Indonesia Conference Directory

Corresponding Author
Masyurah Muzaimah

Institutions
a) Magister of Mathematics Education, University of Lampung. Jl. Prof Brojonegoro No. 1, Bandar Lampung 35141, Indonesia
*masyurahmuzaimah[at]yahoo.co.id
b) Department of Mathematics and Sciences Education, niversity of Lampung. Jl. Prof Brojonegoro No. 1, Bandar Lampung 35141, Indonesia

Abstract
Abstract. This descriptive research aims to figure out students reflective thinking ability at the quadrilateral material. The subjects of this research were SMP students involving 32 seventh grade students at SMP Muhammadiyah 3 Bandar Lampung. The Data was taken through reflective thinking ability test which consists of 4 math story problem that involved 3 indicators of reflective thinking, namely reacting, comparing, and contemplating. In order to obtain a comprehensive description related to the ability of reflective thinking students, the data was qualitatively and quantitatively analysed. The result of the research shows that students reflective thinking ability are still not optimal. It can be seen from the majority of students who still get difficulties in building a deep self-understand of problem, inability to deliver what has been understood in a certain reason, as well as inability in concluding a proper answer.

Keywords
Reflective Thinking; Reflective Thinkingg ability; Mathematical Stories

Topic
Mathematics Education

Link: https://ifory.id/abstract/JTGPERacz2Hh

Corresponding Author
Dwika Ananda Ayu Rahmawati Sinaga

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

Abstract
Reflective thinking skill has an important role in solving mathematical problems. Reflective thinking skills can be applied in many topics in mathematics, including trigonometry. This study aims to analyse the students- reflective thinking skills used qualitative method. The steps of this studies are developing reflective thinking test and reflective thinking questionnaire, asking students to do the test and fill out questionnaire, and analysing the results of students- answer and students- questionnaire. The subjects of this study were six students at the eleventh grade (15-16 years old) senior high school in Pekanbaru, Riau Province. The analysis of the study showed from the stages of reflective thinking skills, there are reacting, comparing, and contemplating. The results of this study indicate that students- reflective thinking skills are high level, medium level, and low level. The analysis of this study can be used as material to make learning design to suporting students- reflective thinking skills.

Keywords
Reflective thinking skills

Topic
Mathematics Education

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

Corresponding Author
NURJANAH NURJANAH

Institutions
(1) Program Studi Pendidikan Matematika, Universitas Islam Nusantara, Jalan Soekarno-Hatta No 530, Bandung 40286, Indonesia.
(2) Program Studi Pendidikan Matematika, Universitas Pendidikan Indonesia. Jl. Dr. Setiabudi 229, Bandung 40154, Indonesia.

Abstract
This research aims to describe students- thinking process in solving the problem of negation of compound statement, especially conjunction and disjunction. By using descriptive explorative research students- thinking process was analyzed based on APOS theory. The subjects of this research are 9 students of freshman which in joining the Logic and Set Theory course in one of universities in Bandung. The data was collected by test, observation, and interview. Based on research findings, researchers conclude particularly in each of mental constructions phases of APOS, in: action, process, object, and scheme phases precisely. The action was formed almost perfectly on all students, except for a student in low category. Interiorization of action into a process does not occur only for a student in low category, while in other students it is perfect or imperfect. Thereafter, at the object phase, a student in high category performs the encapsulation and de-encapsulation processes perfectly, while there are two students in low category who can-t do the two processes and the other students do those processes with some mistakes. Finally, there are two students in low category and a student in medium category such that can-t organize action, process, and object to build scheme.

Keywords
thinking process, negation, APOS theory

Topic
Mathematics Education

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

Corresponding Author
Wahyu Setiawan

Institutions
Program Studi Pendidikan Matematika
Institut Keguruan dan Ilmu Pendidikan Matematika Siliwangi
Jalan Terusan Jenderal Sudirman Cimahi 40526
*kakwahyu3[at]gmail.com

Abstract
This study aims to analyze students mistakes in solving algebraic questions and to find out the opinions of students about the interest in learning mathematics. The research approach taken is qualitative with descriptive method. The instruments used consisted of problem solving questions and interview guidelines. Tests carried out by students are given a score and an analysis of error answers is carried out. The study was conducted on class VIII students in one of the Public Middle Schools in West Bandung Regency. The tests carried out include several stages, namely the understanding stage, the transformation stage and the process skill stage. The results of the study show that most students have difficulty working on question number 3 with process skill indicators. After interviews, students said they did not understand the algebraic concept well and how to transform the problem into algebraic threads. So that it can be concluded that the error of class VIII students in one of the State Junior High Schools in West Bandung in solving algebraic form problems is in the lack of understanding the basic concepts of algebra. It is suggested that the learning process should use learning strategies that can improve students understanding of the basic concepts of matter. However, 61.38% of students have positive opinions on mathematics.

