Indonesia Conference Directory

Corresponding Author
Muntazhimah Muntazhimah

Institutions
(a) Universitas Muhammadiyah Prof. Dr. Hamka
*muntazhimah[at]uhamka.ac.id
(b) Universitas Pendidikan Indoensia

Abstract
The reflective thinking ability is one of the higher order thinking skills (HOTS), and mathematics reflective thinking is one of the abilities needed in learning mathematics. This study aims to reveal the relation between prior knowledge and mathematics reflective thinking ability which studied by quantitative method. Data collection used instruments of mathematics reflective thinking test. Samples in this study were students of class VIII at junior high school. The results showed that there was a positive relation between prior knowledge and students- mathematics reflective thinking ability with the correlation coefficient 0.49. The regression equation shows that each addition of one prior knowledge score was followed by change in increase in students- mathematics reflective thinking ability by 0.5539. It can be concluded that the prerequisite material as a prior knowledge must be thoroughly learned so as to have a large contribution to the success of learning further material.

Keywords
Mathematics Reflective Thinking, relation, HOTS

Topic
Mathematics Education

Link: https://ifory.id/abstract/C4xfrX37Lbdt

Corresponding Author
Ratna Fitriyani Hujaemah

Institutions
IKIP Siliwangi, Jl. Terusan Jendral Sudirman Cimahi 40526

Abstract
The aims of this research was to find out the relation between self confidence and mathematical communication ability of junior high school students. The method that was used in this research was a quantitative research and its design was expost facto study. The subjects were 50 students of the first grade of SMP Negeri 2 Kutawaluya, Karawang. Questionnaires of self confidence and the mathematical communication test were used as the instrument for collecting the data of this research. Rank Spearman Formula was used to correlate both self confidence and mathematical communication ability. The result showed that there was a statistically significant correlation (0,40) between the self confidence and mathematical communication ability. The suggests that there is a correlation between self-confidence and mathematical communication skills.

Keywords
Self-confidence; Mathematical Communication Ability

Topic
Mathematics Education

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

Corresponding Author
Septi Armi

Institutions
Institut Agama Islam Negeri (IAIN) Bengkulu, Jl. Raden Fatah Pagar Dewa, Kota Bengkulu 65144, Indonesia.

Abstract
Abstract.The purpose of this study was to determine whether there is a relationship between Self-Confidence with learning outcomes of Class VIII A students of SMPN 06 Bengkulu City. Sampling in this study was using random random sampling techniques with a total of 20 people consisting of 11 students and 9 female students. This research is a quantitative descriptive study with data collection through self-confidence questionnaire and student learning outcomes test. The results of this study found that there is a positive relationship between students Self-Confidence with student learning outcomes.

Keywords
Self Confidence

Topic
Mathematics Education

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

Corresponding Author
Ai Tusi Fatimah

Institutions
(1) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(2) Departemen Pendidikan Matematika, Universitas Galuh, Jl. RE Martadinata No. 150, 46274 Ciamis, West Java, Indonesia

*tusi.fatimah[at]gmail.com

Abstract
This study aims to analyze the role of agricultural contextual knowledge on the mathematical understanding of vocational students. The study used a qualitative approach to vocational students in food crop and horticulture agribusiness competencies in Ciamis, Indonesia. Students solve the mathematical tasks in agricultural situations integrated with three-dimensional topics. The results obtained are: (1) students contextual knowledge of agriculture affects the understanding of the context or situation of the task; (2) some students who have agricultural contextual knowledge tend not to integrate the context of task problems and mathematical concepts; (3) students who have contextual knowledge, coherence and correspondence all information, connections with mathematical concepts tend to be able to complete tasks. These results indicate that contextual knowledge of agriculture can provide a role in mathematical understanding or not depend on the problem of the task and the ability of students in the coherence and correspondence of information, as well as mathematical connections.

