Indonesia Conference Directory

Corresponding Author
afifah latip rayid jauhari

Institutions
UPI

Abstract
Important representation in learning mathematics that is important for students. The purpose of this study is to classify the ability of mathematical representation as the basis for determining approval in future studies. The representation of capabilities studied in this study is verbal representation, representation of images and symbols of representation in introductory social studies subjects. This study involved 3 students in the third semester communication class. The instrument used consisted of a test of mathematical representation ability in introductory subjects in social statistics. Data analysis was carried out by analyzing the results of student answers and then connecting to high and low groups, then analyzed in full on the profile of students mathematical representation abilities. The results of data analysis show that most students are included in the criteria for the ability of moderate mathematical representation. The results of this study have implications for the need to develop appropriate learning models so that participation increases

Keywords
Higher Education; Representation; Statistics

Topic
Mathematics Education

Link: https://ifory.id/abstract/2jTZbCu8GhtE

Corresponding Author
Dian Cahyawati

Institutions
a) Mathematics Study Program, Sriwijaya University, Palembang
Jl. Palembang-Prabumulih km. 32 Indralaya Kab. Ogan Ilir
* dianc_mipa[at]unsri.ac.id
b) Mathematics Study Program, School of Postgraduate, Indonesia Education University, Bandung
Jl. Dr. Setiabudi No. 229 Bandung

Abstract
This article presents a profile of students statistical reasoning ability on the topic of inference statistics based on their academic characters. Data was collected from active students of pre-service mathematics students in the even semester of 2018/2019 that consisted of two learning classes. Based on the similarity of the statistics pretest result, one class was determined randomly as the experimental group and the other class as the control group. Statistical reasoning ability (SRA) and prior knowledge of statistics (PKS) were measured by test instruments. Student characters data were collected through a closed questionnaire. Each students academic character was explained by the association with nine PKS indicators. Based on the age, students were aged from 19 - 21 year and consisted of 29% of male and 71% of female. The PKS profile based on gender showed that female students tend to have higher SRA achievement for each indicator than male students. Students in the experimental group with more frequent learning intensity and longer learning periods tended to show better achievement of PKS compared to students in the control group. Students with low and high PKS levels indicated that the students- SRA achievement in the experimental group tended to be better than students- SRA achievement in the control group while the moderate level was not.

Keywords
Prior Knowledge, Statistical Reasoning, Students Achievement

Topic
Mathematics Education

Link: https://ifory.id/abstract/BQp9DrnREWjU

Corresponding Author
ASEP AMAM

Institutions
a) Department of Mathematics Education, Universitas Galuh Ciamis , Jl. RE Martadinata No. 150, Kabupaten Ciamis 46274, Indonesia.
*asepamam85[at]gmail.com

b) Department of Mathematics Education, Universitas Swadaya Gunung Djati, Jl. Perjuangan No. 1, Kota Cirebon, Indonesia.

Abstract
The purpose of this study was to analyze the increase and achievement of students mathematical reasoning abilities after the implementation of project-based learning with GeoGebra-assisted. The research used pre-post control design. The number of samples is 78 students at the junior secondary level with purposive sampling. The method used in this study is by dividing students into two groups, namely the experimental class (project-based learning with geogebra) while the other is a control class (without Geogebra). The results of the study show that there are differences in achievement and increase students mathematical reasoning skills among students between two group. So it can be concluded that project-based learning with geogebra is more effective than conventional learning.

Keywords
mathematical reasoning, GeoGebra, Project-based learning

Topic
Mathematics Education

Link: https://ifory.id/abstract/kmDZ2V3wjfgA

Corresponding Author
Sri Rahayu Setiyorini

Institutions
Pendidikan Matematika, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jl. Terusan Jenderal Sudirman, Cimahi 40526, Indonesia
*sr.setiyorini[at]gmail.com

Abstract
Low mathematical representation skill causes the inability of vocational students solving problems creatively as demanded by industries. Previous researches showed that blended problem-based learning (BL-PBL), which combines online and offline learning to train students to independently solve problems, was proven to increase mathematical skills in several education levels. Therefore, this research is aimed to evaluate BL-PBL effect to mathematical representation skill escalation in vocational high school. Quantitative study with pre-test and post-test control group design was performed to two randomly-chosen classes over vocational schools in Kabupaten Bandung Barat, West Java, Indonesia. Samples were divided into two groups: experimental (BL-PBL method) and control (lecture method). Initial skill was determined by pre-test while learning outcome was determined using post-test. Data was analyzed by t-test and two-way ANOVA with 0.05 significance level using IBM SPSS. Result showed the initial skill of two groups was similar. After treatment, N-gain data uncovered a significant increase of representative skill in experimental group. While, two-way ANOVA test showed no interaction between learning model used and student grouping based on initial skill to representation skill. Finally, BL-PBL was proven to increase mathematical representation skill in vocational students and, hence, is suggested to be implemented in vocational high school.

