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151	Mathematics Education	ABS-122
SEMIOTICS STUDY AS A LEVEL CRITICAL THINKING ABILITY IN QUANTUM TEACHING Rahmy Zulmaulida*- Edy Saputra** * IAIN Lhokseumawe ** IAIN Takengon Abstract Abstract. This study aims to test the Quantum Teaching Model on critical thinking skills. In addition, the results obtained are elaborated to answer the semiotic patterns that are formed in children, so this study uses a mixed method (Mixed Method) with a combination of sequentially (Sequential Explanatory). Quantitative research for critical thinking skills and qualitative research for Semiotics. The experimental design used is Quasi-Experimental Design with the research design of The Pretest - Posttest Control Group Design. The population in this study were students of SMPN 1 Takengon, Central Aceh Regency, Aceh Province. The sampling technique chosen was purposive sampling. The results of the study were obtained: 1) There were differences in critical thinking skills between students with high, medium and low initial abilities who obtained the Quantum Teaching Model- 2) There is no interaction effect between learning and early mathematical ability on students^ critical thinking skills achievement- 3) The semiotic patterns formed in this study are: a) mathematical objects- b) signs and symbols- c) Words- d) Circumstances and e) Gestures. Keywords: Critical Thinking skills, Quantum Teaching, Semiotic Share Link | Plain Format | Corresponding Author (Rahmy Zulmaulida)

152	Mathematics Education	ABS-123
Students^ Obstacles in Learning Early Algebra: A Systematic Literature Review Nadya Syifa Utami (a*), Sufyani Prabawanto (b**) a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia. PUI-PT PUSBANGDDRINDO , Jl. Dr. Setiabudhi No. 229, Bandung 40154, ndonesia *nadyasyifa10[at]student.upi.edu b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia. PUI-PT PUSBANGDDRINDO, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia **sufyani[at]upi.edu Abstract Algebra has been recognised as an essential topic in mathematics for the secondary school level. It is likely to form the foundation for almost all courses in secondary school mathematics and the gateway to advance mathematics. However, many students still have obstacles in learning algebra. By all means, there are some obstacles faced by students in understanding this topic. Therefore, this study aims to get description of student obstacles dealing with algebra. The method used in this study was a qualitative approach through a systematic literature review. Some literatures were sorted out related to student obstacles in learning algebra from articles in journals. From this phase, 21 articles from 16 journals were reviewed and analysed. There are three types of obstacles, namely epistemological obstacle, ontogenic obstacle, and didactical obstacle. The obstacles encountered in the concept of the equal sign, the notion of variable, algebraic expression, operation in algebra, and mathematization. In addition, the result of this study might serve as a framework for better apprehension of student obstacles in learning algebra. Finally, it will discuss the research gap from this review for further research. Keywords: Algebra, Student^s Obstacles, Literature Review Share Link | Plain Format | Corresponding Author (Nadya Syifa Utami)

153	Mathematics Education	ABS-125
The Development of Blended Learning Kit on Integral Calculus Using Multi Channel Learning Tri Murdiyanto (a), Dwi Antari Wijayanti (a), Leny Dhianti Haeruman (a), Selly Anastassia Amellia Kharis (b*) a) Department of Mathematics, Faculty of Mathematics and Science, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta, 13220, Indonesia b) Department of Mathematics, Faculty of Science and Technology, Universitas Terbuka, Jl. Cabe Raya, Pamulang, Tangerang Selatan, 15437, Indonesia *selly[at]ecampus.ut.ac.id Abstract This study aims to develop an online blended learning kit on integral calculus course using Multi Channel Learning. This research was conducted in the context of developing a learning environment during the Covid-19 pandemic. The problems in this research include: 1) How is the process of developing blended learning-based integral calculus learning tools using Multi Channel Learning 2) How to produce blended learning-based integral calculus learning tools using feasible Multi Channel Learning that using development research methods. This study is a kind of research & development. The population is all student of the Mathematics Department with a sample of 43 students who took Integral Calculus course in 2021/2022. The learning tools developed in this study consisted of Learning Plans, teaching materials, and assessment instruments. The blended learning environment is designed with the pattern that each meeting contain synchronous and asynchronous activities presented in Multi Channel Learning (MCL). The activities begin asynchronously studying presentation material before video conference (vicon), synchronously using Ms.Teams platform accompanied by questions and answers in discussion forums, and then back to asynchronous activities which is explore material from website and videos followed by asynchronous discussion forums. The last activity is doing some individual assignments and evaluations. The assessment was carried out using an assessment instrument developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method. Keywords: Blended Learning- Learning Kit- Multi Channel Learning Share Link | Plain Format | Corresponding Author (Selly Anastassia Amellia Kharis)

