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61	ABS-561	1. Mathematics Education
TRANSFORMATIVE LEARNING IN DEVELOPING STUDENTS SELF EFFICACY Iyan Rosita Dewi Nur, Tatang Herman Universitas Pendidikan Indonesia Abstract The contents from learning process are individuals changing in cognitive aspect, attitude, skill and habitual as a product and interaction with its domain. Learning is the process to construct our knowledge by experience transformation. The purpose of this research is to analyzed how students self efficacy can be increased by Transformative Learning model. The method in this research is mix method design between quantitative research and qualitative research. The kind of this method is eksplanatoris sekuensial method. The research conducted on one group (one class) as a research class. This research was done in researchers own class in order that data analyze subjectivity and drawing in the conclusion guarded. The populations of this research are all of the 2nd grader mathematics education bachelor degree students in Singaperbangsa Karawang University and the samples are 30 students were randomly selected. Data collection methods used the questionnaire method, learning proccess observation sheet, documentation, and interview. Data analysis technique used t-test and likert scale. Based on this research, it was known that transformative learning can develope students self efficacy. Using transformative learning in this research can help students in changing their attitude and continuing develop their reasoning thinking ability, sense of ability (loving, appreciate the rightness and honesty) and increase their productivity (productive together for many people) because this transformative learning is one of so many learning models that can produce cognitive changing results and made students be more confident because their self efficacy is raise up. So, transformative learning can be the one of alternative solution that can we use to developing students self efficacy. Keywords: Transformative Learning, self efficacy, Cognitive Aspect, mathematic education PermaLink | Plain Format | Corresponding Author (Iyan Rosita Dewi Nur)

62	ABS-563	1. Mathematics Education
Analysis of Students Mathematical Communication Ability Nurjanah, Tatang Herman, Sufyani Prabawanto Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract This study aims to (1) analyse and describe the difficulties by students in solving problems of mathematical communication test in circle material; (2) analyse the factors that causing the students have difficulty in solving mathematical problems in circle material. The type of research in this study is qualitative descriptive. The data collected in the form of writing, words, and pictures. The research was conducted at SMA Negeri 1 Tualang, Riau. The subjects in this study are 36 students of class XII. Data collected methods used in this study is a test mathematical communication ability indicator in circle material. Based on the research which are found three factors that cause students difficulties in solving problems include: (1) students have not been able to understand the concept of the problem and students have not been able to interpret the sentence about the presented questions; (2) students are less precise in performing calculations on algebraic form operations such as subtraction, multiplication, and division and while working on students in a hurry; (3) students not yet understand the concept of drawing circles from known elements or otherwise resolving questions from the presented images. Keywords: students learning difficulties, mathematical communication ability PermaLink | Plain Format | Corresponding Author (Nurjanah -)

63	ABS-308	1. Mathematics Education
IS IT REQUIRED TO REMOVE BORROWING TECHNIQUE IN CLEARLY REDUCED OPERATIONS IN ELEMENTARY SCHOOL? Zutri Parwines, Anton Noornia STATE UNIVERSITY OF JAKARTA Abstract Abstract: Operational learning on chunks, especially reduction operations conducted in grade II elementary school, is still an important and interesting issue to discuss, and one of the problems in learning to count the number of counts is the application of borrowing techniques. There are still many teachers who are learning this part unreasonably to the students because it is too abstract and tends to provide a forced way and does not offer a contextual strategy to the students. Operational learning on chunks, especially reduction operations conducted in grade II primary school, is still an important and interesting issue to discuss and discuss, and one of the problems in learning to count the number of counts is the application of borrowing techniques. There are still many teachers who are learning this part unreasonably to the students, because it is too abstract and tends to provide a forced way and does not offer a contextual strategy to the students. The problem mainly arises when the number is reduced in the form of hundreds or thousands that contain the number 0. The reduction algorithm offered by teachers is in fact very difficult to understand by the students. As a result, there are so many mistakes students make on the operation of counting numbers like this. This study aims to provide alternative solutions for teachers in completing the reduction of counting operations, especially on the use of borrowing techniques. This research uses descriptive method where researchers collect data and studies that related to the process of reducing the number of counting done by students. The reduction algorithm offered by teachers is in fact very difficult to understand by students. As a result, many errors are made by students in the operation of counting numbers like this. This study aims to provide alternative solutions for teachers in completing the reduction of counting operations, especially on the use of borrowing techniques. This research uses a descriptive method where researchers collect data and studies that related to the process of reducing the number of counting done by the students. Keywords: Counting Number, Reduction Operations, Borrowing Techniques PermaLink | Plain Format | Corresponding Author (ZUTRI PARWINES)

