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121	Mathematics Education	ABS-304
Designing statistics learning materials to promote statistical literacy skills of students in Islamic universities Khairiani Idris Institut Agama Islam Negeri Lhokseumawe Abstract Among the difficulties encountered by statistics lecturers in teaching statistics in Islamic universities in Indonesia is the unavailability of learning materials based on statistical literacy which provide familiar contexts to students. This study applied a mixed-method approach aimed at investigating effects of statistics learning materials designed by integrating Islamic contexts on students learning statistics. 47 student teachers from Arabic and English departments were involved as participants. Qualitative data on students^ learning were collected through observations and interviews, while quantitative data were obtained from the test of statistical cognitions administered before and after the teaching experiment. Results showed that the designed learning materials integrated with Islamic contexts could improve students^ understanding in statistics contents and enhance their interests in reading the learning materials to learn the statistics contents. However, more explanations from lecturer were necessary for the students to gain full understanding. In addition, students^ scores in statistical cognitions were significantly improved after the teaching experiment. Suggestions for further studies were discussed. Keywords: integration of islamic contexts- learning materials- statistical literacy- statistics course Share Link | Plain Format | Corresponding Author (Khairiani Idris)

122	Mathematics Education	ABS-49
Development of competencies for teaching geometry through an analysis learning obstacle Mohamad Gilar Jatisunda (a*), Didi Suryadi (b), Suhendra (c) a) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia *g.jatisunda[at]unma.ac.id b)Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia c) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia Abstract In this study, we address the development of competencies pre-service teachers to teach geometry by analyzing learning obstacles. The learning obstacle categories in this study are an ontogenic obstacle, epistemology obstacle, and didactic obstacle. We traced the development of these competencies through a professional development course taken as part of Program Pengenalan Lapangan (PPL). The design used in this study is qualitative research design. This study uses the methodological framework of the Didactical Design Research (DDR). DDR or didactic design research that he developed uses the philosophical foundation of hermeneutics, phenomenology, and ethnomethodology. The participants in the course were pre-service teachers who practised in their classroom with various activities, such as analysis and construction of geometric, presenting and solving geometric problems, and developing instructional units for geometry. From the activities carried out by pre-service teachers can analyze each student^s learning obstacle. By the analysis of these learning obstacles, the pre-service teacher becomes a place to reflect on the teaching and learning they have done. The process of reflection on teaching and learning becomes important in their professional development. Keywords: pre-service teacher- teaching geometry- learning obstacles Share Link | Plain Format | Corresponding Author (Mohamad Gilar Jatisunda)

123	Mathematics Education	ABS-307
Classroom Management Capability Analysis in Improving Student Activity in Mathematics Learning Processes in Class VIII PAB 2 Helvetia Private Junior high School Academic Year 2018-2019. Satria Wiraprana 1*, Nanda Tia Losi 2 Universitas Negeri Medan , Universitas Islam Negeri Sumatera Utara Abstract This study aims to describe the activities of students in learning mathematics and describe classroom management by teachers in overcoming student learning difficulties in mathematics in class VIII PAB 2 Helvetia Private Junior High School in 2018-2019. This study uses a qualitative approach to the type of descriptive research. The subjects in this study were mathematics teachers and students in that school. Data collection is carried out through observation, interviews, and documentation. Data analysis using the Miles and Huberman Model consists of three stages. they are data reduction, data presentation, and drawing conclusions. Checking the validity of the data by techniques and source triangulation. The results showed that overall, the teacher carried out classroom management both physically and non-physically in increasing student activity in the process of learning mathematics in this class. This is indicated by the following percentages: (1) physical management 50% and non-physical management 52.94% (Teacher G-1), (2) physical management 33.33% and non-physical management 35.30% (Teacher G-2). The activities of students in class VIII-1 can be seen from eight aspects with the following percentages. They are Visual Activities (66.22%) and Oral Activities (52.70%) Keywords: Student Activity, Class Management. Share Link | Plain Format | Corresponding Author (Satria Wiraprana)

124	Mathematics Education	ABS-308
Comparing Mathematics Teachers^ Technological Pedagogical Knowledge (TPK) and their Readiness in Organizing Online Learning Fauziah Fakhrunisa (a*) a) Program Studi Pendidikan Matematika, Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *fauziahfakhrunisa[at]upi.edu Abstract The rapid development of communication and information tools in this era has an impact on the learning process. There is a theoretical framework that discuss about teachers^ knowledge in integrating technology in education. One of the components of this framework is Technological Pedagogical Knowledge (TPK). This study aims to compare between the mathematics teachers^ TPK level and their readiness in organizing online learning. A survey to the total 48 mathematics teachers was done. This survey consist of five statements as the media for teacher to doing self-assessment of their TPK and five question about their readiness in organizing online learning. From the survey results it appears that the teacher^s TPK level obtained from self-assessment is not in accordance with the teacher^s statement related to their readiness in implementing online learning. Only 18.75% of teachers whose self-assessment results are at a low level, but more than 64% of teachers have not mastered various applications to facilitate online learning. Furthermore, the forms of effort made by teachers in perfecting the online learning process are also very limited, as evidenced by the existence of 80% of teachers who interpret online learning by sharing material online without adequate discussion facilities. Keywords: Mathematics Teachers- Technological Pedagogical Knowledge- Online Learning Share Link | Plain Format | Corresponding Author (Fauziah Fakhrunisa)

