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121	Mathematics Education	ABS-36
Design of Android Based Mathematics Learning Media with Traditional Games Ethnomatematics Approach Ari Irawan (a*), Wanti Rahayu (a), Rahnita Nuzulah (a) a) Program Studi Teknik Informatika, Universitas Indraprasta PGRI Jl. Raya Tengah No.80, RT.6/RW.1, Gedong, Kec. Ps. Rebo, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13760 Abstract This study aims to create an application for learning mathematics by using the ethnomathematics of traditional Sundanese games as an integration of mathematics and culture. Reveal in depth how traditional games can be used as material to develop learning with an ethnomathematical approach. The method used in this research is RnD (Research and Development) with a Borg and Gall model approach. The stages of this research are divided into several stages, namely: a) Potential Problems, b) Gathering Information, c) Product Design, d) Design Testing, e) Design Improvement, f) Product Trial, g) Product Revision, h) Trial Use of , i) Mass Production of Products. The potential problem from this research is that online learning is still being carried out until now, so there is a need for innovation in making learning media so that students can better understand learning materials based on their experiences. Collecting supporting data information in the form of data on traditional games in West Java, selecting and identifying which ones contain ethnomathematical elements and what materials are suitable for the game. Conducting observations and interviews as well as ethnographic studies to teachers, students, parents, cultural observers and experts. The product design is in the form of an application screen display, this research stage is only in designing the application to be made, so the results of the research in the discussion of this article are in the form of application design and design. Keywords: Ethnomathematics- Traditional Games- Sundanese Culture- Mathematics Learning Media Share Link | Plain Format | Corresponding Author (Ari Irawan)

122	Mathematics Education	ABS-37
Application Of E-Learning (Zoom Meeting, Google Classroom, WhatsApp) in Improving Students^ Mathematical Reasoning Ability And Self Regulated Learning Nurul Wahyu Utami (a*), Elah Nurlaelah (b), Endang Cahya Mulyaning Asih (c) (a*) Postgraduate School in Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia (b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia (c) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aims to analyze the increase of mathematical reasoning abilities and changes between the self-regulated learning of students who experienced Zoom Meeting and WhatsApp learning and students who experienced Google Classroom and WhatsApp learning. This research is an experimental quantitative research in the form of a quasi-experimental model of the non-equivalent group design. The research sample consisted of two groups: experimental group 1 were students who experienced Zoom Meeting and WhatsApp learning, experimental group 2 were students who experienced Google Classroom and WhatsApp learning. Pre-test and Post-test were used to measure students^ mathematical reasoning abilities, while to measure changes in student self-regulated learning, we used pre-response and post-response questionnaires. Based on the results of data analysis, it was obtained: 1) There was a difference in the increase in mathematical reasoning abilities between students who experienced Zoom Meeting and WhatsApp learning and students who experienced Google Classroom and WhatsApp learning, students who experienced Zoom Meeting and WhatsApp learning had a higher average n-gain score: 2) There was a difference in changes in self-regulated learning between students who experienced Zoom Meeting and WhatsApp learning and students who experienced Google Classroom and WhatsApp learning, students who receive Zoom Meeting and WhatsApp learning had a higher average n-gain score: 3) Students^ self-regulated learning has small impact on the mathematical reasoning ability of students who experienced Zoom Meeting and WhatsApp learning: 4) Students^ self-regulated learning has small effect on the mathematical reasoning ability of students who experienced Google Classroom and WhatsApp learning. Keywords: Mathematical Reasoning Ability, Student Self-Regulated Learning, E-learning, Zoom Meeting, Google Classroom, and WhatsApp Share Link | Plain Format | Corresponding Author (NURUL WAHYU UTAMI)

123	Mathematics Education	ABS-38
Algebraic reasoning in pseudo thinking theory in grade VII students of Madrasah Tsanawiyah Lathifah Rahmi, Sufyani Prabawanto, and Sumanang Muhtar Gozali Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia. Abstract Algebraic reasoning is the process of solving algebraic problems through investigation and drawing out conclusions to prove the truth. In the preliminary study, it appears that students are still experiencing analytical errors when solving algebraic problems. One of the studies that discusses the source of this error is the pseudo-thinking theory. This study aims to obtain a description of algebraic reasoning in terms of pseudo-thinking theory in grade VII students at one of the Madrasah Tsanawiyah in Riau. This research is qualitative research that uses a phenomenological approach. The subjects of this study were 11 grade VII students. The supporting instruments in this study consisted of- tests, interview guidelines and observation sheets. The results of this study are- 1) In general, the subjects experienced pseudo-analytics error conditions within each indicator of algebraic reasoning. 2) There is a subject who experiences pseudo-thinking errors on two indicators of algebraic reasoning. 3) There is a subject who experiences two types of pseudo-thinking errors on algebraic reasoning indicators. Keywords: Algebraic Reasoning, Pseudo Thinking Theory. Share Link | Plain Format | Corresponding Author (Lathifah Rahmi)