64	ABS-564	1. Mathematics Education
Profile of Mathematics Communication Skills of Junior High School Students in Solving Problems Shinta Puspa (a*), Riyadi (b), Sri Subanti (c) a) Mathematics Education Department, Sebelas Maret Surakarta University, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia *puspashinta5[at]gmail.com b) Mathematics Education Department, Sebelas Maret Surakarta University, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia c) Mathematics Education Department, Sebelas Maret Surakarta University, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia Abstract Mathematical communication skills of students is the ability of students to understand, express and interpret mathematical ideas using language and mathematical representations either in writing or orally. The ability to communicate ideas, thoughts, or opinions is very important in learning mathematics. Each student is likely to have different mathematical communication skills in solving problems. This research aims to determine the communication ability of junior high school students in solving problems. This research is qualitative type that is a research process that is done naturally and natural in accordance with objective condition in the field without any manipulation, where in this case data retrieval is done through student written test, oral test delivery, and in-depth interview. In this research, using triangulation of time in which the written tests, oral tests, and interviews were carried out twice in different times. The result of mathematics communication ability on junior high school students in solving problems shows that there are some differences in each student where there are students who more detail in doing and also can remember things that are taught while the other students are more likely to do briefly and precisely. So it can be said that each student has different mathematical communication skills in solving problems. Keywords: Mathematics Communication Skills, Profile, Solving Problems PermaLink | Plain Format | Corresponding Author (SHINTA PUSPA)

65	ABS-309	1. Mathematics Education
The development of the computer-based instructional media with the interactive tutorial model Triliana* and Endang Cahya Mulyaning Asih Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *triliana[at]upi.edu Abstract This research aims to develop the computer-based instructional media with the interactive tutorial model. This research used the development model design composed by Borg and Gall modified by Sugiyono. The development was conducted through the following steps: (1) potentials and problems; (2) data collection; (3) media design; (4) validation; (5) revision; (6) small group trial; (7) revision; (8) large group trial; and (9) revision. At the stage of potentials and problems, researchers created a need analysis of the results of interviews with mathematics teachers. The media was developed for four meetings, validated by three validators and furthermore revised based on the input from validators. The revised media was tested on small and big groups by students at the Junior High School 8 Pekanbaru. The results of the data analysis showed that the computer-based instructional media with the interactive tutorial model on the coordinate system is valid with the average value of 3.4 and is practical to use by students. Keywords: Computer-Based Instructional Media, Interactive Tutorial Model PermaLink | Plain Format | Corresponding Author (Triliana )

66	ABS-54	1. Mathematics Education
Pre-Service Mathematics Teachers Self-Concept Who Gets a Pedagogic Approach Suggested by APOS Theory and Direct Learning: A Comparison Muhammad Win Afgani; Didi Suryadi; Jarnawi Afgani Dahlan Indonesia University of Education Abstract The aim of this study was to investigate the difference between pre-service mathematics teachers self-concept who gets a pedagogic approach suggested by APOS theory and direct learning as a comparison in terms of students overall and their mathematical initial ability group. The pedagogic approach is Activity-Discussion-Exercise (ADE) teaching cyclic. This study used a quasi-experiment method with posttest-only control design. The research subjects were 120 pre-service mathematics teachers from two universities in Palembang, Indonesia. They were divided into experiment and control class. 62 students were placed in a learning atmosphere that applied ADE teaching cyclic, whereas 58 of them were given direct learning. Instruments that used in this study were self-concept questionnaire, observation, and interview. Data analysis tests used in this study were t-test, Mann-Whitney U test, and two ways ANOVA. The results of data analysis descriptively showed that pre-service mathematics teachers self-concept in experiment and control class are categorized very positive in terms of students overall and their mathematical initial ability group. From inferential statistic analysis, the result showed that 1) there is no significant difference between pre-service mathematics teachers self-concept who gets ADE teaching cyclic and direct learning in terms of overall and mathematics initial ability group, and 2) there is no significant interaction between learning factors (ADE teaching cyclic and direct learning) and mathematics initial ability group (high, average, and low) toward pre-service mathematics teachers self-concept. Based on the result, we concluded that ADE teaching cyclic and direct learning influent pre-service mathematics teachers self-concept very positively and not significant difference in this study. Keywords: self-concept; ADE teaching cyclic; APOS theory PermaLink | Plain Format | Corresponding Author (Muhammad Win Afgani)

67	ABS-310	1. Mathematics Education
Effective Teaching For Increase Higher-Order Thinking Skills (HOTS) In Education Of Elementary School Zulvia Misykah, Adi Apriadi Adiansha State University Of Jakarta, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Taman Siswa Bima Abstract Abstract: Teaching learners to have high-level thinking skills is a challenge in the 21st century, this is because high-order thinking skills (hots) becomes a very important part in the world of education, it is expected when students have high-level thinking skills (hots) can improve the competitiveness of labor, productivity, added value, and opens job opportunities, thereby high-level thinking skills become very interesting topics to discuss. High-level thinking skills (hots) can be trained through Mathematics lessons.This study aims to explain the aspects that must be considered in support of participants educate, these aspects include learning strategies, Assessment, classroom environment. This research uses literature method, literature method is a method that uses library sources, articles, journals, books or others as reference source in this writing research. Keywords: HOTS, learning strategies, Assessment, classroom environment. PermaLink | Plain Format | Corresponding Author (Zulvia Misykah)

