Indonesia Conference Directory

Corresponding Author
Faliqul Jannah Firdausi

Institutions
a,b)Mathematics Education, School of Postgraduates, Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudhi No. 229 Bandung, Indonesia 41054
*) faliqul.firdausi[at]upi.edu

Abstract
The development and interest about mathematics textbooks in Indonesia have a considerable increase in last decade. In this study we discuss on structure analysis of Indonesian mathematics textbooks in Relation and Function Topics. In this study we focused structure analysis of mathematics textbooks for 8th grade students. Three Indonesian mathematics textbooks were analyzed for this study. An analysis framework was developed to investigate the characteristics of structure in the textbooks from three perspectives: the physical features, the schematic of the math contents in the textbooks, and the patterns in sequencing of content. We counted the distribution of block types, contents and performance expectation types to help us in examining and analyzing the structure of textbooks in relation and function topics for 8th grade. Our analysis showed that the three textbooks generally have a common structure. Firstly, the textbook A has more pages than the others. Mostly the textbook provided many learning activities with scientific approach. Secondly, the schematics showed that the brief of structure of the three textbooks which have a common structure: 1) illustration about relation and function; 2) a concept map; 3) a set of narrations, learning activities, worked examples, and exercise to help students in understanding the topics; and 4) a competence test to examine whether students have achieved the aims of learning or not. Lastly, the patterns in sequencing content of the three textbooks showed that they have different patterns. Based on the results, recommendations are given for investigating the linkage between structure of textbook and performance expectation in order to do further research in this topics.

Keywords
textbook analysis, relation and function, mathematics textbook, secondary school

Topic
Mathematics Education

Link: https://ifory.id/abstract/jL9gQm4KCPGH

Corresponding Author
Wa Ode Dahiana

Institutions
1,2Departement of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
1Departement of Mathematics Education, Universitas Pattimura, Ambon, Indonesia

Abstract
This study aims to determine the improvement of students mathematical communication skills using metacognitive strategies. The method used was quasi-experimental with a non-randomized control group post-test control group design. The sample of this study was the junior high school students of class VIIA and VIIB as experimental and control classes with many students in each class 19 and 17 people. The instrument used is a test of mathematical communication skills. The results showed that students mathematical communication skills using metacognitive strategies were better than students who used conventional learning. Thus the metacognitive strategy can be used as an alternative strategy to improve students mathematical communication skills.

Keywords
Metacognitive Strategy, Mathematical Communication Ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/f2eRuMrAPxhy

Corresponding Author
Rafiah Rahma Pulungan

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

Abstract
Fraction is one of the important topic in mathematics learning that were still felt difficult by elementary school students, even by some middle school students. One of the proof was that there were students who experience misconceptions in the concept of fractions. This is one of the reasons for this research. The aim of study is to obtain a comprehensive description of students misconceptions in solving questions related to the concept of fractions. The subjects researched were seventh grade students of junior high school. This research uses a qualitative approach to the type of phenomenological research. Data collection was taken by observations, tests and interviews. The methods used to identify students who experience misconceptions were, using CRI (Certainty Index Response) that was given when students have worked on the test questions given. CRI can be used to classify students identified as having misconceptions, dont understand the concept, and do not know the concept. The results of data analysis show that there are students who do not know the concept of fractions, understand the concept of fractions, and experience misconceptions in the concept of fractions. Students identified as having misconceptions on the concept of fractions: part whole model; part group model; number line model. The factors that cause students to experience misconceptions are, 1) the ability of students to be wrong in: putting values for the numerator and denominator on fractions; determining the overall part of the picture; determining which fraction has greater value or fraction whose value is smaller, 2) errors in using addition operations in fractions, 3) errors in linking the concept of fractions in daily life.

Keywords
Misconception, Certainty Index Response

Topic
Mathematics Education

Link: https://ifory.id/abstract/GDK6tqMWcm7H

Corresponding Author
Noer Hidayah

Institutions
Institut Agama Islam Negeri (IAIN) Kediri

Abstract
The purpose of this research is to understand about student-s cognitive process in the solving test based on HOTS in the Mathematics subjects. Test is consisted five items. Difficulty level of item is distributed from the easy until difficult. The research was done for students in SMAN 1 Kediri, class of XII IPA. The result of research shows that the student-s cognitive process in HOTS is low level. The student could not finish the item test well. The half of student could finish one from five item. The none of student could finished the four item rest well. The reasons are (1) the student did not understand the test item well, (2) the students could not transform test items to picture format and Mathematics formula, (3) the students forget mathematics formula and its procedures (4) the students never did the test items such as that items. The process of finishing items shows that the student cannot relate some concept to the other concept well. Students could not analyse and create finishing procedure of items well, which involved student-s cognitive process such as Bloom-s Taxonomy.

