bluuebunny/crossref_metadata_2025_split huggingface dataset:
The analysis of students’ learning difficulties on system of linear equation in two variables topic
Authors: Fatio N A , Fatimah S , Rosjanuardi R 
Published: May 2020

Abstract
This study objectives was to determine student’s error profile, student’s misconception, cause of student misconception, and students learning difficulties on system of linear equation in two variables topic. The research was carried out by giving test of concept understanding on that topic. Subject of the study were junior high school students who had studied the topic. The results of the study revealed that there were the students’ error profile, six students’ misconception profiles, four causes of students’ misconceptions, and seven causes of learning difficulties. Based on the results of the students test it was found 71% of students had difficulty in determining the solution of system of linear equations in two variables algebraic form. This indicated students had difficulty in using, utilizing, and choosing a particular procedure on this topic. In addition, from the results of teacher’s interview, it was found one of the cause students’ misconception to be the inaccuracy definition of system of linear equation in two variables (SLETV). Students learning difficulties were mostly derived from student learning activities at school.
Analysis of student’s statistical thinking ability in understanding the statistical data
Authors: Masjudin M , Muzaki A , Abidin Z , Ariyanti I A P 
Published: May 2020

Abstract
The purpose of this research is to describe the student’s statistical thinking ability in understanding statistical data. The statistical thinking consists of the following four indicators: (a) ability to describe data; (b) ability to organize and reduce data; (c) ability to represent data; and (d) ability to analyse and interpret data. This research uses a qualitative approach with a phenomenological method. Subject in this research were eighth grade students of SMP Negeri 3 Lingsar. Data collection techniques by providing evaluation tests statistical thinking abilities and interviews. The results of this research showed that 4.2% of students had high statistical thinking ability, 25% of students had medium statistical ability, and 70.8% of students had low statistical thinking ability. So that, can be concluded the statistical thinking ability of students is in the low category. Student achievement in each indicator of statistical thinking ability is detailed as follows: (a) students ability to describe data is in the medium category; (b) students ability to organize and reduce is in the low category; (c) students’ ability to represent data is in the medium category; and (d) Students’ ability to analyse and interpret data is in the low category.
The differences of mathematics students’ entrepreneurship motivation in facing the digital era between students who have and have not taken entrepreneurship course
Authors: Rohaeti T , Rustika P 
Published: May 2020

Abstract
This study aims to knowing of mathematics education students’ entrepreneurship in facing the digital era between students who have and have not taken Entrepreneurship courses. The subjects of this study are Mathematics education students of Universitas Muhammadiyah Cirebon, they are 25 students who have not taken the entrepreneurship courses and 25 students who have taken the entrepreneurship courses in the academic year of 2018/2019. This study uses descriptive method under quantitative approach that researchers try to describe the events and they become the focus center without giving special treatment. Based on the results, there is no significant difference of mathematics education students’ entrepreneurship motivation in facing the digital era between students who have and have not taken entrepreneurial courses.
An analysis of the cause factors of unreachable standard minimum criteria on mathematics learning
Authors: Aziiza Y F , Herman T 
Published: May 2020

Abstract
The study aim knows the factors cause the learning outcomes of students unreachable the standard minimum criteria (KKM) on mathematics learning. The method used in this study was descriptive. The subjects research used the purposive sampling method. Data collection tools are questionnaires about the factors that cause students to unreachable KKM. Techniques data analysis uses a percentage formula. The conclusion of this research is the main cause of the students to get the value below KKM on mathematics teaching is the lack of motivation that exists in the students, the skill in learning mathematics is still very low, the health of students very influential about the learning process. In addition to the internal factors, there are also external factors, the external factor consists of the teachers and aspects of the parent. Students feel motivated to learn if the teacher uses media or mathematical aids. Another external factor is parents, parents have given cell phones to their children. These two factors cause students unreachable the KKM math subjects.
Students’ critical thinking ability in solving contextual problems at a junior high school
Authors: Kurnia I , Caswita  
Published: May 2020