68	ABS-311	1. Mathematics Education
The Effect of Integration Contextual Teaching Learning Approach on Problem-Based Learning Viewed from Logical Mathematical Intelligence V A Nurlaily, H Soegiyanto, and B Usodo Universitas Sebelas Maret Abstract This study is aimed at determining 1) the difference of learning achievement using contextual teaching-learning approach on problem-based learning model and problem-based learning model on Mathematics learning; 2) the differences in Mathematics learning achievement among high, medium and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on Mathematics learning achievement. The type of this research was quasi-experiment research using 2x3 factorial design. The research population was the third-grade students of elementary school. The sampling technique in this study used stratified cluster random sampling. The data of Mathematical learning achievement and Mathematical logical intelligence were obtained through the test. The data were analyzed using two-way ANOVA. The results of the research show that 1) the integration of the contextual teaching learning approach on the problem-based learning model provides better learning achievement than the problem based learning model; 2) the students having high logical Mathematical intelligence have better Mathematical learning achievement than those having medium and low Mathematical logical intelligence; meanwhile, the students having medium logical Mathematical intelligence have better learning achievement than those having low Mathematical logical intelligence; 3) there is no interaction between learning model and Mathematical logical intelligence on Mathematics learning achievement. Keywords: Contextual Teaching Learning, Logical Mathematical Intelligence, Problem-Based Learning PermaLink | Plain Format | Corresponding Author (Vivi Astuti Nurlaily)

69	ABS-312	1. Mathematics Education
Mathematical Problem Solving Ability of Elementary School Students Viewed From Interpersonal Intelligence D R Permatasari, H Soegiyanto, and B Usodo Universitas Sebelas Maret Abstract Problem solving ability is one of the basic abilities that must be mastered by students, because problem solving abilities will help to solve problems in other subjects as well as everyday life. Therefore, problem solving ability is a common goal of learning mathematics. Success in mathematical problems solving is influenced by student abilities and skills in creating social relations. Student abilities and skills in creating social relations and to work effectively with others called interpersonal intelligence. The method used in this research was a descriptive qualitative method. This research is aimed at to determine mathematical problem solving ability of elementary school students. Data collected through test, questionnaire, and interview. The results showed that students with high interpersonal intelligence could master four indicators of problem solving, namely understand the problem, devise a plan, carry out the plan, and lock back. Students with average interpersonal intelligence can master understands the problem and devise a plan indicator, but sometimes they can not carry out the plan properly. Students with low interpersonal intelligence just understanding the problem, but they can not devise the plan well. Keywords: Mathematical Problem Solving , Interpersonal Intelligence PermaLink | Plain Format | Corresponding Author (Desty Ratna Permatasari)

70	ABS-568	1. Mathematics Education
How well Indonesian Schoolchildren Proficiency in Mathematics Based on The Result of Ujian Nasional 2017 David Pratama (a), Fahri Athar (b), Zainul Mujtahid (c) (a) Magister Pengajaran Matematika, Institut Teknologi Bandung , Jl. Ganesha No. 10, Bandung 40132, Indonesia (b) Magister Pengajaran Matematika, Institut Teknologi Bandung , Jl. Ganesha No. 10, Bandung 40132, Indonesia (c) Magister Pengajaran Matematika, Institut Teknologi Bandung , Jl. Ganesha No. 10, Bandung 40132, Indonesia Abstract Public concern about how well Indonesian schoolchildren are learning Mathematics is abundant and growing. The globalization of markets, the spread of information technologies, and the premium being paid for workforce skills all emphasize the mounting need for proficiency in Mathematics. Media reports of inadequate teaching, poorly designed curricula, and low test scores fuel fears that young people are deficient in the mathematical skills demanded by society. This paper describes about Indonesian schoolchildren proficiency in Mathematics based on the result of Ujian Nasional 2017. The numerical computations talks that (1) the average math score nationally at any level is 46,38 - 57,94; (2) the mathematical proficiency of each district are very much different; (3) 46,8% - 53,3% district in Indonesia were below national average. Keywords: proficiency, schoolchildren, mathematics PermaLink | Plain Format | Corresponding Author (David Pratama)

71	ABS-314	1. Mathematics Education
Analysis of students critical thinking skill of fractions on primary school M R W Muharram*, S Prabawanto, and A Jupri Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia *rijalmuharram[at]student.upi.edu Abstract Mathematics is one of the most important subjects for students to learn and important as a guide to mindset as well as forming attitude. Students accomplish to develop critical thinking skills in everyday life through mathematical learning. Therefore, This research aim to analyze students critical thinking on the topic of fraction materials. The research method used a descriptive-qualitative method were composed 25 fourth grade students of primary school in Tasikmalaya. The instruments used are tests and interview. The result of this study showed that students critical thinking skills still are low. Non-routine tasks given still have not been able to resolve by most of students. The obstacle which is found by researcher is related to fractions associated with the students critical thinking skill are: 1) Students have not been able to give a simple explanation, 2) The students have not been able to provide further explanation, 3) The student have not been able to arrange the strategy and tactic appropriately, 4) The students have not been able to conclude correctly. The results of this research can be used to develop of students critical thinking in the future. Keywords: Fractions, Critical Thinking Skills, non-routine tasks PermaLink | Plain Format | Corresponding Author (Muhammad Rijal Wahid Muharram)

