bluuebunny/crossref_metadata_2025_split huggingface dataset:
Development of guided discovery learning to improve students reflective thinking ability and self learning
Authors: Noer S H , Gunowibowo P , Triana M 
Published: July 2020

Abstract
The efforts to improve student’s reflective thinking and self-learning can be done through a learning process by providing contextual problems that generate curiosity, recognize what is known and what is needed from the problem, and provide opportunities for students to work, and draw conclusions from the problem. One learning model that can facilitate these activities is guided discovery learning. This developmental research aims to: 1) Design and develop guided discovery learning models to improve reflective thinking ability and student self-learning, 2) Analyze the effectiveness of model and learning tools that are developed towards improving reflective thinking ability and student self-learning. The population subjects in this study were all eighth-grade students of the State Junior High School in Bandar Lampung City. Each one of the sample schools was randomly selected from the high-rank and middle-rank schools. In each school, the sample was taken randomly in two classes. One class as an experimental class applied guided discovery learning, one class as a control class, which is applied to conventional learning. The instrument used is a test of reflective thinking ability and student self-learning scale, interview guidelines, observation sheets, and questionnaires. Based on the study it was concluded that: 1) The guided discovery model that was developed has met valid and practical criteria, 2) The guided discovery model that was developed effectively to improve students’ reflective thinking ability and student’s self-learning both in high-rank school and middle-rank school.
How is the learning trajectory of polynomial division topic?
Authors: Permana U H , Retnawati H 
Published: July 2020

Abstract
The objective of this research was to describe the learning trajectory for topic of polynomial division. The research was carried out through design research. This research used the approach of Gravemeijer & Cobb that consists of : 1) Preparing for the experiment covering the preparation of Hypothetical Learning Trajectory (HLT) comparing three components, i.e. learning objectives, learning activities, and students’ hypothetical learning trajectory; 2)Experimental design was conducted in class of 53 students of XI MIPA 3 and XI MIPA 4; 3) Retrospective analysis, comparing HLT to actual learning practice. The result of this research indicated that the learning trajectory for topic of polynomial division was began with polynomial division by divisor (x − h) first, then (ax + b), and was divided by (ax2 + bx + c). Next, the methods in solving for polynomial division were long division, Horner, algebraic operation, and Horner-Kino, respectively. The next topic was the remainder theorem, consisting 3 subtopics, i.e. the remainder theorem with divisor (x − h), (ax − b) and (x − a)(x − b). The last topic was factor theorem.
Contextual teaching and learning (CTL) as a strategy to improve students mathematical literacy
Authors: Afni N , Hartono  
Published: July 2020

AbstractMathematical literacy is defined as solving and using mathematics in various problems to solve problems in real life. This problem begins with identification and problem solving. Students will easily understand mathematics by applying their knowledge in various situations or contexts. this ability can be trained through Contextual teaching and Learning (CTL). This approach is one of the strategies that can improve students’ mathematical literacy. Because CTL can be used to connect real-world situations with mathematics so students can understand and solve problems. CTL is recommended to make students use mathematical knowledge in understanding, solving problems and communicating. However, not many teachers are aware that increasing students’ literacy skills can use CTL. Learning mathematics using this context is a means of increasing students’ mathematical knowledge. Students will be helped and feel happy when learning mathematics related to the context that exists in everyday life. Therefore, the use of contextual learning strategies is very important for teachers and students in improving mathematical literacy skills.
Mathematical literacy: How to improve it using contextual teaching and learning method?
Authors: Maryani N , Widjajanti D B 
Published: July 2020

AbstractHaving mathematical literacy is defined as the ability of an individual to formulate, apply, and interpret mathematics in various contexts. Mathematical literacy enables the student to do, understand, and apply mathematical concepts not only in the classroom but also in daily life. However, in reality, the mathematical literacy abilities of Indonesian students from the results of the assessment of mathematical rankings internationally can be said to be less satisfying compared to the other countries. Therefore, a learning method that can be used as a solution to improve students’ mathematical literacy abilities is needed. Contextual teaching and learning is a method that helps teachers to connect students with the real world. By applying the contextual teaching and learning, the teacher could possibly help students to improve their mathematical literacy. By theoretical study, this article attempts to describe some contextual teaching and learning components to improve students’ mathematical literacy. It was found that the literature supports that there were connections between the learning steps and the components of contextual teaching and learning with some indicators on mathematical literacy.
Realistic mathematics education: an alternative to improve students’ understanding of fraction concept
Authors: Cendekiawaty T , Sugiman S 
Published: July 2020

