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241	Mathematics Education	ABS-46
Development of Motion Graphics Video Based on CPA Approach to Increase Elementary Students Mathematical Creative Thinking Ability H E Putri (1*), F Nuraeni (1), A H Arrum (1), C K Pertiwi (1), R Nurhanifa (1),H Wulandari (2) 1) Elementary Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia *hafizianiekaputri[at]upi.edu 2) Early Childhood Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia Abstract Elementary school students creative thinking ability need to be developed as a provision for facing the challenges of the times. This ability needs to be trained through learning activities at school. Mathematics is one of the subjects in elementary school which aims to develop elementary students creative thinking skills. This study aims to develop mathematics teaching materials in form of motion graphics video based on CPA approach to improve elementary students creative thinking ability. In developing mathematics teaching materials, the research procedure used is the 4-D model. The 4-D development model includes four stages, namely, define, design, develop, and disseminate. The instruments used in this study were in form of teaching materials assessment sheet by experts and test item of creative thinking skills. The results showed that mathematics teaching materials using motion graphics video based on the CPA approach could improve students creative thinking skills. Thus, the teaching materials that have been made in this study can be used in elementary mathematics learning and further research. Keywords: Teaching materials, motion graphics video, mathematics, CPA, creative thinking skills Share Link | Plain Format | Corresponding Author (Hafiziani Eka Putri)

242	Mathematics Education	ABS-47
Students learning obstacle in the topic of social arithmetic R. Kurniasi*, S. Prabawanto, D. Dasari Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia *rimakurniasih2805[at]gmail.com Abstract This study aims to describe the learning obstacle faced by students in solving social arithmetic problems. The research method used is a qualitative method with a case study design. The data were taken from 32 students in grade 7, a junior high school in Batang Hari, Jambi. Data collection techniques used were a written test and interview with both students and the teacher. The data collection instrument used was a test of understanding the concept of social arithmetic material and interview guidelines. The results of the research showed that there are learning obstacles faced by students in solving problems related to social arithmetic like ontogenic obstacles (mental readiness), epistemological obstacles (limited understanding), and didactical obstacles (obstacles that come from the didactic system). Keywords: Learning Obstacle, Social Arithmetic Share Link | Plain Format | Corresponding Author (RIMA KURNIASI)

243	Mathematics Education	ABS-49
Lateral Thinking Ability through challenge-based Learning with Sparkol Videoscribe Wati Susilawati UIN Sunan Gunung Djati Abstract Covid 19 has an impact on the learning process in schools so that it affects the quality of the student^ thinking ability which demands the use of technology. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking ability between students who receive the Sparkol VideoScribe challenge-based learning and conventional learning. The research method uses quasi-experimental, with a non-equivalent control group design. The sample was selected by means of a random sample technique from eight parallel classes of a high school in Bandung. Class X 1 as the experimental class and class X 2 as the conventional class. The instrument used was a mathematical lateral thinking ability test and a mathematics preliminary knowledge test. Data analysis used independent T-test and two-way ANOVA. The findings: There are differences in the improvement of mathematical lateral thinking ability between students in the experimental class and the conventional class. There are differences in the achievement of lateral mathematical thinking ability between experimental class and conventional class students based on their initial knowledge of mathematics in the high, medium and low categories. Sparkol VideoScribe challenge-based learning makes it easy for students to understand the material, the construction process, interaction, reflection, thereby increasing their mathematical lateral thinking ability. Keywords: Challenge-based learning, Lateral thinking ability, Sparkol VideoScribe Share Link | Plain Format | Corresponding Author (Wati Susilawati)

244	Mathematics Education	ABS-305
The Readiness Profile of Junior High School Students in Distance Learning Mathematics Lessons during the Covid-19 Pandemic Yuni Hajar (a*), Dadan Dasari (b) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *yuni[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The readiness of students in distance learning, especially in mathematics, needs to be considered. If students have readiness to carry out the learning process, their learning outcomes will be better. The purpose of this study was to analyze the readiness of students in distance learning in mathematics during the Covid-19 pandemic. The research method used is a qualitative method with a phenomenological approach. The sample in this study were students of class VIII at a junior high school in the city of Cimahi. The results of this study are students have readiness in tools or media for online learning in mathematics, students also know distance learning systems, but students experience some obstacles. The obstacles experienced by students are due to the limitations of current technology. In addition, the lack of confidence to ask questions during distance learning makes it difficult for students to understand mathematics. Teachers have an important role in being able to motivate students during distance learning and carry out learning using innovative media, especially in mathematics lessons. Keywords: Readiness to learn- distance learning Share Link | Plain Format | Corresponding Author (Yuni Hajar)

