https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 13-21 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ethnomathematic exploration at agung jami’ malang mosque in improving students' mathematic problem solving ability muhammad hasan asnawi* master of mathematics education, state islamic university of maulana malik ibrahim malang hasan.asnawi6127@gmail.com hurriyatul annisa master of mathematics education, state islamic university of maulana malik ibrahim malang moh. miftakhul ulum master of mathematics education, state islamic university of maulana malik ibrahim malang nur laili arofah master of mathematics education, state islamic university of maulana malik ibrahim malang novita erni hendrawati master of mathematics education, state islamic university of maulana malik ibrahim malang abstract ethnomathematics has developed and made a major contribution to learning mathematics. one of them is in improving students' mathematical problem solving abilities. the purpose of this study is to explore the ethnomathematics contained in the agung jami' malang mosque as a means of student learning in improving problem solving skills. the research methods used are ethnography and quantitative. the research instrument is the human instrument, the researcher is directly related to the research, as well as collecting research data through observation, literature, documentation, and tests. in addition, researchers analyzed quantitative data that had been obtained from the results of trials on elementary school students. from the research that has been done, it is found that the ethnomathematics contained in the agung jami' malang mosque is in the form of geometric shapes, including rectangles, tubes, semi-circles and other geometric shapes. from the results of the trials that have been carried out, it was found that the problem-solving ability of students increased when working on problem-solving problems with the help of ethnomathematics found at the agung jami' malang mosque. keywords: exploration, ethnomathematics, problem solving. abstrak etnomatematika telah berkembang dan memberikan kontribusi besar dalam pembelajaran matematika. salah satunya dalam meningkatkan kemampuan pemecahan masalah matematis siswa. tujuan dari penelitian ini yaitu mengeksplorasi etnomatematika yang terdapat pada masjid agung jami’ malang sebagai sarana pembelajaran siswa dalam meningkatkan kemampuan pemecahan masalah. metode penelitian yag digunakan yaitu etnografi dan kuantitatif. instrument penelitian ini yaitu human instrument, peneliti berkaitan langsung dengan penelitian, serta sebagai pengumpul data penelitian melalui observasi, pustaka, dokumentasi, dan tes. selain itu peneliti melakukan analisis data kuantitatif yang telah didapatkan dari hasil uji coba terhadap siswa sekolah dasar. dari penelitian yang telah dilakukan didapatkan bahwa etnomatematika yang terdapat pada masjid agung jami’ malang berupa bangun-bangun geometri, diantaranya yaitu persegi panjang, tabung, setengah lingkaran serta bangun geometri lainnya. dari hasil uji coba yang telah dilaksanakan didapatkan bahwa kemampuan pemecahan masalah siswa meningkat ketika 14 muhammad h. asnawi, hurriyatul annisa, moh. m. ulum, nur l. arofah, and novita e. hendrawti ethnomathematic exploration at agung jami’ malang mosque in improving students' mathematic problem solving skill mengerjakan soal pemecahan masalah dengan bantuan etnomatematika yang terdapat pada masjid agung jami’ kota malang. kata kunci: eksplorasi, etnomatematika, pemecahan masalah introduction problem solving is an important part as a learning outcome in the mathematics learning process (sulasmono, 2017; s. a. widodo et al., 2020; widodo et al., 2020; yuwono, 2016). this can be seen from the many studies on problem solving (arifin et al., 2010; nicole r. rigelman, 2013; turyanto et al., 2019; vahlia & agustina, 2017; yuwono, 2016, 2018). problem solving is a complex activity and a high level of one's mental processes. problem solving is defined as a combination of bright ideas to form new combinations of ideas, it emphasizes reasoning as the basis for combining ideas and leads to problem solving (balley, 1989). from this definition it can be concluded that problem solving is a process of thinking about how to solve problems in learning. therefore, problem solving ability must be owned by each student. but in reality the problem solving ability of students is still lacking, so that the learning outcomes they get are not as expected (mulyati, 2016; sumartini, 2016). the student learning process using problem solving methods can produce new experiences for students by using the experience they already have (hadi & radiyatul, 2014). student experience is very influential on learning outcomes. students who only have little experience will have difficulty solving the problems at hand and students who have a lot of experience will have many ideas to solve a problem (amir, 2015). the experience gained in the learning process is obtained from the daily lives of students. in everyday life, students cannot be separated from the culture and customs that exist in the environment. thus, the learning process and culture are two things that cannot be separated from students' lives (wahyuni et al., 2013). the culture that exists in the community has an influence on the educational process in schools (sumarni, 2018). schools that are in an islamic environment will create an islamic environment. thus, students have a better understanding of islam. the mosque is one place that has an important role in the spread of islamic education (hairunnizam wahid et al., 2009). almost all religious knowledge is taught in the mosque area, so that people really understand the importance of the mosque's existence in its environment. every student who studies in the mosque environment will know the parts of the building that are in the mosque. in malang, one of the famous mosques is the agung jami' malang mosque. this mosque was built in 1875 ad. this mosque is located in the city center, precisely in front of the malang square. the strategic location of the mosque makes the mosque never empty of worshipers. both pilgrims from the community around the mosque and people who travel in the city square. the form of building a mosque that uses a lot of concepts can be used as a medium for student learning, so that students are easy to understand the subject matter given. in this study, researchers conducted research on "improving students' skills in solving mathematical problems through ethnomathematics at the agung jami' malang mosque". indomath: indonesian mathematics education – volume 5| issue 2 | 2022 15 method this research is a type of research using a fixed method approach with ethnographic and quantitative research types. the purpose of this study is to describe the ethnomathematics found in the agung jami' malang mosque and to apply ethnomathematics in solving mathematical problems. then analyzed quantitatively to determine students' mathematical problem solving abilities. the presence of researchers in this study is as the main instrument. data collection techniques through observation, references, documentation, and tests. the data collection tools used are cellphones and problem solving questions. the study began by collecting field data with direct observation at the agung jami' malang mosque. after that, analyze the data obtained during observation, and make mathematical problem solving problems through ethnomathematics. problem solving questions are given to elementary school students. before students are given problem solving questions, a pre-test is carried out first. then students are given learning with the help of ethnomathematics about the material of geometry. at the end of the lesson, students were given a post-test about problem solving. figure 1. research design result and discussion agung jami’ malang mosque the sociological understanding of the mosque, which developed in indonesian islamic society, is understood as a certain place or building intended for muslims to pray, which consists of obligatory prayers and sunnah prayers, either individually or in congregation. it is also intended to carry out other worship services and perform friday prayers. in subsequent developments, the mosque is understood as a place used for the caretaker prayers and friday prayers, which are often called jami' or jami' mosques. meanwhile, buildings similar to mosques that are used for obligatory and sunnah observation references documentation ethnomathematics of the agung jami' malang mosque pre-test learning using ethnomathematics post-test 16 muhammad h. asnawi, hurriyatul annisa, moh. m. ulum, nur l. arofah, and novita e. hendrawti ethnomathematic exploration at agung jami’ malang mosque in improving students' mathematic problem solving skill prayers, which are not used for friday prayers are called "mushalla". this word denotes the food name of "shalla" "yushalli" "shalatan" which means a place of prayer. from the above understanding it can be understood that every mosque also means a prayer room, but not every prayer room is a mosque. the prayer room is often called by the name of tajug, langgar, surau, and meunasah (muslim, 2004). the agung jami' malang mosque was founded in 1890 ad on state land of about 3,000 m2. according to the existing inscription, the agung jami’ mosque was built in two stages. the first phase was built in 1875 ad, then the second phase began on march 15, 1903, and was completed on september 13, 1903. the mosque building is a rectangular steel structure with a double-sided roof, and until now the original building is still maintained (mahmudi, n.d.; ramdlani, 2010). judging from its shape, agung jami' malang mosque has two architectural styles, namely javanese architecture and arabic architecture. the javanese architectural style can be seen from the shape of the roof of the old mosque in the form of a tajug. while the arabic architectural style can be seen from the shape of the dome on the minaret of the mosque and also the curved construction of the openings (doors and windows) (mahmudi, n.d.; ramdlani, 2010). ethnomathematics of the agung jami’ malang mosque figure 2. the agung jami’ malang mosque front look from the observations obtained, there is an explanation of the history of the agung jami' malang mosque. the agung jami' malang mosque was built in 1875 ad the agung jami' malang mosque is included in one of the three lucky mosques of east java, namely the ampel mosque in surabaya and the jami' pasuruan mosque which in javanese is known as "beryoni". this mosque has 20 pillars, as a symbol of the 20 mandatory attributes of allah. and 4 large pillars in front as a symbol of the 4 attributes of the prophet muhammad. indomath: indonesian mathematics education – volume 5| issue 2 | 2022 17 the pillars of the mosque are the main place to indulge prayers to allah swt. “currently i am small, kh. zaini amin once told about the primacy of the pillars of