154	Mathematics Education	ABS-130
The Development of Blogmath (Blogger & Mathjax) In Quadratic Equation Ahmad Rifai Nurdiansyah (a*), Yaya S Kusumah (a) Universitas Pendidikan Indonesia 229 Dr. Setiabudi Street, Bandung 40154, West Java, Indonesia Abstract The development of the world of information and communication technology has had a major influence in the world of education. One of them is blogger. The development of bloggers opens up new opportunities and ways of doing many things, including developing the world of education, one of which is bloggers being an alternative learning resource. In this study, researchers developed a web-based Mathematics learning media using BlogMath (Blogger & MathJax) on quadratic equations so that the presentation of learning media was more interactive and practical. The method used in this research is product development research, with data collection methods, namely literature studies, interviews, and questionnaires. This study involved respondents from students, teachers, and designers. The analysis used is descriptive qualitative. Keywords: Learning Media Mathematics, Web, Blogger, MathJax Share Link | Plain Format | Corresponding Author (Ahmad Rifai Nurdiansyah)

155	Mathematics Education	ABS-131
HETEROGENITY OF THE EFFECT OF CONTEMPORARY MATHEMATICS LEARNING ON THE IMPROVEMENT OF STUDENTS^ HIGHER-ORDER THINKING SKILLS (HOTS) A. Supendi (a*), Nurjanah (a), D. Juandi (a) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Bandung, Indonesia *ahmad.supendi[at]upi.edu Abstract Abstact. In the 21st century, learning in Indonesia emphasizes students^ higher-order thinking skills (HOTS). Thus, research on HOTS is mostly done by researchers by applying contemporary learning based on HOTS. However, several reports show inconsistent results regarding the effect of using contemporary learning on students^ HOTS. Therefore, this study aims to analyze and evaluate the application of contemporary learning to students^ HOTS from previous studies. In addition, this study examines the characteristics of education levels and learning models that may affect heterogeneous effect size data. 13 major relevant studies were published in national or international journals or proceedings and analyzed using meta-analysis. Comprehensive meta-analysis (CMA) software was used as an analytical tool with hedges formulas to determine the effect size. The results showed that the application of contemporary learning to HOTS was very influential with a very high category. Meanwhile, the level of education and the learning model did not significantly cause the effect size to be heterogeneous. These results indicate that the application of contemporary learning can be used as a solution in learning in the 21st century to increase students^ HOTS. Keywords: Meta-analysis, contemporary learning, Higher-Order Thinking Skills Share Link | Plain Format | Corresponding Author (Ahmad Supendi)

156	Mathematics Education	ABS-134
Research On the Development of Treffinger Creative Learning Model Teaching Materials with RME Principles During A Covid-19 Pandemic (Case Study: Towards Students^ Spatial Ability In Three Dimensional Material) Destri Handayani (a), Kusnandi (b) a) Student of Postgraduate Program in Mathematics Education, Departement of Mathematics Education, Indonesian Education University *d.handayani31295[at]gmail.com Abstract Abstract. The Covid-19 outbreak in Indonesia has caused a negative impact that greatly affects various aspects of human life. One aspect that is significantly affected is education. Schools in many countries are closed to minimize the spread of the Covid-19 Virus. That^s why Minister Nadiem Makarim decided to continue the implementation of distance learning or online learning. However, with the implementation of distance learning again, it seems that it has an impact on students. Where students begin to experience boredom in the learning process and even result in learning loss. Therefore, the researcher intends to provide a solution to these problems through the development of teaching materials as a learning method. The solution proposed by the researcher is to develop the treffinger creative learning model teaching material with the RME Principle with a case study on the spatial abilities of students in three-dimensional material as an alternative to learning during the pandemic. The purpose of this study was to determine the effectiveness of developing the treffinger creative learning model with the RME Principle on the spatial abilities of students in three-dimensional material during the Covid-19 pandemic. The research method used is Research and Development (R&D) which is a research and development design, namely research methods used to produce creative and innovative learning models by testing the effectiveness of learning models through the development of treffinger creative learning model teaching materials with RME principles during the Covid pandemic-19. The result of the research is that learning mathematics through the development of teaching materials using the treffinger creative learning model with the RME Principle is very effective on students^ thinking skills in developing their spatial abilities. So that by designing teaching materials in the form of Student Worksheet with a syntax that has been combined between the two models, it is very repr Keywords: Treffinger Creative Learning Model, RME, spatial ability, three dimensions Share Link | Plain Format | Corresponding Author (Destri Handayani)

157	Mathematics Education	ABS-135
Students^ Learning Obstacles in The Understanding Inverse Function Gita Rahayu (a*), Rizky Rosjanuardi (b), Kartika Yulianti (b) a) Mathematics Education, Faculty of Mathematics and Science Education, Indonesia University of Education, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia. *gitarahayu25[at]student.upi.edu b) Department of Mathematics Education, Indonesia University of Education, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia Abstract The inverse function is one of the topics discussed in high school. This study aimed to determine learning obstacles to learning that students face when studying the inverse functions. This study is using the didactical design research that involved ten students who had completed this topic. Students^ responses toward examinations and interviews are analyzed to determine how they solved the inverse functions problems. The findings indicated that students encountered learning obstacles classified as epistemological, ontogenic, and didactical obstacles. The first result is that students experienced obstacles to determine the domain of the inverse function. They were capable of determining the inverses of functions but not their domain. Another obstacle that students face is a lack of understanding of the exponential and logarithmic functions and difficulties in sketching their graphs, which results in students being unable to address the problem of the inverse functions. The last obstacle is students^ limited knowledge of fundamental topics in solving inverse functions. Keywords: Learning obstacles- ontogenic obstacles- didactical obstacles- inverse function Share Link | Plain Format | Corresponding Author (Gita Rahayu)