Keywords
Cognitif Process, HOTS, Mathematics

Topic
Mathematics Education

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

Corresponding Author
Siti Maryam Rohimah

Institutions
(a) Pasundan University
(b) Mathematics Education Department, Indonesia University of Education

Abstract
This study aims to identify the types of difficulties experienced by high school students in solving equations and trigonometric identities. The method used in this research is descriptive qualitative research method because researchers want to describe or describe the facts of students difficulties in solving equations and trigonometric identities. The data collection technique in this study is by using respondents ability tests and interviews. Based on the results of data analysis, there are three aspects of students difficulties in solving trigonometric equations and also there are three aspects of students difficulties in solving trigonometric identity problems. The difficulties of students in solving trigonometric equations, namely the difficulty of students in deciphering the form of the problem, difficulty in factoring in the form of trigonometric quadratic equations, and difficulties using the basic trigonometric equations. Whereas, the difficulties of students in solving trigonometric identity problems, namely the difficulty of students applying general trigonometry formulas, difficulty describing each of the trigonometric comparison relationships, and difficulties in performing algebraic calculations/computation.

Keywords
mathematical difficulties, trigonometric equations, trigonometric identities

Topic
Mathematics Education

Link: https://ifory.id/abstract/Ugbvw2LVpAkE

Corresponding Author
Elia Mustika Sarih

Institutions
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
*eliamustika1[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract
The purpose of this research is to analyze the mathematical critical thinking ability of students viewed by gender. This research used descriptive qualitative method. The data was collecting by using written test and interviews. The subject in this research consists of 6 students from the 11th grade in one of senior high schools in Bekasi. The subject were divided into two categories of gender, female and male. Based on the result of research, it was concluded that mathematical critical thinking ability of female students are better than male students. Both of male and female students have competencies in creating clarification. They have no different level in these competencies. Moreover, female students are better than male students in term of making inference and assessment. However in term of making strategy male students are better than female students.

Keywords
Mathematical critical thinking; Gender

Topic
Mathematics Education

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

Corresponding Author
IDHA NOVIANTI

Institutions
a) UT
b) UPI

Abstract
The selection of the right learning model can improve student achievement. This study aims to determine the effect of using Quantum Teaching learning models on students comprehension abilities. The research sample was 7th-semester students who took elementary mathematics learning courses in the Tangerang district study group randomly selected as many as two classes, the first class as the experimental class, namely the class with the Quantum Teaching learning model and the second class as the Control class, namely the classroom with conventional learning. The instruments used were 1) pretest-posttest, and 2) observation sheet. Data is processed with SPSS. The result is a class with a Quantum Teaching learning model that shows better understanding skills than the control class, sig-value (2-tailed) (0.016) <α=(0.025), ie there is a difference in comprehension ability between classes with Quantum Teaching learning models with ordinary learning classes , from the table of statistical groups it is known that the mean value of the class with the Quantum Teaching learning model (85.0) is greater than the average class average (62.0), and the average N-gain class value with the Quantum Teaching learning model has a high increase (0.81), while the ordinary N-gain class has a moderate increase (0.5), so the Quantum Teaching learning model can improve students comprehension abilities, and students appear to be more confident because in this learning model there are many interactions that maximize the learning process.

Keywords
Mathematical Understanding Ability, Quantum Teaching-Learning Model, FKIP students

Topic
Mathematics Education

Link: https://ifory.id/abstract/q3ef4Pb78rmV

Corresponding Author
Agung Anggoro

Institutions
(a) Mathematics Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
(b) Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Abstract
This qualitative study aims to investigate students- responses on a constructed didactical design which is aimed to reinvent the law of sine. The participants are 30 students. We constructed a didactical design including the activities steps and the prediction of student responses which are consists of expected and unexpected responses. We also prepared the anticipation for each unexpected responses. From the didactical design implementation, we obtain: 1) some students performed similar responses with our prediction in some section; 2) some students performed unpredicted responses in some section, so we need to perform unplanned anticipations; 3) some students performed unpredicted responses but there are the ‘different but equivalent expression- with the predicted responses, we still need to perform the different anticipations. The other result of this study is a revised didactical design.

