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241	Mathematics Education	ABS-76
Teachers Knowledge of Fractions in the Perspective of Didactic-Mathematical Knowledge Theory Komang Sujendra Diputra (ab*), Didi Suryadi (a), Tatang Herman (a), Al Jupri (a) a) Universitas Pendidikan Indonesia, Bandung, Indonesia b) Universitas Pendidikan Ganesha, Bali, Indonesia Abstract Fraction is one of the most complex concepts on mathematics and it is difficult to understand by the students in elementary school and many of them have misconceptions on it. There were indications that the misconceptions experienced by students tend to be related to the teachers own knowledge, the way the teacher presented fractions and how the teacher taught them, including the interventions given. The purpose of this research was to investigate in depth the knowledge of elementary school teachers which was regarded to the concept of fractions, both content knowledge and didactic. This research was a qualitative research with a case study design that was involved to the elementary school teachers as research participants. The data were collected through a fraction test which was developed based on the Theory of Didactic-Mathematical Knowledge and also in-depth interviews to understand in more detail the knowledge and explanations of the participants. Then, the data were analyzed by using quantitative and qualitative analysis (coding). The results of the research found that in the mathematical aspect, teachers had limited knowledge and even had wrong understanding beliefs, especially on the meaning of fractions as part of whole. In the didactic aspect, there was a tendency for teachers to teach the topics and parts of the thinking process that exacted in the textbooks. In other words, the learning was carried out as an imitation of what was in the textbook. Keywords: Fraction- Teachers Knowledge- Didactic Mathematical Knowledge Share Link | Plain Format | Corresponding Author (Komang Sujendra Diputra)

242	Mathematics Education	ABS-77
Students learning obstacle in operations of integer R Kurniasi and Nurjanah Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia Abstract This study aims to describe the learning obstacle faced by students in operation of integer. The research method used is a qualitative method with a case study design. The data were taken from 16 students in grade 7, a junior high school in Batang Hari, Jambi. Data collection techniques used were a written test and interview with both students and the teacher. The data collection instrument used was a test of integer^s operations and interview guidelines. The results of the research showed that there are learning obstacles in operations of integer namely, ontogenic obstacles (mental readiness), epistemological obstacles (limited understanding), and didactical obstacles (obstacles that come from the didactic system). Keywords: Learning Obstacle, Operations of Integer Share Link | Plain Format | Corresponding Author (RIMA KURNIASI)

243	Mathematics Education	ABS-79
Analysis of Problems in Learning Mathematics Based on Difficulties, Errors, and Misconceptions in the Material of Equations and Inequality Absolute Values of One Variable : Systematic Literature Review M. Azhari Panjaitan (a)*, Dadang Juandi (b) (a,b) Department of Mathematic Education of Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229 Bandung 40154, Indonesia Abstract This study aims to analyze problems in learning mathematics based on difficulties, errors, and misconceptions on the material of linear equations and inequalities of one variable. The method used in this research is Systematic Literature Review (SLR). The sample consisted of 15 research results on problems in learning mathematics based on difficulties, errors, and misconceptions on the material of linear equations and inequalities of one variable. Samples were taken from indexed journals published in the period 2011-2021. The research question is how to describe problems in learning mathematics based on difficulties, errors, and misconceptions on the material of linear equations and inequalities of one variable. Through this SLR method, we can summarize all the difficulties, errors, and misconceptions that occur in the material of linear equations and inequalities of one variable. Based on the results of the study, the solution is to make a learning design to overcome problems in learning mathematics on the equation and inequality material of the absolute linear value of one variable. Keywords: difficulties, errors, misconceptions, and linear equations and inequalities of one variable Share Link | Plain Format | Corresponding Author (M. Azhari Panjaitan)

244	Mathematics Education	ABS-82
Development of mathematical connection ability instruments for elementary school students H E Putri, F Nuraeni, E Rosalia, D A Haftani, N Pratama Universitas Pendidikan Indonesia Abstract This research is motivated by the importance of mathematical connection skills. Based on the results of previous studies, it is known that the mathematical connection ability of elementary school students is still low. The low mathematical connection ability of elementary school students is because students are not used to solving questions that refer to indicators of mathematical connection ability. This study aims to develop a mathematical connection ability instrument suitable for elementary school students. This study uses the research and development method. The samples in this study are 27 sixth-grade students at an elementary school in Purwakarta who were selected through purposive sampling. The ability instrument that has been made is in the form of an essay that consists of five open-ended questions about geometry. The indicators developed in preparing the questions related to the ability of mathematical connections. The questions were constructed according to expert suggestions followed by a trial to see its validity, reliability, difficulty index, and discriminating power. The analysis of the validity test shows that the five items on the instrument are valid, and the reliability of the test instrument is high. In addition, the questions^ difficulty level is classified as difficult and medium. Questions^ discriminating power is generally included in the good criteria. Thus, the five test items can measure mathematical connections in learning mathematics on geometry topics for fifth-grade elementary school students and are appropriate for further research instruments on similar subjects and variables. Keywords: Test Instruments, Mathematical Connections, Elementary School Students Share Link | Plain Format | Corresponding Author (Hafiziani Eka Putri)

