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211	Mathematics Education	ABS-11
Mixture Model of Spline Truncated, Kernel, and Fourier Series in Semiparametric Regression Ardiana Fatma Dewi (a), I Nyoman Budiantara (a*), Vita Ratnasari (a) (a) Department of Statistics, Faculty of Science and Analytical Data, Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia Abstract Regression analysis is one of the statistical methods used to investigate the relationship between the response variable and the predictor variable. In modeling, if several predictor variables affect the response variable, then there are the possibility of a combination of parametric and nonparametric patterns. It takes modeling that can accumulate the two combined patterns, a semiparametric regression approach. When the relationship between predictors variable and the response that follows a changing pattern at certain sub-intervals can be approached with a Spline Truncated estimator. If it does not follow a certain pattern it will be approached with Kernel estimator, whereas if it follows a recurring pattern and has a trend it will be approached with Fourier series estimator. Based on these problems, modeling can be done with an additive mixed estimator, where each predictor variable in the regression model is approached with an estimator that matches the curve shape of the response variable using the Ordinary Least Square (OLS) estimation method. Previous research has done modeling only one estimator and two estimators. So this study aims to perform modeling using a three-mixture estimator of Spline Truncated, Kernel, and Fourier Series in semiparametric regression. With this mixed estimator, it is expected that an estimate that is suitable for complex modeling will be generated with an estimate of the resulting R2 is higher. Keywords: Fourier Series, Kernel, Semiparametric Regression, Spline Truncated Share Link | Plain Format | Corresponding Author (Ardiana Fatma Dewi)

212	Mathematics Education	ABS-267
Problem-based learning assisted by GeoGebra and Cabri 3D for understanding of geometrical concepts: A systematic review and meta-analysis Febi Tasya Ramadhanti (a*), Dadang Juandi (b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *febitasya[at]upi.edu Abstract Until now, there have been many literature studies concerning a meta-analysis of problem-based learning (PBL) on students mathematical abilities. However, it seems that the use of technology such as mathematical software in implementing PBL has not been widely used. This study aims to summarize, estimate, and evaluate the effect of PBL assisted by mathematical software, namely GeoGebra and Cabri 3D, on students understanding of geometrical concepts using systematic review and meta-analysis by synthesizing nine effect sizes from seven primary studies that satisfies the inclusion criteria. The comprehensive meta-analysis (CMA) software was used as the analysis tool to calculate Hedges g equation for determining the effect size. Based on the analysis results, the overall effect size is 0.674 according to the random-effects model and it was classified as moderate effect. In addition, some characteristics examined, namely sample size, education level, and mathematical software, did not significantly cause the heterogeneous effect size data. Thus, these findings recommend that mathematics teachers and lecturers should choose to apply PBL assisted by GeoGebra and Cabri 3D as one of the best solutions to improve understanding of geometrical concepts in mathematics learning. Keywords: Problem-based learning- GeoGebra- Cabri 3D- Understanding of geometrical concepts- Systematic review- Meta-analysis Share Link | Plain Format | Corresponding Author (Febi Tasya Ramadhanti)

213	Mathematics Education	ABS-12
Student Activeness in Using Lulingpat Media in Learning Quadrilaterals and Triangles Nudiya Ilma Atsara, Abd Qohar Universitas Negeri Malang Abstract This study aims to determine the activeness of students in the application of the use of Lulingpat media on quadrilaterals and triangles material. This research was conducted at SMP Sunan Kalijogo Malang. This research method uses a qualitative approach because the researcher wants to explore the activeness of students in the application of the use of Lulingpat media on quadrilaterals and triangles material. The research subjects were 22 class VIIA students of SMP Sunan Kalijogo Malang in the 2019/2020 school year. Based on the results of the analysis of student activeness observations obtained an average percentage of 91.28%, this indicates that the activeness of class VIIA students in the material of quadrilaterals and triangles using Lulingpat media is very good. Keywords: Student Activeness, Mathematics Learning Media, Quadrilaterals, Triangles Share Link | Plain Format | Corresponding Author (Abd Qohar)

214	Mathematics Education	ABS-15
Problem-solving Ability of Fifth-graders in Mathematical Word Problem Rosmayasari (a*), Sufyani Prabawanto (b) a) Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *rosmayasari_alby[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia sufyani[at]upi.edu Abstract This study aims to analyze the students^ problem-solving skills in solving daily problems that dealing with the operation of fractions. This research was conducted at a State Elementary School in Bandung City, West Java Province, Indonesia. The research method used was a qualitative approach with a narrative case study method. The sample in this study was 36 students in grade V. Data were collected from student test results, and interviews, results, between students and with teachers. Data analysis was performed using interpretational analysis. The results show that the fifth-grade still having difficulty in understanding the problems. Other interesting findings are: (1) Some students still do not understand the rules or how to change mixed numbers into ordinary fractions or vice versa. (2) Some students still do not understand how to design and implement solving strategies. (3) Some students still do not understand the concepts and procedure of the counting operations, such as addition, subtraction, multiplication, and division. (4) Some students do not conclude the final result from the answer to the story problem. (5) Some students do not validate the question of the story problem, she/he just give mathematical solution answers Keywords: Problem-solving skills- word problems- operational of fractions Share Link | Plain Format | Corresponding Author (Rosmayasari Rosmayasari)