Abstract
This research aimed to describe students critical thinking ability in solving contextual problem. Research population were students class VIII SMP Muhammadiyah 3 Bandar Lampung. Subjects used in this research were 29 students chosen with simple random sampling. Method used was descriptive. Data were analyzed qualitatively and quantitatively. Data of critical thinking ability was essay question with contextual problem of flat geometry The result of the research showed that student’s critical thinking ability was still low. It can be seen from fulfillment of each indicator of critical thinking ability. Interpretation aspect was in moderate category of 55%, analysis aspect was 38% and evaluation aspect was 21% including in low category and interference aspect was 14% in very low category. The conclusion in this research was that student’s critical thinking ability was in low criteria. Thus, teaching innovation to facilitate students’ critical thinking ability is needed.
Education for sustainable development: investigating the sustainability consciousness and mathematical competence in the geometry for middle school students
Authors: Anwar  , Juandi D , Ningsih S Y 
Published: May 2020

Abstract
Education for Sustainable Development (ESD) has long been socialized by the government to be developed and implemented in education, but currently, its implementation has not been carried out optimally. ESD is education that makes students aware of their environmental life in creating a sustainable future by not sacrificing future generations. One effort to achieve the ESD goal is to introduce it to the community. ESD has three main objectives namely economic goals, ecological / environmental objectives, and social goals. Awareness in each individual needs to be built from elementary and middle school age so that it is embedded and embedded in the mind to realize the goals of ESD. This is where the concept of sustainable development (sustainable development) needs to be studied and applied to schools. The purpose of this paper is to investigate the ability to solve geometrical problems based on ESD and Sustainability Consciousness, then develop mathematical competencies that are relevant to the components of ESD geometry. The type of research used is qualitative research. The results of his study showed that 46.25% of students were able to solve geometric problems based on ESD, while 53.75% of students were still categorized as unable to solve them, and 31.25% of students had Sustainability Consciousness in the economic dimension, but for the environmental and social dimensions they did not have.
Students’ difficulties in solving algebra task in middle school
Authors: Wahyuni R , Prabawanto S , Herman T 
Published: May 2020

Abstract
Algebra is an essential topic in learning mathematics. It is a tool for solving the problem in the related phenomenon in our world. It gives the students the strategies on how to think systematically and coherently. Transition arithmetic to algebraic is still a considerable aspect of mathematics education. The habitation of solving problems using numbers becomes a way for students to get the solution to the mathematics problem. While the letters become a mathematical problem, students are trouble to solve it. For that reason, we try to examine the students’ difficulties in generalization and the equality aspect. The qualitative method was chosen from this study, then the analysis of the data by using the description style. The subject of this study is the students in grade eight and have studied algebra domain. This study found that the students have difficulty while generalizing the patterns and equality concepts.
Fraction interpretation of pre-service mathematics teachers
Authors: Ramadianti W , Priatna N , Suryadi D 
Published: May 2020

Abstract
Fractions are a mathematical concepts applied many fields. Therefore correct interpretation of fraction is an important thing. This research investigated the interpretations of fractions by pre-service mathematics teachers. We interviewed 35 pre-service mathematics teachers to interpret 4/5. The results showed that only 19 participants in the study could interpret fractions as part of whole, quotient, and ratio. There was no participant who were able to interpreted fraction as operators and measures. These results indicated that although pre-service mathematics teachers often use fractions in mathematics topic since elementary school to university, their interpretation of fractions is still incomplete.
Comparison of mathematical literacy enhancement between students with problem-based learning and guided discovery learning model
Authors: Hafiz M , Darhim  , Dahlan J A 
Published: May 2020

Abstract
Mathematical literacy is an individual’s capacity to formulate, employ and interpret mathematics in a variety of contexts. The purpose of this study was to review the comparison of enhancement in mathematical literacy between students who received problem-based learning and other group of students who received guided discovery learning based on initial mathematical ability in overall and level of initial mathematical ability (high, medium, and low). This research was conducted at a junior high school in Jakarta. The method used in this study was quasi-experimental with 66 students as the samples. The instrument used to collect the data was mathematical literacy test. The results showed that enhancement in mathematical literacy of the students receiving problem-based learning was higher than the students who received guided discovery learning based on initial mathematical ability on overall and those who started on medium level of ability. However, the enhancement in mathematical literacy of the students receiving problem-based learning was not higher than the students who received guided discovery learning based on high and low level of initial mathematical ability.
Senior high school students’ problem-solving ability in completing sine rule problems
Authors: Wahyuni S , Dahlan J A 
Published: May 2020