Keywords
Mathematical understanding, contextual knowledge, agricultural

Topic
Mathematics Education

Link: https://ifory.id/abstract/GtMLADzpa83Z

Corresponding Author
Ummul Khaira

Institutions
a) Magister Pendidikan Matematika, Sekolah Pascasarjan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*khairaummul7[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Abstract
This study aims to find out how service, the role of the teacher in facilitating slow learners in mathematics learning, and other constraints faced. This research is a case study in a junior high school in the city of Bandung. Participants in this study were three class VIII students. This research was carried out through observation, interviews with slow learner students, and mathematics teachers. The results of the study show that children who are classified as slow learners still have not been well facilitated in achieving predetermined mathematics learning goals. Slow learners need a longer study time than their peers, so they need special education services. One of alternative solution that can be done by teachers is that teachers sholud pay special attention to the process of learning mathematics for slow learner students. The importance of teachers conducting clinical assessment, giving the direction to the slow learner students in the learning process, and helping the students to overcome the difficulties faced by slow learner students.

Keywords
clinical assessment, mathematics learning for slow learner

Topic
Mathematics Education

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

Corresponding Author
ipul saepul romdon

Institutions
Mathematics Education of Post Graduate IKIP Siliwangi Bandung

Abstract
The purpose of this survey is to examine the role of cognitive stage toward his or her attaiment of mathematical creative thinking (MCT) and habits of mind (HoM) grounded on student-s cognitive stage. The survey concerned with 36 eleventh grade students of 16.25 years old, test of logical thinking (TOLT), an essay MCT test, and a MSC scale. Data analysis covered: calculation of item scoring of HoM scale; percentage enumeration, Mann-Whitney testing for mean difference, Chi Square (2)testing for existency of association between two variables, and other rational analysis relevant to the findings. By using TOLT, the survey found that 44% students- were still at concrete operational stage, few students 19% at transition operational stage, and 36% students had reached at formal operational stage; in entirely, students- MCT was at low grade level and students- HoM was at fairly good grade level. Even if, according to cognitive stage, formal students, transition students, and concrete students survey detected successively at medium, low and very low grade level. In line with that findings, formal students realized few difficulties, transition students experienced some more difficulties and concrete students realized difficulties in all items of MCT tasks. In the contrary, either in entirely or according to cognitive stage there were no different grade of MSC among them, and those grades were at fairly good level. The other findings there was high associtaion between cognitive stage and MCT, but no association between cognitive stage and MSC and between MSC and HoM.

Keywords
cognitive stage, TOLT, mathematical creative thinking, habits of mind

Topic
Mathematics Education

Link: https://ifory.id/abstract/TefYkWJpPnR7

Corresponding Author
Ajeng Siti Prasetya

Institutions
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia
Setiabudi No. 229, Bandung 40154, Indonesia
*ajengprasetya[at]gmail.com

Abstract
The purpose of this research was to describe students errors in geometry problems based on mathematical connection ability. This study was qualitative research with subject consisted of twenty five students. The results showed that (1) the students comprehension for recognize and used relationships between ideas in mathematics still lack, (2) The lack of students comprehension in maked connection mathematical ideas, (3) students have difficulty in formed new mathematical ideas so as to produced a comprehensive relationship, (4) students have not been fullied able to recognized and applied one mathematical content to other mathematical content and environments outside mathematics.

Keywords
Students Error; Geometry Problems; Mathematical Connection Ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/mYCQc2fbFNKg

Corresponding Author
Wahyu Hidayat

Institutions
Institut Keguruan dan Ilmu Pendidikan Siliwangi
Jalan Terusan Jenderal Sudirman, Cimahi 40532 Indonesia
*venytriyana050113[at]gmail.com

Abstract
The purpose of the study is to examine whether or not there is an increase in students critical and creative thinking skills using DLPS learning compared to ordinary learning. The method of this research is a quantitative method, with a pretest-posttest design. The population of this study involved all class VIII students in one of the Cimahi Junior High Schools, while the sample selected by two classes VIII consisted of the experimental class namely students who received DLPS learning and control classes namely students who received ordinary learning. The technique of processing N-gain scores using IBM-24 SPSS software. The results of this study are 1) increasing the ability of mathematical creative thinking of students who use DLPS learning better than students who use ordinary learning and 2) increasing the ability of mathematical critical thinking students who use DLPS learning is no better than students who use ordinary learning. In general it can be concluded that DLPS learning can improve students creative mathematical thinking skills but have not been able to improve students mathematical critical thinking skills, especially in junior high school.

