bluuebunny/crossref_metadata_2025_split huggingface dataset:
Implementation of Numbered Heads Together (NHT) type of cooperative learning to improve mathematical communication skills of eighth grade students of YKWI Pekanbaru MTs based on mathematical communication capability indicators
Authors: Wahyuni P 
Published: November 2019

Abstract
This study aims to improve students’ mathematical communication skills through the Implementation of Numbered Heads Together (NHT) Cooperative Learning. This research was a classroom action research with the subject of 20 eighth grade students. Data collection techniques in this study are using observation sheets and mathematical communication test questions. The results of this study indicate that there is an increase in students’ mathematical communication skills from the basic score to Cycle I, from cycle I to cycle II. The percentage of students’ mathematical communication ability on the baseline score was 36.87%, at cycle I was 47.5% and at cycle II was 72.81%. Based on the results of this study, it can be concluded that the application of Numbered Heads Together (NHT) cooperative learning can improve the mathematical communication skills of the eighth grade students.
Analysis of students’ financial literacy skills on mathematics teaching and learning
Authors: Mahmudi A , Listiyani D H 
Published: November 2019

Abstract
Life success requires a number of strategic skills, one of which is literacy skills, including financial literacy skills. Financial literacy skills is the possession of the set of skills and knowledge that allows an individual to make informed and effective decisions with all of their financial resources. Financial literacy skill is one of the basic skills to achieve a better life and avoid financial problems. Financial literacy consists of aspects of knowledge, skills and attitudes. This study describes the financial literacy of junior high school students in Gunung Kidul Regency Yogyakarta. The results of the study show that students’ financial attitudes for each aspect, namely confidence in financial planning and the tendency to save and not consumptive are categorized as good. Meanwhile, financial knowledge and skills in mathematics learning are also categorized as good. Students who have good financial knowledge tend to have good financial attitudes too.
How to Design Worked Examples for Learning Patterns in Mathematics
Authors: Rodiawati A , Retnowati E 
Published: November 2019

AbstractStudents will understand how to solve problems more meaningfully by instructions that reduce unproductive cognitive load. A worked example instruction has been proved by numerous research, to be effective for increasing novice student’s skills in solving problems. However, there might be different ways to design worked examples as it may depend on the learning topic. Also less is known on how to implement the instruction in real classroom since most of worked example research uses rigid experiment procedures. This study attempts to study how to create worked examples on the topic of patterns, which is learned at senior high school, including contextual problems related to arithmetic or geometric sequence patterns such as growth, decaying, compound interest, and annuity. These are considered difficult topics for students. Designs of worked examples for learning applications of patterns in mathematics as well as the lesson plan is explained using the perspective of the cognitive load theory. The result of the study provides examples to teachers that it is possible to apply the worked example instruction in a real classroom.
A study of junior high school students reasoning skill in mathematics
Authors: Wulandari S Y , Wutsqa D U 
Published: November 2019

Abstract
Mathematical reasoning skill is an ability that must be possessed by each student because it involves the ability to think logically and systematically. There are two types of tests to measure students’ skills in mathematics TIMSS and PISA. The purpose of this study is to investigate students reasoning skills to solve the tests that are similar to TIMSS and PISA model. The data were collected using 6 questions similar to TIMSS and PISA test from 27 Junior High School students. The data were analyzed through data reduction, data presentation, and data verification, to comprehensively measure students’ abilities for analyzing, generalizing, synthesizing, justifying, and solving a non-routine problem. The results show that there are students have good reasoning skills to analyze, to generalize, to synthesize, to justify, and to solve a non-routine problem (62.69%, 66.67%, 48.15%, 24.07%, and 3.70 respectively). There are some factors influence the different level of students reasoning skills including their ability to identify information in the question, use mathematical arguments to explain the answer and identify the strategy to solve problems.
Difficulties in learning algebra: An analysis of students’ errors
Authors: Pramesti T I , Retnawati H 
Published: November 2019

Abstract
Algebra is an important domain that first studied at the junior high school. This domain will be useful in obtaining the concept of another domain. However, learning algebra in the early grades has some challenges for students. This study aims to describe students’ difficulties when learning algebra in the early grade. This study is a qualitative research with phenomenology approach. Participants in this study are 65 students from junior high schools in Bantul Regency, Province of Special Region of Yogyakarta, Indonesia. The data collected used test. Data are analyzed using Milles & Huberman Model, with reduction, data display and verification. The results of the analysis show that students’ difficulties in learning algebra are (1) understanding the problem;(2) understanding meaning of variables and;(3) operation algebra. Therefore, the teachers’ strategy to teach algebra material have to developed to minimize students’ difficulties in learning algebra.
LSESC and Achievement Based Students’ Learning Outcome, Is There Any Different?
Authors: Maulina Y , Retnawati H 
Published: November 2019

