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91	Mathematics	ABS-173
Forecasting LQ45 Index Stock Price Using Hybrid ARIMA-GARCH Model and Walk Forward Validation Dian Lestari- Arman Haqqi Anna Zili- Sindy Devila- Derick Hendri Universitas Indonesia Abstract Modeling and forecasting the stock price are an important thing for investors. The stock price usually has high volatility because it always fluctuate as time goes and these changes vary from one point of time to another. Many models have been created to modeling and forecasting the stock price in several previous studies. In this study, the Hybrid ARIMA-GARCH model will be used to forecast the stock price. This hybrid ARIMA-GARCH model is used because ARIMA model is unable to handle high volatility data. The data used in this study is the daily closing price of two stocks that is part of the LQ45 index Stock. Those data will be split into train and test data with proportion 4:1. The train data is used to fit the model and get the forecasted stock price at the next day. The forecast of next several day will be found using a process named Walk Forward Validation. Error of this forecast is found by comparing the forecast results with the test data and calculated using MAE and RMSE. After calculate the error, it is found that the Hybrid of ARIMA (1,1,1)-GARCH (1,1) yield the best forecast of the data which means this model yield a forecast with minimum error. Keywords: forecast- model- stock price- ARIMA-GARCH- Walk Forward Validation Share Link | Plain Format | Corresponding Author (Arman Haqqi Anna Zili)

92	Mathematics	ABS-187
Markov-Based Cyber Insurance Model for Dynamic Communication Network Yeftanus Antonio (a), Sapto Wahyu Indratno (a,b*), and Suhadi Wido Saputro (c) a)Statistics Research Division, Institut Teknologi Bandung, Bandung, West Java, Indonesia b) University Center of Excellence on Artificial Intelligence for Vision, Natural Language Processing & Big Data Analytics (U-CoE AI-VLB), Institut Teknologi Bandung, Bandung, West Java, Indonesia *sapto[at]math.itb.ac.id c) Combinatorial Mathematics Research Division, Institut Teknologi Bandung, Bandung, West Java, Indonesia Abstract We present a Markov-based cyber insurance model for dynamic networks in this paper. The topology of the communication network has a critical role in the pricing or ratemaking of cyber insurance products. Static networks have been introduced with pre-existing models, obviating the need for the model to account for changes in structure over time. A dynamic network is an actively evolving network. Thus, the adjacency matrix is a time-dependent representation of the network or graph. To strengthen our findings, we simulate cyber incidents using the characteristics of a real temporal email network. These properties were adopted in a small hypothetical network or a random network for this study. Risk theories on dynamic networks using the assumption of random network connections are also obtained. The numerical studies obtained have also confirmed these results. This technique can be used to explain variations in network structure and their impact on premiums. The premium generated by this technique is sufficiently high to allow for the effects of structural variability across time. Keywords: Cyber Insurance, Premium, Dynamic Network, Markov-Based Model Share Link | Plain Format | Corresponding Author (Yeftanus Antonio)

93	Mathematics	ABS-199
Transition Probability Markov Chain For Asymtomatic and Suspect Classification Covid-19 in Batam City Gaby Wilanda Teacher, Herlina Hanum, Des Alwine Zayanti, Dian Cahyawati Sukanda Sriwijaya University Abstract The aim of this study is to analyze and determine the transition probability asymptomatic cases and suspect cases Covid-19 in Batam using discrete time Markov Chain analysis. The data analyzed was obtained from daily Covid-19 positive case data from Press Release Against Corona Batam from January 1, 2021 to June 30, 2021. The results of the Markov Chain analysis with three states namely stagnant, decreased and rising state indicate that for long-term conditions in asymptomatic case, the probability of transition in a stagnant state is 0,067, in a decreased state is 0,483 and the probability of transition is increased is 0,450. The transition probability for the characteristics of the suspect case in a fixed state is 0,107, the situation will decrease is 0,408, and the transition probability will increase is 0,485. These results indicate that a greater chance for the long term of each state exists in the suspect case. Keywords: Asymptomatic, Covid-19, Markov Chain, Suspect Share Link | Plain Format | Corresponding Author (Gaby Wilanda)

94	Mathematics	ABS-237
Anisotropic Semivariogram Modeling for Palm Oil Production in Indonesia Kurnia Novita Sari Faculty of Mathematics and Natural Science, Institut Teknologi Bandung, Indonesia Abstract Palm oil is one of the plantation commodities that has an important role in the economy in Indonesia. Indonesia is one of the largest palm oil producing countries in the world. In Indonesia, almost 75% of the provinces have oil palm plantations. The 5 provinces with the most production are Riau, Central Kalimantan, North Sumatra, West Kalimantan, and East Kalimantan. Production results in 2020 reached 1931.88 thousand tons with a maximum production of 9984.3 thousand tons. The distribution of oil palm production can be modeled spatially using several anisotropic semivariogram models, namely exponential, spherical, and Gaussian. The best model is obtained by selecting the sum of the least squares of errors. Through the best model, it is found that the greatest intensity is the island of Borneo. The potential for production development can be increased for the provinces located on the islands of Sumatra and Sulawesi. Keywords: anisotropic, exponential, gaussian, palm oil, province, semivariogram Share Link | Plain Format | Corresponding Author (Kurnia Novita Sari)

