Indonesia Conference Directory

Corresponding Author
Desi Andriani

Institutions
Postgraduate Mathematics Education, Universitas Bengkulu, Jl. W.R. Supratman, Bengkulu 38371 Indonesia

Abstract
Mathematics was a difficult subject for students. A learning approach was needed that makes students learn meaningfully. This was an approach based on local culture and personality. The personality approach was a balance between worldly values and religion. The purpose of this study was to examine the contribution of learning approaches and school culture to the ability to understand mathematical concepts of students of TERPADU Islamic Schools in Bengkulu, Indonesia. The learning approach was "TERPADU" (Study, Elaboration, Formulate, Presentation, Application, Worldly, Ukhrowi). This was a survey research. The sample was chosen randomly from 120 students, from all students of Integrated Islamic Schools in Bengkulu as a population. It involves three latent variables, namely the learning approach, school culture, and the ability to understand mathematical concepts. The research instrument was a test of the ability to understand mathematical concepts, and two questionnaires. Both were learning approach questionnaires, and school culture questionnaires. Data were analyzed using Structural Equation Modeling and Confirmatory Factor Analysis. The results of this study were that the reliability of the learning approach variables, school culture, and the ability to understand mathematical concepts produce good values. All three variables have good consistency. There were 27% contribution of learning approaches to the ability to understand mathematical concepts, and the contribution of school culture was 23%. The conclusion was that there was a positive direct effect of the learning approach on the ability to understand mathematical concepts. Also, there was a positive direct effect of school culture on the ability to understand mathematical concepts. The "TERPADU" approach and school culture make a positive contribution to the ability to understand mathematical concepts.

Keywords
TERPADU approach, school culture, understanding mathematical concepts

Topic
Mathematics Education

Link: https://ifory.id/abstract/V8qQ94DAe3E7

Corresponding Author
Nurul Afifah Hasibuan

Institutions
a) Program Studi Pendidikan Matematika, Sekolah Pasca Sarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia.
*nurulafifah2018[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia.
*nurjanah[at]upi.edu

Abstract
This research aims to: 1) analyze the effect of self regulated learning (KB), mathematical disposition (DP) and habit of mind (HoM) on mathematical problem-solving ability (KMP); 2) Contribution value has given by KB, DP, HoM on KMP; and 3) identify the dominant factors to affect KMP. This research was conducted of grade 8 in one of private junior high school in North Sumatra, academic year of 2018/2019 with 32 participating students which were taken with cluster random sampling technique. The research instruments used in this included mathematical problem-solving ability test and questionnaires. Data was analyzed by Path Analysis. The Result showed 1) KB, DP, and HoM give a positive and significant effect on KMP; 2) Contribution value has given by KB, DP, HoM respectively are 24.26%, 5.8% and 13.32%; and 3) Factor which dominant to affect the mathematical problem-solving ability is self regulated (KB).

Keywords
Self Regulted Learning, Mathematical Disposition, Habit of Minds, Mathematical Problem-Solving Ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/e2L7rfcku9md

Corresponding Author
Siti Hindun

Institutions
Departemen Pendidikan Matematika, IKIP Siliwangi, Jl. Terusan Jenderal Sudirman, Cimahi, Indonesia
*e2rht[at]ikipsiliwangi.ac.id

Abstract
Self efficacy (SE) and mathematical critical thinking skills (MCTS) have been studied extensively. But study about the correlation of booth based on students cognitive stages (SCS) is rarely done. This study involved 25 students from seventh grade determined by purposive sampling technique in one of the schools in Cimahi. The instrument used the Longeot test, Test of Logical Thinking (TOLT), an Essay MCTS, and a scale of SE. Data analysis performed: percentage calculation, testing of mean difference, and correlations testing at a significance level of 5%. Based on the results and discussion it was concluded that, in general, the SCS classification of seventh grade students based on the Longeot Test and TOLT scores was obtained 24% of students were in the concrete stage, 68% of students were in the transition stage, and 8% of students were in the formal stage. This means that most seventh grade students are in the transition stage. There are differences in MCTS based on SCS. There is no difference in SE based on SCS. The relations of SE and MCTS based on SCS is not significant.

Keywords
Students Cognitive Stage (SCS), Mathematical Critical Thinking Skills (MCTS), Self Efficacy (SE)

Topic
Mathematics Education

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

Corresponding Author
Marzuki Marzuki

Institutions
1Program Studi Pendidikan Matematika, IAIN Langsa Jl Meurandeh, Langsa Lama, Kota Langsa, Aceh 24354.

2Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi, Bandung 40154, Indonesia.