245	Mathematics Education	ABS-50
Mathematical connection through geogebra-assisted brain-based learning Wati Susilawati UIN Sunan Gunung Djari Bandung Abstract Covid-19 paralyzes the activities of all circles of society including the learning process in schools, while the low quality of students^ mathematical connection skills requires professional teachers in the field of technological literacy. The purpose of this paper is: to analyse the differences in the improvement of mathematical connection skills between students who carry out brain-based learning activities through GeoGebra and conventional learning. The research method used quasi-experimental with the Non-equivalent Control Group design. The sample consisted of the experimental class and the control class which were not randomly selected, but were selected homogeneously. The implementation was carried out at one of the SMP Negeri Bandung, Indonesia. Class VIII-D consisted of 30 students as the experimental class and class VIII-A consisted of 27 students as the control class. The instrument used was a mathematical connection ability test. Data analysis through independent T test. Research results: There is a difference in the improvement of mathematical connection skills between students who get brain-based learning with the help of GeoGebra better than conventional learning. Brain-based learning with the help of GeoGebra facilitates the process of construction, interaction, reflection, material that is easy to understand, so that it can improve students^ mathematical connection skills. Keywords: Brain-based learning, GeoGebra, Mathematical connection. Share Link | Plain Format | Corresponding Author (Wati Susilawati)

246	Mathematics Education	ABS-306
Middle School Students^ Perceptions About Online Mathematics Learning Rafiq Badjeber (a*), Muntazhimah (b), Fitriana Eka Chandra (c), Mufidah (d) (a) Palu State Islamic Institute, Jl. Diponegoro No. 23, Palu, Indonesia (b) Muhammadiyah University Prof. Hamka, Jl. Limau II, Jakarta, Indonesia (b) Khairun University, Jl. Pertamina, Ternate, Indonesia (d) Tadulako 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: Students^ Perception, Online Learning, Mathematics Share Link | Plain Format | Corresponding Author (Rafiq Badjeber)

247	Mathematics Education	ABS-51
EXPLORATION OF ETHNOMATEMATICS IN THE DESIGN OF SAMBAS MALAY TRADITIONAL HOUSE Resy Nirawati(1,2*), Darhim, Dadang Juandi(1) dan Siti Fatimah(1) 1School of Postgraduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia. 2Department of Mathematics Education, STKIP Singkawang, West Kalimantan, Indonesia. Abstract Numerical concepts practiced in different societies and hereinafter alluded to as ethnomathematics have been broadly displayed in writing. But the picture of the ethnomathematics practiced in planning the building of Sambas malay traditional house, has not been investigated. The reason of this investigate is to investigate ethnomathematics as a bridge between culture and science so as to depict the numerical concepts contained within the plan of Sambas malay traditional house. The object of his research is ethnomathematics in the design of Sambas malay traditional house. In this research, the type of research that has been used was exploration. While the method of data collection using observation, interview, and documentation. The object of his research is ethnomathematics in the design of Sambas malay traditional house. In this research, the type of research that has been used was exploration. While the method of data collection using observation, interview, and documentation. The results revealed that Sambas Malay tribe has used mathematical and geometric concepts in building traditional houses. In this case it has been found in the form of symmetry axes on the foundation of the architecture that serves to facilitate the placement of space so that there is a balance of load distribution thus the building becomes more stable. In addition, mathematical concepts that have been used in the design of Sambas Malay traditional house among other vertical lines, horizontal lines, parallel lines, perpendicular lines, field geometry (equilateral triangles, equilateral trapezoids, rectangles, semicircular, right triangles, arbitrary rectangles, squares and right trapezoids), spatial geometry (prisms), transformational geometry (reflection, translation, rotation, and dilation), colorism, revival, concept of folding symmetry, numbers, and angles. Keywords: Ethnomatematics, Geometry, Malay traditional house Share Link | Plain Format | Corresponding Author (Resy Nirawati)

248	Mathematics Education	ABS-307
Analysis of Cognitive Ability Characteristics and Learning Motivation on Slow Learners Student in Solving Mathematics Problems Nisa Azzahra (a*), Tatang Herman(b) a) Department of Mathematics Education, Faculty of Mathematics and Science Education, Indonesia University of Education, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *nisazzahra[at]upi.edu b) Faculty of Mathematics and Science Education, Indonesia University of Education, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The characteristics of each student cognitive abilities are different in learning, and some can quickly understand the material, some are not fast enough. This article discusses the characteristics of the slow learner students seen from their cognitive abilities and learning motivation in solving mathematical problems. As well, providing recommendations on the management of mathematics learning to teachers in dealing with slow learners in the regular classroom. This research uses qualitative research with a phenomenology approach. A phenomenology approach was carried out using observation and informal interviews with two slow learner students in grade 8. The results show that: slow learners have different, high and low motivation. Even the cognitive abilities characteristic of two students is same, who can only remember and understand. In addition, teachers must manage learning so that these two students who have high motivation and low motivation to achieve the expected purpose of learning mathematics, namely by knowing what prior knowledge of students already have. Keywords: Cognitive Ability- Learning Motivation- Slow Learner Share Link | Plain Format | Corresponding Author (Nisa Azzahra)