95	Mathematics	ABS-243
Uncertainty in Convalescent Plasma Transfusion Mathematical Model H Husniah*1, Ruhanda1 and A K Supriatna2 1. Langlangbuana University 2. Padjadjaran University Abstract In this paper we develop a mathematical model of COVID-19 transmission dynamics. Due to restrictive availability of COVID-19 vaccine on the market and also its low rate of efficacy, handling the COVID-19 pandemic is still a difficult problem to do. Preventive actions, such as wearing masks, distance guarding, frequent hand washing, and others are still the most important interventions in handling the transmission of this disease. Recently several countries have allowed the use of convalescent plasma transfusion (CPT) in the management of moderate and severe COVID-19 patients. Several early studies of this use have yielded prospective results with reduced mortality rates. A recent work also shows by using a simple discrete mathematical model, that the uses of CPT for COVID-19 patients can reduce the outbreak, in the sense of reducing the peak number of active cases and the length of the outbreak itself. The model used is the simplest discrete SIR and SEIR models. The aforementioned work assumes that all the parameters are crisp constants, hence it ignore the presence of uncertainty. In this paper we explore the effect of uncertainty into in the result derived from the SEIR model. We use fuzzy theoretical framework and look at on how the fuzzyness of the initial values propagate into the output of the model. Keywords: COVID-19 Pandemic, SIR, SEIR, Convalescent Plasma, Fuzzy Initial Values. Share Link | Plain Format | Corresponding Author (Hennie Husniah)

96	Mathematics Education	ABS-256
Need assessment: Development of 6C skills-oriented Interactive Mathematics teaching materials for Senior High School Students Nerru P. Murnaka (a*), Sulistiawati (b) a) Department of Mathematics Education, STKIP Surya. Tangerang. Indonesia. *nerru.pranuta[at]stkipsurya.ac.id b) Department of Mathematics Education, STKIP Surya. Tangerang. Indonesia. Abstract This research is motivated by the large demands of the time that have entered the industrial revolution 4.0 era. Students are required to have 6C skills including communication, critical thinking, collaboration, creativity, citizenship/culture, and character education/connectivity. This study is aimed to examine: 1) the authentic situation of teaching carried out by the teacher, including front-end situation, concept situation, task situation, specifying instructional objectives situation- and 2) the situation of students in terms of general characteristic, specific entry competencies, and learning style. The research method used is the descriptive method with qualitative and quantitative approaches. The research respondents are teachers and students of grade 12th in Natural Science major in SMA Islamic Village, Tangerang County, Banten, Indonesia. The research instrument consists of documents, as well as questionnaire sheets and interview guidelines that have been validated by experts. The questionnaire is compiled based on the Likert Scale with 5 answer choices. The data analysis technique used descriptive statistical analysis, in the form of Mean (M), Standard Deviation (SD), and percentage for the questionnaire result, and verbal analysis for the interview and the document results. The result of this study is the teaching materials used by teachers in mathematics learning (probability material) do not contain the 6C elements and interactive yet. In general, the prior student competence in probability material is less than 70%. Keywords: need assessment, 6C skills, interactive mathematics teaching material Share Link | Plain Format | Corresponding Author (Nerru Pranuta Murnaka)

97	Mathematics Education	ABS-3
Problem Solving Behaviour of Junior High Schools Students to Solve Problem of Higher Order Thinking Y Harisman Universitas Negeri Padang Abstract This study discusses the problem-solving problem of junior high school students in solving debates that are classified as HOTS problems. One hundred thirty-nine junior high school students from 5 different junior high schools were used as research subjects. Each student is given a HOTS question. Students are also interviewed with open questions about the results of their answers. Student answer sheets, as well as the results of student interviews are corrected and transcribed then grouped according to the rubric category mathematical problem solving. Based on the results of the study, obtained by high school students on research subjects on average behave naively and routinely in solving HOTS problems. Keywords: HOTS, Behavior, Mathematical Problem Solving, Students, Middle Schools Share Link | Plain Format | Corresponding Author (YULYANTI HARISMAN)

98	Mathematics Education	ABS-259
MATHEMATICAL MATURITY STUDENTS (UNDERGRADUATE AND MASTER LEVEL) IN SOLVING GROUP THEORY AND RING THEORY QUESTIONS Elah Nurlaelah, Dian Usdiyana, Suhendra Mathematics Education Department Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung Jawa Barat-Indonesia Abstract Abstract algebra (Group Theory and Ring Theory) as an essential component of the mathematical preparation of preservice teachers. Before students can take the Algebraic Structure course, students must have taken several prerequisite courses. However, even though students have taken all prerequisite courses, students still experience significant obstacles, as a result the response, understanding and achievement of learning outcomes during the learning process and the final results of these courses are still unsatisfactory. By using qualitative research methods with a case study approach, it is explored how the appearance of students (undergraduate and master levels) in solving Algebraic Structure questions (Group theory and Ring Theory). After tracing the results of student work in answering exams, it was found that both undergraduate and master^s level students were still not good (incomplete, not logically arranged according to mathematical rules) in writing formal proofs. However, students are very fluent when they have to solve computational problems. Keywords: abstract algebra, mathematical maturity, formal proof, Share Link | Plain Format | Corresponding Author (Elah Nurlaelah)