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

Abstract
This study aims to obtain the explanation of mathematical creative thinking skills based on visual and kinesthetic learning styles from mathematical communication skills. The subject of this study is a collection of scores on mathematical creative thinking abilities, learning styles and mathematical communication skills of 26 students of the Laboratory High School UPI, tenth-grade (14 students of visual learning styles and 12 students of kinesthetic learning styles). This study is a comparative causal study. Analysis of data using ANCOVA because in this study involved one dependent variable namely the ability of interval-scale creativity and two independent variables namely category-scale learning style and interval-scale mathematical communication skills as well as covariates. The results of the study show that;1) there is a linear relationship between mathematical communication skills and creative thinking abilities, which that the assumption of ANCOVA is fulfilled;2) there are differences in creative thinking skills between students who have a visual learning style with students kinesthetic learning styles without regard to mathematical communication skills, and based on the average creative thinking abilities of students with kinesthetic learning styles higher than visual learning styles;3) there is a simultaneous influence between mathematical communication skills and learning styles towards creative thinking abilities.

Keywords
Creative Thinking Ability,Learning Styles and Mathematical Communication Skills

Topic
Mathematics Education

Link: https://ifory.id/abstract/gHZArxCW6K87

Corresponding Author
Mellawaty Mellawaty

Institutions
a) Departement of Mathematics Education, Universitas Wiralodra
b) Departement of Mathematics Education, Universitas Negeri Semarang

Abstract
The method in this study, Mixed Method Design with concurrent embedded strategy. This research was conducted mathematical creative thinking skills of students class VII-B of Indramayu State Middle School 1, Academic Year 2018/2019. Sampling technique used snowball sampling technique.There were three stages in this research, the first was designing learning process stage that consisted of syllabus, lesson plan, learning syntax and expert validated test items. The second was the implementation. It was conducted to see the students- respond and activity during the learning process. The third was evaluation stage. This was conducted to know the learning effectiveness. The result, it was obtained that (1) the learning design integrated Mathematical Habits of Mind (MHM) and Missouri Mathematic Project (MMP) consists of syllabus, lesson plan, learning syntax, students- worksheet and TKBKM were valid; (2) The respond of students and teacher were 82,9% good and happy to involve in the process of learning design that integrates Mathematical Habits of Mind (MHM) and Missouri Mathematic Project (MMP); (3) the learning that integrates Mathematical Habits of Mind (MHM) with Missouri Mathematics Project (MMP) learning is effective in improving mathematical creative thinking students with moderate categories.

Keywords
Mathematical Habits of Mind (MHM), Missouri Mathematics Project (MMP) learning model, Mathematical Creative Thinking Ability

Topic
Mathematics Education

Link: https://ifory.id/abstract/7FdywaxAB2XW

Corresponding Author
Putri Fitriasari

Institutions
a,b) Mathematics Education Study Program, University of PGRI Palembang
c) Mathematics Education Study Program, Sriwijaya University

Abstract
This study aims to train the creativity of mathematics education students in creating macromedia flash based instructional media through blended learning. Media is an important component in learning process which can help student to achieve learning objectives. In order to produce instructional media, creativity of teacher is needed so as to create innovative products. This research is using a descriptive quantitative research method with 28 students of class VIB mathematics education study program, FKIP University of PGRI Palembang. Data was collected by observation and performance test. The collected data from this research is analysed quantitatively descriptively. Based on the analysis of observation data, it is known that there are 22 and 6 students included in the category of very good and good respectively. In performance test, there are 20 students in very good category, 5 students in good category, 2 students in adequate category, and 1 student in poor category.

Keywords
creativity of students, instructional media, macromedia flash

Topic
Mathematics Education

Link: https://ifory.id/abstract/Y8WNJGVktKgy

Corresponding Author
Efuansyah Efuansyah

Institutions
STKIP PGRI LUBUKLINGGAU

Abstract
This study aims to describe the mathematical critical thinking skills of class VIII students through the development of Student Worksheets based on the Missouri Mathematics Project learning model using Think Talk Write strategies. This research was conducted at junior high school number 11 Lubuklinggau in the Even semester of the 2018/2019 school year with research population were all students of class VIII at junior high school number 11 Lubuklinggau. Data collection technique used was a test technique to measure students critical thinking skills on the material of Cubes and Cuboid. While the data analysis uses descriptive qualitative analysis. Based on the results of data analysis, it was found that the average percentage of students thinking abilities in class VIII was 76.97 and was in the Good category.

