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301	Mathematics Education	ABS-449
Qualitative Analysis of Problem Solving Abilities in Geometry Learning Olaf Eko Nurcahyo, Turmudi Education University of Indonesia Abstract Mathematics is one of the most important lessons in school. Basically, students have abilities in learning mathematics. There are mathematical communication, mathematical connections, mathematical understanding, and many more. One of the most important abilities that includes these abilities is problem solving ability. This ability is used by students in solving problems in mathematics. In learning mathematics, there are several topics, including geometry and algebra. In junior high school, students learn algebra for the first time, while geometry has been taught when they were in elementary school. Because of this, the topic of geometry is a good thing to research with the aim of knowing the extent of the abilities that students have. The research will be carried out with qualitative methods and case studi approach. The result of this research is about how student solve math problems and what obstacle that make student can not solve math problems in geometry. Keywords: Problem Solving- Geometry- Mathematics Share Link | Plain Format | Corresponding Author (Olaf Eko Nurcahyo)

302	Mathematics Education	ABS-194
Analysis of Creative Thinking Skill in Solving Mathematical Problems viewed from The Types of Personality Wening Anggorowati, Rahayu Kariadinata, T. Tutut Widiastuti A. (*) Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia *widiastuti[at]uinsgd.ac.id Abstract Creative thinking skills are part of the student thinking process in solving math problems. Each student has a different thought process according to their personality, so needed suitable learning model for each type of integration. One of personality type that can be used to review students creative thinking skills is the Keirsey personality type. The purpose of this research is obtain a description of student personality types based on Keirsey personality test result and creative thinking skill of student in solving mathematical problem on personality types Guardian, Artisan, Rational, and Idealist. The research subject were students of class X MIPA 1 in one of the senior high schools in Bandung by purposive sampling. This research is descriptive-qualitative research. The results showed that subjects with Guardian personality types became the majority in the class and students with Idealist personality types became the minority. Then based on the results of the analysis, students with Guardian personality types meet indicators of fluency, novelty, and elaboration- Artisan meet indicators of fluency and novelty- Idealist meet indicators of fluency and novelty- and Rational meet all indicators of creative thinking skills, namely fluency, flexibility, novelty and elaboration. By knowing the student personality type, it is expected to be a reference in teaching methods in order to improve student creative thinking skills. Keywords: Creative thinking skill- Keirsey personality type- Mathematical Problem Solving Share Link | Plain Format | Corresponding Author (Wening Anggorowati)

303	Mathematics Education	ABS-453
Development of Executive Function-based Electronic Modules in Learning Mathematical Literacy Dani Kusuma, Y.L Sukestiyarno, Wardono, Adi Nur Cahyono Universitas Negeri Semarang Abstract Learning in the era of the covid-19 pandemic has directed learning in different forms. This research aims to develop an executive function-based Electronic Module design for learning mathematical literacy. The research method in this research is development research using ADDIE development design. The instruments used in this study were validity questionnaires, practicality questionnaires, and observation sheets. The research subjects were 8th-grade students at the junior high school level as users of electronic-based modules. The validity of the research instrument was obtained through the validation stages by expert validators so that the instrument was suitable for use in research. The results showed that the development of the Executive Function-Based Electronic Module in Mathematical Literacy Learning met the valid, effective, and practical criteria for use in mathematics literacy learning. The validity results showed that the media met the valid criteria based on the expert validators. Meanwhile, the test results show that the electronic module can improve students^ mathematical literacy so that it meets the effective criteria. Then based on the results of the practicality questionnaire, the percentage yield was 82%, so it met the practical criteria. Keywords: Covid-19, E-Learning, Distance Learning, Mathematic Literacy Share Link | Plain Format | Corresponding Author (Dani Kusuma)

304	Mathematics Education	ABS-454
Error Analysis in Solving Linear Equations System in Two Variables (LESTV) Problems Nilam Manik Malela (a*), Sufyani Prabawanto (b) a) Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia *nilamm.malela[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract A Linear Equation System in Two Variables (LESTV) is a mathematical concept that is closely related to real-life problems. Contextual problems, which are typically presented as word problems, are complicated problems that must be solved in numerous steps. It is undeniable that word problems raise various obstacles for students in solving them. This study aimed to describe the various mistakes made by students at each stage of solving word problems based on past research and test findings. A qualitative research approach was used in this study, which was done on junior high school students. The Polya stage was used to do the error analysis. The findings show that students struggled to understand words and phrases, which limited their ability to model contextual questions. There were additional problems due to students^ inability to master the system^s completion procedures. Students who were not used to dealing with contextual issues frequently misinterpreted the results and hence did not respond to the question. Keywords: error analysis- word problems- linear equations system in two variables Share Link | Plain Format | Corresponding Author (Nilam Manik Malela)

305	Mathematics Education	ABS-200
Implementation of Case Method and Team Based Project in Differensial Calculus Course Nuriana Rachmani Dewi, Mashuri, Mulyono, Iqbal Kharisudin, Adi Satrio Ardiansyah Department of Mathematics, Universitas Negeri Semarang, Indonesia Abstract The main purpose of this research was to analyze comprehensively implementatioan of case method and team based project in differensial calculus course. This research used descriptive qualitative 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 Differensial Calculus course, while their data were collected using two instruments, including observation sheet and interview guidelines. After that, the data were analyzed. From the findings, it can be concluded that learning using case methods and team-based projects makes students understand the material better because it is student-centered learning, and it creates interest and motivation in student learning. Keywords: Case Method, Team Based Project, Differensial Calculus Course Share Link | Plain Format | Corresponding Author (NURIANA RACHMANI DEWI)