125	Mathematics Education	ABS-53
The Enhancement of Critical Thinking Ability and Mathematical Resilience in the Middle School Students with a Model Eliciting Activities (MEAs) RIFDAH (a*), N. Priatna (b) , E. Cahya (c) 1) Departemen Pendidikan Matematika, Fakultas Ilmu Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 2) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 3) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The goals of this research is to get a picture about the enhancement of critical thinking and mathematical resilience students after learning using Model Eliciting Activities (MEAs). This research conducted in the private junior high school in Central Jakarta class VIII, even semester in the academic year 2018-2019. The method of this research is a quasi experiment. The research sample consisted of one experimental class and one control class selected based on cluster random sampling technique. The material used in this research was build a flat side room. The research instrument consisted of 5 critical thinking ability problems, and 25 statements of mathematical resilience. The results showed that 1) the enhancement of mathematical critical thinking abilities of students who study with Model Eliciting Activities (MEAs) higher than students who study with conventional learning- 2) the enhancement of mathematical critical thinking abilities of students who study with Model Eliciting Activities (MEAs) higher than students who study with conventional learning when reviewed based on KAM (high, medium and low, 3) Achieving the mathematical resilience of students who who study with Model Eliciting Activities (MEAs) higher than students who study with conventional learning reviewed as a whole, 4) there is a correlation between mathematical resilience and critical thinking ability, meaning that there is a significant relationship between mathematical resilience and critical thinking ability. Keywords: Critical Thinking Mathematics Ability, Mathematical Resilience, Model Eliciting Activities (MEAs) Share Link | Plain Format | Corresponding Author (Rifdah Rifdah)

126	Mathematics Education	ABS-54
Analysis of mathematical communication abilities of senior high school in linear programming material Muhammad Kosim Ali and Bambang Avip Priatna Martadiputra Universitas Pendidikan Indonesia Abstract This article is the result of research that aims to analyze the students^ mathematical communication abilities in mathematics to the subject of linear programming. The research was conducted using qualitative approach with case study method. The subjects were five high school students in Science program. Data communication students^ mathematical ability is obtained by using tests and interviews. The results showed : the ability of students^ mathematical verbal communication is good because students can explain clearly and systematically to answer written in the worksheet. But the student^s written mathematical communication ability are lacking in explaining the mathematical model, the use of symbols is less precise, and the writing is less systematic. Keywords: the students^ mathematical communication abilities Share Link | Plain Format | Corresponding Author (Muhammad Kosim Ali)

127	Mathematics Education	ABS-56
The Development of Mathematics Authentic Assessment in the Application of Model Eliciting Activities to Improve Students^ Metacognitive Skills Nurul Husna Lubis Student of Postgraduate Program of Mathematics Education Study Program, State University of Medan (UNIMED), Jl. Willem Iskandar Pasar V Medan Estate, Medan 1589, Indonesia Abstract The root of the problem in this study is that the traditional assessment did not provide real experience for the students- did not make them able to regulate and control their cognitive processes because the assessment did not refer to real world situations. To overcome this problem, a mathematics authentic assessment was developed in the application of Model Eliciting Activities to improve metacognitive skills. The validity of the authentic assessment was reached after the researcher could measure what should be measured. Meanwhile, the effectiveness of the authentic assessment was reached by looking at the completeness of the metacognitive skills. This research was a development study conducted in two stages. The results of the trial I and trial II showed that the mathematics authentic assessment developed in the application of the Model Eliciting Activities has met the valid criteria. Moreover, the assessment has met the effective criteria. It was strengthened by the increase in the students^ metacognitive skills by using the mathematics authentic assessment developed in the application of the Model Eliciting Activities in the trial I and the trial II by 0.245. Keywords: Mathematics authentic assessment- Model eliciting activities- Metacognitive skills- Development study Share Link | Plain Format | Corresponding Author (Nurul Husna Lubis)

128	Mathematics Education	ABS-313
The development of ICT learning based on interactive mathematics games in junior high schools Uba Umbara(a,b*), Munir(c), R Susilana(d), EFW Puadi(a) a)Department of Mathematics Education, STKIP Muhammadiyah Kuningan, Jl. Moertasiah Supomo No. 28B, Kuningan 45511, Indonesia b)School of Postgraduate, Indonesia University of Education, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia c)Department of Computer Science, Indonesia University of Education, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia d)Department of Educational Technology, Indonesia University of Education, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia Abstract The development of ICT in learning mathematics is one of the innovative efforts that can be used as an alternative to the development of mathematical learning models. Based on these arguments, the aim of this research is to develop ICT learning tools based on interactive mathematical games in junior high schools called domino algebra. This research is a research development of multimedia prototypes based on interactive mathematical games. The results of the development show the average value of the media expert validation test was 4.62, while the average value of the content content expert validation was 4.81. The practicality test results of the usage by the teacher get a value of 4.72 while the average practicality test results by students are one to one try out evaluations, small group evaluations, and field evaluations with a total of 20 students getting an average value of 4.63. Based on these data, ICT learning based on interactive mathematical games developed is declared suitable for use in mathematics learning in junior high schools. Keywords: ICT learning- mathematics games- junior high schools- domino algebra Share Link | Plain Format | Corresponding Author (Evan Farhan Wahyu Puadi)

