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211	Mathematics Education	ABS-27
Developing Mathematical Problem Posing Ability of Prospective Mathematics Teachers for Enhancing their Professionalism Wahidah Halimahnur (1), Yaya S Kusumah (2) Program Studi Pendidikan Matematika Sekolah Pascasarjana Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No 229, Bandung 40154, Indonesia wahidah_h[at]upi.edu (1), yskusumah[at]upi.edu (2) Abstract Problem posing as one of mathematical competencies is required by young generations to face complex problems in the era of Industrial Revolution 4.0. Prospective mathematics teachers, who will become a teacher have to teach their students (as the member of young generations) problem posing skills. However, not all prospective mathematics teachers are good at problem posing. The purpose of this study is to find out how problem posing can enhance professionalism and how to develop mathematical problem posing ability of prospective mathematics teachers. The method used is descriptive qualitative. There are literature reviews on 20 journals from the past 10 years that support and related to this study. The results show that developing mathematical problem posing ability can support and enhance prospective mathematics teachers professionalism in order to face the education in the era of Industrial Revolution 4.0. Keywords: Mathematical Problem Posing; Prospective Mathematics Teachers PermaLink | Plain Format | Corresponding Author (Wahidah Halimahnur)

212	Mathematics Education	ABS-289
Using GeoMaSchool To Link Between Creativity and Performance for Students In Higher Education Nasrullah Pemu (a) , Asdar Ahmad (a) , Jeranah Tajuddin (b) a) Universitas Negeri Makassar b) STKIP YPUP Makassar Abstract Developing creativity and increasing student performance in learning activities is essential but is not easy to implement. For this reason, through the use of Geogebra, Maple, and Schoology (GeoMaSchool) in further calculus lectures, students are expected to be able to show their best creativity and performance. With design research carried out in stages, namely preparation for experiments, conducting experiments in classrooms, and conducting retrospective analyzes. This research activity designs learning that involves Geogebra and maple devices and structured learning material in the Schoology learning management system. The subjects in this study were 32 students of mathematics education who programed Advanced Calculus courses. The results showed that with the knowledge and mastery of Geogebra or Maple devices, students build their calculus knowledge creatively. Then, Schoology recorded students performance and the learning progress authentically. Keywords: GeoMaSchool, Creativity, Performance, Higher Education PermaLink | Plain Format | Corresponding Author (Nasrullah Pemu)

213	Mathematics Education	ABS-290
The Effect of Learning Hands-on Activity Media on the Mathematical Reasoning Ability of Junior High School Students Nurjanah, Jarnawi Afgani dahlan, Yudi Wibisono Universitas Pendidikan Indonesia Abstract Mathematical objects that are abstract in nature are their own difficulties for students in learning mathematics. Learning hands-on activity media an approach that involves direct activities and experiences students in manipulating objects to gain knowledge and understanding. The purpose of this study is to analyse the effect of learning hands-on activity media on the mathematical reasoning ability.The purpose of this study is to analyze the effect of learning hands-on activity media on the mathematical reasoning ability of junior high school students. The approach of this research is quantitative by using the quasi-experimental method. The research design is pretest-posttest with experimental and control class. The subjects of this study were seventth-grade students of the junior high schools in three schools in Bandung, totaling 278 people. The research data was obtained using a mathematical reasoning ability test. The results of study show that; the reasoning ability of students who get hands-on activity media learning is better than students who get conventional learning. Keywords: Learning Hands-on Activity Media, Mathematical Reasoning Ability PermaLink | Plain Format | Corresponding Author (Nurjanah Nurjanah)

214	Mathematics Education	ABS-37
How is the quality of 11th grade midterm exam in Indonesia? Is it important? Ibrohim Aji Kusuma (a*), Heri Retnawati (b) a) Graduate School Program, Universitas Negeri Yogyakarta Jl. Colombo No. 1 Yogyakarta *ibrohimaji.2018[at]student.uny.ac.id b) Faculty of Mathematics and Science, Universitas Negeri Yogyakarta Jl. Colombo No. 1 Yogyakarta Abstract Midterm exam is used to asses the extent of students‘ outcomes and mastery level of competencies in half-one semester of learning. This study aims to analyze the characteristics of item test of mathematics midterm exam of 11th grade secondary students. This study was quantitative research using descriptive explorative approach. Midterm test script consist of 40 questions with its answer key and 145 students answer sheets have collected. The midterm script and its answer key ware validated by three expert and students answer sheet was analyzed using classical test theory method using QUEST. The study shows that midtest test script and its answer key was valid with score 0,93 using Aiken indeks and internal consitency score was 0,74. It means that midtest script was feasible in learning but cannot be used to reflect students’ knowledges and skills. Fit Pt-biserial score was 52,5% and Low Pt-biserial score was 47,5%. Besides, 4 items ware categorized as difficult problems, 34 items were medium and 2 items were easy problems. The difficult items consist of the arithmetic series related to real problems, infinite geometric series, algebraic limits with substitution of fraction forms containing roots and factorzation of fraction forms containing exponential. Keywords: Item test characteristics; Midterm exam; Classical test theory PermaLink | Plain Format | Corresponding Author (Ibrohim Aji Kusuma)

