bluuebunny/crossref_metadata_2025_split huggingface dataset:
Mathematical representation ability through geogebra-assisted project-based learning models
Authors: Septian A , Darhim  , Prabawanto S 
Published: October 2020

Abstract
The purpose of this study is to analyse the achievement, improvement, and achievement of indicators of mathematical representation ability between students who obtain a project-based learning model assisted by GeoGebra and students who get a project-based learning model. The research method used in this study is quasi-experimental with a non-equivalent comparison group design. The subjects in this study were students of the Department of Mathematics Education in the second semester of the academic year 2018-2019 at Universitas Suryakancana. The research instrument used was a mathematical representation ability test and the Group Embedded Numbers Test (GEFT). Analysis of the data used is the normality test, the Mann Whitney test, and the percentage of achievement indicators. As a result, the achievement and improvement of the mathematical representation ability of students who obtained a project-based learning model assisted by GeoGebra were better than students who obtained a project-based learning model, the achievement of the mathematical representation ability of students in the experimental group were good categorized, the control group was categorized sufficiently, the experimental group with field-independent and field-dependent cognitive style were categorized as good, the control group with field-independent and field-dependent cognitive styles was considered sufficient.
MGMP optimization in developing teacher professionalism in developing HOTS problems based on RME approach
Authors: Edwar  , Putri Ratu Ilma Indra , Zulkardi  , Darmowijoyo  
Published: October 2020

Abstract
The results from the Program International Student Assessment in 2018 placed Indonesia at number 74 out of 79 countries, It shows low student ability in Higher Order Thinking Skills (HOTS). One of Them is caused low competence of teachers in applying HOTS in the subject. Therefore, we need a method to improve teacher competency. One method used is to optimize training HOTS development in the Subject Teacher Forum or called MGMP using the Realistic Mathematics Education approach. This research includes preliminary, prototype, and field tests. This research is on high school mathematics teachers in East OKU Regency. Analysis of this research data using a walkthrough, documents, and tests. The results of this study prove the increase in teacher competence in generating valid HOTS questions. Valid is when all validators said HOTS problems that are generated both in content and construct, practical (questions used for student learning, easy to read, do not attract diverse interpretations, and can be given to all students). Also, research has the potential for student learning outcomes with an average value of 70.16 student abilities. This research also improvement of student learning activities, as seen from the results of the analysis of activities students that are 3,09.
Somatic, auditory, visualization, intellectually learning assisted by GeoGebra to improve student’s mathematical representation skills
Authors: Septian A , Suwarman R F , Monariska E , Sugiarni R 
Published: October 2020

Abstract
The purpose of this research was to determine the improvement of student’s mathematical representation skills and student’s attitudes towards learning using SAVI learning assisted by GeoGebra. This research is a quasi-experimental research with the object of research of students of SMP Negeri 3 Cianjur. Students in class VIII-5 will be the experimental class and students in class VIII-7 will be the control class. The method used in this study is quasi-experimental research methods with non-randomized control group pretest - post-test design. Data processing will be executed with the normality test, Mann Whitney test, and the percentage of achievement indicators. Based on the results of data processing and interpretation, it is shown that SAVI learning assisted by GeoGebra better than ordinary learning in improving student’s mathematical representation skills. Then the attitude of students towards SAVI learning assisted by GeoGebra is generally positive.
Project based learning design “trade in school cooperation” for seventh grade students of junior high school
Authors: Sari Elisa Mayang , Putri Ratu Ilma Indra , Meisinta Lipa , Sunaryati  
Published: October 2020

Abstract
The direct proportion and social arithmetic are difficult topics for students. The difficulty on the topic of direct proportion is that students make mistakes in adjusting the application of direct proportions. The difficulty of social arithmetic is a mistake in determining the conditions of profit, loss, or break even. Project-based learning is an innovation for teachers and can improve students’ thinking abilities. The characteristics of the project involve some topics. Teachers are expected to work together to create learning according to expectations by implementing a lesson study system. Project-based learning that takes a long time can be overcome by using Edmodo because they can do learning without space and time limits. This research aims to determine the role of the learning trajectory in project-based learning “trade in school cooperation”. This study uses a design research method of validation studies type in seventh grade students of junior high school in Palembang. The results are the role of project-based learning in resolving direct proportions and social arithmetic through learning trajectory such as students getting more training in problem-solving procedures, better understanding the relationship of numbers proportions, and to achieve understanding in decisions of profit, loss, and breakeven situations.
Multiplication and division of integers through cultural approaches of playing dakon
Authors: Widada W , Herawaty D , Pusvita Y , Anggreni D , Aripianti R , Panduwinata B 
Published: October 2020