158	Mathematics Education	ABS-137
The Analysis of Student^s Difficulties in Non Routine Problems Solving Mathematical Diana Anggraini (a), Didi Suryadi (b), Imam Nugraha Albania (b) (a) Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia (b) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Student difficulties occur because of obstacles that occur during the learning process which will continue if not changed and repaired. The obstacles experienced by students are caused by the presentation of material that is less attractive and not by following the intellectual development and experience of students so that students^ thinking processes are less than optimal and the conceptions formed are inaccurate. This obstacle is called the didactical obstacle. The stages of presenting the material and the sequence of the curriculum in the learning process can create a didactical obstacle in the form of a structural material sequence and a functional sequence. Developing students^ problem-solving skills can be done by the teacher by giving tests in the form of questions with the provisions of questions that have non-routine problems. Non-routine problems are problems that require the use of mathematical skills such as analyzing the information provided, formulating plans or strategies, determining solutions, and providing solutions. This study aims to analyze students^ difficulties in solving non-routine questions that have been developed. Based on the results of research in the field, there are several types of errors experienced by students: (1) procedures in algebraic calculations and manipulations, (2) the use of the principles of the properties of number operations, (3) mathematical modeling, and (4) investigating the information provided. needed and conclude the information as a problem-solving solution. From these several types of errors, it is hoped that teachers will be able to overcome student difficulties by making efforts to improve or update strategies in presenting learning materials. Keywords: Student difficulties, Non Routine Problems, Problems Solving Mathematical Share Link | Plain Format | Corresponding Author (Diana Anggraini)

159	Mathematics Education	ABS-138
Symbolic Representation Ability of Students in Solving Cube Problems Based on Initial Mathematical Ability Level Dayana Sabila Husain (a*), Kusnandi (b) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *dayanasabila[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The ability of symbolic representation is one of the important abilities to be owned by students. One of the factors influencing the ability of symbolic representation is the initial mathematical ability of students. Therefore, this study aims to describe the ability of symbolic representation on Junior High School students in solving cube problems based on the level of initial mathematical ability. The type of study was qualitative. The subjects of the study were three students consisting of one student with high, moderate, and low initial abilities. Data collection techniques were carried out using tests and interviews. The results showed that the student with a high initial mathematical ability was able to fulfill the indicators of solving problems by involving mathematical expressions and making mathematical equations or models from the representations given. The student with a moderate initial mathematical ability was only able to fulfill the indicator of making mathematical equations or models from the representations given. The student with a low initial mathematical ability was not able to fulfill all indicators of symbolic representation ability. Keywords: Symbolic representation, Cube, Initial mathematical ability Share Link | Plain Format | Corresponding Author (Dayana Sabila Husain)

160	Mathematics Education	ABS-142
Mathematical Reasoning Ability of Junior High School Students on the Topic of Arithmetic Sequences and Series Viewed by Gender Afany Tawwab (a*), Elah Nurlaelah (b) a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *afanytawwab[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The ability of mathematical reasoning is one of the abilities that must be have by students. One of the factors that affect mathematical reasoning ability of students is gender. The purpose of this study was to describe mathematical reasoning ability of junior high school students on the topic of arithmetic sequences and series viewed by gender. This study used qualitative method with subject of study were four students consisting of two male students and two female students of junior high school in the city of Bandung, Indonesia. The data collection technique were used test and interview. The result showed that male students were only able to fulfil the indicators of predicting answers and the solution process, they were not able to fulfill the indicators of drawing logical conclusions, giving an explanation for patterns and using relationship patterns to make generalizations. Female students were able to fulfil the indicators of predicting answers and the solution process as well as giving an explanation for patterns but they were not able to fulfil the indicators of drawing logical conclusions and using relationship patterns to make generalizations. Keywords: Mathematical reasoning ability, Arithmetic sequences and series, Gender Share Link | Plain Format | Corresponding Author (Afany Tawwab)