215	Mathematics Education	ABS-42
Analysis of Mathematical Communication Skills in Junior High School Students Sinta Widya Ningtias (a*) Sugeng Sutiarso (b) Caswita (b) a) Magister of Mathematics Education, University of Lampung. Jl. Prof. Dr. Sumantri Brojonegoro. No. 1, Bandar Lampung, Indonesia 35141. *sintawidya.ningtias7[at]gmail.com b) Department of Mathematics and Science Education, University of Lampung, Jl. Prof. Dr. Sumantri Brojonegoro. No. 1, Bandar Lampung, Indonesia 35141. Abstract This study aims to determine students mathematical communication skills in statistical material. The subjects in this study is the VIII grade students selected by purposive sampling. The method used in this research is descriptive. Data obtained from the communication skills tests of mathematical students consisting of three essay contain of three indicator the mathematical communication ability, namely, drawing (expressing their ideas in the form of pictures, graphs and diagrams), written text (giving the mathematically explaination), and the mathematical expression (creating a mathematical model). The tests were given to 30 students of class VIII in SMP Muhammadiyah 3 Bandar Lampung. The data were analyzed quantitative and qualitative to get a comprehensive picture related to students mathematical communication skills. The results showed that the percentage of achievement of students mathematical communication indicator as follows: 1) drawing by 35%, 2) written text by 51%, and 3) the mathematical expression by 42%. Based on the percentage achieved on each indicator, it can be concluded that students mathematical communication ability is low. Keywords: communication, communication skills PermaLink | Plain Format | Corresponding Author (Sinta Widya Ningtias)

216	Mathematics Education	ABS-45
REFLECTIVE THINKING PROCESS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING MATHEMATICAL PROBLEMS IN TRIANGLE MATERIAL AND QUADRILATERAL BASED ON LOCAL CONTENT Maiya Haejelia (a*), Sri Hastuti Noer (b), Undang Rosidin (b) a) Magister of Mathematics Education, University of Lampung Jl. Prof. Dr. Sumantri Brojonegoro No.1, Bandar Lampung 3514, Indonesia *Maiyahaejelia06[at]gmail.com b) Department of Mathematic and Science Education, University of Lampung Jl. Prof. Dr. Sumantri Brojonegoro No.1, Bandar Lampung 3514, Indonesia Abstract Thinking reflectively is an ability to connect the knowledge that he get with his old knowledge, so that there is a conclusion to solve a new problem. In order to motivate students to solve the problems given, the researcher wants to link the mathematical problems given to students by linking something close to students who contextualize local content in the local area. This research was to describe student’s reflective thinking in solving mathematics problem for triangle and quadrilateral. This research used qualitative descriptive research with the students of VIII A Class at SMP Negeri 17 Pesawaran as the research subject. Intsrument that was used were written test in the form of 4 description questions and interview guidelines. From 34 students of VIII A class who took the test there were 5 students who followed the interview. The five subjects was students who fulfill all of reflective thinking indicators then to be subjected for the research. Based on the research it was obtained a result that from five students there were three subjects who were able to think reflectively in solving mathematic questions and two subject was able enough to think reflectively in solving mathematic question. Keywords: Keyword: Thinking Reflectively, Solving Mathematics proble, local content. PermaLink | Plain Format | Corresponding Author (Maiya Haejelia)

217	Mathematics Education	ABS-302
STUDENTS’ PROPORTIONAL REASONING ABILITY IN JUNIOR HIGH SCHOOL USING COLLABORATIVE PROBLEM SOLVING Nunu Nurhayati 1*),2) Yaya S. Kusumah, 3) Dadang Juandi 1*)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2)Departemen Pendidikan Matematika, Universitas Kuningan, Jl. Cut Nyak Dhien No. 36 A, Cijoho, Kec. Kuningan, Kabupaten Kuningan, Jawa Barat 45513, Indonesia Abstract The aim of this study is to analyze the influence of collaborative problem solving on the enhancement of mathematical proportional reasoning ability. The problems underlying this study include the proportional reasoning ability of students is still low so innovation in learning that can develop students proportional reasoning abilities. The method used is quasi-experiment with non-equivalent control group design. The sampling technique is purposive sampling. This study was conducted at Junior High School and the subjects of this study were 58 students of SMPN 3 Kuningan, 28 students in the experimental class and 30 students in the control class. Instruments which is used are pretest, posttest and observation sheet. Data analysis was conducted by using SPSS 16 software. Data analysis was carried out quantitatively. Quantitative analysis was performed by calculating the N-gain using the normality test, and t-test. Research results of this study are (1) The enhancement of mathematical proportional reasoning ability of students who received collaborative problem solving is better than students who received conventional learning, (2) There is difference of mathematical proportional reasoning ability of students who received collaborative problem solving and students who received conventional learning, (3) The average of n-gain proportional reasoning ability are 0.33 in the experimental class and 0.22 in the control class. Keywords: Collaborative Problem Solving, Proportional Reasoning Ability PermaLink | Plain Format | Corresponding Author (Nunu Nurhayati)