Abstract
Playing dakon has become a culture in Bengkulu. Since I was in kindergarten, dakon has been a fun game. It has the character of sharing fruit in each dakon convex (or hole). It becomes the starting-point of learning multiplication and division. The purpose of this study was to determine students’ thought processes in understanding the principle of multiplication and the division of integers through the cultural approach to playing the dakon. To achieve the goal, achieved through qualitative-explorative research. The subjects of this study were elementary students in Bengkulu City who were selected based on assignments. It was selected from 30 students who were given assignments about multiplication and division of integers. Students are given instructions using worksheets. After students submit their assignments, they are analyzed to select 2 students who have the thought process in achieving the principle of division and multiplication appropriately. Subjects were interviewed in-depth by researchers. Data were analyzed based on the genetic decomposition of research subjects. The results of this study are the Subject-1 can use the dakon to show the multiplicative properties of positive integers. He demonstrated that 4x3 by inserting it into four small dakon curves and three dakon seeds each. She concluded that multiplication is a repeated sum. Subject-2 uses the dakon to find the concept of dividing two positive integers. Subject-2 shows that 12: 4 by taking dakon seeds from a large curvature containing twelve seeds. She concluded that the division is a repeat reduction. This research concludes that Subject-1 and Subject-2 can build an understanding of operations multiplication and division, including verbal communication, writing, and drawing based on real media from local culture, namely the dakon game.
The cognitive process of students in understanding the triangles in Geometry of Riemann through local content
Authors: Widada W , Herawaty D , Widiarti Y , Herawati  , Aisyah S , Tuzzahra R , Berlinda K 
Published: October 2020

Abstract
Learning geometry is one that students fear. They have difficulty understanding the concepts of geometry. Students experience problems with Lobachevsky’s axiom alignment, as well as Riemann’s axiom alignment. Therefore, we need learning that makes it easy for students to imagine these axioms more concrete, although geometry cannot always be carried in a concrete world. The purpose of this study is to describe students’ cognitive processes in understanding the properties of triangles in Riemann Geometry through local content. This is a part of development research. We conducted a needs analysis of the ability of students to understand new concepts in geometry. The subject of this research was chosen from students of mathematics education at one of the tertiary institutions in Bengkulu City, Indonesia. Subjects were interviewed in-depth through task-based interviews. His job is to solve the problem of the properties of triangles in Riemann Geometry. Interview data were analyzed through genetic decomposition analysis. The results of this study were subjects able to analyze the interrelationship between concepts, axioms, and basic properties of geometry through orange peel media. He can attribute and organize. The attributes are obtained from three segments that meet at the ends. Subjects can organize the elements of the triangle so that the nature of a large number of angles in the triangle is more than 180. The conclusions of this study are the subjects can achieve the cognitive process of analysis, and can arrange the correct population.
Analysis of student learning styles and geometry thinking skills: During the covid-19 pandemic
Authors: Hamidah  , Kusuma J W 
Published: October 2020

Abstract
In social restrictions due to the current pandemic, there is a change in the learning system and changing learning styles. So it has the potential to affect mathematical abilities, especially geometry thinking skills. The problems are: 1)how the learning styles tendencies of students during the pandemic, 2)how the students ‘geometric thinking abilities viewed from the level of geometry according to van Hiele, 3)how the students’ geometric thinking abilities viewed from their learning styles, and 4)are their association of student learning styles with the level of geometry ability according to van Hiele. This research conducted at the University of Bina Bangsa in mathematics education, totaling 38 students. The method in this research is mixed methods. For quantitative data were analyzed using chi-square test and contingency test, while qualitative data were analyzed using flow models. The study found that during the covid-19 pandemic, the students tend to use auditory learning style and it is known that there is an association between student learning style and geometric ability level according to Van Hiele. Furthermore, it is known that the higher level of geometry ability of students, the higher indicators of ability to think geometry they have.
The abstraction ability about natural numbers through playing traditional music for elementary students
Authors: Herawaty D , Widada W , Ardy H , Furqany R , Suharto  , Anggoro A F Dwi 
Published: October 2020

