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This research is based on the traditional architecture phenomena closely related to ideas in the field of mathematics. One of them is the historical building in Central Java - Indonesia, Borobudur Temple. This research aims to investigate how a mathematical model based on cellular automata is in Borobudur Temple. The research used a descriptive qualitative with ethnography approach. The study was carried out by reading literature on the Borobudur temple, cellular automata, and ethnomathematics, then we looking for and finding the relationship among them. To find their relationship we use online websites, such as Wolfram in generating the rule of cellular automata. Data analysis in this research was carried out by approaching (approximate) pictures of temple buildings, temple building structures, and stupas with 1-dimensional and 2-dimensional cellular automata theory. To get credible results, the author conducted a discussion or interview with an expert in the Computer Science field. The result of this research is the discovery of cellular automata parameters that can construct the structure of the Borobudur Temple building by using of wolfram alpha cellular automata generator. The Borobudur Temple structure contains Cellular Automata (CA), 1-dimensional CA, 2-dimensional CA, and 3-dimensional CA. In 1-dimensional CA, we got that CA can approach the Borobudur Temple building, its stupa, and the stupa structure. The Borobudur Temple contains 1-dimensional CA in 2 colors on rule 92 and rule 254. This research concludes that the Borobudur temple and its building structure have a close relationship with the cellular automata concept. [ABSTRACT FROM AUTHOR]

Representation is a form of student interpretation from a form of mathematical idea that is considered difficult to another, simpler form so that it can be communicated or resolved more easily. Therefore, the ability of mathematical representation is very important and is an inseparable part of solving mathematical problems. Many studies examining mathematical representations with various findings have been reported. Even so, the problem of mathematical representation is still not resolved. Many research findings also reveal the weakness of students' mathematical representation abilities. This study aims to determine the description of poses and the characteristics of students' thinking in solving mathematics (algebra) problems. This research method is descriptive with a subject of 35 junior high school students in class VII. Data collection techniques using tests. The results of the study found that most of the students were in the unexpected characteristics of the way of thinking. These findings inform teachers and other stakeholders that research on representation as a thought process needs attention and continues to be developed with various types of research. [ABSTRACT FROM AUTHOR]

This article describes the conception of integers on a number line that a third grade elementary school student in Bengkulu City had. Although this student had not received a formal learning, he already had a conception of a number line. It was suspected that he learned informally from digital media and his surroundings. This was a qualitative research with a case study approach. The subject of this research was a student, who was detected, having an ability to draw a number line on his notebook. The student was given conceptual questions about integers on a number line. The questions were about1) the representation of a number line; 2) the existence of integers on a number line; 3) the distance between integers on a number line; 4) the meaning of a number line for the student; and 5) use of floor as number line. The results obtained were as follows: 1) the student was able to draw correctly a number line for integers; 2) the student knew that the infinity of many integers on a number line described by using words "many" and "uncountable"; 3) the student knew that the distance between numbers on a number line was the same; 4) the student was able to use a number line to compare two numbers by stating that the number to the right was a number that was more than the number to the left; and 5) the student was able to represent lines on the floor as a number line. [ABSTRACT FROM AUTHOR]

This study aims to obtain propositions related to the types and factors that affect students' justification in solving mathematical problems in the application material of algebraic function derivatives. The participants involved were 25 students. The research instrument was a test of the ability the application of algebraic function derivatives and semi- structured interview guidelines. This research is a qualitative type with a systematic grounded theory (GT) procedure design. Because this research is GT, the data were analyzed using three stages of open coding, axial coding, and selective coding with the help of the NVivo 12 plus software. The reliability test was carried out by two coders to test categories, and sub-categories with Cohen's kappa value 2' 0.65, so the coding was made reliable. In-depth interviews were conducted until saturated data were obtained. From the results of the analysis, there are propositions of students 'justification in solving problems related to five types, and three factors that affect students' justification in solving problems with derivative applications of algebraic functions including learning culture, learning resources, and classroom learning. [ABSTRACT FROM AUTHOR]

