bluuebunny/crossref_metadata_2025_split huggingface dataset:
Relationship between intelligence quotient, gender, learning outcomes and geometry thinking levels
Authors: Sudihartinih E , Wahyudin  
Published: May 2020

Abstract
The purpose of this study was to obtain an overview of the relationship and influence of IQ, gender, and learning outcomes on the geometric thinking levels. This research was designed with a correlational model based on 32 students randomly selected from a mathematics education department at one of the universities in Indonesia. The test instrument used was “Van Hiele Geometry Test” which was compiled on the CDASSG Project. The findings in the study are that there is a correlation between IQ, gender, and learning outcomes with a geometric thinking levels but not significant. But there is a significant influence IQ, gender, and learning outcomes on the geometric thinking levels.
Logical thinking skills of primary school teachers
Authors: Ristiana M G , Suryadi D , Cahya E 
Published: May 2020

Abstract
Logical thinking is an ability that everyone needs, without exception. Someone who has good logical thinking will be able to finish their problem with the right strategy. As a teacher, this ability is very important, especially if they teach in primary school. The existing phenomenon in mathematics lessons is they always teach just procedural work, however, a teacher shouldn’t be like that. A teacher that couldn’t explain a mathematics concept can be said they don’t have sufficient logical thinking skills. The aim of this research is to prove whether that phenomenon is right or not. In order to do so, we used descriptive qualitative methods by took some active primary school teachers then provided some simple mathematics questions to see whether they can explain a mathematical concept or they just use a procedural work. The result shows that most of the teachers used procedural work to answer the questions. This means that they do not have sufficient logical thinking skills. So, the phenomenon right exists. Therefore, to reduce this phenomenon a teacher should understand well the concept that they will teach, especially in mathematics lessons.
Preliminary analysis of problem-based statistical learning media
Authors: Hamdunah  , Handayani S , Jufri L H 
Published: May 2020

Abstract
Learning media is one of the important things to improve the quality of learning. Learning media are developed in accordance with the student’s needs so that a learning can be carried out better. Nowadays, there is no learning media for statistics course that is in accordance with the needs of Informatics Education study program students at STKIP PGRI in west Sumatra. Based on the background of the problem, the purpose of this study was to analyze the students’ need on statistics courses’ learning media. It was a research and development using the design of Plomp development (Preliminary research, prototyping phase, and assessment phase). The stages carried out were limited to the preliminary research stage. At this stage, the process was conducted by analyzing lesson plan, syllabus, learning resources and student needs. Particularly, the data regarding student needs were obtained through questionnaire and an interview with students and their peers, as well as analyzing students’ characteristics. Questionnaire and interview data were analyzed qualitatively. The results of the study show that the students need a problem-based learning media for the statistics course.
Analysis of students’ mathematical reflective thinking skills and habits of mind
Authors: Martyaningrum I D , Prabawanto S 
Published: May 2020

Abstract
The purpose of the study is to describe students’ mathematical reflective thinking skills and habits of mind. The method in this study was qualitative with phenomenological approach. The data were collected by using mathematical reflective thinking written test, habits of mind scale, and interview. The subjects were two students of grade-ten of one high school in Kebumen, Central Java. The study was conducted as long as one year, especially in observing student’s habits of mind. The results show that the first student can solve all of phases of mathematical reflective thinking skill, namely reacting, elaborating, and contemplating. The other student can solve only two phases of mathematical reflective thinking skill, namely reacting and elaborating. Moreover, the first student is better than the second student in three habits of mind indicators, namely persisting, thinking and communicating with clarity and precision, and then gathering data through all senses.
Rounding-augmented reality book and smartphone for deaf students in achieving basic competence
Authors: Hasanah A , Kusumah Y S , Rahmi K 
Published: May 2020

Abstract
Deaf students’ hearing problem results in their mastery of language and mathematics lower than hearing students. Learning the topic of rounding is difficult for deaf students because it requires a good understanding of language and a true perception in math concepts, in which are abstract in nature. Learning concepts needs a special strategy for this type of students, as generally mathematics is difficult to be translated and communicated by sign language. This specificity forces them to possess unique behavior in understanding everything through visual power. This paper discusses a study of the creation of a book and smartphone applications as devices based on augmented-reality (AR) software on the topic of rounding accompanied by rich visualization to facilitate deaf students in achieving mathematical basic competencies. This study aims to describe and reveal the validity and the effectiveness of the designed devices through their implementation in a classroom. The research and development method refer to ADDIE which consisting of five stages, namely: analysis, design, development, implementation, and evaluation. The results of this study show that the AR-Book and the AR-Smartphone application are valid used by deaf students and both devices are effective in achieving their mathematical basic competencies.
Designing symbol sense tasks: the case of quadratic equations
Authors: Jupri A , Sispiyati R 
Published: May 2020