129	Mathematics Education	ABS-315
The Rectangle Circumference Didactical Design based on Singing Playing Analyzing Discussing Evaluating (SPADE) Learning Model P S Agustin (a*), E Nuraeni (b), O H Pranata (c), I F Apriani (d) Universitas Pendidikan Indonesia Kampus Tasikmalaya Abstract This research is motivated by the ability of students on their low results of preliminary studies related to the concept of a rectangular circumference and their learning obstacles. The purpose of this study is to describe students^ learning obstacle on the material the rectangle circumference, didactical design of the concept of a rectangular circumference based on the SPADE learning model to overcome learning obstacle. The implementation of the rectangular didactical design circumference concept based on the SPADE learning model, students^ responses to the didactic design the rectangular circumference concept based on the SPADE learning model. The method used is a qualitative Didactical Design research model- consist of the three stages, namely- prospective analysis, metapedadactic analysis, and retrospective analysis. This study conducted in SDN Cibogo class IV. The data collection is using the description of the concept of the circumference of a rectangle. The results of the study are teaching materials in the form of Student Activity Sheets and lesson plan, then it will be developed as an alternative that can be used in learning in primary schools and used to overcome learning obstacle in mathematics learning in class IV elementary schools on the rectangle circumference. Keywords: Circumference- Didactical Design- Rectangle- SPADE Share Link | Plain Format | Corresponding Author (Ika Fitri Apriani, M.Pd.)

130	Mathematics Education	ABS-60
On Linear mappings in Krein spaces that preserve orthogonality Sisilia Sylviani (a*), Pudji Astuti (a), and Hanni Garminia (a) (a) Algebra Research Group, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung Jl. Ganesha no.10 Bandung 40132, Indonesia *sisilia.sylviani[at]s.itb.ac.id Abstract The problem of linear mappings that preserves orthogonality is an interesting topic to be investigated. A mapping is said to preserve orthogonality if any two orthogonal elements in the domain, their images are also orthogonal. In 2015 Wojcik developed some results by Chmielinski in 2005 relating to linear mapping that preserves orthogonality in the inner product space. Wojcik characterizes linear mappings which preserve relating to sesquilinear and semi-inner product forms. Based on the results of Wojcik^s research, this presentation will discuss some feature of mappings in Krein spaces that preserve orthogonality. Keywords: inner product spaces, Krein spaces, linear mapping, orthogonality preserving Share Link | Plain Format | Corresponding Author (Sisilia Sylviani)

131	Mathematics Education	ABS-316
The Rectangle Circumference Didactical Design based on Singing Playing Analyzing Discussing Evaluating (SPADE) Learning Model P S Agustin (a*), E Nuraeni (b), O H Pranata (c), I F Apriani (d) The Rectangle Circumference Didactical Design based on Singing Playing Analyzing Discussing Evaluating (SPADE) Learning Model Abstract This research is motivated by the ability of students on their low results of preliminary studies related to the concept of a rectangular circumference and their learning obstacles. The purpose of this study is to describe students^ learning obstacle on the material the rectangle circumference, didactical design of the concept of a rectangular circumference based on the SPADE learning model to overcome learning obstacle. The implementation of the rectangular didactical design circumference concept based on the SPADE learning model, students^ responses to the didactic design the rectangular circumference concept based on the SPADE learning model. The method used is a qualitative Didactical Design research model- consist of the three stages, namely- prospective analysis, metapedadactic analysis, and retrospective analysis. This study conducted in SDN Cibogo class IV. The data collection is using the description of the concept of the circumference of a rectangle. The results of the study are teaching materials in the form of Student Activity Sheets and lesson plan, then it will be developed as an alternative that can be used in learning in primary schools and used to overcome learning obstacle in mathematics learning in class IV elementary schools on the rectangle circumference. Keywords: Circumference- Didactical Design- Rectangle- SPADE Share Link | Plain Format | Corresponding Author (Drs. H. Oyon Haki Pranata, M.Pd.)

132	Mathematics Education	ABS-318
The development of ICT learning based on interactive mathematics games in junior high schools Uba Umbara(a,b*), Munir(c), R Susilana(d), EFW Puadi(a) a) Department of Mathematics Education, STKIP Muhammadiyah Kuningan, Jl. Moertasiah Supomo No. 28B, Kuningan 45511, Indonesia *uba.bara[at]upmk.ac.id b) School of Postgraduate, Indonesia University of Education, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia c) Departmentof Computer Science, Indonesia University of Education, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia d) Department of Educational Technology, Indonesia University of Education, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia Abstract The development of ICT in learning mathematics is one of the innovative efforts that can be used as an alternative to the development of mathematical learning models. Based on these arguments, the aim of this research is to develop ICT learning tools based on interactive mathematical games in junior high schools called domino algebra. This research is a research development of multimedia prototypes based on interactive mathematical games. The results of the development show the average value of the media expert validation test was 4.62, while the average value of the content content expert validation was 4.81. The practicality test results of the usage by the teacher get a value of 4.72 while the average practicality test results by students are one to one try out evaluations, small group evaluations, and field evaluations with a total of 20 students getting an average value of 4.63. Based on these data, ICT learning based on interactive mathematical games developed is declared suitable for use in mathematics learning in junior high schools. Keywords: ICT learning- interactive games- mathematics games. Share Link | Plain Format | Corresponding Author (RUDI SUSILANA)

