bluuebunny/crossref_metadata_2025_split huggingface dataset:
How are the contributions of mathematics resilience for developing attitude rubric to assess mathematics learning?
Authors: Suri A , Herman T 
Published: May 2020

Abstract
Attitude assessment is one of important things that can help teacher to know how the development of students attitude in learning process. This study aims to present the implementation of attitude assessment by mathematics teacher at school. This study was qualitative descriptive research. The data were collected by using observation and conducting an interview to one of teachers of 8th grade in Cimahi. The result shows that the teacher was still difficult to implement attitude assesment. It caused the teacher had some obstacles in developing attitude rubric. In the end, students had negative attitude toward mathematics in classroom. To cope with this problem, the teacher needs to establish their own mathematical resilience so that they can have values, struggles, and growths that can help them in developing the attitude rubric. At the end of this article, it is also presented the contributions of mathematical resilience to develop rubric of attitude assessment in mathematics learning.
Mathematics remedial teaching under model of countenance stake for a senior high school in Bandung
Authors: Rini D E P , Prabawanto S 
Published: May 2020

Abstract
Remedial teaching plays an important role in the whole teaching program. Through remedial teaching, the teacher tries to provide students with the opportunity to create their mathematical abilities optimally. This study aims to describe the implementation of remedial teaching based on antecedents, transactions, and outcome components. Using the countenance stake model, the subjects in this study were a mathematics teacher who conducted the remedial teaching and students who taken the remedial teaching. The data were collected using interviews and documentation. The results of the study shows that the antecedents’ component of remedial teaching was not well-planned. Based on the transaction component, the remedial teaching was not well implemented. Based on the outcome component, the remedial teaching did not achieve good results.
An analysis of mathematical reflective thinking skills of senior high school students
Authors: Ramadhani R , Juandi D 
Published: May 2020

Abstract
The present study aims to describe mathematical reflective thinking skills of senior high school students according to the problems which examine mathematical reflective thinking skills of integrals subject matter. The method in this study was qualitative with phenomenological approach. Six students of grade XI in a senior high school in Banda Aceh City were selected as the subject. The data were collected through a test consisting of mathematical reflective thinking skills problems, interviews, and documentation. The indicators of mathematical reflective thinking skills include identifying problems, interpreting problems, evaluating problems, predicting problem-solving, and drawing conclusions. The results show that there are students who have not been able to identify problems clearly and correctly, all students have not been able to interpret the integral-related problems clearly and correctly, some students have not been able to evaluate the integral-related problems clearly and correctly, some students have not been able to predict the integral-related problems clearly and correctly, and some students have not been able to draw conclusions regarding the integral-related problems clearly and correctly.
Pre-service mathematics teachers creativity in designing mathematics assessment based on education for sustainable development
Authors: Widiati I , Turmudi  , Juandi D 
Published: May 2020

Abstract
Pre-service mathematics teachers often design mathematical test instruments based on the questions contained in the mathematics textbook. The question can be modified or directly using the existing problem. This certainly does not explore students’ creativity in designing mathematical test instruments, especially about applications in the social, economic and environmental aspects. This study aims to analyze the creativity of pre-service mathematics teachers in designing mathematical test instruments based on Education for Sustainable Development. This research was carried out qualitatively a type of phenomenology with 4 respondent’s namely Pre-service mathematics teachers. Based on the results of in-depth interviews and documentation of the mathematical test instrument was designs by Pre-service mathematics teachers, the results showed that pre-service mathematics teachers had gotten problems in designing application for the environmental field. Because of students are not used to designing application questions. For social and economic aspects, some students can design the problem but the problems given are limited to using examples in the social and economic aspect without incorporating elements of character values in them.
Mathematical communication ability analysis of high school students on trigonometry learning
Authors: Ekaludini U , Darhim D 
Published: May 2020

Abstract
Mathematical communication skills are one of the essential mathematical basic competencies of mathematics and mathematics education. The purpose of this study was to determine the mathematical communication skills of high school students in solving trigonometry problems and to reveal the difficult aspects of mathematical communication for high school students. The research design used was descriptive qualitative research involving 36 students of class X MIPA 1 as research subjects. The students were distributed into 3 groups, namely high, moderate, and low group which consisted of 12 students per group. The instrument used in this study was a test of mathematical communication skills in the form of a description. Based on the result, the average mathematical communication skills of students in all groups were in the less (inadequate) category. The results showed that students’ ability to solve trigonometry problems with mathematical communication had not been achieved. It was also found that students had difficulty on resolving mathematical problems presented in the form of images, on expressing the mathematical concepts used.
Hybrid-PjBL: Creative thinking skills and self-regulated learning of pre-service teachers
Authors: Zakiah N E , Fajriadi D 
Published: May 2020