Keywords
Analysis of student errors, student opinions, problem solving

Topic
Mathematics Education

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

Corresponding Author
Dini Asri Kusnia Dewi

Institutions
Indonesia University of Education

Abstract
Many people assume that addition and subtraction are simple calculations. However, some studies in Indonesia reveal that students still experience some problems associated with it, such as the carrying method in addition and borrowing method in subtraction. In terms of learning, when referring to Brunners theory, the presentation of the textbook does not provide an explanation of how to calculate using the iconic representation. Of all these things, it is important to be able to know the way students think that this depends on the mental model. However, because the mental model is an internal representation then the effort that can be done is analysis them through representation. Therefore, this study was conducted through tests and interview for students, also interviews for teachers. The field survey results show a tendency in selecting the type of representation. In addition, this paper will also be presented a representation of the mental model of a student.

Keywords
Mental Models, Representation, Addition, Subtraction

Topic
Mathematics Education

Link: https://ifory.id/abstract/FBT7UzgnLJrc

Corresponding Author
Martin Bernard

Institutions
a) Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia
*sitiruqoyyah13[at]gmail.com
b) Fakultas Pendidikan Matematika dan Sains, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

Abstract
This research was motivated by the low mathematical problem-solving abilities and learning motivation of elementary school students. This study aims to examine the achievements and enhancements and associations of mathematical problem-solving abilities and learning motivation of elementary school students by implementing Discovery Learning assisted by Adobe Flash-based teaching aids. This research is a quasi-type experiment with the design of One Group Pretest-Posttest Design. The population in this study were all grade V elementary school students in Cimahi City, while the samples were determined using purposive sampling technique obtained samples namely SD Cibabat Mandiri 3 in class V. The instruments used consisted of tests of problem-solving skills and learning motivation. The results showed that (1) There were achievement and improvement in mathematical problem-solving abilities and learning motivation of elementary students by implementing Discovery Learning assisted by Adobe Flash-based teaching aids; (2) Students who get learning by implementing Discovery Learning assisted by Adobe Flash-based teaching aids to see elementary students mathematical problem-solving skills and learning motivation, are increasingly growing their positive attitude and enthusiasm for learning mathematics; (3) Students who get learning by implementing Discovery Learning assisted by Adobe Flash-based teaching aids are increasingly active in participating in learning, giving rise to high motivation and interest in learning.

Keywords
Adobe flash, Discovery Learning, Mathematical Problem Solving Ability, and Learning Motivation

Topic
Mathematics Education

Link: https://ifory.id/abstract/AacWF9eL28ux

Corresponding Author
Martin Bernard

Institutions
a) Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jendral Sudirman, Cimahi 40526, Indonesia
*sitiruqoyyah13[at]gmail.com
b) Fakultas Pendidikan Matematika dan Sains, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jendral Sudirma, Cimahi 40526, Indonesia

Abstract
This study aims to examine the achievement and improvement of metacognitive abilities and mathematical dispositions of elementary students in terms of Higher Order Thinking Questions by applying VBA MS-based applications. Excel. This research is a quasi-type experiment with the design of One Group Pretest-Posttest Design. The population in this study were all fifth-grade elementary school students in Cimahi City, while the sample was determined using a purposive technique. The instrument used consisted of tests of metacognitive abilities and mathematical dispositions. The results showed that (1) There were achievement and improvement in metacognitive abilities and mathematical dispositions of elementary school students in terms of Higher Order Thinking Questions by applying VBA MS-based applications. Excel; (2) Students who get learning by applying VBA MS-based applications. Excel to see the metacognitive abilities and mathematical dispositions of elementary school students viewed from the Higher Order Thinking Questions, grew a positive attitude towards mathematics; (3) Students who get learning by applying VBA MS-based applications. Excel is increasingly active in learning, giving rise to high motivation and interest in learning.