Keywords
Didactical design; student responses; anticipations; law of sine

Topic
Mathematics Education

Link: https://ifory.id/abstract/Z2ujbTwxJCWE

Corresponding Author
Sry Rita Puspitasari

Institutions
a) Sekolah Pascasarjana Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
*sryrita27[at]upi.edu
b) Departemen Pendidikan Matematika Universitas Pendidikan Indonesia2
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia

Abstract
This study aims to obtained a picture of students mathematical creative thinking abilities on triangles and quadrilateral material, which involves 4 indicators namely fluency, flexibility, originality and elaboration. The method in this study was a qualitative descriptive study, which was conducted on 31 students at one junior high school in Cipatat sub-District. Data in this study were obtained through tests and interviews. The results of this study indicate that there is a tendency that flexibility indicators can be mastered well by students and based on an average score of 2.37 that is in TKBK 2. The conclusion of this study is the mathematical creative thinking ability of students in one junior high school in Cipatat sub-District is quite creative.

Keywords
Creative Thinking; Triangles and Quadrilateral

Topic
Mathematics Education

Link: https://ifory.id/abstract/vwe8xZg9nmcb

Corresponding Author
Desty Rupalestari

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

Abstract
The purpose of this study were to describe students mathematical creative thinking skills in quadrilateral topic viewed by students- cognitive and to reveal the factors that influence students creative thinking. This study was a qualitative descriptive research. The data were collected by using a written test and interview. The test was conducted to measure students mathematical creative thinking and interview was conducted to determine the factors that influence students creative thinking. The test used 4 creative thinking questions that each of them covered one of four indicators of mathematical creative thinking. The subjects of this study were 32 students of 7^th grade in Lembang. The result shows that the higher students- cognitive the higher students- mathematical creative thinking skills. The factors that influence students creative thinking are the ability to make mathematical models, the ability to see questions at different points of view, and the ability to understand the topic.

Keywords
mathematical creative thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/QaVjHBr8tF37

Corresponding Author
Nanang Diana

Institutions
(a) Departemen Pendidikan Matematika Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*nanangdiana_mathematics[at]upi.edu/diana.nanang[at]yahoo.com

Abstract
The study aims to describe students creative thinking skills in circle material based on students- learning obstacle and trajectory. This research applied descriptive qualitative. The instruments used were circular questions and interviews. Data analysis carried out along with the data taken by analyzing students creative thinking skills based on students- learning obstacle and trajectory. The research subjects were VI semester students who were able to handle analytical geometry. The results of the study shown that, most students experience learning obstacle (1). Students have difficulties in finding concepts from the meaning of circles, (2). Students have difficulties working on material circle questions and without re-examining the answers (3). Students found out difficulties in a concept from the general formula of the equation of the circle (4). Learning materials presented in textbooks do not build students creative thinking skills, so they do not support meaningful learning. Learning trajectory based on analysis of learning obstacle experienced by students and analysis of causes of difficulties can occur. Preparation of hypothetical learning trajectory through learning situations designed is expected to create students creative thinking, indeed, the student reconstruction process is created an independent students form concept of the formula set.

Keywords
Creative Thinking, Circles, Learning Obstacle and Learning Trajectory.

Topic
Mathematics Education

Link: https://ifory.id/abstract/QpqJgh6rGETZ

Corresponding Author
ardi dwi susandi

Institutions
1, 2, 3, 4 State University of Malang, INDONESIA

Abstract
The strategies used in solving problems can be influenced by cognitive style. This research is a qualitative descriptive study. The purpose of this study was to describe the mathematical critical thinking skills of junior high school students based on the cognitive style of Dependent Field (FD) and cognitive style Field Independent (FI) in solving SPLDV problems. The subject of this study consisted of 1 student who had the FD cognitive style and 1 student who had the FI cognitive style chosen by purposive sampling. Data collection techniques were carried out by administering the cognitive style test of the Embedded Figure Test (GEFT) Group, mathematical problem solving tests, interview guidelines, and documentation. Data were analyzed based on FRISCO critical thinking category indicators (Focus, Reason, Inference, Situation, Clarity, and Overview) in each step of problem solving, namely understanding problems, arranging plans, implementing plans, and checking again. Data analysis is done by reducing data, presenting data, and drawing conclusions. The results showed that students who had the cognitive style of FD and students who had the cognitive style FI had good critical thinking skills in each step of problem solving according to Polya.