Keywords
Critical Thinking Ability, Missouri Mathematics Project Learning Model, Think Talk Write Strategy

Topic
Mathematics Education

Link: https://ifory.id/abstract/FQM7ugbR24cW

Corresponding Author
Sri Retnowati

Institutions
a)Departemen Pendidikan Matematika, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Indonesia
*sriretnowati919[at]gmail.com

Abstract
The 21st century fosters competition and challenges in various fields, including education. Various efforts have been made to improve the education quality in Indonesia; one of them is the implementation of education based on Science, Technology, Engineering, and Mathematics (STEM). Critical thinking is also an important thing for success in the 21st century. This study aims to describe the critical thinking profile of students in solving mathematics problems through STEM learning. The method is qualitative research. The subjects are three students with high, medium, and low ability. Test, interview, and documentation are employed as the technique of collecting data. The results reveal that the high-ability student is able to achieve all aspects of critical thinking and she actively participates in learning and teaching activities through the STEM learning model. The medium-ability student only fulfils a number of aspects. Meanwhile, the low-ability student can only fulfil the interpretation aspect and she does not actively participate in the learning process. The results are supported by the interview result with the students. They state that STEM learning is fun, give them an opportunity to think critically and facilitate them in understanding the lesson easily.

Keywords
critical thinking, STEM learning model

Topic
Mathematics Education

Link: https://ifory.id/abstract/KBrDW7zNEJkC

Corresponding Author
Bambang Eko Susilo

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

Abstract
This study aimed to describe critical thinking skills in integral calculus lecture based on mathematical dispositions. This research used descriptive exploratory methods with instruments: test, scale, observation, and documentation. Data was taken from 105 undergraduate students from the mathematics education study program at a university in Central Java. Critical thinking skills are determined by using four indicators: analyzing problems, concluding and giving explanation, evaluating, and choosing problem-solving strategies. The results showed that: (1) there are no students with high and moderate negative mathematical dispositions; (2) students with low negative mathematical dispositions have poor abilities in evaluating and choosing strategies, and marginally adequate abilities in analyzing and explaining; (3) students with low positive mathematical dispositions have marginally adequate ability in analyzing, adequate abilities in explaining and choosing strategies, and good ability in evaluating; (4) students with moderate positive mathematical dispositions have adequate abilities in explaining and choosing strategies, and good ability in analyzing and evaluating; and (5) students with high positive mathematical dispositions have good abilities in analyzing, explaining, evaluating, and choosing strategies. There was a tendency of increasing achievement on indicators of critical thinking skills based on mathematical dispositions.

Keywords
Critical thinking skills; Integral calculus; Mathematical dispositions

Topic
Mathematics Education

Link: https://ifory.id/abstract/TGEjQxrWA2pH

Corresponding Author
Sufyani Prabawanto

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

Abstract
This research aims to produced a description and comprehensive understanding of the meaning of certain mathematical objects resulting from the depersonalization and repersonalization process. It also described their meaningful experience through real analysis and mathematics selected topic classes. This research was based on a fact that depersonalization and repersonalization processes indicate a new awareness and understanding of teacher thinking processes. The processes need to be developed for mathematics teacher candidates. To examine the processes deeply and to develop them. This study observed deeply the phenomenon of depersonalization and repersonalization of students in real analysis and mathematics selected topic classes. This research used a hermeneutic phenomenology approach. The hermeneutic approach was expected to be able to capture the meaning formed from the process of depersonalization and repersonalization selected concepts from the two subjects and able to reveal aspects of learning experiences. The result of this research, there are some form of depersonalization and repersonalization that appear in the classes. Some of depersonalization are construct an explicit or external knowledge and implicit knowledge, whereas repersonalization are identified learning obstacles, explored possible learning trajectory of the concept, developed didactical design of the concept, explored predictions and their anticipation of possible students- responses, prepared for design implementation, implemented the design, and been doing retrospective analyses.

Keywords
didactical design research; depersonalization; phenomenology; repersonalization

Topic
Mathematics Education

Link: https://ifory.id/abstract/t9JHLTfKAvCy

Corresponding Author
Agustan Syamsuddin

Institutions
Universitas Muhammadiyah Makassar

Abstract
Nowadays, reflective thinking is one of the important things which become a concern in learning mathematics. Reflective thinking is also used to look for solution toward the problem of mathematics given in the classroom because it can increase student-s willing in completing it. Reflective thinking is identified as a skill for future competence so that it should be trained to students in facing the challenges and responding demands of the 21st century. One of reflective thinking models is taxonomy of reflective thinking which aims to see someone with a reflective thinking skill by checking up, evaluating and testing the truth of a mathematical task which has be done. Subject, in this research paper, is student teacher who has cognitive style of field dependent and enrolled as a student in department of mathematics education. The purpose of this paper is to analyze the ability of prospective teachers mathematical task solving based on taxonomy of reflective thinking. To achieve this purpose is used a qualitative research in describing in depth related to mathematical problem-solving of subject who can be investigated from the subject-s behavior in completing the tasks assigned by paying attention the aspect of taxonomy of reflective thinking. This research report describes that the subject used some mathematics concepts and determined a strategy in solving problem by using the main point of problem based on keywords in two ways which can be implemented in every day life.