161	Mathematics Education	ABS-151
Study of Children with Down Syndrome Basic Number Skills Using Numicon Alma Rahmawati (a), Elah Nurlaelah (b), Aan Hasanah (c) Departement of Mathematics Education, Faculty of Mathematic and Science Education, Indonesia University of Education Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia a)almarahmawati[at]upi.edu b)elah_nurlaelah[at]upi.edu c)aanhasanah[at]upi.edu Abstract This research was conducted due to the low basic number skills in mentally retarded children, especially in children with down syndrome. Basic number skills are students ability to count, write, sort, and calculate the results of addition, subtraction, multiplication, or division operations on natural numbers from 1 to 100. The purpose of this study was to obtain clear information and picture of the extent of basic number skills in down syndrome children using Numicon. This was a qualitative research with the case study research design conducted in one of the school for the mentally retarded in Bandung. The participants in this study were selected based on the criteria determined by the researcher, which are four people of different grade and age levels. The data collection was obtained through basic number skills tests, both verbally and in writing and interviews. The results showed that: (a) Down syndrome children have been able to count to 40. (b) The basic arithmetic skills mastered by the down syndrome children are addition and subtraction. (c) The basic number skills levels of the four participants have not reached their corresponding grade or age levels. (d) The Numicon modified by the researcher was capable to improve the basic number skills of the down syndrome children, despite needing improvements on the materials that should be refined, color compositions that should be made brighter, and shapes that should be made more symmetrical. Keywords: down syndrome, basic number skills, Numicon. Share Link | Plain Format | Corresponding Author (Alma Rahmawati)

162	Mathematics Education	ABS-154
The Influence of Quantum Teaching Hypnoteaching based on Students^ Mathematical Habits of Mind Idha Novianti Universitas Terbuka Abstract Habits of mind or habits in thinking are thinking behaviors that are used to respond to questions and problems, especially in dealing with students^ mathematical problems. There are 16 thinking habits, which aim to help students get used to behaving intelligently. Quantum Teaching Hypnoteaching (QTH) learning is a learning model that can increase students^ potential and motivation, so that the QTH model is considered to be able to form students^ intelligent thinking habits. This study involved 2 classes with a total of 60 students, the first class was given mathematics learning with the QTH model and the second class with the ordinary model, at the end of the learning students were given questionnaire which has 40 habits of mind (HOM) questions with five Likert scales, and then the questionnaire was analyzed by descriptive. As a result, the QTH class students gave a medium HOM namely 3,464, better than the ordinary class students with a low HOM namely 2.66. Based on observations, QTH class students during learning activities looked more enthusiastic than ordinary class students. Keywords: Habits of Mind in Mathematics- Quantum Teaching Hypnoteaching Share Link | Plain Format | Corresponding Author (Idha Novianti)

163	Mathematics Education	ABS-155
ANALYSIS OF STUDENT ERRORS AND DESIRE TO LEARN IN LEARNING PANDEY MATHEMATICS BERTAULINA PURBA, Dr.Elah Nurlaelah, M.Si UNIVERSITAS PENDIDIKAN INDONESIA Abstract ANALYSIS OF STUDENT ERRORS AND DESIRE TO LEARN IN LEARNING PANDEY MATHEMATICS Bertaulina Purba Dr.Elah nurlaelah, M.Si 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,analisis, Three Variable Linear Equations, Desire to Learn, Pandemic Keywords: Difficulty,analisis, Three Variable Linear Equations, Desire to Learn, Pandemic Share Link | Plain Format | Corresponding Author (bertailina purba)

164	Mathematics Education	ABS-156
Students Learning Obstacle and Their Algebraic Thinking Ability on Linear Equations and Inequalities in One Variable Yulia Eka Rachmayunita (a), Endang Cahya Mulyaning (b), Encum Sumiaty (c) Departement of Mathematics Education, Faculty of Mathematic and Science Education, Indonesia University of Education Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia Abstract The purpose of this research is to describe the algebraic thinking ability and the learning obstacles experienced by junior high school students on Linear Equations and Inequalities in One Variable. This is a qualitative research that used a phenomenological approach. The data used was collected through observation, written tests, and interviews. Based on the mathematical abilities obtained from the mathematics teacher and the written test results of 32 students, six respondents were selected for in-depth interviews. From the findings and the discussions in this research, the author found that students who have high mathematical abilities can only meet two indicators: generalization and transformation- the students with moderate mathematical abilities can only meet generalization indicators and were just about to reach the transformation stage- and last, the students with low mathematical abilities cannot fulfill all the indicators of algebraic thinking ability. The students with moderate and low mathematical abilities were identified as having learning obstacles. There were three types of learning obstacles found: ontogenic obstacle, didactical obstacle and epistemological obstacle. Keywords: Algebraic Thinking Ability, Learning Obstacles, Linear Equations and Inequalities in One Variable Share Link | Plain Format | Corresponding Author (Yulia Eka Rachmayunita)

165	Mathematics Education	ABS-165
Statistical Literacy Ability In Term Of Adversity Quotient Iffa Hanifah Rahman (a*), Aan Hasanah (b) (a) Mathematics Education Post-Graduate Student, Indonesian University of Education, Bandung 40154, Indonesian *iffahanifahrahman[at]upi.edu (b) Mathematics Education, Indonesian University of Education, Bandung 40154, Indonesian Abstract Statistical literacy is an ability that every student needs to have in facing the challenges of the 21st century. Many students have poor statistical literacy skills, because each student has different response in responding challenge that can be called the adversity quotient.Adversity quotient is divided into three types, namely climber, camper, and quitter types. This study aims to analyze the statistical literacy skills of junior high school students which are refilled based on the indicators of adversity question that have been compiled. This research uses descriptive qualitative research. The subjects in this study were ninth grade students of junior high school. Data collection techniques using AQ questionnaires, test questions and interviews. The results of this study indicate that AQ has an influence on the achievement of students^ statistical literacy skills. Students who have the climber type are able to meet all indicators of statistical literacy skills Keywords: Statistic, Statistical Literacy Ability, Adversity Quotient Share Link | Plain Format | Corresponding Author (Iffa Hanifah Rahman)

