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301	Mathematics Education	ABS-130
A Meta-Analysis of a Year of Virtual-Based Learning Amidst the COVID-19 Crisis: Possible Solutions or Problems? Dadang Juandi (1*), Maximus Tamur (2), Bambang Avip Priatna Martadiputra (1), Valeria S Kurnila (2), Suparman (1) 1) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Sutomo No. 100, 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 The shift in perspective brought about by the COVID-19 pandemic crisis regarding the reorganization of learning practices culminated in a shift toward a virtual-based learning process (VBL). Numerous individual research on the effects of VBL have been conducted in 2020, with mixed findings. A meta-analysis was performed to pool similar findings and to view the findings in the context of future VBL implementation. We searched the ERIC, SAGE, and Google Scholar databases for corresponding studies published in 2020. We estimated a random effects model using the Comprehensive Meta-Analysis (CMA) program. The study showed that VBL had a modest effect on student learning outcomes in general (ES = 0.67- SE = 0.15). Moderator research demonstrates that VBL is applied successfully when the media used and the domain being evaluated are considered. The implications of the research results and the differences in the effectiveness of VBL between countries are discussed, thus providing important information as a basic idea for further VBL research and development. Keywords: Covid-19, Meta-analysis, Virtual Learning-Based, Student learning outcomes, Effect size. Share Link | Plain Format | Corresponding Author (Dadang Juandi)

302	Mathematics Education	ABS-388
Analysis of the Learning Obstacle on Proportion Concept of Junior High school Students Ikhsan Faturohman, Dadan Dasari, and Hummasolli Biori Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Abstract. The motivation of this research is the finding of students^ difficulty in understanding the concept of proportion. Students appear confused in choosing and arranging steps to solve problems related to the questions in the form of stories. Therefore, it is important for teachers to know the students^ learning obstacle so that learning is in accordance with the expected goals. The purpose of this research is to obtain an overview of the students^ learning obstacle on the concept of comparison. The method used in this research was a descriptive qualitative method tested on students of class VIII at SMP Al Halim Garut, totaling 29 students. Researchers play a role as the main instrument in the entire process of research activities. Researchers also used other instruments in the form of proportion test questions and interview techniques. Data were analyzed by following procedures including data reduction, data presentation, and drawing conclusions. The results showed that there are still many students who experienced learning obstacles in the concept of proportion. Learning obstacle experienced by students includes epistemological obstacle, ontogenic obstacle and didactical obstacle. Keywords: learning obstacle, proportion concept, descriptive qualitative Share Link | Plain Format | Corresponding Author (Ikhsan Faturohman)

303	Mathematics Education	ABS-389
Mathematics teachers perceptions of critical thinking: An exploratory study of mathematics teachers in South Sumatera, Indonesia Yovika Sukma (1*), Yohannes (1), Nana Diana (1), Muhammad Alfan Alfarisi (1) (1) Mathematics Education Study Program, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *yovikasukma[at]upi.edu Abstract Critical thinking is a skill that is essential for students in the 21st century. Critical thinking is also important to be understood by the teachers. In this study, how mathematics teachers in South Sumatera, Indonesia, perceive critical thinking will be explored. An exploratory method used in this study in which the researchers used the questionnaire to gather the information--31 mathematics teachers as respondents. The phone call interview was then conducted to get the detailed information. Based on the analysis of teachers^ responses, more than half of the teachers seemed not to have a clear understanding of critical thinking. However, almost all of the teachers claimed that critical thinking could help students learn mathematics better. Then almost all of the teachers claimed that they had developed students^ critical thinking skills in learning mathematics but experienced obstacles in its application, such as time constraints and students^ lack of focus. This study could provide an overview and information related to what mathematics teachers understand related to critical thinking and could be used as evaluation material to create a curriculum to apply critical thinking in learning activities or further research related to critical thinking. Keywords: Critical thinking, Exploratory study, Mathematics teachers perceptions Share Link | Plain Format | Corresponding Author (Yovika Sukma)

304	Mathematics Education	ABS-390
The relationship between students^ self-efficacy and metacognitive self-regulation: A study of secondary school 7th grade students in mathematics Yovika Sukma (1*), Nanang Priatna (2), Dian Usdiyana (2) (1) Mathematics Education Study Program, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia (2) Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *yovikasukma[at]upi.edu Abstract Self-efficacy is a person^s belief in their ability to achieve specific goals. Students^ confidence in their abilities affects the amount of student effort in doing assignments, and they do not give up easily in completing challenging assignments. This descriptive-correlation study investigates the relationship between students^ self-efficacy and metacognitive self-regulation of 40 seventh-grade students in Palembang, Indonesia. The adapted version of self-efficacy and metacognitive self-regulation questionnaires used in this study. The relationship between the students^ self-efficacy and metacognitive self-regulation was analyzed using simple linear regression. This study found that there was a positive relationship between students^ self-efficacy and metacognitive self-regulation- therefore teacher could use teaching methods that could promote students^ self-efficacy so that will be able to influence the students^ metacognitive self-regulation. This study also could be a reference for further research to conduct research related to self-efficacy or metacognitive self-regulation. Keywords: Self-efficacy, Metacognitive self-regulation Share Link | Plain Format | Corresponding Author (Yovika Sukma)