72	ABS-315	1. Mathematics Education
Investigating Students Metacognitive Failures of Mathematical Problem Solving Based on Metacognitive Behaviours Nizlel Huda (a*), Akbar Sutawidjaja (b), Subanji (b), Swasono Rahardjo (b) a) PMIPA Mathematics Department, Jambi University, Jambi, Indonesia *nizlel[at]yahoo.com b) Mathematics Department, State University of Malang, Indonesia Abstract This article aims to trace the students metacognitive failures in mathematical problem solving based on their metacognitive behaviors. There are three types of metacognitive failure in mathematical problem solving: metacognitive blindness, metacognitive vandalism and metacognitive mirage. From 20 students taken as research subjects, they were grouped into 2 groups. The first group is students who perform 2 times on the completion of mathematical problem and the second group is students who perform 3 times on the completion of mathematical problem. Research subjects were taken by a person representing each group. Data were collected by using a task sheet where the subject worked with think aloud then followed by interviewing based on the subjects work. The findings in this study indicates that students who perform the completion of mathematical problem for 2 times experienced 6 times successful of metacognitive behavior and 6 times failures of metacognitive behaviors with the tendency to metacognitive vandalism. While students who perform the completion of mathematical problem for 3 times experienced 5 times successful of metacognitive behavior and 13 times failures of metacognitive behavior with the tendency to metacognitive vandalism and metacognitive mirage. Keywords: metacognitive failure, problem solving and metacognitive behaviour PermaLink | Plain Format | Corresponding Author (Nizlel Huda)

73	ABS-571	1. Mathematics Education
Development of ICT integrated project based learning student worksheet R Yusri*, N Nurmi, H Delyana STKIP PGRI Sumatera Barat, Jl. Gunung Pangilun, Padang 25143, Indonesia *radhyayusri01[at]gmail.com Abstract Inadequate text books, non-communicative languages and poor student understanding of material concepts were known to be contributing factors to the low level of student learning outcomes. This study aims to produce a valid and practical ICT integrated project based learning student worksheet. It used Plomp model of that were preliminary research, prototyping phase and assessment phase. The population was student of Mathematics Education Study Program STKIP PGRI Sumatera Barat. The research subjects used purposive sampling. The instruments used validity sheet, questionnaire and interview guideline. Technique of analysis used validity and practicality analysis. Validity and practicality result were analyzed descriptive quantitative and qualitative. The result of the validation sheet analysis shows that the average validity of ICT Integrated Project Based Learning student worksheet is 3.9 where it is included into a very valid category. The practicality can be seen from the average questionnaire where it results 3.8 and it is included into a very practical category. It is concluded that ICT integrated project based learning student worksheet in Geometry course is valid and practical. It is expected that this student worksheet can be one of the learning sources that is able to improve the student learning outcomes Keywords: Student Worksheet, Project Based Learning, ICT PermaLink | Plain Format | Corresponding Author (Radhya Yusri)

74	ABS-60	1. Mathematics Education
The effectiveness of Problem Based Learning (PBL) model with cooperative type Think Pair Share (TPS) in terms of self regulated learning and student achievement result Ainun Fitriani STKIP Taman Siswa Bima, Jl. Pendidikan Taman Siswa No.01, Bima, Indonesia *ainunfitriani7[at]gmail.com Abstract This research aims to describe the problem-based learning model with the cooperative type of think pair share in terms of self-regulated learning and student learning preservation. This research is a quasi-experimental research with quantitative approach. Instruments used to collect data include student achievement test and self regulated learning questionnaire. The results of research at the level of significance 5% indicates that the model of learning-based learning problems with cooperative set type think pair share effective review of self-regulated learning and student achievement. This is indicated by the t test value of self regulated learning of 3.95 and the value of t test for student achievement of 9.29, which is greater than t table of 1.64. Keywords: Problem Based Learning (PBL); cooperative type Think Pair Share (TPS); self regulated learning; student achievement result PermaLink | Plain Format | Corresponding Author (AINUN FITRIANI)

75	ABS-316	1. Mathematics Education
The Sport Students Statistical Literacy through Statistical Reasoning Learning Environment (SRLE) Nidaul Hidayah (1*), W.Wahyudin (2), T.Turmudi (2) (a)Departemen Pendidikan Kepelatihan Olahraga , Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia (b)Departemen Pendidikan Matematika , Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Abstract: The purpose of this research is to find the influence of Statistical Reasoning Learning Environment (SRLE) on the improvement of statistical literacy ability of sport student. This research is a quasi experimental research. The study was conducted in one of University in Bandung with 58 the sport students as a sample. Sample consist of 29 students with direct learning and 29 students through SRLE learning. Data conducted by test statistical literacy before and after learning approach applied by researcher. The result indicated that the enhanced statistical literacy abilities who obtain SRLE learning are better than students with direct learning. This means that learning with SRLE has a significant effect on improving students statistical literacy abilities. It caused in SRLE learning, the student has opportunity to use that learning that make student more enthusiasm and easier to understand about concept. Based on the result lecturer can apply this approach in statistical learning to improve students statistical literacy ability. Keywords: Statistical Literacy, Sport Student, SRLE Learning PermaLink | Plain Format | Corresponding Author (Nidaul Hidayah)

