bluuebunny/crossref_metadata_2025_split huggingface dataset:
Students’ difficulties in solving trigonometric equations and identities
Authors: Rohimah S M , Prabawanto S 
Published: May 2020

Abstract
This study aims to identify the types of difficulties experienced by high school students in solving equations and trigonometric identities. The method used in this research is descriptive qualitative research method to describe the facts of students’ difficulties in solving equations and trigonometric identities. The data collection technique in this study is by using respondents’ ability tests and interviews. Students involved in this study are 72 students of grade XI of senior high schools in the city of Bandung. Based on the results of data analysis, there are three aspects of students ‘difficulties in solving trigonometric equations and also there are three aspects of students’ difficulties in solving trigonometric identity problems. The difficulties of students in solving trigonometric equations, namely the difficulty of students in deciphering the form of the problem, difficulty in factoring in the form of trigonometric quadratic equations, and difficulties using the basic trigonometric equations. Whereas, the difficulties of students in solving trigonometric identity problems, namely the difficulty of students applying general trigonometry formulas, difficulty in describing each of the trigonometric comparison relationships, and difficulties in performing algebraic calculations.
Operation sense in algebra of junior high school students through an understanding of distributive law
Authors: Ardiansari L , Wahyudin  
Published: May 2020

Abstract
This paper reports an investigation of students’ understanding of distributive law used to facilitate students’ awareness of ‘the equations is an equivalent expression’ where each equation can be replaced by an equivalent equation. This study used a cross-sectional approach by distributing a questionnaire to participants as many as 53 junior high school students where 45% were male students and 55% were female students who were selected using purposive sampling techniques. The instrument used in this study was a questionnaire written in Indonesian that contains five statements about distributive law, one question that is “when is the statement true?” and three answer choices. The results showed that the use of students’ understanding of operations in understanding distributive law can be grouped into three levels, namely level 1 (pre-structural), level 2 (a combination of uni-structural and multi-structural) where level 2 is a transitional stage (ie stage pre-algebra) from level 1 to level 3 (a combination of relational and abstract expanded). Students who have been proficient in using distributive law in arithmetic, still have difficulty in applying it to algebraic manipulation. One of the causes of this difficulty is the lack of students’ understanding of the equal sign as a sign of equality. In addition, the absence of parentheses also seems to be a stumbling block for students in recognizing distributive law. The reason for expanding the notion of the equal sign by using distributive property is to provide a foundation for their operation sense construction so as to provide further meaning for equations in algebra and minimize student difficulties in learning school algebra.
Integrating ethnomathematics into augmented reality technology: exploration, design, and implementation in geometry learning
Authors: Sudirman S , Yaniawati R P , Melawaty M , Indrawan R 
Published: May 2020

Abstract
This study aims to integrate ethnomatematics into augmented reality technology in learning geometry. The research method used was ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach. The stages used in this study consisted of (1) exploration; (2) design, (3) development; and (4) implementation. This study used two data analysis techniques: (1) qualitative was conducted for exploration studies, describing the design and development process; (2) quantitative was conducted to investigate the result of the use of integrated ethnomathematics AR technology implementation to 56 Mathematics pre-service teachers’ at Indramayu, Indonesia. The results showed that (1) ethnomathematics values in the form of uma lengge traditional house, ethnic karo houses, wa rebo traditional house, demak grand mosque, kaghati kolape kite can be used as marker objects on augmented reality technology and to explain geometry concept;. (2) The design stages consist of designing integration concepts, AR interfaces, and learning system development;. (3) the results of implementation analysis can (a) help to increase learning interaction activities (b) improve the understanding of concepts and geometry visualization, (c) provide information to Mathematics pre-service teachers’related to ethnomathematics and local wisdom in Indonesia.
Introducing local wisdom by numbering and reading
Authors: Pratiwi I M , Ariawan V A N 
Published: May 2020

Abstract
Numeracy literacy deals with the application of mathematical concepts in daili life. In this study, the worksheets are desgned to present mathematical concepts in daily life by using story problem. Students are presumed to be able to solve story problem if they can understand the meaning of the problem. Thus, students can find problem that need to be solved in the right way. This study aims to investigate the correlation between mathematical understanding skill with reading comprehension skill of elementary school students. The study implemented the correlation method by involving fourth grades students in two elementary schools. Data collection techniques used technical tests, then the data was analyzed by pearson-correlation test. The result of the study shows that there is correlation between mathematical understanding and reading comprehension skill of elementary school students. The students are not only to understand mathematical concept and gain reading comprehension skill but also know about Indonesian local wisdom. This is due to the concept of story problems which integrated with local wisdom.
Contextual approach with scaffolding: an effort to improve student’s mathematical critical thinking
Authors: Sunaryo Y , Fatimah A T 
Published: May 2020