305	Mathematics Education	ABS-135
The Developing of Proving Based on Indirect Objects Thinking of Mathematics in Industry Mohamad Rifat, Sugiatno, Yundari Universitas Tanjungpura Pontianak Abstract The research constructs curriculum of mathematics education magister program for industry. The sense-making was that in mathematics education, we have to deal with an interdisciplinary framework conceptual task. The critical question: What it is various proofs of multidisciplinary science, why it promotes how to be understood. That is to design a thinking model in proving mathematical expression as learning freedom around Higher Education in Indonesia. The model was to the interdisciplinary project to prepare a workforce problem for an industrial sector. The indirect objects have an essential role to more applied value-adding industries. The construction of competencies and thinking drives mainly by optimizing, controlling, modeling, assessing, and reinventing. Keywords: Sense-making, pedagogical, teaching, competencies Share Link | Plain Format | Corresponding Author (Yundari Yundari)

306	Mathematics Education	ABS-397
Mobile Game Prototype for Fractional Concept in Elementary School Dian A Maharbid (a,b*), Tatang Herman (c), Wawan Setiawan (d), Tiyas A Maharbid (e), Yosi Gumala (a) (a) Departemen Pendidikan Guru Sekolah Dasar, Universitas Bhayangkara Jakarta Raya, Jalan Raya Perjuangan No. 81 Kota Bekasi, Indonesia 12140 *dian.anggraeni[at]dsn.ubharajaya.ac.id (b) Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi 229 Bandung, Indonesia 40154 (c) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi 229 Bandung, Indonesia 40154 (d) Departemen Ilmu Komputer, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi 229 Bandung, Indonesia 40154 (e) SD Negeri 1 Plumbon, Jalan Sastra Sukendra No. 06 Plumbon Cirebon, Indonesia 45155 Abstract This research aims to create a prototype of a mobile game that can be used as instructional media or follow-up of learning in school. The process of creating prototypes consist of analyzing users needed, prototype design, trial and error, evaluation and revision, validation, implementation and the final result of a prototype. In analyzing users needed including analysis of curriculum, content and concepts and characteristics of users, in this case, are 3rd-grade students in elementary school. The main content in this research is fraction concepts such as knowing the concept of fraction, knowing the symbols of fraction, comparing fraction, fraction equal value, sorting fraction, addition and subtraction fraction with the same denominator. All the analysis was put into prototype design to create flowcharts, storyboards, and interfaces. The result of the design was tested by trial and error on small samples. Evaluation from the trial and error then revise. The result of the prototype got validation from expert judgment with notes that can be implemented. Keywords: Mobile game- educational games- mathematic educational games- faction concept- engeneering, prototypes Share Link | Plain Format | Corresponding Author (Dian Anggraeni Maharbid)

307	Mathematics Education	ABS-143
Hypothetical learning trajectory to develop students^ mathematical proficiency of linear equation in one variable based on didactical situation theory S M Rohimah(1,2*), Darhim(2*), and D Juandi(2*) 1Department of Primary School Education, Universitas Pasundan, Jl. Tamansari No. 6-8, Bandung, Jawa Barat 40116, Indonesia 2Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, Jawa Barat 40154, Indonesia *sitimaryamrohimah[at]upi.edu, darhim[at]upi.edu, dadang.juandi[at]upi.edu Abstract This study aims to design a Hypothetical Learning Trajectory (HLT) to develop mathematical abilities in online linear equation learning in one variable. HLT is a learning flow design consisting of learning objectives, learning activities to be achieved, and students^ thinking conjectures. This research uses an interpretive paradigm and a critical paradigm with educational design research. The stages of this research consisted of preliminary design, teaching experiment, and retrospective analysis. Data were collected from various sources, namely test results, student worksheets, teacher and student observation sheets, documentation, interviews, and video recordings during learning. The research subjects were seventh-grade students of junior high school. Based on the level of proficiency, the results of the study obtained that students in the advanced category were 13 people with a percentage of 52%, students in the proficient category were 1 person with a percentage of 4%, students who were in the near ability category were 2 people with a percentage of 8%, students who are in the developing category with a percentage of 16%, and students who are in the start category as many as 5 people with a percentage of 20%. The overall average of students is in the advanced category with a numerical value equivalent to 85, so it can be said that HLT is effective in developing students^ mathematical skills in online linear equation learning in one variable. Keywords: HLT- mathematical proficiency- linear equation in one variable Share Link | Plain Format | Corresponding Author (Siti Maryam Rohimah)