Abstract
This study aims to describe creative thinking skills and self-regulated learning of pre-service teachers who participated in Hybrid-PjBL learning activities. The research design used a single-case study (one-shot case study). This study used quantitative descriptive with data in the form of a creative thinking scale, creative thinking ability tests, and self-regulated learning questionnaires. Data analysis used descriptive statistics. The results showed that the application of Hybrid-PjBL to students’ creativity had a very high category; students’ creative thinking abilities had a high category, with the construct of students’ creative thinking abilities comes from innovative factors; and self-regulated learning students had a positive attitude. This indicates that the Hybrid-PjBL learning model can develop students’ creative thinking skills and self-regulated learning with satisfactory results. This study contributes to the study of literature as an alternative learning model relevant to the demands of the twenty-first-century scheme.
Promoting junior high school students’ active learning using concrete object demonstration in line and angle topic
Authors: Khomeni A , Prabawanto S 
Published: May 2020

Abstract
This research aims to implement students’ active learning through the demonstration method of concrete objects in the line and angle topics in Junior High School. This was a Class Action Research implemented to 40 students at 7th grade of MTsN Batang Toru. The data collection techniques were carried out by observation and distribution of a questionnaire. The data analysis technique used the analysis of Miles and Huberman models with three stages, namely data reduction, data display, and drawing conclusions. This research used three cycles to obtain the desired results. The results of the observation during the learning process showed the observations of the first cycle in the first meeting, student activity was 34.82%, and that in the second meeting was 42.33%. Furthermore, the students’ activeness in the second cycle of the first meeting was 51.5%, and that in the second meeting was 63.83%. The third cycle of the first meeting was 74.16%, at the second meeting was 85.16%. A questionnaire indicated that students’ activeness during the first, second and third cycles were 44.16%, 64.16% and 84.33%, respectively. It can be concluded that the activeness of students in the line and angle topics in mathematics lessons using the concrete object demonstration method had increased as expected.
On surveying of fifth grade mathematical anxiety in term of gender
Authors: Afrianti N F , Prabawanto S 
Published: May 2020

Abstract
In the education curriculum, mathematics is a compulsory subject that students must learn from elementary school, because of its usefulness for students’ daily lives. However, many obstacles experienced by students in learning mathematics, one of which is mathematical anxiety. So, this study aims to explain how students’ mathematical anxiety is seen from gender factors and their implications. The subjects of this study were 10 grade 5 students, an elementary school in Sumedang. Case study methods are used to understand and analyse students’ mathematical anxiety. The results of the study were obtained from data collected through questionnaires, interviews, and fieldnotes when the mathematics learning process took place, which was then analysed descriptively. During the study, it was observed that the mathematical anxiety of female students tended to be higher when compared to male students. This mathematical anxiety will increase when students face an exam. The implication is that students with high levels of mathematical anxiety tend to be disturbed by their concentration in learning mathematical material. Although this does not all have an impact on the results of student learning tests, but still must be improved in learning situations so that students are more comfortable and mathematical anxiety is more reduced students in following the lesson.
The didactical and epistemological obstacles on the topic of geometry transformation
Authors: Sunariah L , Mulyana E 
Published: May 2020

Abstract
This study intends to investigate didactical and epistemological obstacles that occur when students accomplish the problem on the topic of geometry transformation. The data were collected through the students’ answer and interviews of 16 ninth graders and 16 twelfth graders when solving the test instrument used is eight problems related to geometry transformation where there are five of them which are contextual problems. The data analysis reveals that most students have difficulty in identifying contextual problems related to geometry transformation; not quite firm to know the characters from each type of geometry transformation (reflection, translation, rotation, and dilation); use procedural knowledge rather than conceptual understanding; and erroneous in applying previous material concepts related to solving geometry transformation problems. These findings are expected to overcome didactical and epistemological obstacles in teaching and learning of geometry transformation.
Structure analysis of indonesian mathematics textbooks in the topic of relation and function for junior high school
Authors: Firdausi F J , Jupri A 
Published: May 2020