Keywords
Creative Thinking; Critical Thinking; Double-Loop Problem Solving

Topic
Mathematics Education

Link: https://ifory.id/abstract/NWHaEy4vMzTn

Corresponding Author
Toni Alamsyah

Institutions
IKIP Siliwangi

Abstract
The education distribution problem is a matter how the education system can give a broad opportunity toward all citizens to get the education so that education can be a tool to build the human resource to support the country development. To solve that problem, the government tries to do several ways both conservative and innovative ways. However, that is not absolutely solving the problem. One of them is how expensive the cost is for High School education both financial and social matter if there are so many programs of building school until the countryside. Along that matter there are so many students who have interest to continue their study and they have to find a boarding house which make them easily to reach the school they study because it is nearer to their school. The problem is how is the students- achievement who stay at the boarding house and who stay at with their parents on mathematics at SMUN 2 Tarogong Garut Academic year 2000/2001. Based on the formulated problem so the research is aimed 1) to know the students- achievement who stay at the boarding house 2) to know the students- achievement who stay at with their parents 3) to know the significant difference between them. The hypotheses of the research is 1) All students in the classroom receive the same mathematics lesson 2) The teachers at SMUN 2 Tarogong has done the mathematics learning and teaching according to the Senior High School curriculum 3) The mathematics teacher at SMUN 2 Tarogong has a competence and authority to teach at Senior High School. From the hypotheses above it is known that there is no difference between the students- achievement who stay at the boarding house and who stay with their parents. Based on the calculation using statistic test, the conclusion are 1) There is a difference between students- achievement who stay at the boarding house and who stay with their parents. 2) The students who stay at the boarding house is less than the students- achievement who stay with their parents. According to the result of the questionnaire given by the researcher to the students, it is considered that the students- achievement who stay at the boarding house is less than who stay with their parents and it is also caused by the lack of parents- attention. According to the result of the research, it is suggested to the students who stay at the boarding house to spend the leisure time to learn more in order to get a better achievement, and to the parents whose children stay with them to give more attention and chance to their children to learn, so that their achievements will be better and increase.

Keywords
THE STUDENTS-, MATHEMATICS

Topic
Mathematics Education

Link: https://ifory.id/abstract/WYkTeXb369cD

Corresponding Author
Luvy Sylviana Zanthy

Institutions
Prodi Pendidikan Matematika
Fakultas Matematika dan Sains
IKIP Siliwangi
Jln. Terusan Jend. Sudirman, Cimahi, Indonesia
*luvysz[at]ikipsiliwangi.ac.id

Abstract
The ability to solve problems and self-determination of junior high school students in West Bandung Regency is still low, so various alternative solutions are needed to overcome them. This study aims to determine the improvement of problem solving ability and self-determination of class VIII students by using ASSURE design (Analyzing student characteristics; State standards and goals; Choosing methods, media and materials; Utilizing media and materials; Requiring student participation; and Evaluating and revising) based on his learning style. This study used an experimental method and one group pretest post-test design. the sample is class VIII students selected by purposive sampling at one of the junior high schools in West Bandung Regency. The instrument of this study used a descriptive test of 5 questions about problem solving ability and 30 scales of student self-determination attitudes. Based on the results of the study, it can be concluded that: Improving problem solving ability and student self-determination using ASSURE learning design is suitable for all types of student learning styles (auditory, visual and kinesthetic).

Keywords
Mathematical Problem Solving; Self Determination; ASSURE

Topic
Mathematics Education

Link: https://ifory.id/abstract/QnqNb2XzEvW8

Corresponding Author
Zaenal Abidin

Institutions
Universitas Muhammadiyah Surakarta

Abstract
The lower mathematical connection and reasoning abilities of elementary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability mathematical of connection and reasoning. Mathematics learning can develop connection and reasoning abilities well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning and connection. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical connections and reasoning of students who obtain literacy project-based learning. The design of this research was used pretest-posttest non-equivalent control group. Based on research results, conclusions can be drawn about the effectiveness of learning that includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning is very effective in facilitating connection skills and has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and can make reasoning to interpret learning well.