166	Mathematics Education	ABS-169
Developing Learning Media Based on Android Application for Improving Math Problem Solving Skill of Junior High School Students on Pythagorean Theorem Faizah Nurwita (a*), Yaya Sukjaya Kusumah (b**), Ananda Hafizhah Putri (c**) a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *nurwitafaizah[at]upi.edu b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *yskusumah[at]upi.edu c) Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia *ananda.hafizhah[at]upi.edu Abstract The National Council of Teachers of Mathematics argues that mathematical problem-solving skills are the focus of mathematics in schools. Mathematics teachers accept the idea that the development and improvement of mathematical problem-solving skills need special attention. The students^ mathematical problem-solving skills need to be improved. However, in improving it, teachers must implement mathematics material by encouraging and stimulating students. One of them is by developing suitable learning media, namely the android application. The use of android applications is intended to complement existing learning and provide opportunities for students to relearn less mastered material anywhere and anytime. The use of this android application can undoubtedly give a different experience in the mathematics learning process for students. Therefore, this research discusses developing learning media based on android applications to improve the math problem-solving skills of Junior High School Students on the Pythagorean Theorem. The research and development method used refers to Borg and Gall model and to measure improving math problem-solving skill a Pre-Experimental Design, namely One-group Pretest-Posttest Design, was used. This research was conducted in a Junior High School. The population is Junior High School students who have studied the Concept of Pythagorean Theorem. This measure test is based on the N-gain scale. The results of the Ngain score obtained a value of 0.53, which indicated an increase in math problem-solving skills of students in the medium category. Keywords: Android Application, Problem Solving, Pythagorean Theorem Share Link | Plain Format | Corresponding Author (Faizah Nurwita)

167	Mathematics Education	ABS-176
The Influence of Teacher^s Competence on Students^ Higher Order Thinking Skill Ability Clara Yunita Tatang(a) , Dr. Kusnandi, M.Si(b) , Dr. Bambang Avip Priatna, M.Si(c) Mathematics Education, Indonesia University of Education Abstract This paper is the result of research that aims to determine the influence of teacher competence (pedagogic, personality, social, and professional) on students^ higher order thinking skills ability. This research uses a quantitative approach with a descriptive-correlational method. The sample of this study was a secondary school mathematics teacher in Cimahi. The research data was obtained by using a questionnaire in the form of a semantic differential scale. Data analysis was performed using path analysis. The results of the study show that three of four teacher competence have a significant influence on students^ higher order thinking skills ability. Keywords: Teacher competencies, HOTS, Path Analysis Share Link | Plain Format | Corresponding Author (Clara Yunita Tatang)

168	Mathematics Education	ABS-178
Didactical Obstacles on Combinatorics Learning Rita Kusumawardani (a*), Didi Suryadi (b), Kusnandi (b) a) Department of Mathematics Education, Postgraduate School, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *rita_kusumawardani[at]yahoo.com b) Department of Mathematics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract In the learning process, a learning model or method is an important tool. It can be a key to reach the learning goals. In other side, it can also give negative effects for students learning process. Learning obstacles can be caused of the learning model. Some students may experience difficulties to learn a concept with a certain learning model. The obstacles are called didactical obstacle. This study aims to analyze the learning obstacles that are caused of the learning models that uses a hermeneutic phenomenological approach descriptively. Purposive sampling technique is used to get six subjects from a group of students of Mathematics Education Department in Indraprasta PGRI University. The data are collected by observation, test, and interview. To verify the data validity, this uses the triangulation technique. The results show that students find some difficulties to learn the combinatorics concept. The difficulties also give effects to students to solve the combinatorics problems. Keywords: Didactical Obstacles- Learning Obstacles- Hermeneutic Phenomenelogical- Combinatorics Share Link | Plain Format | Corresponding Author (Rita Kusumawardani)

169	Mathematics Education	ABS-181
Development of STEM-Based Teaching Materials of Statistical to Improve Students^ Mathematical Literacy Nurul K. Prihartini1, a) and Jarnawi A. Dahlan2, b) 1,2Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract This study aims to test the validity, effectiveness, and practicality of STEM-based teaching materials developed of Statistics material in SMK Pariwisata PHT Cianjur. The research design used is Research & Development which is simplified into two stages, namely the preliminary stage and the development stage. The teaching materials developed have a very high level of validity, for the content suitability aspect it reaches a score of 83.38% while 82.14% for the linguistic aspect and 82, 40% for the graphic. The teaching materials developed are effectively used by students of class XII because students are able to reach level 5 by fulfilling all indicators mathematical literasy, so that they can improve mathematical literacy skills. Keywords: Mathematical Literacy, STEM, Teaching Materials Share Link | Plain Format | Corresponding Author (Nurul Kurnia Prihartini)