Keywords
Blended Learning, Problem-Based Learning, Mathematical Representation Skill, Vocational High School

Topic
Mathematics Education

Link: https://ifory.id/abstract/wpha2ex63mdK

Corresponding Author
Hestu Wilujeng

Institutions
1Math Education Department, University of Pendidikan Indonesia.
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2Institut Agama Islam Negeri Ponorogo
Jl. Pramuka 156 Ponorogo 63471, Indonesia

Abstract
The self determination theory is the ability that allows an individual to choose and have several choices to determine an action. The problems experienced by the students related to SDT are the decreasing motivation of students to develop themselves, students are unable to be responsible and not sensitive to the feelings of others. The purpose of this study was to examine the differences in SDT achievement of MPK student self determination theory (high, medium and low). This research method was quasi experiment with Post-test Only Control Design. Subjects in the study were 124 students. The learning process was carried out through Merrills First Principles of Instruction and ordinary learning. The results shows that the average achievement of high, medium and low MPK on the self determination skill theory of students who received MFPI learning are better than those who received regular learning. In SDT indicator, autonomy and students relatedness who have high MPK are superior in comparison to medium and low MPK. The low MPK category is better on competence indicators compared to high MPK and medium MPK. MFPI learning should be an alternative learning for teachers in mathematics because in addition to improving student cognitive abilities.

Keywords
self determination, MFPI

Topic
Mathematics Education

Link: https://ifory.id/abstract/Bjfm8XzNEPU9

Corresponding Author
Rini Sulastri

Institutions
Universitas Pendidikan Indonesia

Abstract
Pedagogical Content Knowledge (PCK) is inseparable from the part of the teaching and learning process. As a prospective teacher-student, an understanding of PCK is needed to be able to interpret the learning process appropriately. The purpose of this study was to determine the perceptions or responses of prospective teachers about PCK and its application in the learning process. The research respondents consisted of 54 students of Mathematics Education from one of the universities in Bandung, West Java to fill out an online survey. The questionnaire in the form of a survey contains ten indicators of pedagogic knowledge, four indicators of content knowledge, and seven indicators of pedagogical content knowledge, and four cases that often occur in learning to be asked for solutions from respondents. Data from the questionnaire was processed and analyzed descriptively. The results of the online survey showed that only 33.3% of respondents had heard the term PCK, so 94.3% of respondents stated the importance of PCK to be known and understood by prospective teacher. Although the term PCK is not familiar to respondents, almost all of its indicators are often used and studied. The right solution is suggested by respondents for each case of learning problems. In this case, it is stated that PCK is a complex process in the learning process, where educating knowledge and skills must together in order to achieve the expected goals in learning.

Keywords
pedagogical content knowledge, pedagogic knowledge, content knowledge

Topic
Mathematics Education

Link: https://ifory.id/abstract/PMzvdAyhcL3C

Corresponding Author
Aya Shofia Maulida

Institutions
a) Sekolah Pascasarjana Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No.229 Bandung 40154, Indonesia
*)ayashofiia[at]student.upi.edu

Abstract
The research aims to describe pupils inter-dialogue during learning polyhedron. It based on learning obstacle. In didactical obstacles are found problems of conceptual interrelation, thinking continuity, and limitation experience of pupils in the polyhedron concept. So, The researchers designed a didactical design to minimize the learning obstacle by creating a more organizer and solve learning trajectory. The design implementation done on the pupils of grade VIII in Bandung during 3 continuous meetings. Inter-dialogue is expected to emerge when didactic design is designed so students dialogue with group friends to find solutions for solving problems. Dialogue that produces critical questions is commonly known as socratic dialogue. The main idea in socratic dialogue is the teachers task is not to give knowledge or provide information to students but the task of the teacher designing a learning situation where students will ask critical questions. The researche using phenomenological studies to uncover pupils experience. By using Nonaka theory, the researcher found the pupils knowledge. The results showed the pupils intra-dialogue system in solving the polyhedron geometrical problem of phenomenological studies.