306	Mathematics Education	ABS-201
Analysis of Mathematical Creative Problem Solving Ability in Experiential Learning Model Anik Yuliani (a*), Dahlia Fisher (b) a) Faculty of Mathematics Education and Science, IKIP Siliwangi Jalan Terusan Jenderal Sudirman, Baros, Cimahi 40521, Indonesia anik_yuliani0407088601[at]ikipsiliwangi.ac.id b) Faculty of Teacher Training and Education, UNPAS Jalan Taman Sari 6-8 Bandung 40116, Indonesia Abstract Mathematical creative problem solving ability is one of the difficult ability for students to learn. Thus we need a learning that is able to overcome the difficulties of students in understanding these abilities. One of the learning models that can help students understanding mathematical creative problem solving ability is the experiential learning model. The sample in this study was a eight class of junior high school student in one of the junior high schools in Cimahi City. The research method used in this research is quantitative descriptive research. The results showed that the mathematical creative problem solving ability of students who received learning using the experiential learning model was better than students who received scientific learning. They have five aspect in mathematical creative problem solving ability, one of them acceptance finding difficulty for students. Keywords: Mathematical Creative Problem Solving Ability, Experiential Learning Model Share Link | Plain Format | Corresponding Author (Anik Yuliani)

307	Mathematics Education	ABS-457
Study Of Students^ Concept Image On The Set Operations Topic Syaifullah*, D Juandi, A Hasanah Departemen Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Setia Budi No. 229, Bandung 40154, Indonesia Abstract Objectivities of this study is to determine the scientific concept of mathematicians, the concept image of the teacher and the concept image of students on the topic of set operations, the causes of the concept image possessed by students, and the differences between mathematical scientific concepts, teacher concept images, and student concept images. This study use qualitative method with hermeneutic phenomenology approaching, The research was conducted by giving students a concept image test and interviewing students to explore the concept image of students on the topic of set operations. Furthermore, the students concept image will be compared with teacher and scientific concept of mathematician. The subjects of this study is Junior high school students who have studied the topic of set operations as many 30 students. The results of the study is that there were no significant difference between the scientific concept of mathematicians and the concept image of the teacher, a very large difference between the scientific concept of mathematicians and the concept image of students, a very large difference between the concept image of the teacher the concept image of the student on the topic of set operation. Keywords: Set operations- concept image- hermeneutic phenomenology- mathematicians- Junior high school student- Share Link | Plain Format | Corresponding Author (Syaifullah Syaifullah)

308	Mathematics Education	ABS-458
Learning Video for Supporting Mathematical Literacy: How to Design it? Tria Gustiningsi, Ratu Ilma Indra Putri, Zulkardi, Hapizah Mathematics Education, Universitas Sriwijaya, 524 Padang Selasa St., Palembang, Sumatera Selatan 30128, Indonesia Abstract This study aims to produce learning video to support students^ mathematical literacy. This type of study is a design research using development studies which consists of a preliminary stage and a prototyping stage. This study discusses about the self-evaluation stage in prototyping. Material content is statistical material. Data were collected by documentation, namely curriculum and PISA framework. Data were analyzed descriptively. The result of this study is produce the first prototype of a learning video to support mathematical literacy that is adapted to the PISA framework which consist of content, context, problem level, and mathematical process. Keywords: Learning Video- Mathematical Literacy- Design Research Share Link | Plain Format | Corresponding Author (Tria Gustiningsi)

309	Mathematics Education	ABS-459
MATHEMATIC CONNECTION ABILITY BASED ON LEARNING STYLES OF JUNIOR HIGH SCHOOL STUDENTS ON CIRCLE SUBJECT Nidaul Husna Khairi (a*), Bambang Avip Priatna Martadiputra (b) Faculty of mathematics and natural science education, Indonesia university of education Abstract The aim of this study is to describe the mathematical connection ability of junior high school students in solving circle problems in students with visual, auditory and kinesthetic learning styles. The research subjects were eighth grade students of MTs. Muallimin Univa Medan which consisted of one student with visual, auditory and kinesthetic learning styles. The research instrument consisted of a mathematical connection ability test and an interview guide. The ability of mathematical connections in this study consisted of two, namely using the connections of mathematical concepts in solving the given mathematical problems and solving mathematical problems related to real life. Based on data analysis, it can be concluded that visual learning style students are able to meet both indicators, namely using the linkage of mathematical concepts in solving given mathematical problems and linking mathematical concepts to everyday problems, auditory learning style students are able to meet the second indicator, namely linking mathematical concepts, and students with kinesthetic learning style have not been able to fulfill the two indicators of mathematical connection ability. Keywords: Mathematic connection ability- learning styles- circle Share Link | Plain Format | Corresponding Author (Nidaul Husna Khairi)