Keywords
Keywords: Critical Thinking Ability, Mathematical Problem Solving Questions, Cognitive Field Dependent Style (FD), Cognitive Field Independent (FI) Style, and Polya Problem Solving.

Topic
Mathematics Education

Link: https://ifory.id/abstract/LZxXb94hfARK

Corresponding Author
bq. indana zulfa

Institutions
a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
The role algebra in mathematics is important because it relates to other materials such as geometry, calculus, basic matrices, trigonometry, statistics, vectors, and other mathematical studies. However, students- mistakes in solving algebraic fractions are often found due to the fact that students- are lack in understanding the algebra and arithmetic. Therefore, in this study, researchers interested to analyse some students- errors by AVAE Categories in the topic on algebraic fraction. The sample in this study was 30 junior high school students. The data was collected by test of simplifying algebraic fraction. The data were used to analyse the students- error using AVAE (Arithmetic, variables, algebraic expression, and equal sign) categories and eight of them were interviewed. The results showed that students had difficulty in understanding arithmetic and algebraic expressions

Keywords
Algebra; algebraic fraction; students error

Topic
Mathematics Education

Link: https://ifory.id/abstract/Qgnz9fDd2XPw

Corresponding Author
Reni Astuti

Institutions
IKIP PGRI Pontianak

Abstract
This study aims to look at the role of van Hiele model learning with the Local Wisdom-based Contextual Approach in building individual character and group character of students. The population in this study were eleventh grade students in the city of Pontianak with a sample of 75 students. Based on the results and discussion, it was concluded that (a) on individual characters for each aspect of individual character, namely meticulous, creative, unyielding, and curiosity in Van Hieles learning class with a Local Wisdom-based Contextual Approach (PVKK) was better than ordinary learning (PB). ; (b) on group characters for each aspect of group character, namely aspects of leadership, mutual respect, cooperation, and caring attitude in the PVKK class is better than PB class. All aspects of the individual character of students both in the PVKK class and in PB classes have the same category which is starting to develop. Whereas in the aspect of group character both in the PVKK class and in the PB class almost all have categories of developing (MB), except for aspects of leadership in PB classes that have a visible category (MT).

Keywords
individual character, group characters, van Hiele model learning with the Local Wisdom-based Contextual Approach.

Topic
Mathematics Education

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

Corresponding Author
Tetty Rosanty Pangaribuan

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

b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
The aim of this study is to describe the communication ability of grade 8 students in Euclidean solid space topics based on Prior Mathematical Ability (PMA). The subject of this study consisted of 30 students. This research approach was quantitative with a descriptive method. Data collected by the test which developed based on indicators of mathematical communication. The indicators of mathematical communication used in this study are: (1) expressing a mathematical idea to the form of image; (2) expressing real objects or image to the form of mathematics; (3) state daily events in a language or mathematical symbol; (4) explain ideas, situations, and pictures in writing to mathematical form. The results showed that the average percentage of communication ability of all students was 47.68%. While the average percentage of students achieving in a high category was 62.5%. That was above the overall average of students. The average percentage of students achievement in a moderate category was 45.54%, and the percentage of students achievement in a low category was 45.00%.

Keywords
Mathematical Communication, Geometry, Euclidean Solid

Topic
Mathematics Education

Link: https://ifory.id/abstract/gFP9EawtW2CR

Corresponding Author
Suci Hardianti

Institutions
Sriwijaya University

Abstract
One of the issues in mathematics education was many math problems requiring reasoning skills were included in the National Examination. This was part of the attempts to gradually adjust Indonesian standards to international standards such as PISA. The purpose of this article was to assess the potential effects of PISA-type math problem on students- math literacy abilities. The method used in this article was design research type development studies which consists of 2 stages, preliminary and formative evaluation. The preliminary stage consists of analysis and design. In the formative evaluation consists of self evaluations, expert reviews, one-to-one, small groups and field tests. The potential effect of the problem was indicated by the results in the field test stage. The mathematical literacy abilities that emerge were communication skills, mathematics, representation, reasoning and arguments, choosing strategies in solving problems and the ability to use language, symbolic, formal and technical operations. Communication skills dominate over other mathematical literacy abilities.