Keywords
project-based learning, literacy, mathematical connection, mathematical reasoning

Topic
Mathematics Education

Link: https://ifory.id/abstract/4yPV7vkq8ecg

Corresponding Author
Sela Wahyuni

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

Abstract
Assessment is an activity of gathering information about the process and students- learning outcomes based on facts to provide effective feedback. This study aims to describe the constraints of mathematics teachers have not used portfolio to assess students mathematical skills of junior high school. This research uses descriptive research type. Data were collected from 2 teacher of mathematics were selected using purposive sampling. Data collection using techniques interviews and observation. The collected data is reduced, describes the data and makes conclusions. Based on the data analysis the result showed, 1) the teacher had not tried various techniques for evaluating skills using portfolios in mathematics learning, 2) the assessment techniques carried out generally still use the problem description, 3) the obstacles experienced were not yet familiar with various techniques offered in assessing skills aspects using a portfolio; 4) Can be very time consuming for teachers to organize and evaluate the content of portfolios; 5) Constrained in making portfolio assessment rubrics.

Keywords
Portfolio Assessment; Students mathematical skills; Teacher of mathematics

Topic
Mathematics Education

Link: https://ifory.id/abstract/64MLarhqwx8e

Corresponding Author
Dian Usdiyana

Institutions
1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia,
Jl. Setiabudhi No. 229, Bandung 40154, Indonesia
Email: dianusdy[at]upi.edu

Abstract
Abstract. This research aims to design an algebra learning sequence on the topic of linear equations in one variable—which was taught in Junior High School. We used design research method to do this, and preliminary design phase in particular. First, we designed a sequence of daily life problems in order for students can be familiar with this. This sequence of problems was used for designing a learning sequence. Next, we designed a sequence of learning according to the theory of Realistic Mathematics Education because this theory provides meaningful mathematics for students. Finally, we discussed the design to obtain final learning sequence for a teaching experiment. We consider that the result of the learning design is better than the conventional learning sequence, and it is more meaningful for students.

Keywords
Realistic Mathematics Education and linear equations in one variabel

Topic
Mathematics Education

Link: https://ifory.id/abstract/FXjZTdDVbm6k

Corresponding Author
Iyan Rosita Dewi Nur

Institutions
Universitas Singaperbangsa Karawang

Abstract
The contents from learning process are individuals changing in cognitive aspect, attitude, skill and habitual as a product and interaction with it-s domain. Learning is the process to construct our knowledge by experience transformation. The purpose of this research is to analyzed how student-s self efficacy can be increased by Transformative Learning model. The method in this research is mix method design between quantitative research and qualitative research. The kind of this method is eksplanatoris sekuensial method. The research conducted on one group (one class) as a research subject. This research was done in researcher-s own class in order that data analyze subjectivity and drawing in the conclusion guarded. The populations of this research are all of the 2nd grader mathematics education bachelor degree students in Singaperbangsa Karawang University and the samples are 30 students were randomly selected. Data collection methods used the questionnaire method, learning proccess observation sheet, documentation, and interview. Data analysis technique used t-test and likert scale. Based on this research, it was known that transformative learning can develope students self efficacy. Using transformative learning in this research can help students in changing their attitude and continuing develop their reasoning thinking ability, sense of ability (loving, appreciate the rightness and honesty) and increase their productivity (productive together for many people) because this transformative learning is one of so many learning models that can produce cognitive changing results and made students be more confident because their self efficacy is raise up. So, transformative learning can be the one of alternative solution that can we use to developing student-s self efficacy.

Keywords
Transformative Learning, self efficacy, Cognitive Aspect

Topic
Mathematics Education

Link: https://ifory.id/abstract/vTrH2hxtpzmu

Corresponding Author
ROZALITA KURANI

Institutions
(a),(b) Faculty of Math and Science, Padang State University, Jl prof.Dr.Hamka Air Tawar Padang,25132,Indonesia.

