bluuebunny/crossref_metadata_2025_split huggingface dataset:
Mathematical creative thinking ability of junior high school students’ on polyhedron
Authors: Junaedi Y , Wahyudin  , Juandi D 
Published: March 2021

Abstract
Mathematical creative thinking ability is an important component that must be possessed by students because the problems in modern times are very difficult and require a high level of problem solving. The aims of this research is to illustrate and analyze the mathematical creative thinking ability of junior high school students in polyhedron topic. This research used a qualitative descriptive research approach and case study reseach design. Data collection techniques used in the form of written tests and interviews. The subjects was chosen from 35 students’ of class VIII in MTsN 1 Kota Serang in the academic year 2019/2020. This research used inductive data analysis techniques, the steps in analyzing data include: data reduction, data display, conclusions drawing and verification. The results showed the students’ mathematical creative thinking ability on polyhedron was in the medium category with a percentage in the high category 14%, medium category 69%, and low category 17%. The percentage of mathematical creative thinking ability based on aspects shows the aspect of originality 59%, fluency 61%, flexibility 62%, and elaboration 75%.
Comparing mathematics teachers’ technological pedagogical knowledge (TPK) and their readiness in organizing online learning
Authors: Fakhrunisa F 
Published: March 2021

Abstract
The rapid development of communication and information tools in this era has an impact on the learning process. There is a theoretical framework that discuss about teachers’ knowledge in integrating technology in education. One of the components of this framework is Technological Pedagogical Knowledge (TPK). This study aims to compare between the mathematics teachers’ TPK level and their readiness in organizing online learning. A survey to the total 48 mathematics teachers was done. This survey consists of five statements as the media for teacher to doing self-assessment of their TPK and five question about their readiness in organizing online learning. From the survey results it appears that the teacher’s TPK level obtained from self-assessment is not in accordance with the teacher’s statement related to their readiness in implementing online learning. There are 18.75% of teachers whose self-assessment results are at a low level, but more than 64% of teachers have not mastered various applications to facilitate online learning. Furthermore, the forms of effort made by teachers in perfecting the online learning process are also very limited, as evidenced by the existence of 80% of teachers who interpret online learning by sharing material online without adequate discussion facilities.
Symbolic measuring: an exploration of ethnomathematics based on people’s daily communication
Authors: Umbara Uba , Wahyudin  , Prabawanto Sufyani 
Published: March 2021

Abstract
The purpose of this study is to show that ethnomathematics has an important role in people’s daily communication. This study discusses the exploration of existing symbolic measuring instruments used by the Cigugur indigenous community in their daily activities. The research uses a phenomenological approach that can strengthen the study of a comprehensive analytical framework in describing experiences experienced by people based on phenomena. Meanwhile, ethnomathematics design adopts four elements consisting of generic questions, initial answers, critical constructs, and specific activities. Research findings show that people are accustomed to using symbolic measuring instruments rather than formal measuring instruments. Through the use of assumptions, researchers describe and demonstrate the relevance of symbolic measuring instruments with formal instruments that are internationally recognized. The results showed that the indigenous communities of Cigugur possessed and applied ethnomathematics in their lives for generations, so it can be concluded that ethnomathematics is part of their lives and cultural roots which are included in the language system in the universal cultural elements.
Mathematics teachers’ perception of learning models associated with high school students’ critical thinking skills
Authors: Rini D E P , Prabawanto S 
Published: March 2021

Abstract
Critical thinking skills must be included in the classroom learning process since it is an important aspect of 21st century learning. This study was intended to investigate high school Mathematics teachers’ perception of the learning models associated with students’ critical thinking skills. This study was conducted through a survey and the respondents were 44 Mathematics teachers from various high schools in several cities in Indonesia. Random sampling technique was employed to decide the subjects of the study. The research instrument used was a questionnaire and it was distributed by using Google Form. The data were then analyzed quantitatively and qualitatively. The results revealed that high school Mathematics teachers recognized various innovative learning models. Moreover, the teachers had a positive perception of critical thinking implementation in learning. They took the learning model which was appropriate to develop high school students’ critical thinking in learning Mathematics. Most teachers chose and applied problem-based learning models to improve high school students’ critical thinking skills.
Mobile learning and its effectiveness in mathematics
Authors: Yosiana Y , Djuandi D , Hasanah A 
Published: March 2021