Seeing types of misconceptions on mathematics which are classified as basic and prerequisite for many concepts, such as inequality, is important. Therefore, this study aimed to analyze misconceptions and alleged causes of misconceptions on inequality. The method and design that used in this study were a qualitative method and case study research design with respondent consisting of 9 students of class XI in a high school in the city of Bandung through giving a test consisting of 5 questions and conducting interview to students who made mistakes in doing these 5 questions. From the research results, there were four types of misconception that were experienced by students on 5 inequality questions. These misconceptions were caused by students' lack of understanding on some of the prerequisite concepts for inequality and overgeneralization. For further research, the researchers should give more complex questions to students so that misconceptions can be studied in more deeply. [ABSTRACT FROM AUTHOR]

This study aims to produce a learning trajectory that can assist students in understanding the material of linear equation system two variables using the Model Eliciting Activities (MEAs) approach. The research method used is design research with three stages, namely preliminary design, design experiments, and retrospective analysis. In the preliminary design stage, the researcher reviewed the literature and designed a Hypothetical Learning Trajectory (HLT) which contained the learning flow of the two-variable linear equation system with the MEAs approach. At the design experiment stage, the HLT that has been designed is tested on students to find out the strategies and thoughts of students in studying a linear equation system two variables through activities. The results of the trial were analyzed at the retrospective analysis stage to produce a Learning Trajectory (LT). The subjects in this study were students of eight grade Xaverius 7 Junior High School in Palembang as many as 20 students. Data collection techniques used interviews, pre- test, post-test, documentation, and field notes. The results of this study indicate that a series of learning activities can help students understand the concept of linear equation system two variable and can solve problems related to the material. [ABSTRACT FROM AUTHOR]

This study aims to obtain an overview of students' obstacles in the topics of squares and rectangles. The method of this study was qualitative research. The subjects of this study were 51 grade 5 students of elementary schools in Bandung and Banda Aceh. Data collection techniques were carried out by tests on the concept of square and rectangle, interview, and documentation. The results show that elementary school students' learning obstacles in the concept of squares and rectangles include: 1) students' low spatial ability because of the limited learning media and students' insufficient knowledge of geometry; 2) students' low understanding of prerequisite concepts; 3) students' difficulty in connecting the relationship between squares and rectangle; 4) many students who were less able to mention the properties of a rectangle; 5) students were less able to solve problems that require creativity. Thus it can be concluded that students faced ontogenic, didactic, and epistemological learning obstacles. This research could provide teachers and education practitioners an overview in making and designing teaching materials according to student needs based on their learning obstacles. [ABSTRACT FROM AUTHOR]

This study aims to obtain an overview of the obstacles and learning obstacles of Indonesian high school students on the problem of geometric sequences. The research used descriptive qualitative. Data of the research was obtained from the results of test and interviews given to fifty students from one of the senior high-school in West Java. The test is given consists of four questions related to problem of geometric sequence. The answer to the questions were confirmed again by clinical interview. These data are analyzed based on the framework of learning obstacles to the students answer. The obstacles obtained through the test of questions include students still having difficulty in determining the sequence, ratio, the value of the nth term, and the number of the nth term. The results showed that there are still many students who experience learning obstacles on learning geometric sequences. Learning obstacles that occurs includes ontogenic obstacles, epistemological obstacle and didactical obstacles. [ABSTRACT FROM AUTHOR]

Early algebraic thinking has not been explicitly mentioned in the elementary school mathematics curriculum in Indonesia. However, whether students are able to develop important algebraic ideas from a general arithmetic perspective through the current curriculum. This study aims to explore the learning experiences of elementary school students and construct the meaning behind these learning experiences in the emergence of early algebraic thinking. Researchers analyzed how students construct meaning through in-depth interviews with students in grades IV to VI. The results of this study suggest that the habit of thinking certain algebraic ideas should be deliberately nurtured in the curriculum from the early grades, because these ideas do not develop naturally in students as they develop through primary school. [ABSTRACT FROM AUTHOR]