170	Mathematics Education	ABS-183
The Use of ICT and the Realistic Mathematics Education on Learning Functions to Develop Algebraic Thinking Skills Dwi Antari Wijayanti, Pinta Deniyanti Sampoerno, Mimi Nur Hajizah, Tri Murdiyanto Universitas Negeri Jakarta Abstract The concept of function has evolved into one of the most fundamental principles in modern mathematics, influencing practically every area. However, it proved to be one of the most difficult ideas to grasp in mathematics. The concept of function is frequently taught without any connection to real-life situations. Students must work with problem scenarios that happen in a variety of contexts that are relevant to their everyday lives or make sense to them in order to gain authentic comprehension. This is consistent with the RME^s properties. The unwillingness to highlight the visual element of the notion is one of the major roadblocks in learning functions. Using ICT and an RME approach to learning functions as an alternative to overcome these barriers could be a viable option. ICT and RME can help students learn mathematical principles in function content by providing a clearer visual experience. The purpose of this study is to investigate how ICT and RME can be used to improve learning function and increase algebraic thinking skills. This study conducted in a classroom of 29 junior high school students at the eighth grade. Design research methodology was used in this study by conducting three phases: preliminary design, teaching experiment, and retrospective analysis. Keywords: realistic mathematics education, ICT, function, algebraic thinking skills Share Link | Plain Format | Corresponding Author (Dwi Antari Wijayanti)

171	Mathematics Education	ABS-184
The Effect of Metacognitive Strategies on Mathematical Problem-Solving Ability: A Systematic Literature Review Hunaifi and Dadang Juandi Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154 Indonesia Abstract This study aims to analyze the effect of applying metacognitive strategies on students^ mathematical problem-solving abilities. The method used is a Systematic Literature Review (SLR). The steps in SLR involve, 1) develop research question- 2) construct selection criteria- 3) develop search strategy- 4) select studies using selection criteria- 5) assess the quality of studies- 6) synthesis result of research question. The search for relevant articles was carried out on online publications such as ProQuest, Google Scholar, dan ScienceDirect published in the 2010-2021 period. The authors obtained 9 articles that were included in the criteria for determining the selection of relevant literature. The results showed that metacognitive strategies have a positive effect on mathematical problem-solving abilities. This is because, with metacognitive strategies in problem-solving, students are given processes and strategies that make mathematical problem-solving easy to learn and make them efficient and successful problem solvers. This study also found that the longer the duration in using metacognitive strategies by students, the better students in solving mathematical problems. This research will provide information to mathematics teachers, which indicates that teachers need to use the metacognitive strategy in learning to maximize students^ mathematical problem-solving abilities. Keywords: Systematic Literature Review, Metacognitive Strategies, Mathematical Problem Solving Share Link | Plain Format | Corresponding Author (Hunaifi Hunaifi)

172	Mathematics Education	ABS-186
Van Hiele^s: How To Analyze Students^ Thought Processes In Geometry Problems? Fitriani (a*,b), Tatang Herman(a*) Siti Fatimah (a), Iqbal (c) and Rini Sulastri (a,d) a)Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, 40154, Indonesia b)Program Studi Pendidikan Matematika, Institut Agama Islam Negeri Langsa, Jl. Meurandeh, Kota Langsa, Aceh, 24411, Indonesia c) Madrasah Tsanawiyah Negeri 9 Aceh Timur, Aceh, Indonesia d) Universitas Serambi Mekkah, Aceh, Indonesia *) fitrianiummialif[at]upi.edu, tatangherman[at]upi.edu Abstract Students^ ability in geometry is low. So it takes a problem-solving process that looks at the student^s thought process using Van Hiele^s level. The purpose of the study was to find out how students thought process according to Van Hiele^s level in geometry problems, whether there was an improvement, and how to improve the thought process between students who obtained the application of Van Hiele^s in geometry problems and did not. This study was conducted at 2 Langsa State junior high schools with a sample of 32 people. Instruments in the form of tests in the form of description Items amounted to 4 items from level 0 to 3. The results of these tests were analyzed statistically and inferentially. The analysis results obtained there are still many students who are at the level of thinking 0 and 1. The increased analysis obtained the value of F of 12,496 with a significance of 0.001 < 0.05, so Ho was rejected. So it was concluded that there was an increase in the thought process between students who obtained Van Hiele^s application in geometry problems and not. Furthermore, the analysis of how to improve descriptively concluded that the average thought process of students who obtained Van Hiele^s application in geometric problems and not is 20.63. So it is recommended that there be attention to the student^s thought process in Van Hiele^s. Keywords: Geometry Problems, Problems Solving, Van Hiele^s, Thinking Level, Students^ Thought Processes, Analyze Share Link | Plain Format | Corresponding Author (Fitriani Fitriani)

