: https://ifory.id/abstract/TR2Hfu4AFPLw

Corresponding Author
AS Elly

Institutions
a) STKIP PGRI Lubuklinggau
Jl. Mayor Toha Kel. Air Kuti Telp.(0711) 451432 Lubuklinggau
*asellystkip05[at]gmail.com
b) STKIP PGRI Lubuklinggau
Jl. Mayor Toha Kel. Air Kuti Telp.(0711) 451432 Lubuklinggau

Abstract
This study aims to describe the ability of junior high school students to solve PISA mathematical problems using the Lubuklinggau context in terms of the PISA level. The subjects in this study were students of class IX.5 Middle School 5 Lubuklinggau. The method in this research is descriptive qualitative method. The instruments and data collection techniques used were test sheets and questionnaires as well as interview guidelines. Data analysis of data through 3 channels, namely data reduction, data presentation, and drawing conclusions. The results obtained indicate that the level I PISA Problem in the category is very good with an average value of 91.07, level II in the category is very good with an average value of 91.96, level III in the good category with an average value of 72.45 , level IV in the good category with an average value of 61.61, level V in the sufficient category with an average value of 58.16, and level VI in the Less category with an average value of 38.10. So it can be concluded that the ability of class IX students of SMP Negeri 5 Lubuklinggau in solving mathematical problems using the PISA model Lubuklinggau context in terms of PISA level is included in both categories with an overall average value of 68.89.

Keywords
Student Ability; PISA; Lubuklinggau Context

Topic
Mathematics Education

Link: https://ifory.id/abstract/u4URYBemGP28

Corresponding Author
NILAM JELFA RANI GUMANTI

Institutions
a) Magister of Mathematic Education, Universitas Lampung, Jl. Prof. Dr Sumantri Brojonegoro No. 1, Bandar Lampung, 35141, Indonesia
*nilam.jelfa[at]gmail.com
b) Departement Mathematic Education, Universitas Lampung, Jl. Prof. Dr Sumantri Brojonegoro No. 1, Bandar Lampung, 35141, Indonesia

Abstract
This research aims to figure out the ability of male and female students in problem-solving in the system of linear equation in two variables by using the descriptive method. In order to obtain the related depiction, the data is analyzed qualitatively and quantitatively. It is obtained through the test of problem-solving ability, which consists of two essays including 4 indicators aspect of problem-solving, which are understanding, planning, execution, and rechecking. The test is given to 15 male and 15 female students of Second Grade in one of SMPs in Bandar Lampung. The result is: 1) the abilities of problem-solving in the students are generally low, which is under 66% of students are failed, 2) the average achievement indicators of male students is significantly better than female, 3) problem-solving abilities between male and female students is different, which can be seen from the way they identify, solve, and make conclusion from the problems given. The result shows the need to develop effective learning innovations to facilitate problem-solving skills for male and female students.

Keywords
Problem Solving, Gender

Topic
Mathematics Education

Link: https://ifory.id/abstract/eA8p2BnR6mTh

Corresponding Author
ismel dwi pratiwi

Institutions
Sriwijaya University

Abstract
The purpose of this study was to determine students mathematical literacy seen from students solving the PISA type problem with an Occupational context . This research is a qualitative descriptive research type . The subjects in this study were 26th grade IX students of SMP Negeri 14 Palembang. Students completing the PISA type math problem in the context of coffee processing and the results are then analyzed, supported by observations as long as students solve questions, interview students and mathematics teachers. The results of the study show that students mathematical literacy that appears when solving mathematical problems, namely communication skills , mathematical ability , choosing strategies, reasoning and arguments; and the ability to use language and symbolic, formal and technical operations .