245	Mathematics Education	ABS-83
A Meta Analysis of Learning Loss Phenomenon in Learning During The Pandemic Covid-19 Aulia Khairunnisa (a*), Sumanang Muhtar Gozali(b) Faculty of Mathematics and Education, FPMIPA UPI Jl.Dr.Setiabudhi No.229 Bandung, West Java, Indonesia (40154) *auliakhairunnisa[at]upi.edu Abstract This study aims to determine the phenomenon of learning loss that occurred during the COVID-19 pandemic. The method used in this research is meta-analysis, data collected by browsing electronic journals via Google Scholar with the keyword learning loss. Loss of learning itself occurs because of the lack of interest in student learning and learning that is not interactive so that students easily feel bored and bored. Through this study, it can be seen that several other factors that occur in the occurrence of learning loss include the influence of parents in guiding students, the learning environment, interaction between students, interaction between students and teachers and internet network access that is less stable. However, the phenomenon of learning loss itself can be overcome with learning media such as google classroom and gamification learning methods which really help students understand the subject matter and get good grades. Keywords: Learning Loss, Pandemic Covid-19, Meta-Analysis Share Link | Plain Format | Corresponding Author (Aulia Khairunnisa)

246	Mathematics Education	ABS-86
Bringing compassion to mathematics learning in Elementary School Khabibur Rohman, Turmudi, Dasim Budimasnyah, Eka Cahya Maulidiyah Universitas Pendidikan Indonesia, Bandung Abstract Poor instructional design is alleged to be the cause of the low ability and poor mathematical attitude of students. The preparation of learning design focuses too much on academic intellectual barriers and tends to override psychological-emotional barriers. Without overcoming cognitive and emotional barriers at the same time, a student will not achieve optimal results in learning mathematics. This study aims to analyze the needs of learning mathematics in elementary schools and especially analyze the existence of social emotional barriers in learning mathematics. The results of the learning needs analysis are used as the basis for developing a more comprehensive mathematics learning design. This study uses a qualitative - descriptive method. The study was conducted in 10 elementary schools in East Java involving 30 students and 10 mathematics teachers. The results showed that students who had difficulty in learning mathematics were not always due to the student^s academic capacity, but were also influenced by their ability to focus, struggle, and their involvement in learning. The teachers so far only focus on overcoming academic obstacles and tend to override social emotional barriers in learning mathematics. The purpose of learning mathematics will be achieved when the teacher succeeds in overcoming both intellectual and emotional problems. The implications of the research findings show the urgency to include the value of compassion in mathematics learning, especially at the elementary level. Compassionate math is an idea to collaborate on social emotional learning, joyful learning and realistic education in learning mathematics. Keywords: compassion, need analysis, emotional Share Link | Plain Format | Corresponding Author (Khabibur Rohman)

247	Mathematics Education	ABS-345
THE EFFECT OF SEARCH, SOLVE, CREATE, AND SHARE (SSCS) LEARNING MODEL ON INCREASING CRITICAL THINKING ABILITY AND CREATIVE THINKING MATHEMATICS OF SENIOR HIGH SCHOOL STUDENTS Andrew Rolas Siagian (a*), Kusnandi (b) Mathemathics Education Study Program, Postgraduate School, Indonesia Education University. Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 Department of mathematics Education, Postgraduate School, Indonesia Education University. Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 Abstract The aim of this study was to obtain a comprehensive picture of the enhancement of critical thingking abilities and creative thinking abilities who had learned using the Search, solve, create and share (SSCS) learning. This study was quasi-experiment study. The design of this study was non-equivalent pretest and posttest control group design. There were two group of sample used in the study. The experimental group was given SSCS learning and the control group was given conventional learning. The population in this study were 152 senior high school of grade X in batch 2021/2022 at one of the schools in the city of Bandung. The instrument used consisted of mathematical critical thinking skill tes and creative thingking tes. The statistical analysis used in this study is the Mann-Whitney test and two-way Anova. The outcomes showed that: (1) The improvement of critical thinking skills of students who receive SSCS learning is better than students who receive conventional learning in overall terms- (2) The improvement of creative thinking skills of students who receive SSCS learning is better than students who receive conventional learning in overall terms- (3) The improvement of critical thinking skills of students who received SSCS learning was better than students who received conventional learning in the high and mid math early ability category. Meanwhile, in the low math early ability categories, there is no difference in the improvement of critical thinking skills between students who receive SSCS learning and students who receive conventional learning.- (4) The improvement of creative thinking skills of students who received SSCS learning was better than students who received conventional learning in the mid and low math early ability category. Meanwhile, in the high math early ability categories, there is no difference in the improvement of critical thinking skills between students who receive SSCS learning and students who receive conventional learning. Keywords: critical thinking, creative thinking ability, search, solve, create and share Share Link | Plain Format | Corresponding Author (andrew rolas siagian)

248	Mathematics Education	ABS-90
Students^ Ability to Solve Mathematical Problems Through Polya Steps Fitriani (a*), Iqbal (b), Tatang Herman (c), Siti Fatimah (c) a) Mathematics Education, Institut Agama Islam Negeri Langsa, Jl. Meurandeh, Kota Langsa, Aceh, 24411, Indonesia *fitriani[at]iainlangsa.ac.id b) Mathematics Education, Madrasah Tsanawiyah Negeri 9 Aceh Timur, Aceh, 24440, Indonesia, c) Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, 40154, Indonesia Abstract Students mathematical problem solving skills are still low, and students are not yet familiar with such problems. This research describes students ability to solve mathematical problems, especially geometry, based on Polya stages. The research design uses a qualitative approach with 40 students of Besitang State Junior High School students. Case studies become data analysis techniques then, data analysis is carried out by reducing, presenting, and verifying data. Finally, check the validity of the data by triangulating the data source. The results of the analysis obtained that students^ ability to understanding the problems and devising a plan was at intervals of 3 as much as 60% with good categories, carrying out the plan as many as 73% of categories is sufficient and looking back as much as 78% of categories are not good. It is recommended that advanced educators and researchers train students ability to solve mathematical problems, especially the stages developed by Polya. This ability is the second intelligence in mathematics after students have the first intelligence to understand mathematical concepts. Keywords: Student Abilities, Problem Solving Skills, Mathematical Problems, Mathematical Problem-Solving Skills, Polya Steps Share Link | Plain Format | Corresponding Author (Fitriani Fitriani)