Keywords
Didactical design; Interdialogue; Phenomenological studies; Polyhedron; Problem solving

Topic
Mathematics Education

Link: https://ifory.id/abstract/M9g6Q8kP7nH3

Corresponding Author
Marwah wulan Mulia

Institutions
(a) Mathematics Education Department, Universitas Sebelas Maret, Jl. Ir.
Sutami No.36A, Jebres, Kota Surakarta, Jawa Tengah 57126, Indonesia
*marwahwm[at]gmail.com

Abstract
The purpose of this research is to compare two learning models in teaching quadrilateral. The models are Whole Brain Teaching (WBT) and Brain-Based Learning (BBL). This research is quasi-experimental research with factorial design 2x3. The population of this research was the 7th grade of junior high school, with 181 students as the sample. The results showed that (1) the students who were taught by Whole Brain Teaching (WBT) model had better achievement with student who was taught by Brain-Based Learning model, (2) auditory learners have better achievement than visual and kinesthetic learners, visual learners have the same achievement as kinesthetic learners, and (3) there is no interaction between learning model and learning style.

Keywords
Whole brain teaching, brain based learning, learning styles

Topic
Mathematics Education

Link: https://ifory.id/abstract/kD6JnAGtMVwv

Corresponding Author
Raiyani Indah Kasih

Institutions
Departemen Matematika, Universitas Indonesia, Kampus Depok, Jawa Barat 16424, Indonesia

Abstract
Abstract. HOTS is the important concept in Indonesian curriculum 2013 reform. Combinatoric is one of the mathematic-s branch that can give an experience to the students to increase their HOTS. One of research topic in combinatorics is the rainbow connection number of a graph. Let G=(V,E) be a nontrivial connected graph on which is defined a coloring c:E(G)→{1,2,3,… ,k},k ∈ N, where adjacent edges may be assigned the same color. A path u-v in G is a rainbow path if all edges in the path have different colors. In this case, the coloring c is called a k-rainbow coloring of G where k is the number of color used. The minimum k for which G being rainbow-connected is called the rainbow connection number rc(G) of G. If for every pair u,v ϵ G, G contains a rainbow u-v geodesic, then G is called strongly rainbow-connected. The minimum k for which G being strongly rainbow-connected is called the strong rainbow connection number src(G) of G. In this paper we determine the exact value of rc(G) and src(G) for grid-3D graph.

Keywords
HOTS, Rainbow connection number, Strong rainbow connection number, Grid 3D graph

Topic
Mathematics Education

Link: https://ifory.id/abstract/XpWZhHAU2nLC

Corresponding Author
Ginta Octizasari

Institutions
(a*) Yayasan Pondok Pesantren Makrifatul Ilmi, Jalan Gunung Ayu, Manna, Bengkulu Selatan; (b)Postgraduate Mathematics Education, University of Bengkulu WR.Supratman road, 38371A Bengkulu, Indonesia

(a*) linierginta[at]gmail.com; (b) salehhaji[at]unib.ac.id

Abstract
This study aims to determine the realistic mathematical approach based on the South Bengkulu society ethnomatematics in improving the character of hard work. This research is an experimental study with data collection techniques through questionnaires and observation sheets. The subjects in this study were the eighth grade students of South Bengkulu State Second Middle School and South Bengkulu MTs Makrifatul Ilmi. The results of this study are (1) There is the influence of a realistic mathematical approach based on the South Bengkulu community ethnomatematics on the character of students hard work. The results of the Ancova test show that the p-value of each class is less than where each is 0,000 and 0,012. (2) Achieving the character of students hard work with a realistic mathematical approach based on the ethnomatatics of South Bengkulu society better than Conventional Learning.

Keywords
Realistic Mathematic Education, RME, Ethnomatematics, Character, and Hard Work

Topic
Mathematics Education

Link: https://ifory.id/abstract/m4D9zhHeLwXZ

Corresponding Author
Didi Suhaedi

Institutions
Program Studi Matematika, Universitas Islam Bandung

Abstract
Algebra thinking is one of the abilities students must have in learning school algebra. The weak algebraic thinking ability of junior high school students is one part of the problems in mathematics education. One effort to solve these problems is to innovate learning with a realistic mathematics education approach. This study is a quasi-experiment about improving students algebraic thinking abilities, with the experimental class using the realistic mathematics education approach and the control class using conventional learning. The research sample consisted of 134 eighth grade students of junior high schools in Bandung. The results of the study show that increasing the algebraic thinking ability of students who get learning with a realistic mathematics education approach is better than students who get conventional learning at every level of students initial mathematical knowledge.