310	Mathematics Education	ABS-208
How is the Heterogeneity of Mathematical Reasoning Ability? A Systematic Literature Review Chelsi Ariati, Dadang Juandi Universitas Pendidikan Indonesia Abstract Mathematical reasoning ability is one of the important learning objectives of mathematics to be achieved by students at school. This study aims to analyze the studies conducted in order to provide an overview of mathematical reasoning abilities. The method used is a systematic literature review. The author conducted a literature search of mathematical reasoning research articles with a quantitative approach published in the range of 2013 and 2021 from three electronic databases and predetermined selection criteria to obtain the distribution of articles based on year of publication, education level, class, demographics, many samples, and journal index. Research on mathematical reasoning ability has received good attention, especially in 2016-2018. The majority of these studies were conducted at the junior high school level in grade VIII. The study was also dominated in Java & Bali with a sample of more than 30 students. Suggestions for educators or researchers to be able to further research mathematical reasoning abilities from the elementary school level, in areas outside Java & Bali. This systematic review recommends to be followed up with a more robust method, namely meta-analysis, taking into account several moderating variables. Keywords: Mathematical Reasoning Ability, Systematic Literature Review, PRISMA Protocol, Moderator Variables Share Link | Plain Format | Corresponding Author (Chelsi Ariati)

311	Mathematics Education	ABS-211
PENGEMBANGAN BAHAN AJAR PEMODELAN MATEMATIKA DENGAN KONTEKS MEDIA MASSA Tiara Patria Ningsih and Darmawijoyo Mathematics Education Department, Sriwijaya University Abstract Tujuan penelitian ini ialah menghasilkan bahan ajar pemodelan matematika yang valid dan praktis serta memiliki efek potensial terhadap persepsi matematika siswa. Model ADDIE digunakan dalam mengembangkan bahan ajar pemodelan matematika ini. Subjek penelitian ini yaitu siswa kelas VII.A SMP Srijaya Negara. Teknik pengumpulan data dalam penelitian ini ialah walkthrough, angket, observasi dan wawancara. Kevalidan bahan ajar yang dikembangkan dilihat dari tiga aspek yaitu konstruks pemodelan matematika, isi dan bahasa. Validasi dilakukan pada tahap expert review dan tahap one to one. Kepraktisan dilakukan pada tahap small group dan fieldtest dan efek potensi dilakukan pada tahap fieldtest. Penelitian ini menghasilkan rata-rata persentase kevalidan sebesar 82,4%, efek potensial dengan katagori sebagai berikut: amat baik sebesar 21,88%, baik sebesar 62,50%, cukup sebesar 15,63%. Secara keseluruhan rata-rata skor persepsi matematika siswa kelas VII.A terkategori baik. Keywords: Bahan Ajar, Pemodelan Matematika, Soal Visual Kombinasi Teks, Konteks Media Massa, Persepsi Matematika Siswa Share Link | Plain Format | Corresponding Author (Tiara Patria Ningsih)

312	Mathematics Education	ABS-213
The use of augmented reality in improving mathematical logic concepts in sign language learning Dase Erwin Juansah, Heni Pujiastuti, Rudi Haryadi Universitas Sultan Ageng Tirtayasa Abstract This study aimed to determine the ability of mathematical logic concepts in learning Indonesian using sign language for prospective teacher students at Sultan Ageng Tirtayasa University through augmented reality learning media. The method used in this study is a quasi-experimental design with one group pretest and posttest. The instrument used in this research is a mathematical concept ability test on logic material, in 10 essay tests and tested on 30 student-teacher candidates at Sultan Ageng Tirtayasa University. The average N-gain result for prospective teacher students at Sultan Ageng Tirtayasa University is 0.67 in the medium category. The conclusion is that the ability of mathematical logic concepts by using augmented reality media on student-teacher candidates at Sultan Ageng Tirtayasa University is in the moderate category of 67%. Augmented reality learning media can be effective as learning aids on mathematical logic concepts. Keywords: mathematical logic, augmented reality, learning media. Share Link | Plain Format | Corresponding Author (Heni Pujiastuti)

313	Mathematics Education	ABS-214
PENGEMBANGAN BAHAN AJAR BERBASIS PEMODELAN MATEMATIKA MENGGUNAKAN KONTEKS SWASEMBADA BERAS Khofifah Indah Sari and Darmawijoyo Mathematics Education Department, Sriwijaya University Abstract Penelitian ini bertujuan menghasilkan bahan ajar berbasis pemodelan matematika menggunakan konteks swasembada beras yang valid, praktis, dan memiliki efek potensial terhadap persepsi matematika siswa. Model ADDIE digunakan dalam mengembangkan bahan ajar pemodelan matematika ini sebagai metode penelitian. Subjek pada penelitian ini adalah siswa SMP Negeri 1 Pangkalan Lampam kelas VIII. Teknik pengumpulan data yang digunakan pada penelitian ini adalah walkthrough, angket, observasi dan wawancara. Penelitian ini menghasilkan sebuah bahan ajar pemodelan matematika menggunakan framework Blum yang valid, praktis dan memiliki efek potensial terhadap persepsi matematika siswa. Berdasarkan hasil angket persepsi diperoleh data sebagai berikut: 26,67% siswa kategori persepsi amat baik, 60% siswa kategori persepsi baik, dan 13,33% siswa kategori persepsi cukup. Keywords: Bahan Ajar, Pembelajaran Pemodelan Matematika, Konteks Swasembada Beras, Persepsi Matematika Share Link | Plain Format | Corresponding Author (Khofifah Indah Sari)

