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31	ABS-539	1. Mathematics Education
The effect of process oriented guided inquiry learning (POGIL) model toward students logical thinking ability in mathematics S Andriani*, E Nurlaelah, K Yulianti *Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The aims of this research is to investigate the effect of Process Oriented Guided Inquiry Learning (POGIL) Model toward the students logical thinking ability in mathematics. This research was conducted at one of Junior High School in Bumi Nabung, Indonesia. In this research we set up a quasy experimental design. The experimental groups was taught by Process Oriented Guided Inquiry Learning (POGIL) Model. The control group was taught in a conventional learning model. The population of this research are students from seventh grade (n = 128). The sample of this research are 49 students, which consists of 24 students in experimental group from VIIB and 25 students in control group from VIID. The results showed that students logical thinking ability in mathematics which taught by Process Oriented Guided Inquiry Learning (POGIL) Model are better than the students which taught by conventional learning model. Process Oriented Guided Inquiry Learning (POGIL) Model can be applied as the innovative learning process to increase students logical thinking ability in mathematics. Keywords: Process Oriented Guided Inquiry Learning (POGIL) Model, logical thinking ability in mathematics PermaLink | Plain Format | Corresponding Author (Sri Andriani)

32	ABS-29	1. Mathematics Education
Conceptualizing mathematical knowledge for teaching of indonesian teacher in teaching number sense to early childhood M Noviyanti, D Suryadi 1)Program Studi Pendidikan Matematika, Universitas Terbuka, Jl. Cabe Raya Pamulang, Tangerang Selatan 2) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract This paper discusses about Mathematical Knowledge for Teaching (MKT) of Indonesian teachers in teaching number sense to early children, reviewed from Subject Matter Knowledge and Pedagogical Content Knowledge. The subjects of this research were three kindergarten teachers in Depok, West Java, Indonesia. The research method was qualitative method while the data was collected by observation, study of documentation, and interview. The result showed that the respondents had not understood well the number sense, teaching strategy and the early childhood level of achievement. However, in regard to the pedagogical ability, the respondents had conducted the teaching process well. The respondents were able to arrange a proper plan and strategy for the teaching process; able to know the characteristic of the children; and able to utilize the teaching evaluation which was beneficial for the stakeholder and themselves. Keywords: Matematical Knowledge for Teaching, Number Sense, Early childhood, Teacher PermaLink | Plain Format | Corresponding Author (Mery Noviyanti)

33	ABS-541	1. Mathematics Education
Learning Obstacle Student in Factoring Quadratic Form Bagus Ardi Saputro, Didi Suryadi, Rizky Rosjanuardi, Bana G Kartasasmita Universitas Pendidikan Indonesia Abstract The purpose of this study is to understand students mistakes in using the cross method to factorize the squared form. Eight quadratic form factoring is given to students to obtain student learning barrier data. The data were analysed in accordance with the phase of the cross method, followed by the interview to validate the alleged category of learning obstacle types that occurred in each student. The results of this study indicate that the obstacle learning that many students experience using the cross method is didactical obstacle which is one example of the mistake that students fact squared form by not involving variable x. Keywords: learning obstacle, cross method, quadratic factoring PermaLink | Plain Format | Corresponding Author (Bagus Ardi Saputro)

34	ABS-797	1. Mathematics Education
Mathematical creative problem solving ability and self efficacy: (a survey with eight grade students) A Yuliani, Y.S Kusumah, and U Sumarmo Universitas Pendidikan Indonesia Abstract Keywords: creative problem solving, self efficacy PermaLink | Plain Format | Corresponding Author (anik yuliani)

35	ABS-30	1. Mathematics Education
Profile of Metacognition of Mathematics Education Students in Understanding the Concept of Integral in Category Classifying and Summarizing with Regard Gender Differences La Misu and La Masi Department of Mathematics Education Universitas Halu Oleo Abstract This study describes the metacognition profile of female and male mathematics education students in understanding the concept of integral calculus in the category of classifying and summarizing. The metacognition profile is a natural and intact description of a persons cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of female and male mathematics education students in understanding the concept of integral in the category of classifying and summarizing. This research method is an explorative method with the qualitative approach. The subjects of study are 1 female and 1 male of mathematics education students who have studied integral calculus. The main data collection of this research was obtained by using Interview technique. The results of this study are as follows there is no difference of metacognition profile between male and female mathematics education students in understanding the indefinite Integral concepts in category classifying and summarizing. There is difference of metacognition profile between male and female mathematics education students in understanding the definite integral concepts in category classifying and summarizing. Keywords: Metacognition, Understanding the Concept of Integral, Classifying and Summarizing, Gender PermaLink | Plain Format | Corresponding Author (La Misu -)