Keywords
Mathematical Literacy, PISA, Research Descriptive Qualitative

Topic
Mathematics Education

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

Corresponding Author
Ririn Widiyasari

Institutions
Universitas Pendidikan Indonesia

Abstract
The purpose of this research is to determine student-s mathematical problem solving abilities reviewed based on adversity quotient in the materials linier programing. This research uses qualitative approach with descriptive research type. Sources of data used in this research is a sixth semester students of Mathematics Education FIP UMJ. Technique of collecting data through written test and interview. Based on the result of the research, it can be concluded that First, Students with AQ quitters in solving problems are able to transform mathematical problems by writing what is known and what is asked and explaining problems with their own language, able to answer mathematical problems, able to interpret answers to mathematical problems, and able to verify answers. Second, AQ campers students in solving problems are able to transform mathematical problems, able to answer mathematical problems, able to interpret answers to mathematical problems, but are still unable to verify answers. Third, AQ climbers students in solving problems are able to transform mathematical problems, able to answer mathematical problems, but are still unable to interpret the answers to mathematical problems, and unable to verify answers mathematical problems.

Keywords
Mathematical Problem Solving Ability, Linier Programing, Adversity Quotient (AQ)

Topic
Mathematics Education

Link: https://ifory.id/abstract/ryNMbWKYD9Af

Corresponding Author
Nonong Amalita

Institutions
Universitas Negeri Padang (UNP)

Abstract
In this paper we explain student-sperformance index on Mathematics Department UNP. Fluctuation on student-sperformance index describe the academic achievement of student. Many factors contribute to this case. Based on some research, it influenced by family environment, learning motivation, college environment, and student-s perception to the lecturer. So, we need a confirmatory analysis to test or confirm the measurement model which is build based on hypothesis used. The result is performance index of a student influenced by family environment, they are parents guidance, home atmosphere, economics factor on a family. Learning motivation factor include feeling happy on a lecture, interest to the topic, pay attention and student-s involvement to the lecture. Campus environment factor is facilities and infrastructure on university and facilities on learning room. Student-s perception factor is like and dislike factor of students to the lecturer, evaluation system chosen by lecturer, and also learning strategy of lecture.

Keywords
analysis, confirmatory, grade point average (GPA), performance, index

Topic
Mathematics Education

Link: https://ifory.id/abstract/QEKhuYjxWf9r

Corresponding Author
Cahya Furqona Alimah

Institutions
Mathematics Education, Postgraduate Program, Lampung University, Jl. Prof. Dr. Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
*cahya.furqona[at]gmail.com

Abstract
Abstract. Reflective thinking ability plays an important role in supporting mathematical problem solving skills. One topic in mathematics is sequence and series. This study aims to describe the results of the analysis of reflective thinking ability of students on topic arithmetic sequence and series, using descriptive research methods. To answer the research question, we gave a written test to 30 grade XI students in one of senior high schools in Lampung. Then, we conducted interviews with students in the upper, middle and lower groups, each with 3 students. The results showed that the average level of reflective thinking ability of students was quite adequate. The analysis of this study can be used as a consideration in developing learning designs to support students reflective thinking ability.

Keywords
Reflective Thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/E43ZRew9KyDT

Corresponding Author
Masjudin Masjudin

Institutions
IKIP Mataram
Jalan Pemuda No. 59A Mataram, 83125, Indonesia

Abstract
The purpose of this research is to describe the students statistical thinking ability in understanding statistical data. The statistical thinking consists of the following four indicators: (a) ability to describe data; (b) ability to organize and reduce data; (c) ability to represent data; and (d) ability to analyze and interpret data. This research is a descriptive research with a qualitative approach. The subjects in this research were eighth grade students of SMP Negeri 3 Lingsar. Data collection techniques by providing evaluation tests statistical thinking abilities and interviews. The results of this research showed that 4.2% of students had high statistical thinking ability, 25% of students had medium statistical ability, and 70.8% of students had low statistical thinking ability. So that, can be concluded the statistical thinking ability of students is in the low category. Student achievement in each indicator of statistical thinking ability is detailed as follows: (a) students ability to describe data is in the high category; (b) students ability to organize and reduce is in the high category; (c) students- ability to represent data is in the medium category; and (d) Students- ability to analyze and interpret data is in the low category.