Keywords
Math literacy; design research; PISA

Topic
Mathematics Education

Link: https://ifory.id/abstract/wdMqk72vf3Jp

Corresponding Author
Eka Senjayawati

Institutions
1Pendidikan Matematika, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jl. Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

*ekasenjayawati[at]ikipsiliwangi.ac.id

Abstract
This research aims to learn and analyze the capability of the students mathematical material connection withvector analysis. The Data collected are the result of test instruments and interview result with Several students. The method of this research uses descriptive qualitative method. The subject of this research is Siliwangi Teachers Training Students who have taken material vector analysis. Based on the Data from the analysis of the test results of the mathematical connection of the problem indicator, the first indicator percentage is Obtained items, namely finding the relationship between the various concepts of representation and procedures, then understanding the relationship betweenmathematical topics, the presentation is 41.25%. The second indicator of understanding the equivalent representations of the same concept, the presentation is 67.5%. The third presentation indicator, using mathematics in other fields of study or in daily life is 65%. As for the fourth indicator, use an evaluation of the relationship between mathematical topics and the mathematical topic outside is 47.5%. The results of the interviews show that students sometimes forget to use formula prerequisite concepts as material.

Keywords
Mathematical Connection, Vector Analysis

Topic
Mathematics Education

Link: https://ifory.id/abstract/H8rb7GRV3Awf

Corresponding Author
Gold Dayona

Institutions
1Magister Pendidikan Matematika, Universitas Sriwijaya, Jl Srijaya Negara, Bukit Besar, Palembang, Sumatera Selatan 30128, Indonesia
2Universitas Sriwijaya, Jl Srijaya Negara, Bukit Besar, Palembang, Sumatera Selatan 30128, Indonesia

Abstract
From outstanding issues, about UN questions in Indonesia adopted from the standard PISA/TIMSS. Skills in PISA questions can be used as a reference to knowing students mathematics literacy skills. The challenge as a researcher now is to present questions that can be used for students practicing questions similar to PISA questions. The purpose of this article is to knowing students mathematical literacy skills in solving PISA type math problems that researchers have developed. The research method in this article is a design research type of development study (Tessmer: 1993) which consists of two stages namely preliminary and formative evaluation. The preliminary stage consists of analysis and design. And the formative evaluation stage consists of self evaluation, expert reviews, one-to-one, small groups, and field test. Students mathematical literacy skills can be seen from the results of the field test. The mathematical literacy skills seen is communication skill, mathematizing skill, representation, reasoning and arguments skill, and skill to use mathematical tools.

Keywords
Student-s mathematics literacy skills; PISA; Financial context

Topic
Mathematics Education

Link: https://ifory.id/abstract/MHtfdq2JuW3P

Corresponding Author
Siti Maimunah

Institutions
Mathematics Olympiad is seen as luxury where only smart and highly gifted students can taste it. Its original purpose as a platform to explore students- mathematical potential has changed. Additional purposes such as school reputation, overall determination tools, etc. makes student rarely feel the joy of mathematics through Olympiad anymore. Meanwhile the philosophy of education always state that each student have potential that special treatment to be revealed. Spontaneous problem solving with three Main activities (Analysis, Synthesis, Evaluation) is believed as the root competence the students need to complete mathematics Olympiad task. Yet the spontaneity on the activities couldnt be taught. It should be started and developed by the students within themselves. Mathematical abstraction model tasks need all of those three activities to be finished. This research is trying to trigger the potential of spontaneous problem solving on students by mathematical abstraction test. As the final, the students asked to finish mathematical Olympiad problems. The subject research is two students with middle score in mathematics learning motivation. The result show how mathematical abstraction test trigger students to learn more without having a label on mathematical subject included. At first they didnt know that the last test was mathematical Olympiad. Once they know, they become aware on their own potential and it changes their perspective toward the task they learn in class. Indirectly, it increase their ZPD. This research propose to conduct a wider research on how to deliver math subject in a more enjoyable way via mathematical abstraction model. As the task is presented in the form of test, they mostly rely on their own ability. It helps them to realize more about their own knowledge and potential. Overall, mathematics Olympiad is indeed a serious task, yet if the student can see this as high level game and have the joy while conquer it, why not? .