249	Mathematics Education	ABS-52
Profiling the Ability of Pre-service Mathematics Teachers to Design Contextual Questions Based on Covid-19 Pika Merliza (a*), Yuyun Yunarti (b), Selvi Loviana (c), Delviana Melati Putri (d) a,b,c,d) Matemathics Education Department, IAIN Metro *pikamerliza[at]metrouniv.ac.id Abstract This study aims to describe the ability of pre-service mathematics teachers to design questions related to contextual problems of the Covid-19 Pandemic. This research is a qualitative-descriptive study involving 33 pre-service mathematics teacher at IAIN Metro. Each pre-service mathematics teacher is asked to design 5 mathematics problems based on a topic in JHS and SHS. The ability to design questions is reviewed based on Bloom^s taxonomic ability level. The results showed that the questions designed by pre-service teachers are based on contextual problems based on the Covid-19 pandemic, but related to the level of ability to be seen based on Bloom^s Taxonomy of 165 question problems, 85% are still in the application level, 17% in the understanding level, and 3% in analysis level. Keywords: mathematics problem- bloom taxonomy- pre-service mathematics teacher Share Link | Plain Format | Corresponding Author (Pika Merliza)

250	Mathematics Education	ABS-565
Learning Obstacle of Students in Geometrical Sequence and Series Magfiroh (a*), Sufyani Prabawanto (a), Rizky Rosjanuardi (a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Geometrical sequence and series are mathematic topics that should be mastered by students. But some students meet obstacles in learning this topic. The aim of the research is to identify the learning obstacle by students in solving geometrical sequence and series problems. The research question was what kind of learning obstacles of students in the topic of geometrical sequence and series. The research used qualitative method with a case study research design. The subject were students of grade 10 of a senior high school in Cirebon. Data collection is done by using test and interview. The test is used to identify the learning obstacle by students and interview as supporting data. The result show that students meet learning obstacle in solving geometrical sequence and series problems, namely ontogenical obstacle, didactical obstacle, and epistemological obstacle. Keywords: Learning obstacle- Ontogenic obstacle- Didactical obstacle- Epistemological obstacle- Geometrical sequence and series Share Link | Plain Format | Corresponding Author (Magfiroh Magfiroh)

251	Mathematics Education	ABS-54
Mathematics Self-Regulated Learning Profile Based on Learning Motivation and Students Perceptions of Online Mathematics Learning During the Covid-19 Pandemic Bill Chairy Rizki Bustaren (a*), Dadan Dasari (b*) a) Mathematics Education Department, Indonesian University of Education, Jl. Dr. SetiaBudhi No. 229, Bandung 40154, Indonesia *billchairyrizki[at]upi.edu b) Mathematics Education Department, Indonesian University of Education, Jl. Dr. SetiaBudhi No. 229, Bandung 40154, Indonesia *dadan.dasari[at]upi.edu Abstract Students basically have different motivations and perceptions in responding to the change in learning methods from offline to online during the Covid-19 pandemic. Especially in mathematics learning which demands concept construction and intense practice. Their motivation and perceptions may be corelated to their mathematics self-regulated learning profile. This study was aimed at analyzing the correlation between learning motivation and students perceptions of online mathematics learning towards the mathematics self-regulated learning profile. The sample consisted of 90 grade 10 and 11 high school students from several different schools in Bandung that were randomly selected. Researchers used a Likert scale questionnaire to collect data on students learning motivation, data on students perceptions of online mathematics learning and data on mathematics self-regulated learning profile. Data analysis using SEM (Structural Equation Modelling) shows that: (1) there is a significant positive correlation between students perceptions of online mathematics learning and student learning motivation, (2) there is a significant positive effect between student learning motivation and mathematics self-regulated learning profile, (3) there is a positive but insignificant effect between students perceptions of online mathematics learning and mathematics self-regulated learning profiles, (4) there is a significant positive effect between learning motivation and students perceptions of online mathematics learning together on the mathematics self-regulated learning profile. The results also show that learning motivation and students perceptions are significant predictors of students mathematics self regulated learning profile. The findings in this study suggest that educators have to evaluate student learning motivation and perceptions of online mathematics learning that will be carried out so that students independence in learning mathematics online increases. Keywords: Self-Regulated Learning- Perception- Online Learning- Motivation Share Link | Plain Format | Corresponding Author (Bill Chairy Rizki Bustaren)