AbstractSymbol sense refers to an ability to give meaning and to see important structures to symbols, expressions and formulas. Designing algebra tasks for assessing student symbol sense ability is therefore important. This study aims to design types of tasks based on the theory of symbol sense for the topic of quadratic and related equations. To do this, first, we conducted a literature study on the theory of symbol sense. Second, we designed tasks based on characteristics of symbol sense and provided possible strategies to solve the tasks. Third, we validated the designed tasks to seven mathematics and mathematics education experts. The results included: (1) Three types of symbol sense tasks and predictions of strategies to solve the tasks; (2) Experts comments and suggestions for improving the quality of the tasks. We conclude that the designed tasks meet the criteria of the symbol sense characteristics and can further be used for research after some minor revisions.
Enhancement of reasoning skills of 7th grade students using Malcolm’s modeling based on KWL thinking strategy
Authors: Johan A , Suyitno A , Mashuri  , Sayekti I 
Published: May 2020

Abstract
One of the skills that need to be implemented in learning is reasoning skill and Malcolm’s Modelling is one of learning models to improve reasoning skills. This research aims to investigate students’ problem solving skills. The students were taught using Malcolm’s Modelling that was based on KWL thinking strategy to achieve the minimum criteria scores in the scientific notation. The participants of this study were 705 seventh grade students of Tainan Municipal Jincheng Junior High School Taiwan that were selected in random sampling techniques. The data were collected and analyzed using SPSS and Microsoft Excel® for t-test and proportion test. The results showed that the reasoning skills of students was classified as good and sufficient.
Students’ algebraic thinking: a study of mathematical modelling competencies
Authors: Fakhrunisa F , Hasanah A 
Published: May 2020

Abstract
Several components shows that the process of algebraic thinking on students in solving problems. One of these components is the process of using algebra as a tool for doing mathematical modelling. This study aims to reveal how the students’ competency in making mathematical modelling for solving an algebraic problem. The descriptive qualitative study design was used to obtain an overview of the mathematical modelling competencies of nine students (15-16 years old) in Pekanbaru, Riau Province. Each participant received a test that contains an algebraic problem. The results of this study show that when students do mathematical modelling there are several errors as follows: (1) failure in making suppositions for the problem and simplifying the given situation; (2) failure in recognizing quantities that influence the given situation, to identify the key variable; (3) failure in construct relation between variable; and (4) failure in solving question within mathematical modelling.
Analysis of elementary school students’ ability on mathematical communication and mathematical representation
Authors: Fauziyah R R , Jupri A 
Published: May 2020

Abstract
This research is motivated by the importance of communication ability and mathematical representations of elementary school students as part of the standard process that students must have towards mathematical learning. The purpose of this study was to determine how far the communication and mathematical representations of students have. The research design used was descriptive qualitative. This research was conducted on 24 students of the fifth-grade elementary school in Bandung by providing communication skills and mathematical representation tests and interviews. The results of the study showed the low communication skills and mathematical representations of students in terms of the test instruments given to students. Most students find it difficult to conclude because of errors in understanding the meaning of mathematical questions in real-life contexts. Based on these findings learning activities must be developed to achieve the expected indicators so that communication ability and mathematical representations of students can be improved.
The factors that influence students’ solution related to inverse proportion problems
Authors: Alam A F P , Suhendra  , Prabawanto S 
Published: May 2020

Abstract
This study aims to explain how factors that influence students that their answer was correct mathematically and plausible on the problem of the inverse proportion concept. The subjects of this study were four students of grade 7th, a junior high school in Bandung. This research used the qualitative method with the triangulation for collecting data in the forms of written test, interview, and documentation. The result of this study analyzed by using relevant theories. This implies the need for analysis of written tests and students interview as evaluation to improve learning. During the study, we found factors that influence students in to find their answers correct mathematically and plausible. These factors include students’ understanding related to inverse proportion concept, understanding of students related to calculating operations, understanding of students related to reading and forming tables, understanding of students in terms of graphs, and understanding of mathematics equation. Based on the results of this study concluded that students could understand the questions with plausible. However, these factors affect students in problem-solving of the inverse proportion concept so that students’ difficulties in finding the right answers mathematically.
The qualitative effect of problem-based learning model toward students’ mathematical imitative and creative reasoning
Authors: Permatasari N , Jupri A , Darhim  
Published: May 2020