Keywords
Statistical thinking ability; Statistical data

Topic
Mathematics Education

Link: https://ifory.id/abstract/rmdGC7cgqLnZ

Corresponding Author
Nadya Mahanani

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

Abstract
This study aimed to find out an overview of students algebraic thinking abilities viewed by auditory learning styles in one of the junior high schools in Bandung. This research is motivated by the results of studies that show varying ability (high, medium, and low) of junior high school algebra, so it is necessary to know the cause, and one of the causes is learning style. The subjects in this study were three students with auditory learning style. This research used a qualitative method. The data was collected using: learning style questionnaire, essay test, interview, and documentation. The results show that students who have auditory learning styles tend to answer with explanations in the form of sentences so that they can clarify what they mean or what they understand. Students who have auditory learning styles are able to fulfill indicators in algebraic thinking skills: conceptually based on computational strategies, manipulating numbers and symbols using algebraic rules, and expressing generalizations of patterns and rules in real-world contexts. Based on this research, the researcher suggested that the students can be facilitated with appropriate learning methods or models to contribute well to their algebraic thinking abilities.

Keywords
Algebraic Thinking Ability; Auditory Learning Style

Topic
Mathematics Education

Link: https://ifory.id/abstract/PLqWmAHEf3CJ

Corresponding Author
Mayun Erawati Nggaba

Institutions
Program Studi Pendidikan Matematika, Universitas Kristen Wira Wacana, Jl. R. Suprapto No. 35, Nusa Tenggara Timur, Indonesia

Abstract
To describe students critical thinking ability on trigonometric problems, a research was conducted on 30 students (15/16 years old) in West Java, Indonesia. This research is a qualitative descriptive research and data collection technique is written test with 3 description questions. The test results were analyzed using three indicators of critical thinking ability, (1) composing questions with reasons, (2) identifying relevant and irrelevant data of a mathematical problem, and (3) solving mathematical problems with reasons. The results showed that: (1) almost one-third of the number of students can compile the questions with the reasons, (2) more than one-third of students can identify the relevant and irrelevant data of a mathematical problem, and (3) more than one-third of students can solve the mathematical problems with reasons. The average percentage of students on trigonometric problems is 31,86%. Based on the result of research, it is seen that most students do not have good critical thinking ability on solving trigonometric problems.

Keywords
critical thinking ability, mathematical problems, trigonometry

Topic
Mathematics Education

Link: https://ifory.id/abstract/UJhTnzMGK7dW

Corresponding Author
Naufal Asyqar Fatio

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

Abstract
The objectives of this study was to determine the profile of student-s error, student-s misconception, cause of student misconception, and students learning difficulties on system of linear equation in two varibles topic. The research was carried out by giving test of concept understanding on that topic. Subject of the study were junior high school students who had studied system of linear equation in two variables topic. The results of the study revealed that there were the students error profile, six students misconception profiles, four causes of students- misconceptions, and seven causes of learning difficulties. Based on the results of the students test it was found 71% of students had difficulty in determining the solution of system of linear equations in two variables algebraic form. This indicated students had difficulty in using, utilizing, and choosing a particular procedure on this topic. In addition, from the results of teachers-s interview, it was found one of the causes students- misconception to be the inaccuracy definition of system of linear equation in two variables. Students learning difficulties were mostly derived from student learning activities at school.

Keywords
student-s error; student-s misconception; student-s learning difficulties; System of linear equation in two variables.

Topic
Mathematics Education

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

Corresponding Author
Aulia Fitri Rachman

Institutions
a) Magister Pendidikan Matematika, Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
*auliaf97[at]gmail.com
b) Departemen Pendidikan Matematika, FKIP, Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
c) Departemen Matematika, FMIPA, Universitas Lampung, Jl. Prof. Dr. Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia

Abstract
Mathematical communication skills have an important role in mathematics because it can help students to express their understanding. This study aims to analyze the students mathematical communication skills using Bruners theory in the system of three-variable linear equations material. The type of research is a qualitative descriptive research. The research was conducted at SMAN 4 Kotabumi with the subjects in this study are 129 students of X grade. The data collection technique used was a written test of mathematical communication skills. The results of this study indicate that students mathematical communication skills are still relatively low. Constraints found by researchers that led to students low mathematical communication skills are: (1) students have not been able to understand the problem and explanation correctly, (2) students have not been able to do the calculations correctly when associating with system variables equations; (3) students cannot conclude the results correctly.