133	Mathematics Education	ABS-64
Level of pre-service mathematics teachers reflective thinking Riva Lesta Ariany (a, b*), Rizky Rosjanuardi (a), Dadang Juandi (a) (a) Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *rivalestaariany[at]upi.edu (b) UIN Sunan Gunung Djati Bandung Jl. A.H. Nasution No. 105, Bandung 40614, Indonesia Abstract Determining the extent of the reflective thinking ability of prospective mathematics teachers is the reason for this research. The research method used was a survey method. This study involved mathematics education students who had attended practical teaching courses. The instrument used was a reflective thinking questionnaire distributed online. As many as 85 students filled out the questionnaire through the Google form. Data analysis was performed by quantifying the results of the questionnaire, then calculating the frequency and interpreting it using predetermined criteria. The results showed that prospective mathematics teachers who had been categorized in reflective thinking were less than 50%. This shows that the improvement of reflective thinking ability for prospective mathematics teachers is still very much needed. Keywords: Mathematics Education- Microteaching- Reflective Thinking Share Link | Plain Format | Corresponding Author (Riva Lesta Ariany)

134	Mathematics Education	ABS-320
The Rectangle Circumference Didactical Design based on Singing Playing Analyzing Discussing Evaluating (SPADE) Learning Model P S Agustin*, Epon Nur^aeni, H O Pranata*, I F Apriani* Universitas Pendidikan Indonesia Kampus Tasikmalaya Abstract This research is motivated by the ability of students on their low results of preliminary studies related to the concept of a rectangular circumference and their learning obstacles. The purpose of this study is to describe students^ learning obstacle on the material the rectangle circumference, didactical design of the concept of a rectangular circumference based on the SPADE learning model to overcome learning obstacle. The implementation of the rectangular didactical design circumference concept based on the SPADE learning model, students^ responses to the didactic design the rectangular circumference concept based on the SPADE learning model. The method used is a qualitative Didactical Design research model- consist of the three stages, namely- prospective analysis, metapedadactic analysis, and retrospective analysis. This study conducted in SDN Cibogo class IV. The data collection is using the description of the concept of the circumference of a rectangle. The results of the study are teaching materials in the form of Student Activity Sheets and lesson plan, then it will be developed as an alternative that can be used in learning in primary schools and used to overcome learning obstacle in mathematics learning in class IV elementary schools on the rectangle circumference. Keywords: Circumeference- Didactical Design- Rectangle- SPADE Share Link | Plain Format | Corresponding Author (Pungki Silvia Agustin)

135	Mathematics Education	ABS-321
REACT Strategy toward Mathematical Communication Abilities of Madrasah Ibtidaiyah Students S Nuriah (a*), N Sobarningsih (b), and M R Mahmud (c) a) Integrated Islamic Elementary School Insan Rahayu, Jalan Raya Rancaekek Majalaya KM 05, Kabupaten Bandung, Indonesia *nuriah27[at]gmail.com b) Mathematics Education Departement, Universitas Islam Negeri Sunan Gunung Djati Bandung, Jl. Cimencrang Gedebage, Bandung, Indonesia c) Madrasah Ibtidaiyah Teacher Education Department, Universitas Islam Negeri Sunan Gunung Djati Bandung, Jl. Cimencrang Gedebage, Bandung, Indonesia Abstract This study aims to figure out the students^ mathematical communication skills on the subject of the volumes of cubes and cuboids for the students taught with REACT strategy were better than those who taught with conventional learning. The research method used was a quasi-experimental design of The Nonequivalent Pretest-Posttest Control Group Design conducted on students in one of the Madrasah Ibtidaiyah (MI). Based on the results of the study it was concluded that the students^ mathematical communication skills who acquired learning with the REACT strategy were better than those who applied conventional learning. Keywords: Mathematical Communication, REACT Strategy, Volume of Beam, Volume of Cube Share Link | Plain Format | Corresponding Author (Muhammad Rifqi Mahmud)

136	Mathematics Education	ABS-67
Analysis of the indicators forming the mathematical resilience of high school students Yohannes(1*), Dadang Juandi(2) (1)Mathematics Education, Graduate School, Universitas Pendidikan Indonesia, Bandung (2)Mathematics Education Department, Graduate School, Universitas Pendidikan Indonesia, Bandung *Email: yohannesyohannes[at]upi.edu Abstract When students learn to solve a problem in mathematics, they often face difficulties and challenges. The positive attitude of students in dealing and overcoming various problems that arise is known as mathematical resilience. Students with good mathematical resilience will be tough in solving various problems and will certainly get good learning outcomes. This study aims to analyze the variables that form the mathematical resilience of high school students. The subjects in this study were 110 high school students. The method used in this study is a quantitative descriptive method using Confirmatory Factor Analysis (CFA) techniques. Each respondent is given a mathematical resilience scale consisting of 25 statements, which are the variables forming the mathematical resilience. The findings in this study indicate that seven main indicators that form mathematical resilience can be formulated in high school students. Each indicator is composed of several variables, which are the constituent variables of the mathematical resilience ability. These indicators can be used as a foundation for further study of the mathematical resilience analysis of high school students. Keywords: Mathematical Resilience Share Link | Plain Format | Corresponding Author (Yohannes .)