308	Mathematics Education	ABS-144
Elementary Students^ Obstacles in Understanding the Concept of Area and Perimeter Trisna Nugraha (a*), Sufyani Prabawanto (b) (a) Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *trisna.nugraha[at]upi.edu (b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract Area and perimeter are one of the geometry and measurement concepts that are interconnected and have begun to be studied at the elementary school. A spiral-arranged mathematics curriculum makes area and perimeter as one of the fundamental topics for students to understand. However, in the learning process, students often find difficulties in understanding the concept. This study aims to analyze students ^difficulties in understanding the area and perimeter concept based on a review of students^ conceptual understanding of the definition and its relationship with the quality of problem solving performance. It is hoped that the results of the study can be used as material for teachers to reflect and evaluate improvements in planning and further learning processes which can anticipate these obstacles. The qualitative study was conducted by involving a group of grade 4 students (N = 20). The study found that students often do not understand the area and perimeter concept, causing a decrease in the quality of performance such as difficulty in answering area and perimeter problems in the context of illustrated picture problems or word-problems. In addition, the textbooks used are partial and rigid with formulas and presentation of material that are not in depth. Keywords: Learning obstacle, Area and perimeter, Mathematics, Elementary school Share Link | Plain Format | Corresponding Author (Trisna Nugraha)

309	Mathematics Education	ABS-145
The online game design uses Scratch, Geogebra, and Geogebra AR through Mathematics Education Multimedia Lectures Eyus Sudihartinih- Dewi Rachmatin Department of Mathematics Education, 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 (Eyus Sudihartinih)

310	Mathematics Education	ABS-401
Transposition of Set Concept: Zone of Differences between Student^s Concept Image, Concept Definition, and Formal Concept Definition J Jamilah, S Fadillah Program Studi Pendidikan Matematika, IKIP PGRI Pontianak Abstract The concept of a set in school mathematics is a result of transposition process from formal concept definition (FCD) to concept definition (CD) which is presented both in school mathematics textbooks and those presented by the teacher in the teaching and learning process in the classroom. Furthermore, this concept becomes a concept learned by students, so that from the learning process, a concept image (CI) is formed for each student. However, this CI could indicate zone of differences (ZoD) between CI and CD and FCD. This study was presented to reveal the phenomenon of transposition on set concept and ZoD between CI, CD, and FCD that occur. This study is a qualitative study with an interpretive phenomenology approach. A total of 30 students and a math teacher participated in this study. The findings of this study indicated that there were ZoD between CI and CD on several concepts, namely the concept of set, empty set, venn diagram, and subset. Furthermore, there were also ZoD between CI and FCD in the set concept, set presentation, empty set, venn diagrams, and subsets. In addition, the findings from the results of the transposition analysis on the set concept also showed that there were zone of differences between CD and FCD, especially in the set concept, set presentation, and subset. Thus, based on the results of this study, it can be concluded that the ZoD did not only occur between CI and CD and FCD, but also between CD and FCD. Keywords: Transposition, Concept Image, Concept Definition, Set Share Link | Plain Format | Corresponding Author (Jamilah Jamilah)

311	Mathematics Education	ABS-147
Impact of mathematical reasoning skill and mathematical critical thinking skill on mathematical literacy skill E Salsabila (a*), L D Haeruman (b) and S A A Kharis (b) Department of Mathematics, Faculty of Mathematics and Science, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta, 13220, Indonesia Abstract This research aims to obtain information regarding the impact of mathematical reasoning skill and mathematical critical thinking skill on mathematical literacy skill. The research questions were: 1) Is there any impact of mathematical reasoning skill on mathematical literacy skill, 2) Is there any impact of mathematical critical thinking skill on mathematical literacy skill, 3) Is there any impact of mathematical reasoning skill and mathematical critical thinking skill on mathematical literacy skill. This research used quantitative approach with survey method and correlational technique. Mathematical literacy skill (Y) was a dependent variable, while mathematical reasoning skill (X1) and mathematical critical thinking skill (X2) were independent variables. The sample of this research was comprised of 51 students who took integral calculus course in Department of Mathematics and Mathematics Education, Faculty of Mathematics and Natural Sciences, in Universitas Negeri Jakarta, which were collected randomly using simple random sampling. The statistical analysis used in this research was multiple regression analysis by first conducting prerequisite tests, namely normality test, homogeneity test, autocorrelation test, and multicollinearity test. The results of this research showed that: 1) There was a positive impact of mathematical reasoning skill on mathematical literacy skill, 2) There was a positive impact of mathematical critical thinking skill on mathematical literacy skill, 3) There was an impact of mathematical reasoning skill and mathematical critical thinking skill together on mathematical literacy skill Keywords: mathematical reasoning, mathematical critical thinking, mathematical literacy Share Link | Plain Format | Corresponding Author (Leny Dhianti Haeruman)