314	Mathematics Education	ABS-472
The Analysis of Students Learning Obstacles on Mathematical Reasoning and Creative Thinking Skills 5th graders of Elementary Schools Winarti Dwi Febriani (a*), Riza Fatimah Zahrah (b), Geri Syahril Sidik (b) a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung * winartidwi[at]upi.edu b) Sekolah Pascasarjana, Universitas Pendidikan Indonesia Abstract This research is motivated by the difficulties of elementary school students in understanding geometric concepts, especially geometrical materials, namely cubes and blocks. Based on the preliminary study, there are still many fifth grade elementary school students who still have difficulty in developing mathematical reasoning and creative thinking skills when studying the concept of geometric figures, so that geometry material is considered the most difficult material to learn. This study aims to analyze and explore learning obstacles on mathematical reasoning and creative thinking skills in understanding the concept of cubes and blocks in order to produce a didactic design in the form of a Hypothetical Learning Trajectory (HLT) based on Realistic Mathematics Education (RME). This research was a qualitative research with a Didactical Design Research (DDR). The sample of this study was 20 students of 5th in Two Elementary Schools in Tasikmalaya Regency. The data was collected by observing, mathematical reasoning and creative thinking skills test on the concept of cubes and blocks, interviews, and documentation. Based on the test of cube and block material, the test results obtained that the average percentage of 65% of students on concept difficulty, the average percentage of 80% of students on difficulty in using data, the average percentage of 70% of students on difficulty in interpreting data, and the average percentage of 100% of students on the difficulty of drawing conclusions. An alternative solution that can be applied is to make a didactical design for students^ mathematical reasoning and creative thinking skills on the concept of cubes and blocks in the form of a Hypothetical Learning Trajectory which will be investigated in further research. Keywords: mathematical reasoning skills- creative thinking skills- geometry material Share Link | Plain Format | Corresponding Author (Winarti Dwi Febriani)

315	Mathematics Education	ABS-475
Students Difficulties in Constructing Mathematical Models in The System of Linear Equations with Two Variables Muhammad Ridha(a*), Suhendra(a) a) Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia *muhammadridha[at]upi.edu Abstract One factor in the low ability of students to solve mathematical problems is the inability of students to construct sentences into mathematical models. Based on that phenomenon, this study aims to determine the causes of students experiencing difficulties in constructing mathematical models through word problems in the system of linear equations with two variables topic. The research was conducted with a descriptive analysis approach. Subjects were students with average abilities as seen from the answers and daily activities of students based on initial observations. Data were analyzed using data reduction steps, and conclusions. The results of this study concluded that students with average abilities could understand the problems referred to the questions but had not been able to construct the mathematical model, the reasons were that students did not understand the model construction procedures well, and students also could not connect mathematical sentences correctly, did not understand the use of operations of sum and similarity sign. Keywords: The difficulty of learning mathematics, mathematical models, two-variable linear equation system. Share Link | Plain Format | Corresponding Author (Muhammad Ridha)

316	Mathematics Education	ABS-480
Analysis of Students^ Numeracy Literacy Ability in Solving Math Problems of Junior High School Syahriani Sirait1, a), Anim2, b), Elfira Rahmadani3, c), Ely Syafitri4, d), Nilam Sari5, Universitas Asahan Abstract The purpose of this study is to determine the numeracy literacy ability of students at SMP Al-Washliyah 10 Meranti in solving numeracy literacy problems. The method used in this study is qualitative research. The subjects in the study were students of class VIII SMP Al-Washliyah 10 Meranti with a total of 27 students. The question instrument used in this study is in the form of 3 questions that refer to indicators of students^ numeracy literacy ability. The data analysis technique carried out is to assess the results of student answers and determine the criteria for the percentage of errors made by students. The data were analyzed based on the cognitive level of numeracy literacy, namely understanding, application and reasoning. Data collection was carried out using a valid numeracy literacy AKM test instrument. The results of this study show that students^ numeracy literacy ability belongs to the moderate category, which can be seen from the percentage of mistakes made by students in each indicator. Keywords: Numeracy literacy Share Link | Plain Format | Corresponding Author (Syahriani Sirait)