Keywords
Metacognitive Ability, Mathematical Disposition, and VBA-Based Applications Excel

Topic
Mathematics Education

Link: https://ifory.id/abstract/N6htvBJeAyGD

Corresponding Author
Nia Gardenia

Institutions
a)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
b)Departemen Pendidikan Matematika, Universitas Indraprasta PGRI, Jl. Nangka No. 58C (TB. Simatupang), Tanjung Barat, Jagakarsa, RT.5/RW.5, Jakarta Selatan, DKI Jakarta 12530, Indonesia
c)Departemen Pendidikan Matematika, Universitas Pasundan, Jl. Tamansari No. 6-8, Tamansari, Bandung Wetan, Kota Bandung, Jawa Barat 40116, Indonesia

Abstract
This study aims to obtain an overview of the adaptive reasoning abilities of students who get mathematics learning through the Problem Based Learning approach with Probing-Prompting techniques compared to students who get conventional learning. The subjects in this study were eighth grade students of SMP Negeri 3 Lembang, West Bandung Regency. The problems underlying this research include the adaptive reasoning ability of students in Indonesia is still low so innovation is needed in learning that can develop students adaptive reasoning abilities. This research is a quasi-experimental research. Data obtained through research instruments in the form of tests and non-tests. Data analysis was carried out quantitatively. Quantitative analysis was performed by calculating the N-gaint using the normality test, and the Mann-Whitney U test. The results showed an increase in students adaptive reasoning abilities in both groups, an increase in the adaptive reasoning abilities of students who obtained mathematics learning through the Problem Based Learning approach with Probing- Prompting is better than students who get conventional learning.

Keywords
problem based learning approach, probing-prompting technique, adaptive reasoning ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/LWtvqBb2VTQx

Corresponding Author
Mia Audina Musyadad

Institutions
a) Mathematics Education, School of Postgraduated Studies, Universitas Pendidikan Indonesia
b) Mathematics Education Departement. Universitas Pendidikan Indonesia

Abstract
The purpose of this study was to show learning with REACT strategies was able to improve the mathematical communication skills of junior high school students. The method used in this study is the study of literature. Articles on communication skills and REACT strategies are collected and reviewed. Information obtained from the article is then compiled into a writing. The results of this study indicate that the REACT strategy can improve the mathematical communication skills of junior high school students.

Keywords
REACT Strategy, Communication Skills

Topic
Mathematics Education

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

Corresponding Author
Sonya Fanny Tauran

Institutions
1) Departement of Mathematics Education, Universitas Advent Indonesia, Jl. Kol.Masturi No. 288 Parongpong, Bandung Barat. Indonesia. E-Mail: fanny_tauran[at]yahoo.com
2) Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, Indonesia.
3) Departement of Mathematics Education, SPs Universitas Pasundan, Jl. Sumatera No. 41 Bandung , Indonesia.

Abstract
The purpose of this study was to determine the mathematical reasoning achievement and enhancement of students. The population was eighth grade students in West Bandung, and the sample was eighth grade students from two schools (public and private school). Even the two schools were taken as two classes as the experimental group and the control group. The two average difference -test is used in data analysis. The results showed that 1) the mathematical reasoning enhancement of students who acquire ARCS motivation model with contextual approach was better than the students who acquire conventional learning; 2) there were different enhancement of students mathematical reasoning based on the classification of type of school and gender.

Keywords
ARCS, Contextual,Mathematical Reasoning, Type of school, gender

Topic
Mathematics Education

Link: https://ifory.id/abstract/yB36KnpduAb7

Corresponding Author
Reni Susanti

Institutions
Universitas Muhammadiyah Malang

Abstract
This study aims to describe the application of a scientific approach using guided inquiry and see the level of critical thinking skills of students in Social Statistics courses. This type of research is descriptive with a qualitative approach. Data collection methods in This study uses observations and tests. Data obtained from 60 students. The results showed that the application of the scientific approach using guided inquiry in Social Statistics courses can be carried out following the learning steps that have been prepared with an average student activity of 80%. Student learning activities during learning are categorized as good, with details of activities observing, reasoning, trying and communicating the same category which is good, while the questioning activity is quite good. Students critical thinking skills as a whole are classified as very good, with details that are classified as high in the aspects of identifying the assumptions given, and in good categories on the indicator of revealing data/definitions/ theorems to solve problems and evaluating aspects in solving problems.