137	Mathematics Education	ABS-323
Using ornaments to enhance students^ proving skill in geometry Joko Suratno Department of Mathematics Education, University of Khairun, Ternate, Indonesia Abstract There are a large number of geometry ornaments that we can find in everyday life. On the other hand, the use of these ornaments in mathematics learning, especially geometry, was still very limited. Geometric patterns or ornaments that there can be used as a source of learning mathematics that are full of creativity. Students who learn through these ornaments will become more active and increase their interest in the learning activities. Besides, learning with ornament media will enhance students^ creativity in making new ornaments, making problems, and solving them with various approaches. Ornaments can also be used as a tool to develop students^ skills in proving. Proof is an important part of mathematics. Proof is a tool for understanding mathematics. However, many students have difficulties to learn proof. Most students cannot construct a proof. It might be possible to define learning environments for mathematics classroom that are apt to enhance students^ proving competencies. This study is literature review about who to proof geometry properties through the activity of constructing geometry objects or ornaments using geometry software. Interactive geometry software (IGS) is also called Dynamic Geometry Environments (DGEs) is a computer program that allows user to create and manipulate geometric objects. Cabri II Plus is one example of IGS that is specialized in two-dimensional programs from around 30s of similar software . This interactive geometry software has several advantages including being able to make learning geometry more meaningful, can justify some concept errors, and the numerical and numerical capabilities of a computer also provide a rich learning environment so students can experiment. Exploration experience using this software also has a good effect on students^ mathematical proof. Apart from that, working with interactive geometry software has several advantages compared to working manually, including in terms of accuracy and time. Keywords: ornaments, proving skill, interactive geometry software Share Link | Plain Format | Corresponding Author (Joko Suratno)

138	Mathematics Education	ABS-324
The impact of the covid-19 pandemic on mathematics learning in higher education during learning from home (LFH): students views for the new normal R Y Tyaningsih (a*), Arjudin (a), S Prayitno (a), Jatmiko (b), A D Handayani (b) (a) Department of Mathematics Education, Universitas Mataram, Jl. Majapahit No. 62 Mataram, Indonesia (b) Department of Mathematics Education, Universitas Nusantara PGRI Kediri, Jl. KH. Achmad Dahlan No. 76 Kediri, Indonesia Abstract Covid-19 Pandemic has an impact on education that is bringing up new policies for learning from home. The purpose of this study was to determine students views on learning mathematics in higher education while learning from home and its sustainability towards a new normal. This type of research is qualitative with data collection techniques using online surveys and interviews. Respondents in this study were 169 students of Mathematics Education in Higher Education. The results of this study indicate that 100% of lectures are conducted online with a composition of 34.32% in the form of Asynchronous Online Course, 19.53% Synchronous Online Course, and 46.15% using Hybrid Online Course. The effectiveness of online course that has been carried out was obtained 7.1% very effective, 20.1% effective, 53.8% sufficient, 17.8% less effective, and 1.2% ineffective. Open questions are provided in the questionnaire to allow students to convey constraints/difficulties experienced during Learning from Home (LFH), including network constraints, health problems, costs, the environment, course constraints, and time problems. Student responses regarding the application of the Blended Learning method in the new normal period showed 48% agreed, 31% were doubtful, and 21% disagreed. Keywords: covid-19 pandemic, mathematics learning, higher education, learning from home, new normal Share Link | Plain Format | Corresponding Author (Ratna Yulis Tyaningsih)

139	Mathematics Education	ABS-325
Symbolic measuring: an exploration of ethnomathematics based on people^s daily communication Uba Umbara (a,b*) Wahyudin (c**), Sufyani Prabawanto (c***) a) School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia *uba.bara[at]upmk.ac.id b) Department of Mathematics Education, STKIP Muhammadiyah Kuningan, Jl. Moertasiah Supomo No. 28B, Kuningan 45511, Indonesia **wahyudin.mat[at]upi.edu c) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia ***sufyani[at]upi.edu Abstract The purpose of this study is to show that ethnomathematics has an important role in people^s daily communication. This study discusses the exploration of existing symbolic measuring instruments used by the Cigugur indigenous community in their daily activities. The research uses a phenomenological approach that can strengthen the study of a comprehensive analytical framework in describing experiences experienced by people based on phenomena. Meanwhile, ethnomathematics design adopts four elements consisting of generic questions, initial answers, critical constructs, and specific activities. Research findings show that people are accustomed to using symbolic measuring instruments rather than formal measuring instruments. Through the use of assumptions, researchers describe and demonstrate the relevance of symbolic measuring instruments with formal instruments that are internationally recognized. The results showed that the indigenous communities of Cigugur possessed and applied ethnomathematics in their lives for generations, so it can be concluded that ethnomathematics is part of their lives and cultural roots which are included in the language system in the universal cultural elements. Keywords: Symbolic measuring- Ethnomathematics- daily communication- indigenous community- culture Share Link | Plain Format | Corresponding Author (Sufyani Prabawanto)