Abstract
One of the 21st century skills and also the primary goal of students learning mathematics is mathematical problem-solving. To achieve one of the 21st-century skills, students can practice solving problems in various forms of questions, including mathematics word problems. Completing the mathematics word problem requires an understanding of the problem context, making a mathematical model, developing a resolution strategy and reviewing the strategies used. The purpose of this research is to describe the students’ problem-solving ability to solve sine rules word problems. This research was conducted by a qualitative approach. Data were collected from 34 tenth grade senior high school students. Problem-solving for each student was scored by using a holistic rubric. Then the solution was reviewed by using the Polya Problem Solving Strategy. The results showed that least students had been written the solution, but the methods that they used could not be understood (problem number1) and indicates that they were unskilled in understanding and planning problem-solving. Then there were only four students who were able to solve the problem solving correctly (problem number 2). Thus students had been able to implement the four steps of Polya’s problem-solving strategy properly.
Intuition characteristics of junior high school students with rational personality types in solving HOTS mathematical problems
Authors: Nugroho B E , Usodo B , Subanti S 
Published: May 2020

Abstract
Mathematics has a vital role in development in all aspects of life. Through mathematical modeling, students can be trained to think critically and creatively in solving problems related to everyday life. The habit of critical thinking using intuition can help determine the initial steps and bring up creative ideas in solving the problems they face. This study aims to describe the characteristics of the intuitive reasoning model of students of rational personality types in solving HOTS problems in mathematics. The subjects in this study were grade VIII students of Junior High School Daha 1 Pawyatan Kediri, who had been selected based on rational personality types through Kiersey’s personality test. The intuition data used by the subjects in this study were collected using task-based interviews. The results of this study are that the subjects did not rewrite the critical things on question when answering, such as, what is known and what is asked by arguing that this is usually true. In general, the subjects in this study used an implicit intuitive reasoning model and diagrammatic model to solve the HOTS problem given.
The ability of teacher using properties “bloker” through scientific approach in learning mathematics
Authors: Saiman  , Zaki M , Wahyuningsih P 
Published: May 2020

Abstract
The aims of this study to describe the ability of teachers to use teaching aids “ figure tool Block Slide Factoring (Bloker) through the scientific approach in 2013 Curriculum. The data extracted in this study are related to the steps of using Block Slide Factoring (Bloker) through a scientific approach in Curriculum 2013. Source of data extracted by observation teacher activity related to the use of properties through a scientific approach in learning mathematics. Based on the results of observations, the researchers describe and disclose the steps for using Block Slide Factoring (Bloker) with a scientific approach in the 2013 Curriculum. Based on the analysis of the data showed that Block Slide Factoring (Bloker) could be operated correctly and adequately reach the stage of a mathematical formula or reach the stage properties are not used anymore, then describe and only use techniques.
Students’ creative thinking skills on the circle subject in terms of learning obstacle and learning trajectory
Authors: Diana N , Suryadi D , Dahlan  
Published: May 2020

Abstract
The study aims to describe students’ creative thinking skills in circle material based on students’ learning obstacle and trajectory. This research applied descriptive qualitative. The instruments used were circular questions and interviews. Data analysis carried out along with the data taken by analyzing students’ creative thinking skills based on students’ learning obstacle and trajectory. The research subjects were VI semester students who were able to handle analytical geometry. The results of the study shown that, most students experience learning obstacle (1). Students have difficulties in finding concepts from the meaning of circles, (2). Students have difficulties working on material circle questions and without re-examining the answers (3). Students found out difficulties in a concept from the general formula of the equation of the circle and make the graph, (4). Learning materials presented in textbooks do not build students’ creative thinking skills, so they do not support meaningful learning. Learning trajectory based on analysis of learning obstacle experienced by students and analysis of causes of difficulties can occur. Preparation of hypothetical learning trajectory through learning situations designed is expected to create students’ creative thinking, indeed, the student reconstruction process is created independent students form the concept of the formula set.
Creativity of mathematics education students in producing instructional media-based on macromedia flash through blended learning
Authors: Fitriasari P , Octaria D , Sari N 
Published: May 2020

Abstract
This study aims to train the creativity of mathematics education students in creating Macromedia flash-based instructional media through blended learning. Media is an important component in the learning process, which can help the student to achieve learning objectives. In order to produce instructional media, the teachers’ creativity of teacher is needed to create innovative products. This research is using a descriptive quantitative research method with 28 students of class VIB mathematics education study program, FKIP University of PGRI Palembang. Data were collected by observation and performance tests. The collected data from this research is analyzed quantitatively descriptively. Based on the analysis of observation data, it is known that there are 22 and 6 students included in the category of very good and good respectively. In the performance test, there are 20 students in the very good category, five students in the good category, two students inadequate category, and 1 student in the poor category.
Binomial distribution at high school: An analysis based on learning trajectory
Authors: Taufiq I , Sulistyowati F , Usman A 
Published: May 2020