312	Mathematics Education	ABS-403
Mathematical Problem Solving Ability Analysis of Elementary School Teacher Students: Problem Fraction Case I F Apriani*, T Turmudi, Al Jupri, and E Syaodih Universitas Pendidikan Indonesia Abstract The ability to solve mathematical problems needs to be mastered by prospective elementary school teachers. To understand their mastery, this study aims at analyzing this issue especially on the concept of fractions based on Polya^s steps. This research employs a descriptive qualitative approach which involves 12 elementary school teacher candidates who were tested for their problem-solving abilities on the topic of fractions for 60 minutes. The results of this study indicate that: (1) students are able to understand information related to questions, (2) most students are less able to plan appropriate completion plans, (3) most students complete solutions based on inappropriate strategies, (4) students rarely recheck the steps for solving the problem. These indicates that they rarely operate problem-solving skills so it can be concluded that their mathematical problem-solving abilities are still low. Keywords: problem solving ability, elementary school teacher candidate students, fractions, Polya steps Share Link | Plain Format | Corresponding Author (Ika Fitri Apriani)

313	Mathematics Education	ABS-408
The Effect of Inquiry-Based Learning on Metacognition Skills of Students in Solving Mathematical Problems Based on Cognitive Style Lihar Raudina Izzati (a*), Andika Wisnu (b) a) Fakultas Ilmu Tarbiyah, Institut Agama Islam Negeri Surakarta, Jl. Pandawa, Dusun IV, Sukoharjo 57168, Indonesia *lihar.izzati[at]iain-surakarta.ac.id b) Pascasarjana, Institut Agama Islam Negeri Salatiga, Jl. Lkr. Sel. Salatiga No. KM. 2, Salatiga 50716, Indonesia Abstract Metacognition skills are one of the skills that important for students to solve mathematical problems. Students who have metacognition skills can find out their strengths and weaknesses and measure their abilities, so that they are able to determine the right strategy to solve problems. The ability of students to solve problems is also influenced by cognitive style. Cognitive style is the way a person sees, understands, organizes, gets, absorbs and processes information. In this paper, cognitive style is classified into field-dependent and field-independent because it has a relationship with problem solving abilities. Thus, teachers must use a learning model that can improve metacognition skills based on cognitive style. Alternative learning model that can be used, namely inquiry-based learning. The instrument used is a test of problem solving skills and Group Embedded Figures Test (GEFT). Problem solving ability tests were given before and after treatment. While, GEFT is given before treatment to classify cognitive styles of students. The data analysis used in this research was paired sample t-test. From the results of the analysis, there are differences in metacognition skills, both students who have field-dependent and field-independent cognitive styles after being given treatment. This can be seen from the significant value of paired sample t-test for field-dependent students namely 0.000 and field-independent students namely 0.000. In can be concluded that inquiry-based learning can improve metacognition skills of students in solving mathematical problems for both students with field-dependent and field-independent cognitive style. Keywords: Inquiry-based learning- Metacognition skills- Cognitive style Share Link | Plain Format | Corresponding Author (Lihar Raudina Izzati)

314	Mathematics Education	ABS-412
Analysis of Students Mathematical Connection Ability during the Covid-19 Pandemic Halimatussadiah Lubis Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia halimatussadiah_lubis[at]upi.edu Abstract Mathematical connection ability which tends to be low is due to the inability of students to make connections between one concept and another. This research is a phenomenological study which aims to describe the mathematical connection ability of students in solving functional derivative application problems and to see the process of student performance in solving problems during the Covid-19 pandemic, where the learning process does not normally run. The research subjects in this study were 3 students of class XI SMA in Medan. The technique of taking the subject used purposive sampling and snowball sampling. The instruments used were tests and interviews. The data techniques used were tests, interviews, documentation, field notes. Check the validity of the data using triangulation. Data analysis techniques used the Miles and Huberman model through data reduction, data presentation, and retrieval. Keywords: Mathematical Connection Ability, Covid-19, Functional Derivative Application Share Link | Plain Format | Corresponding Author (Halimatussadiah Lubis)

315	Mathematics Education	ABS-157
Students Self-efficacy in The Topic of Algebraic Relation and Function Destia Hasna Fadhila (1), Sufyani Prabawanto (2), Dadang Juandi (3) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 1) destiahasnafadhila[at]upi.edu 2) sufyani[at]upi.edu 3) dadang.juandi[at]upi.edu Abstract Students self-efficacy plays an important role because self-efficacy affects students choice of activities, how much effort they put in, and how long they will endure in the face of adversity. The purpose of this research is to obtain a description of what factors that students feel most important in their self-efficacy and to obtain a description of how students self-efficacy in algebraic relation and function. This research used a qualitative research method and case study design. Data collection techniques used were questionnaire and interview. The subjects in this study were students of 10th grade in a senior high school in Bandung. Based on the research results, it can be concluded that the main factor that students feel most important in their self-efficacy is mastery experience, followed by physical and emotional states. Most of the students have good self-efficacy on the dimensions of magnitude and strength, but still lack on the dimensions of generality in the topic of algebraic relation and function. Keywords: self-efficacy, algebraic relation and function Share Link | Plain Format | Corresponding Author (Destia Fadhila)