Abstract
Reasoning is one of the abilities needed in solving mathematical problems. Based on Lithner perspective, reasoning divided into imitative reasoning and creative reasoning. There are three indicators for each reasoning, that are plausibility, mathematical foundation, novelty for creative reasoning aspect and imitation for imitative reasoning aspect. The aim of this research is to analyze the qualitative effect of problem-based learning model toward students’ mathematical imitative and creative reasoning. In order to do so, we used descriptive qualitative methods by taking eighth-grade students (around thirteen to fourteen years old) in one of the Junior High School in Tasikmalaya. We used the data from a written test, observation and interviews. The results revealed that problem-based learning model suitable for students who have dominantly mathematical creative reasoning abilities. The characteristics of students who have dominantly mathematical imitative reasoning abilities prefer to be told rather than finding out. Based on the results, we conclude that each student has a different learning style according to his abilities.
Use of metacognitive regulation strategies to increase student academic achievement in microbiology course
Authors: Erlin E , Rahmat A , Rejeki S 
Published: May 2020

Abstract
The purpose of this research was to examine the influence of metacognitive regulation strategy to improve students’ achievement in microbiology learning. The method used was Quasi-Experimental. Participants of this study were 27 students from Biology Education in a university in West Java. There were two classes used in this research, namely the class using metacognitive regulation strategies as an experimental class consisting of 14 students and the non-metacognitive regulation strategies class as a control consisting of 13 students. In the experimental class, discussion was assisted with questions about subject matters. The instrument was used consist of the concept mastery test and self-reflection questionnaire. Data were analyzed by Analysis of Variance. The results of this research showed that there were differences in student achievement between metacognitive regulation and non-metacognitive regulation strategies. Students who learned with metacognitive regulation strategies was obtained high moderate criteria score (g = 0.59), while students who learned with non-metacognitive regulation strategies were obtained low of criteria score (g = 0.26). Study on self-reflection after carrying out the test obtained the following results: aspects related to the use of learning resources (21%), time management (29%), learning behavior (36%), attending and concentration in learning (14%). The implementation of the metacognitive regulation strategy was significantly effective to improve academic achievement in a microbiology course, so this strategy is an innovation in learning.
The consistency of the students’ arguments in the socioscientific issue about cloning on extinct animals, animal for sacrifice (Qurban) purposes and human
Authors: Alindra A L , Widodo A , Rahman T 
Published: May 2020

AbstractArgumentation plays an important role in the development of science which is not just finding and presenting facts, but building arguments and considering them, and debating various explanations about phenomena. The research aimed to capture the consistency of students’ argumentation on issues of cloning. Students were chosen purposively with the subject of 170 high school students from three high schools in Bandung City, West Java, Indonesia. This research uses a case study approach with a descriptive analysis to analyze student test results of argumentation. The consistency of argument consists of claims and reasons itself. The result shows the pattern of agreeing and disagree about cloning in 3 topics; 1) extinct animals, 2) animal for Qurban purposes, 3) humans. The higher consistency showed disagree in topics 2&3 about 56.47% and consistency of reason for each topic are 1) science 83.5%, 2) religion 57.6% and 3) religion 40%. Then, the consistency of agreeing for all topics is 2.35% and disagree is 14.71%. This provides that, consistency of students argumentation on cloning issue is greatly influenced by science, religion, and social norms. It needs to be investigated further to uncover the relationship of arguments consistency with socio-cultural of students in schools.
Development of teaching material based on multiple intelligences to improve multiple intelligences and higher order thinking skills of students in vertebrata material
Authors: Sholiah U , Saefudin  , Priyandoko D 
Published: May 2020

Abstract
This research was development research that used ADDIE design (analyze, design, develop, implementation, and evaluate). The study aimed to develop teaching material based on multiple intelligences to improve multiple intelligence and higher-order thinking skills. The characteristics of teaching material developed the insertion of multiple intelligences, namely linguistic, logical-mathematical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence. The sample research was students of class X in one of the high schools in Juntinyuat-Indramayu. The results showed that: 1) the feasibility of teaching material based on multiple intelligences have an average score of 2.75 with proper status; 2) the results of the readability test of teaching material showed a reading rate of 82.1% in the high category; 3) interpersonal intelligence was the dominant intelligence by students in both classes, the improvement of multiple intelligences in the moderate category in the treatment class and the low category in the comparison class; 4) improvement of higher-order thinking skills in the moderate category in the treatment class and the low category in the comparison class; 5) Positive student responses to teaching material are 80.8% with strong categories.
Possibilities of dynamic assessment to enhance students’ understanding on abstract science concepts: a systematic review
Authors: Puspitarini D , Muzzazinah  , Ramli M , Sudarisman S 
Published: May 2020