124	Mathematics Education	ABS-39
Geometrical thinking of Junior High School Students^ Based on Van Hiele^s theory in term of Learning Styles Sri Rahayu (1*), Al Jupri (1), Elah Nurlaelah (1) 1) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *srirahayu14[at]upi.edu Abstract Geometry is a branch of mathematics that is important to learn. The way students think geometrically and communicate their thoughts both oral and written, certainly cannot be separated from the way they receive and process information. This study aims to analyze students^ geometric thinking abilty in Junior High School based on Van Hiele^s theory in terms of learning styles on the topic of line and angle. This research use qualitative method with a case study approach, which consisted of 40 junior high school students. The result showed that: 1) The level of Van Hiele^s geometric thinking ability of students who have visual learning styles most at level 0 (visualization). They have the same characteristics which is the ability to recognize angular shapes that were formed visually and more sensitive in observing elements of geometric shapes. 2) The level of Van Hiele^s geometric thinking ability of students who have auditory learning styles were in the range of pre-0 (pre-visualization) to level 1 (analysis). 3) The level of Van Hiele^s geometric thinking ability of students who have kinesthetic learning styles most at level 0 (visualization). Keywords: Geometrical Thinking, Van Hiele^s Theory, Learning Style, Lines and Angles Share Link | Plain Format | Corresponding Author (Sri Rahayu)

125	Mathematics Education	ABS-40
Junior High School Students^ Learning Obstacle Related to Mathematical Communication Ability on System of Linear Equations in Two Variables Raudiyah Rizki R(a*), Didi Suryadi(b) a)Department of Mathematics Education, Faculty of Mathematics and Natural science, Universitas Pendidikan Indonesia, Bandung, Indonesia *raudiyah[at]upi.edu b)School of Postgraduate, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Research on learning obstacles can provide an description of the conditions in the learning process that experience certain obstacles in achieving learning outcomes. This research aims to produce a description of the learning obstacles experienced by students in solving system of linear equations in two variables problems related to ability mathematical communication. This research used a qualitative research method . The research subject were 30 students of eighth grade students in class in one junior high school in Padangsidimpuan, North Sumatera. The results showed that most students experienced learning obstacles that were ontogenic, didactic, and epistemological in solving system of linear equations in two variables related to mathematical communication abilities, based on the identification of mathematical communication abilities and the problems experienced by students in solving system of linear equations in two variables problems. Based on this, this research has identified that there are learning obstacles for students in solving solving system of linear equations in two variables problems based on the results of the instrument tests, interviews and document analysis by researchers. Keywords: learning obstacle, system of linear equations in two variables, mathematical communication ability Share Link | Plain Format | Corresponding Author (Raudiyah Rizki R)

126	Mathematics Education	ABS-54
Student^s Mathematical Representation in Solving Non-routine Problems Based on Polya^s Strategy during Online Learning Gita Safitri (a*), Darhim (b) a) Program Studi Magister Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi NO. 229, Bandung 40154, Indonesia *gitasafitri[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi NO. 229, Bandung 40154, Indonesia Abstract Mathematical representation is an important aspect of the learning process, both face-to-face and online learning, this is because mathematical representations help students in the activity and process of capturing mathematical concepts, and facilitate the process of solving routine and non-routine mathematical problems. This is a qualitative study that employs an interpretive paradigm. The subjects of this study were SMP grade VIII Jambi City students who were selected using a purposive sampling technique, 3 students selected by following this conditions: 1 student with high mathematical ability, 1 student with moderate mathematical ability, and 1 student with low mathematical ability would be selected. This study aims to see how the mathematical representation of students with high, medium, and low mathematical abilities in solving non-routine problems is seen from the polya strategy. The results of this study found that in solving non-routine mathematical problems on number pattern material, students with high mathematical abilities can use all three types of representation (symbolic, visual, and verbal), students with moderate mathematical abilities can use two types of representation (verbal and visual), whereas students with low mathematical abilities are unable to employ any of the three types of representation. In addition, students use different forms of mathematical representation while solving non-routine mathematical problems Keywords: Mathematical Representation, Non-Routine Mathematics Problem Share Link | Plain Format | Corresponding Author (GITA SAFITRI)

127	Mathematics Education	ABS-55
STUDENT SATISFACTION ANALYSIS OF MATHEMATICS TEACHER PERFORMANCE DURING COVID-19 PANDEMIC Abdul Latip, Tatang Herman Universitas Pendidikan Indonesia Abstract One of the quality learning is influenced by teacher performance. Teacher performance is one of the benchmarks for success in the online mathematics learning process today. This research is a descriptive quantitative research with a survey approach, where data is obtained by distributing questionnaires in an online google form to 60 respondents who are students of SMA Islam Al Azhar 21 Sukabumi City. This study aims to provide an illustration that the performance of a teacher in the learning process, especially during the pandemic will have an impact on the level of student learning satisfaction. The results of this study indicate that the level of student satisfaction with the performance of mathematics teachers is in the 81-100% interval, which is 83% with a very satisfied category, while there are three things that need to be improved in the performance of mathematics teachers, namely the use of learning media/tools, teaching is not student-centered and material delivery is not good. Keywords: Satisfaction, performance, covid-19 Share Link | Plain Format | Corresponding Author (ABDUL LATIP)