the mosque, because when it was built the founders fasted solemnly, to the point that after friday prayers the mosque elders scrambled to lean on these pillars while offering praise to allah swt.” (kh. kamilun, chairman of the jami’ mosque foundation). in ancient times inside the mosque there was an inscription containing the inauguration of the expansion of the mosque which began on march 15, 1903 and finished september 13, 1903. the inscription was signed directly by the regent of malang iv, raden bagoes mohamad sarib who became the regent of malang with the title raden adipati ario soerio adiningrat, served from 1898 to 1934. the second expansion in 1950, the third in 1980, the fourth in 1992 and in 2002 at the suggestion of a french architect who observed the condition of the building firsthand, this mosque was strengthened and beautified until now. the shape and ornament of the mosque has been maintained "njawani" until now where you can see the shape of the door, ornate spears and carvings of iron and steel since it was first built. after doing the observations, it was found that several forms of buildings have mathematical aspects so that they can be used as learning media. table 1 is an ethnomathematical identification at the agung jami' malang mosque table 1. identification at the agung jami' malang mosque objects containing mathematical elements lessons learned in school name: mosque frame location: in front of the mosque • kinds of 2d objects • characteristics of 2d objects 18 muhammad h. asnawi, hurriyatul annisa, moh. m. ulum, nur l. arofah, and novita e. hendrawti ethnomathematic exploration at agung jami’ malang mosque in improving students' mathematic problem solving skill objects containing mathematical elements lessons learned in school name: mosque pillar location: in front of the mosque • knowing 3d objects • finding the area and volume of a shape name: mosque pillar location: in front of the mosque • knowing 3d objects • finding the area and volume of a shape name: lamp decoration location: the ceiling of the mosque at the front • knowing 2d objects • finding the area of a shape indomath: indonesian mathematics education – volume 5| issue 2 | 2022 19 objects containing mathematical elements lessons learned in school name: beduk location: the front of the mosque • knowing 3d objects • finding the area and volume of a shape name: mosque window location: outer roof of the mosque • knowing 2d objects • finding the area and volume of a shape from the observations above, several two-dimensional and three-dimensional geometric shapes were obtained. these include rectangles, semi circles, and cylinders. the number of geometric shapes found in the mosque building is in accordance with previous studies which state that there are mathematical concepts in the jami' baitul amien jember mosque building (yudianto et al., 2021) and also in the jamik mosque in bengkulu city (lusiana et al., 2019). some geometric shapes obtained in the jami' malang mosque building can be used as teaching materials for elementary school students in learning about the concept of geometric shapes. in research puspitasari (2013) stated that the use of concrete objects in learning geometry affects students' mathematical understanding. the more use of concrete objects such as geometric shapes found in mosque buildings, the students' mathematical understanding will also increase. students' mathematical problem solving ability the experiment was conducted by the researcher on 20 elementary school students by giving a pre-test and post-test about problem solving related to the ethnomathematics of the agung jami' malang mosque. data collection was carried out before being given a lesson on ethnomathematics 20 muhammad h. asnawi, hurriyatul annisa, moh. m. ulum, nur l. arofah, and novita e. hendrawti ethnomathematic exploration at agung jami’ malang mosque in improving students' mathematic problem solving skill about the concept of geometric shapes. pre-test results obtained as much as 75% working on the questions given. furthermore, students were given treatment in the form of introducing the concept of geometric shapes by introducing the shapes found in the agung jami' malang mosque. then students are given problem solving problems related to the concept of building space. post-test results obtained as many as 90% of students are able to work on the questions that have been given. from the results of the pre-test and post-test conducted, there was an increase in students who succeeded in solving problems by 15%. it can be said that there is an increase in the number of students who are able to overcome problems because they are given learning about ethnomathematics related to the agung jami' malang mosque. in accordance with research conducted by kusuma et al., (2019) which states that ethnomathematics is able to improve external mathematical connections and student activity. other research also states that ethnomathematics can help improve students' problem solving abilities (cahyadi et al., 2020). conclusion based on the results of the research that has been done, the ethnomathematics found in the agun jami' malang mosque includes several geometric shapes such as rectangles, tubes, and semi circles. the results of the students' pre-test and post-test showed an increase in student learning outcomes in solving mathematical problem solving problems. for further research, it is expected to be able to develop the ethnomathematics contained in the jami' malang grand mosque into a learning module that can be used by students in the learning process. references amir, m. f. 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(2018). problem solving dalam pembelajaran matematika. journal of hand therapy, 31(1), 145–146. https://doi.org/10.1016/j.jht.2017.11.008 microsoft word 39-171-1-rv https://jurnal.ustjogja.ac.id/index.php/indomath vol 2, no. 2, agustus 2019, pp. 59-70 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. student errors in solving higher order thinking skills problems: bridge context muhammad irfan mathematics education department, universitas sarjanawiyata tamansiswa, muhammad.irfan@ustjogja.ac.id sri adi widodo mathematics education department, universitas sarjanawiyata tamansiswa, sri.adi@ustjogja.ac.id fitria sulistyowati mathematics education department, universitas sarjanawiyata tamansiswa, fitria.sulistyowati@ustjogja.ac.id deri fathurrahman arif mathematics education department, universitas sarjanawiyata tamansiswa, deryfathur0804@gmail.com m. wahid syaifuddin mathematics education department, universitas widya dharma, wahidsyaifuddin@unwidha.ac.id abstract errors in associating some knowledge result in students' mistakes in choosing strategies so that problems cannot be solved. in fact, the new curriculum in indonesia requires students to be able to solve problems that require higher-order thinking skills. this study aims to describe how students process problems in solving bridge context problems. this research is qualitative research with case study method. this research was conducted in april 2022 with the research subject being a junior high school student in yogyakarta, indonesia. the instrument in this research is the problem of high order thinking (hot) to measure problem solving ability. the instrument was designed based on the mathematics material that students had learned and compiled through five times focus group discussion (fgd) by 3 mathematics lecturers. data were collected using documentation and interviews then will be analyzed descriptively. based on the results and discussion presented in the previous section, the authors collect three types of errors in solving problems made by students. the three types of errors are operational, conceptual, and principal errors. keywords: student error, solving problem, bridge context, higher order thinking skills abstrak kesalahan dalam mengasosiasikan beberapa pengetahuan mengakibatkan kesalahan siswa dalam memilih strategi sehingga masalah tidak dapat diselesaikan. padahal, kurikulum baru di indonesia menuntut siswa untuk mampu memecahkan masalah yang membutuhkan kemampuan berpikir tingkat tinggi. penelitian ini bertujuan untuk mendeskripsikan bagaimana siswa memproses masalah dalam menyelesaikan masalah konteks jembatan. penelitian ini merupakan penelitian kualitatif dengan metode studi kasus. penelitian ini dilaksanakan pada bulan april 2022 dengan subjek penelitian adalah seorang siswa smp di yogyakarta, indonesia. instrumen dalam penelitian ini adalah soal berpikir tingkat tinggi (hot) untuk mengukur kemampuan pemecahan masalah. instrumen dirancang berdasarkan materi matematika yang telah dipelajari mahasiswa dan disusun melalui lima kali focus group discussion (fgd) oleh 3 dosen matematika. data dikumpulkan dengan menggunakan dokumentasi dan wawancara kemudian akan dianalisis secara deskriptif. berdasarkan hasil dan pembahasan yang disajikan pada bagian sebelumnya, penulis mengumpulkan tiga jenis kesalahan dalam menyelesaikan masalah yang dilakukan oleh siswa. ketiga jenis kesalahan tersebut adalah kesalahan operasional, konseptual, dan prinsipal. kata kunci: kesalahan siswa, pemecahan masalah, konteks jembatan, keterampilan berpikir tingkat tinggi 186 muhammad irfan, sri adi widodo, fitria sulistyowati, deri fathurrahman arif, m. wahid syaifuddin student errors in solving higher order thinking skills problems: bridge context introduction there are four competencies in the 21st century that students need to possess, namely: communication, collaboration, critical thinking, and creativity (cho & lee, 2008; kim & md-ali, 2017; sugiarti et al., 2018; wojciehowski & ernst, 2018). in achieving these competencies, high-level abilities are needed, while high-level abilities can be honed through a high-level problem solving process (aini et al., 2020; mingus, 2014; sulistyowati et al., 2017). problem solving ability can be interpreted as a person's ability which includes a series of cognitive procedures and thought processes to respond or overcome obstacles or obstacles when an answer or answer method is not yet clear in achieving certain goals (delice & sevimli, 2010; kim & md-ali, 2017; rohaeti, e. e., nurjaman, a., sari, i. p., bernard, m., & hidayat, 2019; simamora & saragih, 2019). polya conveyed four steps in the problem solving process, namely: (1) understand the problem; (2) see the various items are connected; (3) carrying out the plan; (4) look back at the complete solution (polya, 1973; sukoriyanto et al., 2016; widodo et al., 2018). students who can carry out the problem-solving process have indirectly honed their high-level abilities as one of the efforts to achieve the four 21st century competencies. the problem is, not all students can do the problem-solving process well. for example, given the problem that can be seen in figure 1. to solve the problem in figure 1, knowledge of the phases of the moon is required. when students do not choose the right position of the moon during the first