Abstract
Mathematics Olympiad is seen as luxury where only smart and highly gifted students can taste it. Its original purpose as a platform to explore students- mathematical potential has changed. Additional purposes such as school reputation, overall determination tools, etc. makes student rarely feel the joy of mathematics through Olympiad anymore. Meanwhile the philosophy of education always state that each student have potential that special treatment to be revealed. Spontaneous problem solving with three Main activities (Analysis, Synthesis, Evaluation) is believed as the root competence the students need to complete mathematics Olympiad task. Yet the spontaneity on the activities couldnt be taught. It should be started and developed by the students within themselves. Mathematical abstraction model tasks need all of those three activities to be finished. This research is trying to trigger the potential of spontaneous problem solving on students by mathematical abstraction test. As the final, the students asked to finish mathematical Olympiad problems. The subject research is one student with middle score in mathematics learning motivation scale. The result show how mathematical abstraction test trigger students to learn more without having a label on mathematical subject included. At first they didnt know that the last test was mathematical Olympiad. Once they know, they become aware on their own potential and it changes their perspective toward the task they learn in class. Indirectly, it increase their ZPD. This research propose to conduct a wider research on how to deliver math subject in a more enjoyable way via mathematical abstraction model. As the task is presented in the form of test, they mostly rely on their own ability. It helps them to realize more about their own knowledge and potential. Overall, mathematics Olympiad is indeed a serious task, yet if the student can see this as high level game and have the joy while conquer it, why not?

Keywords
Mathematical abstraction, Spontaneous Problem Solving, Mathematics Olympiad

Topic
Mathematics Education

Link: https://ifory.id/abstract/tzFQLd3DRegZ

Corresponding Author
Rafiq Zulkarnaen

Institutions
Department of Mathematics Education, Singaperbangsa University of Karawang

Abstract
Students beliefs and attitudes towards mathematics are influenced in learning. Therefore, students who have a positive disposition towards mathematics tend more study seriously and confidence readiness in mathematics learning. Students have abilities to assess and perceived themselves, assess themselves regarding abilities in solving the mathematical problem, comparing learning process with other students, communicating with teachers or other students, advantages and disadvantages in learning, academic achievement. Self-perception related to academic aspects is called academic self-concept (ASC). The study aims at investigating factor students- ASC in the constructivism learning model. This study is experimental in nature and it was conducted in a public senior high school in Bogor, West Java, Indonesia. The sample of this research consists of the 10th-grade students. The instrument used in this research covers ASC questionnaire, and the data were analyzed by using two-way ANOVA. The results show that learning models that emphasize students construct mathematics knowledge independently through activities in real-world observation, contextualization, and collaborative influencing the self-assessment in grade and effort dimension, peer-evaluation of academic ability, self-evaluation with the external standard

Keywords
self-believe, peer-evaluation, contextualization, grade and effort dimention

Topic
Mathematics Education

Link: https://ifory.id/abstract/8BGrXjMCnR37

Corresponding Author
Fauziah Fakhrunisa

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

Abstract
There are several components that show the process of algebraic thinking on students in solving problems. One of these components is the process of using algebra as a tool for doing mathematical modelling. This study aims to reveal how the students- competency in making mathematical modelling to solve algebraic problem. Descriptive qualitative study design was used to obtain an overview of the mathematical modelling competencies of nine students (15-16 years old) in Pekanbaru, Riau Province. Each participant is given a test that contains algebraic problem. The results of this study show that when students do mathematical modelling there are several errors as follows: (1) mistake in making assumptions for the problem and simplify the situation; (2) mistake in recognize quantities that influence the situation, to identify the key variable; (3) mistake in construct relation between variable; and (4) mistake in solving question within mathematical modelling.

Keywords
Algebraic thinking; Mathematical modelling competencies

Topic
Mathematics Education

Link: https://ifory.id/abstract/znVLdt7wrXh2

Corresponding Author
Indri Kurnia

Institutions
a) Magister of Mathematics Education, Universitas Lampung, Jl. Prof. Dr Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
*indkurniaa69[at]gmail.com

Abstract
This research aimed to describe students critical thinking ability in solving contextual problem. Research population were students class VIII SMP Muhammadiyah 3 Bandar Lampung. Subjects used in this research were 29 students chosen with simple random sampling. Method used was descriptive. Data were analyzed qualitatively and quantitatively. Data of critical thinking ability was essay question with contextual problem of flat geometry The result of the research showed that student-s critical thinking ability was still low. It can be seen from fulfillment of each indicator of critical thinking ability. Interpretation aspect was in moderate category of 55%, analysis aspect was 38% and evaluation aspect was 21% including in low category and interference aspect was 14% in very low category. The conclusion in this research was that student-s critical thinking ability was in low criteria. Thus, it needed innovation way of learning to facilitate students- critical thinking ability.