Abstract
Student who have low socioeconomic status will get certificate that named LSESC (or SKTM in Bahasa). In the admission of high school student in Indonesia, there is student acceptance using LSESC that will be prioritized to be accepted. A high school accept students from LSESC and achievement based who will get same learning process. Because there are LSESC and achievement based, learning outcomes research is needed. This study aims to show the difference of LSESC and achievement based students’ learning outcome. This study is a descriptive explorative research using qualitative approach. Data were collected using learning outcome test and interview. Participants of this study were 18 LSESC based students, and 50 achievement based students. The result of the study showed that achievement based students’ learning outcome is higher than LSESC based students’ learning outcome.
Students’ Thinking in Solving Geometric Problems Based on PISA Levels
Authors: Murtiyasa B , Rejeki S , Setyaningsih R , Merdekawati A 
Published: November 2019

AbstractThe latest results of Programme for International Students assessment (PISA) shows that Indonesia is still on the bottom place among all participating countries. Therefore, this study aims at analysing students’ thinking in solving geometric problems based on PISA levels. This is a qualitative descriptive study involving 25 8thgraders of a private junior high school in Surakarta, Indonesia. The data collection is conducted using test and documentation. The data analysis is conducted in three stages namely data reduction, data display, and conclusion drawing/verification. Based on the analysis, it can be concluded that most students’ are categorizing in medium level of thinking (about 72%), less students are categorizing in high level of thinking (20%), and least students are categorizing in high level of thinking (8%). PISA level 1 and 2 are levels which are easily achieved by students. Whereas, PISA level 3-6 are levels which are difficultly achieved by students. This implies the importance of increasing students’ levels of thinking in solving mathematics problems, particularly geometric problems.
The Analysis of Correlation between Anxiety and Students’ Positive Attitudes toward Mathematic Using fuzzy Interval data and fuzzy correlation
Authors: Susanto H P , Sutarti T , Hafidah A S 
Published: November 2019

Abstract
In the present paper, we suggest the dimension that the statistical concept is based on uncertainty, in this case, the analysis of the correlation between anxiety and positive attitude towards Mathematics should employ a correlation analysis based on the fuzzy concept. However, far too little attention has been paid to this issue. Over past years, the anxiety and positive attitudes toward mathematics are usually explained using a crisp data. Both are usually using a correlation analysis based on statistical concepts. In certain conditions, a crisp data cannot expound a condition of a student; therefore the fuzzy interval data is used to overcome this problem. Fuzzy interval data is obtained from the data collection process using a fuzzy scale of mathematical anxiety and students’ positive attitudes toward mathematics. Moreover, the participants were recruited from 132 Vocational High School students. This research has shown that: (1) fuzzy interval data can expound the flexible and real variables of mathematical anxiety and positive attitude instead of the crisp data; (2) mathematical anxiety has a negative correlation at a moderate level with students’ positive attitudes toward mathematics; (3) the fuzzy correlation coefficients in the form of intervals provides benefits for researchers to determine the subjectivity of data analysis results, when compared to the correlation coefficient of Pearson correlation.
Scaffolding for international students in statistics lecture
Authors: Retnawati H , Apino E , Djidu H , Ningrum W P , Anazifa R D , Kartianom K 
Published: November 2019

Abstract
Statistics is one of the tools to draw generalization in conducting a research. However, university students still face various obstacles during statistics lectures. This study aimed to describe the students’ difficulties in learning statistics and strategies for scaffolding them. It was conducted with 12 international students from different majors who were enrolled in statistics lectures in Graduate School, Yogyakarta State University, Indonesia. It employed qualitative phenomenological research. The Cresswell’s model was used in data analysis covering data reduction, presentation, and verification. The data were collected through interviews and observations during 8 meetings of extra statistics lectures. The results indicated that the students’ obstacles in learning statistics were caused by several factors; they were not enrolled in Mathematics and Statistics lectures during their undergraduate study, and they found it hard to perform computation, run the software, understand mathematical symbols, relate one concept to others in hypothesis testing, and present analysis results in Bahasa. Various scaffolding can be taken by lecturers to overcome these problems.
Teachers’ Readiness in Implementing Lesson Study
Authors: Marsigit  , Retnawati H , Sugiman  , Ningrum R K 
Published: November 2019