Keywords
school algebra, algebraic thinking, realistic mathematics education

Topic
Mathematics Education

Link: https://ifory.id/abstract/7kcK3j2BGzTe

Corresponding Author
ayu aristika

Institutions
1 Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2 Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
3 UIN Sunan Gunung Djati, Jl. A. H. Nasution No. 105, Bandung 40614, Indonesia

Abstract
Abstract. Advanced mathematical thinking ability is one of the abilities students must possess. Mathematics is a universal science that underlies the development of modern technology, which has an important role in various scientific disciplines and advances the power of human thought in underlying technological developments. To improve the ability of Advanced Mathematical Thinking students need to apply a learning model, one of them is learning Reciprocal Teaching. Reciprocal Teaching learning can improve the mindset and enthusiasm of students in learning so students actively discuss and explain the results of their work properly thus the ability of Advanced Mathematical Thinking in students can be seen and can be improved.

Keywords
Advanced Mathematical Thinking, Reciprocal Teaching

Topic
Mathematics Education

Link: https://ifory.id/abstract/Eru7tkzGQ69T

Corresponding Author
Dewi Ratnasari

Institutions
IKIP SILIWANGI

Abstract
Based on the results of previous observations in SMAN 13 Garut, the daily math test results on functional derivative material are still under the KKM.The method used was the classroom action research method.The Procedure was formed in a cycle with taking research as much as three cycles, each cycle had two meetings in learning activities.Data collection techniques were through observation, mathematical comprehension tests, and documentation. The subject of this study were students of class XI MIPA 3, a total of 32 students.The success indicator in this study is if there are 85% or more students in the class get an average value of 75 and the students average activity is 75% or more than the students that have a good category. Based on the results of the study,the activities of students in cycle I was obtained in sufficient categories, the second cycle was in a good category, and in the third cycle in the excellent category.While the results obtained before the prasiklus average value is 61.2 with a 46,7% completeness level. In the first cycle,the average value was 65.5 (56.25%).Cycle II the average value was 73.0 (71.88%).And in the third cycle, the average value is 79.5 (87.50%).

Keywords
resiprocal teaching, concept understanding

Topic
Mathematics Education

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

Corresponding Author
Ulum Fatmahanik

Institutions
Ponorogo State Islamic Institute

Abstract
Students thinking ability is one of the keys to achieving skills and learning objectives in mathematics. One of the thinking skills that supports these skills is reflective thinking. Reflective thinking is active thinking, continuous, persistent, and carefully considering everything that is believed to be true by reason that supports it and leads to a conclusion. To find out how the reflective thinking skills of students need to be an activity that is solving mathematical problems, where in the process not only involves reflective thinking processes but also requires hard work and toughness (adversity quotient) to overcome difficulties in solving mathematical problems. This research is a qualitative descriptive study that aims to describe how the ability of reflective thinking of camper category students in solving problems of two-dimentional figure. The results showed that the reflective thinking ability of the camper category students was at the reflective level because in the process of thinking it was able to go through the phase of reacting, comparing and contemplating.

Keywords
Reflective Thinking, Problem Solving, Adversity Quotient, Camper

Topic
Mathematics Education

Link: https://ifory.id/abstract/4UkDVnh6QEgj

Corresponding Author
Maiya Haejelia

Institutions
a) Magister of Mathematics Education, University of Lampung
Jl. Prof. Dr. Sumantri Brojonegoro No.1, Bandar Lampung 3514, Indonesia
*Maiyahaejelia06[at]gmail.com
b) Department of Mathematic and Science Education, University of Lampung
Jl. Prof. Dr. Sumantri Brojonegoro No.1, Bandar Lampung 3514, Indonesia

Abstract
Thinking reflectively is an ability to connect the knowledge that he get with his old knowledge, so that there is a conclusion to solve a new problem. In order to motivate students to solve the problems given, the researcher wants to link the mathematical problems given to students by linking something close to students who contextualize local content in the local area. This research was to describe student-s reflective thinking in solving mathematics problem for triangle and quadrilateral. This research used qualitative descriptive research with the students of VIII A Class at SMP Negeri 17 Pesawaran as the research subject. Intsrument that was used were written test in the form of 4 description questions and interview guidelines. From 34 students of VIII A class who took the test there were 5 students who followed the interview. The five subjects was students who fulfill all of reflective thinking indicators then to be subjected for the research. Based on the research it was obtained a result that from five students there were three subjects who were able to think reflectively in solving mathematic questions and two subject was able enough to think reflectively in solving mathematic question.

Keywords
Keyword: Thinking Reflectively, Solving Mathematics proble, local content.