76	ABS-61	1. Mathematics Education
How to use metacognitive strategy in the open-ended approach? N Nurkaeti1*, Turmudi2 and Karso2 1Program Studi Pendidikan Dasar, Sekolah Pascasarjana, 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 Mathematical thinking ability of elementary school students is still less than expected. The students need mathematics learning which could encourage them to think mathematically, one of the alternative is open-ended approach. Open-ended approach is an instruction that provide an opportunity for the students to solve the open-ended problems. During the students solve open-ended problem, they need to set their mind using metacognitive strategy. This study aims to explain the use of metacognitive strategy that could be used by the teacher in open-ended approach. The method of this study is literature study which summarizing and analyzing the result of various research that has been done. Using metacognitive strategies will encourage the student to solve the open-ended problem and think mathematically. It is because the students think about their way of thinking in solving the problem through the questions, journal, and mind map. The impact is the metacognitive strategies could be applied in open-ended approach. Keywords: open-ended approach, metacognitive strategy PermaLink | Plain Format | Corresponding Author (Nunuy Nurkaeti)

77	ABS-317	1. Mathematics Education
Strategic Competence in Solving Financial Problems: A Case Study of Climber Students I Sabilah(a*), TYE Siswono(b), Masriyah(b) (a)Postgraduate Programme in Mathematics Education, Universitas Negeri Surabaya, Ketintang, Surabaya, 60231, Indonesia *imamasabilah16070785050[at]mhs.unesa.ac.id (b)Mathematics Department, Universitas Negeri Surabaya, Ketintang, Surabaya, 60231, Indonesia Abstract Strategic competence was mental activities apply strategies to formulate, represent, and solve mathematical problems. The aim of qualitative research is to explore strategic competence of climber student in solving financial problems. In this case, we selected from 40 students who has different adversity quotient to 3 climber students. Data based on semi-structured interview was analyzed by some steps that was consist of data condensation, data display and drawing/verification conclusion. The result pointed out that student understood the problem by reading and recall prior knowledge. They formulate problem solving by understanding mathematical formulation. Student solving financial problems by numerical and verbal strategy. Finally, they determine effective solution using arithmetical method, then find cheaper solution. For the next research, we could give a suggestion to exploring another students adversity quotient. Keywords: strategic competence; financial problems; adversity quotient PermaLink | Plain Format | Corresponding Author (Imama Sabilah)

78	ABS-318	1. Mathematics Education
Investigating Students Metacognitive Failures of Mathematical Problem Solving Based on Metacognitive Behaviours Nizlel Huda (a*), Akbar Sutawidjaja (b), Subanji (b), Swasono Rahardjo (b) a) PMIPA Mathematics Department, Jambi University, Jambi, Indonesia *nizlel[at]yahoo.com b) Mathematics Department, State University of Malang, Indonesia Abstract This study aims to inquire students metacognitive failure in mathematical problems solving based on their metacognitive behaviours. There are three metacognitive failures in problem solving. They are metacognitive blindness, metacognitive vandalism and metacognitive mirage. 20 students who involve in the study are grouped into two. The first group consists of the students who spend two times to solve the mathematical problems and the second group is the students who spend three times to solve the mathematical problems. Subsequently, one student of each group is chosen to represent the subjects of the study. The data are collected by utilized a test where the students need to solve the problem by using think-aloud methods and interviews. The findings of the study indicate that the student who spends two times to solve the problem experiences five successes in metacognitive process and ten fails metacognitive processes which are categorized more on metacognitive mirage type. Whereas the student who spends three times to solve the problem experiences five successes in metacognitive process and fifteen fails in metacognitive process which are categorized more on metacognitive vandalism type. Keywords: metacognitive failure, problem solving and metacognitive behaviour PermaLink | Plain Format | Corresponding Author (Nizlel Huda)

79	ABS-319	1. Mathematics Education
Analysis of Items on Test Instruments of Mathematical Representation Ability on Quadrilateral Material for Junior High School Student Annisa Nurainy Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia Abstract Abstract. This article presents about test instruments to measure students mathematical representation abilities. This instrument is one of several research steps undertaken by the author.A good test instrument must meet the valid and reliable criteria.The steps of developing this mathematical representation instrument include:(1) study of mathematical representation literature; (2) create a lattice based on indicators of mathematical representation ability; (3) preparation of test items; (4) trials; (5) analysis of trial results; (6) revisions; (7) retest; And (8) analysis of retesting results.The instrument was tried to 30 grade VII students from one of the junior high school in Tangerang.Based on the analysis of the results obtained items test math representation abilities are valid and have high reliability.Thus, the instrument can be used to collect research data that measures students mathematical representation abilities. Keywords: Mathematical representation ability, instruments, quadrilateral material PermaLink | Plain Format | Corresponding Author (Annisa Nurainy)