215	Mathematics Education	ABS-16
Analysis of Students^ Mathematical Critical Thinking Ability in Solving Sequence and Series During Online Learning Eris Iswara (a*), Darhim (b) a) School Of Postgraduate Studies, Indonesian education university Jl. Dr. Setiabudhi 229, Bandung 4632, Indonesia *erisiswara[at]upi.edu b)Indonesian education university Jl. Dr. Setiabudhi 229, Bandung 4632, Indonesia darhim[at]upi.edu Abstract One of the 21st-century abilities that students must have is critical thinking skills. In early 2020 the Indonesian education system implemented online learning due to Covid-19. This study aims to analyze the ability of mathematical critical thinking with sequence and series materials at the time of online learning application. This study uses a qualitative descriptive method with a population of all students of class XII SMA Negeri 25 Garut. The sample was chosen based on purposive sampling, with the subject having studied the sequence and series materials and selected a class of 32 students as a research sample. The instrument used is a test with a description type. Data collection techniques are done by providing questions online through google form. The results showed the mathematical critical thinking ability of grade XII students at SMA Negeri 25 Garut on sequence and series materials were in the moderate category or enough with an average percentage of 56.92%. Keywords: critical thinking- sequence and series Share Link | Plain Format | Corresponding Author (Eris Iswara)

216	Mathematics Education	ABS-273
Learning style inventory (Kolb^s model) and achieving geometry learning outcomes Anwar *, Turmudi, Dadang Juandi Departemen Pendidikan Matematika, Sekolah Pascasarjana Pendidikan Indonesia Jl. Dr. Setia Budhi Number 229, Bandung 40154, Indonesia Abstract A person will be more effective in learning if he already understands his character in learning. There are various kinds of ways that a person has in learning, namely by hearing, reading, or seeing and learning by finding. The way to process this information is known as learning style. This paper aims to explain the tendency of Kolb^s learning style and how the achievement of geometry learning outcomes in junior high school students. The type of research used in this research is quantitative research with an ex-post facto design, with 120 subjects and data collection techniques using the Learning Style Inventory (LSI) questionnaire and geometry learning outcomes test. The results showed that students who learn through concrete experience 17.3%, reflective observation 32.7%, abstract conceptual 22.5%, and active experiment 27.5%. Whereas in the learning style dimension which has a diverger type of 39.3%, assimilator 41.1%, converger 11%, and accommodator 8.6%.So that students who have a diverger learning style are more appropriate if their learning uses the lecture and question and answer method, accommodators are more appropriate to use the problem-based method, while students who have a converger learning style will have better learning outcomes using investment-based learning strategies. Keywords: learning style Kolb^s model, learning outcomes, geometry Share Link | Plain Format | Corresponding Author (Anwar Anwar)

217	Mathematics Education	ABS-274
Mathematical Reasoning Ability and mathematics self-efficacy in gender differences Habibi Ratu Perwira Negara (a*,b), Wahyudin (a), E Nurlaelah (a), Marzuki (a,c), F H Santosa (d) and S Bahri (d) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Sutomo No. 100, Bandung 40154, Indonesia b) Tadris Matematika, UIN Mataram, Jl. Gajah Mada Pagesangan No.100, Jempong Baru, Kota Mataram, NTB 83116, Indonesia c) Matematika Pendidikan, IAIN Langsa, Jl Meurandeh, Langsa Lama,Kota Langsa, Aceh 24354, Indonesia d) Pendidikan Matematia, UNW Mataram, Jl Kaktus No 1-3, Kota Mataram, NTB 83125, Indonesia Abstract Abstract. Gender differences and aspects of self-efficacy are factors that influence the success of the mathematics learning process. This study aims to obtain an an explanation of mathematical reasoning abilities based on gender differences in terms of mathematical self-efficacy. The sample of this research is a collection of scores of mathematical reasoning abilities, gender differences, and mathematical self-efficacy scores of XI high school students in a school in Bandung. The research sample consisted of 35 students, consisting of 19 male students and 16 female students. The research instruments were tests of mathematical reasoning abilities (MRA), gender differences, and a mathematics self-efficacy (SEM) questionnaire. Data analysis used ANACOVA, with MRA in the form of interval scale, gender category scale and SEM as covariate with interval scale. The results of the study are (1) there is a linear relationship between mathematical self-efficacy and mathematical reasoning ability- (2) there is no difference in students^ mathematical reasoning abilities based on gender differences. Furthermore, simultaneously SEM students and gender differences affect the MRA obtained by students. Keywords: Mathematical Reasoning, mathematics self-efficacy, gender Share Link | Plain Format | Corresponding Author (Habibi Ratu Perwira Negara)