Keywords
Students mathematical communication skills; Bruners theory

Topic
Mathematics Education

Link: https://ifory.id/abstract/TRpHJFC2LkdB

Corresponding Author
Noor Hidayati

Institutions
University of Sebelas Maret

Abstract
The purpose of this study is to describe students mathematical representation ability in solving geometry problems. The ability of mathematical representation of students in this study is a way or steps used by someone to present mathematical ideas or ideas into interpretations in the form of visual, symbolic, and verbal. The focus of this study is to analyze the ability of students mathematical representation based on operational forms which include visual representation, simvolic representation and verbal representation. The research method used is the qualitative research method. the research subjects were three students at the Bakti Junior High School in Madiun. The data in this study consisted of data resuction, data presentation, and conclusions or verification. The results of the study show that students in the aspect of visual representation are able to understand the image correctly. In the representation aspect students still often make mistakes in number counting operations. In the aspect of verbal representation students have not been able to write mathematical sentences.

Keywords
Geometry, representasi visual, representasi symbolic, representasi verbal

Topic
Mathematics Education

Link: https://ifory.id/abstract/fQkxCNG8WTw3

Corresponding Author
Fitriani Apendi

Institutions
(a) Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi No. 229 Bandung, Jawa Barat, Indonesia 40154
(b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi No. 229 Bandung, Jawa Barat, Indonesia 40154
(a) fitriani14[at]upi.edu
(b) sufyani[at]upi.edu

Abstract
The ability of mathematical reflective thinking must be possessed by students in Industry 4.0. This study used descriptive qualitative research that aims to determine the reflective thinking ability of senior high school students on pattern numbers. The research subjects were 10 students of class XI. Based on data analysis, it is found that: generally students could (a) check the validity of arguments based on the concepts used, (b) identify mathematical concepts used in mathematical solutions by reasons, and (c) show the difference between relevant and irrelevant data in solving the problems. Whereas only few students can (a) generalize by reasoning, and (b) solve the problems using various strategies.

Keywords
Mathematical Reflective Thinking, Patterns of Numbers

Topic
Mathematics Education

Link: https://ifory.id/abstract/9qxwT7nFGMb4

Corresponding Author
Hastri Rosiyanti

Institutions
a) Program Studi Pendidikan Matematika, Universitas Muhamamdiyah Jakarta, Jl. KH. Ahmad Dahlan, 15419 Jakarta Selatan, Indonesia
*hastrirosiyanti[at]gmail.com
b) Program Studi Matematika, Universitas Bina Nusantara, Jl. K H. Syahdan No. 9, Jakarta Barat 11480, Indonesia

Abstract
The purpose of this study was to analyse and describe refractive thinking skills in solving mathematical problems in terms of thinking styles.This study uses qualitative with descriptive research types.The research subjects is the fourth semester mathematics education students.The data collection technique used is written tests and interviews.The results of the study is the students who have the style of thinking Abstract Sequential can only see information contained in questions, but cannot analyse the information.Hence , the determination of solving problem strategy is very inappropriate.The results is solution of the problems was not exactly right.Students who have a style of thinking Concrete Sequential can analyse the information contained the question, but in determining the solving strategy is not appropriate, therefore the answer of the problem is not right.Students who have the style of thinking Random Abstract can collect the information with their own editorial.They only wrote their strategy generally but can not wrote down gradually.Hence, the planned strategy and solution not yet seen in detail.Students who have an Random Concrete style of thinking can gather the information contained in the problem, able to determine a problem solving strategy and the right solution.

Keywords
Refractive Thinking, Solving Mathematical problems, Thinking Styles

Topic
Mathematics Education

Link: https://ifory.id/abstract/XLgpu3aVCUtW

Corresponding Author
EUIS GUSANTI SRI RAHAYU

Institutions
a) Mathematics Education, School of Postgraduated Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia.
* euisgusanti[at]upi.edu
b) Universitas Pendidikan Indonesia

Abstract
Abstract. The background of this research is the ability of students to solve the geometry problems in grade XII of vocational high school. Students are less able in solving problem, not using mathematical expression and are not persistent in expressing their argument. This research aims to know students ability in mathematical representation in solving geometry problems. This research used descriptive qualitative method. Data was collected by interview, documentation, and test. This research involved three students including three group : upper level students, middle level students, and lower level student. Data analysis techniques through data reduction, data presentation, and conclusions. Validity of data by using triangulation technique. The result showed that : (i) the average ability to solve geometry problems with visual representation is in medium category because it is able to draw the geometry to clarify the problem and solve the problem of geometry (ii) Mathematical representation expressions, in the upper level students is capable of making mathematical model but have not been able to solve the problem of geometry, while students with middle level and lower level have not been able to create mathematical models, (iii) The ability of word representation or written text of vocational high school students 14 Garut is still low because students have not written steps in solving geometry problems.