36	ABS-542	1. Mathematics Education
Gender and Mathematical Reasoning Ability Gida Kadarisma (a*), Adi Nurjaman (b), Indah Puspita Sari (b), Risma Amelia (b) a) Mathematics Education Department, IKIP Siliwangi,Jalan Trs Jendral Sudirman, Cimahi 40526 Indonesia *gidakadarisma[at]ikipsiliwangi.ac.id b) Mathematic Education Department, IKIP Siliwangi,Jalan Trs Jendral Sudirman, Cimahi 40526 Indonesia Abstract This research is motivated by the low mathematical reasoning ability experienced by the students, considering the importance of mathematical reasoning ability for male and female students needed a study on gender factors to the ability of mathematical reasoning. The purpose of this study is to determine whether there is a significant difference in students mathematical reasoning abilities between male and female students after using the problem based learning approach on learning. This research as conducted at 24 female student and 20 male student in the 8th grade in one of junior high school in Cimahi city. The method in this study is quasi experiment that is by comparing the reasoning ability of male and female students after getting learning with problem based learning and instrument as much as 3 pieces about mathematical reasoning ability test. The result of this research is there is no significant difference of mathematical reasoning ability between male and female students after using problem based learning approach in their learning ., it means that the problem-based learning approach can reduce the difference in mathematical reasoning ability among male and female students Keywords: Gender, Mathematical Reasoning Ability PermaLink | Plain Format | Corresponding Author (Gida Kadarisma)

37	ABS-31	1. Mathematics Education
Pbl-team teaching to improve vocational school students mathematical disposition Anggita Maharani1), Darhim2), Jozua Sabandar3) ), Tatang Herman4) 1) Program Studi Pendidikan Matematika, Universitas Swadaya Gunung Djati, Jl. Perjuangan No. 1, Cirebon 45134, Indonesia; 2) Program Studi Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 3) Program Studi Pendidikan Matematika, IKIP Siliwangi, Jl. Terusan Jendral Sudirman, Cimahi, Indonesia 4) Program Studi Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This research aims to determine the interaction that occurs in the process of learning mathematics process. In general, this research is about improving the ability of mathematical disposition of vocational high school students. The learning took place in 2 schools with different levels. This research was quasi-experiment research. The data analysis techniques performed by using the Gain test and ANOVA test. The result shows that there was an increase of students mathematical disposition ability in the class using PBL model and PBL-Teaching Teachers for both middle and low-level schools. At a medium level, improving the mathematical disposition of students with PBL-Team Teaching methods is better than PBL and conventional models. There is a significant interaction between mathematical disposition abilities based on the schools level and the use of learning models. There is no interaction between mathematical disposition ability and the use of learning model when viewed from Mathematical Preliminary Ability. Keywords: PBL, Team-Teaching, Vocational High School, Mathematical Disposition PermaLink | Plain Format | Corresponding Author (Anggita Maharani)

38	ABS-32	1. Mathematics Education
Promoting students reversible reasoning on composition of function problem Muhammad Ikram (a*), Purwanto (b), I Nengah Parta (b), Hery Susanto (b) (a) Universitas Cokroaminoto Palopo, Faculty Teacher and Training, Department of Mathematics Education, Jalan Latammacelling No 19, Palopo, South Sulawesi, Indonesia * ikram_math[at]uncp.ac.id (b) Universitas Negeri Malang, Faculty of Mathematics and Science Abstract This present study investigated students reversible reasoning type related to composition of function, particularly investigating mental processes the invers of function. Participants were three undergraduate mathematical students who were considered to have different reasoning types and enrolled in the same course. these students were tested before with test measuring their understanding of aspect function. We conducted individual interviews and asked each students to explain how them make inference about tasks. our results found that three categories of reversible reasoning by synthezise analytic thinking and schema development levels: (1) intra-analytic reversible, (2) inter-analytic reversible, and (3) trans-analytic reversible. Each categories are explored in detail and the potential for using the framework is discussed Keywords: Reversible reasoning, Composition of Function, intra-analytic reversible, inter-analytic reversible, trans-analytic reversible PermaLink | Plain Format | Corresponding Author (Muhammad Ikram)