140	Mathematics Education	ABS-70
Identification of Math Teacher^s Capabilities in Classroom Action Research Markus Palobo (a*), Yonarlianto Tembang (b), Sadrack Luden Pagiling (c), Khumaeroh Dwi Nur^aini (d) a) Department of Mathematics Education, Musamus University, Jalan Kamizaun Mopah Lama, Merauke 99611, Indonesia *markuspalobo[at]unmus.ac.id b) Departement of primary Education, Musamus University, Jalan Kamizaun Mopah Lama, Merauke 99611, Indonesia c) Department of Mathematics Education, Musamus University, Jalan Kamizaun Mopah Lama, Merauke 99611, Indonesia d) Department of Mathematics Education, Musamus University, Jalan Kamizaun Mopah Lama, Merauke 99611, Indonesia Abstract Classroom action research is very important to be carried out by a teacher. However, it was found that very few teachers conducted classroom action research. This research is quantitative descriptive. The research aims to identify the teacher^s initial ability to carry out the practice of classroom action research. The research subjects were math teachers of the Merauke consisting of 60 teachers. Data collection techniques using interview, questionnaire and observation methods. Analysis of research data with data reduction methods, data presentation and conclusion drawing. The results showed that 73% of teachers had never carried out classroom action research, 27% had implemented CAR. Most teachers, 85% said that CAR is very important and must be carried out by every teacher. There are still very high teachers who find it difficult to implement CAR, which is 81.7% with average difficulties for the CAR title component (30%) and Library (23.3%). The main need that is urgently needed immediately is mentoring CAR theory understanding (41.7%), proposal preparation assistance (36.7%) and CAR practice assistance (20%). The training model desired by the teacher is a workshop (40.1%) and practicum (31.8%) Keywords: Teacher^s Capabilities- Classroom Action Research Share Link | Plain Format | Corresponding Author (Markus Palobo)

141	Mathematics Education	ABS-72
Students Structure Sense Ability in Solving Quadratic Equation Problems Nadya Syifa Utami (a*), Al Jupri (a) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Structure sense is the ability of students to see any relation between symbols, to manipulate, and to use algebraic structures. This is considered an important ability for students as algebra is the core topic within high school mathematics. An important skills need to be acquired by students in algebra is solving equations, such as solving quadratic equations. To address this, this research aims to understand students^ structure sense ability by investigating strategies used in solving quadratic equations of the form of a square of difference of two variables. To reach these aims, a qualitative descriptive method was conducted in the form of four quadratic equation tasks done by twelve Senior High School Students from one of senior high schools in Bandung. In this study, each student was required to work on each task using two different strategies if possible. The result from the students^ answers informed that the majority used structure sense strategy. However, there were mistakes conducted by fifty percent and more students completing both the procedural and structure sense strategy. In conclusion, we found out that students^ structure sense ability is good despite students experienced some difficulties, whether they used the procedural strategy or involved their structure sense Keywords: Structure Sense- Quadratic Equations- Strategies Share Link | Plain Format | Corresponding Author (Nadya Syifa Utami)

142	Mathematics Education	ABS-75
Use of corn maze educational game as a learning medium for rural communities to build food security behaviours Heni Pujiastuti dan Rudi Haryadi Universitas Sultan Ageng Tirtayasa Abstract The purpose of this study is to develop food security behaviours in rural communities. The place of this research was conducted in the village of Banyubiru, Labuan district, Pandeglang regency, Banten Province, Indonesia. The method used in this study was an experiment with the design of forming three village community groups, each group consisting of 15 people. The instrument used in this study was a food security behaviours questionnaire test and an observation sheet during the implementation of the corn labyrinth educational game. The results of the questionnaire of resistance behaviours in the village community in Labuan Banten amounted to 66.83% or 0.67 in the good category. Furthermore, the observations during using the labyrinth educational game of 72.50% or 0.73 are in the good category. So it can be concluded that the behaviours of food security can be grown through learning activities through the design of a corn maze educational game Keywords: corn maze educational game, learning medium, food security behaviours Share Link | Plain Format | Corresponding Author (Heni Pujiastuti)