218	Mathematics Education	ABS-531
DIDACTIC TRANSPOSITION AS A NEW PARADIGM IN THE STUDY OF MATHEMATICS EDUCATION IN INDONESIA Muhammad Daut Siagian (a*), Didi Suryadi (a), Elah Nurlaelah (a), Sufyani Prabawanto (a) (a) Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat, Indonesia *mdsiagian[at]upi.edu Abstract The research in the field of mathematics education in Indonesia today is dominated by the application of learning models that aim to improve students^ mathematical abilities such as the ability to understand concepts, critical mathematical thinking, mathematical reasoning, mathematical communication, mathematical connections, mathematical representations, and other abilities. This paper aims to specifically discuss didactic transposition as a new paradigm that can be guided in conducting research in the field of mathematics education. Didactic transposition was developed by Yves Chevallard in 1980. In European countries, many studies have been conducted related to didactic transposition. The didactic transposition process refers to the transformation that becomes the object of an object or body of knowledge from the time it is produced, used, selected, and designed for teaching to actually teaching in a particular educational institution. Through didactic transposition, the research will be closer, because, in order to produce appropriate knowledge for students, researchers must first deepen scholarly knowledge of a concept that will pay attention to the social context that is part of the taught knowledge such as the curriculum. Keywords: Didactic transposition- mathematics education- scholarly knowledge- taught knowledge Share Link | Plain Format | Corresponding Author (Muhammad Daut Siagian)

219	Mathematics Education	ABS-20
Needs Assessment for Development of Learning Models Based on Mathematical Problem Posing to Improve Critical Thinking Skills Sutji Rochaminah, Anggraeni, Gandung Sugita, Baharuddin Universitas Tadulako Abstract Needs assessment is used as a basis or foundation in designing learning models based on mathematical problem posing that can improve critical thinking skills. This research aims to identify mathematics learning that occurs and should occur and determine the need for learning mathematical necessary thinking skills. Needs assessment is carried out by literature study and field study. The literature study examines the theory of learning models, problem posing, and critical mathematical thinking. The field study identified the learning management of students^ mathematical critical thinking skills. The subjects of this study were junior high school mathematics teachers in Palu City. Of the 25 mathematics teachers who sent the mathematics learning questionnaire results, it was found that 65% of the teachers rarely applied the problem-posing task, and 35% never gave the assignment of proposing mathematics problems. The interviews with 4 mathematics teachers obtained information that to problem posing, students must understand. The teacher argues that if students are given the task of problem posing, students only copy in the book. They construct problem from the textbook and replace the numbers. The teacher once gave HOTS questions in books as reinforcement. The task of posing a problem is given when the math teacher is unable to attend. The task of construct problem as a punishment for students for not working on the questions. The conclusion from this study results is that the teacher rarely gives the task of problem posing. There are misconceptions about the task of mathematical problem posing. Keywords: Needs assessment, problem posing, critical thinking Share Link | Plain Format | Corresponding Author (Sutji Rochaminah)

220	Mathematics Education	ABS-277
Concept attainment model with android games MathEasy for improving the literacy mathematics elementary students: an experiment Zaenal Abidin Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Surakarta Jalan Ahmad Yani Pabelan Kartasura, Surakarta Abstract Mathematical literacy is one of the important skills in learning in the 21st century. This is because mathematical literacy skills can support the successful mastery of learning concepts. One of the lessons that can facilitate mathematical literacy skills properly is the concept attainment model. Because this model can provide opportunities for students to construct knowledge independently. In addition, this model requires students to think critically and creatively. In addition to the concept attainment model, learning media that are up to date and very contextual with students are needed. So that android games are modified into one of the objectives of this study, namely to determine the increase in mathematical literacy of elementary school students using the concept model attainment with android games. In this study using a quantitative approach with a quasi-experimental design. The results showed that the model concept attainment with android games could significantly improve elementary students^ mathematical literacy. This can be seen from the results of the gain score which is in the high category with a value of 0.87. The concept attainment model provides the opportunity for students to analyze mathematical concepts in depth through a thought process, then prove the results of the analysis through android games. These activities have a very significant impact on students^ mastery of mathematical concepts and make students learn meaningfully. Keywords: Concept attainment model, Games android, literacy mathematics, elementary education Share Link | Plain Format | Corresponding Author (Zaenal Abidin)