39	ABS-800	1. Mathematics Education
Implementation of advance organizer model to improve mathematical evaluation ability senior high school students M Hutajulu and WWahyudin Universitas Pendidikan Indonesia Abstract This study aims to find out and examine the implementation of advance organizer model to improve mathematical evaluation ability senior high school students. This research is an experimental research with the research instrument used is the test of mathematical evaluation ability, teaching materials in the form of students worksheet. Based on the results of the research, it is known that the achievement and improvement of students mathematical evaluation ability who obtain learning with the advance organizer model are better than students who get learning with the conventional model. However, these categories of achievement and improvement (either in the advanced organizer or conventional class) are in the middle category and there is a difference in students mathematical evaluation ability based on the classification of early mathematical ability (high, middle and low level) between advance organizer class and conventional class. Advance organizer can be used as an alternative to mathematics learning and improves students mathematical evaluation ability Keywords: advance organizer model, mathematical evaluation ability PermaLink | Plain Format | Corresponding Author (Masta Hutajulu)

40	ABS-33	1. Mathematics Education
Interactive Story in Mathematics Learning on Circle Chapter to Improve Junior High School Students Mathematics Literacy Nouvel Akbar SMPIT Al Haraki Jalan Belimbing 3 No. 1 Kel. Depok Kec. Pancoran Mas Kota Depok 16431 nouvel.raka[at]gmail.com Abstract This study aims to be one of solutions for the condition where students have low reading interest to textbooks, especially mathematics. On the other hand, students reading interest to story books is much better. Combining story with mathematics worksheet certainly becomes a unique and interesting thing. Interactive Story offers a fun reading, fun calculation, fun problem solving. The focus of Interactive Story is to build students sense of reason and imagination while reading this media, so that unwittingly they work on worksheet that matches with Basic Competency (KD) they should accomplish. The reasoning focus on estimating and predicting the calculation, so the students are able to solve the problem easily. Interactive Story is expected can be a bridge to improve students mathematics literacy. Keywords: interactive story; mathematic literacy; reading interest; textbook; story book PermaLink | Plain Format | Corresponding Author (Nouvel Akbar)

41	ABS-289	1. Mathematics Education
EXPLORATION OF MATHEMATICAL INTUITION AND ROLE IN MATHEMATICAL PROBLEM SOLVING Arwanto, I Ketut Budayasa, Mega Teguh Budiarto, Desy Lusiyana, Sumliyah Muhammadiyah University of Cirebon, and Postgraduate Student S3 Surabaya State of University, Surabaya State of University Abstract This type of research is qualitative, aimed to find out the exploration of mathematical intuition and its role in solving mathematical problems. The research method is done by collecting data through mathematical problem-solving test according to Polya stages, then conducted an in-depth interview on the subject. In the interview process whether the subject explores and gives the role of mathematical intuition in solving mathematical problems or not at each stage of problem-solving with stages polya. The subject of the study was female students of mathematics education program of the Muhammadiyah University of Cirebon. Research subject of one student semester one. The result of the research shows the mathematical exploration of intuition and its role in solving mathematical problems: (1) The subject of the student when given the first problem, in solving mathematical problems using the exploration of intuition and its role in solving mathematical problems, in making problem solving plan, student subject using intuition exploration whose role is straightforward, in making plans and implementing mathematical problem solving, the subject of the student does not use intuition exploration, in re-examining the answer the subject tends to use the intuition exloration, (2) the female subject when given the second question; in understanding mathematical problems, not using intuition, exploration, in making plans and implementing problem-solving and re-examining problem-solving, the subject uses an affirmative intuitive exploration. In this study changes in intuition exploration will occur its role in the math problem-solving phase from start to understand the problem, in making plans and implement problem-solving, and in re-examine the solution of mathematical problems, the subject often changes in intuition exploration. Keywords: Keywords: Intuition, Mathematical Problem Solving PermaLink | Plain Format | Corresponding Author (Arwanto Arwanto)

42	ABS-545	1. Mathematics Education
Epistemological Obstacles in Solving Equation of Straight Line Problems Gida Kadarisma (a*), Risma Amelia (b) a) Mathematics Education Department, IKIP Siliwangi,Jalan Trs Jendral Sudirman, Cimahi 40526 Indonesia *gidakadarisma[at]ikipsiliwangi.ac.id b) Mathematic Education Department, IKIP Siliwangi,Jalan Trs Jendral Sudirman, Cimahi 40526 Indonesia Abstract Epistemological obstacle is one of the learning obstacles that need enough attention in overcoming it, Epistemological obstacle is the learning barrier that occurs because of the limitations of the context possessed by the students. This study aims to analyze epistemological obstacle that occurs when students solve the problem on the topic of equation of straight line, the method in this research is qualitative descriptive involving 32 students in class 9th grade and the test instrument used is 4 problem description of equation of straight line, Result from research most students experience epistemological obstacle in solving straight-line equations, especially in determining the equation of lines if the gradient is unknown, this is because students only know the general form formula of straight-line equations only, by knowing the obstacle epistemology that happens is expected to help the teacher to make the design didactic material of a straight-line equation that corresponds to the epistemological obstacle that occurs. Keywords: Epistemological obstacle, Equation of Straight Line PermaLink | Plain Format | Corresponding Author (Gida Kadarisma)