218	Mathematics Education	ABS-48
The Effect of Generative Learning Model on Students Mathematical Literacy Skills on Conic Section Material (Experiments on the Mathematics Education Program of FMIPA-UNJ) Ellis Salsabila (a), Wardani Rahayu (a), Selly Anastassia Amellia Kharis (b), Agustiani Putri (c) (a) Postgraduate Program of Mathematics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia (b) Graduate Program of Mathematics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia (c) Department of Mathematics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia agustianiputri15[at]gmail.com Abstract Mathematical literacy concentrates on students ability to analyze, prove, and express ideas completely, solve, and interpret mathematical. The objective of the study was to analyze the effect of the generative learning model on students’ mathematical literacy skills on the mathematics education program of Universitas Negeri Jakarta. This study adopted the quasi-experimental research design. The performance continued for four weeks and at the end of the program, post-test compositions were obtained from the nominees. The sample of this study was performed of 72 undergraduate students represented from two classes. Purposive sampling method was applied in selecting the sample. The results of the research presented that there was a significant discrepancy among the t-test score points of the generative learning and conventional group (P<0.05), namely t_count=4,044 > t_table=1,667. Therefore, it can be concluded that the generative learning models contributed significant effects on the students mathematical literacy skills on conic section material. Keywords: analytic geometry, generative learning model, mathematical literacy PermaLink | Plain Format | Corresponding Author (Agustiani Putri)

219	Mathematics Education	ABS-49
Analysis Of Students Reflective Thinking Ability In Completing Mathematical Stories In Quadrilateral Topic Masyurah Muzaimah (a*), Sri Hastuti Noer (b) a) Magister of Mathematics Education, University of Lampung. Jl. Prof Brojonegoro No. 1, Bandar Lampung 35141, Indonesia *masyurahmuzaimah[at]yahoo.co.id b) Department of Mathematics and Sciences Education, niversity of Lampung. Jl. Prof Brojonegoro No. 1, Bandar Lampung 35141, Indonesia Abstract Abstract. This descriptive research aims to figure out students reflective thinking ability at the quadrilateral material. The subjects of this research were SMP students involving 32 seventh grade students at SMP Muhammadiyah 3 Bandar Lampung. The Data was taken through reflective thinking ability test which consists of 4 math story problem that involved 3 indicators of reflective thinking, namely reacting, comparing, and contemplating. In order to obtain a comprehensive description related to the ability of reflective thinking students, the data was qualitatively and quantitatively analysed. The result of the research shows that students reflective thinking ability are still not optimal. It can be seen from the majority of students who still get difficulties in building a deep self-understand of problem, inability to deliver what has been understood in a certain reason, as well as inability in concluding a proper answer. Keywords: Reflective Thinking; Reflective Thinkingg ability; Mathematical Stories PermaLink | Plain Format | Corresponding Author (Masyurah Muzaimah)

220	Mathematics Education	ABS-51
Analysis of Student’s Reflective Thinking Ability on Topic Arithmetic Sequence and Series Cahya Furqona Alimah (1*), Sri Hastuti Noer (2) Mathematics Education, Postgraduate Program, Lampung University, Jl. Prof. Dr. Sumantri Brojonegoro No. 1, Bandar Lampung 35141, Indonesia *cahya.furqona[at]gmail.com Abstract Abstract. Reflective thinking ability plays an important role in supporting mathematical problem solving skills. One topic in mathematics is sequence and series. This study aims to describe the results of the analysis of reflective thinking ability of students on topic arithmetic sequence and series, using descriptive research methods. To answer the research question, we gave a written test to 30 grade XI students in one of senior high schools in Lampung. Then, we conducted interviews with students in the upper, middle and lower groups, each with 3 students. The results showed that the average level of reflective thinking ability of students was quite adequate. The analysis of this study can be used as a consideration in developing learning designs to support students reflective thinking ability. Keywords: Reflective Thinking PermaLink | Plain Format | Corresponding Author (Cahya Furqona Alimah)