221	Mathematics Education	ABS-22
Virtual Learning Environment as Solution of Mathematics Class During Pandemic Covid-19 Safitri, M- Aziz, M.R. UNIVERSITAS SJAKHYAKIRI UNIVERSITAS SEBELAS MARET Abstract Since the Covid-19 pandemic hit the world, various changes have occurred in the field of education. The most basic change is virtual learning. This research is an exploratory qualitative study which aims to explore the need for a virtual learning environment. Starting from definition, design, examples, and advantages as solutions in learning mathematics during the Covid-19 pandemic. The subjects in this study were students and mathematics teachers at SMA Pradita Dirgantara Boyolali. Data collection was carried out through interviews and questionnaires. The results of this study indicate that the need for the design and development of a virtual learning environment in mathematics learning. Keywords: virtual learning, learning environment, mathematics, covid-19 Share Link | Plain Format | Corresponding Author (MEILANI SAFITRI)

222	Mathematics Education	ABS-24
Students^ learning obstacles in understanding of fraction concept during online learning Mimi Hariyani(a*), Tatang Herman(b), Didi Suryadi(b), Sufyani Prabawanto(b*), and Herawati (a) a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *hariyanimimi[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,, Bandung 40154, Indonesia *sufyani[at]upi.edu Abstract This study was conduct to describe students^ learning obstacles in understanding of fraction concept in elementary schools during online learning. The subject were 18 students of fifth-grade students of elementary schools in Bandung and Pekanbaru. To collect the data, this study used tests, interviews, and curriculum document. The data was analyzed by reducing, presenting and making conclusions. The results show that students face three kinds of learning obstacles, namely ontogenic, epistemological, and didactical obstacles. The ontogenic obstacle was obstacle caused by the inability of students to understand that the fraction parts must be the same. Epistemological obstacle was obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle was obstacle caused by the teaching material presented had not introduced the concept of fractions comprehensively, so that students were not able to interpret fractions completely. Keywords: learning obstacles, fraction concept Share Link | Plain Format | Corresponding Author (Mimi Hariyani)

223	Mathematics Education	ABS-536
Prospective mathematics teacher^ ability for representation in the subject of linear programming Khairunnisa(a,b*), Darhim(b), Nanang Priatna(b), and Dadang Juandi(b) a) Mathematics Education Department, Syarif Hidayatullah State Islamic University, Jl. Ir. H Juanda No. 95, Jakarta 15412, Indonesia *khairunnisa[at]uinjkt.ac.id b)Mathematics Education Department, Indonesian University of Education, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Visual, verbal, and symbolic are different types of representation. The ability for representation discussed in this study is the ability to translate from one representation to another and explain mathematical ideas using representations, whether visual, verbal, or symbolic. Linear programming is a contextual matter that contains representations that are either visual, verbal, or symbolic. This study aims to describe the representation ability of students who are prospective mathematics teachers. A test for mathematical representation ability was used to collect data, which was then analyzed using descriptive statistics. The results demonstrate that the ability for representation of students who are prospective mathematics teachers is at moderate levels, with verbal representation having the lowest value. The study can further be done with much more respondents. Keywords: Representation ability, Linear Programming Share Link | Plain Format | Corresponding Author (Khairunnisa Khairunnisa)

224	Mathematics Education	ABS-537
Symbol Sense Ability of Students to Solve Linear, Quadratic, and Rational Equations Siti Kurnia Nurjannah*, Al Jupri Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *sitikurnia.nurzannah[at]student.upi.edu Abstract Algebra is one of the core topics within high school mathematics that studies a generalized quantity of symbols in the form of letters, the relationship between symbols, and its manipulation. When studying algebra students are introduced to abstract letter symbols. The term symbol sense appears as sensitivity to symbols, which is considered as an important ability for students. In learning algebra, one of the skills needed to be acquired by students is solving equations, such as solving linear equations in one variable and quadratic equations. This study aims to analyze the symbol sense ability of students by investigating strategies used to solve algebraic equations that consist of linear, quadratic, and fraction equations. To reach this aim, a qualitative descriptive method was conducted. The instrument included a test with one linear equation, one quadratic equation, and three rational equations (involving linear and quadratic factors). The test was administered to twelve students from 12th-grade high school in Bandung. In this study, each student was asked to solve it in two different ways of answers if possible. The results showed that students are able to use symbol sense strategies for solving problems. However, there are still mistakes in solving algebraic squared values concepts, affecting their final results of the answers. We conclude that even if students can use their symbol sense ability properly, they need to pay attention to their mathematics concepts. Keywords: Algebra- Symbol Sense- Equation solving strategies- Linear Equation in one variable- Quadratic Equation- Rational Equation Share Link | Plain Format | Corresponding Author (Siti Kurnia Nurjannah)