quarter phase, students cannot solve the problem in figure 1 using the pythagorean theorem (because there is no 90-degree angle). at this stage it can be said that students made mistakes in carrying out steps (1) and (2) in problem solving, namely in understanding the problem and relating it to other knowledge which resulted in inaccurate choosing a strategy to solve the problem (step 3) in figure 1. so, students do not carry out the problem-solving process completely. this shows the weak ability of students to understand and relate some knowledge to get the right strategy in solving problems using the pythagorean concept and the moon phase. indomath: indonesian mathematics education – volume 5 | issue 2 | 2023 figure 1. the problem for problem-solving ability another problem related to problem solving is that there are still many middle high school students with various characters and personalities in indonesia who have not been able to apply problem solving steps completely and precisely (walle et al., 2010; wen chun & su wei, 2015). many factors underlie this problem, one of which is the learning carried out by the teacher has not facilitated students to develop students' ability to solve problems (alibali & sidney, 2015; walle et al., 2010; widodo et al., 2018). errors in associating some knowledge result in students' mistakes in choosing strategies so that problems cannot be solved. on the other hand, students have not received learning that is able to strengthen problem solving abilities. in fact, the new curriculum in indonesia requires students to be able to solve problems that require higher order thinking skills (hots) (aizikovitsh-udi & cheng, 2015; hadi et al., 2018; lubezky et al., 2004). various hots problems are presented in various contexts, for example students' skills in completing jumping tasks (putri, 2018), higher order thinking skills associated with students' mathematical disposition abilities (facinoe et al., 1995; stanovich & west, 2007), students' ability to solve geometric problems (dogan-dunlap, 2010). from these various studies, there has been no research that examines student errors in solving hots problems in the context of bridges. thus, this study aims to describe how students make mistakes in solving bridge context problems. this is interesting for the writer because students have often seen steel bridges around them. so, this certainly helps students in visualizing the bridge. method this research is qualitative research with case study method which aims to describe how students make mistakes in solving bridge context problems. this research was conducted in april 2022 with the research subject being a student of smp yogyakarta, indonesia. the subject (s) was muhammad.irfan@ustjogja.ac.id typewritten text 187 chosen from 5 students with the highest math scores from all students at the same level. s is the student with the most complete completion steps compared to other students. in addition, s worked on the questions independently, focused and did nothing other than work on the questions. that is, there are no other factors that influence s in solving the given problem. the instrument in this research is the problem of high order thinking (hot) to measure problem solving ability. the instrument was designed based on the mathematical material that students had learned and compiled through five times focus group discussion (fgd) by 3 mathematics lecturers. data were collected using documentation and interviews then will be analyzed descriptively. documentation aims to obtain student answers in solving hot questions while interviews aim to explore student errors in finding strategies in solving the problems given. result and discussion the field data obtained in this study are: (1) the results of the hot problem test of s on problem solving abilities; and (2) script answer s during the interview about what the difficulties were and why to use this strategy in solving the given hot problem. before discussing the results of the analysis that has been carried out, it will be explained in advance the form of the hot problem carried out by s. the hot problem can be seen in figure 2. figure 2. the hot problem the problem given in figure 2 can be solved using the pythagorean theorem. however, other knowledge is needed before applying the pythagorean theorem, namely angles, congruences, congruences, parallelograms, kites, and triangles. therefore, there are several settlement processes, namely: (1) understanding and determining the connection between the solution and other knowledge (angles, congruences, parallelograms, kites, triangles); (2) designing the most effective and efficient strategy by linking other knowledge for completion; (3) implement the chosen 188 muhammad irfan, sri adi widodo, fitria sulistyowati, deri fathurrahman arif, m. wahid syaifuddin student errors in solving higher order thinking skills problems: bridge context strategy; (4) checking the implementation with what was asked (summing up the contractor's expenses). the settlement process shows the existence of a problem solving ability process (abidah et al., 2020; irfan et al., 2019; simamora & saragih, 2019; suryaningrum et al., 2020). therefore, solving the problems in figure 2 is a way to identify students' problem-solving abilities. the strategy used by s in solving the hot problem (thp) can be seen in figure 3. s made several mistakes which were divided into: operational, conceptual, and principal errors. in figure 3, the error committed by s is coded in terms of ea and eb with ea divided into ea1 and ea2. ea2 is an error that occurs because of an error ea1 and (ea2+eb) is an error that occurs because of an error ea2 and eb. in ea1, s assumes the length 𝐵𝐸 is 4.5 meters. the basis of this assumption is that the results of measurements using a ruler made by s show a length 𝐵𝐸 4.5 cm. the impact of this assumption is ea2 which produces a length 𝐹𝐸 2.38 meters. in eb, s made an error when searching for the area of ∆abf by choosing 5 meters as the height of ∆abf so that the calculation results to find the length 𝐹𝐺 are also not correct. the impact of the error ea2 and eb is (ea2+eb), which is an error in determining the length 𝐺𝐸 by utilizing the results of ea2 and eb. some of the errors that have been described will not occur if s can understand the problem and choose the right strategy in determining the unknown elements. in general, the strategy for solving thp can be done by: (1) determining each length of the blue line segment; (2) add up the length of each segment; (3) multiplying the result by the price of steel h beam per meter; (4) conclude the funds spent to buy h beam steel. indomath: indonesian mathematics education – volume 5 | issue 2 | 2023 muhammad.irfan@ustjogja.ac.id typewritten text 189 figure 3. s work description when solving the hot problem there are several blue line segments that need to be searched, namely 𝐴𝐹, 𝐵𝐹, 𝐵𝐷, 𝐶𝐷, 𝐷𝐹, 𝐹𝐺, 𝐷𝐺, 𝐵𝐺. it is known that the length 𝐴𝐵 5 meters and 𝐹𝐺 = area ∆abf. since abf≅∆bdf≅∆bdc, we get 𝐴𝐵 = 𝐵𝐶 = 𝐴𝐹 = 𝐵𝐹 = 𝐵𝐷 = 𝐶𝐷 = 𝐷𝐹 = 5 meters. this can be seen from the large angle in each triangle, which is 60° and the length of one side is the same, namely 5 meters (considering the properties of triangles, angles, parallelograms, and kites). based on figure 3, s already understands if abf≅∆bdc, but cannot find that bdf is also congruent with the two triangles (as seen from the error ea1). s conveys that he does not think that ∆bdf is congruent with ∆abf and ∆bdc. therefore, s looks for length 𝐸𝐹 (error ea2) to find length 𝐷𝐹. this should not be necessary if s understands that abf≅∆bdf≅∆bdc. to find the length 𝐹𝐺, consider figure 4. given 𝐹𝐺 = ¼ area ∆𝐴𝐵𝐹, then based on figure 4, 𝐹𝐺 = ¼ × ½ ×𝐴𝐵 × 𝐹𝑃. it is known that 𝐴𝐵 = 5 meters, while to find 𝐹𝑃 it is necessary to apply the 190 muhammad irfan, sri adi widodo, fitria sulistyowati, deri fathurrahman arif, m. wahid syaifuddin student errors in solving higher order thinking skills problems: bridge context indomath: indonesian mathematics education – volume 5 | issue 2 | 2023 pythagorean theorem to ∆𝐴𝐹𝑃 atau ∆𝐵𝐹𝑃. the result is 𝐹𝑃 = 𝐴𝐹 − 𝐴𝑃 = 4,33 meters, so 𝐹𝐺 = ¼ × ½ ×5 × 4,33 = 2,71 meters. note that the length 𝐹𝐺 = 𝐷𝐺, because ∆𝐸𝐹𝐺 ≅ ∆𝐷𝐸𝐺. this can be seen from the same angle and one side that is the same length. to find the length 𝐹𝐺, s has used the right method, but made an error in choosing the length 𝐹𝑃 which is 5 meters (see eb). this choice cannot be explored because when asked, s said he forgot why he chose that length. if based on ea1, s should be able to take the length 𝐹𝑃 4,5 meters because 𝐹𝑃 is parallel to 𝐵𝐸. that is, s cannot find that a line can be drawn from the point f perpendicular to 𝐴𝐵 which is parallel to 𝐵𝐸. figure 4. solution overview from thp the length 𝐵𝐺 can be found by adding up 𝐵𝐸 and 𝐸𝐺. 𝐵𝐸 parallel to 𝐹𝑃, then the kength 𝐵𝐸 4,33 meters. applying the pythagorean theorem to ∆𝐸𝐹𝐺, then 𝐸𝐺 = 𝐹𝐺 − 𝐸𝐹 . previously, it was explained that ∆𝐴𝐵𝐹 ≅ ∆𝐵𝐷𝐹 ≅ ∆𝐵𝐷𝐶, meaning that 𝐵𝐸 devides by two equal length 𝐷𝐹 so that 𝐸𝐹 = 2,5 meters. so, 𝐸𝐺 = (2,71) − (2,5) = √1,09 = 1,04 meters. however, because s does not understand the congruence, s still performs calculations using the pythagorean theorem on ∆𝐵𝐸𝐹 to find the length 𝐸𝐹. as a result, an error occurred, namely ea2 and resulted in a further error (ea2+eb). based on the description above, taking into account ea1, ea2, eb, and (ea2+eb) there are several main mistakes made by s, namely: (1) finding the length 𝐵𝐸 sing a ruler; (2) could not find that ∆𝐵𝐷𝐹 is congruent with ∆𝐴𝐵𝐹 dan ∆𝐵𝐷𝐶; (3) cannot find that a line can be drawn from point f perpendicular to 𝐴𝐵 which is parallel to 𝐵𝐸; and (4) apply the pythagorean theorem using inappropriate components. some of these main errors are used as the basis for categorizing error types. based on the results and discussion presented in the previous section, the authors collect three types of errors in solving problems made by students. the three types of errors are operational, conceptual, and principal errors (bandura, 1977; son, 2013). the author believes that this research has limitations. therefore, there is a great opportunity for future research to examine the provision of interventions for students to solve problems correctly, analyze the causes of errors and design instructional methods to reduce these errors. a b c d e f g = = = p q 60° 60° 30° ab = 5 meters fg = ¼ × area of ∆abf muhammad.irfan@ustjogja.ac.id typewritten text 191 conclusion based on the results and discussion presented in the previous section, the authors collect three types of errors in solving problems made by students. the three types of errors are operational, conceptual, and principal errors. the author believes that this research has limitations. therefore, there is a great opportunity for future research to examine the provision of interventions for students in order to solve problems correctly, analyze the causes of errors and design instructional methods to reduce these errors. acknowledgement author thanks to lp2m ust. in most cases, sponsor, and financial support acknowledgments. references amelia, m. m. 