316	Mathematics Education	ABS-413
Algebra Ideas in Early Grades Septiani Yugni Maudy, Didi Suryadi, Sufyani Prabawanto, Suhendra Universitas Pendidikan Indonesia Abstract Early algebraic thinking has not been explicitly mentioned in the elementary school mathematics curriculum in Indonesia. However, whether students are able to develop important algebraic ideas from a general arithmetic perspective through the current curriculum. This study aims to explore the learning experiences of elementary school students and construct the meaning behind these learning experiences in the emergence of early algebraic thinking. Researchers analyzed how students construct meaning through in-depth interviews with students in grades IV to VI. The results of this study suggest that the habit of thinking certain algebraic ideas should be deliberately nurtured in the curriculum from the early grades. Keywords: algebra- algebraic thinking- early algebra Share Link | Plain Format | Corresponding Author (Septiani Yugni Maudy)

317	Mathematics Education	ABS-415
Students Opinion Survey on Learning in the Network Using Google Classroom in Learning Mathematics in the Pandemic Covid-19 Maya Nopriuli Lubis Universitas Pendidikan Indonesia Email: mayanopriulilubis[at]upi.edu Abstract Since the entry of the Corona virus into Indonesia, it has changed the learning process in almost all regions of Indonesia into Distance Learning (PJJ), Learning From Home, learning online. The use of online media or multimedia-based media is one solution to make students able to understand subject matter, especially mathematics, well. One of the online media used is google classroom. The aims of this study was to find out students opinions about online learning using google classroom in mathematics lessons during the Covid-19 pandemic so that evaluation can be carried out in the future. The subjects in this study were 148 high school students in Rokan Hulu, Riau, Indonesia. The research method used in this research is a questionnaire method, namely by distributing questionnaires in the form of a Google Form. The conclusion of this study is that the use of Google Classroom has not been effective in learning mathematics because students still need teachers directly in the mathematics learning process. Meanwhile, students can accept Google Classroom as an online application for online classes because Google Classroom is easy to learn, use and access. Google Classroom is only effective as an online class for some subjects, but not for math. The conclusion of this study is that the use of Google Classroom has not been effective in learning mathematics because students still need teachers directly in the mathematics learning process. Meanwhile, students can accept Google Classroom as an online application for online classes because Google Classroom is easy to learn, use and access. Google Classroom is only effective as an online class for some subjects, but not for math. The conclusion of this study is that the use of Google Classroom has not been effective in learning mathematics because students still need teachers directly in the mathematics learning process. Keywords: Distance Learning, Google Classroom, Mathematics Learning Share Link | Plain Format | Corresponding Author (Maya Nopriuli)

318	Mathematics Education	ABS-161
Analysis of Students Misconception on Inequality Nurmala Setianing Putri (a*), Dadang Juandi (a) a) Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *nurmalasetianingputri[at]upi.edu Abstract That learning from home carried out during the COVID-19 pandemic has several obstacles that can result in decreased understanding of students concepts and can even caused students misconception, especially in mathematics. Thus, seeing kind of misconceptions on mathematics which is classified as basic and prerequisite for many concepts, such as inequality, is important. Therefore, this study aimed to find information, and analyze misconception and alleged causes of misconception in the inequality. The method that used in this study was a qualitative method with a sample consisting of 9 students of class XI at one of the high schools in the city of Bandung through giving a test consisting of 5 questions and conducting interview to students who made mistakes in doing the 5 questions. From the research results, there were four types of misconceptions that was experienced by students on 5 inequality questions. Some of these misconceptions were caused by students lack of understanding on some of the prerequisite concepts for inequality, errors in understanding inequality and overgeneralization. For further research, the researchers should give more complex questions to students so that misconceptions can be studied in more deeply. Keywords: Misconception, Inequality Share Link | Plain Format | Corresponding Author (Nurmala Setianing Putri)

319	Mathematics Education	ABS-422
Analysis of Mathematical Habits of Mind for Senior High School Students Almyra Aprilia, Dian Usdiyana Universitas Pendidikan Indonesia Abstract Habits of mind students are one of the important attitudes when learning mathematics. Because the attitudes students show their thinking using mathematics when solving problems. This study aims to measure the criteria for the habits of mind of senior high school students as a whole and each of the 16 indicators. This study used a qualitative descriptive by giving mathematical habits of mind questionnaire to 68 12th grade students in one of the senior high schools in Tasikmalaya. The results showed that the mathematical habits of mind of students in the high group were 16 people, there were 40 people in the average group and 11 people in the low group. Meanwhile, based on the overall indicators, it had a percentage of 46.1% with 9 indicators that were in average criteria and 7 other indicators were in low criteria. The highest indicator was responding with wonderment and awe, while the lowest was gathering data through all senses. So, the overall mathematical habits of mind for senior high school students are in average criteria. Keywords: Mathematical habits of mind Share Link | Plain Format | Corresponding Author (Almyra Aprilia)