225	Mathematics Education	ABS-26
Students Mathematical Conceptual Understanding During Online Learning Nabella Alani, Wahyudin Universitas Pendidikan Indonesia Abstract This study aims to obtain an overview of the students mathematical conceptual understanding who studying online for one year. The method used in this research is descriptive qualitative with the research subject, is the mathematical conceptual understanding of 4th grade elementary school students in one area in Garut as many as 20 students. Data collection tools are in the form of test instruments related to mathematical conceptual understanding and interview guides related to online learning problems. From the research results, it was found that the mathematical conceptual understanding ability of fourth grade students who studied online for one year was not optimal. Keywords: Mathematical Conceptual Understanding, Online Learning Problems Share Link | Plain Format | Corresponding Author (Nabella Alani)

226	Mathematics Education	ABS-540
The online game design uses Scratch, Geogebra, and Geogebra AR through Mathematics Education Multimedia Lectures Eyus Sudihartinih- Dewi Rachmatin Universitas Pendidikan Indonesia Abstract This study aims to design online mathematics games using Scratch, Geogebra, and Geogebra AR through multimedia education mathematics courses. This study uses a Multimedia Development Life Cycle development model. Participants in the study were a class of 41 students (13 male and 28 female), fifth-semester students in a multimedia course in mathematics education at the mathematics education department at a university in West Java, Indonesia. The research instrument was a questionnaire through Google Form, performance appraisal, observation, and interviews. Based on the research results it is known that Scratch, Geogebra, and Geogebra AR can be used in math game design even though previous students have not studied both but the results are good. The author suggests that students can try out these math games at school during research or teaching practice. In addition, the authors hope that the game can be published on the internet so that it can be used by many students Keywords: Online game- Scratch- Geogebra- Multimedia Share Link | Plain Format | Corresponding Author (Dewi Rachmatin)

227	Mathematics Education	ABS-30
Development of augmented reality with the ADDIE model in mathematics learning Heni Pujiastuti and Rudi Haryadi Universitas Sultan Ageng Tirtayasa Abstract The purpose of this study is to determine the increase in learning motivation and to determine the increase in student learning attitudes through the use of augmented reality media. The model used in this study uses the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model. In the evaluation stage, the pre-test-post-test non-equivalent control group was used. Data analysis techniques used observation sheets, questionnaires, and pre-test post-test test sheets. From the results of data analysis, the validation results obtained by three math teachers on the use of augmented reality by 85%. The results of the student responses also showed very good results, namely 83%. Furthermore, the evaluation results show that the N-Gain value in learning using augmented reality media is 73% or 0.73. These results indicate that learning mathematics using augmented reality media on polyhedron material is declared effective for improving mathematics learning outcomes. Furthermore, it can also be seen that learning mathematics without augmented reality shows a high N-Gain result of 50% or 0.5. However, both of them are more effective by using augmented reality learning media. The difference is 23% or 0.23. Based on the results of the research conducted, it can be concluded that the use of augmented reality media can improve mathematics learning outcomes for junior high school students at SMP 10 at serang city. Keywords: ADDIE- augmented reality- mathematics learning Share Link | Plain Format | Corresponding Author (Heni Pujiastuti)

228	Mathematics Education	ABS-542
Middle school students^ perceptions about online mathematics learning R Badjeber1 *, Muntazhimah2, F E Candra3, dan Mufidah4 1Palu State Islamic Institute, Jl. Diponegoro No. 23, Palu, Indonesia 2Muhammadiyah University Prof. Hamka, Jl. Limau II, Jakarta Indonesia 3Khairun University, Jl. Pertamina, Ternate, Indonesia 4Tadulako University, Jl. Soekarno Hatta KM. 9, Palu, Indonesia Abstract This article discusses the perceptions of secondary school students in the Eastern Indonesia Region, especially the provinces of Central Sulawesi and North Maluku about online mathematics learning. The sample selection was carried out in a descriptive study using this survey technique using incidental sampling consisting of 212 high school students. The findings of this study indicate that 58.02% of students are not happy with online learning. In learning activities, 124 students were given an explanation of the teaching material first and then accompanied by assignments, while the most widely used online platform was Whatssapp, which amounted to 150 students. In addition, 67.92% of students experienced problems in taking mathematics lessons online. The main obstacle experienced by students is a lack of motivation, difficulty focusing while studying and limited communication and interaction. In overcoming this problem, students take ways including asking teachers, friends or family, and using other references to understand teaching material Keywords: Middle school students- perceptions- online mathematics learning Share Link | Plain Format | Corresponding Author (Mufidah Mufidah)

229	Mathematics Education	ABS-31
Self-efficacy of prospective teacher students in terms of gender in analytical geometry learning lectures Eyus Sudihartinih- Wahyudin- Sufyani Prabawanto Department of Mathematics Education, Universitas Pendidikan Indonesia Abstract This study aims to describe the self-efficacy of prospective teacher students in terms of gender. The research design used is descriptive research. The subject of this research is a class of second semester students who take analytic geometry learning in the Mathematics Education Study Program of the Mathematics Education Department at a university in the city of Bandung. The data collection technique in this study was through a questionnaire. And data analysis using Winstep version 4.4.6 software. Based on the analysis of the student^s answer questionnaire using the Rasch model, it is known that all male and female students^ self-efficacy is not negative. Keywords: self-efficacy, gender, Rasch model, quantitative descriptive Share Link | Plain Format | Corresponding Author (Eyus Sudihartinih)