Keywords
guided inquiry, scientific approach, critical thinking

Topic
Mathematics Education

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

Corresponding Author
Martin Bernard

Institutions
a) Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia
*sukmamurni19[at]gmail.com
b) Fakultas Pendidikan Matematika dan Sains, Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

Abstract
This study aims to determine the increase in verbal-linguistic intelligence of elementary students in solving mathematical problems by applying mathematics learning based on VBA PowerPoint (PPT) integrated with Science, Technology, Engineering, and Mathematics (STEM). The method used in this study was quasi-experimental One Group Pretest-Posttest Design carried out in one of the elementary schools in Cimahi City. Data collection was collected using pretest and posttest for verbal-linguistic intelligence in solving mathematical problems and student questionnaires on VBA PPT and STEM. Based on data analysis of verbal-linguistic intelligence students in solving mathematical problems experienced a significant increase with VBA PPT-based learning integrated with STEM. The overall response of the students showed that almost all students stated that they were very happy with ICT-based learning such as VBA PPT integrated STEM, and they were more interactive and very memorable to gain experience following the stages of learning given to create high motivation and interest in learning.

Keywords
Verbal-Linguistic Intelligence, VBA PowerPoint, Science, Technology, Engineering, and Mathematics

Topic
Mathematics Education

Link: https://ifory.id/abstract/DVeY2TZUxtuw

Corresponding Author
Shelly Morin

Institutions
(1) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia budhi No.229, Bandung 40154, Indonesia
(*) shellymorin96[at]upi.edu

Abstract
This study aims to obtain an overview of teacher difficulties in carrying out mathematical learning assessments based on the 2013 curriculum. The method used in this study was qualitative descriptive. The research subjects were mathematics teachers in three schools in Bandung. Based on the results of the study, in the planning stage, it finds that teachers are lack the evaluation format and less preparation in making learning instruments. In the stage of implementation, the teachers have difficulty in doing assessment because they do not understand whether assessment formats had been made by them in accordance with the 2013 curriculum. Teachers are also have difficulty dealing with the time for conducting the entire assessment process. In the stage of making report, the teachers have difficulty in comprehending the meaning of the report results presented in some forms, like in the form of numbers, letters, and descriptive.

Keywords
mathematic assessment; 2013 curriculum

Topic
Mathematics Education

Link: https://ifory.id/abstract/Bpzekc47LxQP

Corresponding Author
Harry Dwi Putra

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

Abstract
Mathematical reflective thinking skills and self-regulated learning are very important for high school students. It is necessary to study the association between mathematical reflective thinking skill and self-regulated learning. The study was conducted on 112 high school students in Cimahi. The research instruments consisted of a reflective thinking skill test and a self-regulated learning scale. The association uses the Pearson-Chi Square test and contingency tables. To find out the degree of association between critical thinking skills and self-regulated learning using the contingency coefficient (C) compared to Cmax. The results of the study indicate that Asymp. Sig. Pearson Chi-Square obtained is 0,00 smaller than the significant level of 0,05 so that it can be stated that there is an association between reflective thinking skills and self-regulated learning in high school students. The contingency coefficient (C) is 0,61 while the Cmax value is 0,83 so that the association degree (r) is 0,73 in the interval which is classified as high criteria. Students who have high mathematical reflective thinking skills will also have high self-regulated learning.

Keywords
Mathematical Reflektif Thinking Skills; Self-Regulated Learning; Senior High School Students; Association

Topic
Mathematics Education

Link: https://ifory.id/abstract/rxf3uVU8gw4e

Corresponding Author
Afian akhbar mustam

Institutions
1) Faculty of Science and Mathematics (FSM), Sultan Idris Education University, Malaysia.
2) Institute of Teacher Education Temenggong Ibrahim Campus
3) Institute of Teacher Education Bahasa Melayu Campus

Abstract
Statistics is increasingly being recognized as a necessary component in many colleges, universities and teacher training programs. The importance of this component of mathematics is essential to bettering one-s economic prospects, gaining employment, keeping employment, and obtaining better employment. The main objective of this study was to determine the attitude of pre-service teachers towards statistics. This study also aimed to investigate the relationship between attitude towards statistics with gender, major and campus respectively. The participants comprised of 80 undergraduates from the Institute of Teacher Education (IPG) who were enrolled in the preparatory programme for the bachelor-s degree in education; whereby, they need to undertake the Basic Statistics Course. They consisted of 3 main majors, namely, Malay Language; Physical Education and Health; and Design and Technology from two campuses which are Bahasa Melayu Campus and Temenggong Ibrahim Campus. The Survey of Attitudes toward Statistics (SATS 36) which was translated into Malay language and contains 36 items that assess six constructs (r=.827) was used to answer the main objective of this study. The study found that the attitude of pre-service teachers towards statistics were ranked medium (3.437). In order to address the second objective of this study, the Spearman correlation test using SPSS was employed to analyse the data collected through the SATS 36 questionnaire. The analyses indicated a very weak correlation between attitude toward statistics and gender (r=.048;p=.672), major (r=.153;p=.174) and campus location (r=.074;p=.514) respectively, which were not statistically significant.