317	Mathematics Education	ABS-482
INCREASING STUDENTS^ SELF-REGULATED LEARNING THROUGH A REALISTIC MATHEMATICAL EDUCATION Rama Nida Siregar (a*), Sufyani Prabawanto (b), Didi Suryadi (b) a) Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi Nomor 229, Bandung, Indonesia *ramanidasiregar[at]upi.edu *ramanidasiregar575[at]gmail.com *sufyani[at]upi.edu b) Department of Mathematics Education Abstract This research is motivated by problems, the low level of students self-regulated learning abilities. The purpose of this study was to determine the increase in students self-regulated learning abilities with a realistic mathematical education in mathematics learning, and to determine students responses to mathematics learning by using a realistic mathematics education. The design used in this study was a pretest-posttest control group research design, with a quasi- experimental method. The population in this study were all class VII students of Al- Ulum Private Junior High School Medan, while the sample in this study were students of class VII 4 as the experimental class and class VII 6 as the control class who were randomly selected class. The instrument used is a self-efficacy questionnaire to see the ability of self-regulated learning that has been tested and a questionnaire to see student responses. In this study, data was obtained to see the increase in students self-regulated learning abilities with a realistic mathematics education in mathematics learning and to see students responses to mathematics learning using a mathematical education which was analyzed using a Likert attitude scale. The conclusion obtained in this study is the increase in self-regulated learning of students who receive learning using a realistic mathematics education is better than students who receive conventional learning, the average experimental class (92.57) is higher than the control class (88.42) and the attitude students towards learning with realistic mathematics education is positive and students^ self-regulated learning abilities using learning with realistic mathematics education increases. Keywords: Realistic mathematics education, and Students^ self-regulated learning Share Link | Plain Format | Corresponding Author (Rama Nida Siregar)

318	Mathematics Education	ABS-227
Development of PISA Type Questions with the Context of COVID-19 Vaccination Dhiyaa Arzyelin Priandani, Anton Jaelani Universitas Muhammadiyah Purwokerto, Universitas Muhammadiyah Purwokerto Abstract During the COVID-19 pandemic, there are various forms of data related to it. One of these data is data on vaccinations to end the COVID-19 pandemic. This can be used as a context in making statistical literacy questions. This study aims to produce valid literacy questions such as questions on the Program for International Students Assessment (PISA) with the context of COVID-19 vaccination data and describe the answers of Junior High School (SMP) students from these questions. The validator in this study was a lecturer in mathematics education and a junior high school mathematics teacher in Purwokerto. Trials to answer questions were given to 5 junior high school students in Purwokerto who were selected by purposive sampling. The results of this study indicate that the PISA type questions with the context of the COVID-19 vaccination data made have been declared logically valid. In addition, the characteristics of students^ answers to the PISA type questions that have been made are that they still have not answered broadly and in depth. Keywords: PISA, literacy, vaccination, COVID-19 Share Link | Plain Format | Corresponding Author (Dhiyaa Arzyelin Priandani)

319	Mathematics Education	ABS-484
Students^ Errors in Solving Powers and Roots Based on AVAEM (ARITH, VAR, AE, EQS, and MATH) Categories Cyndana Kartika Putri (a*), Sufyani Prabawanto (b), Dadang Juandi (b) Mathematics Education Department, Indonesia University of Education Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract A power can be seen as the product of multiplying a number by itself, whereas the root is the opposite of power. These topics are very important to be understood by junior high school students. This study aims to describe students^ errors in solving powers and roots task based on AVAEM (ARITH, VAR, AE, EQS, and MATH) categories. The type of this research is qualitative research with case study design. The subjects of this research were 4 students of grade 9, a junior high school in Banjarmasin, South Borneo. Data were collected using tests and interviews. During the study, it was found that errors made by students include errors in applying arithmetic operations (ARITH), errors in understanding distinguish the roles of literal symbols (VAR), errors in understanding algebraic expressions (AE), errors in distinguishing the meaning of the ^=^ sign (EQS), and errors in mathematization (MATH). Errors made by students in solving task are the gateway to analyzing the existence of learning obstacles. Therefore, the implication of this study is as a first step to investigate learning obstacles experienced by students in powers and root forms. Keywords: students^ errors- powers and roots- AVAEM categories Share Link | Plain Format | Corresponding Author (Cyndana Kartika Putri)

320	Mathematics Education	ABS-488
The Effect of E-Modules on Blended Learning toward Student Learning Independent Post Pandemic Covid-19 Novianti (a*), Siti Khaulah (a), Rahmi Hayati (a) a)Faculty of Teacher Training and Education, Almuslim University, Matangglumpangdua 24261, Indonesia *novianti.idr[at]gmail.com Abstract The Blended learning method carried out after the COVID-19 pandemic was strongly supported by digital-based learning media including the use of e-module media. The purpose of this study was to see the effect of using e-modules on student learning independence in the Algebraic Structure course during the covid-19 pandemic. The research design used was pre-experimental with a one-group pretest-posttest design. The data collection methods used were tests and questionnaires. The study population was all students of the fifth semester of the Mathematics Education Study Program at Almuslim University for the 2020/2021 academic year with a sample of 32 students. The data analysis technique used a non-parametric test with a significant level of = 5%. The results obtained are from the value of Sig. (2-tailed) of 0.000 so that the resulting value shows Sig. (2-tailed) is smaller than 0.05, then Ho is rejected and Ha is accepted, so there is an effect of using e-modules on student learning independence. From the results of the questionnaire, students^ responses to independent learning and learning during the COVID-19 pandemic also obtained a score of 69.08% in the high category. Keywords: E-Modules, Student Learning Independence, Covid-19 Share Link | Plain Format | Corresponding Author (Novianti Novianti)