Keywords
Critical thinking; Critical thinking ability; Contextual problem

Topic
Mathematics Education

Link: https://ifory.id/abstract/GRZN4BrfYzWb

Corresponding Author
Sufyani Prabawanto

Institutions
a) FPMIPA, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No.229, Bandung 40154, Indonesia
*Sufyani[at]upi.edu

Abstract
The purpose of this research was to investigate the improvement of students- mathematical communication through teaching under metacognitive scaffolding approach. This research used a quasi-experimental pretest-posttest control design. The subjects were elementary school teacher candidates in Bandung, Indonesia. There were two groups of subjects: experimental and control groups. The first group consist of 60 students who was touch mathematics under metacognitive scaffolding approach, while second group consist of 58 students who was touch under direct approach. By using mean difference test, the are two concusions of the reseacrh: (1) mathematical communication improvement between students who attended the course under metacognitive scaffolding approach higher than students who attended the course under direct approach, and (2) there is no significant interaction effect between teaching approaches and mathematical prior knowledge levels in improving students- mathematical communication.

Keywords
Mathematical Communication; Metacognitive Scaffolding

Topic
Mathematics Education

Link: https://ifory.id/abstract/a6gdc89A3fyN

Corresponding Author
SIMON MARULI PANJAITAN

Institutions
HKBP Nommensen University

Abstract
This article is about research on the study of improving students problem solving abilities in the learning process using the Problem Based Learning learning model with the Metacognitive approach. This article also contains a study of the interaction between the learning model and the students mathematical prior knowledge towards problem solving abilities, and the study of student behavior in improving mathematical problem solving skills. Research uses quantitative research methods with research subjects students in the experimental class and the control class. The research instrument consisted of tests of mathematical problem solving abilities, observation sheets and interview guidelines. Research findings include (1) the learning model used does not have a significant effect on improving mathematical problem-solving abilities, both overall and based on mathematical prior knowledge, (2) there is no interaction between learning models and mathematical prior knowledge to improve mathematical problem solving abilities , and (3) there are different behaviors between the experimental class students and control class students in improving mathematical problem solving abilities

Keywords
Mathematical Problem Solving, Problem Based Learning, Metacognitive

Topic
Mathematics Education

Link: https://ifory.id/abstract/yfNg27e98JMn

Corresponding Author
Nunu Nurhayati

Institutions
1*)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2)Departemen Pendidikan Matematika, Universitas Kuningan, Jl. Cut Nyak Dhien No. 36 A, Cijoho, Kec. Kuningan, Kabupaten Kuningan, Jawa Barat 45513, Indonesia

Abstract
The aim of this study is to analyze the influence of collaborative problem solving on the enhancement of mathematical proportional reasoning ability. The problems underlying this study include the proportional reasoning ability of students is still low so innovation in learning that can develop students proportional reasoning abilities. The method used is quasi-experiment with non-equivalent control group design. The sampling technique is purposive sampling. This study was conducted at Junior High School and the subjects of this study were 58 students of SMPN 3 Kuningan, 28 students in the experimental class and 30 students in the control class. Instruments which is used are pretest, posttest and observation sheet. Data analysis was conducted by using SPSS 16 software. Data analysis was carried out quantitatively. Quantitative analysis was performed by calculating the N-gain using the normality test, and t-test. Research results of this study are (1) The enhancement of mathematical proportional reasoning ability of students who received collaborative problem solving is better than students who received conventional learning, (2) There is difference of mathematical proportional reasoning ability of students who received collaborative problem solving and students who received conventional learning, (3) The average of n-gain proportional reasoning ability are 0.33 in the experimental class and 0.22 in the control class.

Keywords
Collaborative Problem Solving, Proportional Reasoning Ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/Z8zAJbCFajUX

Corresponding Author
Rani Sugiarni

Institutions
suryakancana university

Abstract
The role of technology has become an important challenge in this century that has spread to the world of education. Therefore teaching materials are needed that help students in growing a culture of literacy in utilizing e-learning. This research aims to examine the validity of the project project-based e-learnig student worksheets in the material of the Class XI Vocational Geometry developed by utilizing waste. This type of research refers to the Four-D (4-D) driving model. The validity of student worksheets in terms of 4 experts consisting of material experts, education experts, linguists and school mathematics teachers is vocational. The results of the study are seen from the aspects of material, language and media showing that the student worksheet is good and feasible to use and valid. This is indicated by the results of evaluating the use of student worksheets in the class with generally positive student attitudes and student worksheets showing the category of leadership and one of which can foster a culture of literacy.