128	Mathematics Education	ABS-57
Analysis of Mathematical Representation Ability of Junior High School Students Based on Adversity Quotient Ahlaini Ulyah, Siti Fatimah, Bambang Avip Priatna M Universitas Pendidikan Indonesia Abstract This study aims to analyze the differences of students^ mathematical representation ability based on adversity quotient (quitter, camper, climber). The study used a quantitative approach with a comparative descriptive method. The subjects of this study were seventh grade students in one of the public junior high schools in Kampar on the set material. Data on students^ mathematical representation abilities were obtained using a test, while adversity quotient data was obtained using a Likert scale questionnaire. The results showed: 1) there was no difference in students^ mathematical representation abilities based on adversity quotient (quitter, camper, climber). 2) there is no difference in students^ mathematical representation ability based on control dimensions (quitter, camper, climber). 3) there is no difference in students^ mathematical representation ability based on origin & ownership dimensions (quitter, camper, climber). 4) there are differences in students^ mathematical representation abilities based on reach dimensions (quitter, camper, climber). 5) there is no difference in students^ mathematical representation abilities in terms of endurance dimensions (quitter, camper, climber). Keywords: mathematical representation ability, adversity quotient, control, origin & ownership, reach, endurance. Share Link | Plain Format | Corresponding Author (Ahlaini Ulyah)

129	Mathematics Education	ABS-59
A case study on the development of mathematics ability of early childhood Ruswanto, Al Jupri UNIVERSITAS PENDIDIKAN INDONESIA Abstract The development of conceptual and procedural abilities in early childhood is strongly influenced by learning experiences both in the classroom and at home. The role of parents is to introduce numbers and their meanings. Furthermore, its application in problem solving in schools should be introduced under the guidance of teachers. This study aims to investigate the development of children in recognizing mathematics, from number symbols, addition and subtraction operations. This study used a case study method with the subject consisting of one child in one of kindergarten in Indramayu. The results showed that the development of the child mathematical abilities has been running according to the stages of child development. But in the operation process, especially the subtraction, it is still difficult. Keywords: children^s mathematics learning development, children^s cognitive abilities. Keywords: conceptual,procedural ,role of parents Share Link | Plain Format | Corresponding Author (RUSWANTO S.Pd)

130	Mathematics Education	ABS-60
Difficulties in Learning and Teaching Algebra : Mathematics Teacher^s View Staniva Sandri Wojongan (a*),Al Jupri (b) a) Department of education mathematics, Indonesia University of Education b) Department of education mathematics, Indonesia University of Education Abstract Algebra is one of the most difficult topics in Mathematics. Many studies have stated that algebra is hard to learn and hard to teach well. The purpose of this study is to analyze the teacher^s view about the difficulties in learning and teaching algebra. To serve this aim, researcher interviewed three middle school mathematics teachers in the city of Manado. This research is a descriptive research method with a qualitative approach. In this descriptive study, the researcher used semi-structured interview technique. In accordance with the aim, teachers opinions about the difficulties in learning and teaching algebra subjects were examined and analysed. The result of this study showed that Teachers have difficulty teaching algebra when the initial abilities or numerical and literacy abilities of the students are weak and according to the opinion of the teachers, students have difficulty manipulating algebra, operating algebraic forms, and analyzing story problems. The findings gained in this study are thought to be of use for researchers studying on algebra teaching, and teachers to better plan the lessons and increase the quality of teaching. Keywords: Difficulties in Learning and Teaching Algebra, Mathematics Teacher^s View Share Link | Plain Format | Corresponding Author (STANIVA SANDRI WOJONGAN)

131	Mathematics Education	ABS-61
Self-Regulated Learning Strategies: A Worksheet Design to Help Students Understand Learning Materials in Covid-19 Pandemic Era Wiwit Damayanti Lestari (a*), Luthfiyati Nurafifah (a), Runisah (a), Diki Mulyana (a) a) Program Studi Pendidikan Matematika, Universitas Wiralodra, Jl. Ir. H. Djuanda KM3 Singaraja Indramayu 45213, Indonesia *wiwitdamayantilestari[at]unwir.ac.id Abstract In the midst of COVID-19 pandemic, lectures are held online. Online lectures require self-regulated learning, where students must be able to fully regulate themselves in learning. Based on previous research, self-regulated learning that is owned, affects students understanding of a lecture material. Self-regulated learning can be grown by making a habit. One of the habits that lecturers can do to help students have self-regulated learning is by using worksheets based on self-regulated learning strategies in lectures. The purpose of this study is to describe students understanding of learning materials after attending lectures using worksheets based on self-regulated learning strategies. This research used descriptive, a qualitative research. The subjects in this study were students of mathematics education at Wiralodra University semester 2, 4, and 6 in the 2020/2021 academic year obtained through purposive sampling technique. The instruments used in this study were worksheets, tests, and interviews. Data analysis consists of data reduction, data display, and conclusion drawing/verification. The results showed that students who followed the worksheets in a disciplined manner had a better understanding of the learning material than students who were less disciplined. Keywords: Self-regulated Learning Strategies- Worksheet Design- Covid-19 Share Link | Plain Format | Corresponding Author (Wiwit Damayanti Lestari)