230	Mathematics Education	ABS-543
Contribution Of Students^ Mathematic Representation Abilities In Building Problem Solving Abilities Ety Mukhlesi Yeni1, Wahyudin2, and Tatang Herman2 1 Departemen Pendidikan Guru Sekolah Dasar, Universitas Almuslim, Jl. Almuslim, Matangglumpang Dua, Bireuen, Aceh, Indonesia 2 Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract The ability of mathematical representation must be in line with problem solving abilities. The ability of representation can indirectly describe the ability of students in solving math problem solving problems. This study has a goal to be achieved in the form of identifying and describing students^ representational abilities in solving problem-solving problems in fraction material. This research was conducted using descriptive qualitative research methods. The research sample consisted of 34 grade 5 elementary school students and 3 students as the interview sample with different cognitive ability backgrounds. The research data were collected from the problem solving ability test questions and interviews. The results showed that students find it difficult to express their mathematical ideas in solving math problems, both ideas in pictures or text. Students are accustomed to immediately writing down the answers without the completion process, this is also spurred because they are not used to working on problem-based problems and have low level of conceptual understanding Keywords: representation, problem solving, qualitative research Share Link | Plain Format | Corresponding Author (Ety Mukhlesi Yeni)

231	Mathematics Education	ABS-33
Neuro Linguistic Programming for Academic Cheating in Mathematics Classes Faiz Fatihul Alwan, Widodo Winarso Universitas Pendidikan Indonesia, Institut Agama Islam Negeri Syekh Nurjati Abstract The purpose of this research is to determine and identify the factors responsible for academic cheating in mathematics learning using the Neuro Linguistic Programming (NLP). This is a qualitative research with the Miles and Huberman data analysis techniques consisting of reduction, presentation, and drawing conclusions used as a case study design. Data were collected from students at Senior High School-Indonesia by using interviews and still image data collection techniques. The results showed that there are 14 forms of academic cheating in mathematics learning, which are classified into plagiarism, fabrication, exploitation of other people^s weaknesses, wrong cooperation, attempts to cheat before the test, use of prohibited tools during the exam, and manipulation of assignments. A total of 12 factors trigger academic cheating in mathematics learning, these include internal, external, learning, and academic cheating resistance factors. The identification results using NLP showed some students do not aim to commit in academic cheating. However, a total of 9 obstacles were in accordance with their viewpoints using the frame and metamodels. Therefore, students assume academic cheating is an appropriate action to respond to a situation. Keywords: Academic Cheating, NLP, Mathematics Learning Share Link | Plain Format | Corresponding Author (Faiz Fatihul Alwan)

232	Mathematics Education	ABS-35
Students Numeracy Literacy Ability viewed by Adversity Quotient Rizqi Dwi Maharani (a*), Sufyani Prabawanto (a) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *rizqidwim[at]upi.edu Abstract Numeracy literacy ability has an important role to embody a critical generation as a problem solver. The numeracy literacy consisted of two domains, namely change and relationship, and quantity. Students numeracy literacy is influenced by several factors, including adversity quotient. The study aims to describe students numeracy literacy ability viewed by the Adversity Quotient (AQ). This study was qualitative with a phenomenological design. The subjects were 12 students of 10th grade of a senior high school in Central Java, Indonesia who had AQ types of quitter, camper, and climber. The data were collected by using written test adapted from PISA, adversity quotient scale, and interview. The result shows that in the domain change and relationship, students with the quitter type have a problem in making mathematical formulating that effect on their difficulty in employing mathematical concepts and interpreting. The camper students are able to make the mathematical formulation righty but they have difficulty in employing the mathematical concepts to solve their problems. Students with climber type are able to answer completely. In the domain quantity, all of the student are able to answer the problems and they are able to justify rightness their answers. Keywords: Numeracy literacy- Adversity quotient Share Link | Plain Format | Corresponding Author (Rizqi Dwi Maharani)