Abstract
The ability of music has a positive impact on the balance of thinking. The purpose of this study is to determine whether the musical ability has a direct effect on the ability of abstraction of native numbers of elementary school students at a low level. This is survey research as an evaluation stage for the development of elementary thematic learning models in Kota Bengkulu, Indonesia. The research sample was 95 elementary school students in Kota Bengkulu. The instruments of this research were musical ability tests and abstraction ability test. Data were analyzed through the Lisrel 8.8 test. The results of this study is that musical ability has a direct positive effect on the ability of abstraction of native elementary students to a low level.
Designing PISA-like mathematics problem in covid-19 pandemic (PISAComat)
Authors: Nusantara D S , Zulkardi  , Putri R I I 
Published: October 2020

Abstract
A new policy demands PISA-like mathematics problems given to improve knowledge of literacy and numeracy as well as life skills in the Covid-19 pandemic. However, this didactic phenomenon has not been utilized as a context in learning. This research was design research with the type of development studies that aimed to produce PISAComat, which was valid, practical, and had potential effects on secondary school students’ mathematical literacy abilities by conducting walk-through, test, document review, and interview as data resources. From the result of expert reviews and one to one phase, the developed PISAComat has been valid. It is viewed from its compatibility with the PISA framework i.e., students are familiar with the current context, the content is indeed studied at the 9th grade, and the difficulty level of 5 in PISA. The language used is precise and does not contain a variety of meanings. The practicality can be seen from students who can understand and solve the problem given easily by involving students’ mathematical literacy. Also, the PISAComat had potential effects on mathematics literacy, such as reasoning and argumentation, to give perception and interpretation and to improve insights related to the education of life skills to face the Covid-19 pandemic.
Short preliminary analysis of student teachers’ mathematical knowledge of limit of a function
Authors: Oktaviyanthi R , Agus R N , Lestari I 
Published: October 2020

Abstract
The purpose of this short preliminary study is to investigate mathematics student teachers’ mathematical and didactical knowledge of the limit of a function, particularly in evaluating the value of the limit. This study modeled these investigations using the Anthropological Theory of Didactic, which describes mathematical activity in terms of the mathematical organizations or praxeologies and considers the teacher the director of the didactic process. In this study, the case study design was used, and four mathematics student teachers were examined within the context of evaluating the limit’s value. Mathematics student teachers’ result work, video recordings of the participants’ work in which they explained how to assess the value of limit and audio recordings of task-based interviews were used to gather data. Participants showed different ways of evaluating the value of the limit of a function and explained how they decided to answer based on their understanding.
Students’ errors in refractive thinking (the component of identifying problems) about spheres and distance in three-space
Authors: Yenti I N , Kusumah Y S , Dahlan J A , Fitri H 
Published: October 2020

Abstract
Identifying a problem is the fundamental component in the refractive thinking process. This activity is carried out after students read the given mathematical problem. Failure of students to identify problems will affect problem-solving strategies. Some strategies in solving problems can be found by identifying the information in the issues correctly. This study aims to reveal the errors of students in refractive thinking on the component identifying problems. The research subjects were 43 students who took the Multivariable Calculus course at one of the Islamic Higher Education Institutions in West Sumatra. The process of collecting data uses tests and questionnaires. This study found several errors in refractive thinking made by students when identifying problems, namely reading errors, language interpretation errors, comprehension errors, factual errors, and errors in visualizing mathematical graphics.
Collaboration and communication skills of pre-service mathematics teacher in designing project assignments
Authors: Zakiah N E , Fatimah A T , Sunaryo Y , Amam A 
Published: October 2020

Abstract
Collaboration and communication skills are an important skill in the 21st century. The study aims to acquire a description of collaboration and communication skills designing project assignments created by pre-service mathematics teachers. This study used a qualitative approach to observe the phenomenon of participants in making a project task. The participants were 43 pre-service mathematics teachers who took a course on teaching-learning strategies. Collaboration and communication skills are demonstrated by students when the process of planning products, making products, presenting, and evaluating products. The results obtained in this study are students can figure out their level of understanding of the results of the presentation he has done. This can help students to plan to make the next teaching material appropriately. Project assignments in groups can promote collaborative learning. This is very helpful to students who are weak to build confidence. These results suggest that project assignments not only test students’ understanding of a particular topic but also develop student collaboration and communication skills.
Analysis of multi-representation ability to solve algebra problem
Authors: Nirawati R , Darhim  , Fatimah S , Irma A 
Published: October 2020