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(2019). effect of edmodo towards interests in mathematics learning. journal of physics: conference series, 1188, 012103. muhammad.irfan@ustjogja.ac.id typewritten text 193 http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2021, pp. 151-158 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the effect of geogebraassisted learning cycle 7e model and cognitive style on the mathematical concepts understanding ability santi widyawati universitas nahdlatul ulama lampung, indonesia, santiwidyawati24@gmail.com fredi ganda putra universitas islam negeri raden intan lampung, indonesia bistari universitas tanjungpura pontianak, indonesia hamdani universitas tanjungpura pontianak, indonesia abstract this research aimed to investigate the effects of 1) cognitive style on mathematical concepts understanding model; 2) the application of the geogebra-assisted learning cycle 7e model on mathematical concepts understanding; 3) the interaction between the learning model group (learning cycle 7e model, geogebra-assisted learning cycle 7e model, and conventional learning model) and the cognitive styles on students' mathematical concepts understanding ability. the samples of this research were 90 eighths--grade students of smpn 8 metro determined using the cluster random sampling technique. the researchers employed the quasi-experimental design as the research method with tests as data collecting techniques. the two-way anova test was used to find answers to the research questions. based on the analysis results, it can be concluded that: 1) the application of the learning cycle 7e model assisted by geogebra positively influenced students' mathematical concepts understanding; 2) cognitive style did not affect mathematical understanding ability; 3) there was no interaction between the learning model group and the cognitive style group on mathematical concepts understanding. further researchers can combine the learning cycle 7e model with other media and see students' cognitive styles differences to maintain the smooth learning process in the classroom. keywords: learning cycle 7e, geogebra, cognitive style, mathematical understanding concept. abstrak penelitian ini bertujuan untuk melihat pengaruh: 1) gaya kognitif terhadap kemampuan pemahaman konsep matematis; 2) penerapan model pembelajaran cycle 7e menggunakan geogebra terhadap kemampuan pemahaman konsep matematis; 3) interaksi antara kelompok model pembelajaran (model pembelajaran learning cycle 7e, model pembelajaran learning cycle 7e berbantuan geogebra dan model pembelajaran konvensional) dan kelompok gaya kognitif terhadap kemampuan pemahaman konsep matematis siswa. sampel dalam penelitian ini ialah siswa kelas viii smpn 8 metro yang berjumlah 75 siswa. sampel diambil dengan menggunakan teknik acak kelas. quasi eksperimental design digunakan sebagai metode penelitian ini dengan teknik pengumpulan data menggunakan tes pemahaman konsep dan tes gaya kognitif. uji two way anova digunakan untuk mencari jawaban dari tujuan penelitian yang sebelumnya dilakukan uji normalitas dan uji homogenitas. berdasarkan hasil uji, diperoleh simpulan bahwa: 1) penerapan model pembelajaran learning cycle 7e dengan geogebra berpengaruh baik terhadap kemampuan pemahaman konsep matematis; 2) gaya kognitif tidak berpengaruh terhadap kemampuan pemahaman matematis; serta 3) tidak adanya interaksi antara kelompok model pembelajaran dan kelompok gaya kognitif terhadap kemampuan pemahaman konsep matematis. bagi peneliti selanjutnya dapat menggunakan model learning cycle 7e dikombinasikan dengan media-media yang lain, serta dapat melihat perbedaan gaya kognitif siswa untuk keperluan kelancara proses belajar di kelas. kata kunci: pembelajaran siklus 7e, geogebra, gaya kognitif, pemahaman konsep matematis. introduction the way we think, communicate, convince the other person and draw conclusions is often based on analogy (azmi, 2017). the analogy is part of inductive reasoning, where the way to conclude is based on previously known facts. goswami (2004) reveals that reasoning by analogy is 152 santi widyawati, fredi ganda putra, bistari, and hamdani the effect of geogebraassisted learning cycle 7e model and cognitive style on the mathematical concepts understanding ability widely accepted as a core component of human cognition. analogous reasoning has long been believed to play an essential role in mathematics learning and problem-solving (genter, holyoak, & kokinov, 2001). in addition, hofstadter (pearse & walton, 2011) argues that analogy plays a vital role in problem-solving, decision making, perception, memory, creativity, emotion, explanation, and communication. analogies in mathematics can help students understand another material by looking for similarities in properties between the material being compared (kariadinata, 2012). the explanation about the importance of analogy ability illustrates that students' mathematical analogy skills need to be developed in learning activities. mathematics is a subject that exists at all levels of the educational curriculum, from elementary school to university and even in everyday life (fauzi et al., 2020; r. utami & endaryono, 2020). therefore, students must possess good mathematical concepts understanding to face challenges in their daily lives (fatimah, 2020; rahmawati, 2019). optimizing mathematical concepts understanding requires a solution, one of which is the learning models (pratiwi, 2016; sekfia et al., 2020; suryati & cahyani, 2018). one of the many learning models used is the learning cycle 7e model(puluhulawa et al., 2020; dn utami & aznam, 2020). this learning model was selected because it is student-centred, and the students are allowed to directly conduct the activities during the classroom learning process (anshori & syaiful, 2020; sritresna, 2015). the following are the stages of learning cycle 7e: figure 1. the stages of the learning cycle 7e learning models require instruments to support the learning process (hidayatussani et al., 2020). one of the causes of poor mathematical concept understanding is the lack of instruments (dazrullisa & mahdi, 2020; ulia, 2016). in this research, the learning model was assisted by geogebra. geogebra is a software that combines geometry and calculus. it can also construct points, vectors, line segments, conic sections, and form fields to construct spatial shapes, even directly determine coordinates, function integrals, and extreme points (purwanti et al., 2016; santos & macedo, 2020; suryani et al., 2020). mathematical concepts understanding can be supported by meaningful learning, where students are required to be active and think creatively in solving problems (aidah et al., 2020; yunita et al., 2020). therefore, students need a learning environment that provides opportunities to develop knowledge through experience and affects the learning process, one of which is cognitive style elicite engage explore explain elaborate evaluate extend indomath: indonesia mathematics education – volume 4 | issue 2| 2021 153 (mawardi et al., 2020). the cognitive style connects intelligence and personality and refers to a person's character in processing, responding, storing, thinking, and using the information in various environmental situations (nurmala et al., 2019; ulya, 2015). a study on the application of the learning cycle 7e model has been carried out by manurung (2018), who states that the learning cycle 7e model can improve students' critical thinking skills. this learning model can also positively impact students' problem-solving abilities, motivation, and mathematical connections (darojat, 2016; nur'aini et al., 2017; partini et al., 2017; yenni 2016). based on this data, research on the effect of the learning cycle 7e modelassisted by geogebra on junior high school students' mathematical concepts understanding has not been carried out. therefore, the researchers were interested in researching this issue. besides classroom learning, the researchers suspected that other factors influence students' low conceptual understanding, one of which was cognitive style. cognitive style is an individual's characteristic in building beliefs about the surrounding world and reacting to the received information (febriyanti, 2015). therefore, the teacher should pay attention to the patterns or thinking styles of each student. the patterns or thinking styles differences should become the basis for planning the classroom learning process and selecting learning media. suryanti (2014) states that cognitive style affects students' learning outcomes. other studies also mention that cognitive style affects mathematical problem-solving skills (nurmutia, 2019; wulandari & agustika, 2018), appreciation, and achievement (marlissa & widjajanti, 2015; yasa et al., 2013). the statement further strengthens the notion that cognitive style will also affect students' concepts understanding. method the researchers employed the quasi-experimental design with a quantitative approach. this method was selected because the researchers could not control all the external factors influencing students' concepts understanding. the research design consisted of three groups: experimental group 1, experimental group 2, and control group using a 3 x 2 factorial design. table 1. research design learning model (ai) cognitive style (bj) field independent (b1) field dependent (b2) learning cycle 7e model model (a1) a1b1 a1b2 learning cycle 7e model + geogebra (a2) a2b1 a2b2 conventional model (a3) a3b1 a3b2 the population in this research was all eighth-grade students of smpn 8 metro in the academic year 2020/2021, which consisted of 396 students distributed into fourteen classes. the samples were determined by cluster random sampling technique, which obtained class viii-b (29 students) as the control class, class viii-d (31 students) as the experimental class 1, and class viiij (30 students) as the experimental class 2. the total number of samples was 90 students within three classes. 