Keywords
Prospective Teacher, Mathematical Problem Solving, Taxonomy of Reflective Thinking, Field Dependent

Topic
Mathematics Education

Link: https://ifory.id/abstract/rqhtcMdU87JG

Corresponding Author
Nidaul Hidayah

Institutions
Departement of Coaching Education, Faculty of Sport and Health Education, Universitas Pendidikan Indonesia

Abstract
This research aims at describing the sports students- Statistical Reasoning Ability (SRA) quality through the Statistical Reasoning Learning Environment (SRLE). This research employs a qualitative analysis. The qualitative analysis is performed with a grounded theory method. The research subjects are consisting of 29 Sports Coaching Education Study Program (PKO) students receiving SRLE learning. The research conclusion shows that: there are five categories to describe the quality of sports students- statistical reasoning ability: problem understanding, concept mastery, argument validity, well-orderly thinking process and interpretation accuracy.

Keywords
Statistical Reasoning Ability (SRA) quality, sports students, Statistical Reasoning Learning Environment (SRLE)

Topic
Mathematics Education

Link: https://ifory.id/abstract/2Jn8XubWeVyf

Corresponding Author
Hunaifi Hunaifi

Institutions
1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
Abstract. This qualitative research aimed to describe students-s mathematical critical discourse on learning by Socrates Scientific. Subjects of this research were students in class VII of a junior high school in Bandarlampung. Data of this research was qualitative data about students mathematical discourse which were taken by observation, documentation, and interview. Three procedures of data analysis were data reduction, data display, and conclusion verification. Based on the result of the research, it was concluded that in mathematical discourse, there were: (1) interpretation and analysis as the dominant indicators of critical thinking ability, (2) clarification and investigation assumptions as Socratic question that was used by teacher more frequently, (3) communicating as Scientific phase that was more frequently appeared. Besides that, the research findings were characteristic pattern of mathematical discourse, mathematical discourse form, and the factors that influence students response in mathematical discourse.

Keywords
Socrates Method; Scientific Approach; Mathematical Critical Discourse

Topic
Mathematics Education

Link: https://ifory.id/abstract/2TtK7EN8pjBW

Corresponding Author
Ririn Sispiyati

Institutions
Departemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia

Abstract
The use of the balance-scale model for the learning of equation topic has often been used. However, based on limited observations, the use of the model has not been systematic and less based on learning theory. This study aims to design teaching materials about linear equations in one variable with a model of balance-scales based on realistic mathematics theories intended for junior high school students. For this purpose, we used design research, particularly the preliminary design phase. First, we compiled the material based on curriculum and mathematics textbooks. This practical view was used as consideration in designing a learning sequence. Second, the practical learning sequence was revised based on the theory of realistic mathematics education. This theory was used because it gives meaningful mathematics learning to the students. Third, we organized a focus group discussion to review and improve the design intend to produce a learning sequence that can further be used for the teacher for the teaching experiment. The results included learning sequence in the form of learning materials on the topic of linear equations in one variable with a balance-scale model. We conclude that the designed learning sequence for this topic provides more meaningful than conventional learning for the students.

Keywords
Realistic Mathematics Education, Balance-Scales Model, linear equation in one variable

Topic
Mathematics Education

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

Corresponding Author
Ade Rizky

Institutions
Sriwijaya University

Abstract
Design of mathematical thinking questions for measuring aspect representation in topic number of pattern A Rizky1*, ESusanti1, C Hiltrimartin2, B Santoso3 1,2,3,4Mathematic Education, Sriwijaya University, Palembang, Indonesia *rizkyade2899@gmail.com Abstract. This study is design research aimed to describe about mathematical thinking question that can be used to measure aspect representation in topic number of pattern. The subjects of this study are three students in grade 8 and 9. The process of this study consists of five stages, namely: preliminary design, focus group discussions, trials, observation and interview, and retrospective analysis. The data analysis was qualitative technique. As the results of this study, for question number 1, all of student-s answer was correct, student 1 showed appearance of numeric representation and visual representation, student 2 showed appearance of numeric representation, student 3 showed appearance of visual representation. For question number 2, student 1-s answer was correct which also showed appearance of numeric representation and visual representation, student 2 showed appearance of visual representation and numeric representation but it-s not correct, student 3 showed appearance of visual representation but it-s not correct. For question number 3, all of student-s answer was correct, student 1 showed appearance of visual representation, numeric representation, symbolic representation and algebraic representation, student 2 showed appearance of symbolic representation and algebraic representation, student 3 showed appearance of visual representation.