Abstract
Mathematics device learning are very important equipment used by teachers in the learning process. Based on the result of observations, researcher found a lack of learning tools that can encourage students to understand concepts in mathematics and activities in the classroom only in the form of one-way learning. It have a negative effect on students, therefore the communication skills of students are still low. This study aims to develop a mathematical learning tool based on the guided inquiry model to improve the mathematical communication skills of eighth grade students of junior high school. The model in this study is the Plomp model which has three steps: Preliminary research, Protytping phase and Assessment. Validity is used with validated validity instruments. The results obtained from this study are (1) RPP which is declared valid with a total value of 3.91 with a very valid category, (2) LKPD which is declared valid in didactic aspects, language and presentation for the average value of a total of 3.6 with a very valid. So it was concluded that the mathematics device learning based on guided inquiry was valid to be used as a learning tool.

Keywords
mathematics device learning; mathematical communication skills; guided inquiry model; plomp model

Topic
Mathematics Education

Link: https://ifory.id/abstract/H8KwMyYFWmNP

Corresponding Author
Rahman Dani

Institutions
a) SMK Maarif Terpadu Cicalengka,
Jalan Rd Dewi Sartika 119, 40395, Indonesia
*rahmandani371[at]gmail.com
b) SMAN 1 Cipeundeuy. Bandung Barat
c) IKIP Siliwangi

Abstract
This research is a research through scientific approach by using problem solving to improve the mathematical understanding ability of vocational students. This research is a quasi-experimental form which aims to test the achievement and improvement of students mathematical understanding skills through a scientific approach using problem solving rather than learning that only uses a scientific approach. And examine the implementation of learning steps through a scientific approach using problem solving. The population in this study were all students of class X Vocational School in Bandung Regency, while the sample was class X students from one of the Vocational Schools which were determined purposively and were randomly selected from the existing class X. Based on the results of data analysis, it was concluded that the achievement and improvement of the mathematical understanding ability of Vocational students who obtained learning through the scientific approach using problem solving was better than those who obtained learning using the scientific approach only.And the implementation of learning through a scientific approach using problem solving is carried out in accordance with the planned learning steps.

Keywords
understanding ability; scientific approach; problem solving

Topic
Mathematics Education

Link: https://ifory.id/abstract/fjP9ULnM3eCt

Corresponding Author
meta berlian meta

Institutions
Institut Agama Islam Negeri Bengkulu (IAIN Bengkulu)

Abstract
Abstract: The purpose of this classroom action research was to improve students understanding of the mathematical concept of class VIII A through the RME (Realistics Mathemathics Education) model. The research used RME learning model and the instruments used were tests, observations and documentation. The number of samples was 25 students of class VIII A SMP N 22 Bengkulu City, samples were chosen randomly. The research was conducted at SMP N 22 Bengkulu City from January to February. This research design used the Kemmis and McTaggart models. The results were obtained by using quantitative and quantitative data analysis methods.This study found that the Realistic Mathemathics Education learning model could improve the understanding of students of class VIII A SMP Negeri 22 Bengkulu City to mathematical concepts.

Keywords
mathemathical concepts, Mathemathics Education Realististics

Topic
Mathematics Education

Link: https://ifory.id/abstract/g3WQVZGbEvTC

Corresponding Author
Eko Yulianto

Institutions
(a) Department of Mathematics Education, Universitas Siliwangi, Siliwangi Street No. 24, Tasikmalaya, West Java, Indonesia
*ekoyulianto[at]unsil.ac.id
(b) Department of Guidance and Counseling, Universitas Muhammadiyah Tasikmalaya, Tamansari Street Km. 2,5, Tasikmalaya, West Java, Indonesia
(c) Department of Mathematics, Doctoral Program, Universitas Pendidikan Indonesia, Dr. Setiabudhi Street No. 229, Bandung, West Java, Indonesia

Abstract
This paper is a little practical reflection of the idea proposed by Freudenthal in his book titled ‘Revisiting Mathematics Education-. Theoretically, a fundamental study of more philosophical mathematical meanings was discussed by Freudenthal through the terms ‘wiskunde- and ‘wiskunst-. In essence, wiskunde means mathematics as an exact science, while wiskunst means an art in mathematics and science. Although there has been a lot of research that shows the success of RME in learning, the results of research that can contrast explicitly how the wiskunde and wiskunst phenomena work in the process of solving mathematical problems are still rarely found. This study aims to see the tendency of students towards the phenomenon of wiskunde or wiskunst in working on elementary math problems then describe the psychological factors and impacts that might be influential. This study used literature review and qualitative methods through the interview process for students who were given two elementary school math problems. Four out of forty students from fourth semester were chosen to be interview respondents to represent variations of the unique answers. Data analysis was carried out through a hermeneutic approach to student answers and interview transcripts. Research shows that the wiskunde phenomenon looks more dominant than wiskunst. This is thought to be related to the symptoms of psychological blockages of student-s college who are predominantly working on elementary math problems still using the very formal formulas, they should still be able to show a way of thinking like an elementary school kid. The impact of this wiskunde tendency indicates the ‘matherate- of students who have become blunt. The contrast of wiskunde and wiskunsts character and its reflection to the philosophy of education are discussed boldly in this paper.