Keywords
Attitude , Pre-service Teacher, SATS-36, statistics

Topic
Mathematics Education

Link: https://ifory.id/abstract/JNktmgjHBw2V

Corresponding Author
Wahyu Widada

Institutions
Postgraduate Mathematics Education Program, Universitas Bengkulu, Indonesia

Abstract
Geometry becomes a difficult subject for students. The abstract object was one of the factors. Therefore, more concrete learning media were needed. One of them was augmented reality assisted by GeoGebra. The purpose of this study was to determine the ability to understand the geometrical concepts of high school students through augmented reality learning assisted by GeoGebra. Treatment was given to students through learning using GeoGebra-assisted augmented reality. This was a quasi-experimental study with a pre-test post-test control group design. This research instrument was a test of the ability to understand the concept of geometry. The test was used to measure students initial abilities, and this was referred to as a covariate. Also, to measure the ability to understand concepts after students follow augmented reality learning assisted by GeoGebra. Data were analyzed by covariate analysis (ANCOVA). The results of this study were F = Fo (A) = 9,150 with p-value = 0,000 <0,005. That means, there were differences in the average ability to understand the concept of geometry between those taught with augmented reality assisted by GeoGebra and conventional controlled by covariates. Other results show that t = 6.723 with p-value = 0.000 <0.05. This shows that the ability to understand the geometry concepts of students taught with augmented reality assisted by GeoGebra was higher than students who were taught conventionally after controlling for covariates. The conclusion was that the ability to understand the concepts of geometry through GeoGebra-assisted augmented reality learning was better than students taught with ordinary learning.

Keywords
augmented reality, geogebra, geometry

Topic
Mathematics Education

Link: https://ifory.id/abstract/MREUpaLVu6Y9

Corresponding Author
Irham Taufiq

Institutions
(a) Universitas Sarjanawiyata Tamansiswa Yogyakarta
*irham.taufiq[at]ustjogja.ac.id
(b) SMAIT Abu Bakar Boarding School Kulon Progo

Abstract
The binomial distribution is one of the discrete probability distributions that the application is easy to found in everyday life. Therefore, now, binomial distribution began to be introduced in mathematics learning at senior high school. The problem is the literacy provided by schools does not optimize the concept of binomial distribution itself. This research is a descriptive analysis that aims to describe the problems in one of the books in senior high school with the subject is binomial distribution. Based on the analysis that has been done, there are several problems, such as (1) the discussion scheme is less structured and there are several important concepts that are not given; (2) the description of statistics on the binomial distribution is less detailed (in this case mean and variance). The results of this analysis are expected to be one of the references for book developers to create books with discussions that optimize students conceptual understanding, especially in binomial distributions.

Keywords
binomial distribution, learning trajectory, learning literacy

Topic
Mathematics Education

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

Corresponding Author
Sri Adi Widodo

Institutions
1. Universitas Pendidikan Indonesia
2. Universitas Sarjanawiyata Tamansiswa

Abstract
The purpose of this article shows that sociomathematical norms can be raised through learning media. Sociomathematical norms are social norms related to problem-solving in mathematics learning. Sociomatematic norms can be formed from interactions between students or teachers in learning mathematics so that the culture of mathematics can be formed in a group or the class community at school. This preliminary study is not to create learning media that can improve the norms of sociomathematical but can only utilize conceptual by comparing various literature related to social norms, sociomathematical norms, and learning media. Theoretically, using visual media can improve sociomathematical norms, so that mathematical culture in the class can be formed. This is because visual learning media can be used by students to interact with the surrounding environment. In this regard, the teacher needs to prepare visual learning media to help mathematics learning so that the mathematics culture in the class can be formed.

