bluuebunny/crossref_metadata_2025_split huggingface dataset:
Epistemological Obstacles: An Overview of Thinking Process on Derivative Concepts by APOS Theory and Clinical Interview
Authors: Prihandhika A , Prabawanto S , Turmudi T , Suryadi D 
Published: May 2020

Abstract
This study aims to identify the epistemological obstacle of pre-service mathematics teachers on the basic concept of derivatives. The research used descriptive qualitative. Data of the research was obtained from the results of tests and interviews given to six participants as the pre-service mathematics teachers from two different institutions in West Java. The test is given consists of three questions related to the basic concept of the derivative. The answers to the questions were confirmed again by clinical interviews. These data are then reviewed by the framework of APOS theory (Action-Process-Object-Schema) to overview the thinking of processes experienced by participants in answering the questions given. The results of the study show that there is still some learning obstacles experienced by participants in understanding the basic concepts of derivatives. Constraints experienced include the lack of mathematical connection skills regarding the basic concept of derivatives, the operation of a function that is still wrong, and the lack of a meaningful process for the concepts learned so that problem-solving processes are still limited to procedural problems. Based on this research, it is recommended that pre-service mathematics teachers can internalize derivative concepts learned so that the knowledge scheme formed can be better.
Enhancement of mathematical creative thinking ability through open-ended approach based on metacognitive
Authors: Nurkaeti N , Turmudi  , Karso  , Pratiwi V , Aryanto S , Gumala Y 
Published: May 2020

Abstract
This study aims to describe enhancement of mathematical creative thinking abilities in fifth grade elementary school student through open-ended approach based on metacognitive, open-ended, and direct instruction. The method of this study was quasi experiment with pretest posttest design. Enhancement of mathematical creative thinking ability students that learning with open-ended approach based on metacognitive better than students that learning with open-ended and direct instruction. It was caused, in the open-ended approach based on metacognitive students encourage to think divergent. So they could find various alternative solution to solve the problem. In the other hand, using metacognitive strategy in the open-ended approach could make student to think conscious and deeply about how to solve the problem. Therefore students could know their known and made meaningful learning.
The effect of think-pair-share cooperative learning on student mathematical communication skills
Authors: Irma A , Juandi D , Dahlan J A , Nirawati R 
Published: May 2020

Abstract
This study is stimulated by the insufficient mathematical communication skills of students and the implementation of Think-Pair-Share models in schools. This study aims to investigate whether there is a disparity in mathematical communication skills between students who take Think-Pair-Share learning and the ones who take conventional learning. This research is a quasi-experimental study. Data analysis techniques used by researchers were descriptive statistics and the Mann Whitney U test. The instrument used was a descriptive test to measure students’ mathematical communication skills. The results showed that (1) there are differences in mathematical communication skills between students using the Think-Pair-Share cooperative learning model with students using conventional learning models, (2) the student communication skills of the treated group are better than that of the untreated one. Thus, in general Think-Pair-Share learning model influences students’ mathematical communication skills.
The correlation among students’ response in apply problem based learning and cognitive conflict strategy to improve critical thinking skills and curiosity attitude based on academic level
Authors: Zetriuslita  , Wahyudin  , Jarnawi  
Published: May 2020

Abstract
The purposive of this research was to describe and analyse correlation of student’s response in applying Problem based learning and cognitive conflict strategy (PBLCCS) to improve critical thinking (CT) and curiosity attitude (CA). This research design was quantitative and qualitative research. The population was consisted of undergraduate students of mathematics education study program and samples were chosen purposive sampling. The instruments used in this research were observation, quationaire and interview sheets. The findings showed that : (1) response of students in increasing critical thinking (CT) and curiosity attitude (CA) in teaching and learning process through problem based learning model and cognitive conflict strategy based on academic level was positive and very good category and they helped student to solve problems given and there were correlation among them based on academic level. (2) There were correlation between of students’ response in applying Problem based learning and cognitive conflict strategy (PBLCCS) to improve critical thinking (CT) and curiosity attitude (CA) based on academic level. They were known through observations, questionaire and interviews results.
Error analysis in solving prism and pyramid problems
Authors: Hasanah A N , Yulianti K 
Published: May 2020