Abstract
Dynamic assessments (DA) had been widely used in language and mathematics learning, but its use in science learning is still limited. One difficulty faced by students in science learning is the sheer number of abstract concepts. This literature review was aimed to find out the prospect of DA in science learning to improve students’ understanding of abstract scientific concepts. This study analyzed various learning topics used with DA, the types of DA instruments, and procedures to train students’ conceptual understanding. The PRISMA was used as the research method. The results showed the DA has been used in learning ecology, biology, atmosphere and water, evolution, and classification, photosynthesis, and weather and climate. It showed DA can improve students’ conceptual understanding. Implementing DA in the learning process can be done by providing additional explanations or training to students. The types of instruments for DA were varied, such as tests, questionnaires, and interviews with semi-structural forms. We recommend the usage of DA to improve student understanding regarding abstract science concepts, especially biology.
Fostering students’ process skills through inquiry-based science learning implementation
Authors: Nunaki J H , Siagian S I R , Nusantari E , Kandowangko N Y , Damopolii I 
Published: May 2020

Abstract
Science process skills are mostly researched in previous studies, but specifically for students in Papua, these skills have not become the main focus to be fostering. Inquiry learning is present as alternative learning to train students’ process skills. The research aims to foster the student process skill through inquiry science learning implementation. The research was a quasi-experimental method. Non-equivalent control group design was used. Data was collected using process skill tests. N-gain and independent t-test were used for data analysis. It was revealed that the process skill of student in the inquiry-based learning class was better compared to students in the conventional class (p <0.05). Science inquiry-based learning is better fostering science process skills indicator, that is observing, formulate a problem, formulate a hypothesis, and communicating. It can be concluded that for fostering student process skills, inquiry-based science learning is the right choice. it is better compared with conventional learning.
The development of marine resources investigative practicum and its effect on creative thinking skills and life skill of vocational school student
Authors: Kamalia I N , Anggraeni S , Adisendjaja Y H 
Published: May 2020

Abstract
The abundant marine resources in Indramayu Regency have not been optimally utilized by the community. Through learning at the Maritime Affairs Ministry, management of marine resources makes it possible to develop. The development of investigative practicum is the development of practical learning design using the 3D method which consists of 3 stages: define, design, develop. The stages of development start from determining the object of research, making a practical investigation design, testing the steps and instruments of investigative practical activities, and testing the effect and effectiveness of investigative practicum design on students’ creative thinking and life skills on a quasy experiment through pre test and post test Non-Equivalent Control Group Design. The research subject was determined by purposive sampling. 40 students from the 10th grade of the Fisheries Product Processing Agribusiness (APHP) study program will be selected to study biotechnology at the Maritime Partnership Vocational School. Data were collected using investigative worksheets, investigative observation sheets, creative thinking skills instruments, life skill tests, questionnaires and interviews to explore students’ responses regarding investigative practicum. The results of this study are the design of the investigative practicum developed that was tested with result of independent sample T-test on the skills to think creatively and life skill of the experimental class differed significantly from the control class. So it can be concluded that the investigative practicum developed has an effect on the skills to think creatively and life skills between the experimental class and the control class. Effectiveness is shown by students’ responses of 60% positive towards the application of investigative practicum learning and included in the good category.
The feasibility and readability test of stem-based integrated science teaching book model themed “blood as transportation system on our body”
Authors: Susetyadi A D , Permanasari A , Riandi R 
Published: May 2020

Abstract
This study aims to examine the feasibility and the readability tests of STEM-Based Integrated Science Teaching Book Model Themed “Blood as Transportation System on Our Body”. The research was done on using quantitative descriptive methods. The subjects were 60 8th Junior High School Students and 8 Science Junior High School Teachers. The feasibility tests were done based on BSNP assessment guidelines. The research showed that the qualities of science teaching book are feasible to use as resources and guidance for students. It was also found that the ease of understanding and reading makes this book acceptable and liked by students.