233	Mathematics Education	ABS-291
IMPLEMENTATION OF ACEH CULTURE BASED ETHNOMATEMATICS IN ACEH TRADITIONAL HOUSE ARCHITECTURE Sabaruddin (a*), M.Zaiyar(a), Marzuki (a), Winda Permata Sari (a) Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, IAIN Langsa Abstract Mathematics has been considered a difficult subject to learn and understand. In addition, people also still consider mathematics to be something that is free with values. So that mathematics and culture are often seen as different. This study aims to describe matters related to mathematics in the architecture of the Acehnese traditional house which is located in a tourist attraction in Langsa City. This type of research is a qualitative study using an ethnographic approach. Data collection techniques used in this study were interviews, observation and documentation. The speakers in this study were Acehnese traditional leaders and observers of Aceh traditional house architecture. The data analysis technique in this study used Spradley model data analysis, namely domain analysis, taxonomic analysis, compositional analysis and analysis of cultural themes. The results of this study indicate that in the architecture of the Aceh traditional house there are mathematical elements including counting activities, community measuring activities and geometric shapes. The implementation of ethno-mathematics in mathematics learning can be applied by introducing cultural values related to flat and spatial shapes, measuring and counting objects, and painting objects. The results of this study are expected to be used as an innovation in mathematics learning. Keywords: Aceh traditional house, ethnomatematics and architecture Share Link | Plain Format | Corresponding Author (Sabaruddin Sabaruddin)

234	Mathematics Education	ABS-37
Students^ interpretation of the letters: the case of the early year in middle school Reni Wahyuni (1,2*), Tatang Herman (1), Siti Fatimah (1) 1) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jalan Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *reniwahyuni.2017[at]upi.edu- tatangherman[at]upi.edu 2) Departemen Pendidikan Matematika, Universitas Islam Riau, Jalan Kaharuddin Nasution No. 113, Pekanbaru 28284, Indonesia Abstract The importance of the concept of letters in algebra can be seen in various applications, and the impact is to make a smooth transition from arithmetic to algebra. This article describes the findings of a study that looked into students^ understanding and knowledge of letters. We used a qualitative method with a case study design. Data were collected from middle school students and their worksheets for written assessment items focusing on letters. In the first step, we conducted a literature review on the theory of letter categorization in algebra. Then, we designed the task based on letters in algebra categorization. To know the task was appropriate for the students, we validated the task to the experts and then revised some tasks that the experts suggested. Furthermore, assignments were assigned to students after they had learned introduction algebra. We conclude that students interpretation of letters predominantly represents letters representing a specific number, then letters as variable and others roles. Keywords: interpretation, letters, algebra Share Link | Plain Format | Corresponding Author (Reni Wahyuni)

235	Mathematics Education	ABS-39
Value Learning Design with MEAs Approach on Linear equation system of two variables in grade VIII T I Sari (1*), N Aisyah (1), C Hiltrimartin (1), A Maria (2) 1) Mathematics Education Department, Sriwijaya University, Palembang, South Sumatra, Indonesia 2) SMP Xaverius 7 Palembang, Sriwijaya University, Palembang, South Sumatra, Indonesia Abstract This research is a quantitative study using the design research method. This study aims to produce a learning trajectory and determine the role of value learning design that can assist students in understanding the material of the Two-Variable Linear Equation System using the Model Eliciting Activities (MEAs) approach. There are three stages in this research: preliminary design, design experiments, and retrospective analysis. The subjects in this study were students of grade VIII of SMP Xaverius 7 Palembang. Data collection techniques used interviews, pre-test, post-test, documentation and field notes. The results of this study indicate that learning values through the Model Eliciting Activities (MEAs) approach using the mathematical modeling stage can help students understand the material of the two-variable linear equation system. Keywords: design research- value learning- Model Eliciting Activities (MEAs) Share Link | Plain Format | Corresponding Author (Theresia Ingga Sari)

236	Mathematics Education	ABS-41
Validation of LMS Moodle teaching materials in mathematics learning in senior high school N Priatna, B A P Martadiputra, L Ridhwansyah Universitas Pendidikan Indonesia Abstract This study aims to produce mathematics teaching materials assisted by LMS Moodle that meet the validity criteria through a teaching material validation process. Mathematics teaching materials developed using STEAM integrated project-based learning are new, so the validation process is an important thing to go through. This research is part of research and development (R & D) where this development stage produces a percentage of the validity of teaching materials. The research data were obtained from the process of face validation, construct validation, and content validation by material test experts, media experts, and small scope trials on 10 senior high school students. The results of the validation process can be concluded that the teaching materials being developed are feasible and valid for use in research or suitable for use in mathematics learning in senoir high school. Keywords: LMS Moodle, teaching materials Share Link | Plain Format | Corresponding Author (Nanang Priatna)

237	Mathematics Education	ABS-42
Analysis of elementary school students^ learning obstacles in solving square and rectangle problems Herawati (a*), T Herman (b), D Suryadi (b), S Prabawanto (b*) and M Hariyani (a) a) 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 Abstract The aims of this study to obtain an overview of students^ obstacles in square and rectangle. The method of this research is a qualitative research. The subjects of this study were 51 elementary school students of grade 5 in Bandung and Banda Aceh. Data collection techniques are carried out by observation, tests on the concept of square and rectangle, interview and documentation. The results show that there are student learning obstacles for elementary school student found in the concept of squares and rectangle including: 1) student had low spatial ability because of limited learning media and students^ low knowledge of geometry- 2) students^ low understanding of prerequisite concepts- 3) students have difficulty in connecting the relationship between squares and rectangle- 4) there are still many students who are less able to mention the properties of rectangle- and 5) students are less able to solve problems that require creativity in solving them. Thus it can be concluded that students face learning obstacles (ontogenic, didactic and epistemological obstacles). So that this research can provide an overview for teachers and education practitioners in making and designing teaching materials according to their needs based on the learning obstacle. Keywords: learning obstacles, , square, rectangle Share Link | Plain Format | Corresponding Author (Herawati herawati)