Abstract
Mathematics is a material that is considered difficult by students in learning mathematics so that students find difficulties in understanding concepts, especially the concept of fraction. Some students see fraction as whole numbers but only as a symbol that needs to be manipulated in various ways. The main factors that led to students’ difficulties in understanding the concept of fraction are more frequent student to memorize than to build an understanding of the concept. Another factor is the approach used by the teacher is not oriented to the real world where the situation can be imagined by the students. Alternative approaches that can be used as a solution is a realistic mathematics education approach. This study tries to examine students’ understanding of fraction concept through a realistic mathematic education approach by reviewing literatures. Through a realistic mathematics education approach, students had a chance to develop their knowledge by expressing their ideas during the learning process. Students were also able to imagine various situations occurred in a mathematical problems because those problems were in a real situation problems related to students’ life
The effectiveness of inquiry-based learning on computational thinking skills and self-efficacy of high school students
Authors: Sulistiyo M A S , Wijaya A 
Published: July 2020

AbstractThe aim of this research was to investigate the effectiveness of Inquiry-Based Learning (IBL) on computational thinking skills and self-efficacy of 11thgrade students with derivative as the learning topic. The type of this research was quasi experimental research. The population of this research was 191 of 11thgrade students in a public high school in Yogyakarta. The sample was 42 students from class XI Natural Science 1 and XI Natural Science 3 which were chosen by random sampling. The data were collected from pre-test and post-test for computational thinking skills and survey for self-efficacy. The results showed that: (1) IBL was effective toward computational thinking skills, (2) IBL was effective toward self-efficacy, (3) scientific learning was effective toward computational thinking skills, (4) scientific learning was effective toward self-efficacy, (5) IBL was not more effective than Scientific Learning toward computational thinking skills, (6) IBL was more effective than Scientific Learning toward self-efficacy. IBL failed to become learning model that was more effective than scientific learning toward computational thinking skills because of the failure in developing asking skills, but succeed to be more effective than scientific learning on improving self-efficacy because IBL provided more diverse sources of self-efficacy.
Schema of competencies for mathematics junior high school based in Indonesian curriculum
Authors: Maharani N A D , Retnowati E 
Published: July 2020

Abstract
The objective of this research was to develop a Schema of Competencies for Mathematics Junior High School Based in Indonesian Curriculum, specifically for VII and VIII grades and thus, to describe the assessment results given by mathematics education experts and teachers on the product with regard to feasibility of implementation. The research method is qualitative/descriptive using the 4D development model. The subject of this research was a Junior High School mathematics teacher in Yogyakarta and mathematics education experts. Qualitative data was obtained from development notes, suggestions from supervisors, mathematics education experts, and teachers. After that, the data were analyzed using descriptive analysis that is used to revise the products. The quantitative data collection was carried out by questionnaire and analyzed using Aiken’s V. This research produces a schema of competency achievement, which is diagram that describes the order of achievement of a defined competency. There are 23 knowledge and skill basic competencies that contain 19 mathematical topics. There are 9 topics studied in 7th grade and 10 topics studied in 8th grade. The following things that are done in developing a scheme is calculation the number of effective weeks, translation of Indicators from basic competencies, compilation of the semester program, determine competency prerequisites, preparation of product assessment sheets, make a scheme systematics, expert validation and then revise the scheme, after that do a product feasibility assessment. The content-validity coefficient for each material in the range of 0,819 – 0,917 on very high criteria. Therefore, the schema of competency achievement is feasible to implement.
Polygons in hyperbolic geometry using Beltrami-Klein models
Authors: Patmaningrum R , Lestari H P 
Published: July 2020

Abstract
Hyperbolic geometry was a geometry based on Hyperbolic Parallel Postulate. The purpose of this research was to describe the model of basic objects, concepts of triangles and polygons, as well explain types of polygons in hyperbolic geometry used the Beltrami-Klein model. The research method was literature study, it studied the definition and axiom were related to Euclid geometry and hyperbolic geometry such as point, line, triangle, and polygon. The result of this study was: 1) The plane model for Beltrami-Klein model is a γ circle. The object of geometry such as Klein points was expressed as a dot, Klein lines was expressed as part of Euclid lines that contained in a γ circle, Klein distances and Klein angles has the same presentation as Euclid distances and Euclid angles. 2) The Klein triangles have different concepts from the Euclid triangles. 3) The Klein polygons were defined as a combination of Klein segments, Klein rays, or Klein lines that was foreign to each other and have n different Klein points that was not collinearities. 4) The Klein polygons were divided into two types, the ordinary Klein polygons and the asymptotic Klein polygons.
Learning achievement of Elementary School student of mathematics using the Testlet model instrument: A comparison between the 2006 Curriculum and the 2013 Curriculum
Authors: Hamdi S , Kartowagiran B 
Published: July 2020