154 santi widyawati, fredi ganda putra, bistari, and hamdani the effect of geogebraassisted learning cycle 7e model and cognitive style on the mathematical concepts understanding ability the researchers collected the data using tests that had been tested for their validity and reliability. the researchers also conducted prerequisite tests on the obtained data, which consisted of the normality test using the liliefors formula and the homogeneity test using the barlett test. the anova of two unequal cell paths and then double comparison test (advanced test) using scheffe' method were performed using the spss software. results and discussion students' mathematical concepts understanding of the coordinate system material is presented in table 2. table 2. descriptive test of experimental group 1, experimental group 2, and control group exp 1, exp 2, control fi, fd mean std. deviation n experimental 1 fd 74.31 6,741 18 fi 75.52 4,178 12 total 74.79 5,799 30 experimental 2 fd 78.47 8,896 18 fi 76.56 4,711 12 total 77.71 7,465 30 control fd 61.40 10,878 17 fi 58,17 10.008 13 total 60.00 10,458 30 total fd 71.58 11,404 53 fi 69.76 10,976 37 total 70.83 11.204 90 table 2 shows the average score differences of students' mathematical concept understanding ability between the experimental group 1 (exp1), experimental group 2 (exp 2), and control group. experimental group 2 obtained a higher score than experimental group 1 and the control group. based on the prerequisite tests, the data met the requirements (normally distributed and homogeneous). therefore, the researchers performed the hypothesis testing using analysis of variance (anova) of two unequal cell paths assisted by spss software version 2.4 at a significant level of 5%. table 3. the results of anova test source type iii sum of squares df mean square f sig. corrected model 5522,316a 5 1104,463 16,422 ,000 intercept 435625,782 1 435625,782 6477,066 ,000 class 5360,104 2 2680,052 39,848 ,000 cognitive_style 37,130 1 37,130 ,552 ,460 interaction 75.488 2 37,744 ,561 .573 error 5649,559 84 67,257 total 462734,375 90 corrected total 11171,875 89 a. r squared = ,494 (adjusted r squared = ,464) table 3 displays that (1) the geogebra-assisted learning cycle 7e model influenced students' mathematical concepts understanding ability; (2) there was an effect of field-dependent and field-independent cognitive styles on students' mathematical concepts understanding ability; and indomath: indonesia mathematics education – volume 4 | issue 2| 2021 155 (3) there was an interaction between the geogebra-assisted learning cycle 7e model and cognitive style (fd and fi) on students' mathematical concepts understanding ability. the marginal mean of each group is displayed in table 4. table 4. marginal mean of each group learning model marginal mean learning cycle 7e model (a1) 73.82 learning cycle 7e model + geogebra (a2) 78.79 conventional model (a3) 56.79 subsequently, a multiple comparison test (post-anova follow-up) was conducted using scheffe' method. the scheffe' method was used to determine which treatment influenced students' mathematical concept understanding ability. the following are the results of the multiple comparison test using spss version 2.4 software. table 5. the results of the double comparison test between rows (i) exp1, exp2, control (j) exp1, ex2, control mean difference (ij) std. error sig. 95% confidence interval lower bound upper bound experimental group 1 experimental group2 -2.92 2,117 ,391 -8.19 2.36 control group 14.79* 2,117 ,000 9.51 20.07 experimental group 2 experimental group 1 2.92 2,117 ,391 -2.36 8.19 control group 17.71* 2,117 ,000 12.43 22.99 control group experimental group 1 -14.79* 2,117 ,000 -20.07 -9.51 experimental group 2 -17.71* 2,117 ,000 -22.99 -12.43 based on observed means. the error term is mean square(error) = 67.257. *. the mean difference is significant at the .05 level. based on the results of the multiple comparison test between rows using the scheffe' method with a significant level of 0.5, the following conclusions were obtained: the average difference between fi (experimental group 1) and fj (experimental group 2) was -2.92, which means that e1 e2 < 0 with a significant value of 0.391. since 0.391 was higher than 0.05, it can be concluded that there was no influence difference between students who received learning cycle 7e model and those who received the geogebra-assisted learning cycle 7e model. based on the average difference between the two groups, then e1 was lower than e2. therefore, the geogebra-assisted learning cycle 7e model provided better results on students' mathematical concepts understanding than the learning cycle 7e model. the average difference between fi (experimental group 1) and fj (control group) was 14.79. it means that e1 – k > 0 with a significant value of 0.000. since 0.000 was lower than 0.05, it can be concluded that there was an influence difference between students who received the learning cycle 7e model and those who received the conventional learning model. based on the average value difference between the two groups, e1 was higher than k. it means that the learning 156 santi widyawati, fredi ganda putra, bistari, and hamdani the effect of geogebraassisted learning cycle 7e model and cognitive style on the mathematical concepts understanding ability cycle 7e model provided better results on students' mathematical concepts understanding than the conventional learning model. these results also complement previous research with the same results (alfin et al., 2019). the average difference between fi (experimental group 2) and fj (experimental group 1) was 2.92. it means that e2 – e1 > 0 with a significant value of 0.391. since 0.391 was higher than 0.05, it can be concluded that there was no influence difference between students who received the geogebra -assisted learning cycle 7e model and those who received the learning cycle 7e model. based on the average difference between the two groups, then e2 was higher than e1. it means that the geogebra-assisted learning cycle 7e model provided better results on students' mathematical concepts understanding than the learning cycle 7e model. the average difference between fi (experimental group 2) and fj (control group) was 17.71. it means that e2 – k > 0 with a significant value of 0.000. since 0.000 was lower than 0.05, it can be concluded that there was an influence difference between students who received the geogebra-assisted learning cycle 7e model and those who received the conventional learning model. based on the average value difference between the two groups, e2 was higher than k. it means that the geogebra-assisted learning cycle 7e model provided better results on students' mathematical concepts understanding than the conventional learning model. the average difference between fi (control group) and fj (experimental group 1) was 14.79. it means that k – e1 < 0 with a significant value of 0.000. since 0.000 was lower than 0.05, it can be concluded that there was an influence difference between students who received conventional learning and those who received the learning cycle 7e model. based on the average value difference between the two groups, then k was lower than e1. the learning cycle 7e model gave better results on students' mathematical concepts understanding than the conventional learning model. the average difference between fi (control group) and fj (experimental group 2) was 17.71. it means that k –e2 < 0 with a significant value of 0.000. since 0.000 was lower than 0.05, it can be concluded that there was an influence difference between students who received the geogebra-assisted learning cycle 7e model and those who received the conventional learning mode. based on the average difference between the two groups, then k was lower than e2. it means that the geogebra-assisted learning cycle 7e model gave better results on students' mathematical concepts understanding than the conventional learning model. conclusion the results of the analysis concluded that: 1) geogebra-assisted learning cycle 7e model had a positive influence on students' mathematical concepts understanding ability; 2) cognitive styles (field dependent and field independent) did not influence students' mathematical understanding ability; and 3) there was no interaction between the learning model group (learning cycle 7e model, geogebra-assisted learning cycle 7e model, and conventional learning model) and groups' cognitive styles on students' mathematical concepts understanding. indomath: indonesia mathematics education – volume 4 | issue 2| 2021 157 this research 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(2020). kemampuan pemahaman konsep matematis dan pemecahan masalah matematika melalui model pembelajaran contextual teaching and learning pada materi spldv kelas viii. jp3, 15(19), 1–7. https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 34-41 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. integration of principles of education for sustainable development in mathematics learning to improve student's mathematical problem solving ability jaya dwi putra program studi pendidikan matematika, universitas riau kepulauan, program studi pendidikan matematika, universitas pendidikan indonesia, jaya@fkip.unrika.ac.id didi suryadi program studi pendidikan matematika, sekolah pascasarjana universitas pendidikan indonesia ddsuryadi1@gmail.com dadang juandi program studi pendidikan matematika, sekolah pascasarjana universitas pendidikan indonesia d42ngdj@upi.edu abstract this study aims to examine the differences in the improvement of mathematical problem solving ability between students who receive the jigsaw cooperative learning type based on education for sustainable development and students who receive conventional learning. this study is a quasi-experimental study with a non-equivalent control group design. the population in this study were students of grade 2 at one of the state high schools. the sample consisted of two classes which were selected by random sampling. the instrument used is a mathematical problem solving ability test. based on the data analysis, it is concluded that the improvement students mathematical problem solving ability who received the jigsaw type of cooperative learning based on education for sustainable development was better than students who received conventional learning. keywords: education for sustainable development, mathematical learning, mathematical problem solving ability. abstrak penelitian ini bertujuan untuk menelaah perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang memperoleh pembelajaran matematika terintegrasi prinsip education for sustainable development dan siswa yang memperoleh pembelajaran konvensional. penelitian ini merupakan penelitian kuasi eksperimen dengan desain nonequivalent control group design. populasi pada penelitian ini adalah siswa kelas xi pada salah satu sma negeri. sampel terdiri dari dua kelas yang dipilih secara random. instrumen yang digunakan tes kemampuan pemecahan masalah matematis. berdasarkan analisis data disimpulkan bahwa bahwa peningkatan kemampuan pemecahan masalah matematis siswa yang memperoleh pembelajaran kooperatif tipe jigsaw berbasis education for sustainable development lebih baik dibandingkan siswa yang memperoleh pembelajaran konvensional. kata kunci: education for sustainable development, kemampuan pemecahan masalah matematis, pembelajaran matematika. 