143	Mathematics Education	ABS-79
Level of mastery of mathematical skills and mathematical resilience Khadisa Harsela (a*), Endang Cahya Mulyaning A (b), Dadan Dasari (b) (a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *khadisaharsela[at]upi.edu (b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This analysis intends to ascertain the mathematical resilience of the level of mastery of mathematical abilities of pupils in solving word problems. This study is a mix-method research with chosen research subject were 4 independent learners, 3 instruction learners, and 3 frustration learners of course VII in among the high schools in Baleendah in the even semester of this academic year 2019/2020. The tools used in this research were to test and non-test tools (interviews and mathematical strength questionnaires). The results revealed that: (1) the excellent mathematical resilience of the independent learner group had an impact on the positive outcomes of students in overcoming difficulties that existed in mathematical application problems. On the other hand, good mathematical resilience (medium category) in students does not necessarily also affect the way students solve word problems that they think are difficult- (2) good mathematical resilience (medium category) from the instruction learner group has a positive impact on their way of overcoming difficulties in word problems. On the other hand, unfavorable mathematical resilience (medium category, but partly there is a low category) on students has an impact on the difficulty of solving mathematical problems- and (3) unfavorable mathematical resilience (very low / low category) in the frustration learner group affects the difficulty of solving mathematical application problems. However, there are also students at the level of frustration who have a good resilience ability (medium category) but do not affect the difficulties they experience (still having difficulty) in solving word problems. Keywords: Independent learner- Instruction learner- Frustration learner- Mathematical resilience- Word problems Share Link | Plain Format | Corresponding Author (Khadisa Harsela S.Pd.)

144	Mathematics Education	ABS-80
The ability of mathematical problem solving of junior high school students in situation based learning and discovery learning A N Hasanah (a*), N Priatna (b), and K Yulianti (b) a)Magister Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam , Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *annisanurhasanah[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract The ability of mathematical problem solving is needed in learning mathematics. However, the facts show that its is still low. This study aims to determine the achievement of mathematical problem solving abilities of students who obtain situation based learning model and discovery learning models. The method of this study was quasi-experimental study with a post-test only control group design. The subject of this research was 64 students in class 8th of one junior high school in Garut, that was chosen by purposive sampling technique. The data was collected through the results of validated tests, interviews and observations. Mann-Whitney test was performed on quantitative data obtained, and description on qualitative data. The results show that the achievement of mathematical problem solving abilities of students who obtained situation based learning was no higher rather than students who obtained discovery learning. The causal factors because two models (1) are student-centered, (2) conducted in groups so that students can share strategies and information with their peers, (3) mathematical problem-solving questions are facilitated at each meeting, (4) have steps that support the use of indicators of problem solving ability in this study, (5) involve several factors that contribute to one^s success in solving mathematical problems. Keywords: Mathematical Problem Solving Ability, Situation Based Learning, Discovery Learning Share Link | Plain Format | Corresponding Author (Annisa Nur Hasanah, S.Pd)

145	Mathematics Education	ABS-86
OPTIMIZATION OF UNDERSTANDING OF THE STUDENTS ^MATHEMATICAL CONCEPT THROUGH INQUIRY-BASED LEARNING APPROACH Ernawati, Pertiwi Indah Lestari Universitas Muslim Maros Abstract The low understanding of students^ concepts in learning mathematics is generally caused by several factors including the factors of lecturers using methods or learning approaches that are less relevant to teaching material resulting in a tendency to pump information to students, as a result they have not been able to improve understanding of concepts optimally, they cannot improve the competence of lecturers in learning activities, and also have not been able to develop student good behavior related to changes in understanding of concepts that need to be studied. This study uses a Classroom Action Research method through two cycles, applied to students in the mathematics education study program of FKIP UMMA academic 2018/2019 with a total of 30 student respondents. The results obtained by the inquiry-based learning approach can improve understanding of Mathematical concepts. In addition, inquiry-based learning approaches can improve teacher competencies in learning activities. After learning with the inquiry-based learning approach, it turns out that it can also develop students^ good behavior related to changing understanding of Mathematical concepts. Generally, students who behave well and understand the concept of the majority, also increase the value of meeting the minimum completeness criteria = 65, always active, communicative, and passionate in learning with the quality of learning better than before. Keywords: understanding of mathematical concepts, inquiry-based learning approach Share Link | Plain Format | Corresponding Author (Ernawati Ernawati)

146	Mathematics Education	ABS-88
A Lesson Study to Foster Prospective Teachers Disposition in STEM Education Thesa Kandaga (1,2*), Taufiqulloh Dahlan (1,2), Nia Gardenia (1,3), Darta (2), Jusep Saputra (2) 1) Doctoral Student in Mathematics Education, Universitas Pendidikan Indonesia Jalan Setiabudhi No. 229, Bandung 40154, Indonesia *thesakandaga[at]unpas.ac.id 2) Lecturer in Mathematics Education, Universitas Pasundan Jalan Tamansari No. 6 & 8, Bandung 40116, Indonesia 3) Lecturer in Mathematics Education, Universitas Indraprasta PGRI Jakarta, Indonesia Abstract In nowadays education and especially in higher degree, disposition is one of several factors which are highly affecting learning process. Purpose of this research is to foster mathematical disposition towards prospective teachers^ through technology approach. POM-QM represents technology embedded for the STEM learning process. The chapter design in this lesson study was designed as the first course, where the instructor emphasizes connections to students^ initial abilities. In the conduct, this lesson study starts with planning the chapter design to embed the technology into learning. Next, the chapter design was implemented to the course. Several observers assigned for each group of students to record every activity and observe the learning process. From the reflection phase and after some adjustment in the second cycle, the chapter design is able to foster students^ interests, contextual awareness, and their appreciation to the topics. Of course, some mathematical dispositions^ indicators such as flexibility and persistence can only be concluded after several conduct. Nevertheless, the design is able to foster students^ mathematical disposition for those chapter. Continuous treatment is needed until the dispositions occurs frequently. Keywords: Mathematical disposition- Lesson study- STEM Share Link | Plain Format | Corresponding Author (Thesa Kandaga)