132	Mathematics Education	ABS-68
The Analysis of Geometry Content in Middle School Mathematics Textbooks Fadhliya Syam Mastura (a*), Al Jupri (b) Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *fadhliyasm[at]upi.edu Abstract The aim of this study is to analyze the items, seen from the answers forms and the contextual features in the topics of geometry presented within the textbooks. This research is based on the analysis of textbooks with geometry topics. The research method used in this study is content analysis and item analysis using a qualitative approach. The results of analysis of nine school mathematics textbooks published by three different publishers (Center for Curriculum and Bookkeeping, Balitbang, Ministry of Education and Culture, Erlangga, and Yudhistira) showed that more than 25% of the total pages in textbooks present geometry topics, close-ended types of problems are more dominant in all textbooks, and more than 80% problems in textbooks are intra-mathematical context type. We conclude that the mathematics book published by Erlangga 2013 curriculum is closer to the book published by the Center for Curriculum and Books, Balitbang, Ministry of Education and Culture. Keywords: mathematics textbooks- content analysis- geometry- answers forms- contextual features Share Link | Plain Format | Corresponding Author (Fadhliya Syam Mastura)

133	Mathematics Education	ABS-69
Developing Mathematics Teaching Materials based on Riau Malay Weaving Culture Astri Wahyuni, Yaya Sukjaya Kusumah Universitas Pendidikan Indonesia, prodi pendidikan matematika. Abstract This study aimed to produce mathematics teaching materials through Realistic Mathematics Approach (RMA) based on Riau Malay weaving culture at junior high schools. In this study, the development of learning tools utilized R&D method using the Dick & Carey model, namely: 1) identifying goals, 2) conducting teaching/instructional analysis, 3) identifying the students^ initial behaviour and characteristics, 4) writing the goals of performance, 5) developing the benchmark reference test, 6) developing learning strategies, 7) developing and selecting teaching tools, 8) designing and implementing formative tests/evaluations, 9) revising the teaching, and 10) developing summative evaluations. The instruments in this study were validation sheets and students^ response questionnaires to teaching materials. Then, the data were validated by 3 experts, namely a material expert, a language expert, and a design expert. After being validated, the product was tested at two stages: the limited trial and the field trial. The conclusions from the three experts revealed that the teaching materials based on Riau Malay weaving were categorized as Good and it could be used in learning mathematics. Meanwhile, the results of students^ assessments for teaching materials at limited trials and field trials found that the product was categorized as very good. Thus, it could be concluded that the mathematics teaching materials with RMA approach based on Riau Malay weaving were valid and could be used by students. Keywords: Development- Riau Malay Weaving Culture. Share Link | Plain Format | Corresponding Author (Astri Wahyuni)

134	Mathematics Education	ABS-73
Evaluation design for 3D geometry learning using augmented reality 1. Sudirman 2. Yaya S. Kusumah 3. Bambang Avip Priatna Martadiputra 1. Universitas Pendidikan Indonesia dan Universitas Wiralodra 2. Universitas Pendidikan Indonesia 3. Universitas Pendidikan Indonesia Abstract In schools, augmented reality (AR) technology has been widely adopted to teaching geometry. However, there are still few who use AR technology in the evaluation process of 3D geometry materials. Therefore, this study provides an overview of the evaluation form in AR-assisted 3D geometry learning. To describe this, a qualitative descriptive design was used in this study. The design process begins by reviewing the related literature and analyzing the evaluation form of 3D geometry materials in schools. Furthermore, the design results are analyzed and described in a narrative manner. Furthermore, the findings reveal that AR has the potential to be used to evaluate understanding of 3D geometry concepts and assist students in solving 3D geometry problems. This is because characteristically AR integration makes the evaluation design more attractive, interactive and minimizes obstacles in visualizing 3D geometric objects. Keywords: Augmented Reality, Evaluation Design, 3D Geometry Share Link | Plain Format | Corresponding Author (Sudirman SUdirman)

135	Mathematics Education	ABS-76
Analyzing HOTS Questions Contained in School Exams at Elementary Schools in Pekanbaru Putri wahyuni (a*), Jarnawi Afgani Dahlan (b) Universitas Pendidikan Indonesia Abstract Abstract. This study aimed to identify HOTS questions contained in elementary school examinations in Pekanbaru. This study was qualitative descriptive research. The subjects of this study were five elementary schools. The samples were 10 heterogeneous students were taken from each school by purposive sampling technique and the students were taken randomly. This study revealed that the average percentage of HOTS at SD 1 was 12.5%, at SD 2 was 17.44%, at SD 3 was 19.02%, at SD 4 was 12.34, and at SD 5 was 9. 67%. Then, the percentage of each criterion of HOTS questions were C4 was 30.68%, C5 was 8.65% and C6 was 3.26%. Furthermore, based on the number of students answered HOTS questions, it was found that 66% of students were able to answer questions at C4 level, 30% of students were able to answer questions at C5 level, and 12% of students were able to answer questions at C6 level. Keywords: HOTS Questions, School Exams Share Link | Plain Format | Corresponding Author (Putri Wahyuni)