99	Mathematics Education	ABS-5
Transition from Arithmetic Thinking to Algebraic Thinking for Class VII State Junior High School Students. Dwi Endah Lestari (a*), Didi Suryadi (b), Dadang Juandi (c) a) Universitas Pendidikan Indonesia b) Universitas Pendidikan Indonesia c) Universitas Pendidikan Indonesia Abstract Variables are formally studied by students when students learn about algebra. Before studying algebra, students have learned about arithmetic in elementary school which only focuses on thinking about the completion of an operation. While at the junior high school level students are guided to think abstractly in algebra learning. Therefore, there is a transition of thinking from arithmetic thinking to algebraic thinking. In previous studies, there were 4 indicators that made the process of transitioning from arithmetic thinking to algebraic thinking to students good, but not yet explained any factors from the difficulty of transitioning arithmetic thinking to algebraic thinking. This study aims to describe the difficulties experienced by students in the transition from arithmetic thinking to algebraic thinking. The method used in this study is qualitative with a phenomenological approach with the data source of seventh grade junior high school students. The data of this research are in the form of student work and interviews. The results of this study indicate that there are 8 difficulties experienced by students: 1) Difficulty in interpreting operations and inverses- 2) Difficulty in recognizing the relationship of a mathematical expression- 3) Difficulty if numbers and letters are applied together as an algebraic expression structure- 4) Difficulty in interpreting the equal sign- 5) Difficulty in figuring out terms- 6) Difficulty changing story questions into mathematical sentences- 7) difficulties in the elimination method- 8) difficulty performing in substitution method Keywords: arithmetic thinking ability, algebraic thinking ability Share Link | Plain Format | Corresponding Author (Dwi Endah)

100	Mathematics Education	ABS-6
Student^s Critical Thinking Skills with Cognitive Reflektive and Impulsive Style in Mathematics Problem Solving Eris Iswara, Darhim, Dadang Juandi Universitas Pendidikan Matematika Abstract This study is based on several previous research results that showed one of the factors of low ability of students in solving mathematical problems is the low critical thinking skills in every step of the solution done. It takes effort to analyze the critical thinking process of students in each problem solving reviewed from the student^s response in receiving the stimulus provided. This study aims to analyze and describe students^ critical thinking skills in solving mathematical problems based on reflective and impulsive cognitive styles. The method in this study uses qualitative research approach with an exploratory descriptive research design. The research subjects were 4 SMK students, consisting of 2 reflective students and 2 impulsive students as measured by the Matching Familiar Figure Test. The main research instrument was the researcher itself and supporting instrument as a data collection tool is in the form of observations, tests, and interviews. The results showed that the critical thinking skills of reflective students in solving mathematical problems tended to be high, where at the stage of understanding the problem tended to be high, the planning stage tended to be medium, the carry out planning stage tended to be very high, and tended to looking back the results of the work. The critical thinking skills of impulsive students in solving problems tended to be low, where the understanding stage tended to be medium, the planning stage tended to be low, the carry out planning stage tended to be low, and tended not to looking back the results of the work. Keywords: Critical Thinking, Problem Solving, Reflective-Impulsive Cognitive Style Share Link | Plain Format | Corresponding Author (Eris Iswara)

101	Mathematics Education	ABS-262
Diagnosing Students Difficulties in Solving Mathematics Test The TIMSS Model at The Number Domain Munaji and Mutadi Universitas 17 Agustus 1945 Cirebon Abstract This research is aimed to diagnose students^ difficulties in completing the TIMSS model mathematics test on the domain number content. This research is included in quantitative descriptive research. The subjects of this study involved eighth-grade students of junior high school in the city of Cirebon. Data collection was carried out in August - September 2020 with a sampling technique using a simple random sampling technique of 676 students from 12 public and private schools. The research instrument is the TIMSS model of mathematics test in the form of multiple-choice and short answers as many as 14 items which are translated into Indonesian in the number content domain. Data analysis was using the package generalized the deterministic inputs, noisy and gate (GDINA) on cognitive diagnostic modeling (CDM). The data analyzed from the Q-Matrix which contains the attributes that must be mastered by students and student responses which are a description of the students^ abilities actually, produce possible latent attribute output from the Q-Matrix which is then used to see which parts of the attributes students experience. Difficulty with the most dominant difficulty percentage. The results showed that students experienced difficulties which were indicated by not being able to understand the commutative nature of integer arithmetic operations, unable to estimate the result of the nearest decimal number from a fractional number, with each of these attributes included in the knowing domain. Students^ difficulties can also be seen from the results of the analysis which show that students cannot combine information from two different sources to solve problems with multiple steps, with cognitive reasoning domain and number sequence problem, with cognitive domain applying. The results of the analysis also show that students have difficulty in finding number patterns with cognitive domain reasoning. Keywords: Student^s difficulties, TIMSS, Domain Content, CDM, Share Link | Plain Format | Corresponding Author (Munaji Munaji)