The research aims find out which students mathematical problem-solving ability enhance better, using Group Investigation learning or students using hands-on learning. Method used in the research is quantitative. This type research quasi-experiment with used non equivalent control group design. The research has been conducted at one the junior high schools in Karawang, Indonesia by sampling using purposive sampling techniques, so that taking two classes as research samples of 40 respondents will each be using the Group Investigation learning and using hands-on learning. This research data collection technique of a mathematical problem-solving skills test instrument. Based on results analysis that enhance mathematical problem-solving skills students from N-Gain test, with calculation N-Gain test belonging to the moderate category. [ABSTRACT FROM AUTHOR]

Geometric sequences and series is one of the mathematical topics for secondary and high school level that has many applications in everyday life. However, many students still have obstacles in learning this topic. This research aims to analyze students' learning obstacles in geometric sequence and series. To do so, a written test consists of four questions related to conceptual understanding and the application of a geometric sequences and series was regulated to 20 students from one senior high school in Kota Tangerang Selatan. After being tested, students' answers were analyzed for possible learning obstacles. 4 students were selected to conduct interviews based on their answers. The results show that the learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. In conclusion, students experience obstacles in learning the topic of geometric sequences and series. Furthermore, the results of this research can be used by teachers as considerations in designing learning situation of this topic. [ABSTRACT FROM AUTHOR]

This study aims to obtain a description about students' learning obstacles in the topic of derivative of algebraic functions viewed by students' arithmetic skill. This study used a qualitative with a case study design. Subject of the research were 20 students of 12th grade of a senior high school in Cirebon. Data was collected by using test, interview, and curriculum document. The data were analyzed using the stages of data reduction, data presentation and conclusion drawing. Based on the data analysis, the results of the research show that there are students' learning obstacles in the topic of derivative of algebraic functions which include ontogenic obstacle, didactical obstacle, and epistemological obstacle. [ABSTRACT FROM AUTHOR]

The Covid-19 outbreak greatly impacts education, particularly the ineffective learning process, with some pupils having learning obstacles. This study analyses the learning obstacle experienced by madrasah ibtidaiyah pupils in solving math story problems on numbers material during the Covid-19 outbreak. The research used a descriptive qualitative method. The data took from 19 fourth-grade pupils at one of the madrasah ibtidaiyah in Bandung district through tests and interviews. The data analysis through the stages of data reduction, data display, and conclusion. The results showed that pupils' learning obstacles were ontogenic, didactical, and epistemological. In the ontogenic obstacle, some pupils did not get the concept of summing fractions. The didactical obstacle that occurs in pupils due to learning during the outbreak held alternately online and offline, online learning held through the WhatsApp group, which was less effective, and no learning design combined online and offline methods effectively. The epistemological obstacle experienced by pupils was when the teacher gave questions in a different context from the examples. It happened due to the limited time of mathematics lessons during the outbreak. [ABSTRACT FROM AUTHOR]

Problem solving is one of the abilities that must be mastered by students. Problem solving abilities can be influenced by gender factors. The purpose of this research was to obtain a description of students' mathematical problem solving abilities on the topic of systems of linear equations in two variables viewed by gender. This research was a qualitative research with a phenomenological design. The subjects in this research were students of grade 8th of a junior high school in Padang Pariaman, West Sumatera. There were 6 students selected consisting of 3 male and female students. The data were collected by using test, interview, and documentation. The results showed that the male students are unable to understand the problems, plan the solutions, solve the problems, and validate the solutions. Meanwhile, the female students are able to understand the problems, but they are unable to plan the solutions, solve the problems, and validate the solutions. This study suggests further studies are expected to provide more varied mathematical problem solving test questions that allow for many alternative answers, so that students can explore their abilities in more depth. [ABSTRACT FROM AUTHOR]