136	Mathematics Education	ABS-86
Development of Diagnostic Tests to Identify Difficulties of Learning Basic Arithmetic for Deaf Students Vega Dwi Nurani (a), Jarnawi Afgani Dahlan (a), Aan Hasanah (a) Department of Mathematics Education, The Faculty of Mathematics and Natural Sciences Education, Indonesian University of Education. Abstract Deaf students tended to get lower mathematics achievement than normal students at the same class or age. One of the contributing factors was the lack of understanding of mathematics basic concepts, namely basic arithmetic because deaf students have difficulty to grasp the meaning of language in mathematics which has an abstract nature. This study aimed to develop a diagnostic test which met criteria of validity and reliability in identifying difficulties of basic arithmetic for deaf students. This study uses research and development methods consisting of planning stage, development stage, and test application stage. Based on the test of content validity, was obtained 30 items declared valid with a CVR (Content Validity Ratio) value for each item is 1. Meanwhile, based on the test of reliability, showed 30 items had a value Cronbach Alpha of 0.773 which meant the developed test in the acceptable category. Keywords: Diagnostic Test, Learning Difficulties, Basic Arithmetic, Deaf Students. Share Link | Plain Format | Corresponding Author (Vega Dwi Nurani)

137	Mathematics Education	ABS-88
Analysis Of Students Errors In Solving Word Problems On Linear Program Using Newman^s Procedure Maya Nopriuli Lubis (a*), Al Jupri (b) a) Mathematics Education, Faculty of Mathematics and Sciense Education, Indonesian University of Education, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia * mayanopriulilubis[at]upi.edu b) Department of Mathematics Education, Indonesian University of Education, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract One of the materials in high school mathematics is the Linear Program. Problems associated with linear program are usually presented in the form of stories. This study aims to analyze student errors in solving linear program problems using Newman^s analysis. The subjects of this study are 24 students of grade XI senor high school. Data were collected using tests and documentation. Data analysis was done by using descriptive qualitative analysis. The results showed that there are still many students who made mistakes in solving linear program problems. The most frequent errors included errors in writing the final answer, while the least errors were transformation errors. This error analysis can be used to determine the location of student errors, so that it can be considered for teachers to improve learning Keywords: Errors analysis, Newman^s Procedure, Word Problem on Linear Program Share Link | Plain Format | Corresponding Author (Maya Nopriuli Lubis)

138	Mathematics Education	ABS-90
Developing Mathematical Proficiency in Junior High School: A Case Study on Linear Equations in One Variable Siti Maryam Rohimah(1,2), Darhim(2) and Dadang Juandi(2) 1Department of Primary School Education, Universitas Pasundan, Jl. Tamansari No. 6-8, Bandung, Jawa Barat 40116, Indonesia. 2Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, Jawa Barat 40154, Indonesia. Abstract The aim of this study was to support the development of mathematical proficiency in Junior High School students, especially on the topic of linear equations in one variable. This research is a case study at a public school in Bandung, Indonesia, involving 25 students. This qualitative study collects data from observations, test results, interviews, and a review of documentation results. The data were analyzed with the stages of data validity, data collection, data reduction, data display, and conclusion drawing/verification. The result showed 1) 72% of students reached a conceptual understanding, 2) 88% of students achieved procedural fluency, 3) 78% of students achieve strategic competence, and 4) 97.5% of students achieve adaptive reasoning and productive disposition. The conclusion of this study is that students^ mathematical proficiency can be developed by designing appropriate learning and learning flows by the teacher and anticipating every student response that appears in the learning process. Recommendations for developing mathematical proficiency in linear equations in one variable topic, start from understanding the concept of closed sentences and open sentences, forms of similarities and equations, understanding, solving, and using linear equations in one variable in real life. Keywords: Mathematical Proficiency- Linear Equation in One Variable Share Link | Plain Format | Corresponding Author (Siti Maryam Rohimah)

139	Mathematics Education	ABS-91
Concept Image of Students on Exponential Function Material in the Covid-19 Pandemic Era Dita Oktavihari (a*), Nanang Priatna (b) a) Mathematics Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia *ditao[at]upi.edu b) Mathematics Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40154, Indonesia Abstract Concept image can be interpreted as a concept related to the total picture of the cognitive structure possessed. Each student will have a different concept picture according to the experience gained. This study aims to describe the concept image of students in the exponential function material based on learning experiences during the covid-19 pandemic. The research method used is qualitative with a hermeneutic phenomenological approach. Data collection is done by giving tests and interviews. The participants in this study were 15 students in one of the public high schools in Mataram City who had studied the material on the exponential function. The data analysis used is a data analysis technique developed by [1] namely: 1) Data reduction, 2) Data presentation, and 3) Conclusion drawing. The results showed that students^ concept images were constructed independently based on learning experiences during the covid-19 pandemic so that students still had difficulty answering questions and were less able to connect the concepts they had when applying them in solving problems. Keywords: Concept image- Exponential function- Hermeneutic phenomenological Share Link | Plain Format | Corresponding Author (Dita Oktavihari)