Topic
Mathematics Education

Link: https://ifory.id/abstract/AXMc3pDPzJqn

Corresponding Author
Marzuki Marzuki

Institutions
1Program Studi Pendidikan Matematika, IAIN Langsa Jl Meurandeh, Langsa Lama, Kota Langsa, Aceh 24354
2Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi, Bandung 40154, Indonesia.

*marzuki[at]upi.edu; marzuki[at]iainlangsa.ac.id

Abstract
This study aims to obtain a comprehensive explanation of the relationship between mathematical creative thinking skills and students- achievement from a gender perspective. The samples of this study were the 10th-grade science department students- scores on mathematical creative thinking, and achievement, which contains 29 students (14 male students and 15 female). This research is ex post facto research. The result shows that; 1) there is a positive relationship between mathematical creative thinking ability and learning outcomes in gender perspective simultaneously, with the R coefficient is 60.4%, variation in mathematical learning achievement can be explained by variations in creative thinking ability and gender; 2) Male students mathematical creative thinking skills have a positive effect on mathematical learning achievement, with the R coefficient is 57.7%, variations in mathematical learning achievement can be explained by variations in the male students creative thinking ability; 3) The mathematical creative thinking ability of female students has a positive effect on mathematical learning achievement, with the R coefficient is 56%, variations in mathematical learning achievement can be explained by variations in female students creative thinking ability. The variation of male creative thinking is slightly superior to the variation of the creative thinking of the female.

Keywords
Mathematics Creative Thinking Ability, Students Achievement, and Gender

Topic
Mathematics Education

Link: https://ifory.id/abstract/KFmWXxdA6jeb

Corresponding Author
Muhammad Ikram

Institutions
a) Faculty Teacher and Training, Universitas Cokroaminoto Palopo, Indonesia
*muhammad.ikram.1603119[at]students.um.ac.id

b) Faculty Mathematics and Sciences, Universitas Negeri Malang, Indonesia

Abstract
The aim of this study was to investigate relationship between reversible reasoning and conceptual knowledge, particularly, mental action deployed by undergraduate students through reasoning reversible in problem situation of composition of function. This case study compares reversible reasoning of three three high-achieving undergraduate student. These students were tested before with test measuring their understanding of aspect function. Data collected through think aloud and clinical interviews depict strategies that the participants used to work back to find original function. The result showed that constructing reversible reasoning requires conceptual knowledge with several characteristics (relational-harmonic, relational-visual, relational-pseudo) that explored in detail. Suggestion for further inquiry on improving knowledge about reversible reasoning as mental valuable tools for students in classroom practice.

Keywords
Reversible reasoning; Reversibility; Conceptual Knowledge; Composition of Function

Topic
Mathematics Education

Link: https://ifory.id/abstract/ZDA9JFGELpUd

Corresponding Author
Meita Fitrianawati

Institutions
Universitas Ahmad Dahlan

Abstract
The aim of this research is to examine how the relationship between mathematical literacy and students creative thinking abilities. In this study, mathematical literacy has three aspects, namely interpret problems, formulate problems, and use mathematics inside solve the problem. And, creative thinking abilities has 4 aspect, namely fluency, flexibility, originality and elaboration. The type of the research using correlation ex-post facto research which the researcher does not give treatment to the respondent so that this study only reveals the variable as it is without connecting with other variables. Population used Is all first semester students in the 2018/2019 academic year at Ahmad Dahlan University, which numbered 315 people with a total sample of 206 people. Technique data collection carried out in this study is data on mathematical literacy and students creative thinking abilities taken by distributing test instruments and interview. Test description is tested as much as 5 items which is a matter of mathematical literacy and creative thinking ability. Data analysis using regresion analysis and correlation coefficient test using Pearson product moment correlation technique. The results of the study indicates there is significant relationship between literacy skills mathematics with creative thinking of students.

Keywords
mathematical literation, creative thinking abilities, ex post facto research

Topic
Mathematics Education

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

Corresponding Author
RESY NIRAWATI

Institutions
1STKIP Singkawang, Jl. STKIP Kelurahan Naram Singkawang, Kalimantan Barat 79251, Indonesia
2Departemen Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2Departemen Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2UIN Sultan Syarif Kasim Riau, Jl.HR.Soebrantas Panam Km.15 No.155,Tuah Madani, Kec Tampan,Kabupaten Kampar, Riau 28293, Indonesia
2Sekolah Tinggi Ilmu Ekonomi (STISE) Cipasung Tasik Malaya, Jl. Ciawi Singaparna,Tasik Malaya,Cilampung Hilir,Pada Kembang,Jawa Barat 46466, Indonesia

Abstract
This research was conducted to see whether the variation of the solution is acceptable and easy to understand by students with different levels of ability so that it can be seen the difference of students abilities in facilitating the quadratic form in the upper, middle and lower groups. This research used the experimental method with factorial design. Based on the result of the final test analysis, there were differences of students abilities in the upper group, the medium group, and lower group in putting quadratic form based on the use certain various solution.