252	Mathematics Education	ABS-566
Improvement of Mathematical Connection Ability and Self-Regulated Learning of Junior High School Students Through Missouri Mathematics Project (MMP) Novianti(a*), Bambang Avip Priatna Martadiputra(b), Nanang Priatna (b), Marzuki (c) a) Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *Novianti[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia c) Mathematics Education Study Program, IAIN Langsa, Jl Meurandeh, Langsa Lama, Kota Langsa, Aceh 24354 Abstract The purpose of this study is to analyze the ability of students mathematical This research aimed to obtain an overview of the effect of Missouri mathematics project learning and students self-regulated learning on the improvement of students mathematical connection skills. This study used a quasi-experimental method. The subjects of this study were 60 grade VII students of high junior high school 4 Lembang. The samples were selected using the purposive sampling technique. The data collection methods were descriptive tests and a scale of self-regulated learning. The results showed that the increase in the connection ability of students who received Missouri mathematics project learning was significantly higher than that of conventional students. Highly self-regulated students will find it easier to solve mathematical connection problems, while students who are low self-regulated are only able to write what is known from the questions and there are still many errors in doing the questions. Based on the results of this study, Missouri mathematics project learning can have a higher and positive effect in developing students mathematical connections so that it can provide opportunities for further research on other abilities. Keywords: Improvement, Mathematical Connection, Missouri Mathematic Project Share Link | Plain Format | Corresponding Author (Novianti -)

253	Mathematics Education	ABS-55
Students learning obstacles in solving math story problem on number material during the covid-19 outbreak I M Pratiwi (a*), R A Pratama (b), M R Mahmud (a), and V Ferdiawati (a) (a) Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Sunan Gunung Djati, Jl. Soekarno Hatta, Cimincrang, Gedebage, Bandung 406294, Indonesia *inne.mp[at]uinsgd.ac.id (b) Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung, Jl. Soemantri Brojonegoro No. 1, Gedong Meneng, Bandar Lampung, Indonesia Abstract The Covid-19 outbreak makes a massive impact on education, in particular the ineffective learning process, with some students having learning obstacles. This study aims to analyze the learning obstacle experienced by madrasah ibtidaiyah students in solving math story problems on numbers material during the Covid-19 outbreak. The research used a descriptive qualitative method. The data were taken from 19 fourth-grade students at one of the madrasah ibtidaiyah in Bandung district through tests and interviews. The data were analyzed through the stages of data reduction, data display, and conclusion. The results showed it was found that students^ learning obstacle was in the form of the ontogenic obstacle, didactical obstacle, and epistemological obstacle. In the ontogenic obstacle, it was found that some students did not get concept of summing fractions that were considered. The didactical obstacle that occurs in students due to learning during the outbreak was held alternately online and offline, online learning was held through the WhatsApp group which was less effective, and no learning design combined online and offline methods effectively. The epistemological obstacle experienced by students is when the teacher gave questions in a different context from the examples, it happened due to the limited time of mathematics lessons during the outbreak. Keywords: covid-19 outbreak, learning obstacle, math story problem, number Share Link | Plain Format | Corresponding Author (Inne Marthyane Pratiwi)

254	Mathematics Education	ABS-311
The Effectiveness of the Meaningful Instructional Design (MID) Model to Improve the Ability of Mathematical Concepts of Students Asri Silvia Wulandari* and Suhendra Mathematics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi 229, Bandung 40154, Jawa Barat, Indonesia *) asrisilviaw08[at]upi.edu Abstract The ability to understand mathematical concepts is an important foundation in the development of other mathematical abilities. Therefore, this ability is a strength in the learning process for mathematics to obtain meaningful mathematical knowledge. To ascertain the importance of the ability to understand concepts in mathematics learning effectively, it is necessary to conduct a study through a research. This research aims to examine the effectiveness of using a learning model to improve the ability to understand mathematical concepts, in this case, the cooperative model of Meaningful Instructional Design (MID) type. The research method used in this study was a quasi-experiment with a non-equivalent control group design consisting of pre-test and post-test. The population in this study was students of grade X at a high school in the city of Bandung, West Java. The sample involved in this study were 56 students consisting of the experimental class and the control class who were determined using the purposive sampling technique. The data collection technique was carried out by using a conceptual understanding ability test and interviews. Based on the results of this study, it was concluded that the cooperative model of MID type was effective to improve the ability to understand mathematical concepts of students, although there needs to be a few things that can be done to further optimize the improvement of the ability to understand mathematical concepts of students. Keywords: The understanding of mathematical concept, The cooperative model of meaningful instructional design type. Share Link | Plain Format | Corresponding Author (Asri Silvia Wulandari)

255	Mathematics Education	ABS-568
The Relationship Between Quran Memorization Method and Mathematics Learning Method of Senior High School Class X Hafizah Students Muhammad Ichsan (1*) and Tatang Herman (1) 1Mathematics Education Department, Universitas Pendidikan Indonesia, Dr. Setiabudi Street No. 229, Bandung 40154, Indonesia *muhammadichsan[at]upi.edu Abstract Repetition and rehearsal methods as a remembering text method was applied by Hafizah Quran has an effect on their learning mathematics material method in school. Previous research related to the correlation between Quran memorization and mathematics achievement provided room for research and describe a similar/relationship (or not) between Quran memorization and learning mathematics methods of Hafizah students. This study used a qualitative research approach with a descriptive phenomenology method. This study involved 5 students class X from one of SMAIT in Bogor with good categories of Quran memorization and summative test scores. This research data collection through interview techniques and test instrument. Data analysis was carried out by developing themes to describe the experiences of the research subjects. The results of this study are 1) the students storage their Quran memorization by reading repeatedly each verse in sequence until they were memorized and fluently depends on the number of word in one verse and their memorizing abilities- 2) students storage mathematical knowledge by choosing an efficient method, including memorizing concepts, formulas, or procedures through doing practice questions- and 3) students retrieval knowledge when solving problems through concepts, formulas, or procedures depends on their storing mathematical knowledge method. Keywords: Quran Memorization Method- Mathematics Learning Method- Hafizah Students Share Link | Plain Format | Corresponding Author (Muhammad Ichsan)