249	Mathematics Education	ABS-91
Implementation of ICT-Assisted Preprospec Learning to Enhance Mathematical Communication Ability Nuriana Rachmani Dewi, Mulyono, Kristina Wijayanti Department of Mathematics, Universitas Negeri Semarang, Indonesia Abstract The main purpose of this research was to analyze comprehensively mathematical communication ability in ICT-Assisted Preprospec (I-Pre) Learning. To do so, it used quantitative methods with all students in the mathematics department of one of universities in Central Java, Indonesia as the population. Moreover, the sample was randomly taken from groups of students in the Study Program of Mathematics Education who enrolled in Integral Calculus course, while their data were collected using two instruments, including Test of Mathematical Communication Ability and interview guidelines. After that, the data were analyzed using t test. From the findings, it can be concluded that the enhancement of the students^ Mathematical communication Ability based on mathematical prior knowledge is no different result and there is a significant difference in the mathematical communication ability of students who get I-Pre learning with students who get conventional learning. Keywords: mathematical communication ability, ICT-asisted preprospec learning Share Link | Plain Format | Corresponding Author (NURIANA RACHMANI DEWI)

250	Mathematics Education	ABS-92
Students^ Perspectives on Selecta Capita of Mathematics Online Courses on Their Ability to Develop Mathematics Task Adi Satrio Ardiansyah, Muhammad Andi Nugroho, Bagus Surya Maulana, Kurnia Setyanti, Berlian Disi Prasetya Universitas Negeri Semarang Abstract The main problem in implementing online lectures is how to adjust what students expect with the achievement of learning quality. This study examines students^ perspectives on effective lectures on the ability to develop mathematical assignments. Quantitative descriptive research has been carried out on students of the mathematics education study program Universitas Negeri Semarang who took the Selecta Capita of Mathematics course. The data were obtained through questionnaires and analyzed by descriptive statistics. The results of the study indicate that synchronous lecture activities are the most important thing that must be prepared during lectures. Furthermore, activities such as using LMS, virtual face-to-face, discussions using the Whatsapps Group application, learning resources in the form of modules and videos, assignments for each study material, group assignments, and assignments in projects need to be prepared during lectures. These results mean the need to apply project-based learning models to develop students^ abilities in developing math task. Keywords: Ability to Develop Mathematics Task, Selecta Capita of Mathematics, Student Perspective, Team Based Project Share Link | Plain Format | Corresponding Author (Muhammad Andi Nugroho)

251	Mathematics Education	ABS-93
Students^ Perspectives on Innovation of Mathematics Learning Online Courses on Their Ability to Develop Innovative Textbooks Adi Satrio Ardiansyah, Rembulan Permata Octalia, Herlina Siswandari, Nur Rizal, Maydilla Fadiarahma Vistara Universitas Negeri Semarang Abstract The development of professional and quality teacher candidates is the responsibility of Teachers^ Education Institute (LPTK). However, this goal is certainly not easy to achieve during this pandemic. This research aims to examine student perspectives regarding the application of effective lectures on the ability to develop innovative textbook. Quantitative descriptive research has been carried out on students of the mathematics education study program Universitas Negeri Semarang who took the Innovation of Mathematics Learning course. The data were obtained through questionnaires and analyzed by descriptive statistics. The results of the study indicate that learning resources in the form of modules are the most important thing that must be prepared during lectures. Further, such as synchronous lecture activities, use of LMS, learning resources in the form of videos, discussions with colleagues, virtual face-to-face, discussions using the Whatsapps Group application, presentation of each assignment, group assignments and projects need to be prepared in the course of lectures. These results interpret the need to apply a project based learning model to develop students^ abilities in developing innovative textbooks. Keywords: Ability to Develop Innovative Textbook, Innovation of Mathematics Learning, Students^ Perspective, Team-Based Project Share Link | Plain Format | Corresponding Author (Rembulan Permata Octalia)

252	Mathematics Education	ABS-350
Mathematical Justification Research in Mathematics Education Across Grades: A Systematic Literature Review Surya Kurniawan (a*), Rizky Rosjanuardi (b) (a) Master Student, Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia. (b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia. *surya.k[at]upi.edu Abstract Justification is a set of responses or responses that a person gives when asked to provide mathematical reasons for the results he makes. Justification can be used as a social process in which mathematical knowledge is explained, systematically verified based on ideas, definitions, and properties that apply in mathematics such as representations used to display concepts. Research on justification in mathematics education has been carried out for a long time. This study aims to evaluate mathematics justification study from articles published after 2016 and before April 2022 from ERIC and Google Scholar Databases. The key questions in this study are how these articles are distributed based on year publication, country, participant, mathematics subject, method, and how to support mathematical justification. This study used a Systematic Literature Review (SLR) by Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines including inclusion and exclusion criteria and then the data were extracted, resulting in 30 studies to be reviewed. The result shows that by year of publication the articles fluctuation distributed, based on country no data from Africa and Australia was found in the databases, the participant is mostly preservice mathematics teachers, whereas only one publication studied in high school students, geometry is the most mathematics subject used in research since every grade contain this material, the method is frequently given by qualitative research with various approach, how to supporting mathematical justification is also discussed. Keywords: Mathematics Justification- PRISMA- Justification Share Link | Plain Format | Corresponding Author (Surya Kurniawan)