Abstract
This study aims to describe and compare elementary school students’ achievement in mathematics using the 2006 curriculum and 2013 curriculum with a testlet model. The research used a survey method and a quantitative approach. The participants were 552 from 14 elementary schools consisting of 273 students from elementary schools applying the KTSP curriculum and 279 from elementary schools applying the 2013 curriculum. The instruments used a testlet model test instruments that had met valid and reliable criteria. The data were analyzed using independent sample t-test. The results of the analysis show that there were not significant differences in the two curricula with t value with equal to 1.246 on the significance level of 0.118. The data obtained using a testlet model were more detailed related to students’ difficulties, students’ ability to answer questions and the level of guessing from students. The results can be used as a basic in enhancing student mathematics learning.
Can augmented reality improve problem-solving and spatial skill?
Authors: Guntur M I S , Setyaningrum W , Retnawati H , Marsigit  
Published: July 2020

Abstract
Spatial and problem-solving skill are two essential skills that are needed by students to deal with the industrial revolution 4.0. Spatial and problem-solving skills certainly are not genetically obtained but are the result of a long learning process. Augmented reality technology is one of the solutions to improve problem-solving and spatial skills. The purpose of this study is to explain why AR can improve problem-solving and spatial skills based on the study of theory and results from previous research. The method used is a literature review. Data was obtained from scientific journals and books that have been published in reputable publishers. The results show that augmented reality can improve problem-solving and spatial skill because there are interrelated relationships between these two skills and augmented reality which is a technology that combines the real world and cyberspace that has been tested in several studies which can improve both of these skills.
The readiness of junior high school mathematics teachers in implementing Permendikbud No. 37 of 2018
Authors: Murdiyani N M , Jailani  , Susanti M 
Published: July 2020

AbstractThe purpose of this study was to describe the readiness of Junior High School mathematics teachers in Yogyakarta in implementing Permendikbud no. 37 of 2018. This is because as a component as well as an executor of the curriculum, teachers need to be prepared to implement the new Permendikbud. The type of this research is a mix of quantitative and qualitative study using survey technique and interview. From the results of the questionnaire and interview sheet, data were obtained that most schools had syllabus, teacher manuals, student textbooks, assessment rubrics, and lesson plan for each Basic Competency. However, there are some schools that still lack in learning resources and learning media so it must be prepared by the teacher himself. In general, some teachers still have difficulties in several aspects when designing Lesson Plan based on The Core Competency and The Basic Competency set by the government i.e. in creating innovative learning media, in practicing various learning strategies and in carrying out holistic assessments. So, it can be concluded that there are still a number of Junior High School mathematics teachers who are not ready to implement Permendikbud no. 37 of 2018.
What are the roles of technology in improving student statistical literacy?
Authors: Suhermi  , Widjajanti D B 
Published: July 2020

AbstractThe use of technology in the learning process has provided positive benefits in improving students’ abilities. One of the abilities of students that can be improved through the application of technology in statistical learning is statistical literacy. Technology in statistical learning is a tool used in the teaching and learning process of statistics that aims to improve student statistical literacy. This literature research aims to examine what are the roles of technology that can be used in the statistical learning process so as to increase student statistical literacy. The key word in the study literature is technology in statistical learning. The literature used in this study is 22 articles written in the last 5 years that examine the use of technology in statistical learning. The results of this study conclude that the use of technology in the form of computers and smartphones makes it easy for teachers and students to access websites, online learning sites and statistical software that can be used in the statistical learning process to improve student statistical literacy. The use of websites and online learning sites in the process of learning statistics can act as a source of learning and a source of data that can improve students’ ability to understand and interpret statistical data. While the software plays a role in presenting and processing data that can improve students’ abilities in presenting and communicating statistical information.
The role of mathematics teacher in the digital era
Authors: Wijaya A 
Published: July 2020

Abstract
The complex characteristics of the digital era requires more than just conceptual knowledge. In addition to a so called 21st century skills, ‘digital literacy’ has been raised to highlight a set of important competencies to cope with the demands of the future era. Digital literacy comprises practical and functional skills, critical thinking and evaluation, creativity, e-safety, proficient communication, collaboration, cultural and social understanding, and information processing. Developing such competencies since early education requires a big role of teacher. By putting the idea of technological pedagogical content knowledge (TPACK) into practice, there are three important areas of consideration. First, preparation stage for which teacher should design or prepare technology-based or technology-assisted tasks that focus on exploratory activities. Second, during the implementation stage teachers needs to give proper scaffolding to bring from technical exploration to mathematical exploration. Lastly, the assessment stage for which teachers could use technology to improve efficiency and accessibility.
Integrating technology into learning mathematics: the special place of the scientific calculator
Authors: Kissane B 
Published: July 2020