Keywords
Design, Mathematical Thinking, Representation.

Topic
Mathematics Education

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

Corresponding Author
Yessi Permata Sari

Institutions
Sriwijaya University, Palembang, Indonesia

Abstract
This study to describe student-s mathemaical thinking aspect mathematization that measured by design result of problem – solving questions in topic arithmetic operations form algebra. The indicators of measuring mathematical thinking aspect mathematization are formalization, connecting, geometrization, and optimization. The subjects in this study were three students in grade 7 who were taken randomly. The research methods of this study consist preliminary design, focus group discussions (FGD), trials, observation and interview, and retrospective analysis. These 3 questions given can bring about mathematical thinking aspect mathematization. . The technique for data analysis was qualitative. As the results of this study, for question number 1, all of student-s answer was correct, student 1 showed appearance of geometrization, formalization, and optimization student 2 and 3 showed appearance of geometrization and formalization. For question number 2, all of student-s answer was correct, but on the number questions the third student was confesed when drawing and they discussed with a long enough time and finally they got the right picture all students showed appearance of geometrization, formalization and optimization . For question number 3, all of student-s answer correct, all students showed appearance of geometrization and formalization. all of student showed appearance of formalization, geometrization, and optimization, but they don-t connecting.

Keywords
Mathematical Thinking, Mathematization, Problem – Solving

Topic
Mathematics Education

Link: https://ifory.id/abstract/72kDLGXFyhfT

Corresponding Author
Mesis Ariska

Institutions
Universitas Sriwijaya

Abstract
This study is design research aimed to describe about problem-solving question that can be used to measure mathematical thinking aspect mathematization in topic trigonometry. Mathematical thinking aspect mathematization has 4 indicators: formalization, connecting, geometrization, and optimization. The subjects of this study are three senior high school students in grade 10 and 11. The process of this study consists of five stages, namely: preliminary design, focus group discussions (FGD), trials, observation and interview, and retrospective analysis. The technique for data analysis was qualitative. As the results of this study, for question number 1, all of student-s answer was correct, student 1 and 2 showed appearance of formalization and optimization, student 3 showed appearance of formalization, geometrization, and optimization. For question number 2, all of student-s answer was not correct, student 1 and 2 showed appearance of formalization, and optimization, student 3 showed appearance of formalization, geometrization, and optimization. For question number 3, all of student-s answer was incorrect, but from mathematization aspect student 1 showed appearance of formalization and optimization, student 2 and 3 showed appearance of formalization, geometrization, and optimization. All of student showed appearance of formalization, geometrization, and optimization.

Keywords
Designing, Mathematical Thinking, Mathematization

Topic
Mathematics Education

Link: https://ifory.id/abstract/XFVzG7Mkphd8

Corresponding Author
Nabila Khansa

Institutions
Sriwijaya University

Abstract
This study aims to describe about problems that measured students- mathematical thinking aspect reasoning in topic relation and function. The subjects in this study were three students in grade 8 who were taken randomly. There are three problem-solving questions used in this study. The study is design research with the focus is mathematical thinking aspects reasoning. The research methods of this study consist preliminary design, focus group discussion (FGD), trials, observations and interview, and retrospective analysis. The indicators of measuring mathematical thinking aspect reasoning are deductive, inductive, and logical analysis. Based on the indicators, then from the 3 questions given, the students were able to do inductively in question number 1 and the conclusion is correct. Whereas in question number 2, students are not able to solve the questions well so there is no indicator of reasoning appears. Meanwhile for question number 3, indicators of deductive reasoning and logical analysis appears, but students still have difficulty in drawing the right conclusions.

Keywords
Mathematical Thinking, Problem-solving question, Reasoning

Topic
Mathematics Education

Link: https://ifory.id/abstract/gme27d8LEZP6

Corresponding Author
Gisti Helviyana

Institutions
Sriwijaya University

Abstract
This study was purposed to describe problems used to measure mathematical thinking aspect reasoning for senior high school students in topic sequences and series.The indicators used to measure mathematical thinking aspect reasoning are inductive, deductive, and logical analysis.This is design research consisting: preliminary design, focus group discussions, trials, observation and interview, and retrospective analysis.The subjects of this study were 3 senior high school students from grade 11 who were taken randomly.There are three problem-solving questions used in this study. The data analysis used qualitative technique.As the result of this study, for questions number 1 and 3, all three students were able to do deductively and logic analysis and make conclusions correctly. the three students can do deductively and logic analysis in question number 2, only students 3 in solving the correct questions and conclusions, while students 1 and 2 are less precise in their conclusions. for inductive reasoning indicators have not yet emerged from the three students.