102	Mathematics Education	ABS-7
Meta Analysis Study of the Effect of Cooperative Learning Model on Problem Solving Ability Bonita Chindiani N (a*), Dadang Juandi (b), Al Jupri (b) a) Program Studi Magister Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia bonitachindianin[at]upi.edu b) Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This meta-analysis research is to determine the effect of the application of cooperative learning model on problem solving ability with study characteristics in the form of education level and sample size. Data were obtained through a rigorous selection process that met certain inclusion criteria. Using Comprehensive Meta-Analysis (CMA) software 19 effect sizes from 19 primary studies were analyzed. Based on the results of the analysis, it is found that: Overall the application of the cooperative learning model affects the mathematical problem solving ability with effect size is the high category, The application of the cooperative learning model is more influential at the junior high school level than at the senior high school level and more influence on the sample size is less than equal to 30 than the sample size is more than equal to 31, The magnitude of the effect of the application of cooperative learning models on students mathematical problem solving abilities between groups did not differ based on education level and sample size. Keywords: Meta Analysis-Cooperative- Problem Solving Ability Share Link | Plain Format | Corresponding Author (Bonita Chindiani N)

103	Mathematics Education	ABS-263
Geometry Problem-Solving Process of Two Gifted Students with Different Cognitive Styles Dana Arif Lukmana IAIN Ternate Abstract The idea in this study was motivated by a study that found that giftedness in mathematics is also owned by individuals who have different cognitive styles (FI and FD). It contradicts previous studies that explained that FI individuals tend to have better analytical thinking skills than FD individuals. Therefore, this study reveals how FI Individuals and FD Individuals who are both talented in mathematics carried out the geometric problem-solving process. This descriptive study involved high school mathematics gifted students using a purposive sampling technique from several students participating in a mathematics competition. Furthermore, the researchers conducted a GEFT test (Group Embedded Figure Test) to determine their cognitive style and then determined the subject consisting of FI and FD Individuals, one person each. Data collection was carried out by giving an equivalent geometry test of validated national competition questions to FI and FD Individuals, then interviewing them about the details of the problem-solving process, starting from understanding the problem, planning, implementing the plan, and looking back. The results show that Individuals FI and FD both produce correct answers with entirely different approaches. Both can understand the problem correctly, but the patterns and structures they found are different and impact proposing different solutions. FI individuals take a relatively more complicated path than FD individuals. In addition, FI individuals tend to intuitively check every step of the process while FD individuals do not. Keywords: Problem solving, Geometry, Gifted Students, Cognitive Style Share Link | Plain Format | Corresponding Author (Dana Arif Lukmana)

104	Mathematics Education	ABS-8
Meta-Analysis of the Implementation of the Gamification Approach of the Last Decade Maximus Tamur Universitas Katolik Indonesia Santu Paulus Ruteng Abstract Recently, primary studies on the effect of the gamification approach (GA) have been widely studied with mixed results. However, a review study to summarize the evidence on the effects of this approach has not been carried out. Therefore this meta-analysis study was conducted to summarize the evidence on the overall effect of GA on students^ mathematical abilities. Empirical data were obtained from the ERIC, SAGE, SpringerLink, and Google Scholar databases. The search results found 128 articles published in the last decade. According to the inclusion criteria, 21 independent samples were eligible for the meta-analysis. The calculation tool uses Comprehensive Meta-Analysis (CMA) software, and the random effects model is estimated. The results showed that the overall effect size of the study was 0.98. These results indicate that the application of GA has a major effect on students^ mathematical abilities. The analysis of mediator variables revealed that various mediator variables mediated the implementation of GA. The study^s limitations and implications are discussed to provide critical information for researchers and educators in implementing GA in the future. Keywords: Meta-analysis, Gamification approach, mathematical abilities, Effect Sizes Share Link | Plain Format | Corresponding Author (Maximus Tamur)

105	Mathematics Education	ABS-10
Formulating Best Practices for Digital Game-Based Learning: A Meta-analysis Study Dadang Juandi1, Maximus Tamur2, Suparman1 1Universitas Pendidikan Indonesia 2Universitas Katolik Indonesia Santu Paulus Ruteng Abstract Digital Game-Based Learning (DGBL) has been widely implemented and its effect on learning is inconsistent. However, specific research studies to summarize the evidence on the effect of DGBL have not been explored. Therefore, this meta-analysis study was conducted to summarize the evidence on the overall effect of DGBL on students^ mathematical abilities. Empirical data were obtained from the ERIC, SAGE, SpringerLink, and Google Scholar databases. The search results found 98 articles published in the last decade. According to the inclusion criteria, 23 independent samples were eligible for the meta-analysis. The calculation tool uses Comprehensive Meta-Analysis (CMA) software, and the random effects model is estimated. The results showed that the overall effect size of the study was 1.04 indicating that the application of DGBL had a large effect on students^ mathematical abilities. Analysis of mediator variables revealed that various mediator variables mediate the implementation of DGBL. The limitations and implications of the study are discussed to provide important information for researchers and educators in implementing DGBL in the future. Keywords: Meta-Analysis, Digital Game-Based Learning, Mathematical Abilities, Effect Size Share Link | Plain Format | Corresponding Author (Dadang Juandi)