The shift in perspective brought about by the COVID-19 pandemic crisis regarding the reorganization of learning practices culminated in a shift toward a virtual-based learning process (VBL). Numerous individual research on the effects of VBL have been conducted in 2020, with mixed findings. A meta-analysis was performed to pool similar findings and to view the findings in the context of future VBL implementation. We searched the ERIC, SAGE, and Google Scholar databases for corresponding studies published in 2020. We estimated a random effects model using the Comprehensive Meta-Analysis (CMA) program. The study showed that VBL had a modest effect on student learning outcomes in general (ES = 0.67; SE = 0.15). Moderator research demonstrates that VBL is applied successfully when the media used and the domain being evaluated are considered. The implications of the research results and the differences in the effectiveness of VBL between countries are discussed, thus providing important information as a basic idea for further VBL research and development. [ABSTRACT FROM AUTHOR]

Mathematical concepts used in diverse cultures, referred to as ethnomathematics, have been extensively discussed in the literature. However, the description of ethnomathematics that was practiced in designing the traditional Malay house of Sambas has not been explored. The goal of this research was to use ethnomathematics as a bridge between culture and mathematics to describe the mathematical principles found in the Sambas Malay traditional house design. The object of the research was ethnomathematics in the design of the Sambas Malay traditional house. The sort of research used in this study is exploratory. The data was gathered by observation, interviews, and documentation. The results of the study reveal that the Sambas Malays apply geometric concepts in traditional house design. [ABSTRACT FROM AUTHOR]

The research aimed to determining the effect of video learning media on the students' learning outcomes. This study uses an experimental research method. The experimental group used video media and the control group used student book learning media. The sample was 16 students in class IV SD Catholic St. Andreas Tandurusa Bitung which was divided into 4 groups. The learning outcome data were collected through a written test that had been tested for validity and reliability, and the learning process data used an observation sheet. Data analysis used two-way ANOVA and descriptive analysis. The results of this study indicate that the use of both media, namely video learning media and student book learning media, has a positive impact on student learning outcomes, but the use of video learning media has a greater impact than the use of student book learning media. The learning media for student books will have a big impact if the teacher provides intensive research. Meanwhile, the use of video media gave almost the same impact for the group that received intensive assistance with the group that received less intensive assistance. Concluded, the use of video learning media has a significant effect on the learning outcomes of fourth grade elementary school students in offline learning during the Covid-19 pandemic. Based on these results, it is recommended for teachers to be able to develop their professionalism in planning and developing learning media so that they can improve student learning outcomes through technology, pedagogical and content knowledge. [ABSTRACT FROM AUTHOR]

The concept of sets in school mathematics and university mathematics is the result of the transition process from scholarly knowledge (SK) to learned knowledge (LK). This SK describes the formal concept definition (FCD) of a mathematical concept. Meanwhile, from the LK, we can get a picture of the student's concept image (CI). This research was presented to reveal the phenomenon of zone of concept differences between student's CI and FCD as the impact of knowledge transposition on the sets concept. This research was a qualitative research using an interpretive phenomenology approach. 28 seventh grade junior high school students, 30 first semester students, one seventh grade mathematics teacher and one lecturer in set theory and function courses. The findings of this study indicated that there was zone of differences between student's CI and FCD in some sets concept, namely the definition of set, cardinality, and subset. While the material for element of set and empty set did not find any zone of concept differences. This zone of concept differences was due to the zone of differences between concept definitions (CD 1 and CD 2) as illustrated by knowledge to be taught (KT) and taught knowledge (TK) with FCD. Tt can be seen from the incompleteness of the material presented in both KT and TK. Thus, based on the results of the study, it can be concluded that the zone of concept differences did not only occur between student's CI and FCD, but also occur between CD and FCD. [ABSTRACT FROM AUTHOR]