256	Mathematics Education	ABS-57
Geometry of Linear Correlation Coefficient B H Priyanto*1, K I A Suhada2 1,2Statistics Research Group, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Jalan Ganesha 10 Bandung, 40132, Indonesia *budihp.itb[at]students.itb.ac.id budihp.itb[at]gmail.com Abstract Abstract The idea of this study is the fact that (1) the linear correlation coefficients that are statistically significant based on the t-test statistic, first, the sign of significance does not indicate the magnitude of the intensity (strength) of the relationship between test items and the indicators constructed by the tested items- and, second, the sign of significance also does not guarantee that the test items have a similar direction to the direction of the indicator- (2) the angle between the tested items and the indicator (correlation angle) and the linear correlation coefficient are two equivalent measures- and (3) there is a close relationship between the linear correlation coefficient and the average distance between the two variables. Therefore, to determine the test items that form the research indicators, the researcher should consider the correlation angle and the average distance between the indicators and the selected test items. Keywords: Keywords correlation angle, linear correlation coefficient, t-test statistic, test items, indicator. Share Link | Plain Format | Corresponding Author (Budi Hari Priyanto)

257	Mathematics Education	ABS-313
Students^ Obstacles on Learning Geometric Sequences and Series Andina Aulia Rachma (a*), Rizky Rosjanuardi (b), Suhendra (b) a) Program Studi Pendidikan Matematika (S2), FakultasPendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi N0. 229, Bandung 40154, Indonesia *andinaullia96[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi N0. 229, Bandung 40154, Indonesia Abstract Geometric sequences and series is one of mathematical content for middle and high school in Indonesia. This research aims to analyze students^ learning obstacles, specifically on geometric sequence and series. To do so, a written test consists of four questions related to conceptual understanding and the applications of geometric sequences and series was administered to 20 students from one senior high schools in Kota Tangerang Selatan. After being tested, students^ answers were analyzed for possible learning obstacles. Four students were selected to conduct interviews based on their answers. The result shows that the learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Furthermore, the results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series. Keywords: Learning Obstacles- Sequences and Series Share Link | Plain Format | Corresponding Author (Andina Aulia Rachma)

258	Mathematics Education	ABS-317
The Effect of Project-Based Learning assisted by GeoGebra, Autograph, and Cabri 3D in Improving Student^s Spatial Visual Ability based on Learning Motivation Levels Aya S Maulida, Tri Nopriana, and Wahyudin Universitas Pendidikan Indonesia, Universitas Swadaya Gunung Jati, Universitas Pendidikan Indonesia Abstract This study specifically aims to obtain the implementation effect overview of Project-based learning assisted by GeoGebra, Autograph and 3D Cabri in improving spatial visual abilities based on the level of student motivation in geometry. GeoGebra, Autograph and Cabri 3D serve as learning media that provide visual experiences for students in interacting with geometric concepts. The long-term benefit of this research is that it is expected to be an alternative choice for lecturers during the pandemic in delivering material related to geometry so that students gain experience and then students will be more skilled and familiar with questions of visual-spatial abilities. In addition, GeoGebra, Autograph and 3D Cabri also make it easier for students to manipulate various geometric objects so that they can stimulate students^ visual spatial abilities. The research design used was an experimental design with a 3x3 factorial design. The research respondents were 64 students. The conclusion of this study is that GeoGebra-assisted project-based learning is the most effective way to improve students^ visual-spatial abilities based on the level of student learning motivation. Keywords: Autograph, Cabri 3D, GeoGebra, Learning Motivation, Visual-spasial Share Link | Plain Format | Corresponding Author (Tri Nopriana)

259	Mathematics Education	ABS-320
Implementation of Improve Learning Strategies on Achieving Metacognition Skills of Students in Junior High School Rina Oktaviana Sihotang, Kusnandi, and Siti fatimah SMA Xaverius 1 Jambi Universitas Pendidikan Indonesia Abstract The purpose of this research is to examine the achievement of metacognition skills of students who obtain improve learning strategies with scientific learning compared to students who obtain conventional learning (scientific). This research is a mixed method research with concurrent embedded method. This research consists of an experimental class that obtained improve learning strategies and a control class that obtained conventional learning (scientific). The population of this research was students from one of the State Junior High Schools in Jambi with the characteristics of the average achievement of the National Final Examination score of 3.38 and the school accreditation was A. The sample of this research was students from two classes of class VIII. The results showed students who obtain improve learning strategies have a tendency to perform metacognition skills with indicators of planning, monitoring, and evaluation more than students who obtain conventional learning (scientific). Keywords: Improve Learning Strategies, Metacognition Skills. Share Link | Plain Format | Corresponding Author (Rina Oktaviana Sihotang)