Keywords
Mathematical Thinking, Problem-solving question, Reasoning

Topic
Mathematics Education

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

Corresponding Author
desi alyawati

Institutions
Math education sriwijaya university

Abstract
Abstract. This study is design research aimed to describe the design result of problem-solving question that can be used to measure mathematical thinking for symbolization aspect in topic linear equation with two ariables. The subjects are three students grade 8 of junior high school. This study used a qualitative technique. There are three questions used in this study. The process of this study consists of two indicators, namely: manipulation symbol and algebra. As the results of this study, for question number 1, student 1 and 2 not correct becuase them can not to manipulation symbol, but student 3 showed of manipulation symbol and algebra. For question number 2, student 1-s answer was correct which also showed manipulation symbol and algebra, student 2 showed algebra but it-s not correct, student 3 showed manipulation symbol and algebra the answer is correct. For question number 3, all of student-s answer was correct, student 1 showed manipulation symbol and algebra, student 2 showed manipulation symbol and algebra, student 3 showed manipulation symbol and algebra

Keywords
Mathemaical Thingking aspeckt symbolization,manipulation symbol,algebra

Topic
Mathematics Education

Link: https://ifory.id/abstract/m4BKCdJwzN27

Corresponding Author
Ervina Dwi Wahyuni

Institutions
Mathematics Education Sriwijaya University, Palembang, Indonesia

Abstract
This research is aimed to describe the design for problem – based questions that can be used to measure the representation aspect of mathematical thinking of senior high school students on the subject of geometrical sequence and series. This research is a design research, divided into five stages, that is : preliminary design, focus group discussion (FGD), trial, observation and interview, and retrospective analysis. The subject for this research are 3 students from grade 11 and 12. The analysis used in this research is qualitative. The instrument used are tests and direct interviews. Based on the first two stages, researcher has designed three problem – based questions. The result of this research, is that for the first question, student 1 shows the symbolic representation, numeric representation, and algebraic representation indicators, while student 2 & 3 shows symbolic representation dan algebraic representation indicators. For the second question, all three students shows symbolic representation, visual representation, and algebraic representation indicators. While for the third question, student 1 didn-t answer, student 2 shows symbolic representation and algebraic representation indicators, and student 3 shows only visual representation indicator.

Keywords
Mathematical Thinking, Problem-solving Question, Representation

Topic
Mathematics Education

Link: https://ifory.id/abstract/D8CcBfPhVgbw

Corresponding Author
Viona Adelia

Institutions
Sriwijaya University

Abstract
This study was purposed to describe problems used to measure mathematical thinking aspect abstraction in topic number of pattern for junior high school students. Mathematical thinking aspect abstraction has 5 indicators, which are: specialization, observation of pattern, generalization, conjecturing and testing conjecture. The subjects of this study were 3 junior high school students grade 8 and 9. This study was design research which is consisting: Preliminary design, FGD, trial, interview, and retrospective analysis. The data analysis that used in this study was qualitative. As the result, for question in topic number of pattern number 1, student 1 and student 2 showed the appearance of 2 indicators (specialization and observation of pattern), and student 3 showed 4 indicator (specialization, observation of pattern, generalization and conjecturing). For question number 2, student 1 showed 4 indicators (specialization, observation of pattern, generalization and conjecturing), and student 2 showed only 2 indicators (specialization and observation of pattern) and student 3 showed 4 indicator (specialization, observation of pattern, generalization and conjecturing). For question number 3, all of 3 students can answer correctly, all of them also showed specialization indicator, but only student 1 that could show observation of pattern, generalization, conjecturing and testing conjecture indicators

Keywords
Mathematical Thinking, Design, Abstraction

Topic
Mathematics Education

Link: https://ifory.id/abstract/B42UfETN6xcX

Corresponding Author
Winda Nursantika

Institutions
1,2,3,4) Mathematic Education, Sriwijaya University, Palembang, Indonesia

*windanursantika88[at]gmail.com

Abstract
This study was purposed to describe questions that used to measure mathematical thinking aspect modelling in topic linear equation system of two variables for junior high school students. Mathematical Thinking aspect modelling has 4 indicators, which are: concretization, objectification, mathematical sense-making, and estimation of results. The subjects of this study were 3 junior high school students grade 8. This study was design research which is consisting: Preliminary design, FGD, trial, interview, and retrospective analysis. The data analysis that used in this study was qualitative. As the result of this study, for questions in topic number 1, student 1 showed the appearance of 3 indicators (concretization, objectification, mathematical sense-making), students 2 and 3 could not answer the question. For question number 2 all students could not answer the question. For question number 3, all of 3 students could answer correctly, all of them also showed 3 indicators (concretization, objectification, mathematical sense-making). Because of that, need to do correction in question number 2.