238	Mathematics Education	ABS-299
Analysing the Skill of Writing a Scientific Article as a Written Communication Skill of Prospective Elementary School Teacher on Learning Mathematics Agustan Syamsuddn, Sukmawati, Sriyanti Mustafa, Rosidah, Marufi Universitas Muhammadiyah Makassar Abstract One of the skills developed in the 21st century learning framework is the development of written communication skills for students in higher education. Written communication is the ability to express ideas in written form with the aim of expressing ideas, solving problems, improving reasoning skills, understanding scientific phenomena and constructing the phenomena being studied. One way to make it easier for students to communicate their ideas in writing is to use reflective journals. This pre-experiment research aims to identify the written communication skill of prospective teachers of the elementary school in compiling scientific articles through a reflective journal. The research used one group pretest-posttest design which involved 20 prospective teachers of elementary school. The instrument used was a task sheet of scientific article writing. Data were processed using descriptive and inferential statistical analysis. The result showed the average value of prospective teachers^ written communication skills before using a reflective journal is 52.50, and after using it is 80.56. The gain index is 0.59, which describes the score improvement of students^ written communication skills in the medium category. The value of significance obtained is 0,000 < 0.05. This indicated that there is an influence of the use of reflective journals in enhancing the student^s written communication skills. Keywords: written communication skill, scientific article, reflective journal Share Link | Plain Format | Corresponding Author (Agustan Syamsuddin)

239	Mathematics Education	ABS-44
Identification of the Difficulties of Middle School Students in Understanding the Mixed Operations of Integer Ulfa Najiya Hanifa (a*), Sufyani Prabawanto (a), Siti Fatimah (a) (a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *ulfanajiiya1[at]upi.edu *sufyani[at]upi.edu *sitifatimah[at]upi.edu Abstract The difference between the students concept and the conceptual substance has led to a misconception regarding the mixed operations of integer. This study aims to discribe a student understanding and to identify learning difficulties related to the mix operation of integers. The study was a qualitative study with case study design. The subject of the study were VII greaders of a junior high school in Bandung. The data were taken from test, interview, and curriculum document. From the results of the study, it can be concluded that students have difficulties in understanding concept of integers and its operation, especially those related to the mixed operations of integers. Based on the data analysis, it can be showed that some students recognize numbers only as a formal symbol in mathematics. Numbers for them are something abstract so that they have difficulty when they present these numbers in concrete the other result is students have difficulty in using mixed operations of integer. Keywords: Student understanding- Mixed operation- Integers Share Link | Plain Format | Corresponding Author (Ulfa Najiya Hanifa)

240	Mathematics Education	ABS-45
AL-Munawwar Arabian Village Context: PISA-Like-Math Problem Design Aisyah Turidho (a), Ratu Ilma Indra Putri (a*), Ely Susanti (a), Mery Johan (b) a) Mathematics Department of Universitas Sriwijaya Jalan Srijaya Negara, Bukit Besar, Palembang 3028, South Sumatera, Indonesia *ratu.ilma[at]yahoo.com b) Junior High School 19, Palembang, South Sumatera Jalan Srijaya No. 628, Palembang 30151, South Sumatera, Indonesia Abstract This research aimed to develop a valid and practical PISA-Like-Math problem using change-and-relationship content and Al-Munawwar Arabian village context. The research method used is development research consisting of two stages, namely preliminary and formative evaluation (only presents self-evaluation, expert-reviews and one-to-one, small group) and each stages were supported by using lesson study system. In addition, this research also used validity and reliability tests carried out after one-to-one and before the small group stages. This research involved 8th grade students of Junior High School 19 Palembang and Junior High School of Adabiyah Palembang, aged 13-14 years old. Data collection techniques in this research were documents, walk-through, tests, observations and interviews. From the expert-reviews and one-to-one result, the problem have been well based on content, constructs, and language. From the validity and reliability test results, the problem empirically valid and consistent. From small group results, through collaborative discussions session, the problem could be easily understood, could be applied and could be well integrated by students. In addition, the problem could have a potential effect on mathematical literacy skills, namely communication, mathematization, representation, and use of symbolic, formal and technical language and operations. Keywords: PISA-like-math problem, Change-and-relationship, Al-Munawwar-Arabian-Village, Lesson-study Share Link | Plain Format | Corresponding Author (Aisyah Turidho)

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