260	Mathematics Education	ABS-65
Students ways of thinking and ways of understanding in solving program linear problems Nurul Hidayati, Sufyani Prabawanto Program Studi Magister Pendidikan Matematika, Universitas Pendidikan Indonesia Abstract Abstract is submitted as file Keywords: ways of thinking, ways of understanding, problem solving, program linear Share Link | Plain Format | Corresponding Author (Nurul Hidayati)

261	Mathematics Education	ABS-324
Does mathematics topic characteristic cause the heterogeneity of students^ mathematical critical thinking skills using problem-based learning? a meta-analysis study Dadang Juandi (1*), Suparman (1), Maximus Tamur (2), Bambang Avip Priatna Martadiputra (1), Aan Hasanah (1) 1) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia *dadang.juandi[at]upi.edu 2) Universitas Katolik Indonesia Santu Paulus Ruteng, Jl. Jend. A. Yani No. 10, Ruteng 86511, Indonesia Abstract Several previous meta-analysis studies have examined the characteristics of sample size, education level, research area, treatment duration, and research year as the causative factors of the heterogeneous effect size of the implementation of problem-based learning (PBL) in cultivating students^ mathematical critical thinking skills (MCTS). However, mathematics topic characteristic as a possible factor that causes the heterogeneous effect size of PBL implementation on the students^ MCTS has been not examined. Therefore, we carried out a meta-analysis study with the random effect model to examine mathematics topic characteristics as the possible factor causing the heterogeneous effect size of PBL implementation in cultivating students^ MCTS. In addition, we employed the P-value of the Q Cochrane statistic to justify the significance of mathematics topic characteristics as a significant or insignificant factor and used Comprehensive Meta-Analysis (CMA) software as a calculation tool. The result revealed that the character of mathematics topic was not a significant factor (Q-value = 2,253- P-value > 0,05) that caused the heterogeneous effect size of PBL implementation in cultivating students^ MCTS. As a consequence, the effect size of PBL implementation in algebra topic, geometry topic, number topic, calculus topic, statistics topic, and trigonometry topic were not different significantly in cultivating students^ MCTS. Keywords: Mathematics Topic Characteristic, Mathematical Critical Thinking Skills, Meta-Analysis, Problem-Based Learning Share Link | Plain Format | Corresponding Author (Dadang Juandi)

262	Mathematics Education	ABS-70
Implementation of proleco-DDR to develop professional knowledge of junior high school mathematics teachers *S Prabawanto, D Dasari, D Suryadi, T Herman, Wahyudin Universitas Pendidikan Indonesia Abstract Proleco-DDR is intended to develop teacher professional knowledge through the implementation of a professional learning community network by applying a didactical research design. This study was intended to find out how teachers^ professional knowledge develops through the implementation of Proleco-DDR in West Java. This study was a qualitative study with a phenomenological design. The subjects in this study were junior high school mathematics teachers in Java Barat. Based on data analysis, the results of this study indicate that there has been an understanding of teachers about the dimensions of the didactic situations empirically through analysis of student learning obstacles, student learning trajectories and the thinking gap between students-teacher-lecturer (thinking gap). The analysis of learning difficulties maps the obstacle factors for student learning, whether due the incompatibility of the mathematical concept with the student^s level of development (ontogeny), the presentation of lesson topic (didactical), or the way in which students acquire knowledge results in a limited or too broad context (epistemological). Keywords: Proleco, DDR, Professional knowledge Share Link | Plain Format | Corresponding Author (Sufyani Prabawanto)

263	Mathematics Education	ABS-71
Assessing students^ mathematical problem solving ability S Prabawanto1, H S Dini2, Mujibah3 1) Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia. sufyani[at]upi.edu 2) Institut Teknologi PLN, Jl. Lingkar Luar Barat, Duri Kosambi, Jakarta 11750, Indonesia. hasna[at]itpln.ac.id 3) Universitas Pasundan Bandung, Jl. Tamansari No. 6-8. Bandung 40116, Indonesia. mujibah_a.sufyani[at]unpas.ac.id Abstract Mathematical problem solving is core of learning mathematics. Students are expected to be mathematical problem solvers. Although mathematical problem solving have been a central issue in learning mathematics for more than one decade, it is not clear how to access the ability. This study aims to get an instruments for accessing students^ mathematical problem solving abilities. Thus, this study begins with analyzed some variables involved in solving mathematical problems and then developed test instruments to access students^ mathematical problem solving abilities. The development of the instrument was based on a framework consisting of four domains, namely resources, heuristics, control, and belief systems. The results of this study are: (1) reasoning, decision making, critical thinking, and creative thinking are an inseparable part of mathematical problem solving- (2) solving the problem of the congregation can be reviewed based on its structure, based on the number of essential steps needed to reach a solution, based on its orientation, and based on its presentation. Keywords: Assessing, Mathematical problem solving Share Link | Plain Format | Corresponding Author (Sufyani Prabawanto)