Keywords
mathematical representation, geometry, vocational high school

Topic
Mathematics Education

Link: https://ifory.id/abstract/JAhvuqn6EMVd

Corresponding Author
Ika Deavy Martyaningrum

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

Abstract
The purpose of the study is to describe students- mathematics reflective thinking skill and habits of mind. The method in this study was qualitative-descriptive. The data was collected by using mathematics reflective thinking written test, habits of mind scale, and interviews. The subjects were two students of grade-ten of senior high school in Kebumen, Central Java. The result show that the first student can solve all of aspects of mathematics reflective thinking skill, namely reacting, elaborating, and contemplating. The other student can solve only two aspects of mathematics reflective thinking skill, namely reacting and elaborating. Moreover, the first student is better than the second student in three habits of mind indicators, namely can survive, intuitive, and using a senses to collect and process the data.

Keywords
Mathematics Reflective Thinking Skills, Habits of mind

Topic
Mathematics Education

Link: https://ifory.id/abstract/t6mFKcYxfdGr

Corresponding Author
Putri Astuti

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

Abstract
Fractions is one of the essential topics in mathematics learning at school that is often considered difficult to understand by students. Students in Indonesia generally learn fractions in the part-whole comparisons construct. This study aims to describe students misunderstandings in comparing fractions in fraction constructs as part-whole comparisons through representations presented by students. This research is descriptive qualitative research and the data collection was collected by test, interview, and video documentation. The subjects of this study were seven elementary school students at the fifth grade, one of the schools in Bandung. The result of this study show that students who correctly answer the problem of comparing fractions and can represent the fractions that are given in fraction constructs as Part-Whole Comparisons evidently have a misunderstanding of comparing two fractions. The types of mistakes made by students are 1) Students compared the numerator of the two fractions given, 2) Students compared the denominator of the fractions given, and 3) Student did not divide the unit into equal-sized shares. Based on the result, we conclude that students understanding of the definition and representation of fractions as part-whole comparisons is still limited to memorization, not to the good meaning.

Keywords
students- misunderstandings; fractions; part-whole comparisons; representation

Topic
Mathematics Education

Link: https://ifory.id/abstract/PFKWD8xhefag

Corresponding Author
Nur Huda Sari

Institutions
a) Magister of Mathematics Education, Lampung University, Jl. Prof. Dr Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
*nurhudasari0594[at]gmail.com
b) Department of Mathematics Education, Lampung University, Jl. Prof. Dr Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
c) Department of Guidance and Counseling, Lampung University, Jl. Prof. Dr Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia

Abstract
The purpose of this study is to analyze students problem solving ability by using polya steps in linear program material. This was a descriptive study that used a qualitative approach with 103 students of XI grade at SMA Negeri 1 Kota Bumi as the subject of the study. The data was collected through the technique of a written test, which consisted of two questions. The result of the research showed that the ability of problem solving in students of grade XI in SMA Negeri 1 Kota Bumi was good, which were 17 students or 16,50% was very good at problem solving, 53 students or 51,47% was good at problem solving, 28 students or 27,18% was quite good at problem solving, and 5 students or 4,58% was not so good at problem solving. Moreover, the result of each indicator of problem solving ability was the indicator of understanding the problem was 87,86%, the indicator of arranging the plan was 45,99%, the indicator of implementing the plan was 39,31%, and the indicator of rechecking was 34,91%.

Keywords
Problem Solving Ability; Polya Steps; Linear Program Material

Topic
Mathematics Education

Link: https://ifory.id/abstract/EbzZhLBk9PvR