320	Mathematics Education	ABS-423
The Effect of Problem-Based Learning on Mathematical Understanding: A Meta-Analysis Study Based on Subject Matters in Mathematics Ahmad Badawi (a*), Dadang Juandi (a), Al Jupri (a), Suparman (a) a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *) alwibadawi[at]upi.edu Abstract This study aims to analyze the effect sizes of Problem-Based Learning (PBL) implementations on mathematical understanding in various types of subject matters. This study used a meta-analysis method to analyze fourteen primary studies about effect of PBL on mathematical understanding that conducted in Indonesia and published in 2016 - 2020. The data analysis process used Comprehensive Meta-Analysis (CMA) V3 Software. The results of study showed that the combined effect of PBL implementation toward mathematical understanding was 0.949, with p-value = 0.000. It means that there was significant difference in effect between PBL model and conventional model on students^ mathematical understanding. That effect size of PBL on students^ mathematical understanding was classified to moderate effect. Based on analysis results, there was no significant difference in effect of PBL that implemented in various types of subject matters. But, based on the effect size, PBL implementation is more suggested for improving students^ mathematical understanding in learning Geometry Topics. Keywords: Problem-Based Learning- mathematical understanding- meta-analysis- subject matters Share Link | Plain Format | Corresponding Author (Ahmad Badawi)

321	Mathematics Education	ABS-426
Learning Obstacle in the Concept of Quadrilateral Constructed Areas V Soneta, Nurjanah , S Prabawanto Universitas Pendidikan Indonesia Abstract This study aims to describe the learning obstacle in the concept of quadrilateral constructed areas based on the meaning obtained by students. The research method used is a qualitative method with a case study design. The subjects in the study 6 students grade VII in one of the Bungo State Junior High Schools. Data collection was carried out by testing the respondent^s ability, interviewing and then conducting an in-depth analysis of the obstacles experienced by students. Based on the research conducted, it was revealed that epistemological obstacle arise because of the involvement of students in understanding the concept if the problem given is different from the usual context. Didactic obstacles were found when the delivery of material was not accompanied by the teacher in constructing the broad concept of quadrilateral and the lack of giving challenging problems in learning. Keywords: Keywords: Learning Obstacle, Area of the Quadrilateral Share Link | Plain Format | Corresponding Author (Vidya Soneta)

322	Mathematics Education	ABS-428
How to Utilizing Assessment for Learning (AfL) to Improve Students^ Motivation and Achievement? Imas Ulfah Alawiyah (a*), Tatang Herman (b), Aan Hasanah (b) a*) Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia imas.ulfah[at]upi.edu b)Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract Introduction - Motivation drives students to achieve their learning goals. Many findings regarding this issue shows that lack of students^ achievement caused by lack of their motivation of learning. The challenges are predominately caused by teacher didn^t apply assessment for learning (AfL) appropriately. Purpose - This paper aims to present a review and description about students^ expectations regarding motivation and their learning achievement. Besides, to recommend solutions to address assessment for learning (AfL) to enhance students^ motivation and increase their achievement of learning. Methodology - This study was conducted by qualitative descriptive method. Observation was done in a class of high school students in West Java. Interviewed was given to some students to get information about their challenges and expectations during learning process. Recommended solution found were analyzed. Findings - The finding shows that students had lack of motivation and their achievement was below the standard. They expect an involvement during learning process, so that it can motivate them in learning and achieve their goals. The review recommends application of assessment for learning (AfL). Teacher provides feedback and involve students in assessment can lead students to learn for taking responsibility. This condition may enhance students^ motivation and increase their achievement of learning. Keywords: assessment for learning, motivation, achievement Share Link | Plain Format | Corresponding Author (Imas Ulfah Alawiyah)

323	Mathematics Education	ABS-173
THE UNDERSTANDING SKILL OF THE FRACTION MATHEMATICAL CONCEPT IN THE PRIMARY SCHOOLS DURING THE COVID-19 PANDEMIC Annisa Nurfitriani, Wahyudin Pascasarjana Universitas Pendidikan IndOnesia Abstract The current study aims (a) to obtain an overview of the grade 2 students^ skills in understanding the mathematical concepts during the COVID-19 pandemic. Also, the researchers intended (b) to investigate the skill level of grade 2 students in understanding the mathematics concept on fraction learning at the Pilot Laboratory Primary School of UPI Purwakarta Campus during the COVID-19 pandemic. In the current study, the data was obtained qualitatively within the case-study method. The current study involved teachers and students of the Pilot Laboratory Primary School of UPI Purwakarta Campus. The researchers have examined grade 2B students^ mathematical concepts skills in understanding the fraction. The findings (a) indicated that 92.3% of the students have mathematical understanding skills above the minimum passing criteria (KKM) are shown from the students^ test scores above 75.Furthermore, the researcher (b) classified the students into three levels of mathematical comprehension on fraction learning- high, medium, and low. The findings revealed that 15.38% of students were at a high level, 73% were at medium level, and 11.53% were inadequate. According to the concept comprehension test results, out of the seven indicators, students have low mathematical skills in using, utilizing, and selecting specific procedures or operations and applying problem-solving concepts or algorithms. Keywords: Ability Understanding The Mathematic Concept, Fraction. Share Link | Plain Format | Corresponding Author (Annisa Nurfitriani)