221	Mathematics Education	ABS-327
THE USE OF LITERATION PROJECT-BASED LEARNING TO IMPROVE ABILlTY OF MATHEMATICAL CONNECTION AND REASONING Zaenal Abidin Universitas Muhammadiyah Surakarta Abstract The lower mathematical connection and reasoning abilities of elementary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability mathematical of connection and reasoning. Mathematics learning can develop connection and reasoning abilities well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning and connection. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical connections and reasoning of students who obtain literacy project-based learning. The design of this research was used pretest-posttest non-equivalent control group. Based on research results, conclusions can be drawn about the effectiveness of learning that includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning is very effective in facilitating connection skills and has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and can make reasoning to interpret learning well. Keywords: project-based learning, literacy, mathematical connection, mathematical reasoning PermaLink | Plain Format | Corresponding Author (Zaenal Abidin)

222	Mathematics Education	ABS-328
Didactical Design to Overcome Learning Obstacles about Relationship between Central Angle, Length of Arc, and Area of Segment of the Circle Mimi Nur Hajizah Universitas Pendidikan Indonesia Abstract This research aims to develop a didactical design of learning about circle at junior high school, especially the relationship between central angle, length of arc, and area of segment of the circle. Developed didactical design consists of three activities obtained from three formal stages during the research process. The first stage is the analysis of the didactical situation before learning to obtain a hypothetical didactical design. Preparation of hypothetical didactical design is preceded by a preliminary study which includes the identification of obstacles student learning as well as the theoretical analysis and repersonalisasi. Identification of learning obstacle is conducted at a junior high school in South Jakarta involving 34 students of class IX by analyzing the results of the students answers on the questions provided, analyzing the results of interviews of teachers and students, as well as analyzing the textbooks used at the schools. The second stage is the analysis metapedadidaktic which is reflected in the design implementation. Design implementation is conducted at junior high school where a preliminary study done involving 36 students of class VIII. The third stage is the stage of reflection by conducting a retrospective analysis. This is done in order to obtain information for a revised design to produce empirical didactical design. The developed empirical didactical design allows for further development through the three stages of the same formal. Keywords: Didactical Design , Learning Obstacles , Circle, Central Angle, Length of Arc, and Area of Segment PermaLink | Plain Format | Corresponding Author (Mimi Nur Hajizah)

223	Mathematics Education	ABS-75
Analysis Students Mental Model through Representation for Addition and Subtraction in Primary School Dini Asri Kusnia Dewi Indonesia University of Education Abstract Many people assume that addition and subtraction are simple calculations. However, some studies in Indonesia reveal that students still experience some problems associated with it, such as the carrying method in addition and borrowing method in subtraction. In terms of learning, when referring to Brunners theory, the presentation of the textbook does not provide an explanation of how to calculate using the iconic representation. Of all these things, it is important to be able to know the way students think that this depends on the mental model. However, because the mental model is an internal representation then the effort that can be done is analysis them through representation. Therefore, this study was conducted through tests and interview for students, also interviews for teachers. The field survey results show a tendency in selecting the type of representation. In addition, this paper will also be presented a representation of the mental model of a student. Keywords: Mental Models, Representation, Addition, Subtraction PermaLink | Plain Format | Corresponding Author (Dini Asri Kusnia Dewi)

224	Mathematics Education	ABS-77
The Influences of Curriculum 2013 Based Learning Model towards Contextual Problem Solving Ability Sehatta Saragih1, Zulkarnain2, Sahrun Nisa3 1,2 Universitas Riau 3 Universitas Pendidikan Indonesia Abstract This research departs from the application of the scientific approach in K13 which is expected to develop students HOTS abilities. With regard to that matter, various learning models that are in accordance with the scientific approach are implemented to have optimal impact. In line with this idea, the purpose of this study is to examine comprehensively the ability of VII grade students in solving contextual problem which are seen as one of the vehicles to build HOT abilities. The subject of this study was VII grade students in the school year 2018/2019 which numbered 356 people. The research data was collected by tests then analyzed descriptively and inferentially. The results of data analysis showed that: (1) students who were taught with K13-based learning models had the ability to solve contestual questions significantly better than students who were taught conventionally; (2) the ability of students who are taught to use the K13-based learning model in completing contextual questions is more complete compared to students who are taught conventionally. Keywords: Curriculum 2013 Learning Model, Contextual Problem Solving Ability PermaLink | Plain Format | Corresponding Author (Sehatta Saragih)