140	Mathematics Education	ABS-92
Difficulties of Sate Junior High School 1 Bangkinang Students In Online Mathematics Learning M. Fikri Hamdani (a*), Nanang Priatna (b) a) Mathematics Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40154 Indonesi *2002110[at]upi.edu b) Mathematics Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40154 Indonesi *nanang_priatna[at]upi.edu Abstract Abstract. The COVID-19 pandemic has had a huge impact on all countries, many countries have locked down, as well as Indonesia, so the learning The COVID-19 pandemic has had a huge impact on all countries, many countries have locked down, as well as Indonesia, so the learning process is carried out online. When learning online, many students find it difficult in the learning process, especially when learning mathematics. Therefore, this study aims to describe the difficulties of State Junior High School 1 Bangkinang students in learning mathematics online. This research is a qualitative descriptive study with a phenomenological qualitative approach. The data collection technique in this research is by making observations, distributing online questionnaires to all eighth-grade students of State Junior High School 1 Bangkinang , then conducted interviews with several students and mathematics teachers. From the results of observations, analysis of questionnaires, and interviews, it was found that students have difficulty learning mathematics online because the learning carried out in junior high schools uses the WhatsApp application by means of teachers only sending photos of material and sample questions that make students difficult to understand math material because mathematics cannot just read it, and when students don^t understand students can^t ask people in their environment, because people around them don^t understand the material, and when students try to find other solutions from youtube, students find signal/internet network problems and run out of internet quota. Keywords: Phenomenology Study-Student Difficulties - Online Mathematics Learning Share Link | Plain Format | Corresponding Author (M. Fikri Hamdani)

141	Mathematics Education	ABS-101
Analysis Of Psychological Cognitive Student Viewed By Errors In Working Mathematics Problems Of Optional Materials Of Algebra Muhamad Makinun Amin (a*), Sufyani Prabawanto (b) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *makinunamin76[at]gmail.com b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aims to see how the Cognitive Psychology of Students in terms of measuring Mathematical Problems in Algebraic Forms of Operations and how students work on Mathematical Problems in Algebraic Forms. observations made at SMP Tunas Pertiwi. The result of this research is cognitive psychology is the study of how people perceive, learn, remember, and think about information. With the ability to develop students who are expected to be able to foster good knowledge so that it can help student survival in the future. it can be ignored that every child has cognitive development and requires special attention from parents or clerics in the process of student development. formulas, (b) operating errors, namely errors in calculations, (c) errors due to carelessness, namely because students do not check the answers that have been done, and (d) data errors such as notation errors Keywords: Psychology, Cognitive, Errors, Mathematics Share Link | Plain Format | Corresponding Author (Muhamad Makinun Amin)

142	Mathematics Education	ABS-105
GeoGebra on students engagement in mathematics learning: A literature review. Fida Nisaa K (a*), Endang Cahya M.A (b) a) Mathematics Education Study Program, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *fidanisaakusnadi[at]upi.edu b) Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract GeoGebra is a learning media that is often used in studying Geometry and Algebra. Easy-to-use software makes GeoGebra a learning media that is widely used by educators and students. According to several previous studies, the use of GeoGebra in learning has a positive influence on student engagement (affective, behavioral, and cognitive) in learning mathematics. On this basis, this study aims to explore what factors make GeoGebra Software able to have a positive influence so that the software is effective in increasing student involvement in learning mathematics. This study uses a literature review method by reviewing more than twenty articles from the result of previous studies relates to student engagement in learning, GeoGebra in learning mathematics, and the implementation of GeoGebra on student engagement in learning mathematics. The result of this study indicate that GeoGebra is interactive, dynamic software, and has attractive, fast and precise visualizations, making GeoGebra a simple but powerful software, especially software that is easy to obtain and is available for free in various languages and has various features. Supporting it such as feature dragging makes GeoGebra a software that has a positive influence on student^s engagement (affective, behavioral, and cognitive) in learning mathematics, so it can be concluded that GeoGebra can be used as an alternative learning media that can increase student involvement in learning mathematics Keywords: GeoGebra- Students Engagement-Mathematics Learning Share Link | Plain Format | Corresponding Author (Fida Nisaa Kusnadi)