253	Mathematics Education	ABS-352
IMPROVING STUDENT^S PROBLEM SOLVING ABILITY AND SELF EFFICACY THROUGH THE GEOGEBRA SOFTWARE ASSISTED PROBLEM BASED LEARNING MODEL Wawan Darmawan 1, Dadan Dasari 2 and Al Jupri 3 1 Students of Masters in Mathematics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi, Isola, Kec. Sukasari, Bandung City, West Java 2.3 Lecturer of Mathematics Education at the Indonesian University of Education Abstract The purpose of this study was to obtain an overview of improving problem solving abilities and mathematical self-efficacy of students who received learning using a problem-based learning (PBL) model. The research method used is a quantitative research method. The type of research conducted is a quasi-experimental in the form of the nonequivalent pretest-posttest control group design. The population of this study were students of class XI in one of the high schools in Ciamis district, by taking samples using the purposive sampling technique. The instrument used in this research are test and non-test (observation sheet). Data collection techniques used in this study were pretest and posttest and observation sheet techniques. The subject that is presented as material is a linear program. The data analysis technique used parametric test, namely t test, Mann-Whitney non-parametric test and correlation test. The results of this research are (1) the increase in the mathematical problem solving ability of students who receive learning using Problem Based Learning (PBL) models is better than students who receive learning using conventional learning, (2) improving the mathematical problem solving ability of students who receive learning using the Problem Based Learning (PBL) model is better than students who receive conventional learning in terms of KAM, (3) increasing the ability of mathematical selfefficacy between students who receive learning using the Problem Based Learning (PBL) model is better than students who receive conventional learning, (4) there is a significant relationship between mathematical problem solving ability and mathematical self-efficacy. Keywords: Problem solving ability, self efficacy, Problem Based Learning, GeoGebra Share Link | Plain Format | Corresponding Author (Wawan Darmawan)

254	Mathematics Education	ABS-101
Edmodo-based Blended Learning to Enhancement Mathematical Communication Skills and Self-Regulated Learning of High School Students Upi Lidinillah (a*), Endang Cahya Mulyaning A (b), Dadan Dasari (b) (a) Mathematics Education Study Program, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *upilidinillah[at]upi.edu (b) Matematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aims to determine the enhancement and achievement of mathematical communication skills and self-regulated learning in students who study with Edmodo-based blended learning models compared to students who do not use the Edmodo-based blended learning models, based on: a) the general overview, b) the students^ KAM category. This research used a quasi-experimental method. The subjects of this study were the students from the 1st grade of high school. The results showed that 1) There are three stages of blended learning based on Edmodo- 2) a. generally, the enhancement and achievement of mathematical communication skills in students who received Edmodo-based blended learning models is higher than the students who received non-Edmodo-based blended learning models- b. Based on the KAM category, the enhancement and achievement of the students^ mathematical communication skills is not higher in students who received Edmodo-based blended learning models than in students who did not receive Edmodo-based blended learning models- 3) a. generally and KAM category (high), the enhancement and achievement of self-regulated learning in a student who received Edmodo-based blended learning models is higher than the students who received non-Edmodo-based blended learning models- b. Based on the KAM category (medium, and low), the enhancement and achievement of the students^ self-regulated learning is not higher in students who received Edmodo-based blended learning models than in students who did not receive Edmodo-based blended learning models- 4) the effectiveness of Edmodo-based blended learning models for students^ mathematical communication abilities is classified into medium categories. Keywords: Edmodo, Blended Learning, Mathematical Communication Skills and Self-Regulated Learning Share Link | Plain Format | Corresponding Author (Upi Lidinillah)

255	Mathematics Education	ABS-103
Improved Metacognition Reviewed Based on Mathematical Resilience Through Flipped Classroom Herlinda Lulu Cahya Andari a), Wati Susilawati b), Hamdan Sugilar c) Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia a) 1182050043[at]student.uinsgd.ac.id b) wati85[at]uinsgd.ac.id c) hamdansugilar[at]uinsgd.ac.id b) Corresponding author: wati85[at]uinsgd.ac.id Abstract The Flipped Classroom method challenges students to be actively involved and responsible for mastering the material in the blended learning process in the COVID-19 pandemic era. However, students need adjustments and guidance from the teacher to improve their metacognitive abilities. The purpose of the study was to describe metacognitive abilities through the Quipper School-assisted Flipped Classroom method based on mathematical resilience. Using the classroom action research method, involving class XI MIPA 1 SMA in Bandung Indonesia. The instrument used is a metacognitive ability test and non-test consists of a questionnaire. The findings are that: there is an increase in students^ metacognitive abilities based on a high level of mathematical resilience, indicating a good category. The level of resilience is moderate and low, each of which increases their metacognitive ability in the sufficient category. Blended Flipped Classroom learning with the help of Quipper School facilitates the process of initial concept construction, social interaction, and a good reflection process. Keywords: Blended learning- Classroom Action Research- Metacognition Share Link | Plain Format | Corresponding Author (Herlinda Lulu Cahya Andari)

256	Mathematics Education	ABS-104
Mathematical Problem Solving Through Mobile Learning Development Based on Assemblr Edu Ilham Mahendra Halim a), Wati Susilawati b), Hamdan Sugilar c) Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia a) ilhammahendrahalim[at]gmail.com b) wati85[at]uinsgd.ac.id c) hamdansugilar[at]uinsgd.ac.id b) Corresponding author: wati85[at]uinsgd.ac.id Abstract Assemblr EDU-based mobile learning as a learning resource can be accessed anytime and anywhere. However, the utilization of learning resources has not been optimal, so it has an impact on the quality of mathematical problem solving abilities that need to be improved. The purpose of the study is the development of learning resources based on EDU Assemblr mathematics. The method used is ADDIE model development. Collecting data through observation techniques, interviews, and studies from linguists, ICT experts, content experts. The implementation phase of the trial has been carried out on students of class XI MIPA 7 SMA in Bandung Indonesia. Data analysis of mobile learning development based on Assemblr EDU gets proper criteria from experts. The evaluation stage of the effectiveness and practicality of teaching material products is categorized as sufficient, so that it gets good responses from teachers and students. The development of mobile learning based on EDU assemblr as a learning resource facilitates the process of concept construction, interaction and reflection so that there is an increase in students^ mathematical problem solving abilities. Keywords: Assemblr edu- Math- Problem solving Share Link | Plain Format | Corresponding Author (Ilham Mahendra Halim)