147	Mathematics Education	ABS-92
Students^ Errors in Solving the Connection Cluster Problem: A Case Study on Space and Shape Content Khaluka Ahsana Fitri*, Al Jupri Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 *khalukaahsana[at]gmail.com Abstract The ability of Indonesia student is still low in solving space and shape problem. It shows that the student gets the difficulties in solving the connection cluster of Programme for International Student Assessment (PISA) particularly in space and shape content. In this study, we carried out a small-case study on analyzing student error in solving space and shape problem in connection cluster problem using Newman^s Error Procedure (NEP). We conducted this study for 53 students from two schools. There were three steps in carrying out this study- selecting PISA problem, answering the problem, and interview. Three problems were selected and translated to Indonesia. The students answered the problems for 15 minutes. Then the interview was conducted to clarify the student answer related to the error. It was done only for 4 students who got the difficulties and error in solving the problem. In this research, we found that most of student error was occurred in comprehension and transformation process. Therefore, only a few of students did error for process skill and encode the problem. For future study, we suggest to continue the research about the student conceptual understanding in mathematics. Keywords: students^ error, connection cluster problem, space and shape content Share Link | Plain Format | Corresponding Author (Khaluka Ahsana Fitri)

148	Mathematics Education	ABS-98
Student difficulties in solving mathematical creative thinking problems on derivative application Y Hilmi (a*), D Juandi (b), D Usdiyana (b) a) Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract This study aims to analyze the difficulties experienced by students in solving mathematical creative thinking problems. Research conducted involved 26 students as research subjects in eleventh grade of Mathematics and Natural Sciences in one of the Senior High School in Tasikmalaya. The research method used in this study was descriptive qualitative in order to describe the difficulties experienced by students in solving creative thinking problems on the topic of derivative application. Problems that are designed refer to mathematical creative thinking indicators including fluency, flexibility, elaboration and originality. Based on the results of the study, it can be concluded as follows (1) on the fluency indicator, the majority of students had smoothly applied the concept of function derivatives so that no difficulties were identified, (2) on the flexibility indicator, students had difficulty applying other concepts as a different way, (3) on the elaboration indicator, students had difficulty in constructing the formulas used and (4) on the originality indicators, students had difficulty in representing the shape of images into mathematical equations. Keywords: Creative thinking, Student difficulties, Derivative application Share Link | Plain Format | Corresponding Author (Yugi Hilmi)

149	Mathematics Education	ABS-99
Geometrical thinking of junior high school students on the topic of lines and angles according to Van Hiele theory S Rahayu*, and A Jupri Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Unconsciously, we use the concept and skill that we learned from the result of doing math questions, because the laws of mathematics govern everything. We can shaping up mathematics with geometry. Furthermore, this study aims to analyze geometrical thinking of junior high school students on the topic of lines and angles according to Van Hiele theory. This research use qualitative method with the sample was four junior high school students in Bandung District, Indonesia. The data collection technique were used test and interview. The result showed that students with high abilities were at level 1 (analysis), and students with medium and low abilities were at level 0 (visualization). Keywords: Geometrical thinking- Van Hiele theory- line and angles Share Link | Plain Format | Corresponding Author (Sri Rahayu)

150	Mathematics Education	ABS-101
Students^ ontogenic obstacle on the topic of triangle and quadrilateral Muh. Khaedir Lutfi (a*), Dadang Juandi (b), Al Jupri (b) (a*) Departemen Pendidikan Matematika, Sekolah Pascasarjana, 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 *khaedir.mkl[at]upi.edu Abstract This research based on the students^ difficulty in solving problem in triangle and quadrilateral topic. The difficulties can be identified from the mistakes made by students when solving triangle and quadrilateral problems. It can be caused because of learning obstacle experienced by the students. The learning obstacle which was described on this research is only focused on ontogenic obstacle. The purpose of this research is to identify the ontogenic obstacle based on the mistakes of the students in topic triangle and quadrilateral. This research used a qualitative approach. The research was conducted to 25 grade VII students in one of junior high schools in Sumedang and a teacher as participants. Furthermore, the students answered 5 questions in test given and then the researcher interviewed 3 students based on their answers on the test. The researcher analysed the data of this research by using triangulation method from data of students^ answer on the test given, also interview of the teacher and the students. The result of this research showed that there are three kinds of ontogenic obstacles. The first ontogenic obstacle is psychological ontogenic obstacle where the student were less interested to the learning process of triangle and quadrilateral topic. The second ontogenic obstacle is instrumental ontogenic obstacle where the student were mistaken to recognize the guideline line on the picture given, and the last ontogenic obstacle is conceptual ontogenic obstacle where the student did not understand the topic of quadrilateral well based on the learning experience of the student in measuring length and area. Keywords: Psychological Ontogenic Obstacle, Instrumental Ontogenic Obstacle, Conceptual Ontogenic Obstacle Share Link | Plain Format | Corresponding Author (Muh. Khaedir Lutfi)

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