143	Mathematics Education	ABS-106
Mathematical Literacy Ability Based On Students^ Learning Styles Seilin Asian Rorong (a*), Endang Cahya MA (b) (a*) Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia (b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia Abstract Abstract. This study aims to describe and analyze students^ mathematic literacy referring to learning styles (auditory, visual, and kinesthetic). The method used in this research is qualitative. This research was conducted in one of the Christian Junior High Schools in Manado. The subjects in this study were 9 students from 58 students at grades VIII-E and VIII-F, each of three students had auditory, visual and kinesthetic learning styles. The Instruments used in this research are questionnaire of learning style and tests of mathematical literacy. The data analysis was conducted descriptively to portray students^ mathematics literacy referring to learning styles. Furthermore, based on the data analysis that has been done, it can be concluded that: (1) Mathematical literacy ability of students with auditory learning style are in the range of 2nd to 4th levels, which are indicated by the ability to solve mathematical literacy problems in the range of 1st to 4th levels. (2) Mathematical literacy ability of students with visual learning styles are in the range of 3rd to 5th levels, which are indicated by the ability to solve mathematical literacy problems in the range of 1st to 5th levels. (3) Mathematical literacy ability students with kinesthetic learning styles are in the range of 2nd to 3rd levels, which are indicated by the ability to solve mathematical literacy problems in the range of 1st to 3rd levels. Keywords: Mathematics Literacy- Students^ Learning Styles Share Link | Plain Format | Corresponding Author (Seilin Asian Rorong)

144	Mathematics Education	ABS-109
THE REFLECTIVE ABSTRACTION OF SLOW LEARNER STUDENTS REVIEWED BASED ON GENDER RISNINA WAFIQOH (a*), SAID AKHMAD MAULANA (a), SURYA AMAMI PRAMUDITYA (b), SELVY ZANANTI (a), FITRI ANISA (a) a. Universitas Muhammadiyah Bangka Belitung, b. Universitas Swadaya Gunung Djati Abstract Slow learner students cannot be seen physically, because there is no difference between slow learner students and normal students, physically. Even though they are classified as slow learners, of course they still have to have mathematical abilities which are indeed a support for the success of their studies. One of the mathematical abilities that determine other abilities is reflective abstraction. This research was conducted to determine the reflective abstraction of slow learner students in terms of gender. This study uses a qualitative approach to the phenomenology method in order to answer the research questions. This research was conducted in a private high school in South Bangka Regency, Province of Bangka Belitung Islands. Methods of data collection used in this research are observation, tests and interviews. The subjects involved were eight students, consist of four male slow learner students and four female slow learner students. With the implementation of this research, it is known that the reflective abstraction of slow learner students in each gender, both male and female slow learner students, reaches only at level 2 of reflective abstraction, or representation level. Keywords: Reflective Abstraction, Slow Lerner, Gender Share Link | Plain Format | Corresponding Author (Risnina Wafiqoh)

145	Mathematics Education	ABS-115
Does Problem-Based Learning Model Enhance Mathematical Reasoning Ability? A Meta-Analysis Study Rhona Febriany Sary (a*), Siti Fatimah (b) a,b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. DR. Setiabudi No.229, Bandung, 40154, Indonesia *rhona.sary[at]upi.edu Abstract This study aims to evaluate the application of Problem-Based Learning (PBL) models in enhancing the mathematical reasoning abilities of Indonesian secondary school students. This study uses a meta-analysis method in reviewing similar articles searched on Google Scholar, Education Resources Information Center (ERIC), Directory Open Access Journal (DOAJ), IOP Science, and Garuda Portal. Based on searches, ten articles that met the inclusion criteria were analyzed using Comprehensive Meta-Analysis (CMA) software. As a result of the analysis, the combined effect size is 1,281 with a large effect category. Here, it shows that the PBL model has more influential effectiveness than conventional learning in improving the mathematical reasoning skill of students. In addition, there are five leading characteristics examined as moderate variables: sample size, sampling technique, sampling area, education level, and year of publication. As an outcome, the sampling area and education level have a significant effect also to encourage this skill. Hence, these data indicate that PBL effectively builds up the accomplishment of mathematical reasoning ability itself. Keywords: Meta-analysis, Problem-Based Learning, Mathematical Reasoning Share Link | Plain Format | Corresponding Author (RHONA FEBRIANY SARY)

146	Mathematics Education	ABS-116
Students understanding in cryptarithmetic problem-solving with funtastic battle math game S Widodo, T Ikhwanudin, P Rahayu, Universitas Pendidikan Indonesia PPPPTK TK dan PLB Abstract This research aims to analyze students^ understanding in cryptarithmetic problem-solving with ^funtastic^ battle math game. The respondent are 29 students of the 4th graders in the elementary school. The research approach was qualitative and quantitative. The data were collected through paper and pencil test, observation, and interview. The data were analyzed by descriptive and effect size methods. The results showed the average score of male students is lower than female students, however, effect size on male students is higher than female. The findings are then elaborated using some related theories to justify the results. Keywords: Cryptarithmetic, Games, Mathemtics, Problem Solving, Share Link | Plain Format | Corresponding Author (Suprih Widodo)