Abstract
The development and interest in mathematics textbooks in Indonesia have a considerable increase in the last decade. In this study, we discuss on structure analysis of Indonesian mathematics textbooks in Relation and Function Topics. We focused structure analysis of mathematics textbooks for 8th-grade students. Three Indonesian mathematics textbooks were analyzed for this study. An analysis framework was developed to investigate the characteristics of the structure in the textbooks from three perspectives: the physical features, the schematic of the math contents in the textbooks, and the patterns in the sequencing of content. We counted the distribution of block types, contents and performance expectation types to help us in examining and analyzing the structure of textbooks in relation and function topics for 8th grade. Our analysis showed that the three textbooks generally have a common structure. Firstly, the textbook A has more pages than the others. Mostly the textbook provided many learning activities with a scientific approach. Secondly, the schematics showed that the brief of structure of the three textbooks which have a common structure: 1) illustration about relation and function; 2) a concept map; 3) a set of narrations, learning activities, worked examples, and exercise to help students in understanding the topics; and 4) a competency test to examine whether students have achieved the aims of learning or not. Lastly, the patterns in sequencing content of the three textbooks showed that they have different patterns. Based on the results, recommendations are given for investigating the linkage between the structure of textbook and performance expectation in order to do further research on these topics.
Didactic transposition from scholarly knowledge of mathematics to school mathematics on sets theory
Authors: Jamilah J , Suryadi D , Priatna N 
Published: May 2020

Abstract
A study was conducted to analyze the didactic transposition process on sets theory. Specifically, this study aimed to analyze the transposition of knowledge on sets theory from scholarly mathematics to school mathematics. This study was a phenomenology study. Abstract algebra textbooks, the 2013 curriculum and school mathematics textbooks were sources of data in this study. The analysis of didactic transposition process used descriptive analysis. The results of this study show that there was a transposition of knowledge in the concept of the set from scholarly mathematics to school mathematics. The transposition of knowledge occurs in the structure and form, and context, but not in sequences. In context, the transposition of knowledge to the concept of the set can be seen from how the concept of the set is built. In scholarly mathematics, the concept of sets is built from abstract formulas. Whereas in school mathematics, the concept of a set is built from concrete formulas, to later obtain semi-concrete and abstract formulas. Structurally and formally, the transposition of knowledge can be seen from the presentation of concepts. Whereas in sequence, there was no transposition of knowledge to the concept of sets.
Gender and mathematical communication ability
Authors: Firdiani N H , Herman T , Hasanah A 
Published: May 2020

Abstract
Communication skills were one of the abilities needed in the 21st century, but the reality showed that students’ mathematical communication skills were still low. The aim of this study was to analyze the mathematical communication ability of male and female students for the content of Space and Shape. The research method used was the qualitative research method. The participants of the study were 6 male students and 6 female students of class VIII Junior High School with age characteristic between 13 -14 years old and have the ability of high, medium and low in general mathematics. Data was collected by using test and interview. Data analysis used includes data reduction, data collection, and conclusions. The study results showed that both male and female students with high ability in general mathematics are able to express situations in the form of pictures or mathematical models, analyse and evaluate mathematical ideas in other forms, but male and female students who have medium and low ability in general mathematics still have difficulty in expressing situations in the form of drawings or mathematical models, analysing and evaluating mathematical ideas in other forms.
Development of high order thinking skills (HOTS) test instrument on exponent for junior high school students
Authors: Zaki M , Amalia R , Sofyan S 
Published: May 2020

Abstract
This study aims to produce the HOTS test instrument on valid, practical and effective exponent material for Class IX students of SMPN 5 Langsa, Aceh. This research is development research (R & D) using the Tessmer development model which consists of 2 stages, namely preliminary and formative evaluation stage. The test run was held in class IX of SMPN 5 Langsa. Data collection instruments include question lattice, HOTS test instruments, validation sheets, and practical questionnaire sheets. HOTS test instrument that has been produced in the form of a set of questions consisting of a grid and 10 HOTS questions in the form of a description that meets the criteria of valid, practical, and effective. The HOTS test instrument was declared valid with an average score criterion of 85% in a very valid category and was declared practical with a score criterion of 80% in the very practical category. The HOTS test instrument developed was also very effective, meaning that it had a good effect or effect on students ‘higher-order thinking skills with an average score of 64.2 which showed students’ high-level thinking skills in good categories.
Assessment processes for slow learners in mathematics learning
Authors: Khaira U , Herman T 
Published: May 2020