43	ABS-290	1. Mathematics Education
Enhancing Students Mathematics Literacy Skills and Self Efficacy: Thinking Actively in A Social Context (TASC) Model W Septiyana1, ECM Asih2 and D Dasari2 Departement of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Abstract TASC learning model directs students to do and think in solving the problem, so that, those require various tools and strategies which developed in increasing thinking capacity and doing mathematics problem. Each individuals thinking skills can be enhanced through various thinking activities that encourage individual growth in enhancing mathematics literacy skills and self efficacy. Mathematics literacy is directed at how to use mathematics in everyday life. The role of mathematics literacy involves more on the implication of knowledge procedures to be applied in the practical world in solving the problem. Based on the preliminary study results, the students are low enough in interpreting the data by applying mathematical concepts to solve the problems about mathematics literacy test that adopted from PISSA. Beside that, self efficacy can influence students in making decisions on an activity undertaken. Therefore, it contributes in students confidence to be earnest and diligent in improving the ability of mathematics literacy. This research is aimed to describe the enhancement of students mathematics literacy and self efficacy through TASC model. The research was experimentally caried out on the seventh grade secondary school students in one of junior high school in Bandung, Indonesia. The participants were 53 students, during the research, the experiment group (n = 26) had taught through TASC model, while the control group (n = 27) had continued through conventional learning model. The data obtained are not only pretest and postest of mathematics literacy test, but also the prescale and postscale of self efficacy. Keywords: TASC Model, Mathematics Literacy Skill and Self Efficacy PermaLink | Plain Format | Corresponding Author (Wieka Septiyana)

44	ABS-547	1. Mathematics Education
Epistemological Obstcale on the Topic of Triangle and Quadrilateral Cep Ramdan Hidayat (1), Rizky Rosjanuardi (2) (1) Departement of Mathematics Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Email: crhidayat.mathedu[at]gmail.com (2) Departement of Mathematics Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract This study aims to investigate how students understanding of triangle and quadrilateral topic. It was part of didactical design research which was conducted on 33 students who have learned about triangle and quadrilateral. Data were collected through the students answers and interview related to how students find solution to problems on the topic of the geometry. The result found of the type of learning obstacle that is epistemological obstacle that impact on the concept error in solving the problem. Keywords: Epistemological Obstacle, Triangle and Quadrilateral PermaLink | Plain Format | Corresponding Author (Cep Ramdan Hidayat)

45	ABS-803	1. Mathematics Education
Conceptual understanding and mathematical disposition of college student through concrete-representational-abstract approach E.D Minarti, Wahyudin Universitas Pendidikan Indonesia Abstract The purpose of this study is to examine whether the improvement of mathematical conceptual understanding of students whose learning using Concrete-Representational-Abstract (CRA) approach is better than direct learning, and to know the relationship of mathematical conceptual understanding with mathematical disposition of students. The method used in this research is quantitative. The population in this study is the students of the Department of Mathematics at the second level in Cimahi, The sample is two classes of students who contract Mathematics Statistics courses. The instrument used in this research is a mathematical conceptual understanding test, as well as a questionnaire of mathematical disposition. Data analysis using Mann-Whitnney and correlational with the help of SPSS software. The conclusion gained is the improvement of conceptual understanding ability of students who learn to use CRA approach better than students with direct learning, and also there is relationship between conceptual understanding with mathematical disposition of student. Keywords: Conceptual Understanding, Mathematical Disposition, Concrete-Representational-Abstract Approach PermaLink | Plain Format | Corresponding Author (Eva Dwi Minarti)