80	ABS-64	1. Mathematics Education
Analysis of students mathematical reasoning ability materials quadratic equation on selected topics subject of secondary school R Widiyasari1 E Nurlaelah2 1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The purpose of this research is to know the students mathematical reasoning ability in solving on the concept quadratic equation on Selected Topics Subject of Secondary School in terms of initial students mathematical ability. This research uses qualitative approach with descriptive research type. Sources of data used in this study is a sixth semester students of Mathematics Education FIP UMJ. Technique of collecting data through written test and interview. Based on the result of the research, it can be concluded that First, students with high initial ability categories have a tendency to use inductive and deductive reasoning elements well. Students can solve the problem of quadratic equations in the form of story problems in accordance with the steps of problem solving. Second, students with the medium initial ability categories have a tendency to use inductive and deductive reasoning elements well, but are less able to determine other ways to find answers. Third, students with low initial ability categories have a tendency to use inductive and deductive reasoning elements less well. Students are less able to solve the problem of quadratic equations according to problem solving steps and unable to determine other ways to find answers. Keywords: Mathematical Reasoning Ability, Quadratatic Equation, Selected Topics Subject of Secondary School PermaLink | Plain Format | Corresponding Author (Ririn Widiyasari)

81	ABS-66	1. Mathematics Education
The influence of adversity quotient on students mathematical understanding ability Wahyu Hidayat (a*), Muchamad Subali Noto (b), Ratna Sariningsih (a) a) IKIP Siliwangi Jalan Terusan Jenderal Sudirman, Cimahi, West Java 40526, Indonesia *wahyu[at]ikipsiliwangi.ac.id b) Universitas Swadaya Gunung Djati Jalan Perjuangan No. 01, Karyamulya, Kesambi, Cirebon, City, West Java, 45131, Indonesia Abstract The objective of this article is to describe the influence of Adversity Quotient (AQ) on mathematical understanding ability from students who is a candidate for the math teacher. The study was correlational research in the form of experiments. Population in this research is mathematics teacher candidate residing in Cimahi City, West Java, Indonesia, while samples are 55 mathematics teacher candidate specified purposively then determined randomly. Based on the results and discussion, it is concluded that AQ gives positive influence to students mathematical understanding ability with the coefficient of determination equal to 51,4% Keywords: Mathematical Understanding; Adversity Quotient PermaLink | Plain Format | Corresponding Author (Wahyu Hidayat)

82	ABS-578	1. Mathematics Education
What can we learn from pupils dialogues? : Second Graders Learning about Division Aya Shofia Maulida (a*). Dr. Dadan Dasari, M.Si (b). Dr. H. Endang Mulyana, M.Pd (c) a) School of Postgraduate, Indonesia University of Education Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia *ayashofiia[at]student.upi.edu b) Faculty of Mathematics and Science Education, Indonesia University of Education Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia c) Faculty of Mathematics and Science Education, Indonesia University of Education Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia Abstract Setting up lesson to introduce the concept of division by didactical situation for second graders student in one of private primary school in Bandung. We set the lesson with the theme of Lets help Mrs. Emma. The lesson design was sharing four packs of chocolate for 5 persons. The situation, Mrs. Emma got packages from her friends. The packs contain four packs of chocolate. The chocolates should be share for her families member, such as: father, Mrs. Emma, little sister, little brother, and grandma. Then, Mrs. Emma asked pupils to work in group and discuss about how to share the chocolates. The analysis was focus on group discussion, about phenomenology in the classroom then identifying pupils ethical orientations and decisions when dividing chocolates. We know that each pupils had their own tacit knowledge. It means that through this lesson design, pupils making dialogues for negotiating their argument to solve this problem. Moreover, pupils learned about collaborating and respecting each others tacit. Keywords: dialogues, division, phenomenology PermaLink | Plain Format | Corresponding Author (Aya Shofia Maulida)