321	Mathematics Education	ABS-234
Didactic Transposition of Mathematics Knowledge: The Challenges in Teaching Algebra during Covid-19 Pandemic Nadya Syifa Utami (a*), Sufyani Prabawanto (a**), Tatang Herman (a) a) Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *nadyasyifa[at]upi.edu **sufyani[at]upi.edu Abstract Effective learning happens when teachers can facilitate students to construct their knowledge independently. Nevertheless, Covid-19 pandemic makes teachers have limitedness in evaluating the knowledge gained by students. This research analyses the didactic transposition, between the knowledge taught by the teacher and the knowledge learned by students in the concept of algebraic form. Moreover, a qualitative method with phenomenology design was used in this study with a mathematics teacher and eleven seven-graders were the subject. The data collection was done by collecting the lesson plan, the related documents, and the teacher^s interview as the sources for taught knowledge. The test and the student questionnaires were references for learned knowledge. The data analysis was done by adopting the framework of praxeology developed by Chevallard. The result shows that the teacher gave fewer chances to the students in exploring their way (technique) to solve problems given (type of task) so that the concept within algebraic form (technology-theory) inclined to be transformed by the teacher in limited contexts. Consequently, students had many misconceptions indicated from their test answers in solving problems within other contexts. In conclusion, limitations in teacher^ learning design during the pandemic era affected some learning losses for students. Keywords: Algebraic form- Praxeology- Didactic transposition- Covid-19 pandemic Share Link | Plain Format | Corresponding Author (Nadya Syifa Utami)

322	Mathematics Education	ABS-490
Attention, Relevance, Confidence, Satisfaction (ARCS) Learning Model in Improving Students^ Mathematical Connection Ability Rizki Dwi Pangestuti, Nunung Sobarningsih, Hamdan Sugilar Mathematics Education Department, UIN Sunan Gunung Djati Bandung, Indonesia *hamdansugilar[at]uinsgd.ac.id Abstract This research is a quasi-experimental research conducted to improve students^ mathematical connection skills, one of which is through the use of Attention, Relevance, Confidence, Satisfaction (ARCS) models. The purpose of this study was to determine (a) the description of the process of students and teachers in learning mathematics using the ARCS learning model- (b) differences in the improvement of mathematical connection skills between students using the ARCS learning model and students using conventional learning- (c) student responses to mathematics learning using the ARCS learning model. The data obtained using a test research instrument in the form of mathematical connection skills and non-test questions, namely student response questionnaires to learning using the ARCS learning model. This research was conducted at SMPN 3 Bandung City with a sample of class VIII-6 as a control class and class VIII-7 as an experimental class on statistical material. Based on the results of research and processing of n-gain data, obtained: (a) the description of the learning process of teachers and students on statistical material using the ARCS learning model is in the very good category- (b) there are differences in the improvement of mathematical connection skills between students who use the ARCS learning model and students who use conventional learning- (c) most of the students who received learning using the ARCS learning model responded positively to learning mathematics using the ARCS learning model. Keywords: Mathematical Connection, Attention, Relevance, Confidence, Satisfaction (ARCS) Share Link | Plain Format | Corresponding Author (Rizki Dwi Pangestuti)

323	Mathematics Education	ABS-235
Mathematical Content in Traditional Red Brick Making in Kedondong Village, Ledug District, Banyumas Regency Muhammad Haqi Aziz, Anton Jaelani Universitas Muhammadiyah Purwokerto, Universitas Muhammadiyah Purwokerto Abstract Culture is a man-made product that includes knowledge, belief, art, morals, law, customs, skills, and other habits needed by humans. One of the cultures that still survives today in Indonesia, especially the islands of Sumatra, Java, and Bali, is the traditional red brick making process that contains mathematical content that has the potential to become culture-based mathematics learning materials. This study aims to describe the use of mathematics in the traditional red brick manufacturing process in Kedondong Village, Ledug District, Banyumas Regency. This type of research is a qualitative research with an ethnographic approach. The research method is literature review, observation, and interviews. The results of this study indicate that there are concepts, procedures, principles, and mathematical problem solving in traditional red brick making related to counting, measuring, designing, congruence and congruence, plane figures, and solid figures. Keywords: ethnomathematics, bricks, culture Share Link | Plain Format | Corresponding Author (Muhammad Haqi Aziz)

324	Mathematics Education	ABS-492
MOTIVATION AND CONCEPTUAL UNDERSTANDING OF FRACTIONAL IN LEARNING MATHEMATICS ACTIVITIES IN THE AGE OF COVID-19. Riza Fatimah Zahrah,Winarti Dwi Febriani, and Geri Syahril Sidik Universitas Perjuangan Tasikmalaya Abstract The purpose of this research is analyzing the motivation to study students of the conseptual understanding of mathematical fractions in the covid-19 pandemic. Conseptual understanding is supposed to be possessed around the basics of students consistent with the objectives of mathematics. This study used a quantitative approach with the approach analisi survey with multiple regression. This study was conducted at primary school district in Kuningan. This research capable of being the difficulty primary school student in the face with the motivation to study math with high category. The Study of the students the with indicator of conseptual understanding: 1) said a concept, all students can do- 2) one example and not an example, as many as 2 students- 3) as the concepts to solving a problem only one student can do. Keywords: motivation, conseptual understanding. Share Link | Plain Format | Corresponding Author (Riza Fatimah Zahrah)