225	Mathematics Education	ABS-339
Influence of Discovery Learning Model on Ability of Mathematical Reasoning Yerizon, Eka Putri, Yarman Universitas Negeri Padang Abstract The ability of mathematical reasoning is one of the abilities that must be possessed by every student in mathematics learning.However, the 8th grade of mathematics in Junior High School number 2 Pariaman, students mathematical reasoning ability is not optimal.Discovery learning is one of the learning models that can improve the ability of mathematical reasoning.The purpose of this research is to see and describe the differences in the ability of students mathematical reasoning using discovery learning model with the ability of students mathematical reasoning using conventional learning.The type of this research is quasi-experiment with the Static Group Design. Based on data analysis the result of the last test that the ability of students mathematical reasoning using discovery learning model is better than the ability of students mathematical reasoning using conventional learning. Keywords: Discovery Learning Model, Mathematics Learning, The Ability of Mathematical Reasoning. PermaLink | Plain Format | Corresponding Author (Yerizon Yerizon)

226	Mathematics Education	ABS-340
Achievement of Pedagogical Competency, Professional Competency, and Self-Efficacy Inservice Mathematics Teachers, Through Pedagogical Problem Solving Cycle Dadang Juandi Universitas Pendidikan Indonesia Abstract The purpose of this study is to improve the achievement of in-service mathematics teachers in pedagogical and professional competences through professional development program by using a Cycle Pedagogical Problem-based learning. The research subjects consisted of 58 in-service mathematics teachers from a number of senior high schools from five districts in West Java. The research instrument consisted of observation guidelines, interview guidelines, teacher competency tests, and self-efficacy scale. Mathematical pedagogical problems presented to trainees in a number of cycles, which include some mathematical material that is relevant to the 2013 curriculum. The results of data analysis show that overall the achievement of pedagogical competency is better than the achievement of professional competency. Pedagogical competency is achieved in the high category, and professional competency is achieved in the medium category. The achievement of self-efficacy found that the majority of teacher candidate is in the positive category. Judging from the differences in region of origin it was found that there were no significant differences in pedagogical competency nor professional competency. Keywords: Pedagogical Competency, Professional Competency, Pedagogical- Problem Solving Cycle, Self-efficacy. PermaLink | Plain Format | Corresponding Author (Dadang Juandi)

227	Mathematics Education	ABS-86
A Narrative Inquiry Study of Relational Thinking of Junior High School Students Lia Ardiansari, Didi Suryadi, Dadan Dasari UPI Abstract Relational thinking involves understanding equality and numerical relationships, thus encouraging students to reflect on the numerical relationship between structurally similar expressions promising a smooth transition from arithmetic to algebra. The distributive property provides a means of the equal sign to connect two operations, such as addition and multiplication in any field. Therefore, the distributive property is used in this study to investigate the type of familiarity with the nature of this operation so that it can be a promotion of flexibility in thinking that can lead to algebraic thinking. This study aims to investigate ways of thinking, learning, and experiences that are understood narratively. A Narrative inquiry highlights the problem and forms a new theoretical understanding of ones experience. Data was collected by distributing questionnaires and semi-structured interviews to participants as many as 53 junior high school students where 45% were male students and 55% were female students selected using purposive sampling technique. The results of the study show that generally junior high school students still have a weak understanding of the same relationship in distributive property described by the word "operational" which is a contrasting understanding with the relational viewpoint. Keywords: algebraic thinking, distributive property, equal sign, narrative inquiry, relational thinking PermaLink | Plain Format | Corresponding Author (Lia Ardiansari)

228	Mathematics Education	ABS-87
Smart First, or Confidence First? : Analysis of Students performance on Mathematical Abstraction and Olympiad Tests Siti Maimunah, Endang Cahya, Elah Nurlaelah UPI Abstract vation categories, this research conducted 4 test( 3 Mathematical Abstraction test 1 Olympiad test) and 1 questionnaire on self confidence. The result showed that Mathematical abstraction tests make them aware of their own understanding state. It also gives them knowledge they can use to complete mathematics Olympiad test. Further explanation on how their opinion and self confidence changes after the whole test is revealed on the results. In conclusions, this research explain how self confidence is the first weapon students need to have to conquer any challenges including mathematics Olympiad. Keywords: Mathematical Abstraction, Self Confidence, Mathematics Olympiad PermaLink | Plain Format | Corresponding Author (Siti Maimunah)

229	Mathematics Education	ABS-89
The Didactical Design of Properties of Triangles based on péclé Traditional Games in Primary School Epon Nuraeni, Oyon Haki Pranata, Hodidjah, Muhammad Rijal Wahid Muharram, Fitri Rohmayati, Ika Fitri Apriani UPI Abstract The research is based on the emergence of learning obstacles of students on the topic of properties of triangles. The didactical design that the researcher designed is one of the first steps to overcome learning obstacles. The aim of the research was to develop a didactical design of the properties of triangles based on péclé traditional games for third grade students of primary school. The research was conducted in the City of Tasikmalaya, Indonesia. The study used descriptive qualitative methods. The research instrument is equipped with teaching materials in the form of Student Activity Sheets (SAS). Data collection used is interviews, tests, attitude scale questionnaires and documentation. The results of the study indicate that the design that the researcher can use by teachers and elementary students to enrich the learning design, and can be developed further to minimize the obstacle learning of students in mathematics. Keywords: the properties of triangles, learning obstacles, péclé traditional games PermaLink | Plain Format | Corresponding Author (Epon Nuraeni)