83	ABS-67	1. Mathematics Education
Metacognition in Successful Mathematical Problem Solving Divinagracia, Lovella Salavante University of St. La Salle La Salle Ave., Brgy. Villamonte, Bacolod City, Negros Occidental Philippines, 6100 Abstract Abstract Problem solving has become the 21st century core value in learning mathematics, but improving ones capability in succeeding in it is a continuing quest. In response to this need, the study aimed to determine possible presence and interrelationships of the metacognitive processes in successful mathematical problem solving (MPS). It sought to describe the qualities of the metacognitive solutions that led to the right solution, identified factors that contributed to the emergence of these qualities, and determined the stages of problem solving that required the said metacognitive processes. Guided by a post-positivistic perspective, the constructivist researcher found the covert cognitive phenomenon from 11 key informants. Corbin & Strauss (1998) grounded theory approach was utilized to guide and attain the purpose of this study through interviews, document analysis, and observation. Ethics requirements were addressed. Experts participation from the fields of mathematics, psychology, and education ensured the validity and reliability of the methodology. Findings resulted to seven metacognitive processes themes, namely: 1) metacognitive knowledge of the typology of mathematical problems; 2) metacognitive knowledge of the nature of mathematical problems; 3) metacognitive awareness of mathematical knowledge and thinking; 4) metacognitive knowledge of personal strengths; 5) metacognitive knowledge of MPS emotions and attitude; 6) metacognitive knowledge of thinking associated with bodily motion experiences; and 7) metacognitive solution qualities. The metacognitive solution qualities are the ten micro-metacognitive processes found to be regulating the first six metacognitive processes influencing the emergence of the three macro-metacognitive stages in successful MPS: 1) metacognitive understanding process; 2) the metacognitive conceptualization of mathematical strategy; and 3) metacognitive execution of the strategy. Furthermore, findings sifted six propositions of the emerging theoretical framework grounded within conditions set by this research. Implications and recommendations emphasized teaching-learning integration of metacognitive thinking strategies, metacognitive affect and bodily motion, micro and macro metacognitive experiences, curriculum review, and conduct of further studies and local researches. Keywords: Metacognition/Metacognitive Processes, Metacognitive Problem Solving Stages, Successful Mathematical Problem Solving PermaLink | Plain Format | Corresponding Author (Lovella Salavante Divinagracia)

84	ABS-323	1. Mathematics Education
Influence of concrete pictorial abstract approach to the improvement of elementary school students spatial sense ability Hafiziani Eka Putri Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Kampus Purwakarta, Jl. Veteran No. 8, Purwakarta 41115, Indonesia Abstract The present study is aimed at investigating the influence of CPA approach to the improvement of elementary school students Spatial Sense Ability (SSA) seen from Mathematical Prior Ability (MPA) and as a whole. It is a quasy experiment with control design of pre test and post test in Mathematics in the topic of 3 dimension geometry (3D geometry) to 74 elementary school students in Cikampek, Karawang, West Java. The present study is conducted by using two study groups, group which implements CPA learning approach as the experimental group and group which implements conventional learning as the control group. Both descriptive and inferential data analysis show that the improvement of students SSA is better in students with CPA learning approach rather than students with conventional learning, seen as a whole and in every MPA. Therefore, CPA learning can improve elementary school students SSA. Keywords: cpa approach, elementary school, spatial sense PermaLink | Plain Format | Corresponding Author (Hafiziani Eka Putri)

85	ABS-70	1. Mathematics Education
Error Analysis in Solving Mathematical Communication Problem of Junior High School Students R A Prafianti, D Dasari, and A Jupri Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This research was a descriptive qualitative research. This research aims to analyze students error in solving mathematical communication problem on circle topic. Population in this research was all students studying in the 9th grade of SMP Negeri 3 Lembang Bandung Jawa Barat. The sample was 39 students (22 female and 17 male) that was chosen by purposive sampling technique. Data was collected from students through essay test. The data was analyzed with descriptive way. The results of this research indicate that percentage of error in using circle area formula was 5.1%, error in linking concept is 25.6%, and error in understanding the meaning of the problem was 17.9%. Students error in solving mathematical communication problem was caused by many factors, such as students were not used to solve mathematical communication problem, less accuracy, and less conceptual understanding of mathematics. Based on the result, the researcher suggest to: 1) increase students understanding of formula rather than memorize it, 2) increase students understanding of problem, and 3) give students more exercise related non-routine problem. Keywords: students error, mathematical communication PermaLink | Plain Format | Corresponding Author (Rayinda Aseti Prafianti)

86	ABS-328	1. Mathematics Education
Analysis Mathematical Connection Ability of Students on Derivative Function M Mekarina*, Y P Ningsih Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Abstract. This research is based on the lack mathematical connection ability of students. This research aims to analyse mathematical connection ability of students. This research is qualitative research which was conducted to 35 students grade XII at one of the senior high schools in Kabupaten Bandung Barat. In this research used essay test as an instrument. Test of connection ability on derivative function have some indicator,there are relation between mathematics topic, application of mathematics topic in other field and application of math topic in everyday life. The results of the research was found that: (1) the student had difficulty in connecting geometric concept, is the area of rectangle, with the concept of the derivative function; (2) the student had difficulty to determine the concept to be used in economics related to the concept of derivative functions; and (3) the student have difficulty determining the first idea or the initial formula for solving daily problems associated with the derivative function. From the results of this research can be concluded that the students mathematical connection ability is not yet optimal. This research can be a reference for the next researcher about analysis mathematical connection ability of student. Keywords: Mathematical connection ability, Derivative function PermaLink | Plain Format | Corresponding Author (Meka Rina)