257	Mathematics Education	ABS-360
Students Errors in Solving Mathematical Connection Problems on Quadrilateral Topics Hanne Ayuningtias Elsa(a*), Tatang Herman(b), Siti Fatimah(b) a) Mathematics Education, Universitas Pendidikan Indonesia Dr. Setiabudi Street number 229, Bandung 40154, Indonesia *hanneelsaa[at]upi.edu b) Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia Dr. Setiabudi Street number 229, Bandung 40154, Indonesia Abstract Mathematical connection ability is the ability to use the relationship of ideas in mathematics and apply mathematical ideas in contexts outside of mathematics so thats important because it can provide opportunities for meaningful learning. The background of this study is the wrong way of students thinking and understanding so that causing errors in solving mathematical connection problems. This study aims to describe students errors in solving mathematical connection problems on quadrilateral topics based on the Polyas stages. This type of study is descriptive research with a qualitative approach. The data collection technique was carried out by giving participants tests and then conducting interviews with selected participants. The participants in this study were six students in junior high school, consisting of one student in class VIII and five students in class IX. Based on the results, some participants made several types of errors on the quadrilateral topics. The mistakes made by the participants occurred at the stage of understanding the problem, developing a plan, and implementing the plan. This shows that students mathematical connection abilities are still relatively low, where students have not been able to optimize the use of knowledge related to mathematical ideas, procedures, or facts from a quadrilateral. Keywords: Error- Mathematical connection- Polyas stages- quadrilateral Share Link | Plain Format | Corresponding Author (Hanne Ayuningtias Elsa)

258	Mathematics Education	ABS-105
Mathematical connections through brain-based learning with geogebra assistance Nia Siti Nursalimah, Wati Susilawati (*) Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia *wati85[at]uinsgd.ac.id Abstract The period of the Covid 19 pandemic is a challenge for the world of education, all exposure to the implementation of learning is done online, but adapting the learning process requires the readiness of students and teachers in the field of technological literacy. The purpose of this paper is: to analyze the ability of mathematical connections between students who carry out GeoGebra-assisted brain-based learning and conventional learning based on gender. The research method used was a quasi-experimental design with a Non-equivalent Control Group. The sample consisted of the experimental class and the control class which were not randomly selected, but were selected homogeneously. The implementation was carried out at one of the state junior high schools in Bandung, Indonesia. Class VIII-C consisted of 30 students as an experimental class who carried out GeoGebra-assisted brain-based learning and class VIII-F consisted of 28 students as a conventional class. The instrument used was a mathematical connection ability test. Data analysis using two-way ANOVA. The results of the study: There are differences in the achievement of increasing the ability of mathematical connections between students in the experimental class and the conventional class. There is no difference in the achievement of increasing the ability to connect mathematics based on gender (male, female). The brain-based learning approach with the help of GeoGebra facilitates the process of construction, interaction, reflection, material that is easy to understand, so that it can improve students^ mathematical connection ability. Keywords: Mathematical connections, brain-based learning, geogebra assistance Share Link | Plain Format | Corresponding Author (Nia Siti Nursalimah)

259	Mathematics Education	ABS-106
Feasibility of APOS Theory-based Mobile Module to Improve Students Spatial Ability Henry Suryo Bintoro, Y.L Sukestiyarno, Mulyono, Walid Universitas Negeri Semarang Abstract Spatial ability plays an important role in making representations of geometric problems so that it has a basic role in the success of understanding the basic concepts of geometry. Students do not yet have maximum representational abilities. Action-process-object-schema (APOS) theory is used to trace students^ thinking processes in solving geometry problems. The purpose of this study was to obtain the results of developing a mobile module based on the APOS theory to improve students^ spatial abilities that were valid. This study uses research and development methods with the Borg & Gall model. The research data was obtained from a validation questionnaire of material experts and media experts. The type of data generated is qualitative data which is analyzed using the assessment criteria guidelines to determine product quality. Based on the results of the assessment from the validator, the criteria for the average value of the feasibility test for the APOS theory-based mobile module material are very valid by material experts and the APOS theory-based mobile module feasibility is very valid by media experts. These results indicate that the APOS theory-based mobile module teaching materials that have been developed are declared valid or feasible to use. Keywords: APOS Theory, geometry, mobile module, spatial ability Share Link | Plain Format | Corresponding Author (Henry Suryo Bintoro)

260	Mathematics Education	ABS-107
Analysis of Student^s Ability to Answering Open Ended UAS Questions Capita Selekta of Secondary Education FY 2020/2021 Hanifah H Universitas Bengkulu Abstract Analysis of Student Ability in Answering Open Ended Final Exam Questions Capita Selecta for Secondary Education FY 2020/2021 Hanifah H UNIB Mathematics Education Study Program hanifahmat@unib.ac.id Abstrak. Capita Selecta Learning for Secondary Education FY 2020/2021 took place online by applied the Project-Based Learning Model (PjBl) with the following stages: 1) Project Planning, 2) Data Collection, 3) Project Design, 4) Project Presentation, 5) Project Revision, 6) Project Assessment, 7) Final Exam. This study aimed to determine the ability of students to design learning scenarios using teaching aids on open ended final exam questions. The research method used ex post facto. The subjects of this study were students of the S1 Study Program Class A and Class B Semester V of the Mathematics Study Program FKIP UNIB TA 2020/2021 who took the Kapita Selecta Mathematics course at the Secondary Education level, totaling 52 people. Research instruments: Final Exam Sheet, Answer Sheet, and Assessment Sheet. After the data was processed, the following results were obtained: The average value of those who answered according to props on questions = 58.85 %, the average value of those who answered not according with props on questions = 17.31%, and the average value of those who did not answer = 23.85%. It can be concluded that more than 50% of those can designed teacher and student conversations according to the props on the questions in the open-ended questions. This means that more than half of students can think critically, creatively, and communicatively, and can solve problems. Keywords: Open-Ended Questions, Project-Based Learning Model Share Link | Plain Format | Corresponding Author (Hanifah H)