Abstract
Mobile Learning is a development approach to distance learning. Extensive access to all mobile devices and unlimited learning opportunities for space and time, making mobile learning a critical role in the learning process. The purpose of this study is to determine how the characteristics of effective mobile learning based on the results of previous studies and to get an overview of the effectiveness of mobile learning in mathematics in senior high school. The method used in this study is an evaluative survey method with library research and field surveys. This study involved 75 eleventh grade students in one of the senior high schools in West Bandung District. The instruments used are questionnaires and interviews. Statistical analysis results show that the effectiveness of mobile learning in math learning is at a middle level. Based on the results of the survey can be concluded that the implementation of mobile learning on learning is an effective way of delivering mathematical content and able to impart self-reliance for students in enhancing the ability to understand the subject of his studies.
Emergency remote teaching experiences of mathematics education lectures to address COVID-19 pandemic
Authors: Sulistyani N , Utomo B , Kristanto Y D 
Published: March 2021

Abstract
The Covid-19 pandemic has had an impact on change in various fields, including in higher education. This study provides an overview of the survey result of the experience of 14 lecturers of the Mathematics Education Study Program at the University of Sanata Dharma towards learning in responding to Pandemic Covid-19. The intended experience includes the strategies and technologies used in learning, learning success in terms of the achievement of objectives and student involvement, and planning for future learning. The results showed that (1) all lecturers conducted distance learning by utilizing various kinds of technology both synchronous and asynchronous as a form of learning adjustment to face a pandemic. (2) Although there was an adjustment in learning, most mathematics learning can run according to learning achievements. (3) The Mathematics Education lecturer will implement an improvement in learning that must be carried out online. The improvement is in the form of preparation and planning of learning, the use of more varied technologies, the use of more innovative methods of delivering material, adjustment of learning in terms of learning achievement and evaluation while still focusing on developing student experience.
Mathematical problem solving ability of vocational high school students based on adversity quotient
Authors: Yustiana Y , Kusmayadi T A , Fitriana L 
Published: March 2021

Abstract
Mathematical problem solving ability is the main method which is very important in learning mathematics. The ability of problem solving needs to be possessed by every individual to meet life in an increasingly advanced world. The individual problem solving abilities are different. One of the things that affect students” problem solving ability is adversity quotient (AQ). Method used in this research is descriptive qualitative with subjects as many as 3 students of class XI majoring in Light Vehicle Engineering at SMK S Muhamadiyah Salatiga. The selection of subjects uses purposive sampling with the instrument of problem solving ability based on Polya and AQ questionnaire. Data validity uses data triangulation methods. This research uses data analysis in the form of data collection, data reduction, data presentation and drawing conclusions. The result of this research indicate students with the type of quitters are able to carry out the step to understand the problem. Students with AQ type campers are able to carry out the steps of understanding the problem, planning solution and carrying out a plan of resolution. Climbers type students are able to carry out step to understand the problem, plan the completion, carry out the settlement and check again.
Mathematical internal connection ability based on personality types of sensing and intuiting
Authors: Kusumastuti A N , Budiyono  , Indriati D 
Published: March 2021

Abstract
Learning mathematics is related to the connection ability. The mathematical connection ability is needed by the students to connect each mathematical topic, the other learning subjects and daily problems. The personality types of sensing and intuiting is the ability to process information. Every student has a different in receiving and processing information. It is cause by personality type, which makes the mathematical internal connection ability of student different. The aim of the study is to describe student’s mathematical internal connection ability based on personality types of sensing and intuiting. This research used the qualitative method. Subject in this study were four students of class VII in Junior High School which selected using purposive sampling. The results obtained that the student with intuiting type has more mathematical internal connection ability than the student with sensing type. Based the result of the research, it can conclude that the student who can connect each concept in same topic in mathematics may not have the ability to connect each concept on the other topics. Most of the students were only implementing the formula taught at school. Students did not try to explore a concept to the other topic in mathematics.
The effect of distance learning during Covid-19 pandemics on the mathematical learning results
Authors: Ramadhan R , Suhendra  
Published: March 2021

Abstract
During the COVID-19 pandemic, the education system was faced with a situation that required teachers to master distance learning media. Distance learning is still a polemic among the community, this is because distance learning is still considered no better than conventional direct learning, especially in mathematics learning that requires understanding of concepts to be able to master the material. The purpose of this research is find out which method is better between the class using the distance learning method during the COVID-19 pandemic and the class using the conventional direct method. This type of research conducted in this study is ex post facto research with a causal comparative design. The sample in this study was class 11th grade of the 2018/2019 and 2019/2020 school year at one of the senior high school in Sukabumi. Mathematics learning outcome data is obtained from the end of semester exam results, the data is then processed using the Mann-Whitney nonparametric difference test. The results showed that there were differences in mathematics learning outcomes between students who used the distance learning method and students who used conventional direct methods, and students who used distance learning had better results than students who used conventional direct methods.
The rectangle circumference didactical design based on singing, playing, analyzing, discussing, evaluating (SPADE) learning model
Authors: Agustin P S , Nur’aeni E , Pranata O H , Apriani I F 
Published: March 2021