324	Mathematics Education	ABS-430
Problem Based Learning Model to Improve Students^ Mathematical Communication Skills: A Meta-analysis Study Nipa Susanti (1*), Dadang Juandi (1), Jarnawi Afgani Dahlan (1), Suparman (1) 1) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia *nipasusanti[at]upi.edu Abstract The Problem-Based Learning model has been widely used as a way to improve mathematical communication skills, but meta-analysis research is rarely done. This meta-analysis study was conducted to examine the effect of using the PBL. By entering the predetermined keywords, it was obtained 31 articles that met the eligibility for further analysis. The method used in this research is meta-analysis, namely by analyzing the articles of research results that have been published both nationally and internationally. CMA software was used to analyze the data and calculate the effect size in this study, with the effect size being the Hedges-g equation. The random effects model was used in this study. After checking FSN value and calculating it, the value is more than 1, which means that the study in this study is prone to publication bias. The results of the calculation, obtained an effect size value of 0.763 (medium effect). so this finding indicates that the PBL model can be considered as a way to improve students^ communication skills. Based on the moderator variable, in sample size (Q=0.026- P>0.05), research year (Q=4.022- P>0.05), publication type (Q=0.031- P>0.05), education level (Q=3.665, P>0.05) and research area (Q=2.408, P>0.05). It can be concluded that the differences in study characteristics have no significant effect on students^ mathematical communication skills. Keywords: Problem-Based Learning, Mathematical Communication skills, Meta-Analysis. Share Link | Plain Format | Corresponding Author (Nipa Susanti)

325	Mathematics Education	ABS-175
Improving Problem Solving Skills of Junior High School Students Through Group Investigation Learning Assisted by Zoom Meeting Application Suci Alfianitasari Postgraduate Study Program in Mathematics Education Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia sucialfianitasari[at]upi.edu Abstract This research is motivated by the importance of mathematical problem solving skills and the fact of low mathematical problem solving skills of junior high school students. The aims of this study is to find out which students^ mathematical problem solving skills improving better, who use the Group Investigation learning model or students who use hands-on learning. This research used quantitative approach with quasi experimental research method. The research design used is non equivalent control group design. This research was conducted at in one of junior high school in Karawang, Indonesia by sampling using puposive sampling technique, so that taking two classes as research samples, each of which 40 respondents will be used as experimental class and control class. The data collection technique used in this study is in the form of instrument tests. The results of the data analysis showed that the improvement of mathematical problem solving skills of students who obtained the Group Investigation learning model is better than in students who obtain direct learning model. Keywords: Problem Solving Skills, Investigation Group Share Link | Plain Format | Corresponding Author (SUCI ALFIANITASARI)

326	Mathematics Education	ABS-432
THE EFFECT OF THINK-PAIR-SHARE COOPEATIVE LEARNING ON STUDENT MATHEMATICAL COMMUNICATION ABILITY IN INDONESIA: META-ANALYSIS STUDY Nindya Langen Luthfiani, Nurjanah Universitas Pendidikan Indonesia Abstract This meta-analysis study was conducted to look at the overall effect of utilizing the Think-Pair-Share (TPS) Cooperative Learning (CL) model on students^ mathematical communication ability, moreover to analyze the degree of variation between each studies. 104 articles published between 2015 until 2020 and examined for research purposes, 10 articles were obtained that met the eligibility for analysis. Samples of the studies are Senior High School (SHS) and Junior High School (JHS) students. Comprehensive Meta-Analysis (CMA) program utilized as an examination device. Effect-size index of the Hedges-g equation is gotten and decided based on the random-effect model estimation. The comes about appeared that the overall effect measure of the application of TPS CL on students^ mathematical communication abilities was 0.826, it implies that there^s a positive effect that^s very high in this finding, with a standard error of 0.247. So these discoveries show that the application of TPS CL in Indonesia is quite viable in making strides students^ mathematical communication abilities. Analysis of the level of study variation was critical in terms of ^differences in education levels^. These discoveries demonstrate that the TPS-type CL show is more compelling at the JHS level. Keywords: Cooperative Learning, Think-Pair-Share, Mathematics Communication Ability, Meta-Analysis Share Link | Plain Format | Corresponding Author (Nindya Langen Luthfiani)