147	Mathematics Education	ABS-117
USER EXPERIENCE ANALYSIS ON BEEM MATH X 2.0 GAMES USING USER EXPERIENCE QUESTIONNAIRE (UEQ) METHOD S Widodo, P Rahayu, T Citra Bayuni Universitas Pendidikan Indonesia Abstract Beem Math X 2.0 games is an educational game that is useful to help elementary school students understand the basic facts of multiplication in learning mathematics. The purpose of this study was to determine the level of User Experience in Beem Math X 2.0 Games. The research method used is a quantitative research method by distributing questionnaires and reviewing the literature. The data collection technique consisted of a literature study and a questionnaire with a user experience questionnaire (UEQ). The UEQ includes 26 statements with 6 indicator aspects, namely Attractiveness, Efficiency, Perspicuity, Depenability, Stimulation and Novelty. The research sample was elementary school teacher grade 3 with a total of 34 people who served in all regions of Indonesia. The reliability of the questionnaire in this study used Cronbach^s Alpha which was carried out with the user experience questionnaire (UEQ) tools. The results of the analysis show that Games Beem Math on the Attractiveness, Efficiency, Perspicuity, Depenability, Stimulations and Novelty scales get results in the excellent category which means they are included in the range of 10% of products that have the highest score. Keywords: User Experience, Games Beem Math, User Experience Questionnaire Share Link | Plain Format | Corresponding Author (Suprih Widodo)

148	Mathematics Education	ABS-119
THE MODIFICATIONS OF CAKLINGKING GAME TO UNDERSTAND THE LEVEL OF STUDENTS^ LEARNING IN COUNTING Risnina Wafiqoh (*), Feri Ardiansah, Fitri Anisa, Selvy Zananti Universitas Muhammadiyah Bangka Belitung Abstract Understanding mathematics in elementary school is the first step to learn mathematics for the next educational level. In studying mathematics material, students in elementary school are expected to be able to understand all the concepts being studied, because the concept of one material will relate to the concepts in the other materials. Counting is one of the concepts that a student must have as a requirement for other mathematical concepts. At the elementary school level, students like learning while playing games. One of the games that students like is the Caklingking game. This study was conducted to determine students^ learning outcomes after the implementation of learning using a modified game of caklingking. This research was conducted in one of the elementary schools in the city of Pangkalpinang, the province of the Bangka Belitung Islands. The research used qualitative descriptive research method and data collection method in the form of tests, the result is the level of students^ learning outcomes in numeracy material. Keywords: Game, caklingking game, numeracy, concept Share Link | Plain Format | Corresponding Author (Risnina Wafiqoh)

149	Mathematics Education	ABS-120
Mathematical Problem-Solving Abilities and Metacognitive Skills Students on Geometry Putri Wulansari (a*), Al Jupri (b) (a,b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. DR. Setiabudi No.229, Bandung, 40154, Indonesia * putriwulansari[at]upi.edu Abstract According to NCTM, the five main mathematical process standards are problem-solving, reasoning and evidence, communication, linkage, and representation. In Indonesia, the mathematical problem-solving ability is still low. This is seen in the results of TIMSS and PISA. Regarding problem-solving skills, the topic of geometry is one of the areas measured in PISA. The topic of geometry is a mathematical subject that is considered difficult for students to complete. Therefore, the purpose of this study was to analyze the mathematical problem-solving ability and metacognition skills of students on the topic of geometry. The subjects of this study were six students of 8th grade in a private school in Cianjur, Indonesia. The category of low-ability students includes two students, the moderate abilities include two students, and the high abilities also include two students. This qualitative research was conducted by giving 4 problem-solving test questions to students. The results of this study showed that the high abilities students occupy looking back at Polya stages- they also have good metacognition skills which are in the regulation stage. The moderate abilities students occupy the stage of carrying out a plan- Also they are been in the monitoring stage of metacognition skills. The low-abilities students occupy the stage of devising a plan- also they are in the planning stage of metacognition skills. However, the problem-solving abilities of students depend on the level of difficulty of test questions. Because of every test questions different grade of adversity. We conclude that rate of the hardship of test question influence mathematical problem-solving ability and metacognition skills students. This research can be carried out further research on measuring students^ mathematical problem-solving abilities according to the level of difficulty of the questions that are systematically sorted on the test questions being tested. Keywords: Mathematical Problem Solving- Metacognition- Geometry Share Link | Plain Format | Corresponding Author (Putri Wulansari)

150	Mathematics Education	ABS-121
Increasing The Ability to Think Creatively Mathematically Through Quantum Teaching Hypnoteaching Idha Novianti Universitas Terbuka Abstract Creative thinking skills are very important for students, creative thinking in mathematics, can increase understanding of mathematics itself, and the relationship of other concepts in mathematics. Mathematical creative thinking habits can be trained. Quantum teaching hypnoteaching (QTH) is a learning model that can maximize student potential and increase student motivation in learning. This research is an experimental study with a pretest-posttest design, taken 60 students of the 7th-semester Elementary School Teacher Education program, which is divided into two classes, one class with the QTH model and one ordinary class, the instrument used is a mathematical creative thinking ability test, the instrument is stated has met the requirements of content validity, as well as a reliability coefficient of 0.829. Data analysis was done by t-test. The QTH model was significantly better in improving mathematical creative thinking skills compared to students with ordinary classes, based on the responses shown through the tests given, students taught with QTH showed activity and better performance than students taught through ordinary classes. Keywords: Creative thinking in mathematics- Quantum teaching hypnoteaching- Elementary school teacher education program Share Link | Plain Format | Corresponding Author (Idha Novianti)

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