Keywords
Design; Mathematical Thinking; Modelling

Topic
Mathematics Education

Link: https://ifory.id/abstract/UncRaTkCuXy8

Corresponding Author
Putri Sasalia S

Institutions
a) Master Program of Mathematics Education, Universitas Syiah Kuala, Banda Aceh, Indonesia
putri.mulianamath[at]gmail.com
b) Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
mailizar[at]unsyiah.ac.id
c) Department of Informatics, Universitas Syiah Kuala, Banda Aceh, Indonesia
taufik.abidin[at]unsyiah.ac.id

Abstract
Remedial is a program that is designed in accordance with students- need which aims to improve their understanding of a topic before the student move forward to learn the next following topic. In Indonesia the current curriculum requires teachers to conduct a remedial when the students are not able to achive minimum score of students- achievement standard. However, based on a preliminary study, the implementation of remedial in Indonesia, particularly in Aceh, does not yet meet the requirement as most of teacher conduct a remedial by repeating the test or giving additional assignment. This study aims to design and develop e-learning based remedial problem in order to improve remedial for teaching and learning mathematics in senior high school. It is developmental research using System Development Life Cycle (SDLC) model. SDLC has five stages of development that are : planning phase, analysis phase, design phase, implementation phase and support phase. The result of the planning is revealed problems regarding to the implementation of remedial programs in schools. In the analysis phase, the results showed that, in delivering a remedial program, most of teachers gave the same questions as they provided for examination without an extra lesson or tutorial for the students. In addition, there was no teacher who used e-learning for the remedial. Finally, a design e-learning using Moodle 3.8 for remedial is also presented in this paper. For future direction, the last two phases of this research will be implemented.

Keywords
remedial in mathematics, e-learning, remedial using e-learning, system development life cycle, moodle

Topic
Mathematics Education

Link: https://ifory.id/abstract/BtnUXj3Gvmuw

Corresponding Author
Azela Fitri

Institutions
1Department of Mathematics Education, Sriwijaya University, South Sumatera
Jl. Srijaya Negara, Bukit Lama, Ilir Barat I, Palembang, South Sumatera, Indonesia

Abstract
This study aims to know the characteristics of the jumping task which valid, practical and useful supporting junior high school students learning algebraic form operation . This research uses design research as a method. this research uses PMRI approach with avengers end game movie context and LSLC system. This study involved students who had low, medium, and high ablities in junior high school 18 Palembang. Data collection conducted through video recordings and photos to see the learning process in the classroom, jumping task, observation and interviews during the learning process with the students which is the subject of research. Research produced jumping task of learning addition and subtraction of algebraic form dealing with the avenger movie. Results of this research are valid and practical jumping tasks on mathematics topic algebraic form operation. Students with low performance have difficulties in solving jumping tasks. However, with LSLC system, students can answer the algebraic form operation jumping tasks.

Keywords
Design Research, PMRI, LSLC, Jumping Task

Topic
Mathematics Education

Link: https://ifory.id/abstract/zFHkKPqL2WuG

Corresponding Author
Nazrah Noer Saffirah Arifin

Institutions
(1,2,3,4)Matematika Pendidikan, Universitas Sriwijaya, Palembang, Indonesia

*nazrahsaffirah[at]gmail.com

Abstract
This study is design research aimed to design mathematical thinking problems that can be used to measure modelling aspect in topic linear equations with three variables. Mathematical Thinking aspect modelling consist of 4 indicators, which are: concretization, objectification, mathematical sense-making, and estimation of results. The subjects of this study were three senior high school students in grade 10 and 11. The process of this study consists of five stages, namely: preliminary design, focus group discussions (FGD), trials, observation and interview, and retrospective analysis. The technique for data analysis was qualitative. As the result of this study, for questions number 1, student 1 showed the appearance of 3 indicators (concretization, objectification, mathematical sense making), students 2 cannot answer the question, and student 3 showed the appearance of 2 indicators (objectification, mathematical sense making). For question number 2, student 1 showed the appearance of 2 indicators (objectification, mathematical sense making), student 2 showed the appearance of 3 indicators (concretization, objectification, mathematical sense making) and student 3 cannot answer the question. For question number 3, only student 2 answer the question showed the appearance of 3 indicators (concretization, objectification, mathematical sense making). Based on this result, the conclusion is the problems stills needs to revision.