106	Mathematics Education	ABS-11
The Mathematical Modeling Skills of Eighth-Grade Students in Solving Contextual Problems Khalida Rahmi (a*), Tatang Herman (b), Khusnul Novianingsih (b) a) Program Studi Magister Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia *khalidarahmi[at]student.upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia Abstract Problem-solving using mathematics in various aspects of daily life encourages the importance of mathematical modeling skills. Mathematical modeling holds a crucial role, particularly when solving real-world or contextual problems, as it bridges the extra-mathematical world and the mathematical world. This paper discusses a study on the mathematical modeling skills of eighth-graders in solving contextual problems. This study aimed to investigate the mathematical modeling competency level achievement of the students. This study used the qualitative research method with a case study approach, consisting of five major stages: design, preparation, data collection, data analysis, and reporting. In the design stage, we determined the research focus, and in the preparation stage, we developed research instruments. We collected data by giving tests to 24 participants. After we analyzed the data, we reviewed and rearranged all of the research stages. The results showed that, out of six levels of mathematical modeling competency, which includes level 0 to level 5, most students only achieved level 3. Therefore, we conclude that the students are not yet capable of carrying out all aspects of the mathematical modeling process. Keywords: Mathematical modeling- Contextual problems- Middle school mathematics Share Link | Plain Format | Corresponding Author (Khalida Rahmi)

107	Mathematics Education	ABS-16
Analysis of Students^ Mathematical Visual Thinking Ability and Motivation Learning in Junior High Schools Kania Dewi Permani (a*), Yaya Sukjaya Kusumah (b), Dadang Djuandi (b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia. *kaniadewipermani[at]upi.edu Abstract Mathematical visual thinking ability is one of the important skills in mathematics, especially in solving geometry. The purpose of this research is getting a comprehensive description of mathematical visual thinking abilities and motivation learning of junior high school students. This research uses a qualitative method with a case study approach. Data was collected using mathematical visual thinking ability tests, learning motivation questionnaires, and interviews. This research was conducted at a private junior high school in West Bandung Regency in the 2020/2021 academic year with research subjects as many as 30 students. The results show that: (a) students who have high mathematical visual thinking abilities tend to be able to identify geometric shapes as a whole and classify them based on their characteristics- able to paint, or draw geometric shapes as a representation of information that is still abstract- however, numbers 5 and 6 are less able to explain what is obtained from the picture. (b) students who have fair mathematical visual thinking abilities tend to be able to identify geometric shapes as a whole and classify them based on their characteristics- able to paint, or draw geometric shapes as a representation of information that is still abstract- but their ability has low skills of changing from a picture to words. (c) students who have low mathematical visual thinking skills tend not to be able to identify geometric shapes as a whole and classify them based on their characteristics- has not been able to explain what is obtained from the picture and communicate it- but in some students are able to paint, or draw geometric shapes as a representation of information is still abstract Keywords: Mathematical Visual Thinking, Learning Motivation Share Link | Plain Format | Corresponding Author (Kania Dewi Permani)

108	Mathematics Education	ABS-17
EXPLORATION OF PROBLEM BASED-BLENDED E-LEARNING IN ENHANCING MATHEMATICAL COMMUNICATION SKILL AND SELF REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS Yosa Yosiana, Dadang Djuandi, Aan Hasanah Universitas Pendidikan Indonesia Abstract Abstract This study aimed to obtain an overview of the difference in influence of Problem Based-Blended E-Learning learning model with blended E-Learning model on enhancing mathematical communication ability and self-regulated learning of high school students, as well as the relationship between mathematical communication ability and self-regulated learning. This study used a mixed method which combine quantitative and qualitative study approach. Subject of this study was a high school student in Bandung City consisting of 36 experimental class students and 36 control class students. Instruments used consist of mathematical communication ability test, self-regulated learning questionnaire, attitude scale questionnaire, and interview protocol. The enhancement of mathematical communication ability was analyzed using normalized average gain scores. Results of this study showed that there was a mathematical communication ability enhancement in experimental class of 0.68 and a control class of 0.59. Statistical test results also showed that there were significant differences between the average N-Gain score of experimental class and control class. In addition, data analysis result showed students^ self-regulated learning scores in experimental class and the control class did not differ significantly, and there was no correlation between students^ mathematical communication ability and students^ self-regulated learning. Keywords: problem-based learning, blended learning, E-learning, mathematical communication skill, self-regulated learning Share Link | Plain Format | Corresponding Author (Yosa Yosiana)

109	Mathematics Education	ABS-275
The Perception of Prospective Mathematics Teachers Towards Technology Use in Learning During the Covid-19 Pandemic Sulistiawati (a*), Dadang Juandi (b), Yaya S. Kusumah (c), Ricki Yuliardi (d), Samsul Arifin (e) a) b) c) Universitas Pendidikan Indonesia, West Java - Indonesia a) STKIP Surya Tangerang, Banten-Indonesia d) STKIP Muhammadiyah Kuningan, West Java - Indonesia e) Bina Nusantara University, Jakarta-Indonesia Abstract Learning with traditional methods, which tend to be much one-way communication, is no longer relevant to today^s era where students are digital native generations. Therefore, more interactive learning is needed by involving technology. The ongoing distance learning is the right time for teachers to use more interactive learning using technology and the internet. This study aims to determine students^ perceptions of interactive learning in mathematics with the help of technology in distance learning. This research method is descriptive. The subjects of this research were 120 students of the mathematics education program in several campuses in Indonesia (STKIP Surya, Universitas Swadaya Gunung Jati, Universitas Bengkulu, Universitas Muhammadiyah Tangerang, Universitas Galuh, Universitas Bina Bangsa Getsempena, Universitas Muhammadiyah Prof. HAMKA, and Universitas Muhammadiyah Semarang) in the 2020/2021 academic year, with purposive sampling. The research instrument is a perception questionnaire instrument adapted and modified from Cakrawati (2017) and Kusumah (2020) with 31 multiple-choice questions with 4 choice answers according to Likert Scale (Strongly Agree, Agree, Disagree, and Strongly Disagree with scores 4, 3, 2, and 1 sequentially). The distribution and filling out of the questionnaires have done through Google Form. The data analysis technique uses descriptive statistics by calculating Mi (Ideal Mean) and SDi (Ideal Standard Deviation) to create perception categories which include categories: very positive, positive, less positive, and negative. Most of the students give a positive perception towards technology-assisted learning, distance learning, and interactive learning. Keywords: students^ perception, ICT in learning, interactive learning, distance learning, covid-19 pandemic Share Link | Plain Format | Corresponding Author (Sulistiawati Sulistiawati)