230	Mathematics Education	ABS-91
The Effect of GeoGebra-Based Learning on Students Spatial Ability and Motivation Vara Nina Yulian (a,b*), Wahyudin (a), Lela Anggrayani (b) a) Study Program of Mathematics Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi 229, Bandung, Indonesia *varanina15[at]student.upi.edu b)Study Program of Mathematics Education, Universitas Subang Jl. RA Kartini Km 3 Subang, Subang, Indonesia Abstract The aims of this study (1) to identify differences between the application of GeoGebra-based learning and Non-GeoGebra on the spatial abilities of students in Geometry Transformation; (2) to identify difference between learning motivation categories and students spatial ability; and (3) to identify differences the effect of interaction between GeoGebra based learning and motivation on students spatial abilities. The subject in this research was 60 students from 20 classes in one of vocational high schools, in Subang, West Java, selected by applying purposive sampling technique. Data collection was carried out by taking a questionnaire for learning motivation data and spatial abilities test. The results of the study are as follows. First, there is no significant difference between GeoGebra-based learning on the spatial ability of students, although there is no positive and significant influence the average value of spatial abilities of students with GeoGebra-based learning has a better average value than students given Non GeoGebra learning. Second, there is a significant difference between students learning motivation towards the students spatial ability, students with high motivation and medium motivation have better spatial abilities than students with low motivation. Students with high motivation and medium motivation category have same influence on their spatial abilities. Third, there is no interaction between GeoGebra based learning and motivation on students spatial abilities. Keywords: GeoGebra, motivation, spatial ability PermaLink | Plain Format | Corresponding Author (Vara Nina Yulian)

231	Mathematics Education	ABS-347
Analysis of Student’s Performance Index Using Confirmatory Analysis Nonong Amalita, Dina Fitria, Rafi Oktriatama Universitas Negeri Padang (UNP) Abstract In this paper we explain student’sperformance index on Mathematics Department UNP. Fluctuation on student’sperformance index describe the academic achievement of student. Many factors contribute to this case. Based on some research, it influenced by family environment, learning motivation, college environment, and student’s perception to the lecturer. So, we need a confirmatory analysis to test or confirm the measurement model which is build based on hypothesis used. The result is performance index of a student influenced by family environment, they are parents guidance, home atmosphere, economics factor on a family. Learning motivation factor include feeling happy on a lecture, interest to the topic, pay attention and student’s involvement to the lecture. Campus environment factor is facilities and infrastructure on university and facilities on learning room. Student’s perception factor is like and dislike factor of students to the lecturer, evaluation system chosen by lecturer, and also learning strategy of lecture. Keywords: analysis, confirmatory, grade point average (GPA), performance, index PermaLink | Plain Format | Corresponding Author (Nonong Amalita)

232	Mathematics Education	ABS-349
LEARNING DESIGN FOR TOPIC TWO VARIABLE LINEAR EQUATION SYSTEMS FOR STUDENTS OF MACHINERY AND AUTOMOTIVE ENGINEERING TECHNIQUES PROGRAMS AT VOCATIONAL HIGH SCHOOL Armiati, Roli Maizendra Universitas Negeri Padang Abstract This paper discusses about of designing mathematics learning for technology vocational school students. The two-variable linear equation system is one of the topics taught to students in vocational schools. Learning the topic of two-variable linear equation systems has been designed by linking problems to the mechanical and automotive engineering expertise program. This is done so students are aware of the need to learn mathematics, especially SPLDV material. This learning design has been developed through a research development involving 42 students from SMK 1 Padang. Data was collected through observation, interviews, field notes and analysis of test results. The results of this study indicate that the SPLDV learning design linking problems to the mechanical engineering expertise program can help students develop their problem mathematics skills. Through this research it is also known that this learning design has also been able to increase the interest of vocational school students towards mathematics. Keywords: learning design, mathematics communication, two-variable linear equation systems, vocational high school PermaLink | Plain Format | Corresponding Author (Armiati Armiati)