Keywords
Sociomathematical Norms; Learning Media

Topic
Mathematics Education

Link: https://ifory.id/abstract/zQ8x6BM4JLAj

Corresponding Author
Wati Susilawati

Institutions
UIN Sunan Gunung Djati Bandung

Abstract
The rapid advancement of the latest technology, the absence of interactive multimedia in schools and the inferior ability of students mathematical representation creating an alternative breakthrough in developing Android-based learning applications. The purpose of the research is to improve the ability of students mathematical representation through Android Challenge Based Learning. The quasi-experimental examination held at the Madrasah Aliyah Negeri II Bandung. It involved 79 students, 39 experimental classes and 40 control classes. The findings indicated that there an increased ability of mathematical representations of students with Android-based Challenge Based Learning than students in the regular class. There was no difference in the performance of mathematical representation between students with Challenge Based Learning based on Android and conventional learning based on Early Mathematics Knowledge in the High, Medium and Low categories. Challenge based learning based on android facilitated the process of conflict, discovery, social interaction, and reflective processes of students so that the ability of mathematical representation is improved while the material easily understood and exciting.

Keywords
android app, challenge-based learning, mathematical representation

Topic
Mathematics Education

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

Corresponding Author
Hani Nurhasanah

Institutions
Universitas Pendidikan Indonesia

Abstract
The purpose of this study is to describe the results of the analysis of Ways of Thinking (WoT) and Ways of Understanding (WoU) of students in solving vector problems based on Harel-s Theory. The analysis carried out was related to Harels Theory and clinical interview based on Interview Communication Map (ICM). The subjects in this study were 50 high school students in Bandung, West Java, Indonesia. This study used qualitative research. The process of collecting data was through literature studies, observations, tests, and interviews. The results found that WoT and WoU of students influence each other. The way of thinking affects students- understanding about a concept which later will influence the way students think in solving mathematical problems. Each category of WoT and WoU was influenced by external factors and internal factors. External factors were the instructional principles mentioned by Harel, while internal factors were local necessity which include self-motivation. So that, WoT and WoU of students in solving vector problems is related and affect each other and also they have unique characteristics.

Keywords
instructional principles, interview communication map, self-motivation, Harel-s Theory, ways of thinking, ways of understanding, vector

Topic
Mathematics Education

Link: https://ifory.id/abstract/jNH8xF2apk9D

Corresponding Author
Yohanes Hariaman Nada

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

Abstract
Facts in the field show that there are still many students who have difficulty in understanding concepts of algebra and have a low ability in algebraic thinking. One of the factors that influence the situation is because students find it difficult to change their thinking processes from arithmetic thinking to algebraic thinking. Students who are accustomed to operating in arithmetic terms of reference tend not to see the relational aspects of operations, but their focus is on calculations. The purpose of this study was to analyze the characteristics of students mathematical representation in solving problems related to algebraic thinking. This research is a qualitative research conducted on 6th grade students of elementary school and 7th grade students of junior high school. Based on the analysis of the results of written tests and interviews, it was found that elementary and high school students have similarities and differences in the mathematical representations they use to solving algebraic thinking problems. In addition, the researcher found that both elementary school students and junior high school students tended to use a combination of several representations to express mathematical ideas found in the problem.

Keywords
Mathematical representation; algebraic thinking; algebraic thinking problems.

Topic
Mathematics Education

Link: https://ifory.id/abstract/UrP6ZB2gmTkM

Corresponding Author
Bima Gusti Ramadan

Institutions
a) IKIP Siliwangi, Jalan Terusan Jenderal Sudirman Cimahi, Cimahi Tengah, Cimahi

Abstract
This study aims to analyze the links between students cognitive stages and creative thinking skills and mathematical learning interests. This study involved 36 11th grade students, test of logical thinking (TOLT), a description of the creative thinking ability (CTA), learning interest scale (LI). Based on TOLT, the study found the cognitive stage distribution of students as follows: 30% of students were in the formal stage, 25% were transitional stages, and 45% were concrete stages. In addition, the researchers found, overall in CTA and LI students achieve quality at a fairly good level. Judging from the cognitive stage of students, the quality of CTA and LI students in the formal and transition stages is classified as a fairly good level, and concrete students achieve the quality of CTA and LI at moderate levels. In addition to completing the CTA tasks, concrete students experience more difficulties while the students in the transition stage and the formal stage experience a little difficulty. Another finding is that there is no association between CTA and LI. Overall, the findings relate to the cognitive stage, the quality of the CTA and LI students based on their cognitive stages according to the childs Cognitive Development Theory.

Keywords
Cognitive Stage, TOLT, Creative Thinking, and Learning Interest Mathematics.