Abstract
The binomial distribution was introduced in mathematics learning in high school. The problem is that literacy does not optimize the concept of binomial distribution itself. This research is a qualitative descriptive that aims to describe the problem of binomial distribution in a certain high school mathematics text book. Data were collected by the documentation method and analyzed descriptively. It was found several problems, such as (1) unstructured discussion schemes and some important concepts are not given; (2) the statistical description of the binomial distribution is not detailed (mean and variance). The results of this study are expected to become a reference for book writers in developing a book that can optimize conceptual understanding, especially in a binomial distribution.
The influence of realistic mathematics education toward students’ mathematical habit of mind enhancement in elementary school
Authors: Nisa S , Turmudi  , Saragih S 
Published: May 2020

Abstract
The importance of students having a mathematical habit of mind makes this soft skill need to be trained and developed since primary education. The low elementary school students’ habit of mind underlies the need for action in learning that can facilitate the growth of the habit. The researcher examines the effect of applying realistic mathematics on students’ habit of mind. The population of this study was fourth-grade elementary school students by taking a sample of 3 schools, where each sample consisted of two classes with a total of 144 students. The results of the study show that realistic mathematical approaches have a significant impact on increasing habit of mind of elementary school students.
Social justice in mathematics education for sustainable development
Authors: Mawarti S , Nurlaelah E 
Published: May 2020

Abstract
This article aims to examine the importance of social justice in mathematics education for sustainable development. One of the seventeen targets in Sustainable Development Goals is justice, peace, and strong institution. Mathematics education is a vital element for realizing sustainable development. Mathematics is very powerful to create a world. Because of that, social justice in mathematics education plays an important role in realizing sustainable development. This article discuss about the importance of social justice in mathematics education and how to integrate social justice in mathematics education can support the realization of sustainable development. The method of this study was a study literature sources that relevant to social justice in mathematics education for sustainable development. After studying the literature, we recommend for teacher to integrate social justice in teaching mathematics.
Moodle-based e-learning development based on mathematical solving of high school students
Authors: Nurjanah S , Mulyaning E C 
Published: May 2020

Abstract
This study aims to design Moodle-based e-learning based on mathematical solving of high school students and to determine the level of feasibility and effectiveness of Moodle-based e-learning based on solving high school students’ problems. This research is included in research and development with steps, as follows: potential and problem, gathering information, product design, design validation, design improvements, product trials, product revisions, usage trials, product revisions, and the final result. The subjects of the study were six references. Data collection techniques used in this research is the form of literature studies. The results of the study based on the literature study shows that the average score of media experts is 88.67% included in the good category, the average score of material experts is 80.67% included in the sufficient category, while the average score of mathematics learning outcomes is 83% is included in the high category with the results of the t group test in one group design being 11.510. Based on data analysis, it can be concluded that the use of e-learning based on Moodle is based on proper problem solving and is effectively used in high school.
Mathematical connection ability of middle school students in solving quadrilateral
Authors: Novianti  , Martadiputra B A P , Priatna N 
Published: May 2020

Abstract
The purpose of this study is to analyze the ability of students’ mathematical connections in solving quadrilateral problems. This research used qualitative approach for a descriptive research. The population in this study was all students of grade VIII of junior high school in Bireuen, Aceh Provence, while the sample was 20 students (around age 13-14 years) who were selected by purposive sampling technique. Data collection techniques used in the study were tests and interviews. The results showed that overall mathematical connections were still low at 39%. While the percentage of each connection indicator between topics of mathematics is 35%, connections with other disciplines are 28%, connections with the real world are 53%. Students faced difficulty in linking among mathematical concepts, this is due to not mastering the prerequisite material optimally even some students only remember the concept but forget how to do operations correctly, meanwhile students forget about physics concepts in calculating distances so that many students had difficulty in associating concepts mathematics with other disciplines. Based on these results, the researchers suggest to: 1) improve students’ mathematical connection abilities, 2) train students with non-routine problem solving.