Abstract
This research is descriptive qualitative research. This study aims to analyze students’ mistake in solving problems of surface area and volume on the prism and pyramid then to expose the causal factors. The subject of this research was 29 students in 9th class of one junior high school in Bandung, that was chosen by purposive sampling technique. Data was collected from students through validated essay tests and interviews. The data was analyzed by descriptive method. The results show that some of students (1) did not understand the problems, (2) could not represent the prism and pyramid in other form, (3) did some error in using formula of surface area and volume of prism and pyramid, (4) did some error in calculations and (5) had misconceptions. The causal factors were students were not accustomed to identify and write what known and asked when solving a mathematical problem, difficulty in reading information, did not understand concept of the prism and pyramid, carelessness in calculation, haste in answering questions, and lack of effort.
An analysis of tenth grade students’ mathematical creative thinking ability in vector
Authors: Hilmi Y , Usdiyana D 
Published: May 2020

Abstract
This study aims to describe the level of mathematical creative thinking ability of tenth graders in vector material. In this research, descriptive qualitative method was used and 34 tenth grade students of a senior high school in Tasikmalaya were involved as subjects of the study. A written test consisting four items in the form of description was used to collect the data and also through interviews. The data analysis technique was done by giving a score in accordance with the scoring guidelines and categorizing criteria to measure the level of students’ mathematical creative thinking ability. The result showed that the majority of students’ mathematical creative thinking ability was at the quite creative level. Thus, the students need to be given learning that can develop their mathematical creative thinking ability.
Education for industry revolution 4.0: using flipped classroom in mathematics learning as alternative
Authors: Rahmadani  , Herman T , Dareng S Y , Bakri Z 
Published: May 2020

Abstract
The industrial revolution 4.0 that we have faced nowadays has triggered the development of digital and cyber technology which will affect all aspects of human life, including educational aspect teaching of mathematics. Therefore, a new learning model that can be a reference for teachers in facing the industrial revolution 4.0 is needed. This article would review the flipped learning model as a form of Blended Learning (BL) in the teaching of mathematics. The flipped learning model was a learning model that conveys learning information remotely through video or text in an online context, and then the learning material would be further learnt through face-to-face learning. The implementation of this model was supported by a variety of technologies so that it was suitable to be used in the current 4.0 industrial era. In addition, this article would explain the example of implementing flipped learning in teaching mathematics that could be used as a reference for teachers. The overall description was expected to be an inspiration for researchers, teachers, or prospective mathematics teachers in conducting further research and in the process of learning mathematics.
Relationship between mathematical creative thinking ability and student’s achievement in gender perspective
Authors: Marzuki  , Cahya E , Wahyudin  
Published: May 2020

Abstract
This study aims to obtain a comprehensive explanation of the relationship between mathematical creative thinking skills and students’ achievement from a gender perspective. The samples of this study were the 10th-grade science department students’ scores on mathematical creative thinking, and achievement, which contains 29 students (14 male students and 15 female). This research is ex post facto research. The result shows that; 1) there is a positive relationship between mathematical creative thinking ability and learning outcomes in gender perspective simultaneously, with the R coefficient is 60.4%, variation in mathematical learning achievement can be explained by variations in creative thinking ability and gender; 2) Male students’ mathematical creative thinking skills have a positive effect on mathematical learning achievement, with the R coefficient is 57.7%, variations in mathematical learning achievement can be explained by variations in the male students’ creative thinking ability; 3) The mathematical creative thinking ability of female students has a positive effect on mathematical learning achievement, with the R coefficient is 56%, variations in mathematical learning achievement can be explained by variations in female students’ creative thinking ability. The variation of male creative thinking is slightly superior to the variation of the creative thinking of the female.
PGSD student’s mathematical creative thinking skills judging from creativity quotations by making vba-based teaching
Authors: Murni S , Bernard M , Ruqoyyah S , Chotimah S 
Published: May 2020

Abstract
This study aims to examine the mathematical thinking ability of PGSD students in terms of Creativity Quotient by making props based on VBA Ms. Excel. The method used in this study was a qualitative method, carried out in a University in Cimahi City. The analysed data was obtained through the results of props products, questionnaires and interviews for mathematical creative thinking ability in terms of Creativity Quotient. Result shows that students’ mathematical creative thinking ability are better than before learning process that conducted by making props based on the VBA Ms. Excel. In addition, almost all students said that they were very happy with learning to make props based on VBA Ms. Excel, they were more active and creative in following the stages in learning process, so as to lead to high learning motivation.
Ethnomathematics: exploration of a mosque building and its ornaments
Authors: Purniati T , Turmudi  , Suhaedi D 
Published: May 2020