Keywords
literacy, project project-based, e-learnig, student worksheets, Geometry

Topic
Mathematics Education

Link: https://ifory.id/abstract/M9BpRqTHJDwt

Corresponding Author
Rudi Rudi

Institutions
Universitas Pendidikan Indonesia

Abstract
Teachers- ability in overcoming to student errors is significantly affected by teachers- knowledge. Discussion and studies related to what knowledge teachers should possess have resulted in a theoretical framework. This article aims at describing teacher knowledge to responding to student errors in Pythagorean Theorem proof using a didactic mathematical knowledge approach. This research applies qualitative design. Five junior high school mathematics teachers in Indonesia participate in this study. Data were collected using written tests on teachers- competence and structured interview. Research findings show that two participants cannot accurately answer the questions in the instrument which measures teachers- mathematical knowledge needed to overcome student errors. Another finding indicates that those teachers who do not possess mathematical knowledge in dealing with student errors are also not completed with good didactic knowledge, especially on cognitive, epistemic, ecological, and interactional aspects. Based on the analysis of participants- responses, it can be concluded that teacher knowledge to overcome student errors in Pythagorean Theorem proof is significantly affected by other knowledge components.

Keywords
Didactic mathematical knowledge, Pythagorean Theorem proof, student errors, teacher knowledge

Topic
Mathematics Education

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

Corresponding Author
Mery Noviyanti

Institutions
Universitas Terbuka

Abstract
The background of this research is the pros and cons of whether early childhood may learn to read, write and count, which has been a talk in the community. This certainly creates confusion, especially for teachers of Early Childhood Education (ECE), to explore mathematics in the classroom. This article aims to conduct an analysis of teachers- belief in mathematics teaching. Furthermore, this article will be used as a reference for professional development program that the researcher is going to develop. This research is a case study with five respondents in a city in West Java, Indonesia. Semi-structured interviews towards five respondents were conducted using an interview guideline that refers to the instrument The Mathematical Development Beliefs Survey (MDBS). The thematic analysis was used for data processing in this research. The result of the research revealed all respondents agreed that mathematics is a substantial part of ECE curriculum and contributes to the confidence of the students. All respondents agreed that mathematics development activities could be carried out, and early childhood is ready for mathematics. However, they are unsure and less confident in teaching mathematics and basic math knowledge. For this reason, this research suggests that professional programs or interventions given should aim to boost teachers- belief in teaching mathematics and improve their knowledge of mathematics.

Keywords
Teachers- belief, mathematics, early childhood education

Topic
Mathematics Education

Link: https://ifory.id/abstract/py9kNjE6bcTD

Corresponding Author
Silvia Fitriani

Institutions
1. Pendidikan Matematika, Universitas Batanghari Jambi, Jl. Slamet Riyadi, Jambi 36122, Indonesia
2. Universitas Sriwijaya, Jl. Srijaya Negara, Bukit Lama, Palembang 30139, Indonesia

Abstract
This paper reports on a survey of the classroom assessment practices of Jambi city primary school teachers in mathematics education. We investigated, using questionnaire, how teachers- assessment methods, purpose, and beliefs about the usefulness of assessment are related. In total 100 teachers at 80 from 3 primary schools responded to the questionnaire. Observation-based assessment methods of questioning, observing, and correcting written work, were the most frequently – that is weekly – applied methods, whereas instrument-based methods, particularly using textbook test and student monitoring tests were employed several times a year. Teachers used assessment mainly for formative purpose and they considered the assessment methods they used themselves as most relevant.

Keywords
Classroom assessment; primary school; mathematics education; survey study

Topic
Mathematics Education

Link: https://ifory.id/abstract/uyJn4NQFZxRe

Corresponding Author
Suprih Widodo

Institutions
1Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia

2PPPPTK TK dan PLB, Jl. Dr. Cipto No. 9, Bandung 40171, Indonesia

Abstract
This research aims to analyze students- understanding when fraction is taught with multiple representations. The respondent 27 student of the 7th graders in the junior high school. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and interview. The data were analyzed by grounded theory with coding and constant comparison. The results showed two types of students- understanding, there are procedural understanding (syntax thinking) and conceptual understanding (semantic thinking). The findings are then elaborated using some related theories to justify the results

Keywords
Fraction, Multiple representation

Topic
Mathematics Education

Link: https://ifory.id/abstract/CVdXkR4EnNfh