Mathematics learning that needs to be taught of primary school teachers consists of selected math parts to develop abilities and shape the child's personality and is guided by the development of science and technology, wherein Numeration learning in the form of PISA type questions using the application of learning PMRI using Covid-19 context. The learning media that will be developed in this study will be assisted by the Universitas PGRI Palembang e-learning system named SISFO. By utilizing E-Learning, one of them is online learning during the Covid-19 pandemic. Data collection uses descriptive qualitative and continuous quantitative where the data is also described theoretically and also uses the calculation of results in numeracy learning which is applied to the mathematics learning development course of primary school teachers at Universitas PGRI Palembang. The purpose of this research is to produce an application of numeracy learning based on the characteristics and principles of PMRI. The data submission analysis technique is in the form of observation sheets and student learning outcomes tests in the form of documentation. The results of the study were in the form of observation scores from PMRI activities in numeracy learning and also in the form of student learning outcomes that were documented as a whole which had a positive impact on working on 10 questions of reasoning ability tests on numeration that had been tested for validity and reliability in learning to work on statistical content questions. [ABSTRACT FROM AUTHOR]

This meta-analysis study was conducted to examine the overall effect of utilizing the Think-Pair-Share (TPS) Cooperative Learning (CL) model on students' mathematical communication ability and to analyze the degree of variation between each study. One hundred four articles were published between 2015 until 2020 and examined for research purposes; ten articles were obtained that met the eligibility for analysis. The studies' samples are High School and Junior High School students. Comprehensive Meta-Analysis (CMA) program utilized as an examination device. The effect-size index of the Hedges-g equation is obtained and decided based on the random-effect model estimation. It comes about appeared that the overall effect measure of the application of TPS CL on students' mathematical communication abilities was 0.826, there implies that there is a positive effect that's very high in this finding, with a standard error of 0.247. So these discoveries show that the application of TPS CL in Indonesia is quite viable in making strides in students' mathematical communication abilities. Analysis of the level of study variation was critical in terms of "differences in education levels." These discoveries demonstrate that the TPS-type CL show is more compelling at the Junior High School level. [ABSTRACT FROM AUTHOR]

Mathematics is one of the subjects that exist since elementary education and can form a systematic, logical and critical way of thinking. But in reality, there are still students who have difficulty in building a way of thinking. While the way of thinking that is currently required by students is high-level thinking. Two interrelated dimensions of high-level thinking are reflective thinking and critical thinking which is then referred to as refractive. Refractive thinking is a thought process that starts from reflective thinking constructed with critical thinking that can result in problem decisions. In problem decision making can be reviewed also through one aspect of psychology, namely Adversity Quotient (AQ). AQ has 3 levels namely Climber, Camper and Quitter with their respective characteristics especially in solving math problems. Learning model is needed that can facilitate students to be able to develop refractive thinking processes reviewed from AQ. The learning model that uses and selects learning resources according to needs is the Research Based Learning (RBL) model. This model can be done by engaging students in identifying questions, planning steps to search, collect, use, synthesize and evaluate information. The use of RBL is intended so that students can develop their refractive thinking skills in solving a math problem that is adjusted to each student AQ level. [ABSTRACT FROM AUTHOR]

The aims of this research to discover systematic review about mathematical creative thinking ability viewed on metacognition assisted e-module. The method uses systematic literature review. Mathematics is a subject that is considered difficult by most students, so that teachers are required to innovate in implementing mathematics learning in the classroom so that students' creative thinking abilities develop. Creative thinking is a new perspective for observing and working on a problem based on four aspects, namely fluency, flexibility, originality, and elaboration. Process of creative thinking cannot be separated from the planning, monitoring and evaluation which are metacognition reviews. So, it is important to grows mathematical creative thinking ability in terms of E-Module assisted metacognition, with the hope of developing students' mathematical creative thinking ability by learning through interactive E-Modules and guiding students to think creatively. The use of E-Modules also makes students independent of the teacher and uses students' thinking abilities to the fullest so that creative ideas emerge in solving problems. The use of the E-Module assisted metacognition review is intended to review the planning, monitoring and evaluation carried out by students in solving problems in the E-Module using a new perspective so that their creative thinking ability develop. [ABSTRACT FROM AUTHOR]