AbstractEthnomathematics is a program that studies the cultural aspects of mathematics. This program presents mathematical concepts in a way related to the cultural background of students. This study aims to explore ethnomathematics aspects of a mosque building and its ornaments. This study used a qualitative approach to exploration methods. The techniques of collecting data were observation, documentation, and literature reviews. The research location was the Great Mosque of Cimahi which was determined using purposive sampling. The results of the study show that there are ethnomathematics aspects of the mosque building and its ornaments. The mathematical concepts of the mosque building and its ornaments are related to the concepts of geometry and algebra. Mathematical presentations related to mosque buildings and its ornaments are expected to help students to connect mathematics with the surrounding culture so that mathematics becomes more meaningful.
Critical thinking skills and self-confidence of high school students in learning mathematics
Authors: Adharini D , Herman T 
Published: May 2020

Abstract
This study aims to determine the mathematical critical thinking skills and the level of self-confidence of high school students in solving vector problems. Mathematical critical thinking skills and self-confidence are basic capital that students must have, so students are confident in solving each vector problem based on critical thinking processes. The type of this research was a qualitative descriptive. Participants in this study were high school students of class X IPA in a public high school in Cimahi city, consisting of 30 students who were determined by purposive sampling technique. The instruments in this study were researchers as the main instruments and supporting instruments, namely a test of mathematical critical thinking skills, a self-confidence questionnaire, and an interview guideline. The results are students have low critical thinking skills and medium self-confidence. The low of critical thinking is indicated by students unable to provide reasons, evaluate answers and identify data/concepts/definitions. Suggestions for further research are habituation of students with mathematical critical thinking skills.
Critical thinking skills in integral calculus lecture based on mathematical dispositions
Authors: Susilo B E , Darhim D , Prabawanto S 
Published: May 2020

Abstract
This study aimed to describe critical thinking skills in integral calculus lecture based on mathematical dispositions. This research used descriptive exploratory methods with instruments: test, scale, observation, and documentation. Data was taken from 105 undergraduate students from the mathematics education study program at a university in Central Java. Critical thinking skills are determined by using four indicators: analyzing problems, concluding and giving explanation, evaluating, and choosing problem-solving strategies. The results showed that: (1) there are no students with high and moderate negative mathematical dispositions; (2) students with low negative mathematical dispositions have poor abilities in evaluating and choosing strategies, and marginally adequate abilities in analyzing and explaining; (3) students with low positive mathematical dispositions have marginally adequate ability in analyzing, adequate abilities in explaining and choosing strategies, and good ability in evaluating; (4) students with moderate positive mathematical dispositions have adequate abilities in explaining and choosing strategies, and good ability in analyzing and evaluating; and (5) students with high positive mathematical dispositions have good abilities in analyzing, explaining, evaluating, and choosing strategies. There was a tendency of increasing achievement on indicators of critical thinking skills based on mathematical dispositions.
Senior high schools teachers and students’ needs for the e-learning in a remedial program of mathematics
Authors: Sasalia P , Abidin S T F , Mailizar  
Published: May 2020

Abstract
Remedial is a program designed in line with students’ need that aims to improve their understanding of a topic before the student move forward to learn the next following topic. The implementation of remedial in Indonesia, particularly in Aceh, does not meet the requirement, because most of the teachers conduct a remedial by repeating the test or giving additional assignment. This study aims to design and develop an e-learning based remedial program to improve remedial in teaching and learning upper secondary schools mathematics. This study is developmental research employing System Development Life Cycle (SDLC) model. The model has five stages of development that are─: planning phase, analysis phase, design phase, implementation phase and support phase. It is important to note that this paper reports results of planning phase, analysis phase, and a preliminary-part of design phase. The result from planning phase revealed problems regarding to the implementation of remedial programs in schools. In the analysis phase, the results showed that, ─ in delivering a remedial program, most of teachers gave the same questions as they provided for examination without any extra lesson or tutorial for the students. In addition, there was no teacher who used e-learning for the remedial.
Application of react (relating, experiencing, applying, cooperating, transferring) strategy to improve mathematical communication ability of junior high school students
Authors: Musyadad M A , Avip B 
Published: May 2020

Abstract
This present study aims at studying whether react strategy improve students’ mathematical communication ability. Research design used in this is quasi-experimental. Information obtained from the article is then compiled into a writing. The results of this study indicated that the REACT strategy improve students’ mathematical communication skills of junior high school. Learning mathematics with the REACT strategy can be used as a test recommendation to see how and how much the picture of communication skills in mathematical concepts can be improved.
Ethnomathematics study: Formalizing mathematical representation in the Marosok trading tradition in Minangkabau
Authors: Mardia I , Turmudi  , Nurjanah  
Published: May 2020