Keywords
Realistics Mathematics Education, Wiskunde, and Winskunt

Topic
Mathematics Education

Link: https://ifory.id/abstract/G4LFhxXzVNqd

Corresponding Author
RISNINA WAFIQOH

Institutions
Universitas Pendidikan Indonesia1, STKIP Muhammadiyah Bangka Belitung

Abstract
This research aimed to describe revlective abstraction viewed from each of part of reflective abstraction. The research question was about how the students-s revlective abstraction in projecting knowledge of existing mathematical concept . the research approach used was qualitative research approach with study case design as the research method. This research involved 36 eleven grade students. The data were analyzed qualitatively by using hyperRESEARCH application. The first part of students-s revlective abstraction could be seen from how the students developed concept of mathematical problem solving on the learning process in the classroom and on the mathematical problem testing, while the second part of the reflective abstraction could be seen on the process of developing core concept of mathematics learning

Keywords
Reflective Abstraction, Problem Solving, Mathematical Concept

Topic
Mathematics Education

Link: https://ifory.id/abstract/FhAgvuNyMVr3

Corresponding Author
irna suryani

Institutions
Departemen Pendidikan Matematika, UPI

Abstract
USE OF SMARTPHONE, DISCIPLINE, MOTIVATION AND LEARNING ACHIEVEMENTS (Case Study of Sukabumi Al Azhar 7 Islamic Middle School Students 2018/2019 Academic Year) I Suryani 1*, S Prabawanto1 1Departeman Pendidikan Matematika, Universitas Pendidikan Indonesia Setiabudi No.229, bandung 40154, Indonesia *irnasuryani@upi.edu ABSTRACT This study aims to explain the effect of smartphone use on student mathematics learning achievements. The method used in this study is the collection of correlation data using questionnaires and interviews. The subjects of the study were 158 students at the Al Azhar 7 Islamic Middle School in Sukabumi. This research is based on the use of smartphones among students, whose intensity is increasingly increasing, has even become a trend. Uncontrolled use of smartphones results in discipline, motivation and learning achievement being interrupted. The first process is to look for the influence of intensity of smartphone usage on students learning discipline, on motivation and on student achievement. The research instrument consisted of 20 items using smartphone intensity and 20 items of discipline, 20 items of motivation and data on report cards. The data analysis method used is the Product Moment technique from Pearson using SPSS assistance and displayed in table form. Based on the data analysis (assumptions) that have been done, the results of the research from Pearson Corelation show that r = - 0.391 with P = 0.000 (P <0.05). This means there is a relationship (-) between the intensity of smartphone use with discipline, motivation and learning achievement of students. This means that the higher the intensity of smartphone use, the lower the discipline, motivation and learning achievement of students, and vice versa. The intensity of smartphone use gives a large percentage of students discipline, motivation and learning achievement, while the rest is determined by other variables not examined. The results of this studys data analysis that the relationship between the intensity of smartphone use and discipline, motivation and learning achievement of students is inversely or inversely. So that the hypothesis in this study can be said that there is a negative relationship between the intensity of smartphone use with student learning discipline can be accepted.