Abstract
This study aims to determine the improvement of student’s critical thinking abilities through a contextual approach with scaffolding. This study is a quasi-experiment in a senior high school in Ciamis, Indonesia. The sample is class XI taken by cluster random sampling technique to get the experimental class and the control class. The improvement of students’ mathematical critical thinking skills is obtained by doing pretest and posttest in the experimental class and the control class. The test used is a matter of mathematical critical thinking skills that were previously tested. The results showed that the comparison of the increase in student’s critical thinking abilities through a contextual approach was better than the students in the control class. The novelty of this research is the contextual approach that presents problems in the context of student life combined with scaffolding that adapts the zone of proximal development to students. These actions have an impact on improving the mathematical thinking ability of the majority of students in the high category.
Pupils Inter-dialogue in the Context of Problem Solving Polyhedron Geometry in Junior High School: Phenomenological Studies
Authors: Maulida A S , Dasari D , Suryadi D 
Published: May 2020

Abstract
The research aimed to describe pupils inter-dialogue during learning polyhedron. It based on learning obstacle. In didactical obstacles are found problems of conceptual interrelation, thinking continuity, and limitation experience of pupils in the polyhedron concept. So, the researchers designed a didactical design to minimize the learning obstacle by creating a more organizer and solve learning trajectory. The design implementation done on the pupils of grade VIII in Bandung during 3 continuous meetings. Inter-dialogue is expected to emerge when didactic design is designed so pupils dialogue with group friends to find solutions for solving problems. Dialogue that produces critical questions is commonly known as Socratic dialogue. The main idea in Socratic dialogue is the teacher’s task is not to give knowledge or provide information to pupils but the task of the teacher designing a learning situation where pupils will ask critical questions. The researcher using phenomenological studies to uncover pupils experience. By using Nonaka theory, the researcher found the pupils knowledge. The results showed the pupils intra-dialogue system in solving the polyhedron geometrical problem of phenomenological studies.
The role of agricultural contextual knowledge on the mathematical understanding of vocational students
Authors: Fatimah A T , Wahyudin W , Prabawanto S 
Published: May 2020

Abstract
This study aims to analyze the role of agricultural contextual knowledge on the mathematical understanding of vocational students. This study used a qualitative approach with a case study method. The participant were food crop and horticultural agribusiness specialization students of vocational school in Ciamis, Indonesia. Students solve the mathematical tasks in agricultural situations that are integrated with three-dimensional topics to explore contextual knowledge and mathematical understanding. The results obtained are: (1) students’ contextual knowledge of agriculture affects the understanding of the task context, and vice versa; (2) there are students who have agricultural contextual knowledge who tend not to be able to integrate it with mathematical concepts; (3) students who are able to solve the task have contextual knowledge, construct all information, and connections with mathematical concepts. These results indicate that contextual knowledge of agriculture can provide a role in mathematical understanding or not depends on the problem of the task and the ability of students in the coherence and correspondence of information, as well as mathematical connections.
Assessment problems of junior high school teachers in implementing 2013 Indonesian curriculum
Authors: Morin S , Prabawanto S , Herman T 
Published: May 2020

Abstract
This study aims to obtain an overview of teacher difficulties in carrying out mathematical learning assessments based on the 2013 curriculum. The method used in this study was qualitative descriptive. The research subjects were mathematics teachers in three schools in Bandung. The results of the study can be divided by 3 stages, namely planning stage, implementation stages, and making report stages. The first in stage, it is found that teachers’ problems include the lack of evaluation format and less preparation in making learning instruments. In the second stage, the teachers have difficulty in doing assessment because they do not understand whether the assessment formats made by them are in accordance with the 2013 curriculum. Teachers also have difficulty dealing with the time for conducting the entire assessment process. In the last stage, the teachers have difficulty in comprehending the meaning of the report results presented in some forms, like in the form of numbers, letters, and descriptions.
The analysis of reflective thinking ability in junior high school students
Authors: Rosmaya  , Noer SH 
Published: May 2020