Abstract
Ethnomathematics studies mathematical ideas in various cultural activities practiced by ethnic, social or professional groups. This research was carried out as part of the exploration and inventory of ethnomathematics to reveal mathematical representations and formulate a system of calculations used in the Marosok trading tradition by the Minangkabau tribe in West Sumatra. The Marosok buying and selling tradition is the tradition of shaking hands with “marosok” or touching fingers covered with cloth (cover), between sellers and buyers with the aim of obtaining price agreements in buying and selling livestock using nonverbal communication. Qualitative approaches and ethnographic methods through the principles of data collection such as field notes, unstructured interviews, and documentation studies were used in this study. The findings of this study show that mathematical representations of finger symbols and gesture in the Marosok tradition contain basic numbers one, two, three, four, five and two and a half as well as two types of operations, namely addition and subtraction. This mathematical representation is used to obtain other numbers needed in livestock buying and selling transactions using a certain formula.
The influence of realistic mathematics education (RME) approach in enhancing students’ mathematical literacy skills
Authors: Fauzana R , Dahlan JA , Jupri A 
Published: May 2020

Abstract
This study aims to find out the improvement of students’ mathematical literacy skills after they are provided a learning with Realistic Mathematics Education (RME) approach and to compare with students who only get regular learning approach. This study was a quasi-experimental with non-equivalent control group design. This study involved 64 grade VIII students of one of the Islamic junior high schools in Bandung. Sample of this research was two classes, which involved 32 students of one experimental class and 32 students of another control class, with using purposive sampling technique. The instrument used is a test of mathematical literacy skills. The results showed that there are differences in the enhancement of mathematical literacy skills between students who studied with Realistic Mathematics Education (RME) approach and students who studied using conventional learning.
Students’ creative thinking skill and its influential factors in quadrilateral topic viewed by students’ cognitive
Authors: Rupalestari D , Prabawanto S 
Published: May 2020

Abstract
The purposes of this study were to describe students’ mathematical creative thinking skill in quadrilateral topic viewed by students’ cognitive and to reveal the factors that influence students’ creative thinking. This study was a descriptive qualitative research. The data were collected by using a written test and an interview. The test was conducted to measure students’ mathematical creative thinking and interview was conducted to determine the factors that influence students’ creative thinking. The test used 4 creative thinking questions that each of them covered one of four indicators of mathematical creative thinking. The research subjects were 7th grade students of Integrated Islamic Junior High School, namely Ibnu Khaldun Lembang. The result shows that the higher students’ cognitive the higher students’ mathematical creative thinking skill. The factors that influence students’ creative thinking are the skill to make mathematical models, the skill to see questions at different points of view, and the skill to understand the topic.
Pedagogical content knowledge (PCK) profile of prospective teachers in mathematics learning
Authors: Ningsih S Y , Turmudi  , Juandi D 
Published: May 2020

Abstract
Pedagogical Content Knowledge (PCK) is a blend of understanding teaching material (content knowledge) and understanding of ways to educate (pedagogical knowledge) that need to be possessed by a teacher. The purpose of this study was to find out the profile of the Pedagogical Conten Knowledge (PCK) of prospective teacher students, knowing the role of prospective mathematics teacher students towards PCK. This research is a qualitative study that describes the ability of PCK students of mathematics teacher candidates. A teacher in carrying out his professional duties must have competence that is always maintained. Therefore, competency development is an important requirement to ensure that the quality of learning in the class adapts to the development and demands of the times. Competence that is always maintained also ensures that the implementation of education is consistent in achieving educational goals. There are ten PCK criteria that must be possessed by prospective teacher students before practicing in the field. Teacher candidates must also be able to implement learning, knowledge about ways to represent and explain a material to make the material understandable to others.
An analysis of junior high school students’ creative thinking skills in solving flat-side geometry problems
Authors: Musna R R , Juandi D 
Published: May 2020

Abstract
The study was aimed at analysing the students’ creative thinking skills at SMP Negeri 2 Bandung, focusing on the fluency, flexibility, originality, and elaboration aspects in solving the flat-side geometry problems. This type of research is qualitative. Tests, interviews, and documentation were utilized as the data collection methods. The students of class VIII-D were chosen as the subject, six of whom were taken as the sample, consisting of two students with high mathematical skills, two moderate, and two low. The findings reveal that the students with high mathematical skills experience no obstacle in the fluency and flexibility aspects, while in the originality aspect the inability to provide creative answers is still exhibited by some students, and in the elaboration aspect the students represent lack of accuracy and detail in answering the elaborative questions. The moderate mathematical-skilled students still indicate difficulty in understanding the problems given, whereas the low mathematical-skilled students show difficulty in understanding the problems. Therefore, they can merely provide less-structured, unsystematic, undetailed answers, and they do not solve many problems as well. This is due to considerable obstacles they still experience.