Keywords
Representation; various solutions

Topic
Mathematics Education

Link: https://ifory.id/abstract/2wQb9N3ZAhpf

Corresponding Author
Yatha Yuni

Institutions
STKIP Kusuma Negara
Jakarta Indonesia

Abstract
Abstract. This study aims to examine the differences in students- mathematical intuition abilities. Gender was utilized to see the difference through Open-ended Inquiry-Based Learning. The design of this study was a Pretest-Post-test Control Group Experiment. The subject of this study was 156 seventh graders of two Islamic State Junior High Schools in Bekasi, comprising of 77 male and 79 female students. The instrument in this study used 5-item essay with 4 indicators of intuition (globality, self-evidence, power of synthesis, immediate). SPSS was used to analyze the data. The result of this study showed p-value > α (0,174 > 0,05). That means there was no difference in mathematical intuition ability between male and female students.

Keywords
Mathematical Intuition, Gender, Open-Ended Based-Inquiry Learning

Topic
Mathematics Education

Link: https://ifory.id/abstract/bNBud6wRa3AH

Corresponding Author
Yudi Soeharyadi

Institutions
Institut Teknologi Bandung

Abstract
Moore-s Method is a form of inquiry-based learning. R.L. Moore is a legendary figure behind this method, who started this method in an extreme way at the Mathematics Department, University of Texas in 1920-s. Despite the controversies it instilled, the method, or some milder versions of the method remain popular as a constructivist way to learn deep mathematics through inquiry-based learning. We report an implementation of Moore-s Method to a small group of students in learning new topics for their theses in two semester terms. The topic of the discussions was Spectral Properties of Quantum Graphs. By the nature of the method we tried to limit the use of textbooks or research articles for reference; almost everything that was needed for construction was produced independently within the discussions. Due to various background level they had already possessed in the beginning, the group started rather slowly. As they started to grasp better on the subject, the discussion pick up some pace, and the role of instructor started to diminish, to a mere facilitator. At the end of the second semester the group had gained significant confidence, proved a few results in some uncharted or less charted territory of Quantum Graph. The trial implementation of Moore-s method was deemed a success, as we gain some insight into the mechanics of the method: applicability and limitation, group size, topics covered, group interaction, assessment and indicators of success. References: 1. P. Blessinger, J.M. Carfora (eds.), Inquiry-Based Learning for Science Technology, Engineering and Math (STEM) Programs: A Conceptual and Practical Resource for Educators, Emerald 2015 2. C.A. Coppin et al, The Moore Method: A Pathway to Learner-Centered Instruction, MAA 2009 3. S.G. Krantz, How to Teach Mathematics, 2nd ed., AMS 1999

Keywords
Moore-s Method, inquiry-based learning, quantum graphs

Topic
Mathematics Education

Link: https://ifory.id/abstract/nCgpuAdyzmc8

Corresponding Author
Aan Hasanah

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

Abstract
Deaf students- hearing problem results in their mastery of language and mathematics lower than hearing students. Learning the topic of rounding is difficult for deaf students because it requires a good understanding of language and a true perception in math concepts, in which are abstract in nature. Learning concepts needs a special strategy for this type of students, as generally mathematics is difficult to be translated and communicated by sign language. This specificity forces them to possess unique behavior in understanding everything through visual power. This paper discusses a study of the creation of a book and smartphone applications as devices based on augmented-reality (AR) software on the topic of rounding accompanied by rich visualization to facilitate deaf students in achieving mathematical basic competencies. This study aims to describe and reveal the validity and the effectiveness of designed devices through their implementation in a classroom. The research and development method with ADDIE model is used in this study consisting of five stages, namely: analysis, design, development, implementation, and evaluation. The results of this study show that the AR-Book and the AR-Smartphone application are valid used by deaf students and both devices are effective in achieving their mathematical basic competencies.

