bluuebunny/crossref_metadata_2025_split huggingface dataset:
Development of learning using Indonesian realistic mathematics education approach to build students’ relational understanding of derivative
Authors: Sulasmi S , Sampoerno P D , Noornia A 
Published: March 2020

Abstract
This study used a design research method aiming to develop the local instructional theory on learning derivative to build relational understanding in class XI Cikarang Utara Senior High School using Indonesian Realistic Mathematics Education (PMRI) approach. Design research consists of three phases that are preparation and design, teaching experiment and retrospective analysis. Stages of building a relational understanding of students assisted by using the context of changes in body weight in infants. This study has 6 activities organized in Local Instructional Objectives. Subjects of this study consisted of 6 senior high school students XI MIPA Cikarang Utara. The data collection has been done by using paper and pencil method, interview method and the method ostensive. The validity of the data used internal and external validity. While the reliability of data using triangulation of data and cross interpretation. All data collected and analyzed in a retrospective analysis. A retrospective analysis showed that the context used can develop the students’relational abilities derivative. The teacher played a major role in directing the learning activities that the learning objectives achieved as instructional objectives that have been prepared.
Designing reasoning problem of linear equations with two variables through compare and exchange activities
Authors: Agustina Amalia , Zulkardi  
Published: March 2020

Abstract
This study aims to design reasoning problems of linear equations with two variables through comparing and exchange activities. This is focused on how students use the compare and exchange activities to find a way to solve linear equations with two variables with mathematics concepts in human’s daily activities is chosen as a design underlines activities in the design based on a Realistic Mathematics Education (RME). RME based teaching has been adopted by countries including Indonesia with the so-called Pendidikan Matematika Realistik Indonesia (PMRI).This study was used to design research as an approach. We first develop hypothetical learning trajectories (HLT) of the learning we designed. Data collected in this study included students’ written works, observation notes, and video-records. The data were analyzed by comparing the actual learning process and the hypothetical learning trajectories (HLT). The data also showed that the students’ activities to be more flexible strategies to solve for equations.
Developing teaching materials two-dimensional figure-based on Palembang local cultural context
Authors: Lisnani  
Published: March 2020

Abstract
Developing teaching materials is important to help students in learning mathematics especially for two-dimensional figure by using Palembang local cultural context. The purpose of the research was to develop whether the teaching materials two-dimensional figure-based on Palembang local cultural context are valid, practical, and have potential effect. The research method used research and development (R&D). The research consists of two stages, namely the preliminary stage and the formative evaluation stage. In one-to-one evaluation involved three students. Then, small group evaluation involved 9 (nine) students in the research. Meanwhile, in field test stage involved 29 students. Data collection techniques employed interviews, tests and documentation. The research was conducted in seventh graders at one of junior high school in Indonesia. The results of this study were the developed teaching materials were categorized as valid, practical and have potential effect. The average score of validity content, construct and product design were 3.65 which was very highly valid level. The practicality of one-to-one was 3.47 and small group evaluation was 3.61 which was at very highly practical level. The teaching materials were categorized as effective. It showed that there were 24 students (82.75%) out of 29 students (17.24%).
Didactic trajectory of learning device development using project-based learning
Authors: Sumarni  , Darhim  , Fatimah S 
Published: March 2020

Abstract
The purpose of this study is to describe the role of project-based learning in design a learning trajectory of learning device development to improve mathematical knowledge for teaching of prospective mathematics teachers. The method use is design research with three stages, namely, preliminary design; teaching experiment; retrospective analysis. The subjects of research are prospective mathematics teacher class of 2019 from one university in Kuningan, Indonesia. The use of project-based learning in designing learning trajectory of learning device development plays an essential role as an elicited to improve mathematical knowledge for teaching. This study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory designed by the role of project-based learning syntax.
Learning design of geometri lukis to support the prospective teachers’ problem posing ability
Authors: Nuriyatin S , Widadah S 
Published: March 2020