325	Mathematics Education	ABS-500
DESIGN NUMERATION ACTIVITY ASSISTED E-LEARNING SISFO USING COVID-19 CONTEXT RELATING STATISTICAL TOPIC FOR PRE-SERVICE TEACHER Jayanti (a,b), Zulkardi (b*), Ratu Ilma Indra Putri (b), Yusuf Hartono(b) (a)Universitas PGRI, Palembang, Indonesia (b*) Universitas Sriwijaya, Palembang, Indonesia Email: zulkardi[at]unsri.ac.id Abstract The Online learning during the Covid-19 pandemic has limitations during learning, where lecturers use learning platforms, especially for e-learning SISFO Universitas PGRI Palembang. This study aims to produce learning worksheets to support students^ mathematical numeracy that is valid and practical. The research subjects were 4th semester students at PGRI. This research is a research design research development which has two stages, namely preliminary evaluation and formative evaluation. Formative evaluation includes self-evaluation, one-to-one, and expert review, small group and field tests. Data was collected through walkthroughs, interviews, and documentation on the PISA curriculum and framework. The context is COVID 19 with statistical content topics. This study discusses the self-evaluation stage in prototyping. The results of the analysis show that the LKPD activities reviewed by three expert reviews with focus group discussions are valid - also practical. This type of research is a design research using a development study which consists of an introductory stage and a prototyping stage. Data collection is done with documentation, namely the curriculum and the PISA framework. Data were analyzed descriptively. The result of this research is to produce a learning worksheet prototype to support mathematical numeracy that is adapted to the PISA framework consisting of content, context, problem level, and the mathematical process itself. Keywords: Design reseach, Numeration, and e-learning Sisfo Share Link | Plain Format | Corresponding Author (Jayanti M.Pd)

326	Mathematics Education	ABS-501
Supporting Mathematics Teachers to Develop PISA-like Numeracy Task Using Effect of COVID-19 Context Duano Sapta Nusantara (a), Zulkardi (b*), Ratu Ilma Indra Putri (c) Department of Mathematics Education, Universitas Sriwijaya, Palembang 30128, Indonesia Abstract The implication of the introduction of the Independent Learning Program is that teachers have the freedom to innovate and learn independently and creatively according to the school and its environment. In addition, the freedom to use various local situations has been mandated for teachers to improve students^ literacy and numeracy competencies to prepare students for the minimum competency assessment (MCA). This article aims to report on the professional development process of mathematics teachers in Musi Rawas in designing PISA-type questions in the context of COVID-19 for learning mathematics. The teachers generated the PISA-like numeracy task in learning with various difficulty levels ranging from understanding, application, and reasoning. The method used is development research. A series of activities carried out include: (1) Introduction of the 2022 PISA framework- (2) Development of PISA-type questions with the context of COVID-19- (3) The teachers have carried out cycles of formative evaluation after training and mentoring. As a result of this training and mentoring, teachers can design PISA-like numeracy task with the context of COVID-19 for learning mathematics. In conclusion, continuous training and mentoring can help teachers be free to innovate in developing their PISA-like numeracy task for classroom learning. Keywords: PISA, Minimum Competency Assessment, COVID-19, PMRI Share Link | Plain Format | Corresponding Author (Duano Sapta Nusantara)

327	Mathematics Education	ABS-246
Analysis of Student Errors in Conceptual Understanding of Fractions in the 4th Grade Siti Rufaidah Khoiriyah (a*), Wahyudin (b*) a) Universitas Pendidikan Indonesia, Bandung, Indonesia *siti.rufaidah11[at]upi.edu b) Universitas Pendidikan Indonesia, Bandung, Indonesia *wahyudin[at]upi.edu Abstract The purpose of this research is to describe the types of student errors in understanding the concept of fractions in the fourth grade of elementary school. This research was conducted using a descriptive qualitative method. The subject was three students with most errors in the test indicators who were taken from 30 students of fifth grade in an elementary school in Tasikmalaya City, West Java who had studied fractions in fourth grade. The data collection techniques used are observation, test questions, interviews, and documentation, with data analysis techniques in the form of qualitative data analysis. The results showed that there were several types of student errors in understanding the concept of fractions, namely: (1) operations error, where students use inappropriate operations in solving math problems, (2) computational or factual errors, where students use appropriate operations but make mistakes involving basic facts such as miscalculation of numbers, and (3) algorithm error, where the student uses the appropriate operation but makes a number of factual errors in the step of implementing the strategy or in applying the operating procedure. The error occurred caused by the wrong way students think about the concept of fractions and students are careless in doing calculations. Therefore, it is necessary to make efforts to deal with these mistakes and anticipate so that these mistakes will not be repeated for future students in understanding the concept of fractions. Keywords: Student errors- conceptual understanding- fractions Share Link | Plain Format | Corresponding Author (SITI RUFAIDAH KHOIRIYAH)