110	Mathematics Education	ABS-20
How DGS Integrated Learning in Geometric Transformation Drives Students Way of Thinking and Way of Understanding Thesa Kandaga(1,3*), Rizky Rosjanuardi (2), Dadang Juandi (2) 1) Mathematics Education Study Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi 229, Bandung 40154, Indonesia *thesakandaga[at]unpas.ac.id 2) Department of Mathematics Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi 229, Bandung 40154, Indonesia 3) Mathematics Education, Faculty of Teaching and Pedagogy, Universitas Pasundan Jalan Tamansari 6-8, Bandung 40116, Indonesia Abstract Education in Covid-19 pandemic that requires distance learning, making the use of Dynamic Geometry Software (DGS) for geometry concepts is a necessary thing to do. In this study, we use GeoGebra as DGS. Besides being an open-source application, it is also widely used, and it has the capability of Computer Algebra System (CAS), which is very suitable for geometric transformation concepts. This research aims to reveal how dynamic geometry software integrated learning can direct students^ way of thinking and way of understanding. The research was conducted at a university in Indonesia in a geometric transformation course. This research is a case study, with a qualitative approach, the data collected from students^ test results, points of view, and findings from other studies. The results are that GeoGebra provided better visualization than manual sketching or any other non-digital visualizations. Somehow, it also provides a new way of thinking about the advantages to utilize DGS in problem-solving. GeoGebra also may assist students^ way of understanding about geometric transformation concept. Keywords: Dynamic Geometry Software, Way of Thinking, Way of Understanding, Geometric Transformation, Covid-19 pandemic Share Link | Plain Format | Corresponding Author (Thesa Kandaga)

111	Mathematics Education	ABS-276
Multimedia Design Based on Online Game on the Topic of Multiplication of Integers Using the Scratch Application E Sudihartinih, G Novita, R M Zidan, D Rachmatin Universitas Pendidikan Indonesia Abstract This study aims to design a multimedia-based online game on the topic of multiplication of integers using the Scratch application. This research uses the Multimedia Development Life Cycle (MDLC) development model. Based on the research results, it is known that the learning media in the form of games on the topic of multiplication of integers can be well designed using Scratch through the MDLC development model. The results of the student questionnaire analysis showed that all students had a positive opinion of the game that had been designed. Keywords: MDLC, game, multiplication of integers, multimedia Share Link | Plain Format | Corresponding Author (Gita Novita)

112	Mathematics Education	ABS-23
Effectiveness of Problem-Based Learning Model on Students^ Mathematical Representation Skills: A Meta-Analysis Novia Permata Barti, Dadang Juandi, Dian Usdiyana Universitas Pendidikan Indonesia Abstract The present study aims to investigate the effectiveness of the implementation of Problem-Based Learning Model on the students^ mathematical representation skills comprehensively. The meta-analysis method was employed to analyze the effect size of primary studies. The empirical data were obtained through electronic database searches of primary studies published in national journals between 2011 and 2020. Nine effect sizes were analyzed from nine primary studies that met the inclusion criteria. The data analysis was conducted using the Comprehensive Meta-Analysis (CMA) software, by selecting the Hedges^ g formula to determine the effect size based on the random effects model. The publication bias and sensitivity analysis resulted in that all studies included in the analysis were not susceptible, meaning resistant to the publication bias. The effect size test was conducted by analyzing three characteristics, i.e., grade level, sample size, and treatment duration. The findings show that, overall, the effect of the implementation of Problem Based Learning model on the students^ mathematical representation skills is better than that of conventional learning, with the level of influence found in the medium category. Meanwhile, based on the characteristics of the observed studies, there is no difference in the effect between groups in terms of grade level, sample size, and treatment duration. Therefore, this study contributes as a literature for consideration in implementing the Problem-Based Learning in determining learners^ mathematical representation skills in the future. Keywords: Problem-Based Learning, Mathematical Representation Skills, Meta-Analysis. Share Link | Plain Format | Corresponding Author (NOVIA PERMATA BARTI)