Abstract
This study aims to design the design of mathematics Geometri Lukis to support the ability to submit pre-service mathematic teachers. Design research is chosen as a type of research consisting of preliminary design, experimental pilot and teaching experiment. By integrating the ability to submit questions in painting geometry, learning design was obtained with the local instructional theory which included activities: The pilot experiment was carried out in STKIP PGRI Sidorajo by involving 6- semester 4th pre-service mathematics teachers. This activity was held for 3 meetings, with the following activities: 1 ) pre-test, 2) propose question- related the procedure of sketch lines and angels according to condition and term have given and solved it, 3) sketch lines or angles by propose new question to difficulties incomplete question the beginning and solve it, 4) sketch lines and angles by proposing another new question is appropriate with condition and term to have given and solve it, when students could complete of istimewa angle using dividing angles and lines concept. The things that are done in the Preliminary design phase are: 1) analyzing the learning objectives, 2) determining and determining the initial conditions of the study, 3) designing and discussing the conjecture or HLT to be developed.
The characteristics of relational students in understanding the concepts of normal subgroups
Authors: Widada Wahyu , Herawaty Dewi , Ariska Selvin , Afifah Ririn , Anggoro Abdurrobbil F D 
Published: March 2020

Abstract
The quality of students’ responses in understanding the normal subgroup concept can be analyzed through SOLO Taxonomy. One level was relational. The purpose of this study was to describe the characteristics of relational students in understanding the concept of a normal subgroup. This was part of research development. This stage was a needs assessment. The research subjects were 29 undergraduate students of Mathematics Education at the University of Bengkulu. The instrument of this research was the researchers themselves with interview guides. Data collection was done through task-based interviews. Data were analyzed qualitatively through fixed comparison techniques. The results of this study are that the concept of normal subgroup was understood through the relationships between objects in a group. Like the right coset and left coset. The relationship between these objects becomes an integrated entity. The conclusion of this study was that relational students can represent all elements and conduct interdependence with one another, so that it becomes an integrated entity.
The cognitive process of extended trans students in understanding the real number system
Authors: Herawaty Dewi , Widada Wahyu , Sairan Iran , Herdian Fizi , Nugroho Khathibul U Z , Falaq Dwi Anggoro Abdurrobbil 
Published: March 2020

Abstract
There were seven levels of student schema development in learning real analysis. Extended trans was the highest cognitive level. The purpose of this study was to describe the cognitive process of students in understanding the real number system. This was the initial part of development research. We want to know the highest initial ability students have about real number systems. The subjects of this study were 12 students of Real Analysis at the Bachelor of Mathematics Education Program. Students were interviewed based on assignments. Data were analyzed using fixed comparison techniques. The results of this study were that students can build linkages between actions, processes, objects, and other schemes (performing retrieval of the previous schema) by using and selecting procedures or operations in real number systems. He was able to apply the concept of the properties of bounded set to problem solving so that a mature scheme was formed. The scheme can be used to solve related problems. Also, can build new structures based on mature schemes that they already have. The conclusion of this study was that students can interiorize, encapsulate and thematize schemes that mature into a deductive structure.
The mathematization process of students to understand the concept of vectors through learning realistic mathematics and ethnomathematics
Authors: Widada Wahyu , Herawaty Dewi , Beka Yeyen , Sari Rahmi M , Riyani Rizki , Umam Zaid Nugroho Khathibul 
Published: March 2020

Abstract
The concept of vector was one of concepts that was difficult for students to understand. Realistic mathematics learning with ethnomathematics approach makes it easy for students to learn mathematics. The purpose of this study was to describe the mathematical process of students in understanding vector concepts through learning realistic mathematics and ethnomathematics. This research was the prototype stage of development research. The subjects of this study were 38 high school students in Bengkulu. Observation sheets, anecdotes and interview guides were the instruments of this research. Data was collected during the realistic mathematics learning process using the ethnomathematics approach. Data was analyzed qualitatively. The results of this study were the mathematical process of students in understanding the concept of vector by using selfie culture. Camera drones can stop in space. This was one of the multiplication properties of two perpendicular vectors. Multiplication of points was zero. The conclusion of this study was that the mathematical process of students using realistic selfie culture can achieve the multiplication of two vectors which form right angles.
Higher order thinking skills (HOTS) first middle school of class viii students in completing the problem of polyhedron
Authors: Ma’rufi  , Ilyas M , Pasandaran R F 
Published: March 2020

Abstract
The development of mathematics learning now has undergone changes in a contemporary manner. This drastic change focuses on developing the way mathematics works in a case, not just seeing mathematics as a procedure and we know it as HOTS (Higher Order Thinking Skills). This research aims to detect HOTS students in solving problems in building flat side spaces. The instrument is presented in the form of a HOTS problem that contains several indicators, namely: building complex thinking, there are no clear algorithms to solve it, difficult to predict, using approaches that are different from existing problems or with examples that have been given. The results of data analysis show that HOTS can be translated into several capabilities, namely; (1) explore information, (2) arrange conjectures, (3) logical reasoning, (4) structure problem solving, (5) communicate mathematically, and (6) connecting mathematical ideas.
Students’ specializing in mathematics problem solving
Authors: Putri A L , Lukito A , Wijayanti P 
Published: March 2020