35 jaya dwi putra, didi suryadi, and dadang juandi integration of principles of education for sustainable development in mathematics learning to improve student's mathematical problem solving ability introduction based on permendikbud (2014), one of the abilities that must be developed in mathematics learning is the ability to solve mathematical problems. the ability to solve mathematical problems is one of the main focuses in mathematics learning. because problem solving ability is an essential and fundamental ability (rahayu, 2015; widyastuti, 2015; ibrahim, 2021; widodo, 2021). the ability to use previous knowledge into new problems is one form of problem solving ability. wardhani (2010) defines problem solving as the process of applying previously acquired mathematical knowledge into new situations. in accordance with the opinion of duffin (2000) that mathematical problem solving ability is the ability to explain problems and use knowledge in different situations. besides, abilities in problem-solving are related to understanding problems and arranging solutions to mathematics problems. related to this, mariam (2019) argues that problem-solving abilities need to be developed, namely the ability to understand problems, make mathematical models, solve problems, and interpret solutions. juandi (2006) suggests that students need to understand mathematical concepts, operations and relations in mathematics. polya (1973) suggests the stages in solving mathematical problems, namely; (1) understand the problem or problem; (2) make a plan or way to solve it; (3) solve problems; (4) re-examine the results obtained and the steps for processing them. furthermore, polya (1973) and widodo (2015) suggests two kinds of mathematics problems, namely; (1) problem to find. this problem is defined as a problem that must be solved by trying to construct any type of object or information that can be used; (2) problem to prove. this problem is interpreted as a problem that must be demonstrated correctly. this problem prioritizes the hypothesis or conclusion of a theorem whose truth must be proven. in solving a mathematical problem sometimes unusual thinking is needed. widodo et al (2020) and hidayat (2018) argues that solving mathematical problems requires creative thinking. in this study, the indicator of problem solving ability is adjusted to sumarmo (2013) as follows; (1) identify the elements that are known, in question, and the adequacy of the elements needed; (2) formulate mathematical problems or compile mathematical models; (3) implement strategies to solve various problems (types and new problems) in or outside mathematics; (4) explain or interpret the results according to the original problem; (5) use math meaningfully. given the importance of mathematical problem solving abilities in mathematics learning, this ability needs to be considered to be developed in classroom learning. however, the importance of this ability has not been reflected in the achievement of student mathematics learning outcomes. khamidah (2016) most students work less paying attention to completion steps, only a small proportion of students successfully complete their learning. students only care about the final result of the answer, so there are many steps that are not taken even though they are steps that determine the result of the final answer. likewise, based on the test result data given in the preliminary study, there are still many students who have low mathematical problem solving abilities. one of the factors causing the low ability of students to solve mathematical problems is the application of the learning model that is not appropriate. maryati & fadhilah (2021) suggest the indomath: indonesian mathematics education – volume 5| issue 2 | 2022 36 indicators of making mathematical models are classified as moderate, and checking the correctness of results and answers still relatively low. besides, this is also due to the lack of meaning in learning that is felt by students. this is in line with the opinion of putra (2014) that in mathematics learning, there are still many students who are not actively involved in exploring mathematical concepts or ideas in a deep and meaningful way, so that students receive knowledge in a form that is finished and is more memorizing in nature. in learning mathematics students are required to be active while the teacher acts as a facilitator (putra & martini, 2015). therefore, as a solution so that these problems can be overcome, a learning model is needed that can make learning more meaningful so that it can improve students' mathematical problem solving abilities. education for sustainable development (esd) is an education concept for sustainable development. esd consists of 3 words, each of which has a meaning, namely: (1) education, which means education, both moral and immaterial education, covering basic to advanced education, and a way to tell (educate) others about something according to their opinion. a method. (2) sustainable, meaning continuously or continuously, has the meaning of a thing or activity that is carried out in earnest for a period of time in order to achieve maximum results. (3) development, which means development, development, or development, has the meaning to expand existing functions by not throwing away the main elements. based on these 3 understandings, we can conclude that esd is education for the development of elements that occur continuously or continuously. another understanding is education to support sustainable development by providing awareness and ability for sustainable development in the present and in the future. esd also emphasizes the skills, perspectives, and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society, and live in a sustainable way. from the explanation above, integrating esd principles in mathematics learning is needed to train and improve students' mathematical problem solving abilities. the need to socialize and apply esd in learning is in accordance with the findings of ugwa (2012), ojimba (2012), and vintere (2017) who view the need to socialize esd to education actors and develop learning that includes esd principles. listiawati (2013) stated that instilling esd values can be implemented in schools through several learning strategies, including: 1) integration into subjects; 2) through local content as a separate subjects (monolithic), several schools carry out local content of environmental education which only focuses on environmental perspective; 3) extracurricular activities/personal development programs; 4) habituation (civilization) which is the implementation of the school's vision and mission, including the implementation of school regulations. based on some result in the field, there are several things that need to be considered in developing this lesson. teachers are already very good at teaching but have not specifically integrated esd principles in learning. the teacher mastered the material being taught, more dominantly used the lecture method in teaching and there were several opportunities to conduct class discussions. the teacher has also designed the lesson and evaluated it well. however, teachers have not used teaching materials and evaluation tools that contain esd principles. besides that, the teacher has not specifically paid attention to and focused on students' mathematical problem 37 jaya dwi putra, didi suryadi, and dadang juandi integration of principles of education for sustainable development in mathematics learning to improve student's mathematical problem solving ability solving abilities. this study aims to examine the differences in the improvement of mathematical problem solving ability between students who receive the jigsaw cooperative learning type based on education for sustainable development and students who receive conventional learning. method this research is a quasi-experimental research. in this study, the design used was a nonequivalent control group design (ruseffendi, 2005). the researcher accepted the sample conditions as they were for each selected class. this is based on the consideration that the class has been formed beforehand. the research was conducted in two sample classes, namely the experimental class and the control class. in the experimental class, a jigsaw type of cooperative learning based on education for sustainable development is applied, while in the control class conventional learning is applied. the population in this study were students of grade 2 at one of the state high schools in harau district, west sumatra province. the sample consisted of two classes which were selected by random sampling. the instrument used is a mathematical problem solving ability test. the scoring rubric is a key component in authentic assessment. this rubric is based on the size of the criteria referenced (reynolds, 2009). with referenced interpretation criteria, reynolds et al. emphasizes that students are rated for their level of performance in rubrics based on what they know or what they can do. test item analysis was conducted to determine the quality of students' mathematical problem solving ability. the analysis of the test items carried out was the validity, reliability, level of difficulty, and discriminating power of the items. the data of mathematical problem solving ability that were analyzed included pretest, posttest and n-gain data. data analysis was carried out with the help of spss software. result and discussion the data were obtained through tests of mathematical problem solving abilities at the beginning and at the end of the lesson. the data were obtained from 44 students, consisting of 22 students in the experimental class and 22 students in the control class. data on mathematical problem solving abilities were obtained through pre-test and post-test. from the pre-test and posttest scores then the normalized gain (n-gain) of mathematical problem-solving abilities is calculated in both the experimental class and the control class. the average n-gain obtained from this calculation is an illustration of the improvement in the mathematical problem-solving abilities of students who get jigsaw-based cooperative learning based on education for sustainable development and conventional learning. table 1 is a description of the pre-test, post-test, and n-gain in the experimental class and control class. table 1. students' mathematical problem solving ability data data experiment control pretest postes n-gain pretest postes n-gain 4.31 8.05 0.67 3.95 6.78 0.49 sd 2.06 1.89 0.36 2.56 1.81 0.35 indomath: indonesian mathematics education – volume 5| issue 2 | 2022 38 data experiment control pretest postes n-gain pretest postes n-gain n 22 ideal score 10.00 the pretest score analysis used the pretest similarity test and the posttest score analysis used the posttest difference test. the pretest similarity test aims to see whether students' mathematical problem-solving abilities before learning are given to the two classes significantly the same. the posttest difference test aims to see whether students' mathematical problem solving abilities after learning are given to the two classes are significantly different. from the results of the pretest similarity test, it is known that there is no significant difference between the pretest scores of students' mathematical problem solving abilities in the experimental class and the control class. from the results of the post-test difference, it is known that there is a significant difference between the posttest scores of students' mathematical problem solving abilities in the experimental class and the control class. analysis of n-gain score of mathematical problem solving ability using normalized gain data. the normalized gain data shows the classification (quality) of the student's score increase compared to the ideal maximum score. the n-gain mean illustrates the increase in the mathematical problemsolving abilities of students who receive experimental learning as well as those who receive conventional learning. based on the results of the normality test that has been done previously, it is known that the n-gain scores of the experimental class and control class are normally distributed. the homogeneity test results show that the n-gain score of students' mathematical problem solving abilities comes from homogeneous variance. therefore, to prove that the n-gain score of the experimental class students' mathematical problem solving ability was better than the control class, a difference test of the mean n-gain score was carried out using the t test. the summary of the test results for the difference in the mean n-gain score of the ability. the summary of the test results for the difference in the mean n-gain score of the mathematical problem solving ability is presented in the table. the following 2. table 2 difference test of mean n-gain score students' mathematical problem solving ability t df sig. (2-tailed) 3,512 42 0.001 based on the table. 