113	Mathematics Education	ABS-26
Analysis of Learning Obstacle on The Concept of Composition Functions in Online Learning from The Perspective of AVAEM Error Categories (ARITH, VAR, AE, EQS, and MATH) Nadia Ulfa (a*), Al Jupri (b), Dadang Juandi (c) Mathematics Education Department, Indonesia University of Education Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *nadiaulfa[at]upi.edu Abstract The spread of the COVID-19 virus demands changes in various aspects of life, including in the field of education. The government enforces online learning in the learning process in schools. With the enactment of this learning system, there are learning barriers that are felt by students. This study aims to analyze student learning obstacles in the concept of composition function in online learning from the perspective of AVAE categories (ARITH, VAR, AE, and EQS). To achieve this goal, the researchers used qualitative research in which data collection was taken using triangulation techniques, namely from the results of written test analysis, learning video analysis, interviews, and document analysis. Researchers involved 70 students aged around 14-15 years as participants in this study. The results showed that learning obstacles found in the concept of compositional functions and inverse functions in online learning include ontogenical obstacles, didactical obstacles, and epistemological obstacles. Keywords: AVAEM Categories, Composition Function, Learning Obstacle, and Online Learning Share Link | Plain Format | Corresponding Author (Nadia Ulfa)

114	Mathematics Education	ABS-27
Anlysis of Mathematical Communication Abilty based on Level Self Regulated Learning of Senior high School Students during Covid-19 Pandemic Muhammad Kosim Ali , Bambang Avip Prianta Martadiputra, Aan Hasanah UPI = Universitas Pendidikan Indonesia Abstract This article is the result of research that aims to analyze whether or not a differences in mathematical communication ability based on level self regulated learning of senior high school students during covid-19 pandemic. The research was conducted using quantitative approach with comparative descriptive method. Population included senior high school students of science class in Pringsewu regency, Lampung. The sampling was carried out with a cluster sampling trough two stages, namely: (1) determination of regional samples- and (2) determination of research subject by using stratified random sampling. Instrument used test of mathematical communication abilty and self-regulated learning questionnaire. The result showed the there are differences mathematical communication ability based on level self regulated learning of high school students. Keywords: Self Regulated Learning, Mathematical Communication Ability. Share Link | Plain Format | Corresponding Author (Muhammad Kosim Ali)

115	Mathematics Education	ABS-29
APPLICATION OF OPEN ENDED LEARNING TO THE CREATIVE THINKING ABILITY OF STUDENTS ALIYAH ALKHAIRAT CITY OF TERNATE Asri Ode Samura, Darhim, Dadang Juandi, Arwan M. Said, Alfian, Maximus Tamur 1. Universitas Pendidikan Indonesia, 2. Institut Agama Islam Negeri Ternate 3. Universitas Katolik Indonesia Santu Paulus Ruteng Abstract This research was conducted to examine and analyze the improvement of students^ creative thinking skills using open-ended Learning and conventional Learning. The study used quantitative methods designed with nonequivalent control-groups experimental patterns. The sample is 63 people, not taken at random from two different classes. One class is given open-ended learning, and the other class is given conventional learning. Data collection was done by using tests, namely pretest and posttest. They measured the difference in the increase in creative thinking skills using the Normalized N-Gain. Data were analyzed using an independent sample t-test. The study and analysis results found that open-ended Learning and conventional Learning can improve creative thinking skills. In comparison, open-ended learning is better than conventional learning. Keywords: Open-ended, creative thinking ability Share Link | Plain Format | Corresponding Author (Asri Ode Samura)

116	Mathematics Education	ABS-31
Meta-Analysis of TPACK Research on Mathematics Education Yullys Helsa (a,b), Darhim (a), Dadang Juandi (a), Turmudi (a) (a) Universitas Pendidikan Indonesia (b) Universitas Negeri Padang Abstract The purpose of this study is to examine the effect of Technological Pedagogical Content Knowledge (TPACK) on the pre-service teachers^ mathematical ability to teach mathematics. The research design is a literature review and the subject included is research available from online journal websites. The research subject was selected based on the research inclusion criteria, and as a result, six articles were selected for the analysis of TPACK on mathematical ability. Data were analyzed in a meta-analysis based on the effect size. The findings suggested that TPACK has a significant impact on the pre-service teachers^ mathematical ability as shown from the mean effect size of 1.53. The results also indicated that the overall effect of TPACK on mathematical ability is 1.53 and can be classified as an excellent effect. TPACK has a significantly positive impact on the pre-service teachers^ mathematical ability. Keywords: Literature Studies, Technological Pedagogical Content Knowledge, Mathematical Ability, Meta-Analysis Share Link | Plain Format | Corresponding Author (Yullys Helsa)

117	Mathematics Education	ABS-32
The Profile of Students^ Mathematic Reasoning Ability in Solving Mathematics Problems Reviewing from Adversity Quotient and Gender Baderut Tamam, Al Jupri, Dadan Dasari Departmen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract This study aims to describe the profile of students^ mathematical reasoning abilities in terms of Adversity Quotient (AQ) and gender. This study used a qualitative method with a case study design in which the research subjects are grade VII students in one of the MTs in Aceh Besar involving 55 students. Subject selection criteria were based on students^ AQ level (climber, camper, and quitter) and fluency in communication (oral and written). The results showed that- (1) The quitter subject (low AQ) was only able to achieve 1 indicator of mathematical reasoning from the 5 indicators tested, namely the indicator of making assumptions in the very good category. (2) Male and female camper subjects (medium AQ) have similarities on 4 indicators, both of which were able to achieve these four indicators in the very good category. In the indicator of checking the validity of an argument, the male camper subject did not write down the answer at all, while the female camper subject was able to use the facts contained in the question to check the validity of his argument. (3) Male and female climber subjects (high AQ) had similarity on 3 indicators, both of which are able to achieve these three indicators in the very good category. In the indicator of checking the validity of an argument, there are differences in the results between the two, the male climber subject had gone through several stages in an effort to check the validity of the argument, but has not concluded the correctness of the opinion on the argument. Meanwhile, female subjects were able to use existing facts to check the truth of their arguments. (4) There is a difference between male and female subjects in mathematical reasoning ability. Female subjects met the aspects of mathematical reasoning ability more than male subjects. Even one female subject was able to achieve all indicators of mathematical reasoning. Keywords: Mathematical Reasoning Ability, Adversity Quotient (AQ), Gender Share Link | Plain Format | Corresponding Author (Baderut Tamam)