46	ABS-548	1. Mathematics Education
Inquiry-Based Learning Through Lesson Study to Improve the Students Mathematical Problem-Solving Ability Z Mujtahid *, F Athar, and D Pratama Departemen Pengajaran Matematika, Institut Teknologi Bandung, Jl. Ganesa 10 Bandung 40132, Indonesia Abstract Today, one of the skill that student needed to be success in mathematics is problem-solving ability. As educators we are charged with the great challenge and responsibility of engaging students in learning so that they develop the skills and knowledge they need to function in todays world. Inquiry-based learning is an approach to teaching and learning that places students questions, ideas and observations at the centre of the learning experience. Lesson study (jugyo kenkyu) is an inquiry model of teacher professional development used extensively throughout Japan and has begun to capture the attention of the American educational community as a potential strategy for enhancing teacher professional development in America. There would be implemented inquiry-based learning through lesson study about composition function and inverse function to improve the students mathematical problem-solving ability and used tests and questioners to know the students improvement. In this research, there was an improvement of students mathematical problem-solving ability after implemented these methods. So, we could know that inquiry-based learning through lesson study were successful to improve the students mathematical problem-solving ability. Keywords: Inquiry-Based Learning, Lesson Study, Mathematical Problem-Solving Ability PermaLink | Plain Format | Corresponding Author (ZAINUL MUJTAHID)

47	ABS-293	1. Mathematics Education
Understanding the Combinatorial Thinking through the Strategy Used by Students Cognitive Reflective in Solving Permutation Nurul Aini1*, Dwi Juniati 2 and Tatag Yuli Eko Siswono 2 1Departemen Pendidikan Matematika, STKIP PGRI Jombang. Jln. Pattimura III/20, Jombang 61418, Indonesia 2 Departemen matematika, Universitas Negeri Surabaya, Indonesia Abstract Combinatorial thinking is useful for training students in the concept of enumeration and others. Therefore, it is important to understand the students combinatorial thinking. The strategy were used to be able to know the combinatorial way of thinking. This research aimed to determine the strategy and describe the process of using the strategy of the research subject. The data collection was done by giving the permutation problem and interview. The validation was done in time triangulation. The technique of data analysis was done through three steps namely data reduction, data presentation, and conclusion. The students with reflective cognitive style were chosen based on MFFT to 140 students. There were 49 students with reflective cognitive style were asked to do the permutation problem. There were two groups namely 92% of the students used one strategy and 8% of the students used two kinds of strategy. The research subjects chosen were only two students. The results showed that two types of strategies used are the filling slot and the formula. The students in general used filling slot. For convincing the truth, some students used another way that is the formula of permutation. Finally, the students matched the answers from the two strategies Keywords: Combinatorial thinking, strategy, Cognitive Reflective PermaLink | Plain Format | Corresponding Author (NURUL AINI)

48	ABS-38	1. Mathematics Education
The Process of Schematic Representation in Mathematical Problem Solving R B Anwar (1,2), Purwanto (1), A R Asari (1), Sisworo (1), & D Rahmawati (2) (1) Program Doktor Pendidikan Matematika, Universitas Negeri Malang. (2) Pendidikan Matematika, Universitas Muhammadiyah Metro. Abstract Representation plays an important role in solving mathematical problems, but not a few students who create difficulties in shaping it. Therefore, this study aims to reveal the process of formation of schematic representation by students during the realization of the word problem. The subjects involved in this study were 54 Junior High School students. See the schematic representation process in this research using the think aload technique. In addition, task-based interviews were also conducted. The results obtained in this study are a schematic representation that can be formed as long as the students understand the problem. By establishing a scheme, students can solve problems so that students can receive the information contained in the problem. Schematic representation process begins with; a) read the problem repeatedly, b) identify the problem by forming a schematic, and c) create a schematic drawing. This schematic representation process is very effective in helping students understand the problem. Students success in understanding the problem affects the next stages of resolution so that students can solve the words problem well. Keywords: representation, schematic representation, problem solving PermaLink | Plain Format | Corresponding Author (Rahmad Bustanul Anwar)

49	ABS-550	1. Mathematics Education
Philosophy of Mathematics Education for Sustainable Development Indah Widiati and Dadang Juandi Universitas Pendidikan Indonesia Abstract This article aims to examine the philosophy of Education for Sustainable Development (ESD), particularly on mathematics education. This study is important because education is a key element in realizing the best implementation of Sustainable Development (SD), while Mathematics is known as base knowledge of science. In other words, mathematics education plays an important role in realizing Education for Sustainable Development (ESD). Therefore, this article will depict (1) the importance of Education for Sustainable Development (ESD) based on philosophy and psychological studies of Skills, attitude, and value as essential aspects of Sustainable Development (SD), and (2) the role of mathematics education in accomplishing Sustainable Development objectives. This literature study works on metaphysics, epistemology, and axiology aspects through deep analysis of relevant sources about Education for Sustainable Education (ESD). Afterwards, a competency-based mathematics competence Education for Sustainable Education (ESD) will be designed and followed by providing training to enhance research subjects understanding in designing mathematical competency-based evaluation instrument. Then, the last but not least, the designed evaluation instruments will be quantitatively analyzed by considering creative thinking ability. Lastly, a strategic guidance for designing evaluation instruments based on Education for Sustainable Education (ESD) can be revealed. Keywords: Mathematics Education, Education for Sustainable Development PermaLink | Plain Format | Corresponding Author (INDAH WIDIATI)