Keywords
smartphone, discipline, motivation, prestasi

Topic
Mathematics Education

Link: https://ifory.id/abstract/ZqWHU3h7tmGY

Corresponding Author
Nasrullah Pemu

Institutions
a) Universitas Negeri Makassar
b) STKIP YPUP Makassar

Abstract
Developing creativity and increasing student performance in learning activities is essential but is not easy to implement. For this reason, through the use of Geogebra, Maple, and Schoology (GeoMaSchool) in further calculus lectures, students are expected to be able to show their best creativity and performance. With design research carried out in stages, namely preparation for experiments, conducting experiments in classrooms, and conducting retrospective analyzes. This research activity designs learning that involves Geogebra and maple devices and structured learning material in the Schoology learning management system. The subjects in this study were 32 students of mathematics education who programed Advanced Calculus courses. The results showed that with the knowledge and mastery of Geogebra or Maple devices, students build their calculus knowledge creatively. Then, Schoology recorded students performance and the learning progress authentically.

Keywords
GeoMaSchool, Creativity, Performance, Higher Education

Topic
Mathematics Education

Link: https://ifory.id/abstract/4xYT8jCfvmcb

Corresponding Author
ELY SUSANTI

Institutions
1,2,3 Mathematic Education, Sriwijaya University, Palembang, Indonesia

Abstract
This study was purposed to describe effect of using innovative learning models for mathematical thinking high school students in Palembang. In this research, mathematical thinking only focus on aspect abstraction and representation. This study was experimental research. The data collection used test and interview. The data analysis used two ways anova. Based on the data analysis, the conclusions is there were no differences in the mathematical thinking between students who worked under creative problem-solving (CPS) and problem-based learning. Based on analysis students- solution, most of students used numeric and algebraic representation, and few students used visual and symbolic representation. Besides that, from abstraction aspect, most of student do specialization, observation of pattern and generalization.

Keywords
innovative learning, creative problem-solving, problem-based learning, mathematical thinking

Topic
Mathematics Education

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

Corresponding Author
Chika Rahayu

Institutions
a) STKIP Muhammadiyah Pagar Alam, Mathematics Education, Indonesia
*chikarahayu80[at]gmail.com
b) Universitas Sriwijaya, Faculty Of Mathematics Education, Palembang Indonesia

Abstract
The purpose of this study to create a product of learning media based ICT in the from of mathematics education games. Mathematics education games is a software to learn mathematic especially made for kindegarden to help learning process in 2013 curicullum. This research methode use design research with three cycles. In this cycle describe about six young childrens tested wiht small group in research for the second step after literature riview. The result of studyis got that by the issue of improvement in the process of presenting the game so it will improve the design and validity and it will be tested. Interestingly, the student didn-t relize that the process is math learning and the curoisity to solve the game is improve. The student never use this kind of ICT before. Next, by improve skill and knowledge that is got during the game as a strating point that will be continue to the other activity that center in the curiousity earlychildhood

Keywords
ICT, Mathematics Education, Game, Counting

Topic
Mathematics Education

Link: https://ifory.id/abstract/YauEzveGQK8R

Corresponding Author
Nuri Yuniar Wahyu Putri Abadi

Institutions
a) Student of Post Graduate Early Childhood Education in Yogyakarta State University
Jl. Colombo No 1, Daerah Istimewa Yogyakarta 55281, Indonesia
nuriyuniar.2017[at]student.uny.ac.id
b) Lecturer of Early Childhood Education in Yogyakarta State University
Jl Colombo NO 1, Daerah Istimewa Yogyakarta 55281, Indonesia

Abstract
Mathematics learning in preschool is not always related to addition and subtraction. It is also includes measurement. This study aims to measure the ability to take measurements using standard measurement tools which include categorizing the size of objects, the size of objects, and showing how to measure objects. The study was conducted on 100 preschool children by giving five times treatment using standardized measurement tools with different levels of difficulty in each treatment. Research shows that there is an increase in categorizing objects, identifying the size of objects, and shows how to measure standardized tools in each treatment. Based on the response of preschool children, they really like measuring activities using standard measurement tools.