118	Mathematics Education	ABS-33
Practicality of Digital Classes in Mathematics Learning Based on Parents Perspective for Elementary School Students During The Covid-19 Pandemic Yetti Ariani (a), Ary Kiswanto Kenedi (b), Yullys Helsa (a) a) Universitas Negeri Padang b) Universitas Samudra Abstract This study attempted to examine the practicality of digital classes established during the Covid-19 pandemic for learning mathematics in elementary schools from parent^s perspective. The purpose of this study was to determine the practicality of the digital classroom in mathematics learning from the parents^ aspects during. This research is a descriptive qualitative study using a questionnaire distributed to the parents. The results of this study indicate that the final value of the practicality test of the digital classroom in mathematics learning is 90.67 with a very practical category. This showed that the digital classroom model is very practical to use in learning mathematics from the parents^ perspective. This research implies that it can be used as a reference for improving the digital classroom in elementary school during the covid-19 pandemic. Keywords: Practicality, digital classroom, and mathematics learning Share Link | Plain Format | Corresponding Author (Yetti Ariani)

119	Mathematics Education	ABS-34
Comparison of The Effectiveness Between The Open Ended, ELPSA, and Problem Solving Approaches, With The STAD Type Cooperative Model In Learning Sistem Persamaan Linear Dua Variabel (SPLDV) Material Agus Setiawan (a*), Irwan Akib (b), Hamzah Upu (b) a) Master of Mathematical Education, Post Graduate Program, Universitas Negeri Makassar, Jalan Bonto Langkasa, Makassar 90222, Indonesia *iwansetiawan6845[at]gmail.com b) Post Graduate Program Lecturer, Universitas Negeri Makassar, Jalan Bonto Langkasa, Makassar 90222, Indonesia Abstract This research aims to determine the effectiveness comparison between the open ended, ELPSA, and problem solving approach, with the STAD type cooperative model in learning SPLDV material in class VIII of SMP Negeri 2 Sungguminasa.This type of research is quantitative research. The design of this study is a quasi experimental design in the form of nonequivalent pretest-posttest comparison group design. The population in this study were all students of class VIII of SMP Negeri 2 Sungguminasa consisting of 11 classes and the sample was determined using the double random sampling cluster technique, 3 classes of experiments will be selected, all students in the three classes are the samples in this study. The instruments in this study were (1) observation sheet of learning implementation, (2) mathematics achievement test, (3) teaching material, (4) student observation sheet, and (5) student response questionnaire. Data analysis techniques used in this study are descriptive statistical analysis and inferential statistical analysis. Descriptive analysis results show that: (1) the application of the open ended approach is effective in learning SPLDV material- (2) application of the ELPSA approach is effective in learning SPLDV material- (3) the application of an effective problem solving approach in learning SPLDV material- (4) the results of the comparative effectiveness respectively are the ELPSA approach, the open ended approach, and the problem solving approach, with the STAD type cooperative model. One way ANOVA test results at 95% confidence level showed that: (1) there were no significant differences in the learning outcomes of SPLDV students, (2) there were no significant differences in student activity, and (3) there were no differences in students^ responses significantly. Thus, inferential there is no significant difference from the application of the open ended approach, ELPSA, and problem solving, with the STAD type cooperative model in learning SPLDV material Keywords: Comparison, Effectiveness, Open Ended approach, ELPSA approach, Problem Solving Approach, and STAD Type Cooperative Model Share Link | Plain Format | Corresponding Author (Agus Setiawan)

120	Mathematics Education	ABS-35
Scrutinizing the Students Errors in Mathematics Word Problems with the Aid of Newman Theory Septa Novia and Putri Nur Malasari Institut Agama Islam Negeri Kudus Abstract Many studies have found low student achievement in solving mathematics word problems. One of the causes is that students make errors in solving mathematics word problems. In this regard, this study aims to determine the errors and their causes that are often made by students in solving mathematics word based on Newman theory. This study involved ten students of class VIII at a school in Jepara, Central Java, which were selected based on certain reasons. This study method is descriptive qualitative. Study data obtained through diagnostic tests (written tests) and interviews were descriptively analyzed. The findings in this study are that students experience four types of errors. Those errors are laid on misunderstanding the questions, transformation of the problems, processing skill to solve, and writing the final answer. The causes of students experiencing the four errors were misinterpreting the information contained in the problems, incorrectly deciding on a systematic problem solving, mistaking in the process of operating calculations, and lack of understanding of the pyramids and prisms concept. The identification of student errors facilitates teachers to design mathematics learning so that teachers can anticipate mistakes that are often made by students in solving mathematics word problems. Keywords: Mathematics Word Problems, Newman Theory, Student Errors Share Link | Plain Format | Corresponding Author (Putri Nur Malasari)

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