50	ABS-39	1. Mathematics Education
Mathematics Teachers Supporting Higher Order Thinking Skill of Students Through Assessment as Learning in Instructional Model Rosaini, Budiyono, Hasih Pratiwi Sebelas Maret University Abstract Abstract. The Curriculum 2013 revised in 2017 emphasizes the implementation of higher order thinking skills (HOTS) questions in learning and it is required for teacher to employ kind of evaluation such as assessment in students learning. The teachers as a supporter of both mentioned aspects needs to be given attention due to the difficulty of applying assessment as learning (AaL) and hots in mathematics learning. This is due to the unfamiliarity with the type of HOTS questions. AaL is a reflective learning based on obtaining feedback for both teachers and students. The current study is an experimental research aiming at assessing AaL in facilitating students solve HOTS problems. This mentioned aspect is the potential point helping teachers to assist their students learning and being successful learners. The subjects of this research are students of 7th grade in Sleman, Yogyakarta. The findings of this study are 1) an improvement has been found to happen after the integration of AaL in instructional model, and 2) The teachers succeeded employing portfolio for learners to facilitate HOTS in mathematcs learning. Teachers used the portfolio with conceptualization and characteristic of AaL bases portfolio with problems of HOTS type. Keywords: Teacher, Higher Order Thinking Skill, Assessment as Learning, Instructional Model PermaLink | Plain Format | Corresponding Author (Rosaini Rosaini)

51	ABS-552	1. Mathematics Education
Students Learning Achievement using Knisley Learning Model with Brainstorming Method N Anaguna, S Suhendra School of Postgraduate Students, Universitas Pendidikan Indonesia Jl. Setiabudhi No.229, Kelurahan Isola, Kecamatan Sukasari, Bandung 40154. Abstract This study aims to determine whether there is an influence of using Knisley learning model with Brainstorming method toward students mathematics learning achievement. This experimental research conducted in one of junior high schools in South Sulawesi, Indonesia by taking a class randomly from the eight grade. The research was carried out during seven meetings consisted of one pre-test meeting, one post-test meeting and five preferential treatment meetings. Data were analyzed using descriptive and inferential statistical analysis. Based on the score of pre-test and post-test, the students scores show an improvement from low to high category. While the average of students score reached learning score more than minimum completeness standard of test value that was approximately three-fourth of the total percentage. Furthermore, gain normalization analysis illustrated a well increase of students learning achievement because its values experienced high category. According to those progress and supported by the result analysis of teacher and students activities sheets and students responses sheets to the learning, it can be concluded that that there is an influence of using Knisley learning model with brainstorming method as its result shows a positive change toward the students mathematics learning achievement. Keywords: Knisley Learning Model, Brainstorming Method PermaLink | Plain Format | Corresponding Author (Nursyam Anaguna -)

52	ABS-297	1. Mathematics Education
Students Conceptual Understanding on Inverse Function Concept Lusiana Delastri (1, *), Purwanto(2), Subanji(2), M. Muksar (2) 1)Departemen Pendidikan Matematika, Universitas Kristen Indonesia Toraja, Jl. Jenderal Sudirman No.9, Tana Toraja, Sulawesi Selatan 91811, Indonesia *Lusianadelastri[at]ukitoraja.ac.id 2)Departemen Pendidikan Matematika, Universitas Negeri Malang, Jl. Semarang No.5, Kota Malang, Jawa Timur 65145, Indonesia Abstract The success of students on solving question about inverse function concept is supported by conceptual understanding which they have. This article has a purpose to describe students conceptual understanding on inverse function concept. This research is a descriptive research with a qualitative approach. The participants of the research are 20 students, who are in the fourth semester of their study. They are the students of a university which located in Malang. The result of the research shows that when the participants answer questions about inverse function, they apply their conceptual understanding. The characteristics of students who have conceptual understanding on inverse function concept are they are able to explain and draw inverse function concept, explain steps on determining inverse of a function, and give explanation why a function which has an inverse has to be bijective. There are some students or participants who as if they solve the question using conceptual understanding. However, it turns out that they have misconception on inverse function concept after a series of investigation by the researchers. Keywords: Conceptual Understanding; Misconception; Inverse Function Concept PermaLink | Plain Format | Corresponding Author (Lusiana Delastri)