328	Mathematics Education	ABS-252
Remeasuring numeracy literacy skills: How is the students skills post-pandemic? Inne Marthyane Pratiwi (a*), Lisna Apriani (b), and Muhammad Rifqi Mahmud (a) a) Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Sunan Gunung Djati, Jl. Soekarno Hatta, Cimincrang, Gedebage, Bandung 406294, Indonesia *inne.mp[at]uinsgd.ac.id (b) SDN Ciburuy, Bandung Barat Abstract Numeracy literacy is an individuals skill to use knowledge, methods, facts, and mathematical instruments in everyday life. The importance of using numeracy literacy in everyday life requires students to achieve these abilities from an early age. This study aims to describe the numeracy literacy profile of madrasah ibtidaiyah (Islamic-based elementary schools) students after the covid-19 pandemic in numbers material. The study used a qualitative approach with a qualitative descriptive method. Data were taken through tests, interviews, and document analysis. The data was processed using Miles and Huberman analysis techniques, namely data reduction, data display, and conclusion/verification. The research participants consisted of 150 of fourth grade students at madrasah ibtidaiyah, Bandung. Classically, the level of students numeracy literacy skill is in the basic category. Students have basic computational math skills in the form of direct equations which are shown through understand fractions, know the position of fractions on a number line, compare two fractions, calculate the results of addition and subtraction of two whole numbers, and determine the Lowest Common Multiple (LCM) quite well. Therefore, as an effort to improve students numeracy literacy skill, students need tutoring through learning strategies that are adapted to post-pandemic covid-19 conditions that still cognize their initial abilities. Keywords: computational skill, numbers, numeracy literacy skill, post-pandemic covid-19 Share Link | Plain Format | Corresponding Author (Inne Marthyane Pratiwi)

329	Physics	ABS-18
DETECTING QUANTUM TOPOLOGIC PHASE TRANSITIONS THROUGH THE C-FUNCTION Samuel Juliardi Sinaga1*, Jessie Manopo2, Ruben Cornelius Siagian3, Kevin William Andri Siahaan4 1 Mathematical Education Study Program, Faculty of Teacher Training and Education, Universitas HKBP Nommensen Medan, Jl. Sutomo, No. 4A, Medan 20235, Indonesian 2 Department of Physics, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Gedung Ahmad Bakrie, Labtek VIII Lantai 1, Jalan Ganesha No. 10, Bandung 40132, Indonesian. 3 Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V, No.104, Medan 20371, Indonesian 4 Chemistry Education Study Program, Faculty of Teacher Training and Education, University of HKBP Nommensen Pematangsiantar Jl. Sangnawaluh, No. 4, Pematangsiantar 21136, Indonesian Abstract In measurement theory and mathematical physics, Topological Quantum Field Theory or TQFT is a quantum field theory that calculates topological invariance. In recent years, there have been several attempts to find efficient observations to determine the TQFT of quasiparticle properties. In this paper, we propose a different and very effective way to detect the critical points of TQFT by considering the system functions. We propose the C-Function as a novel probe that is accurate for detecting the location of critical points on topological quantum. The C-function uses a holographic model to show a topological quantum phase transition between a simple topological isolation phase and a gapless Weyl semimetal. The quantum tipping point displays a strong Lifshitz-like anisotropy in the spatial direction, and a quantum phase transition that does not follow the standard Landau paradigm. The C-function precisely shows the global features of quantum criticality and distinguishes very accurately between two separate zero-temperature phases. Considering the C-function relationship with entanglement entropy can detect quantum phase transitions and can be applied outside the holographic framework. Keywords: TQFT, Phase Transition, C-Function Share Link | Plain Format | Corresponding Author (Kevin William Andri Siahaan)

330	Physics	ABS-280
RBS Analysis for Determination of Structures and Damage Profiles Effected by Axial-Implantation on Zinc Blende GaAs Imam Rofii 1,a) Author Affiliation 1 Department of Physics, Faculty of Mathematics and Natural Sciences (FMIPA), University of Jember Jl. Kalimantan, 37, Kampus Tegalboto, Jember Jawa Timur - Indonesia, 68121 Author Emails a) Corresponding author: imr.rofii.fmipa[at]unej.ac.id or imr.rofii[at]gmail.com Abstract Implantation of germanium ions was used for modification of crystalline structure of zinc blende semi insulating GaAs samples. During these implantation processes, energetic germanium ion beam was directed on the surface of the GaAs samples. Then, the germanium ion beam entered GaAs crystal structures, underwent multiple scattering with the atomic hosts (Ga and As ions) and creating demage before stopping. In this research, germanium ion beams with various ion beam doses were used as germanium ion sources. Samples used in this work were semi-insulating GaAs zinc blende crystals grown by liquid encapsulated Czochralski method and cut as GaAs wafers. Germanium ion beam doses were varied to observe the effect of germanium ion beam on the structural profiles on the GaAs samples. Structures of GaAs crystalline samples after these ion implantation processes were then analyzed by means of Rutherford Backscattering Spectrometry (RBS) Channeling. In these structural analysis processes, energetic helium ion plasma was bombarded onto the surface creating backscattered beam. Then the backscattered beam was detected using the RBS ion detector. The RBS spectra would represent the count number of backscattered helium ion as a function of depth in the GaAs samples. The RBS Channeling results were also compared with with TRIM code calculation. These RBS results indicated that RBS spectra were directly proportional to the germanium ion beam doses of implantation in the GaAs samples. Keywords: Implantation, GaAs, Intrinsic, Zinc blende, Germanium Share Link | Plain Format | Corresponding Author (Imam Rofii)

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