327	Mathematics Education	ABS-433
ANANLYSIS OF STUDENT ERRORS IN LEARNING PANDEY MATHEMATICS BERTAULINA PURBA UNIVERSITAS PENDIDIKAN INDONESIA e-mail:berta[at]upi.edu Abstract ABSTRACT This research is a descriptive study that aims to analyze students^ mistakes in learning mathematics and their desires to learn. Especially in the material of three variable linear equations. Data obtained by giving problems, and interviews in the form of 3 questions and 8 questions. The subjects in this study were 30 students at SMAN Tunas Bangsa Pulau Burung class X mipa. Based on the research conducted, it was found that 1) students were lacking in mastering the concept so that it is difficult to understand the problem, difficulty using strategies, and unable to obtain problem solutions, 2), students have difficulty changing the story questions into SPLTV because they are not used to writing what they know, asked about and the conclusion of the questions, 3) students do not do the questions given by the teacher because of a lack of desire to learn. This research is expected to provide input on which parts are given reinforcement to students so that they understand the problem and can use all means in solving the problem to motivate students. Keywords: Difficulty, Three Variable Linear Equations, Desire to Learn, Pandemic Keywords: DIFFICULTY,THREE VARIABLE LINEAR EQUATIONS,DESIRE TO LEARN,PANDEMIC Share Link | Plain Format | Corresponding Author (BERTAULINA PURBA)

328	Mathematics Education	ABS-434
A Critical Analysis of Mathematics Curriculum at Islamic Boarding School (Pesantren) Andi Mawaddah Hamzah (a*), Turmudi (b), Al Jupri (b) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Islamic Boarding School, or Pesantren as the oldest educational institution in Indonesia, provides a unique attraction for research. The curriculum in Pesantren that integrates religious learning and general learning provides challenges for teachers in implementing learning. Although it has several advantages over public schools, pesantren also has several problems. One of them is related to curriculum implementation. Therefore, the authors want to conduct an analysis related to the application of the Curriculum 2013 in Mathematics learning at one of Pesantrens in Makassar. This research was in the form of qualitative research by interviewing four respondents. The findings of this study are: (1) the curriculum policy at Pesantren has not been understood collectively by education practitioners in the school, (2) The readiness in curriculum formulation is considered not optimal, and (3) The implementation of the curriculum 2013 in mathematics learning in Pesantren is not optimal due to other rules such as the determination of learning hours which are very lacking. Thus, this should be an essential note for Pesantren in Makassar to improve the implementation of its curriculum. Keywords: The Curriculum 2013, mathematics learning, Pesantren Share Link | Plain Format | Corresponding Author (Andi Mawaddah Hamzah)

329	Mathematics Education	ABS-180
Students Learning Obstacle in The Topic of Quadrilaterlals R. Kurniasi*, 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 quadrilaterals problems. The research method used is a qualitative method with a case study design. The data were taken from 20 students in grade 8, 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 quadrilaterals material and interview guidelines. The results of the research showed that there are learning obstacles faced by students in solving problems related to quadrilaterals like ontogenic obstacles (mental readiness), epistemological obstacles (limited understanding), and didactical obstacles (obstacles that come from the didactic system). Keywords: Learning Obstacle, Quadrilaterals Share Link | Plain Format | Corresponding Author (RIMA KURNIASI)

330	Mathematics Education	ABS-181
Representation as a Thinking Tool for Students in Solving Mathematical Problems Wa Ode Dahiana, Tatang Herman, Elah Nurlaelah Universitas Pendidikan Indonesia Abstract Abstract: Representation is a form of student interpretation from a form of mathematical idea that is considered difficult to another, simpler form so that it can be communicated or resolved more easily. Therefore, the ability of mathematical representation is very important and is an inseparable part of solving mathematical problems. Many studies examining mathematical representations with various findings have been reported. Even so, the problem of mathematical representation is still not resolved. Many research findings also reveal the weakness of students^ mathematical representation abilities. What is the real cause of the students^ weak mathematical representation ability? To answer this question, the writer is interested in studying the ability of mathematical representation by focusing on the representation function as a thinking tool or process. Because without targeting the way of thinking, students are unlikely to be independent thinkers when doing math. Therefore, this study aims to determine the description of poses and the characteristics of students^ thinking in solving mathematics (algebra) problems. The way of thinking used to determine the characteristics of students^ thinking in this study is according to Harel (2008) that the characteristics of thinking are generally divided into two groups, namely the expected way of thinking and the unexpected way of thinking. This research method is descriptive with a subject of 35 junior high school students class VII. Data collection techniques using tests. The results of the study found that most of the students were in the unexpected characteristics of the way of thinking. These findings inform teachers and other stakeholders that research on representation as a thought process needs attention and continues to be developed with various types of research. Keywords: Mathematical representation, thinking tools, algebraic problems Share Link | Plain Format | Corresponding Author (Wa Ode Dahiana)

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