2 note that the value of sig. (2-tailed) of 0.001 <α = 0.05. it was concluded that h0 was rejected, meaning that the increase in mathematical problem solving abilities of the experimental class students was better than the control class students. based on the results of the test for the difference in the mean score of n-gain, it is known that the increase in the mathematical problem solving ability of students who receive the jigsaw cooperative learning based on education for sustainable development is better than students who receive conventional learning there are several assumptions why the increase in mathematical 39 jaya dwi putra, didi suryadi, and dadang juandi integration of principles of education for sustainable development in mathematics learning to improve student's mathematical problem solving ability problem-solving abilities of students who receive integrated mathematics learning with principles of education for sustainable development is better than students who receive conventional learning. in integrated mathematics learning with principles of education for sustainable development, students are trained to be independently responsible for mastering the mathematical concepts assigned to them. moreover, the mathematical problems given are guided by the urgency of education for sustainable development so that learning is felt more meaningful by students. learning means supporting thinking and stimulating new ideas (cobern, 1996). this supports students to practice mathematical thinking, namely: developing a mathematical view, assessing the process of mathematics and abstraction, developing competencies and using them in mathematical understanding (schoenfeld, 1992). in addition, in learning students are required to share and work together in understanding and mastering the assignments given. in integrated mathematics learning with principles of education for sustainable development, students go through several stages in carrying out their learning activities. this is in accordance with the opinion of trianto (2009) which states that in carrying out learning activities in this learning, students basically go through four important stages, namely: orientation, grouping, formation and coaching of expert groups, group discussion of experts in groups, tests, recognition. group. at the orientation stage, students are directed to make learning preparations through reading assignments. in addition, at this stage students are also accustomed to understanding and discovering mathematical concepts, procedures and principles individually. this individual understanding will later be conveyed and understood more deeply in expert group and home group discussions. this causes students who receive the jigsaw cooperative learning type based on education for sustainable development from the start to be trained to understand mathematical concepts and establish conjectures in solving mathematical problems. significance in learning mathematics is marked by the awareness of what students do, understand and do not understand about learning mathematics (mawaddah, 2015). it is not surprising that during the final test students who received integrated mathematics learning with principles of education for sustainable development obtained an average score of mathematical problem solving abilities that was better than students who received conventional learning. this causes students who receive the jigsaw cooperative learning type based on education for sustainable development from the start to be trained to understand mathematical concepts and establish conjectures in solving mathematical problems. in integrated mathematics learning with principles of education for sustainable development, encourages the actual development and potential development of students. the actual development of students can be encouraged through independent assignments given to learning, so that the level of actual development appears when students complete assignments or solve various problems independently. the level of potential development is encouraged through student discussion activities with friends or when students complete assignments and solve problems with teacher guidance. in connection with the potential development of students, discussion activities, both discussions between students and between students and teachers. lie (2002) argues that cooperative interactions have various positive influences on children's development. (syahbana, 2010). indomath: indonesian mathematics education – volume 5| issue 2 | 2022 40 conclusion based on the results of the data analysis, it was concluded that the improvement in the mathematical problem solving ability of students who receive the jigsaw cooperative learning type based on education for sustainable development was better than students who received conventional learning. based on the research results obtained, the research recommendations submitted include (1) the integrated mathematics learning with principles of education for sustainable development should be used as an alternative learning in schools in an effort to develop mathematical problem solving abilities; (2) teachers who will apply the integrated mathematics learning with principles of education for sustainable development pay attention to the prerequisite knowledge aspects that students have. teachers should provide remediation to students with low abilities in order to be actively involved in discussions; (3) in an effort to implement a integrated mathematics learning with principles of education for sustainable development schools, it is recommended that education policy makers make changes to the mathematics learning paradigm including views on mathematics, students and teachers. acknowledgement this research was supported by direktorat jenderal sumber daya iptek dan dikti through direktorat kualifikasi sumber daya manusia in collaboration with lembaga pengelola dana pendidikan that presents beasiswa unggulan dosen indonesia. we thank who provided opportunities and funding that greatly assisted the research, although they may not agree with all of the interpretations/conclusions of this paper. references anna, v. 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(2015). proses berpikir siswa dalam menyelesaikan masalah matematika berdasarkan teori polya ditinjau dari adversity quotient tipe climber. al-jabar : jurnal pendidikan matematika. 6(2), 120–132. https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 55-62 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the effectiveness of mathematical learning based on whatsapp groups assisted by student’s worksheet and motivation laras eprilia putri mathematics education, universitas sarjanawiyata tamansiswa, laraseprilia71@gmail.com tri astuti arigiyati mathematics education, universitas sarjanawiyata tamansiswa, tri.astuti@ustjogja.ac.id irham taufiq mathematics education, universitas sarjanawiyata tamansiswa, irham.taufiq@ustjogja.ac.id abstract this research is a quasi-experimental research that aims to determine whether online learning based on whatsapp group with student worksheet assistance is more effective than with-based online learning whatsapp group without the assistance of student worksheet in terms of student learning motivation towards mathematics learning outcomes of class vii students at smp x. the data analysis technique used t-test, prerequisite test in the form of normality test and homogeneity test, mann-whitney test, and kruskal wallis test. the result of this study is that online learning based on whatsapp group with the assistance of student worksheet is as effective as online learning based on whatsapp group without the assistance of worksheet and the mathematics learning outcomes of students with high motivation are better than students with moderate and low motivation. keywords: online learning, whatsapp group, student worksheet, motivation. abstrak penelitian ini merupakan penelitian eksperimen semu yang bertujuan untuk mengetahui apakah pembelajaran daring berbasis whatsapp group berbantuan lembar kerja peserta didik (lkpd) lebih efektif dengan pembelajaran daring berbasis whatsapp group tanpa berbantuan lkpd yang ditinjau dari motivasi belajar siswa terhadap hasil belajar matematika siswa kelas vii di smp x. sampel dalam penelitian ini diambil dengan teknik cluster random sampling. teknik pengumpulan data menggunakan teknik tes berupa post-test, dokumentasi untuk nilai pre-test dan teknik non-tes berupa angket motivasi belajar. teknik analisis data menggunakan uji-t, uji prasyarat berupa uji normalitas dan uji homogenitas, uji mannwhitney, dan uji kruskal wallis. hasil penelitian ini adalah pembelajaran daring berbasis whatsapp group berbantuan lkpd sama efektifnya dengan pembelajaran daring berbasis whatsapp group tanpa berbantuan lkpd dan hasil belajar matematika siswa dengan motivasi tinggi lebih baik dari siswa yang memiliki motivasi sedang dan rendah. kata kunci: pembelajaran daring, whatsapp group, lkpd, motivasi introduction education is a conscious and planned effort to create a learning atmosphere and learning process that students actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state (sutrimo, kamid & saharudin, 2019). learning will never be separated in human life because every mailto:tri.astuti@ustjogja.ac.id 56 laras eprilia putri, tri a. arigiyati, and irham taufiq the