Abstract
The ability to think mathematically in solving problems is an important goal of schooling. It is an ultimate goal of teaching that students will be able to condut a mathematical investigation by themselves and that they will be able to identify where the mathematics they have learned is applicable in real-world situations. The first strategy of mathematical thinking is specializing. Specializing means turning to some examples to learn more about the main goal of a concept or problem and these examples are specific and particular instances of more a general situation in a concept or problem. This study based on students’ difficulties to think mathematically in mathematics problem solving. There are still many students who feel confused when solving problem. The purpose of this study is to investigate the specializing of two sixth grade students in solving mathematics problems. They were selected from ten students taking mathematical skills and problem solving tests. They were classified in high and low mathematics abilities. Then they were interviewed based on their work of the given task. When solving the problem, the subject with high mathematics ability was able to describe the known, the way to determine the solution and try to look at the other examples. While the subject with low mathematics ability knows about a concept that can be used to help the problems but she didn’t know the way to determine the solution. Even though taking more time, by applying both a structured-scaffolding and using specializing systematically that fit the problem they succeeded in solving tem. These results may contribute mathematics teachers in a way how to help students use specializing in solving problem.
Analysis of problem solving ability through problem based learning in triangle perimeter of 7th grade in Kanisius Kalasan junior high school
Authors: Annisa N , Mauleto K 
Published: March 2020

Abstract
This study aims to design problem-based learning in the triangle perimeter material and analyze problem-solving ability in triangle perimeter material of 7th Grade in Kanisius Kalasan Junior High School. Students of 7th Grade in Kanisius Kalasan do not get any opportunity to develop problem solving ability because the teacher still use conventional methods. According to the National Council of Teacher of Mathematics (2000) the development of problem solving abilities is one of the goals in the process of learning mathematics, it is an aspect that can make students develop mathematical thinking skills. The type of research used in this study is design research. The subjects of this study were 22 students of class 7B in Kanisius Kalasan. The research instrument in this study was a test sheet. The results of research related to the learning process show that the stages of the process that occur were as follows: (1) the orientation phase of students about the problem regarding of triangle perimeter, (2) organizing learners to learn related to the topic of triangle perimeter, (3) guiding individual/group experience on the process of learning triangle perimeter, (4) developing and presenting the work obtained from the discussion group, and (5) conclude the results of the learning process that has been done. The following results below were obtained based on students problem solving abilities: there are 14 students who were qualified within 4 out of 5 indicators, namely students can identify the elements that were known, asked, and the adequacy of the elements needed, students could form mathematical problems or develop mathematical models, students can apply strategies to solve various problems within or outside mathematics, and students can use mathematics significantly and there are 8 students who qualified within 2 out of 5 indicators namely students can identify the elements that are known, asked, and the adequacy of elements needed and students can use mathematics meaningfully.
The cognitive process of students in understanding the parallels axiom through ethnomathematics learning
Authors: Herawaty D , Khrisnawati D , Widada W , Mundana P , Anggoro A F D 
Published: March 2020

Abstract
The thinking process of students in understanding the parallels axiom through ethnomathematics learning was abstract activities of remembering, analyzing, understanding, judging, reasoning, imagining and speaking that was needed in learning geometry. This was the cognitive process of students based on culture. Lobachevsky’s axiom of parallelism was difficult to understand through low thinking. Ethnomathematics was one solution. The purpose of this study was to describe the cognitive process of students in understanding parallels through ethnomathematics learning. This research was the initial stage of development research. We conducted in-depth interviews with 8 high school students in Bengkulu, Indonesia. The research instrument was the researcher himself who was guided by an interview guide on understanding the Lobachevsky Axiom of Parallel Lines. Interviews were conducted during geometry through the ethnomathematics learning approach. Data were analyzed qualitatively through fixed comparison techniques. The results of this study were that students can encapsulate two or more traits in the Lobachevsky Parallel Lines axiom through ethnomathematics in the form of bubu. (Bubu was a traditional fishing gear in the village community in Bengkulu). The next cognitive process was that students can build an object about infinite lines that were parallel to certain line. The encapsulation activity produces a correct understanding based on the properties of woven mats. The conclusion of this study was that through the ethnomathematics approach students can achieve trans level cognitive processes.
The practicality of mathematics learning module on triangles using GeoGebra
Authors: Suryani A I , Anwar  , Hajidin  , Rofiki I 
Published: March 2020