264	Mathematics Education	ABS-72
The difficulty of students in utilizing online learning resources to apply creative thinking to the material of polyhedron Irena Puji Luritawaty (a*), S Prabawanto (b), Tatang Herman (c) a) Departement of Mathematics Education Postgraduate Student, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia *irenapuji[at]yahoo.com a) Departement of Mathematics Education, Institut Pendidikan Indonesia Garut, Jl. Terusan Pahlawan 32, Garut 44151, Indonesia b) Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia *sufyani[at]upi.edu c) Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia *tatangherman[at]upi.edu Abstract Creative thinking is one of the two ways of thinking required in the mathematical thinking process. Creative thinking skills can create creative ways and harmonize knowledge with the times. Various studies have been conducting to improve creative thinking skills. However, the analysis of the difficulties of mathematics education students, as future mathematics teachers in creative thinking has not been widely discussed, especially in the use of online learning resources in online learning were increasingly emphasized during the Covid-19 pandemic. The online learning resources allows students to access and develop creative thinking skills. This study aims to analyze the difficulties of mathematics education students in utilizing online learning resources to apply creative thinking in solving math problems. This study is a qualitative descriptive with fifteen subjects at fourth-semester students of the mathematics education study program. Instruments consist of a creative thinking skills test in the form of descriptions of four questions and a scale of online learning difficulties. Based on the study results, it is known that all subjects are familiar with online learning resources. However, its utilization is still minimal due to various difficulties, such as unstable signals, high quota costs, confusion about choosing an abundance of information, and uncertainty in the correctness of the information. These difficulties have an impact on the limited knowledge of the subject and the ability to generate ideas. Subjects who were able to come up with several ideas to find the connection between a cuboid and a prism was only 27%, able to put forward ideas and make an approach to produce an accurate response only 13%, were able to respond in an irregular way such as using linking cuboid height to length and width only 13%. Keywords: Creative Thinking, Online Learning Resources Share Link | Plain Format | Corresponding Author (Irena Puji Luritawaty)

265	Mathematics Education	ABS-328
Statistical Literacy Students in Statistics learning in understanding Descriptive Statistics: Grounded Theory Lukman, Wahyudin, D, Dasari Pendidikan Matematika FPMIPA UPI Abstract The research objective was to see the empirical relationship between statistical communication competence and student reasoning with statistical literacy in understanding descriptive statistics. This research is a qualitative research using the Grounded Theory approach. The reason researchers use the Grounded Theory approach is because researchers expect conjectural findings or theories about student literacy models. A total of 36 participants were selected from students who are currently studying Descriptive Statistics in Bandung, Indonesia. Three main procedures in Grounded Theory: Open Coding, Axial Coding and Selective coding are used to analyze data from open coding to discovering students^ statistical literacy theories and models. The results of the research prove that the competence of reasoning and statistical communication of students which results in student literacy statistics is also good. The model of student statistical literacy is descriptive statistics which is one of the dimensions of student statistical literacy which includes: the ability to read and summarize data, and the ability to read and produce the results of research reports. Keywords: Statistical Literacy , statistical communication , reasoning Share Link | Plain Format | Corresponding Author (Lukman Lukman)

266	Mathematics Education	ABS-73
Modeling and Simultaneous Hypothesis Testing in Nonparametric Regression with mixture model of Kernel and Fourier Series Andy Rezky Pratama Syam (a*), Vita Ratnasari (a), I Nyoman Budiantara (a) a) Department of Statistics: Faculty of Science and Data Analysis, Institut Teknologi Sepuluh Nopember, Jl. Arief Rahman Hakim, Surabaya, 60111, Indonesia *andyrezkypratama[at]gmail.com Abstract The main objective in regression analysis is to estimate the regression curve. There are three approaches to estimating the regression curve, namely the parametric, nonparametric and semiparametric regression approaches. In parametric regression there are many assumptions that must be met, one of which is the form of the regression curve that must be known. If the pattern of the regression curve is unknown, then nonparametric regression analysis is recommended to be used. Nonparametric regression approaches that often get the attention of researchers are Kernel, Spline, Fourier Series and Wavelets. In its application, not all predictor variables have the same data pattern, so a mixed estimator is needed to solve the problem of differences in data patterns between predictor variables. Among several nonparametric approaches, regression with the kernel approach and the Fourier series have been widely used to solve problems in research. As a development of previous research, parameter estimation was carried out for the nonparametric regression model of the mixture of kernels and the Fourier series using the Ordinary Least Square (OLS) method. Furthermore, simultaneous hypothesis testing is carried out on the resulting estimators. Statistical inference, especially hypothesis testing, is very important because it can be used to determine whether the predictor variables have a significant effect on the model. The test statistics used in the simultaneous hypothesis testing in the nonparametric regression of the kernel mixture and the Fourier series were obtained using the Likelihood Ratio Test (LRT) method Keywords: Kernel- Fourier Series- OLS- LRT- Share Link | Plain Format | Corresponding Author (Andy Rezky Pratama Syam)