173	Mathematics Education	ABS-190
Analysis of Mathematical Reasoning and Proof of High School Student in terms of Adversity Quotient Level Arudin a) dan Turmudi b) a)Post Graduate School of Mathematics Education, University of Education Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia, arudin09[at]upi.edu b)Department of Mathematics Education, Indonesian University of Education, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia, turmudi[at]upi.edu Abstract The purpose of this study is to describe the ability of reasoning and mathematical proof in mathematical induction material in terms of the level of adversity quotient owned by students and examines the qualitative relationship between reasoning and mathematical proofing abilities with the level of adversity quotient of students in mathematics induction material in terms of the adversity quotient level. This research is a descriptive study using a qualitative approach. The subjects of this study were obtained by carrying out an adversity quotient test using an adversity response quotient questionnaire instrument which was followed by 32 students of class XI at one of the high schools in Bandung. The results of the adversity response quotient questionnaire will be taken by 6 people, 2 students each based on the adversity quotient level of intelligence, 2 samples for Quitter students (QU), 2 samples for Camper students (Ca) and 2 samples Climber students (Cl). The ability of reasoning and mathematical proof will be given by using a written test, while the indicators used are making assumptions, manipulating, determining patterns and drawing conclusions. Keywords: mathematical reasoning and proof, mathematical induction, adversity quotient Share Link | Plain Format | Corresponding Author (ARUDIN -)

174	Mathematics Education	ABS-192
Investigating The Self-paced Learning of Zoom-generation in Increasing Mathematical Content Knowledge Mastery Khotimah (a), Yani Supriani (b), Rina Oktaviyanthi (c*) a,b,c) Universitas Serang Raya *rinaokta[at]unsera.ac.id Abstract The Covid-19 pandemic marked Zoom as the most popular application used to support people working and studying from home. Due to the high frequency of using Zoom meeting for learning, students nowadays are currently mentioned as the Zoom-Generation. For them, technology used as the learning tool for assisting studying from home drives them to take responsibility for meeting their learning targets. It triggers the students difference paced-learning, because in a common situation students learn at different rate and methods from one another. For that reason, the purpose of this study was to explore how students manage their learning to achieve content knowledge mastery in a self-paced learning mode. In this study, a questionnaire applied to gain data. The Confirmatory Factor Analysis confirmed the reliability of the observed variables and the Structural Equation Modeling examined the extent of interrelationships variables. According to the investigation, it exposed that students have given preference to accelerate their learning in increasing content knowledge mastery. Furthermore, it identified that ownership of learning, management and monitoring of learning and extension of learning are important issues in stimulating the self-paced learning of the Zoom-Generation. Keywords: mathematical content mastery- self-directed learning- self-paced learning Share Link | Plain Format | Corresponding Author (Rina Oktaviyanthi)

175	Mathematics Education	ABS-194
Is Mathematics Anxiety Related to Mathematics Learning Outcome? A Meta-Analysis Suci Tawaldi a,1), Elah Nurlaelah b,1), Dadang Juandi c,1), Suparman d,1) Department of Matemathics Education, Universitas Pendidikan Indonesia. Abstract This study aims to examine the relationship between mathematics anxiety and mathematics learning outcome, and explore some potential factors such as education level and demography moderating heterogeneity of the relationship between mathematics anxiety and mathematics learning outcome. Meta-analysis by selecting the random effect model was employed to conduct this study. The Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) were used to analyze data. Literature search using some database such as ERIC, Semantic Scholar, and Google Scholar found 73 documents, and literature selection established 10 documents in journal articles published in period of 2015 - 2020 and indexed by Scopus and Google scholar. The results showed that mathematics anxiety and mathematics learning outcome had a weak negative relation (r = -0,038). Moreover, mathematics anxiety not significant related to mathematics learning outcome. Furthermore, students^ education level and students^ demography were not the significant factors moderating the heterogeneity of relationship between mathematics anxiety and mathematics learning outcome Keywords: Mathematics Anxiety, Mathematics Learning Outcome Share Link | Plain Format | Corresponding Author (Suci Tawaldi)

176	Mathematics Education	ABS-195
Zone of Concept Image Differences in Limit of Functions: A Phenomenology Study for Prospective Mathematics Teachers Rini Sulastri, Didi Suryadi, Sufyani Prabawanto, Endang Cahya, Fitriani Mathematics Education Departement, Universitas Pendidikan Indonesia Abstract The gap that occurs between the concept image of material will greatly affect a person in understanding the material correctly and will be an obstacle in studying the next material. The aim of this study is to examine the gaps of concept image that occur in the limit of functions in prospective mathematics teachers. Data were obtained from 15 prospective mathematics teachers who took a written test and semi-structured interviews. Qualitative research data with a phenomenology study approach were analyzed descriptively. The results show that the gaps that occur in the concept of limit functions consist of the definition of the limit of the function, neighborhoods, graph approaching, infinity, the relationship between the value of the limit of the function and the value of the function. This finding can become one of the considerations for studies for calculus lecturers. Keywords: Concept Image, Concept Definition, Limit of Function, Learning Obstacles Share Link | Plain Format | Corresponding Author (Rini Sulastri)