Topic
Mathematics Education

Link: https://ifory.id/abstract/yDZPbLQ2vVjw

Corresponding Author
M Hafiz

Institutions
a) Program Studi Pendidikan Matematika, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Jl. Ir. H. Djuanda No. 95 Tangerang Selatan 15412, Indonesia
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
Mathematical literacy is an individual-s capacity to formulate, employ and interpret mathematics in a variety of contexts. The purpose of this study was to review the comparison of enhancement in mathematical literacy between students who received problem-based learning and other group of students who received guided discovery learning based on a) initial mathematical ability in overall b) level of initial mathematical ability (high, medium, and low). This research was conducted at a junior high school in Jakarta. The method used in this study was quasi-experimental with 66 students as the samples. The instrument used to collect the data was mathematical literacy test. The results of this study are: 1) enhancement in mathematical literacy between the students receiving problem-based learning was higher than the students who received guided discovery learning based on initial mathematical ability on overall and those who started on medium level of ability, 2) enhancement in mathematical literacy between the students receiving problem-based learning is not higher than the students who received guided discovery learning based on high and low level of initial mathematical ability.

Keywords
Problem based learning; Guided discovery learning; Mathematical literacy; Initial mathematical ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/T4RUM2dHaG3J

Corresponding Author
Ensiwi Munarsih

Institutions
(a)Institute of pharmacy Bhakti Pertiwi Palembang
Jl.Ariodilla III No.22A Palembang
*ensiwi.munarsih[at]gmail.com
(b) Indo Global Mandiri University
Jl. Jend. Sudirman KM 4,5 Palembang

Abstract
Dengue fever is an acute disease caused by the dengue virus. Dengue fever is still a public health issue in major cities in Indonesia, one of which is Palembang. Based on the profile done by Palembang City-s Public Health Office in 2017, dengue fever cases in the area from year to year tend to fluctuates. To get the overview of the number of dengue fever cases in the upcoming years, time series forecasting methods are used, namely the Exponential Smoothing method and the Autoregressive Integrated Moving Average (ARIMA) method. Afterward, the results of predictions from the two methods are compared. Forecasting using the ARIMA method gives the smallest MSE and MAE results of 108077,877 and 172,424, respectively, compared to the Exponential Smoothing method. This means that the ARIMA method is better at predicting the number of dengue fever cases in Palembang in the coming years.

Keywords
Number of Cases of Dengue fever, MAE and MSE

Topic
Mathematics Education

Link: https://ifory.id/abstract/VZHXD23UCAWw

Corresponding Author
Asep Ahmad Sehabudin

Institutions
IKIP SILIWANGI

Abstract
Each teacher in the school almost shows a role that seems more dominant than the participation of students in the teaching and learning process. The atmosphere makes students less active and less opportunities to develop self-creativity and make them continue to depend on the teacher and others. Whereas in the context of facing competition in the present era, qualified and highly skilled human resources are needed, able to work together and dare to compete. This study tried the Group Investigation (GI) type of cooperative learning model. This model prepares students to be in groups and work together both with group friends and other friends so that they are motivated to learn more actively. This research is an experimental study using two groups of students. One group as the experimental group and the other group as the control group. The purpose of this study is to compare the mathematics learning achievement of students who get conventional GI type cooperative learning models. The population is all seventh grade students at Caringin 1 Public High School, while the research sample is two classes of four VII classes at Caringin 1 Public High School. The instrument in this study is a form of seven questions. The results of the study on the final test were obtained, the value of tcount = 6.17 by taking the significance level of 1% and db = 30 + 32 - 2 = 60, then obtained t table = 2.39. It turns out that tcount = 6.17> t table = 2.39, this means H0 is rejected. So it can be concluded that student learning achievement in mathematics subjects that learn to get the GI type cooperative learning model is better than students who get conventional learning models. Received at 1% significance level.

Keywords
Cooveraitive Learning, Investigation Group, Convensional Learning Model

Topic
Mathematics Education

Link: https://ifory.id/abstract/hPbaVjr8NmZA

Corresponding Author
Fiki Alghadari

Institutions
(a) Mathematics Education, STKIP Kusuma Negara Jakarta
Jalan Raya Bogor Km. 24 Cijantung, Indonesia
alghar6450[at]gmail.com

Abstract
There has been more than one the solving process of the problem sometimes. It has been named an open-ended context when related to an approach, and in this study purposed to use a geometric-function problem for analyzing each process that was experienced a student when they were conceptualizing the completion. Three students purposively who was a sample is registered by the senior high school in a science program at the region of West Jakarta, Indonesia. Student solved the problem in this explorative study, there were two choices of completion ways actually, technical or conceptual, but they used the procedural technique operational. Two conceptualizing process in solving the problem, it was constructing the algebraic representation of the function and organizing concepts. But, there is only one between the other where was effective and efficient of the process based on the perspective of the management theory. The first process was efficient by recognizing the function in algebraic and graphic representation. But, the second process affected the solution ineffective because all three students have been miss controlling the domain function concept even though it is a resource. So, an effective and efficient for learning is when students involving more conceptual knowledge.