Abstract
Technology for learning mathematics and for STEM more generally can take many forms, but this paper argues that the most likely technology to have an impact for all students in many ASEAN countries is the scientific calculator. Integration of technology into mathematics education in the twenty-first century requires good technology, an appropriate curriculum, well-educated teachers and an assessment regime that recognizes how important technology is for mathematical activity. While popular misconceptions that a calculator is only helpful for arithmetic persist, a four-part model for understanding the educational potential of scientific calculators is described and exemplified, recognising the significance of representation, computation, exploration and affirmation. Alternatives to scientific calculators include online calculators with visual and computer algebra capabilities, which might be appropriate provided the educational environment supports their use in all aspects of education, including formal assessment. The paramount significance of the teacher for successful integration is highlighted.
Acoustical Analysis of Circular Straight Mufflers with Bias Inlet/outlet Ducts
Authors: Chiu Min-Chie , Cheng Ho-Chih , Chang Ying-Chun , Lin Ding-Yao 
Published: July 2020

Abstract
In order to overcome the drawback of the accuracy for the Plane wave theory in the muffler’s acoustical calculation in the region of higher frequencies, we use a theoretical analysis of eigen function in conjunction with a four-pole system matrix to evaluate the TL of a circular straight muffler with bias inlet/outlet duct. With this method, the acoustical calculation can be speeded up comparing to traditional simulation of FEM and BEM method. Consequently, results reveal that the bias effect will tremendously influence the acoustical performance of the muffler.
The High-payload Manipulator Development Based on Novel Two-stage Cycloidal Speed Reducers and Hub Motors
Authors: Huang Jung-Tang , Li Chia-Wei 
Published: July 2020

Abstract
Collaborative robots such as Universal Robotics and KUKA are well developed and well known throughout the world. Nowadays, the manipulator structure uses a brushless motor with an RV reducer, or a harmonic reducer, and has a built-in driver to form a joint module and is composed of a connecting rod. This paper proposes a four-axis manipulator based on the novel two-stage cycloidal reducers and hub motors. The traditional two-stage cycloidal speed reducer requires two cycloidal gears through the first-stage speed reducer. Therefore, the traditional two-stage cycloidal reducer has four cycloidal gears. The novel two-stage cycloidal speed reducer simplifies this design. The design of the secondary deceleration is achieved by connecting two different numbers of cycloidal teeth and a phase difference of 180 degrees to the intermediate central disc so that the two-stage speed reduction can be achieved, and the reduction ratio is 136. Use this type of speed reducer, with a 200W hub motor, to build a four-axis manipulator and place a driver in the rod to save space. The proposed manipulator specifications: 4 degrees of freedom, the maximum payload is 18kg, the total weight is 37kg, the maximum working space is 0.7 meters, the efficiency of the reducer is 73.657% and the backlash of the reducer is 1.135°. The features of this four-axis manipulator are lightweight, low power, low cost, high-payload, and long life. This type of reducer is also a new option in addition to RV reducer and harmonic reducer for driving manipulator’s joint.
A Novel Mechatronic Kit of Variable Stiffness Manipulators – Design and Implementation
Authors: Lin Jonqlan , Hsu Wu-Hsiang , Liu Chia-Chang 
Published: July 2020

Abstract
In the developing fields of wearable devices, rehabilitation, and humanoid robotics, variable stiffness actuators (VSAs) are attracting increasing attention. VSA can minimize forces that are exerted by shocks, and can be safely interacted with by their users. They can store and release energy as passive elastic elements. The main goal of this work is to design a variable stiffness mechanism with a lightweight articulated robot arm. The proposed variable stiffness mechanism is based on lever kinematics. An RC servo motor is used to manipulate the leverage and to adjust the stiffness of the mechanism to control the position of a robot arm. Two spring elements absorb the output force from the lever. Such a design can reduce the number of sensing elements that are used in the robotic system and the damage force that is caused by unpredictable external forces. The designed articulated robotic arm uses a worm gear with a 1:40 high gear ratio to increase the payload capacity and reduce the weight of the robot arm. The worm gear has a self-locking function, which reduces the sliding step of the stepping motor. The advantages of the design in this study are the retention of the strength and loading capacity of the robot arm. The software package LabVIEW is used to build the control and measurement environment in which several control syntheses are tested. Numerous experimental results confirm that the design is reliable and has a low cost of implementation in a shock test. The novel mechatronic kit is ideally suitable for use in advanced mechatronic courses for university students. The discussion of the broad issues deliberated in this investigation will be applied to various systems that require variable stiffness manipulators.