This research is based on the development of an assessment model of Conduct Exam Technologies for elementary school students in learning mathematics following the era of industry 4.0, and it is necessary to know the practicality of using the model from the students' aspect. The purpose of this study is to find out the practicality of the Conduct Exam Technologies assessment model for elementary school students in learning mathematics from the aspect of students. This research is descriptive qualitative research by distributing questionnaires. The results show that the practicality test of the Conduct Exam Technologies assessment model for elementary school students in mathematics learning got a score of 88.00 with a very practical category. This proves that the assessment model of Conduct Exam Technologies is very practical to use for elementary students in learning mathematics. This research has implications to be used as a basis in the development of other assessment models. [ABSTRACT FROM AUTHOR]

Critical thinking is a skill that is essential for students in the 21st century. Critical thinking is also important to be understood by the teachers. The purpose of this research was to determine the mathematics teachers' perceptions of critical thinking. The purposed-design survey method was used in this research in which the researchers used the questionnaire to gather the information—31 mathematics teachers as respondents. The phone call interview was then conducted to get the detailed information. Based on the analysis of teachers' responses, more than half of the teachers seemed not to have a clear understanding of critical thinking. However, almost all of the teachers claimed that critical thinking could help students learn mathematics better. Then almost all of the teachers claimed that they had developed students' critical thinking skills in learning mathematics but experienced obstacles in its application, such as time constraints and students' lack of focus. This study could provide an overview and information related to what mathematics teachers understand related to critical thinking and could be used as evaluation material to create a curriculum to apply critical thinking in learning activities or further research related to critical thinking. [ABSTRACT FROM AUTHOR]

The achievement of pupils in both external and internal examinations is deteriorating. Psychological variables such as emotional intelligence and self-efficacy have frequently been overlooked in research on factors impacting student progress in mathematics. The goal of this study was to see how students' emotional intelligence and self-efficacy affect their mathematical achievement. A correlational survey study methodology was used with 140 senior high school students from one of Riau's senior high schools. Data was gathered using emotional intelligence, self-efficacy questionnaires, and a report on students' academic progress. Simple linear regression analysis was used to analyze the data. The regression analysis of significance between emotional intelligence and mathematics learning accomplishment revealed a value of 0,084 (0,084 > 0,05) and a value of 0,003 (0,003 < 0,05) for self-efficacy in mathematics learning achievement. These findings revealed that emotional intelligence was not an important predictor of students' mathematical success but not in the case of self-efficacy. Self-efficacy affects the learning achievement of mathematics. Students with high and moderate self-efficacy have a substantial impact on their academic performance. Thus, One of the most important elements that predict mathematics learning success is self-efficacy. It was suggested that students be taught how to improve their emotional intelligence and self-efficacy through various techniques. [ABSTRACT FROM AUTHOR]

The readiness of students in distance learning, especially in mathematics, needs to be considered. If students have readiness to carry out the learning process, their learning outcomes will be better. The purpose of this study was to analyze the readiness of students in distance learning in mathematics during the Covid-19 pandemic. The research method used is a qualitative method with a phenomenological approach. Determination of subjects in phenomenological research depends on the capability of the person being interviewed to be able to articulate their life experiences. So that, the sample in this study was 10 students of class VIII (eight) from a junior high school in the city of Cimahi. Data collection techniques were carried out through interviews. The data from the interviews were then analyzed using the Miles and Huberman model which consists of three activity lines, namely data reduction, data presentation, and concluding. The results of this study are students have readiness in tools or media for online learning in mathematics, students also know distance learning systems, but students experience some obstacles. The obstacles experienced by students are due to the limitations of current technology. In addition, the lack of confidence to ask questions during distance learning makes it difficult for students to understand mathematics. Teachers have an important role in being able to motivate students during distance learning and carry out learning using innovative media, especially in mathematics lessons. [ABSTRACT FROM AUTHOR]