Keywords
Measurement; Mathematics; Preschool; Standard Measurement Tools

Topic
Mathematics Education

Link: https://ifory.id/abstract/RTCpMyZrKb4P

Corresponding Author
Wahyu Fitri Rhamawati

Institutions
a) Faculty of Postgraduate Studies IKIP Siliwangi Bandung, Cimahi, Indonesia
*) wahyufitri.rhamawati[at]gmail.com

Abstract
This research is motivated by the low mathematical connection ability of students, with the aim of the study is to examine the improvement of junior high school students mathematical connection ability through learning using Geogebras software-assisted metaphorical thinking approach. The method in this study is an experimental method with a posttest-pretest control group research design.The research test instrument consisted of 5 test questions of mathematical connection ability. The population of this study was all junior high school students in Kabupaten Bandung Barat, while the sample was one of junior high school at Kabupaten Bandung Barat.The experimental class obtained learning with the Geogebra software-assisted metaphorical thinking approach, and the control class gained regular learning. The data obtained from the results of the normalized gain test, which were processed through normality tests, and Mann-Whitney test using IBM SPSS 23. The results of the study showed that the achievement of the two classes was still in the moderate category, although the increase in mathematical connection ability between students get learning using the GeoGebra software assisted metaphorical thinking approach is significantly better than students who get regular learning.

Keywords
Connection Ability, metaphorical thinking, geogebra

Topic
Mathematics Education

Link: https://ifory.id/abstract/UBXvE9RdKPGh

Corresponding Author
Yenita Roza

Institutions
Mathematics Education
Universitas Riau

Abstract
In general, teachers have a good knowledge and familiar with the stages of various learning models. This can be seen in the stages compiled in the learning implementation plan (RPP) they design. However, in the implementation the teacher has not implemented learning model according to the planned stages. This study aims to develop learning videos to be used as a reference for teachers in implementing a problem-based learning model (PBL). Video development is done by using a 4-D model with stages of Define, Design, Develop and Dissemination. The teacher as the model in this video is a mathematics teacher who has experience in teaching and being trained to implement the PBL model. The video shows the stages of learning with the PBL Model which is complemented by the text that appears as a guide at each stage carried out by the teacher. This video was shown to the teacher through the FGD, the teacher was given a questionnaire to provide responses to the videos they were watching. The teacher provides input from aspects of the format, content and language used. The average score from the results of the questionnaire is 3.8 in scale 4. All teachers stated that this video greatly helped them in preparing for the implementation of the problem-based learning model.

Keywords
PBL, Learning Model, Video

Topic
Mathematics Education

Link: https://ifory.id/abstract/FWqHLjmB6v3G

Corresponding Author
Wulandari Augina Rahmawan

Institutions
a) Faculty of Education, Indonesia University of Education, Setiabudhi Street. 229th, Bandung, Indonesia
b) Faculty of Social Education, Indonesia University of Education, Setiabudhi Street. 229th, Bandung, Indonesia
*wulanaugina[at]student.upi.edu

Abstract
Other ideas from the use of plastic waste can be produced, especially the unused bottle caps by using them as abacus learning media for mathematical counting operations made of bottle caps. Abacus is an ancient calculating device made of wooden frame with beads that can be shifted. So we made an abacus with a plastic bottle cap called SEMATOL (Abacus Bottle Caps). Abacus is a medium that makes it very easy to understand the understanding of children about counting operations and makes it easier for teachers to deliver material messages to be delivered to students in class.

Keywords
Sematol, mathematics learning media

Topic
Mathematics Education

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

Corresponding Author
Ardhi Sanwidi

Institutions
Universitas Nahdlatul Ulama Blitar

Abstract
This study aims to produce lesson plan that are valid, practical, and effective with the help of Lectora Inspire learning media and Wingeom applications in shape material. This research is a development research using five stages (ADDIE), namely: the analysis stage (Analysis), design (Design), development (Development), implementation (Implementation), and evaluation (Evaluation). Based on the results of expert validation, the devices and media used in learning meet valid criteria with a percentage of 98%, as well as practicality in learning seen from the activities of lecturers and students where the first to last meetings continue increasing so that the devices and media used are practically practical. From the evaluation of effectiveness,it can be seen in the results of the preetest and posttest scores of students with a significant value of 10.81. From the results of the analysis, it can be said that the use of lectora and wingeom media in learning in geometry material is practical, valid and effective. The use of lectora media can make the study more interesting, and the use of wingeom applications makes it easier for students to abstract 3-dimensional construction on geometry material and makes it more real

Keywords
Lectora Inspire, Wingeom, Geometry Space

Topic
Mathematics Education

Link: https://ifory.id/abstract/AZwbMr2thf4B