233	Mathematics Education	ABS-100
CONTRIBUTIONS OF SELF REGULATED LEARNING, MATHEMATICAL DISPOSITION AND HABIT OF MINDS ON MATHEMATICAL PROBLEM-SOLVING ABILITY Nurul Afifah Hasibuan (a*), Nurjanah (b*) a) Program Studi Pendidikan Matematika, Sekolah Pasca Sarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia. *nurulafifah2018[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia. *nurjanah[at]upi.edu Abstract This research aims to: 1) analyze the effect of self regulated learning (KB), mathematical disposition (DP) and habit of mind (HoM) on mathematical problem-solving ability (KMP); 2) Contribution value has given by KB, DP, HoM on KMP; and 3) identify the dominant factors to affect KMP. This research was conducted of grade 8 in one of private junior high school in North Sumatra, academic year of 2018/2019 with 32 participating students which were taken with cluster random sampling technique. The research instruments used in this included mathematical problem-solving ability test and questionnaires. Data was analyzed by Path Analysis. The Result showed 1) KB, DP, and HoM give a positive and significant effect on KMP; 2) Contribution value has given by KB, DP, HoM respectively are 24.26%, 5.8% and 13.32%; and 3) Factor which dominant to affect the mathematical problem-solving ability is self regulated (KB). Keywords: Self Regulted Learning, Mathematical Disposition, Habit of Minds, Mathematical Problem-Solving Ability PermaLink | Plain Format | Corresponding Author (Nurul Afifah Hasibuan)

234	Mathematics Education	ABS-101
Error Analysis in Solving the Rational and Irrational Inequalities Yunia Bani Pratiwi (a*), Rizky Rosjanuardi (b) a) Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *yuniabanipratiwi[at]upi.edu b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This research aims to analyze students‘ answer on solving rational and irrational inequalities. A qualitative method was used in this research. Data were collected from 42 students of 10th grade through the test consisted of 10 problems. For further identification, an interview was also conducted. The result showed that there were two groups of students‘ solution. The first one are students who used number line and the other one are students who solve directly without number line. In this article explained that there are six categories of student errors i.e. solving rational inequality like the equation, looking for zero maker in numerators and denominators of rational inequality with the inequalities following the question, errors arose from problems with factorisation, wrong in applying the property of distribution, ignoring irrational inequality rules, and misinterpreting the sign of inequality into a number line. Keywords: Student’s answers; Errors; Number Line; High School Students; Rational and Irrational Inequalities PermaLink | Plain Format | Corresponding Author (Yunia Bani Pratiwi)

235	Mathematics Education	ABS-102
Analysis of Problem Solving Abilities of Junior High School Students on the HOTS Problems Nenden Chiarun Nisa (a*), Endang Cahya Mulyaning (b) a) Departement of Mathematics Education, School of Postgraduate Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No 229, Bandung 40154, Indonesia *nchiarunnisa.upi.edu b)Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No 229, Bandung 40154, Indonesia Abstract Problem solving is one of the abilities that is essential in mathematics learning. Students who have the skill can solve an uncommon problem by using mathematical models and prove the exact of the results obtained. This research aims to analyze the problem solving steps of HOTS problems according to Polya which can be achieved by junior high school students. This research was designed in descriptive qualitative that involved 30 students consisting of three levels: high, medium and low level students. Data were collected by using HOTS problem test and an interview. The results showed that the high level students are capable to solve the problem but have not been able to prove the exact of the results, the medium level students are capable to reach the steps of making mathematical models, while the low level students are not capable to make mathematical models. Keywords: problem solving, HOTS problem, Polya steps PermaLink | Plain Format | Corresponding Author (Nenden Chiarun Nisa)

236	Mathematics Education	ABS-106
Enhancement of Mathematical Literacy Ability Using Problem Based Learning Models With Didactical Engineering Bety Miliyawati (a*), Tatang Herman (b) a) Universitas Subang Jl. RA. Kartini KM. 03, Subang, Indonesia *betymiliyawati[at]gmail.com b) Universitas Pendidikan Indonesia Jl. Setiabudi, Bandung, Indonesia Abstract This study aims to describe the enhancement of students mathematical literacy ability using the Problem Based Learning (PBL) model with Didactical Engineering (DE). The method used is quasi-experimental, with a pre-test post-test control group design research design. The population was all eighth grade students of state junior high schools in Subang regency and the sample involved as many as 105 students spread across two classes, namely the experimental class and the control class. The instruments used were tests of Prior Mathematical Ability (PMA) and mathematical literacy ability test. Research data for pretest, posttest, and normalized gain of students with mathematical literacy ability were analyzed quantitatively using t test, one way ANOVA, and two way ANOVA. Based on the results of data analysis, it can be concluded that there is a significant difference in the enhance in students mathematical literacy ability in terms of the PMA category and learning model, based on further tests of the most influential low and high PMA categories. Overall there are differences to enhancement in students mathematical literacy abilities between students who get PBL models with DE compared conventional models, and there is no interaction between learning models and PMA categories on mathematical literacy abilities. Keywords: Problem Based Learning; Didactical Engineering; Mathematical Literacy PermaLink | Plain Format | Corresponding Author (Bety Miliyawati)