Abstract
Mathematical reflective thinking ability are one of the determinants of students’ success in solving mathematical problems. This descriptive research aims to figure out students’ reflective thinking ability at the two-variable linear equations system material. The subjects of this research were Junior High School students who were selected using purposive sampling. This research involves 92 students of the eighth grade of some State Junior High Schools in Bandar Lampung. The schools were SMP Negeri 4 that has a high category with 34 students, SMP Negeri 8 that has a medium category with 28 students, and SMP Negeri 22 with low category which is 30 students. The Data was taken through reflective thinking ability test which consists of 4 essays that involved 3 indicators of reflective thinking, namely reacting, comparing, and contemplating. In order to obtain a comprehensive description related to the ability of reflective thinking in students of SMP Negeri in Bandar Lampung, the data was qualitatively and quantitatively analysed. The result of the research shows that students’ reflective thinking ability are still not optimal with the average score far below the reflective thinking ability, which is 51,59. It can be seen from the majority of students who still get difficulties in building a deep self-understand of problem, inability to deliver what has been understood in a certain reason, as well as inability in concluding a proper answer.
Improving students mathematical higher order thinking through the implementation of the creative problem-solving model of High School Students
Authors: Effendi A , Fatimah A T 
Published: May 2020

Abstract
This study aims to describe the increase in mathematical higher order thinking abilities of high school students through creative problem-solving learning models. This study was a quasi-experimental, with the design of the nonequivalentpretest-posttest control group in class X, the high school in Ciamis, Indonesia. The results of the study showed that there were differences in the comparison of the increase in students’ higher order thinking abilitiess through creative learning models of problem-solving and direct learning. Students who achieve a high increase category are more in the creative problem-solving class compared to the direct learning class. The advantages of creative problem-solving learning at the stage of expressing opinions. Students tend to express opinions openly so that many ideas emerge to choose effective strategies.
Analysis of junior high school students’ spatial ability based on Van Hiele’s level of geometrical thinking for the topic of triangle similarity
Authors: Lutfi M K , Jupri A 
Published: May 2020

Abstract
One of the mathematical topics that must be mastered by students is geometry. Geometry requires students to think analytically and spatially so they must have good spatial abilities. Each student has different spatial abilities in learning geometry. Several previous studies relating to spatial ability were about differences in students’ spatial abilities based on gender. However, almost no research could be found on the students’ spatial abilities based on level of geometrical thinking. This condition raises research questions about description of students’ spatial abilities based on Van Hiele’s level of geometrical thinking. Therefore, this study aims to identify students’ spatial abilities based on Van Hiele’s level of geometrical thinking. To answer the research question, we gave a written test to 25 grade IX students in one of junior high school in Bandung. Then, we conducted interviews to 3 upper group students and 3 lower group students. Data analysis was done by triangulation method. The results of this study indicated that there were variations in differences in each indicator of spatial ability based on the level of Van Hiele’s geometrical thinking. In the spatial perception, mental rotation, and spatial orientation, the maximum level achieved by students is level 2, namely 11, 5, and 3 students, respectively. Meanwhile the indicator of visualization and spatial relation, the maximum level achieved by students were level 1, namely 16 and 15 students, respectively.
Student’s Mistake in Algebraic Fraction: An Analysis Using AVAE Categories
Authors: Zulfa B I , Suryadi D , Fatimah S , Jupri A 
Published: May 2020

Abstract
The role of algebra in mathematics is important because it related to other materials such as geometry, calculus, basic matrices, trigonometry, statistics, vectors, and other mathematical studies. However, students’ mistakes in solving algebraic fractions are often found due to the fact that students’ are lacking in understanding the algebra and arithmetic. Therefore, in this research, researchers interested in analyse some students’ mistake by AVAE categories in the topic of algebraic fraction. The samples were 30 junior high school students. The data were collected by testing of simplifying algebraic fraction. The data were used to analyse the students’ error using AVAE (Arithmetic, variables, algebraic expression, and equal sign) categories and eight of them were interviewed. The results showed that students have difficulty in understanding arithmetic and algebraic expressions.
Contextual mathematical problem solving of deaf students based on the montague stages
Authors: Muhafidin I , Nurlaelah E , Hasanah A 
Published: May 2020

Abstract
This study aims to analyze the completion of contextual mathematics problems of deaf children based on Montague stages. this research was descriptive qualitative research. the data collection technique was in the form of tests, questionnaires, and interviews. The subject of this study was deaf class XI students in one of the Special Schools (SLB-B) in Kuningan, Indonesia. The results of this study were the students’ ability to solve contextual math problems from 2 students namely one student has the ability to solve contextual math questions in sufficient categories and one in the low category.
The relationship between mathematics resilience and mathematics communication skills
Authors: Rifdah  , Priatna N 
Published: May 2020