53	ABS-553	1. Mathematics Education
Students Worksheet Based on Realistic Mathematics Education: How The Effect Toward Reasoning Ability? W A Basuki1*, and A Wijaya2 1Mathematics Education Department of Graduate School, Yogyakarta State University, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia *windiabasuki[at]gmail.com 2Mathematics Education Department of Graduate School, Yogyakarta State University, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia Abstract The aim of this research is to know the effectiveness of students worksheet based on Realistic Mathematics Education toward reasoning ability. The research was conducted with a quantitative methodology via non-equivalent control group quasi-experimental design. The population is the eight grade students of middle school in Pangkalpinang, Indonesia. The experimental class is treated by using students worksheet based on RME and the control class is treated by using the conventional students worksheet. The instrument used in this research is reasoning ability test. Data analysis is done with t test. The results of this research proves that students worksheet based on Realistic Mathematics Education is effective toward reasoning ability . RME has the characteristics that are starting learning by using real-world context, construct student knowledge, using mathematization process, the existence of student interactivity and integrated learning. Keywords: worksheet; realistic mathematics education; reasoning ability PermaLink | Plain Format | Corresponding Author (Windi Agustiar Basuki)

54	ABS-809	1. Mathematics Education
Analysis of Students Difficulty on Trigonometry Equations Elah Nurlaelah, and Dara Nurul Istiqomah 1)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2)SMA Negeri 4 Bandung, Jl. Pasir Kaliki Bandung, Indonesia Abstract Abstract. This article would like to explain the source of learning obstacle on Trigonometric concept, especially learning obstacle to solve the trigonometric function. The subject of this research were thirty six students of Senior high School. Method of research was qualitative. This research found that the learning obstacle was caused of miss preliminary knowledge of algebra concept such as degree measurement, the concept of sine, cosine, and tangent which are the specific concept in Trigonometric. To overcome the learning obstacle is needed special learning trajectory of Trigonometric concept. Keywords: Analysis, Trigonometry Equations PermaLink | Plain Format | Corresponding Author (Thoha Firdaus)

55	ABS-810	1. Mathematics Education
Trapezoidal Puzzles: The twists and turns of the 5th grade students process in calculating the area of the trapezoid D. A. K. Dewi and S. Prabawanto Hiroshima University, Japan Universitas Pendidikan Indonesia, Indonesia Abstract The area of a trapezoid is half the product of the altitude and the sum of the bases. On the other hand we should not forget that the trapezoidal regions can be divided into sections, such as being rectangle and triangle. This is what one teacher will use to conduct her lesson. She will lead her students to the meaning of the process. The various expected responses that have emerged have been predicted. However, the surprise that comes from the students we cannot avoid. This paper will describe some snippets that occur in the class as a reflective material to become a learning expert. Keywords: Puzzles, twists PermaLink | Plain Format | Corresponding Author (Thoha Firdaus)

56	ABS-299	1. Mathematics Education
DIFFERENCE USE OF UNDERSTANDING BY STUDENTS WHEN SOLVE MATHEMATICAL PROBLEMS Lusiana Delastri (1, *), Purwanto(2), Subanji(2), M. Muksar (2) 1)Departemen Pendidikan Matematika, Universitas Kristen Indonesia Toraja, Jl. Jenderal Sudirman No.9, Tana Toraja, Sulawesi Selatan 91811, Indonesia *Lusianadelastri[at]ukitoraja.ac.id 2)Departemen Pendidikan Matematika, Universitas Negeri Malang, Jl. Semarang No.5, Kota Malang, Jawa Timur 65145, Indonesia Abstract When a person facing problem situation, the person construct a scheme and using some components and correlation to facing the problem. When facing a same mathematical problem situation, different student may use the same component but construct different correlation to solve the problem. The students have different ways to solve mathematical problem in terms of the type of understanding they have. This study aims to determine difference use of understanding by students when solve mathematical problems. The subject of study are 4 (four) students of State University of Malang. The results showed that there were two categories of use of the understanding by students when solving the same problem, namely the dominant student (tend) to use procedural understanding when solving mathematical problems, and students who are dominant (likely) use conceptual understanding when solving mathematical problems. With the way of problem solving with different understandings, resulting in the process of thinking or a way to construct knowledge for each understanding is also different. Keywords: Conceptual and Procedural Understanding; Difference Use of Understanding; Solving Mathematical Problems; PermaLink | Plain Format | Corresponding Author (Lusiana Delastri)