Abstract
This study aims to find out how teacher’s to service the students, the role of the teacher in facilitating slow learners in mathematics learning, and other constraints that the slow learners faced. This research was a case study in a junior high school in Bandung. Participants in this study were five students in 8th grade. This research was carried out through observation the learning activities, interviewing the slow learner students, and interviewing mathematics teachers. The one of the result in this study was showed that children who are classified as slow learners were not well facilitated to achieving mathematics learning goals. Slow learners need a longer study time than their peers, so they need special education services. One of alternative solution that can be done by teachers is that teachers should pay special attention such as teacher gives opportunity to slow learners get more time to study the subjects material and do the clinical teaching. The importance of teachers conducting clinical teaching are giving the direction to the slow learner students in the learning process, and helping the students to overcome the difficulties faced by slow learner students.
Development of Geometry Analysis Using Geogebra Scripting in terms of Student Cognitive Capabilities
Authors: Bernard M , Setiawan W 
Published: May 2020

AbstractGeometry is a part of mathematics related to points, lines, planes, flat buildings, and building spaces. And their thought processes must be discussed by students and mastered for geometry analysis. Students must have good analytical skills dealing with geometric questions based on cognitive abilities, namely understanding, connection, communication, reasoning, critical and creative, each of which has indicators as references using the Geogebra help software by Geogebra Script. The method used is a learning development model, and before using ICT media from 41 students, 85.36% participation in mastering vectors and 78.05% not mastering transformation geometry, and after using the inability of media to connect vectors and convert vectors to 48, 78% and 41.47%. And there was a significant increase before and after using media supported by GeoGebra scripts, namely the average grade from 29.88 to 58.29. Based on these results because there is an increase in the cognitive abilities of students who use Scripting Geogebra, however, there is a need to consider evaluating especially reasoning ability, problem-solving, and critical because the increase is below 50%.
Mathematical abstraction: students’ concept of triangles
Authors: Hutagalung E E , Mulyana E , Pangaribuan T R 
Published: May 2020

Abstract
Mathematical abstraction is a cognitive process when students construct their mathematics knowledge and the result of the process itself. This study explores the mathematical abstraction of students related to the concept and the area of triangles. For this reason, firstly, the researchers developed four questions. This study was conducted in one junior high school in Bandung. Twenty-three students, grade 7 (12-14 years old), were involved in this study. Data were collected through observation of the test results and followed by students interviews. Finally, data were analyzed qualitatively. The researchers found that the low-achievement students tend to understand the triangles which consist of the interior area bounded by three straight lines and the lines themselves; they also tend to understand the area of triangles as the result of the pattern of a base times height divided into two. Besides, there are indications that low-achievement students need help from teachers so that they can achieve a higher level of abstraction.
Association of physical body-kinesthetic (Multiple Intelligences) mobility with learning results biology in SMA negeri 2 bandar lampung
Authors: Pratama Riandy , Handoko Akbar , Anwar Chairul 
Published: May 2020

Abstract
Multiple Intelligences defines intelligence as the ability and skill of resolving problems, creating valuable products in one or more environments, cultures and communities. So that with multiple intelligences can affect the ability of students to learn specifically in learning Biology. This research aims (1) To know the relationship between students who have kinesthetic ability to learn Biology subjects (2) to know the difference in student grades based on kinesthetic indicators. The method used was the correlational method using 1 class as an experimental class as well using product moment formula. This research was held on May 29 until June 10, 2017 sample taken in class XI MIA I with purposive sampling technique. SMAN 2 Bandar Lampung mission is to develop the potential of learners Multiple Intelligences including intelligent motion. Refers to the bookSuharsimi Arikunto consists of 45 statements based on the indicator of kinesthetic ability, consisting of 5 indicators to look for differences in the value of each indicator using a one-way Anova Test. Collection of student value data on the pick up based on final exam results. The significant value between kinesthetic intelligence and the learning outcomes based on the analysis of the two interconnected interpretation is sufficient.
The effect of local primacy-based comic media on students’ conservation attitudes
Authors: Sukri A , Rizka M A , Sakti H G , Harisanti B M , Muti’ah A 
Published: May 2020

Abstract
The purpose of this study was to analyze the influence of the implementation of local primacy-based comic media on students’ conservation attitudes. This research was a quasi-experimental that adopted and modified separate sample pretest-postest designs. Two experimental schools, namely SDN 1 Gili Indah and SDN Teratak, West Nusa Tenggara, Indonesia were taken randomly with a total of 52 students. Data on student conservation attitudes was collected through questionnaires. The data were converted into percentages then analyzed using the paired and independent sample t-test. The results of this research showed that the implementation of local primacy-based comic media can increase students’conservation attitudes (p<0.05) and there was no difference students’conservation attitudes of the two observation schools (p>0.05).