87	ABS-329	1. Mathematics Education
Embodied cognition of the student mathematical imaginations in conceptual understanding of algebraic expression 1) I Dwijayanti; 2) I K Budayasa; 3) T Y E Siswono 1) Universitas PGRI Semarang 2) Universitas Negeri Surabaya 3) Universitas Negeri Surabaya Abstract Development of imagination in education creates a continuous education process and always new. The aim of research to describe of the student mathematical imagination and embodied cognition in conseptual understanding of algebraic expression. Type of this research is explorative with qualitative descriptive approach. The study was conducted in SMP Negeri 2 Semarang, at the end of 2017 for 3 months. Subjects involved in the study is a student who has a visual learning style. Methods of data collection using tests, interviews and observations. Test of data validity of research result using time triangulation technique. The results of this study are as follows: 1) subject imagine variables as objects that she recognized, such as the number of objects in a box or tin; 2) subject imagines an example and not an example of algebraic expression when it will define the concept of algebraic expression; 3) subject using gesture representation of variables, coefficients or constants; gesture pointing and gestures of writing as embodied cognition of the mathematical imaginations used; 4) subjects using the utterance as embodied cognition of mathematical imagination used or as the embodiment of social interaction that he did to get a confirmation or approval of researchers. Keywords: embodied cognition, mathematical imagination, conseptual understanding of algebraic expression PermaLink | Plain Format | Corresponding Author (Ida Dwijayanti)

88	ABS-74	1. Mathematics Education
Metacognitive therapy for mathematics disorder S S Faradiba (1), C Sadijah (2), I N Parta (2), S Rahardjo (2) 1) Doctorate student in Universitas Negeri Malang, lecturer in Universitas Islam Malang, Indonesia *surya.faradiba.1503119[at]students.um.ac.id 2) Universitas Negeri Malang, Indonesia Abstract Mathematics disorder is a learning disability that severely affects a person mathematical ability. This study is a descriptive qualitative research. The participants of this study were two university students of the department of mathematics education, Universitas Islam Malang. This paper describes Metacognitive therapy (MCT) for students who have mathematics disorder. MCT therapy is done by asking metacognitive questions, namely: comprehension questions, connection questions, strategic questions, and reflection questions. The goals of MCT are to first discover what students believe about their own thoughts and how their mind works about mathematics, then show the students how these beliefs lead to unhelpful responses to thoughts that serve to unintentionally prolong or worsen symptoms, and finally to provide alternative ways of responding to thoughts in order to allow a reduction of symptoms. It is necessary to further research whether the result of metacognitive therapy is only temporary or not. Keywords: mathematics disorder, metacognitive, therapy PermaLink | Plain Format | Corresponding Author (surya sari faradiba)

89	ABS-586	1. Mathematics Education
Developing mathematical reasoning to reduce the wide-spread of hoax distributions Fahri Athar, David Pratama, Zainul Mujtahid Program Pasca Sarjana Pengajaran Matematika Institut Teknologi Bandung Abstract Social media platforms has influenced the way we run our life, we have been frequently buffeted by its changes as nowadays the big portion of population obviously rely on it to stay tune of the very latest updates. As the consequence, we give the misleading contents to fill the air, the hoaxes. Content can be relayed among users with no significant third party filtering, fact checking, or editorial judgement, and an individual user with no track record or reputation can in some cases reach as many readers as national or international media [1]. This study assesses possible positive correlation between developing mathematical reasoning and reducing the spreading of hoaxes through study literature. We start the study with defining and descripting the characteristic of both mathematical reasoning and hoaxes. Furthermore, we examine a series of implication that shows a path that goes from mathematical reasoning towards reducing the hoaxes, at the end of the study we propose a brief method and content to be applied to Indonesian high school student by using logic in Mathematics topic. Keywords: mathematical reasoning, hoax, logic. PermaLink | Plain Format | Corresponding Author (Fahri Athar)

90	ABS-75	1. Mathematics Education
Analysis of Prospective Teachers Mathematical Problem Solving Based on Taxonomy of Reflective Thinking Agustan Syamsuddin Universitas Muhammadiyah Makassar Abstract Reflective thinking is a mental activity that produces changes in viewpoint through the process of re-interpretation which involves the process of analysis and decision-making about what has been done. Reflective thinking in solving problems plays an important role in the next problem solving process. It is because the students are able to realize and think about what they have done and they can use it for solving the next problems. One way to see how far reflective thinking has been used in problem solving is taxonomy of reflective thinking. This study aims to describe taxonomy of reflective thinking of teachers to be in problem solving. The subject of reserach is a student majoring in math education at Universitas Muhammadiyah Makassar. The results showed that subject met the six levels of reflective thinking starting from level (1) remembering, (2) understanding (3) applying, (4) analyzing, (5) evaluating and (6) creating. The conclusion provides ideas about the taxonomy of reflective thinking that describes the depth of reflective thinking in solving mathematical problems. Each level illustrates the skill characteristic to use mathematical knowledge. Teachers are expected to have awareness to teach students to think reflectively up to the highest level Keywords: Prospective Teacher, Mathematical Problem Solving, Taxonomy of Reflective Thinking PermaLink | Plain Format | Corresponding Author (Agustan S.)

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