Abstract
Improving educational quality by improving learning quality might be afforded through several initiatives and one of the initiatives is benefitting lesson study. With regards to the statement, the present study would like to describe the junior high school teachers’ readiness in implementing the lesson study in order to improve the learning quality of Mathematics. The study was a qualitative research that involved phenomenological approach. The data were gathered using open questionnaire and involving 12 junior high school teachers of Mathematics from the low, the moderate, and the high category in both the private and the public schools as the participants. The results of the study show that the teachers’ understanding toward the lesson study has still been partial. Most of the Mathematics teachers have theoretically understood the activities of the lesson study and some of these teachers have implemented the activities of the lesson study. Several obstacles that appear within the implementation of the lesson study are related to the teachers, the participants, and the availability of the facilities. Despite these obstacles, basically the teachers seek to implement the lesson study as one of the efforts for improving the learning quality and the learning results of Mathematics in the school Start your abstract here...
Teacher’s and prospective-teacher’s perceptions of mobile math game “Proadventure” implementation in mathematics learning
Authors: Bahauddin A , Setyaningrum W 
Published: November 2019

Abstract
Teaching mathematics through mobile games has been praised because of its potential as a motivating and engaging learning strategy. Yet, it is still a debatable issue in education and has received several criticisms. Modern teaching methods believe that involves student actively in the learning process may improve learning outcome. Although the current curriculum has design learning process to make students to be active in the classroom, but it does not adjust to the character of students in the 21st century. They are familiar with smartphones, internet, and mobile games. Mobile games are among the most popular application for student in primary schools and junior high schools. Student learning activities tend to be less because students are more interested in using their time to play games than to study from books. Theoretically, well designed gamification can improve learning, but qualitative investigations are required to disclose how a mobile game should be from teacher’s perceptions. This qualitative research aims to describe teacher’s and prospective-teacher’s perceptions on the use of mobile game “Proadventure”. Based on data collected via online questionnaires, the study acquires the possibility of the influence from the use of mobile games edutainment to support the process of learning mathematics.
Validity assessment of a multimedia based on cognitive load theory for undergraduate plane geometry learning
Authors: Triono M , Retnowati E 
Published: November 2019

Abstract
This paper discusses in particular how to assess the validity an android-based learning multimedia developed based on the Cognitive Load Theory (CLT) for a multimedia for learning plane geometry. The validation assessment uses two kinds of validation sheet. The first is for assessing the content of the learning material that includes three aspects; (1) The feasibility of content/material, (2) The feasibility of presentation, and (3) The compatibility with CLT in which the three of these aspects are divided into eleven indicators. These concern with how the multimedia manage intrinsic, extraneous and germane cognitive load. The second is for assessing the multimedia construction by android-based media experts, which also includes three aspects, namely (1) The feasibility of visual/display, (2) The feasibility of programming, and (3) The compatibility with CLT, these three aspects are divided into thirteen indicators for assessing the cognitive load factors. The validation was conducated by lecturers in the area of geometry and multiedia The quantitative data acquired from the experts (validators) assessment results then converted into qualitative data by referencing to the value conversion table. The test results of the developed learning multimedia validity are: the average total score by the material expert is 4.07 with “Very Good” validity criteria. The average total score by a media expert is 3.66 with “Good” validity criteria.
Multimedia: an alternative to improve self-regulated learning and mathematical problem-solving skills
Authors: Aadzaar R M , Widjajanti D B 
Published: November 2019

Abstract
A question is said to be a problem if it can’t be solved by routinely procedures and if it is not too challenging enough for the learners. Problem-solving skills are useful in finding answers and solutions to phenomena. One way to solve problems is through critical thinking. Students must learn how to think beyond their knowledge and it will serve as training in order to provide a solution in solving problems based on an appropriate and rational basis. Some problem-solving strategies can be used in solving mathematical problems such as self-regulated learning. Self-regulated learning can make students be more creative, responsible and have their own initiative in solving a problem without direct teacher assistance. With the progress of time, education seems to shift into a more advanced era. Education can be done anywhere and anytime to develop students’ potential. One of them is by using multimedia that will showcase the appearance of material by using sound, image, video, and animation to encourage students’ critical thinking skills for mathematical problem-solving. This article will discuss multimedia as an alternative to increase self-regulated learning in mathematical problem-solving.
Does the use of e-learning media with guided discovery method affect students’ understanding of mathematics concept?
Authors: Lu’luilmaknun U , Wutsqa D U 
Published: November 2019