Keywords
Augmented Reality Smartphone Learning Material, Deaf Student, Basic Competence

Topic
Mathematics Education

Link: https://ifory.id/abstract/UaE2TYuw9DGF

Corresponding Author
Siti Maimunah

Institutions
UPI

Abstract
vation categories, this research conducted 4 test( 3 Mathematical Abstraction test 1 Olympiad test) and 1 questionnaire on self confidence. The result showed that Mathematical abstraction tests make them aware of their own understanding state. It also gives them knowledge they can use to complete mathematics Olympiad test. Further explanation on how their opinion and self confidence changes after the whole test is revealed on the results. In conclusions, this research explain how self confidence is the first weapon students need to have to conquer any challenges including mathematics Olympiad.

Keywords
Mathematical Abstraction, Self Confidence, Mathematics Olympiad

Topic
Mathematics Education

Link: https://ifory.id/abstract/KNZx4tkGBc7F

Corresponding Author
SELA MAWARTI

Institutions
a) Mathematics Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*selamawarti[at]gmail.com
b) Departement of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
This article aims to examine the importance of social justice in mathematics education for Sustainable Development. One of the seventeen targets in Sustainable Development Goals is justice, peace, and long term global cooperation for Sustainable Development. Education is a vital element for realizing Sustainable Development . Mathematics is mother of science. Because of that, social justice in mathematics education plays an important role in realizing Education for Sustainable Development. This article will outline the importance of social justice in mathematics education and how social justice in mathematics education can support the realization of Sustainable Development objectives. The method used is a study of literature sources relevant to social justice in mathematics education for Sustainable Development. After studying this literature, we recommend for teacher to implementation sosial justice in teaching mathematics.

Keywords
Social Justice; Mathematics Education; Sustainable Development

Topic
Mathematics Education

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

Corresponding Author
Fitria Sulistyowati

Institutions
Pendidikan Matematika, Universitas Sarjanawiyata Tamansiswa Yogyakarta

Pendidikan Matematika, Universitas Muhammadiyah Purworejo

*fitria.sulistyowati[at]ustjogja.ac.id

Abstract
Abstract. This research is a descriptive-analytical study that aims to describe how student solve high order thinking (HOT) problem. The research subject was a student who was chosen based on HOT problem-solving in a non-routine way and took a mathematics course at Science Education of Universitas Sarjanawiyata Tamansiswa Yogyakarta DS Setiana1. Data were collected using observation, documentation and interviews methods, then will be analyzed descriptively. Based on the analysis that has been done, it was found that: (1) the strategy used by the student to solve the HOT problem was obtained from the internet; (2) there are errors when student applied the strategy that has been obtained in solving the HOT problem; (3) the student have difficulties when solving HOT problem in the same way. The results of this analysis are expected to provide a little description for educational activists related to the solving of HOT problem by students.

Keywords
HOT problem, trigonometry

Topic
Mathematics Education

Link: https://ifory.id/abstract/mNDbQrFB74T9

Corresponding Author
Betty Kusumaningrum

Institutions
a) Universitas Sarjanawiyata Tamansiswa
Jl Batikan, Tahunan, Umbulharjo, Yogyakarta, Indonesia
*betty.kusumaningrum[at]ustjogja.ac.id

Abstract
Visualization ability (spatial ability) is needed in understanding integral calculus. This article discusses changes in the spatial ability of a student in drawing graphs of functions to determine the volume of the solid of revolution after obtaining treatment. The treatment is in the form of questions that encourage the subject to be able to draw the graph correctly. This research is a qualitative descriptive study with a single subject. The subject in this study was 6th semester student of mathematics education study program at one of the private universities in Yogyakarta. The selection of a subject from 44 students was done by giving a question about the volume of the solid of revolution. The subject is asked to drawing the volume of the solid of revolution graphic and determine its volume using integral. The selection of subjects by purposive random sampling based on the uniqueness of the answers to the problems given and good communication skills. This study aims to describe changes in the spatial ability of subject in drawing the volume of the solid of revolution graphic after getting treatment. Before getting treatment, a subject is still not right in drawing volume of the solid of revolution graphic. After getting treatment, there is a gradual change in spatial ability. The results of the study show that giving treatment can help increase a student-s spatial ability gradually.