Abstract
This research is motivated by the ability of students on their low results of preliminary studies related to the concept of rectangular circumference and their learning obstacles. The purpose of this study is to describe students’ learning obstacle on the concept of rectangle circumference, didactical design of rectangular circumference based on the SPADE learning model to overcome learning obstacle. The implementation of the rectangular didactical design circumference concept is based on the SPADE learning model, students’ responses to the didactical design of rectangular circumference concept based on the SPADE learning model. The method is a qualitative Didactical Design research model; consist of the three stages, namely; prospective analysis, metapedadidactic analysis, and retrospective analysis. This study conducted in Cibogo primary school, grade IV. The data collection uses the description of the concept of the circumference of a rectangle. The results of the study were teaching concepts in the form of Students’ Activity Sheets and lesson plan, then it will be developed as an alternative that can be used in learning in primary schools and used to overcome learning obstacle in mathematics learning grade IV primary schools on the rectangle circumference.
Developing mathematics activity book for kindergarten based on Iceberg theory
Authors: Handayani A D , Yulianto D , Yohanie D D , Samijo  , Darsono  
Published: March 2021

Abstract
Cognitive development that must be considered in kindergarten is the ability to count which includes the concepts of addition and subtraction. Abstract mathematical concepts are not always well received by kindergarten students. Therefore, to support optimal child development, appropriate stimulants are needed. Some kindergarten students experience still have difficulties in summing numbers abstractly. There are also those who have difficulty in the counting process, both outlining and adding up. In addition, there are also students who are less able to write the large number of objects into numerical symbols. Given the various difficulties that can be experienced by kindergarten students in learning the concepts of addition and subtraction, one way that can be used to introduce the concepts of addition and subtraction in kindergarten students is by using the Iceberg approach. Iceberg is known as an iceberg phenomenon. The process of forming icebergs in the sea always starts from the bottom beneath the surface of the sea and so on finally forms the tip of the iceberg that appears above sea level. The base of the iceberg is wider than its peak, thus the construction of the iceberg becomes sturdy and stable. Introducing a mathematical concept based on the Iceberg approach means that in the iceberg model there are four levels of activity, namely: 1) mathematical orientation of the environment, 2) Model of teaching aids, 3) making of foundations (Building stone), and 4) formal mathematics. With this step it is hoped that kindergarten students who are still in the pre-operational stage can more easily understand abstract mathematical concepts because the concept begins with the introduction of concrete objects around students. The purpose of this study is to developing mathematics activity books based on the Iceberg theory to introduce the concepts of addition and subtraction for kindergarten.
A lesson study to foster prospective teachers’ disposition in STEM education
Authors: Kandaga T , Dahlan T , Gardenia N , Darta  , Saputra J 
Published: March 2021

Abstract
Fostering students’ dispositions may start with their interest to the topic then spread to another indicator such as persistence, contextual applications, etc. In many conditions, technology can attract students’ interest and turning complexity into a lot easier problem. Therefore, prospective teachers must first be equipped in the use of the latest technology. However, the use of technology in learning must be designed appropriately. Since excess use of technology may negate someone thinking process, even though thinking is every learning main porpose. This research aim to design the apropriate integration between the learning and technology to foster prospective teachers’ mathematical disposition. POM-QM represents technology embedded for the Science, Technology, Engineering, and Mathematics (STEM) learning process. In the conduct, this lesson study starts with planning the chapter design to integrate the technology into learning. Inside the learning implementations, several observers assigned for each group of students to record every activity. From both cycles reflection phase, the chapter design is able to foster students’ interests, contextual awareness, and their appreciation into the topic. Continuous treatment is needed until the dispositions occurs frequently.
Designs of faded-example to increase problem solving skills and procedural fluency in algebraic division
Authors: Kusuma I A , Retnowati E 
Published: March 2021