237	Mathematics Education	ABS-107
The Enhancement of Mathematical Creative Thinking and Logical thinking ability, and Student Habits of Mind in Junior High School Through ASSURE Learning Model. Nosep Sumiarto, Endang cahya M A, B A P Martadiputra Sekolah Pascasarjana Program Studi Pendidikan Matematika Universitas Pendidikan Indonesia Abstract The purpose of the study is to analyze the enhancement of creative thinking and logical thinking ability, as well as mathematical habits of mind in junior high school students through ASSURE (analyze, state, select, utilize, require, evaluate) learning model with used a problem-based learning method. The approach of this research is quantitative by using the quasi-experimental method. The research design is pretest-posttest with experimental and control class. The subjects of this study were seventh-grade students in one of the junior high schools in Lembang as many as two class. The research data was obtained using a test of creative and logical thinking skills, and questionnaires in the form of a Likert scale for students mathematical habits of mind. The results of the study show that; (1) based on overall and high initial mathematical abilities, the enhancement mathematical creative thinking ability of students who obtain ASSURE learning model is significantly higher than students who obtain conventional learning. Meanwhile, based on low and medium initial mathematical abilities not significantly higher. (2) Based on overall and the initial mathematical abilities (low, medium and high), the enhancement mathematical logical thinking ability of students who obtained ASSURE learning model is significantly higher than students who obtain conventional learning. (3) Students habits of mind who obtained ASSURE learning model are better than students who obtained conventional learning. Keywords: Creative thinking, Logical thinking, Habit of mind, , ASSURE Learning PermaLink | Plain Format | Corresponding Author (nosep sumiarto)

238	Mathematics Education	ABS-110
Predictions of students thinking for the learning of system of linear equations in two variables Al Jupri, Dian Usdiyana, Ririn Sispiyati Departemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia Abstract This research aims to predict grade VIII students’ thinking for the learning of system of linear equations in two variables. To achieve this, first, we surveyed algebra education literature and Indonesian school mathematics textbooks for collecting information about a learning sequence for the topic of system of linear equations in two variables. Second, based on the first step, we designed a sequence of learning for this topic according to the theory of realistic mathematics education and made predictions about student thinking process particularly on solving relevant problems in this topic. The results consisted of a sequence of algebra tasks and various predictions of student thinking for learning algebra. In conclusion, we consider that predictions of student thinking process can be used by the teacher for anticipating the actual learning process either for helping students who encountering difficulties or for teaching actions to invite students problem solving skills. Keywords: Algebra education, system of linear equations in two variables, hypothetical learning trajectory, design of mathematics learning PermaLink | Plain Format | Corresponding Author (Al Jupri)

239	Mathematics Education	ABS-112
Two Parts of Reflective Abstraction: for Problem Solving and New Mathematical Concept Risnina Wafiqoh, Yaya Sukjaya Kusumah, Dadang Juandi Universitas Pendidikan Indonesia1, STKIP Muhammadiyah Bangka Belitung Abstract This research aimed to describe revlective abstraction viewed from each of part of reflective abstraction. The research question was about how the students’s revlective abstraction in projecting knowledge of existing mathematical concept . the research approach used was qualitative research approach with study case design as the research method. This research involved 36 eleven grade students. The data were analyzed qualitatively by using hyperRESEARCH application. The first part of students’s revlective abstraction could be seen from how the students developed concept of mathematical problem solving on the learning process in the classroom and on the mathematical problem testing, while the second part of the reflective abstraction could be seen on the process of developing core concept of mathematics learning Keywords: Reflective Abstraction, Problem Solving, Mathematical Concept PermaLink | Plain Format | Corresponding Author (RISNINA WAFIQOH)

240	Mathematics Education	ABS-121
Design an Algebra Learning Sequence Based on Realistic Mathematics Education Theory: The Case of Linear Equation in One Variable using Balance-Scales Model Ririn Sispiyati, Al Jupri, Dian Usdiyana Departemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia Abstract The use of the balance-scale model for the learning of equation topic has often been used. However, based on limited observations, the use of the model has not been systematic and less based on learning theory. This study aims to design teaching materials about linear equations in one variable with a model of balance-scales based on realistic mathematics theories intended for junior high school students. For this purpose, we used design research, particularly the preliminary design phase. First, we compiled the material based on curriculum and mathematics textbooks. This practical view was used as consideration in designing a learning sequence. Second, the practical learning sequence was revised based on the theory of realistic mathematics education. This theory was used because it gives meaningful mathematics learning to the students. Third, we organized a focus group discussion to review and improve the design intend to produce a learning sequence that can further be used for the teacher for the teaching experiment. The results included learning sequence in the form of learning materials on the topic of linear equations in one variable with a balance-scale model. We conclude that the designed learning sequence for this topic provides more meaningful than conventional learning for the students. Keywords: Realistic Mathematics Education, Balance-Scales Model, linear equation in one variable PermaLink | Plain Format | Corresponding Author (Ririn Sispiyati)

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