Abstract
The phenomenon that occurs in everyday life, one of the mathematical topic that was difficult to understand by students is algebraic. In algebra, there are many symbols that make students difficult to understand and understand the concept of algebraic material. This research aims to describe the ability of multi-representation in solving algebraic problems based on students’ mathematical skills (high, moderate and low). Furthermore, the type of research used was descriptive research. The subject of research in this study is class VIII students SMP Negeri 13 Singkawang, odd semester of the school year 2017/2018 Overall the research results show the multi-representation that the student presented to the verbal representation of the average percentage of 54.46%, The average visual representation of the percentage was 59.09% while for symbol representation was obtained an average percentage of 48.92%. In this case, a highly capable subject presents a solution through various representations (verbal, visual and symbol) For medium-capable subjects, it was able to give an answer with symbolic and verbal representation and lacking in visual representation presentation. As for low-capability subjects are less able to present solutions in visual, verbal and symbolic representations.
VBA media development for microsoft excel against students’ mathematical problem solving
Authors: Rahayu G D S , Bernard M , Mulyono D , Rabbani S 
Published: October 2020

Abstract
Problem-solving is an ability that must be trained on students from the elementary school level. Through mathematical problem-solving students will have a good way of thinking, persistence, curiosity and confidence in dealing with new situations in everyday life. The method used in this study is a quasi-experimental design with a nonrandomized pretest-posttest control group design. The object of research is elementary school level students at the centre of learning activities in the City of Cimahi. Based on the results of the study, it was found that VBA-based media for Microsoft Excel influenced students’ mathematical problem-solving abilities. There are findings of the condition of students who find it challenging to solve coherent problems, because there is a rush and want praise when solving problems faster. The conclusion in this study is that VBA-based media for Microsoft Excel is better at improving students’ mathematical problem-solving abilities.
Mathematics Education in Digital Era: Utilizing Spatialized Instrumentation in Digital Learning Tools to Promote Conceptual Understanding
Authors: Putrawangsa S , Hasanah U 
Published: October 2020

Abstract
Although digital technology is widely used in education, there is still little explanation on how to design and utilized a digital learning tool to promote conceptual learning. To overcome this gap, we propose the idea of spatial instrumentation as a theoretical framework in designing (or developing) and implementing digital learning tools to promote conceptual understanding of mathematics learning through progressive mathematics. The reason, students can interact rich and meaningful and encourage them to use their basic understanding and intuition to support the learning process. Here, we outline theories that underlie ideas about spatial instrumentation, give examples of digital learning tools developed under these ideas, and show empirical illustrations of how students will interact with learning tools during the conceptualization process.
The effectiveness of online calculus 2 learning during the Covid-19 pandemic
Authors: Susilawati T , Darmawan I , Desiasni R 
Published: October 2020

Abstract
This study aims to analyze the effectiveness of online learning in calculus 2 during the Covid-19 pandemic. The study was conducted in a civil engineering study program at a private tertiary institution on Sumbawa Island. This research is a quasi-experimental research design model non-equivalent control group design. The number of subjects in this study was 71 people. Data analysis used a paired sample t-test analysis with the help of SPSS software. Based on the results of data analysis, online learning is not effective in calculus 2 subjects in the pandemic covid-19 period, there is a significant relationship between conventional learning and online learning and there is a significant difference between conventional learning and online learning. The average value of student learning outcomes is decreased when the online learning system is applied. From these results it can be concluded the online learning system in the 2nd calculus course during the Covid-19 pandemic has not been effective.
Process of algebra problem-solving in formal student
Authors: Widodo S A , Irfan M , Trisniawati T , Hidayat W , Perbowo K S , Noto M S , Prahmana R C I 
Published: October 2020

AbstractThe aim of this study is to describe the formal thinking process of students in solving algebraic problems. This study is descriptive qualitative, with two 7thgrade subjects taken using a purposive sampling technique. The main instrument in this study is the researchers own judgment, Test of Logical Operations instruments, and algebraic problem-solving tests. The data were collected from various sources using the think-aloud approach. Data were analysed, classified based on students’ cognitive development types (concrete, transitional, and formal) and transcribed into data presentation. The study found that, at the stages of understanding the problem and implementing the plan to solve the problem, the subjects successfully carried out the process of thinking assimilation and abstraction. On the other hand, at the stages of planning and re-examining answers, the subjects able to perform the assimilation process of thinking.