Keywords
treatment; solid of revolution; spatial ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/F9grNwxfXVUe

Corresponding Author
RESY NIRAWATI

Institutions
1,2,3Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, IndonesiaAffiliation, 1STKIP Singkawang, Jl. STKIP Kelurahan Naram Singkawang, Kalimantan Barat 79251, Indonesia

Abstract
This study aims to analyze the ability of spatial representation in solving space geometry in terms of brunner-s theory.. Research result of the spatial represetation ability namely 1) students sketch the picture and illustrate the problem presented; 2) students work on the question given with complete stages (processes) by using the right concept (presenting conceptual concepts formed from old concepts) and 3) students explain the concept process that is done by using their own language. While based on brunner-s stages in the enactive phase, students manipulate objects observed to find certain pattern, concepts or principles. For the iconic stages students visualize geometric objcts in a sketch or picture. Furthermore for the symbolic phase students recontruct concepts thet have been visualize to be described with words or sentences and express them in the form of a formula.

Keywords
Spatial representation, Geometry, Brunner-s theory

Topic
Mathematics Education

Link: https://ifory.id/abstract/RCZAJQFgp4GT

Corresponding Author
Lukman

Institutions
(a) graduate school in mathematics education, Indonesia University of Education

(b) graduate school professor of mathematics education, Indonesia University of Education

Abstract
At present statistics based information is widely used by various institutions and social media, therefore statistical literacy as an essential knowledge has been recognized by various modern countries is something that must be owned by every citizen in todays information-based society. Students need statistical knowledge and skills to apply in their studies and daily life. This study aims to assess the level of statistical literacy and variables that influence the increase in undergraduate literacy in undergraduate students in Indonesia. The Statistical Literacy Model used is the model proposed by Gal (2004), the knowledge component (consisting of five cognitive elements: literacy skills, statistical knowledge, mathematical knowledge, context knowledge, and critical questions) and disposition components (consisting of two elements: attitude critical, and beliefs and attitudes). A survey was given to 114 undergraduate education and non-education students who had studied basic statistics and those who had not. The results showed that the level of student statistical literacy for all components was sufficient, for the component of good knowledge, and the low disposition component. The average statistical literacy score of students who have studied basic statistics is higher than those who have not studied basic statistics. Four factors influence student statistical literacy, namely: mathematical ability (logical and critical thinking), general knowledge, literacy skills (language), and statistical knowledge.

Keywords
Statistical Literacy, Knowledge Components, and Components of Disposition.

Topic
Mathematics Education

Link: https://ifory.id/abstract/PU6qyhRgpbEX

Corresponding Author
Intan Sari Rufiana

Institutions
Mathematics Education, Universitas Negeri Malang, East Java, Indonesia
intan.sari.1603119[at]students.um.ac.id

Abstract
Statistical reasoning is a major requirement in the era of big data. Therefore, there is a need to conduct a research about this statistical reasoning. One important study in statistical reasoning is the levels of statistical reasoning. The levels of statistical reasoning are based on the construction of a conceptual framework. This research aimed to describe seven levels of students- statistical reasoning in predicting data. The subjects of this research were 40 students of second semester taken from two different classes. This was conducted in order to fulfill all levels of reasoning. At first, the subjects were given a test, and then 7 students were selected to be interviewed related to the levels of statistical reasoning respectively. Data triangulation was done to maintain the validity and reliability of the data generated. There are seven levels of statistical reasoning in predicting data, namely, the levels of pre-idiosyncratic, idiosyncratic, verbal, transitional 1, procedural, transitional 2, and integrated processes. These seven levels can be used as a consideration in compiling assessment rubrics in statistical material. The assessment should not only focus on students skill in calculating and ability in problem solving but also emphasize on the aspect of reasoning.

Keywords
statistical reasoning, prediction tasks, descriptive statistics

Topic
Mathematics Education

Link: https://ifory.id/abstract/wEhKxXN4LzMQ

Corresponding Author
Fitri Alyani

Institutions
a) Mathematics Education Department, Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA)
b) Mathematics Education Department, Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA)

Abstract
The research was conducted at University Muhammadiyah of Prof. Dr. Hamka, Jakarta which involved three years academic level students (2012, 2014, 2015) at mathematics education department that have taken seven compulsory subjects. The students- performance consisted of mid test, final test and GPA meanwhile, the factors which influenced the students- achievement were gender and education background. This research study, there were seven variables which consisted of independent and dependent variables. Structural Equation Modelling was conducted to analyze the final model in predicting influenced factors of GPA. This research study used SmartPLS software to analyze contribution of each variables to the final outcome and dependent variable. The results of the study provide that gender was significantly influence their performance on their GPA. Education background were not directly influence their achievement in GPA but through mid test. The result study showed that final test was influenced by mid test score.

Keywords
Structural Equation Modelling; SmartPLS; Gender; Education Backgorund; Student Performance

Topic
Mathematics Education

Link: https://ifory.id/abstract/MpT4Dc3njLVh