Habits of mind students are one of the important attitudes when learning mathematics. Because the attitudes students show their thinking using mathematics when solving problems. This study aims to measure the criteria for the habits of mind of senior high school students as a whole and each of the 16 indicators. This study used survey method and quantitative approach by giving mathematical habits of mind questionnaire to 68 12th grade students in one of the senior high schools in Tasikmalaya. The results showed that the mathematical habits of mind of students in the high group were 16 people, there were 40 people in the average group and 11 people in the low group. Meanwhile, based on the overall indicators, it had a percentage of 46.1% with 9 indicators that were in average criteria and 7 other indicators were in low criteria. The highest indicator was responding with wonderment and awe, while the lowest was gathering data through all senses. So, the overall mathematical habits of mind for senior high school students are in average criteria. [ABSTRACT FROM AUTHOR]

This research is motivated by most of students who have difficulty solving math problems, especially in proportion topic. Considering the importance of overcoming learning obstacle experienced by students, knowledge is needed by teachers to know obstacles students experience in solving math problems. The purpose of this research is to find out what are the epistemological obstacles of the students in solving proportion problems. The descriptive qualitative research method was used in this research. The subjects of this research were students of grade eight SMP Al-Halim Garut with a total of 29 students. Researchers are the main instrument that plays a role in the entire process of research activities, from determining the focus of research, collecting data, analyzing data to making conclusions or verification. Data were collected using test instruments and interview techniques. Based on the results of the discussion above regarding the epistemological obstacles experienced by students on the topic of proportion, there are several epistemological obstacles including obstacles to understanding concepts, obstacles to using problem solving procedures, and obstacles to problem solving operational techniques. [ABSTRACT FROM AUTHOR]

Mathematics word problems are considered a complex problem because they involve many different aspects of competence that must be mastered to solve it. Comprehension skills are often an obstacle for students in solving mathematics word problems. The aim of this study is to find ways to help students enhance their ability to answer word problems. Literature studies are conducted by searching for various references to papers or research journals focusing on the process of solving word problems. Followed by looking for references on the topic of cognition and metacognition, which are closely related to the problem solving process. As a result, according to several sources, students' ability to locate keywords, structure problems, and determine the situation and goals that need to be achieved in the questions influences their ability to understand the word problems. This kind of knowledge involves cognition and metacognition, which allows students to increase knowledge, ask themselves questions, and manage and monitor how they work to solve word problems. Activities in the classroom contribute to the development of cognitive metacognitive capacities. Finally, this study describes examples of instructional methods that encourage students to think more thoroughly about mathematics word problems. [ABSTRACT FROM AUTHOR]

Pythagorean theorem is one of the most important theorems in geometry, but in fact some students faced obstacles in learning this topic. This study aims to obtain a description of students' learning obstacles on the topic of Pythagorean theorem. This research was qualitative with a case study design. The research subject was given test dealing with pythagorean theorem involved 25 students of grade 8th of a junior high school in Padang Pariaman, 4 of which also participated in the interview. The data were analyzed using the stages of data collecting, reducing, and analyzing to get conclusion. The results showed that there are students' learning obstacles, which include oncogenic obstacle, didactical obstacle, and epistemological obstacle. The results of this study can be used to design an instructional material to anticipate the learning obstacles that will be faced by students. [ABSTRACT FROM AUTHOR]

This study is aimed to identify epistemological obstacles in students' understanding of the concept of analytic trigonometry. This research used Didactical Design Research (DDR) as the method that uses the interpretive paradigm. This study's participants were 14 grade XI students from a Senior High School in Kuningan who had studied analytic trigonometry. Data was obtained by analyzing the respondent ability test and interviews to solve trigonometric analytic questions. The characteristics of identified epistemological obstacles that have been found are related to students' knowledge in solving problems associated with analytic trigonometry. The results showed that students experienced several epistemological obstacles that impact some errors in solving the problem. Students' limited knowledge of fundamental topics in solving analytic trigonometry problems is a factor that contributes to the emergence of common trigonometry errors. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate self-efficacy of students in the distance learning mathematics classroom. The data were collected through an online questionnaire survey. The survey of self-efficacy was based on three dimensions according to Bandura, which is magnitude, strength, and generality. The statistical population of this study was junior high school students in DKI Jakarta. Simple random sampling technique was used in this research and 105 students were drawn as the sample of this research. The collected data from questionnaire were transformed to interval data using method of successive interval (MSI). The transformed data then was analysed using descriptive data analysis to describe the level of self-efficacy students based on each dimension. Based on the three dimensions of self-efficacy, each of them is at a moderate level. However, the dimensions of strength and generality need to be further improved because it was rather poorly. The strength dimension has the lowest mean out of the other dimensions. Meanwhile on generality dimension, the number of students who had very low self-efficacy was the highest out of the other dimensions. [ABSTRACT FROM AUTHOR]