Abstract
This study aims to review on literature of faded example, its design and instructional implication to increase problem solving skills and procedural fluency. As students required to apply problem solving skills and promote procedural fluency when solving mathematics task. A role of learning instructions is essential when facilitating students to develop those abilities effectively. In addition, Cognitive Load Theory (CLT) suggests learning instruction should be developed in manner of which suitable to human cognitive architecture where working memory is limited when processing information and knowledge was stored as a schema in long-term memory. Faded-example, an instruction based on this theory proposed a smooth mechanism when solving several tasks as well as applying the most effective procedure. Faded-example begins with a fully guided-task (worked example) and then gradually reduces step-by-step solutions within problems become a fully no guidance task (problem-solving). Theoretically, this strategy may help students to foster their problem-solving skill and procedural fluency step-by-step. Besides, design of faded example (forward and backward procedures) was provided. Also, the implementation of faded example on algebraic division learning consist of four procedures: preliminary, introductory, acquisition and test.
Development of competencies for teaching geometry through an analysis learning obstacle
Authors: Jatisunda M G , Suryadi D , Prabawanto S 
Published: March 2021

Abstract
Teaching and learning process that is carried out often results in learning obstacles. Based on the facts teachers rarely learn the thinking behind students’ learning obstacles. Through the analysis process of learning obstacles, is expected to develop the competency of a pre-service mathematics teacher to teach geometry. The design used in this study is a qualitative research design. This study uses the methodological framework of the Didactical Design Research (DDR). DDR or didactic design research that developed uses the philosophical foundation of hermeneutics, phenomenology, and ethnomethodology. The procedure of research through the examination of pre-service mathematics teachers in the implementation of Program Pengenalan Lapangan (PPL). Participants in the course are pre-service teachers who practice in their classrooms with various activities, such as geometric analysis and construction, presentation and resolution of geometrical problems, and the development of teaching units for geometry. Each of these activities allows learning obstacles to occur. The task of the pre-service teacher is to be able to analyze the learning obstacles faced by students. With the learning obstacle analysis process, it is the beginning of a pre-service mathematics teacher compiling in-depth knowledge related to the geometry concepts being studied.
A review of research trends on meta-cognitive in science education within the past decade
Authors: Rusyati L , Rustaman N Y , Widodo A , Ha M 
Published: March 2021

Abstract
Metacognition and its implications for learning and instruction have become a central issue in educational research. The objective of the current review is mapping the field of meta-cognitive research trends in science education within the past decade. Furthermore, this study build the state of the art on meta-cognitive and describe the possibility research in the future. This study as a baseline for further research which focus on meta-cognitive integrated with other skills. The survey was implemented as method for this research. The major purpose of surveys is to describe the characteristics of a population. The subject for this study is 30 articles which is focusing on meta-cognitive in science education and have highest citation within the past decade (year 2009-2019). The articles come out from databases ‘Google scholar’ and from reputable journals. Form of coding scheme is main instrument for this study. The finding describes that Research trends on meta-cognitive in science education dominant conducted in higher education for pre-service teachers. Furthermore, for metacognitive aspects generally focus on aspect Metacognitive Skills (MS) sub aspect regulating/controlling and Metacognitive Knowledge (MK) about strategies for science concepts in domain-general. Meanwhile, based on role, research on meta-cognitive focus as the input. The implication of research trends on meta-cognitive provide opportunities for conducting research in lower education for discipline-specific science. The further research also can assess on Metacognitive Experiences (ME) and Metacognitive Skills for sub aspect monitoring, evaluating and planning.
Content analysis of critical-rand creative-thinking skills in middle-school science books on environmental pollution material
Authors: Muntaha M , Masykuri M , Prayitno B A 
Published: March 2021

Abstract
Critical- and creative-thinking skills are important competencies students must have to encounter the challenges of the 21st century. The development of teaching materials that emphasize critical- and creative-thinking skills is very necessary for students to improve these skills. This research aims to analyze three middle school science books based on critical- and creative-thinking skills on environmental pollution material. The research procedure consisted of developing an instrument for assessing critical-0and creative-thinking skills, validating the indicators of the instruments using expert judgment, and conducting an assessment of middle school science book. The development of critical-thinking skill indicators refers to Facione while the indicators-of creatives thinking skills refer to Torrance. The results of the analyses show-that the average critical-thinking skill indicator achievement for the environmental pollution material on interpretation is 2.83%, analysis 2.75%, conclusion 3.16%, evaluation 2.83%, explanation 2.91%, and self-regulation 2.33%. The achievement of creative-thinking skill indicators on average is 2.66% for fluency, 2.66% for flexibility, 2.41% for originality, and 2.75% for elaboration. Students have low critical- and creative-thinking skills on the air pollution and pollution sub-materials.