Abstract
In general, the purpose of this research is to find out wether there is relationship between students’ mathematical resilience and students’ mathematical communication skills. This research conducted to a private junior high school in Tangerang class VIII-I even semester in the 2018/2019 academic year. The method of this research is a survey method with the correlation technique. The sampling used the purposive sampling technique, which is determination and sampling technique determined by researchers with certain considerations. The sample consisted of 20 students. The material used in this research was the volume and surface area of the cube. The research instruments were 4 problems with communication mathematical skills and 30 statements of resilience statement. The conclusion of this research is that there is a positive correlation between mathematical resilience to communication mathematical skills; which is equal to 0.448.
The analysis of mathematics problem-solving skills and its relation with self-efficacy on the students of MTsN 2 Pemalang
Authors: Sayekti I , Waluya S B , Rochmad  , Johan A 
Published: May 2020

Abstract
The students need to give more attention to their problem-solving skills. Some of them still feel difficult to interpret in suitable ways. The purpose of this study was to identify the relation between mathematics problem-solving skills and self-efficacy in the Chapter Lines and Angles of the students of MTs N 2 Pemalang. The population of this research was the students of seventh grade in MTs N 2 Pemalang. By simple random sampling technique, class 7A was selected as the sample of the research. A mixed method was used, including quantitative and qualitative approach. The result of the research showed that (i) there was significant relation between self-efficacy and problem-solving skills in the score of the students (ii) the students with high self-efficacy answered the questions with detail and complete answers. The steps that the students did were correct and suitable with the problems. It showed that their problem-solving skills were excellent (iii) the students with low self-efficacy answered the question by not giving the detailed information. It showed that they still struggled with their problem-solving skills.
Mathematics anxiety of senior high school students based on extrovert and introvert personality types
Authors: Azizah S N , Suhendra  
Published: May 2020

Abstract
Mathematics is viewed by some students as a difficult subject, resulting them to be anxious when they are dealing with mathematics learning. Therefore, what and how mathematics anxiety have become an interesting issue to be studied. This study aims to describe mathematics anxiety profiles of senior high school students based on types of personality, which are extrovert and introvert. The study used qualitative method with triangulation strategy for collecting data in the forms of questionnaire regards extrovert and introvert personality types, MAS (Mathematics Anxiety Scale) questionnaire and interview. The subject of research were students from the 11th grade of one of high schools in Bandung. The result showed that: (1) extrovert students assume that mathematics is difficult so that they feel worried and are lack of enthusiasm when they are in the classroom, which the highest anxiety is when they are dealing with examination and assignment provided by their teacher, resulted that they feel scared, nervous, dizzy, and get stomach-ache; (2) introvert students assume mathematics as a complicated but interesting subject in the sense of they feel worried in classroom but they are calm and ease in facing examination but when they are appointed by teacher, they feel scared and not confidence.
Statistical literacy of undergraduate students in Indonesia: survey studies
Authors: Lukman  , Wahyudin  
Published: May 2020

AbstractNowadays, statistics based information is widely used by various institutions and social media, therefore statistical literacy as an essential knowledge has been recognized by various modern countries is something that must be owned by every citizen in recent information-based society. Students need statistical knowledge and skills so that they will be able to apply it in their studies and daily life. This study aims to assess the level of statistical literacy and variables that influence the improvement of undergraduate students’ literacy in Indonesia. The statistical literacy model used is the model proposed by Gal, which are the knowledge component consisting of five cognitive elements: literacy skills, statistical knowledge, mathematical knowledge, context knowledge, and critical questions and disposition components consisting of two elements: attitude critical; beliefs and attitudes. A survey was given to 114 of students, which are from both mathematics study program and mathematics education study program who either have studied basic statistics or have not. The results showed that the level of students’ statistical literacy for all components was sufficient, both for the component of good knowledge and the low disposition component. The average statistical literacy score of students who have studied basic statistics is higher than those who have not studied basic statistics. There are four factors that influence students’ statistical literacy, namely mathematical ability (logical and critical thinking), general knowledge, literacy skills (language), and statistical knowledge.
The level of mathematical resilience and mathematical problem-solving abilities of 11th grade sciences students in a senior high school
Authors: Harsela K , Asih E C M 
Published: May 2020

Abstract
This study aims to figure out the level of mathematical resilience and mathematical problem-solving abilities of 11th grade sciences students in a senior high school. The subjects of the study were 63 senior high school students in 11th grade sciences, second semester 2018/2019 year who were studied at one of the senior high school in Baleendah, Bandung regency. This research method is a survey, in which the survey is included in one type of research is non experimental. The study design used is cross-sectional designs. There are two sorts of instruments used for this study, namely test and non-test instruments. Test instruments serve for measuring the level of mathematical problem-solving abilities of students, while non-test instruments are in the form of questionnaires, useful for measuring the level of mathematical resilience of students. The results showed that (1) the level of students’ mathematical resilience is in the medium level, and (2) the level of students’ mathematical problem-solving ability is in the medium level.