Until now, there have been many literature studies concerning a meta-analysis of problem-based learning (PBL) on students' mathematical abilities. However, it seems that the use of technology such as mathematical software in implementing PBL has not been widely used. This study aims to summarize, estimate, and evaluate the effect of PBL assisted by mathematical software, namely GeoGebra and Cabri 3D, on students' understanding of geometrical concepts using systematic review and meta-analysis by synthesizing nine effect sizes from seven primary studies that satisfies the inclusion criteria. The comprehensive meta-analysis (CMA) software was used as the analysis tool to calculate Hedge's g equation for determining the effect size. From systematic review, it can be concluded that 86% of the studies show that PBL assisted GeoGebra and Cabri 3D has positive impacts on students' understanding of geometrical concepts. Based on the meta-analysis results, the overall effect size is 0.674 according to the random-effects model and it was classified as moderate effect. In addition, some characteristics examined, namely sample size, education level, and mathematical software, did not significantly cause the heterogeneous effect size data. Thus, these findings recommend that mathematics teachers and lecturers should choose to apply PBL assisted by GeoGebra and Cabri 3D as one of the best solutions to improve understanding of geometrical concepts in mathematics learning. [ABSTRACT FROM AUTHOR]

This study aims to determine the perceptions of high school students in the Eastern Indonesia Region, especially the provinces of Central Sulawesi and North Maluku about online mathematics learning. The sample selection was carried out in a descriptive study with this survey technique using incidental sampling consisting of 212 high school students. The findings of this study indicate that more students are not happy with online mathematics learning. The main causes are students cannot understand the teacher's explanation well, the tasks given are quite a lot, the lack of face-to-face interaction, the internet network is not optimal, and the learning methods are less fun. In addition, students who experience obstacles in participating in online mathematics learning are more than those who do not experience obstacles. The main obstacles experienced are inadequate internet network, limited data package quota, lack of motivation, difficulty focusing while studying and limited communication and interaction. In overcoming these problems, students take ways including asking teachers, friends or family about material that has not been understood, utilizing various online learning resources, making savings on the use of internet data packages and looking for locations with adequate internet networks. [ABSTRACT FROM AUTHOR]

Blended learning is learning that is done face-to-face and online. During the COVID-19 pandemic, various forms of online learning were carried out, but online learning made students ineffective in learning. This study aims to analyze the blended learning applied during the pandemic as a solution in learning mathematics. This study uses a meta-analysis, namely, reviewing the journals following the research theme and eight journals obtained from Google Scholar. Journals downloaded online from google Scholar from 2017 to 2021 become a population. At the same time, the sampling was done by a purposive technique by looking at the criteria according to the needs being studied, which has been conducted on eight journals. The results of the study were analyzed descriptively qualitatively. The results show that blended learning is the right choice and solution in learning mathematics during the COVID-19 pandemic; the application of blended learning in mathematics learning during the pandemic has greatly helped teachers in delivering material to students and increasing student independence in learning, the use of blended learning during the pandemic is effective and can use as a virtual learning solution. The use of blended learning, especially during the COVID-19 pandemic, is perfect for use in teaching because the teaching process like this can be done face-to-face and online so that it helps students understand learning. [ABSTRACT FROM AUTHOR]