261	Mathematics Education	ABS-363
HYPOTHETICAL LEARNING TRAJECTORY OF TWO-VARIABLE LINEAR EQUATIONS SYSTEM (TVLES) THROUGH THE PROBLEM BASED LEARNING MODEL IN JUNIOR HIGH SCHOOL STUDENTS Nilam Sari, Sahat Saragih, E.Elvis Napitupulu, Siti Rakiyah, Hasni Suciawati, Dwi Novita Sari, Syahriani Sirait and Anim Anim State University of Medan, Asahan University, Quality University, Muslim Nusantara University Abstract The purpose of this study was to determine the alleged learning trajectory of the two-variable linear equation system (TVLES) through learning by applying a problem based learning model to class VIII junior high school students. Learning mathematics requires a meaningful process and that process cannot be obtained in a relatively short time because it requires good preparation in conveying mathematical concepts to students. The preparation is designed according to the characteristics of students so that the delivery of the material goes well as expected. The preparation referred to in this case is to design a good hypothetical learning trajectory (HLT). Hypothetical learning trajectory (HLT) is a temporary hypothesis about students^ activities in the learning process on certain materials. This study used research design and only in the preliminary step which was structured using a problem-based learning process (PBL). Every student in learning has a different way of thinking. This paper describes the hypothetical learning trajectory (HLT) in student learning activities on the material of a two-variable linear equation system (TVLES) through a problem based learning model Keywords: Hypothetical Learning Trajectory, PBL Share Link | Plain Format | Corresponding Author (Nilam Sari)

262	Mathematics Education	ABS-364
LEARNING MATHEMATICS USING GEOGEBRA APPLICATION AS A TOOL FOR REVIEW BASED ON STUDENT^S CURIOSITY Anim Anim1, a), Sahat Saragih2, b), E. Elvis Napitupulu3, c), KMS. Muhammad Amin Fauzi4, d), Syahriani Sirait5,e), Ely Syafitri6, f), Elfira Rahmadani7,g),Nilam Sari8, h) 1,2,3,4,5,6,7,8 Postgraduate Program, State University of Medan Jl. William Iskandar Psr V, Medan, Indonesia 1,5,6,7 Faculty of Teacher Training and Education, University of Asahan Jl. Jendral Ahmad Yani, Kisaran, Indonesia 8Faculty of Teacher Training and Education, University of Quality Jl. Ngumban Surbakti, Medan, Indonesia Abstract This study aimed to determine students Curiosity in learning geometri using the Geogebra aplication with conventional learning students. this research was condacted at a private junior high school i the SeiBejangkar area for the 2021/2022 academic year. The method used in this research is quasi-experimental. The sample of this study was 45 students for the experimental class obtained by using the cluster random sampling technique in class VIIIB students. Data was collected after the treatment was obtained from students^ curiosity questionnaires on geometry material. The study results revealed that there was a significant effect on learning mathematics using the Geogebra application on students Curiosity. This can be seen from the curiosity questionnaire scores of students who were taught geometry learning with the aid of the Geogebra application and 94 scores of students who were taught using conventional learning media were 84 scores. The analysis of covariance calculations shows that for learning F hit >=Ftabel (0.95,1,46) adalah 4,995>=4,06, so Ho is rejectedand Ha. In addition, the height of the regression line describes student learning outcomes, namely when X = 0, then the regression equation for Curiosity learning class using Geogebra is obtained Y = 62,777 and the conventional learning class regression equation Y = 61.399. It means that it can be concluded that there is a significant influence on learning using Geogebra on students Curiosity about the geometri material. Keywords: Geogebra, Curiosity, Mathematic Share Link | Plain Format | Corresponding Author (Anim Anim)

263	Mathematics Education	ABS-112
Development of Socrates-Based Linear Algebra Book to Improve Critical Thinking Ira Vahlia (a*), Dwi Rahmawati (a), Mustika (a), Tina Yunarti (b), Nurhanurawati a) Mathematics Education Program, Universitas Muhammadiyah Metro Jalan Ki Hajar Dewantara, Lampung 34111, Indonesia *iravahlia56[at]gmail.com b) Mathematics Education Program, Lampung 34111, Universitas Lampung Abstract Mathematics lecturers, especially in the Linear Algebra course, do not have structured teaching materials yet. Based on the results of interview and the analysis of critical thinking test, shows that students find difficult to solve given problems such as interpreting problems, analyzing, evaluating, and drawing conclusions. The purpose of this research is to develop teaching materials that can be used, namely the Socrates-Based Linear Algebra book to improve valid and practical critical thinking. In this Socratic method, there is a section for asking questions that stimulate students to think critically. The type of research used is research and development. The subjects of this study is 4th-semester students at the University of Muhammadiyah Metro. The development model used is the Plomp model which consists of three stages, namely (1) Preliminary research, Prototyping, and Assessment. The result shows that the data from the validation of the product material with the total score of the three valuators was 186 with an average percentage of validity of 82.67%, namely the very valid category. The practicality of textbooks is 85.8% with a very feasible category based on the average of questionnaire results from 10 student respondents. Based on the data obtained, it can be concluded that if the product developed is very valid and practical to be used by Linear Algebra Lecturers, then it can be continued to the field test stage. Keywords: Development- Socrates- Critical Thinking Share Link | Plain Format | Corresponding Author (Ira Vahlia)