Abstract
This study aims to discover whether the use of e-learning media with guided discovery method can affect students’ understanding of mathematics concept. The design of this study is quasi-experiment using two classes, namely the experimental class and the control class. The research subjects in this study were 79 eighth grade students. The instrument used is multiple choice tests of understanding mathematical concept. Learning in the experimental class uses e-learning media with guided discovery method while learning in the control class used guided discovery method only. The test results reveal that the understanding of students in mathematics concepts in the experimental class was better than that of the control class. Thus, it could be concluded that the use of e-learning media with guided discovery method does affects the understanding of students’ mathematics concept.
Flipped classroom in mathematics instruction: Teachers’ perception
Authors: Rachmawati V , Setyaningrum W , Retnawati H 
Published: November 2019

Abstract
Student-centered learning paradigm requires a learning model which is able to facilitate the students constructing their knowledge actively. The flipped classroom is a student-centered learning model that integrates technology in its implementation. This study aims to describe the teachers’ perception about the use of the flipped classroom model in mathematics instruction. The data were collected through an interview and were analyzed using qualitative methods. The subject of this study were five teachers from public and private schools in Yogyakarta. The result showed that the flipped classroom: (i) can motivate and make students active in learning mathematics; (ii) can train students’ critical thinking skill; (iii) can train students’ problem-solving skill. Besides, the use of the flipped classroom in mathematics instruction would be optimal when it is combined with the other learning methods, especially for the new learning topics that require a prior conceptual understanding.
Modules and their endomorphism rings
Authors: Susanto H , Irawati S , Hidayah I N , Irawati  
Published: November 2019

Abstract
Let R and S be a pair of equivalent rings. We will prove that if R has property that a pair of modules over R are isomorphic if and only if their endomorphism rings are isomorphic than S has same property, i.e. a pair of modules over S are isomorphic if and only if their endomorphism rings are isomorphic.
Ethnomathematics: humanistic learning to manage math anxiety
Authors: Nugroho Darwis Cahyo , Widjajanti Djamilah Bondan 
Published: November 2019

Abstract
Anxiety is one of someone emotion. Math anxiety will make a negative effect on student personality. Of course, this problem should not be left, because it will make a bad impact for next generation. One of learning approach that can manage math anxiety is by learning which regard the human side. Mathematical learning that regarding the human side of the student is called humanistic mathematical learning. This learning is recommended to make students enjoy in learning and pay more attention to their existence as humans in their learning environment. The school with strong tribal customs has problems in delivering material. Language is a major obstacle in delivering material. Furthermore, educators must use the local language to teach mathematics, it’s called ethnomathematics. Ethnomathematics appear as a bridge between formal mathematics and concrete mathematics around student culture. With ethnomathematics, students will be easier and more enjoyable when learning mathematics because the material is directly related to their culture in daily life. Therefore, ethnomathematics learning can help the teacher to manage math anxiety.
Making mathematics classes more humanistic
Authors: Widjajanti D B 
Published: November 2019

Abstract
Humanistic mathematics class is a class that can make each student learn mathematics enthusiastically. Such classes respect individual differences and pay attention to students’ psychology in learning mathematics, such as motivation, math-anxiety, and belief toward mathematics. Such classes underline the students’ human aspects to be considered in the learning process, such as students’ mind, hearts, feelings, and emotions. Such classes are needed to create a harmonious relationship between teacher-students and students. This harmonious relationship has the potential to help each student achieve their optimal achievement. From the study of several references it can be concluded that to make mathematics classes more humanist, the teachers need to: (1) motivating the students by demonstrating the usefulness or beauty of mathematics at the beginning of learning; (2) do not start learning by providing definitions or formulas; (3) controlling their emotion and full of enthusiasm throughout the lesson; (4) giving fair attention to all students; (5) giving a respect for every student’s learning progress; and (6) making varied learning activities, including discussion, singing, poetry reading, watching videos or outdoor activities such as playing games, doing mini research, or buying and selling in shops/markets.
Is it difficult to teach higher order thinking skills?
Authors: Afifah I R N , Retnawati H 
Published: November 2019

Abstract
A teacher must be aware of the importance of teaching higher order thinking skills (HOTS) to prepare young generations in 21st Century. But in reality, many teachers find difficulties in teaching HOTS. This research aims to describe teachers’ difficulties in teaching HOTS in the classroom. The research is a descriptive explorative research by means of qualitative approach. The data were collected from questionnare. This research involved 10 high school mathematics teachers in Yogyakarta, Indonesia. The result of the research shows that the teachers still find difficulties in teaching HOTS in the classroom, those are (1) teachers’ knowledge about HOTS is still low, (2) teachers’ difficulty in delivering apperception to students, (3) teachers’ difficulty in designing and applying the assessment based on HOTS, (4) teacher’s difficulty in delivering HOTS based learning materials, (5) teacher’s difficulty in making learning media based on HOTS, and (6) teachers’ difficulty in preparing learning tools based on HOTS.