Keywords
Designing, Mathematical Thinking, Modelling

Topic
Mathematics Education

Link: https://ifory.id/abstract/NMGwfxmHcn6r

Corresponding Author
Arum Niti Wijayanti

Institutions
1,2,3,4) Mathematics Education, Sriwijaya University, Palembang, Indonesia

*arumnitiwijayanti[at]gmail.com

Abstract
This study aims to describe the design results of mathematical thinking questions that can be used to measure aspect abstraction in topic arithmetic sequence and series. This is design research consisting: preliminary design, focus group discussions, trials, observation and interview, and retrospective analysis. The subjects of this study are three students in grade 11 and 12. The data analysis was qualitative technique. The instrument consists of test and interview. As the results of this study, for question number 1, all of student-s answer was correct, but all of them showed only generalization, conjecturing and testing conjecture without specialization on their test. For question number 2, student 1 showed appearance of specialization and observation of patterns, student 2 showed the result same as student 3 when they appearance showed of specialization, observation of patterns, conjecturing and testing conjecture. They didn-t showed generalization on the test. For question number 3, student 1 showed only specialization while student 2 showed the result same as student 3 when they showed appearance of specialization, observation of patterns, generalization, conjecturing and testing conjecture.

Keywords
Designing; mathematical thinking; abstraction; sequences and series

Topic
Mathematics Education

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

Corresponding Author
Al Jupri

Institutions
Departemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No 229 Bandung, Jawa Barat, Indonesia.

Abstract
Symbol sense refers to an ability to give meaning and to see important structures to symbols, expressions and formulas. Designing algebra tasks for assessing student symbol sense ability is therefore important. This study aims to design types of tasks based on the theory of symbol sense for the topic of quadratic and related equations. To do this, first, we conducted a literature study on the theory of symbol sense. Second, we designed tasks based on characteristics of symbol sense and provided possible strategies to solve the tasks. Third, we validated the designed tasks to seven mathematics and mathematics education experts. The results included: (1) Three types of symbol sense tasks and predictions of strategies to solve the tasks; (2) Experts comments and suggestions for improving the quality of the tasks. We conclude that the designed tasks meet the criteria of the symbol sense characteristics and can further be used for research after some minor revisions.

Keywords
Algebra education, symbol sense, quadratic equations, symbol sense strategy, procedural strategy

Topic
Mathematics Education

Link: https://ifory.id/abstract/cgAXJ4kjmPWf

Corresponding Author
Muhammad Irfan

Institutions
Universitas Negeri Malang

Abstract
Interference can occur because of the existence of two or more information/knowledge, which is mixed. Interference is due to the similarity of information/knowledge that is close together. One of the material in SMP that allows interference is a proportion. This study aims to develop a proportion test instrument to identify students thinking interference in solving problems. The question instrument contained three questions, namely direct proportion and inverse proportion and two types of proportions in one question. The development process involves experts both in the field of mathematics and in the field of mathematics education so that instruments are valid questions. Also, the development process involved 32 seventh grade junior high school students in one of the junior high schools in Yogyakarta. The result is that the instruments developed are declared valid and can be used to identify students thinking interference in solving comparison problems. This is reinforced by the results of trials that of 32 junior high school students, six students were wrong in solving comparative problems of value, 17 students were wrong in the turnover ratio, and 14 students were wrong if both types of comparisons were present together. Of the students who experienced this error, there were more than 40% who indicated interference thinking.

Keywords
interference, proportion, instrument test for interference, validity instrument test

Topic
Mathematics Education

Link: https://ifory.id/abstract/eTbDYE4pXyPB

Corresponding Author
Wulansary Kartika Hayati Wahyono Putri

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

*wulansary.k[at]student.upi.edu

Abstract
This research was implemented to students from the 10th grade in one of high schools in Bandung city. The initial problem that became a background of this research was the existence of the learning obstacles which causes students less optimal in learning the concept of the distance in three dimensional shape so that learning becomes meaningless. The focus on this research was to develop a didactical design of the distance from a point and a line that constructed by considering the learning trajectory and the learning obstacles that have been found. This research used the qualitative method in the form of a didactical design research through three phases of the analysis that are prospective analysis, metapedadidactic analysis, and retrospective analysis, with the triangulation technique for collecting data. Based on the results and discussion of research, the didactical design that has been made is capable to overcome some learning obstacles. So, this design can be one of the recommendations on learning the concept of the distance in the geometry.

Keywords
Didactical design; distance between a point and a line; three dimensional shape; learning trajectory; learning obstacles

Topic
Mathematics Education

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