264	Mathematics Education	ABS-368
LOCAL INSTRUCTIONAL THEORY THROUGH REALISTIC MATHEMATICS EDUCATION Dwi Novita Sari, Hasratuddin, KMS. M. Amin Fauzi, Sahat Saragih, Nilam Sari, Irham Habibi Harahap, Ismail Hanif Postgraduate Program, Universitas Negeri Medan, Faculty of Teaching Training and education Universitas Muslim Nusantara Al Washliyah,Universitas Quality Jl. Ngumban Surbakti, Medan, Indonesia, Faculty of Teaching Training and science of education, Univerasitas Muhammadiyah Sumateara Utara Abstract The purpose of this research is to produce an estimate of the learning trajectory of flat shapes that is formed in the learning process in the field through a realistic mathematics education approach in class VIII of junior high school. The type of research used is a design research type validation study with stages, namely preliminary design, prerototyping phase and assessment phase. However, this research is only a preliminary design stage which is based on a realistic mathematics education approach. Design research aims to develop local instruction theory (LIT) by involving researchers and educators collaborating and collaborating with each other to improve the quality of mathematics learning, especially on flat-shaped materials. Learning mathematics requires a learning process that is associated with events, objects, and others that are close to the lives of students. This learning process is not obtained in a short way but requires a good preparation process in conveying the material to students. The preparatory step is carried out by designing learning that is formed according to the characteristics of the students so that in delivering the material it will run well and according to expectations so that learning objectives are achieved. The preparatory step in question is to make a local instruction theory (LIT) design. This article will only describe local instruction theory (LIT) in learning activities in the form of activities carried out by students to achieve learning objectives, namely to understand the concept of flat shape from the mindset different students Keywords: Learning Instruktional teory, two dimentional figure, realistic mathematics education, design research Share Link | Plain Format | Corresponding Author (Dwi Novita Sari)

265	Mathematics Education	ABS-370
Designing a Hypothetical Learning Trajectory using Prezi Presentation and GeoGebra Application on Flat-Shaped Triangle Geometry Materials Nuraini Nuraini (a*,b), Sahat Saragih (a), Nur Azmi (b), Rahmi Ramadhani (a,c) a) Postgraduate Program, Universitas Negeri Medan Jl. William Iskandar Psr V, Medan, Indonesia *nuraini[at]iainlhokseumawe.ac.id b) Faculty of Tarbiyah and Teaching Training, IAIN Lhokseumawe Jl. Medan-B. Aceh KM. 275 No. 1 Buket Rata-Alue Awe Muara Dua, Lhokseumawe, Indonesia c) Faculty of Engineering and Computer Sciences, Universitas Potensi Utama Jl. K.L. Yos Sudarso KM. 6,5 No. 3-A Tanjung Mulia, Medan, Indonesia Abstract Technology is one of the main factors that has a critical role in upgrading the quality of learning math. Aside from being an adaptation to the rapid advancement of ICT, it is also a visualization aid for abstract math for developing an understanding. A Prezi presentation and GeoGebra application are technologies that can be used as a medium for learning math. Prezi Presentation is used as a presentation medium, and GeoGebra has become a dynamic medium to improve the understanding of geometry. Both of them have a positive impact on training the ability to think about math, experience meaningful learning, and can be used as an alternative in designing a hypothetical learning trajectory on triangle types of concepts. This study aims at designing a hypothetical learning trajectory (HLT) using Prezi presentation and GeoGebra on the triangle types of material. The HLT is designed in accordance with a student^s character so that it is easy to construct an independent understanding related to triangle types by using dynamic technology such as Prezi and GeoGebra. This study uses a design research approach through three phases: introduction, design experiments, and retrospective. This was done only in the preliminary phase to produce the first prototype in the form of HLT on the triangle type concept. The HLT will be examined in the next research and will be analysed retrospectively to make learning instructional theory (LIT) the final product. Keywords: Design research- hypothetical learning trajectory- Geometry- geogebra- prezi presentation Share Link | Plain Format | Corresponding Author (Nuraini Nuraini)

266	Mathematics Education	ABS-371
Mathematical Connection of Prospective Mathematics Teachers in Constructing Graph Based on Real-Life Problem N R Prihartiwi*, Yulia I El Milla Mathematics Department, Universitas Negeri Surabaya Jalan Ketintang, Surabaya 60231, Indonesia *ninaprihartiwi[at]unesa.ac.id Abstract Mathematical connection ability is one of the important abilities that students should have. Connecting real-world problem to mathematical concept can make learning mathematics become more meaningful for students. In everyday life, there are many information presented in graph. Graphing competence consists of graph interpretation and graph construction. Even though graph construction is crucial yet neglected skill. From the previous explanation, the purpose of this study is to describe the ability of students in constructing graph based on real-life problem. This descriptive qualitative study is collected from 37 prospective mathematics teacher in a university. All students had to answer one question about constructing graph based on real-life situation given. The result of this study, students^ mathematical connection between everyday life and mathematics itself was still low. Using indicator in this study: 10.81% of the students could not represent the real-life situation in the graph that they constructed- 75.68% of the students made graphs but many features of the graphs did not represent the situation well- and 13.51% of the students made more representing graph but some features of the graph did not relevant. Therefore, in mathematics learning the teacher should give more experience to the students to explore every-day life situation using mathematics and courage students to write their thinking down so that mathematics become meaningful for students. Keywords: mathematical connection, constructing graph, real-life problem Share Link | Plain Format | Corresponding Author (Nina Prihartiwi)