267	Mathematics Education	ABS-74
Students^ learning obstacles in the derivative of algebraic functions viewed by arithmetic skill L Rahmawati, S Prabawanto, Wahyudin Departemen Pendidikan Matematika Universitas Pendidikan Indonesia Abstract This study aims to obtain a description of students^ learning obstacles in the topic of derivative of algebraic functions viewed by students^ arithmetic skill. This study used a qualitative with a case study design. Subject of the research were 20 students of 12th grade of a senior high school in Cirebon. Data was collected by using test, interview, and curriculum document. The data were analyzed using the stages of data reduction, data presentation and conclusion drawing. Based on the data analysis, the results of the research show that there are students^ learning obstacles in the topic of derivative of algebraic functions which include ontogenic obstacle, didactical obstacle, and epistemological obstacle. Keywords: learning obstacle, derivative, arithmetic skill Share Link | Plain Format | Corresponding Author (Laili Rahmawati)

268	Mathematics Education	ABS-75
Study on the Effect of Learning Cycle 5E Using E-Module to Investigate Critical-Thinking Skill of Science Students in Trigonometry Dwi Purliantoro (a*), Siti Fatimah (b), Stanley Dewanto (c) a) Universitas Muhammadiyah Bandung, *dwi.purliantoro[at]umbandung.ac.id b) Universitas Pendidikan Indonesia c) Universitas Pendidikan Indonesia Abstract Learning using e-module has become increasingly popular among higher learning institution, such as mathematics education field. The Purpose of this research is to study the effect of Learning Cycle 5E using E-Module for developing Critical-Thinking Skill of Students in Trigonometry. For this purpose, 68 students of tenth grader of high school in the field of mathematics in Bandung were selected by quasi-experimental method. A pretest-posttest control-group design was used, divided 36 students as experiment-group dan 32 students as control-group. Instrument test consisting of several essay question is used to assess students Critical-Thinking Skill. While the results of t-tests and ANOVA showed there is statistically significant difference in achievement scores between the control group and experiment group. Furthermore, in experiment group, there are statistically significant difference in achievement scores among students based on their Mathematical Prior Knowledge. Keywords: Critical-Thinking Skill, Learning Cycle 5E, E-module Share Link | Plain Format | Corresponding Author (Dwi Purliantoro)

269	Mathematics Education	ABS-78
Study of concept image pre-service mathematics teachers on congruent triangle materials M. G. Jatisunda (a*), D. Suryadi (b), S. Prabawanto (c) a) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, *g.jatisunda[at]upi.edu b) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, c) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Abstract Two categories of mathematical concepts are primary concepts and defined concepts. Sometimes the teacher^ has thoughts: I will explain the concept, and students will be memorizing the definition, and immediately I can assume that the concept has been acquiring. Theoretically, the concept image is not unique, but the concept image formed results from each individual^s representation. The purpose of this study is to examine the concept image of the congruent triangle materials pre-service mathematics teachers. The research method used is qualitative with the hermeneutic phenomenology approach to interpret the implication that someone against an experience obtains. Participants in this study were three pre-service mathematics teachers--data collection by tests congruent triangle materials and in-depth interviews. Based on the results of the research, students^ answers depend on their previous experiences. Besides, there were several wrong perceptions in answering questions and misconceptions in the use of congruent formulas. Keywords: concept image, congruency triangle, pre-servive mathematics teacher Share Link | Plain Format | Corresponding Author (Mohamad Gilar Jatisunda)

270	Mathematics Education	ABS-80
Gamification Learning Model on Mathematics Teachers Perspective in Bandung Muhammad Ghiyats Ristiana, Dadang Juandi, Sulistiawati Universitas Pendidikan Indonesia Abstract As a teacher we have to adapt with and used new learning model. We should know that students want the learning to become different from before. This study aims to know opinion of mathematics teachers about games and gamification learning model. In order to do so, we retrieved data using an online questionnaire which contain of opinion of teacher^s questions about gamification learning model. There are 87 mathematics teachers in Bandung that participate in this study. The result shows that 66,7% mathematics teachers agree that games are good, 82,8% agree that games will effective if it used in learning, and most of them want to try the gamification learning model. Teacher^s opinion said that the design should 1) can be done without teacher and make students curious- 2) prioritize delivering the concepts- 3) have different level of difficulty- 4) have rewards and punishments- and 5) Held tournaments sometimes. Based on the results, we can conclude that most of mathematics teachers in Bandung believe that games can increase logical thinking of people because most of game require a good logical thinking to solve the problem. Then, they also believe that games can be used for more interested learning. Keywords: Gamification, Teachers, Mathematics Share Link | Plain Format | Corresponding Author (Muhammad Ghiyats Ristiana)

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