AbstractThe 2013 curriculum in Indonesia requires students to be able to develop knowledge independently, creatively and skillfully in solving mathematics problems. One way that can be taken by professional mathematics teachers to support the curriculum is to develop precise learning modules that integrate software dynamically and open source, such as GeoGebra. This study aims to determine the practicality of the module developed in mathematics teaching and learning on triangles using GeoGebra. The study used the Plomp development model, which consists of three phases, namely preliminary research, prototyping phase, and assessment phase. The test trial was conducted four times on students of class VII SMP Negeri1 Idi Rayeuk, Aceh. The results showed that the mathematics teaching and learning module using GeoGebra software fulfilled valid and practical criteria. The validity of the module is obtained based on the results of validation by five validators. Meanwhile, the practicality of the module is achieved based on the recommendations of five validators stated that the module could be used with a minor revision and the level of implementation of learning using the module is good. For future research, it is crucial to apply this study on a broader scale to determine the effectiveness of the module.
The reflective thinking skills of preservice biology teacher in histology lectures
Authors: Hindrasti N E K 
Published: March 2020

Abstract
Reflective thinking as integral to the development of professional teaching practices was important developed on preservice biology teacher, including in histology lectures. The purpose of this study was to explore the reflective thinking levels of preservice biology teacher. Survey research used in this study was conducted on third year preservice biology teacher who attended histology lectures (n=36). ‘Reflective Thinking Questionnaire’ (RTQ), which was developed by Kember et al (2000) was used as data collection tool. It includes 16 items measuring four types of reflective thinking: Habitual Action (HA), Understanding (U), Reflection (R), Critical Reflection (CR). Descriptive statistics were used to analyse the data. The results showed that among the comprising factors of reflective thinking, U received the highest mean followed by R, CR, and HA.
Trial of design means-end analysis learning model based on local cultural wisdom to improve communication ability and mathematical abstraction of middle school students
Authors: Dewi I , Siregar N , Andriani A 
Published: March 2020

Abstract
Student’s mathematical communication and abstraction skills were needed in learning mathematics. Another aspect of the student learning process was the need to know and to develop the wisdom of local culture in their daily to lived. This was because students were expected to be a smart generation and still respect their own culture that they will use as life guidance. However, the problem was how to be in still the wisdom of local culture in learning mathematics? Based on these problems, the researcher designed a mathematical learning model that incorporated the wisdom of local culture in mathematics learning. The purpose of this study was to test the Means-Ends Analysis learning model based on the local Cultural Wisdom that had been designed. This learning model was using the wisdom of local culture in mathematics learning. The purpose of this learning model was to improve communication skills and mathematical abstraction skills of students in grade 7. The subjects were Year 7 students of junior high school in the City of Berastagi and Perbaungan. The undertaking, students said that they found it was easier to understand mathematical concepts. Although, the teacher had difficulty in elaborating the problem of mathematical abstraction with the cultural, but the teacher said that the students become easy to communicate their mathematical abilities.
Design and validation of learning sequences of PGSD Sanata Dharma University student to teach the fraction concept for primary student using Montessori manipulatives
Authors: Aprinastuti C , Amelia M A 
Published: March 2020

Abstract
Fraction concept is one of the learning problems that often occurs in elementary students. Elementary student’s misconceptions can be caused by teacher’s misconceptions. PGSD students are teacher candidates, so they must have the correct concept then they can teach the concept of fractions correctly too. Learning must be an inspiration for students when they become teachers later. One medium that can be used to teach fraction concepts is media based on Montessori. Local culture can support the use of Montessori media. This study aims to design and validate the learning sequence of PGSD Students in using Montessori media, to develop design principles to teach fraction concepts in elementary school students. The approach in this research is design research which includes three phases, namely design, trial and assessment. In the design phase, researchers formulate students’ prior knowledge and learning objectives. This is used as the basis for the sequence of learning. This stage of learning is evaluated in a repeat trial phases, the hypothesis design principle is developed and from which the learning stages are redesigned. The results of the assessment phase, together with the experience of the previous cycle and research review, are used to perfect the design principles of the student’s learning sequences so they can teach the concept of fractions correctly.