267	Mathematics Education	ABS-372
Mathematical Abilities of Students in Solving Linear Program Problems: A Systematic Literature Review Lia Halimatus Sadiah (a*), Dadang Juandi (b), Tatang Herman (b) a) Mathematics Education, Universitas Pendidikan Indonesia Dr. Setiabudi Street number 229, Bandung 40154, Indonesia *liahalimatussadiah[at]upi.edu b) Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia Dr. Setiabudi Street number 229, Bandung 40154, Indonesia Abstract Linear program is a contextual material in learning mathematics. However, in fact there are still errors and difficulties identified in studies about mathematical abilities of students in linear programming problems. This study aims to conduct a literature review on mathematical abilities of students, errors and difficulties in linear program problems. The research method chosen in this study is the SLR (Systematic Literature Review) method. Data collection was carried out by documenting and reviewing all articles regarding mathematical abilities of students, errors and difficulties on linear program problems published in the 2016-2022 period. The articles used in this study were 40 accredited articles obtained from Google Scholar and Scopus. Based on this research, it was found that mathematical abilities of students to solve linear program problems was still low. Students still make many mistakes in drawing conclusions and encoding errors, and still have difficulties in understanding concepts, making mathematical models and performing correct mathematical procedures. Keywords: Linear program, Mathematical abilities of students, Systematic Literature Review Share Link | Plain Format | Corresponding Author (Lia Halimatus Sadiah)

268	Mathematics Education	ABS-118
Mathematical Creative Thinking Ability in Junior High School Viewed From Habits of Mind Agus Firmansah (a*), Siti Fatimah (b), Kusnandi (b) a) Magister Pendidikan Matematika, Sekolah Pacasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia. * agusfirmansah13[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The purpose of this study is to analyze and describe the creative thinking process of MTs students in solving problems in terms of the habits of mind. Based on the objectives, this research is descriptive qualitative. Subjects in the study were students of class VIII in one of the MTs in Bandung in the 2021/2022 school year with material related to relations/functions and equations of straight lines. Data collection techniques are conducting tests of creative thinking skills, distributing questionnaires of habits of mind, conducting interviews, documentation studies and triangulation. The results of the study concluded that students^ creative thinking processes in solving problems that refer to creative thinking indicators have different achievements according to the characteristics of the habits of mind of each student. Keywords: creative thinking, habits of mind Share Link | Plain Format | Corresponding Author (Agus Firmansah)

269	Mathematics Education	ABS-374
Mathematical Communication Skills of Junior High School Students in Solving Straight Line Equation Problems based on Learning Interest Willy Abdul Ghany (a*), Endang Cahya Mulyaning A (b), Dadang Juandi (b) a) School of Postgraduates, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi, No. 229, Bandung 40154, Indonesia *willyghany[at]upi.edu b) Mathematics Education Department, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi, No. 229, Bandung 40154, Indonesia Abstract One of skills that students must have to compete in the 21st century is communication skills, including mathematical communication skills. In short, mathematical communication skills is ability of students to convey their mathematical ideas. However, the facts show that mathematical communication skills of junior high school students are still relatively low. This problem is closely related to learning interest. This study aims to analyze and describe the mathematical communication skills of junior high school students in solving straight line equation problems based on learning interest. This study used a qualitative research method with a case study design. The research subjects were 33 grade VIII students from one of the junior high schools in Bandung. Collecting data using triangulation techniques from data on mathematical communication skills test about straight line equations, learning interest questionnaires, and interviews. The research findings revealed that (1) Students with very good and good interest in learning are dominant at mathematical communication skills level 3. Meanwhile, student with good enough learning interest is at mathematical communication skills level 2 and student with poor learning interests is at mathematical communication skills level 3. (2) Students with very good learning interest do not guarantee to have good mathematical communication skills. Likewise, students with poor learning interests are possible to have mathematical communication skills which is not far from those of students with very good learning interests. Keywords: Mathematical Communication Skills- Learning Interest- Straight Line Equation Share Link | Plain Format | Corresponding Author (Willy Abdul Ghany)

270	Mathematics Education	ABS-119
Learning obstacles of prospective mathematics teacher students on the concept of chain rules and alternative didactic designs E Puspita (a*), D Suryadi (a), R Rosjanuardi (a) (a) Universitas Pendidikan Indonesia Jalan Dr. Setiabudhi No. 229 Bandung Abstract Many studies conclude that students still have difficulty understanding various concepts related to function derivatives. One of the concepts in derivatives is the chain rule used for composite functions. This study aims to: 1) identify student learning obstacles in understanding the chain rule concept, 2) design alternative didactic designs based on learning obstacle findings. Didactic Design Research (DDR) with two interpretive and critical paradigms was chosen in this study. The study involved 46 students of second-semester mathematics teacher candidates at one of the universities in Indonesia. Data analysis of test results, interviews, and document studies was carried out through identification, clarification, reduction, and verification techniques and then presented narratively. The results showed that students still experienced the ontogenic type of learning obstacle- mentally, students were not ready to accept knowledge because the didactic design did not accommodate the linkage of prerequisite material with chain rules. Epistemological learning obstacles are also found due to limited understanding and mastery of the chain rule concept, which is only associated with specific contexts. Based on the findings of these learning constraints, an alternative didactic design was then compiled as a hypothetical didactic design for the chain rule concept. Keywords: learning obstacle, chain rule, alternative didactic design. Share Link | Plain Format | Corresponding Author (Entit Puspita)

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