Keywords
Conceptualizing, Geometric-Function, and Metacognitive

Topic
Mathematics Education

Link: https://ifory.id/abstract/unAF9kDHX4R2

Corresponding Author
Supratman -

Institutions
Universitas Siliwangi

Abstract
This study aims to reveal divergent and convergent thinking due to conjecturing via analogical reasoning. Revealing divergent and convergent thinking was carried out by the exploration of 67 eighth grade students of Tasikmalaya State Middle School through problem-solving open questions of analogy. With the think-aloud method that is equipped with unstructured interviews, verbal data is obtained relating divergent thinking and convergent thinking. Students with divergent thinking are able to produce new ideas that are often associated with creativity, while people with types of convergent thinking are able to analyze ideas and be associated with their ability to solve problems (problem-solving).

Keywords
conjecturing via anlogical reasoning, divergent thinking, convergent thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/NQ8BgGFMhPwU

Corresponding Author
YONI SUNARYO

Institutions
Departemen Pendidikan Matematika, Universitas Galuh, Jl. R.E Martadinata No. 150 Ciamis 46274 Jawa Barat, Indonesia
*sunaryoyoni[at]gmail.com

Abstract
This study aims to determine the improvement of student-s critical thinking abilities through a contextual approach with scaffolding. This study is a quasi-experiment in a senior high school in Ciamis, Indonesia. The sample is class XI taken by cluster random sampling technique to get the experimental class and the control class. The improvement of students mathematical critical thinking skills is obtained by doing pretest and posttest in the experimental class and the control class. The test used is a matter of mathematical critical thinking skills that were previously tested. The results showed that the comparison of the increase in student-s critical thinking abilities through a contextual approach was better than the students in the control class. The novelty of this research is the contextual approach that presents problems in the context of student life combined with scaffolding that adapts the zone of proximal development to students. These actions have an impact on improving the mathematical thinking ability of the majority of students in the high category.

Keywords
Contextual approach, scaffolding, mathematical critical thinking

Topic
Mathematics Education

Link: https://ifory.id/abstract/hnVLZcCHuKy2

Corresponding Author
Irfan Muhafidin

Institutions
Universitas Pendidikan Indonesia

Abstract
This study aims to analyze the completion of contextual math problems of deaf children based on Montague stages. this research is descriptive qualitative research. the data collection technique is in the form of tests, questionnaires, and interviews. The subject of this study was deaf class XI students in one of the Special Schools (SLB-B) in Kuningan, Indonesia. The results of this study are the students ability to solve contextual math problems from 7 students namely one student has the ability to solve contextual math questions in good categories, three students in sufficient categories, and three others in the low category.

Keywords
Contextual Mathematical Questions, Qualitative, Montague Stages

Topic
Mathematics Education

Link: https://ifory.id/abstract/PNcLD3HtTBnd

Corresponding Author
HENDRAWANTO HENDRAWANTO

Institutions
a)Magister Mathematics Education of Post Graduate at IKIP Siliwangi Bandung
Jl. Terusan Jenderal Sudirman, Cimahi 40526, Indonesia

Abstract
The purpose of this experiment was to analyze contribution of discovery learning and peer teaching (DL-PT) on student-s mathematical critical thinking (MCT) and self confident (MSC). The experimental took pretest-postest control group design and involved 72 eleventh grade students, a MCT test, a MSC scale, and perception on DL-PT and on DL scales . The study found that on MCT and its N Gain, students getting treatment with DL-PT attained better grade than students taught by DL alone; even if both student-s grades were at medium level, and students realized difficulties on examining the truth of enumeration process and on proving problem. On MSC, there was no different student-s grades between students taught by DL-PT and by DL alone and those grades were at medium level. In addition, there was no association between MCT and SCM, students learned actively during DL-PT and DL and students performed positive opinion on DL-PT and on DL

Keywords
mathematical critical thinking, mathematical self confident, discovery learning and peer teaching.

Topic
Mathematics Education

Link: https://ifory.id/abstract/fbFd7t3Re2jv