177	Mathematics Education	ABS-201
Evaluating The Insights of Pre- Service Elementary Teachers^ Ability about Fraction Division Rita Novita (a*)- Tatang Herman (b)-Didi Suryadi (b) a) School of Postgraduate Studies, Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl.Dr.Setiabudhi No.229, Bandung 40154, Indonesia, & Department of Mathematics Education, Universitas Bina Bangsa Getsempena, Indonesia. *ritanovita[at]upi.edu b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl.Dr.Setiabudhi No.229, Bandung 40154, Indonesia. Abstract This paper aims to evaluate the ability of 90 pre-service elementary teachers to solve and construct word problems related to fraction division. Problems are structured related to dividing a fraction by a whole number (Q1 Q2) and dividing a fraction by a fraction (Q3Q4). This research used an anthropological theory of the didactic (ATD), in particular praxeological reference models, as a framework to analyze the data. The result indicated that a significant percentage of the pre-service elementary teachers could not construct appropriate word problems for the given symbolic expressions of fraction division. And vice versa, they also face difficulty formulating the word problems to fraction division symbolic as the model to solve the problem. Keywords: Pre-Service Elementary Teacher Knowledge- Division of Fraction Share Link | Plain Format | Corresponding Author (Rita Novita)

178	Mathematics Education	ABS-203
Geo Story: Math Pop Up Comic Book on Geometry Concepts for Elementary School Students E Nur^aeni, I F Apriani, F N Fuadi, G Yogaswara, A Y N Latifah, I Fatimah, S N Putriani Universitas Pendidikan Indonesia Abstract Learning geometry is one of the materials that is considered difficult to understand by elementary school students, for example, students find it difficult to determine the elements of a circle and determine the combined volume of geometric shapes. In addition, so far the available geometry learning media is still limited to books and objects in the classroom so that it is still considered unattractive by students. The purpose of this study was to design mathematics learning through Geo Story for students in elementary schools. Geo story is a learning media in the form of a pop up comic book with the main character named Geo. This research is a type of development research, with steps and development guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects in this study were grade VI students at an elementary school in Tasikmalaya City. The results of this study are (1) The creation of learning media in the form of Math Pop Up Comic Book which is more innovative, simple, and functional to make it easier for students to understand the concept of geometry (2) Students are able and skilled in solving mathematical problems on the concept of geometry (3) Adding insight to the teacher class on innovation of geometry learning media in elementary school. Keywords: geometry, mathematics, pop up book, geo story, elementary school Share Link | Plain Format | Corresponding Author (Ika Fitri Apriani)

179	Mathematics Education	ABS-206
Representation Ability of Mathematics Education Students in Linear Programming Lecture Khairunnisa(a*)(b), Darhim (b), Nanang Priatna (b), and Dadang Juandi (b) a)Mathematics Education Department, UIN Syarif Hidayatullah, Jl. Ir. H Juanda No.95, Jakarta, 15412, Indonesia *khairunnisa[at]uinjkt.ac.id b)Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia Abstract This study aims to obtain information regarding students^ representation ability in linear programming courses in the mathematics education department. The method used is a quantitative description with the instrument in the form of a description test and analyzed using the logit size on the Winstep software. Mathematical representation ability test as an instrument to collect data, which was then analyzed using logit measure. The results showed that students were divided into three levels of representational ability, namely high, medium, and low. Fifty-two students were at the intermediate level and their verbal representation skills contributed to low scores. Many indicators with a high level of difficulty for students cause the low ability of representation. Some answers are related to each other so that there are answers that are affected. This research impacts the need to improve the ability of students, one of which can be through changes in learning methods during lectures Keywords: representation ability, linear programming Share Link | Plain Format | Corresponding Author (Khairunnisa Khairunnisa)

180	Mathematics Education	ABS-218
Development of Mathematics Learning with ThatQuiz Evaluation Media to Improve Creative Thinking Abilities and Students Self Concept Ririn Widiyasari1, Arlin Astriyani2, Mahbubul Wathoni3 1,2,3 Universitas Muhammadiyah Jakarta Abstract The purpose of this study was to obtain valid and practical mathematics learning tools with the help of evaluation media thatquiz on circle material to improve students^ creative thinking ability and self-concept. The subjects in this study were students of Labschool^ Junior High School grade VIII in the year of 2019/2020. Type of this research is the development of research with the 4D Thiagarajan model, which is adapted into 3P, namely defining, designing and developing. The tools developed are the syllabus, lesson plans and student books. The data collection technique used the test and questionnaire method. The results showed that using the 3-D development model produced mathematics learning tools with the help of evaluation media thatquiz to improve students^ creative thinking ability and self-concept consisting of syllabus, lesson plans and student books. The learning device has gone through a validation process and is declared to meet the content validity and construct validity set by experts in the field and is declared valid and practical. From the test results, the development of learning tools can also improve students^ creative thinking skills and self-concept seen from the results of the gain normality test. Keywords: Creative Thinking Ability, Circle, Self Concept, Thatquiz Share Link | Plain Format | Corresponding Author (Ririn Widiyasari)

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