57	ABS-301	1. Mathematics Education
Learning Obstacles on Linear Equation concept in Junior High school Students: Analysis of Intellectual Need of DNR-Based Instructions M T Bakar, D Suryadi , and D Darhim Universitas Pendidikan Indonesia Abstract The purpose of this study was analysis the learning obstacle by students in solving the problems of linear equations system based on students intellectual need. Two problems about linear equations was given to two students of 8th Grade as subjects who had the same initial mathematical abilities. The data collection was using the test of mathematical concept comprehension, and interview with subjects. Interviews was conducted by asking open-ended questions related to the mathematical concept comprehension test that they had been working on. This data were transcribed then analysis in depth to see the learning obstacle and intellectual need. This research finally finds three types of learning obstacle students related to intellectual need. These learning obstacle are ontogenic obstacle, epistemological obstacle, and didactical obstacle. Ontogenic obstacles are where students didnt have of basic mathematical knowledge. Epistemological obstacles were where students couldnt translate problems into mathematical models, miscalculate and also couldnt provide an explanation of the answers obtained. This indicates that the students did not have need for certainty, need for causality, need for computation, need for communication, and need for structure. Didactical obstacle occurs when the teachers are unable to create learning that accommodates the intellectual need of students. Keywords: learning obstacle, intelectual need, concept analisys PermaLink | Plain Format | Corresponding Author (Marwia Tamrin Bakar)

58	ABS-557	1. Mathematics Education
A Potential Instructional Theory for Meaning of Minus Sign Nyiayu Fahriza Fuadiah (1,2 *), Didi Suryadi (2), and Turmudi (2) 1) Universitas PGRI Palembang 2) Universitas Pendidikan Indonesia * fahrizafuadiah[at]student.upi.edu Abstract This study presents the results of teaching experiment of 7th-grade students about the meaning of the minus sign as the initial knowledge toward the concept of negative integers and its operations. A hypothetical learning trajectory (HLT) was designed on the basis of findings in a preliminary study showing that most students did not understand the meaning of the minus sign that resulted in students ability in operations involving negative integers. Implementation and revision of HLT were carried out by involving 32 seventh grade students and a math teacher by taking into account the stages of the didactical situation. Furthermore, group learning can encourage students to identify the meaning of minus sign encountered in a context. All data in the form of learning video recording, interview, and students worksheet are analyzed qualitatively based on the perspective of the theory of didactical situation to get the instructional design according to the condition and requirement of the students. The learning practices indicate that the students can differentiate the meaning of the minus sign according to the context of the given problem. Keywords: minus sign, negative integers, theory of didactical situation PermaLink | Plain Format | Corresponding Author (Nyiayu Fahriza Fuadiah)

59	ABS-558	1. Mathematics Education
Characteristic Profile of Analytical Thinking on Solving Mathematical Problems Ahmad Qolfathiriyus (a*), Imam Sujadi (a), Diari Indriati (a) a) Departement of Mathematics Education, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Indonesia *aanahmad8888[at]gmail.com Abstract Analytical thinking is a thinking ability to help individuals in solving problems of mathematics. It is important for understanding the parts of situation, the ability to scrutinize and breakdown facts. However, there is a differentiation or variation in the way to solve these problems. The differentiation or variation is described as the characteristics of analytical thinking. The characteristics consisted of pre-analytical, partial-analytical, semi-analytical, and analytical. This study aims at describing an analytical thinking characteristic profile of high school students in problem solving using two dimension materials. This is a qualitative study. The participants of this study are the high ability students at eleventh grade of Public Senior High School 1 Kedungwaru Tulungagung. Think Aloud Method is applied to collect the data. The findings showed that the high-ability students have pre-analytical thinking characteristics when they are planning, then they have semi-analytical and pre-analytical thinking characteristics when they are implementing the plan. Thus, it can be concluded that high ability students have two of four analytical thinking characteristics, that are pre-analytical thinking and semi-analytical thinking. Keywords: Analytical thinking; Think aloud method; Problem solving PermaLink | Plain Format | Corresponding Author (Ahmad Qolfathiriyus Firdaus)

60	ABS-304	1. Mathematics Education
Students Error on Mathematical Literacy Problems Rini Haswin Pala*, Tatang Herman, and Sufyani Prabawanto Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *rinihaswinpala[at]student.upi.edu Abstract This research aims to analyze of students error on mathematics literacy problems related to trigonometry in secondary school. The error in solving this literacy problem was analyzed based on the types of error by Nolting. This research used descriptive research method and the data in this research were collected through mathematical literacy test and interview. Subjects were selected based on types of error on mathematical literacy test. The results of this research indicate that the types of error made by the student in solving the literacy problems were careless errors, concept errors, and application errors. Keywords: students error, mathematics literacy problems PermaLink | Plain Format | Corresponding Author (Rini Haswin Pala)

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