effectiveness of mathematical learning based on whatsapp groups assisted by student’s worksheet and motivation human will have problems that require to solve it and require humans to learn. learning activities are an educational process in schools. thus, it can be interpreted that the success or failure of an education depends on student learning activities which include cognitive, affective and psychomotor aspects (khikmiyah, 2020; sidiq, 2016). the learning process is currently experiencing many obstacles. one of them is the weak process of learning activities caused by the corona virus disease 2019 (covid-19) pandemic. the covid-19 pandemic has hit all countries in the world, including indonesia. covid-19 is an infectious disease, which means it can spread directly or indirectly from one person to another. this virus attacks the respiratory system such as the nose, throat, and lungs. in handling the outbreak, the lack of vaccines and cures for covid-19 patients and the limited personal protective equipment for health workers have made the government implement strict policies to break the chain of the spread of covid-19. one way to break the chain of the spread of covid-19 is to limit public interaction which is applied by the term physical distancing. however, the physical distancing policy can hamper the growth rate of various fields of life, both in the economic, social and educational fields (mustakim, 2020; yulia, buyung & relawati, 2018; fuady, 2017). in the field of education, the government moved the teaching and learning process at school to be at home by implementing a work from home (wfh) policy. this decision made many parties, both teachers and students nervous. likewise, smp x has to implement an online learning system. according to hutami & anindtya (2020), as a teacher, in an effort to carry out the learning process during this pandemic, it needs to be done online or in a network (online). the use of online media or multimedia-based media is one solution to carry out the learning process during this pandemic. one of the online media used is whatsapp group as was done at smp x. the learning process at smp x also uses offline learning to collect assignments that have been given by the teacher through whatsapp group. whatsapp has various functions including sending messages, group chats, sharing photos, videos and documents. online learning through whatsapp groups can help teachers provide material in the form of power point, portable document format (pdf), short videos, or reading materials, while students can send work and discuss questions and answers about the material presented (hutami & anindtya, 2020; dewi, isnani, & ahmadi, 2019; suryadi , 2018). however, the implementation of the online learning process has several obstacles, one of which is in mathematics. at smp x grade 7th, 77% of students still consider mathematics a difficult subject because the characteristics of mathematics are abstract, logical, systematic, and full of confusing symbols and formulas. this is based on the acquisition of the odd semester math mid-semester assessment score for the 2020/2021 academic year which is still less than the kkm, which is less than 64. students complain because the delivery of material is easier to understand if the teacher explains it directly rather than through online learning. this causes students to not be optimal in understanding the material, resulting in reduced student motivation in learning mathematics (apriyani & sujadi, 2015; dewi, 2020; auliya, 2016). in online learning using whatsapp groups, it turns out that it has not been able to help the learning process run optimally. students have not optimally received the learning delivered by the indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 57 teacher. therefore, there is a need for learning tools that can be used to support current online learning activities (.lanya & aini, 2019; hamidah, haryani,& wardani, 2018). one of the learning tools that are in accordance with current conditions is the student worksheet. in addition to supporting online learning, student worksheet is used to increase student interest in learning and make it easier for students to think so that they can improve learning outcomes and student motivation (yustianingsih, syarifuddin & yerizon, 2017). student worksheet contains tasks that are tailored to the basic competencies and learning objectives that must be achieved. motivation in the mathematics learning process is very necessary and teachers must always provide motivational motivation in the learning process because it will be useful in the success of the learning process that will be carried out (sirri, & lestari, 2020; sholikhakh, pujiarto, & suwandono, 2019; saharsa, qaddafi, & baharuddin, 2018). based on this background, the researcher will conduct a study entitled "the effectiveness of online learning based on whatsapp groups assisted by student worksheet judging from the motivation of grade 7th students at smp x". method the type of research used in this research is a quasi-experimental research. according to sugiyono (2013) quasi-experimental research is defined as a research method used to find the effect of certain treatments on others under controlled conditions. this study aims to provide treatment to the research sample, then researchers want to know which one is more effective in each treatment. the population of this study was all 7th grade students of smp x for the 2020/2021 academic year, totaling 219 students. the samples used in this study were grade vii d and grade vii e which were selected using cluster random sampling technique. grade vii d with 31 students as the control class and class vii e with 32 students as the experimental class. the experimental class is a class that is given treatment, namely online learning based on whatsapp group assisted by student worksheet, while the control class is a class that does not receive treatment, namely online learning based on whatsapp group without the assistance of student worksheet. this research was conducted in the odd semester of the 2020/2021 academic year. the data collection technique used in this study is a test technique in the form of a post-test, documentation for pre-test scores and a non-test technique in the form of a student learning motivation questionnaire. the data that has been collected is recapitulated and analyzed and then concluded. the instruments used in this research are learning outcomes tests and student motivation questionnaires. instrument testing has a very important position because the data is a description of the variables studied and as a means of proof. in a study there are basic requirements of research instruments in the form of validity and reliability tests. in this study, the pre-test used to measure the students' initial abilities used the results of the odd semester middle assessment, while the posttest used the used test, which means that the instrument was directly tested on the sample, then directly tested for validity, level of difficulty, discriminatory power, and reliability. to test the validity of both the learning outcomes test and motivation questionnaire, the correlation formula used is the pearson product moment formula. the correlation results were then consulted with the table r 58 laras eprilia putri, tri a. arigiyati, and irham taufiq the effectiveness of mathematical learning based on whatsapp groups assisted by student’s worksheet and motivation product moment at a significant level of 5%. after being consulted, it can be seen whether the instrument used is valid or not. if 𝑟𝑡𝑒𝑠𝑡 ≥ 𝑟𝑡𝑎𝑏𝑙𝑒 then the instrument is said to be valid (arikunto, 2013). the value 𝑟𝑡𝑎𝑏𝑙𝑒 for the number of students 63 is 0,248. based on the test results of the validity of the items on the student's mathematics learning outcomes test of 15 items, all items are valid. meanwhile, in the motivational questionnaire validity test of 20 items, only 19 items were valid. difficulty level (p) is used to determine the level of difficulty of the question whether the question has difficult, medium, or easy criteria. in this study, the difficulty index criteria used were medium and easy. based on the results of the test item difficulty level on the student learning outcomes test of 15 items, there is 1 item with easy criteria, namely number 1 and there are 14 items with moderate criteria, namely item numbers 2,3,4,5,6,7, 8,9,10,11,12,13,14,15. distinctive power (dp) is used to determine the ability of the items to be able to distinguish between students who have mastered the material being tested and students who have not mastered the material being tested. according to arifin(2012) the calculation of discriminatory power is a measurement of the extent to which an item can distinguish students who have mastered competence from students who have not mastered competence. questions that are good and can be used are questions that do not have bad or very bad distinguishing power. in this study the different power criteria used are . based on the results of the calculation of the differentiating power of the 15 items, there is 1 item with bad criteria, namely number 1 but 4 items with good criteria, namely number 2,7, 8, 11; 10 items with moderate criteria are 3,4,5,6,9,10,12,13,14,15. from the calculation of the differentiating power of the item, there are 14 items that are eligible to be used and 1 item that has failed. based on the results of validity test, difficulty level and differentiating power of 14 test items are feasible to use. then reliability 𝑟𝑡𝑎𝑏𝑒𝑙 = 0,398 𝑎𝑛𝑑 𝑛 = 14 can be write 𝑟ℎ𝑖𝑡𝑢𝑛𝑔 ≥ 𝑟𝑡𝑎𝑏𝑒𝑙 i.e 0,72621 ≥ 0,398. it means that the test items are reliable with high reliability criteria. as for the reliability of the student learning motivation questionnaire with 𝑛 = 19, then 𝑟𝑡𝑎𝑏𝑙𝑒 = 0,483. so it can be concluded that 0,853 ≥ 0,483 the questionnaire on student learning motivation is reliable with very high reliability criteria. the tendency of students' mathematics learning outcomes was analyzed descriptively by looking for the highest score, lowest score, standard deviation, and average of each variable and then by comparing the average value of student learning outcomes with five scale conversion criterias, namely very high, high, medium, low and very low. meanwhile, the tendency of students' mathematics learning outcomes based on motivation was analyzed descriptively by looking for the highest score, lowest score, standard deviation, and average of each variable and then by comparing the score of the student learning motivation questionnaire with three scale conversion criteria, namely high, medium and low. the prerequisite test is in the form of normality test and homogeneity test, while the data analysis test or hypothesis test uses the mann-whitney test, and the kruskal wallis test. result and discussion the results of this study indicate that students' mathematics learning outcomes using online learning based on whatsapp group assisted by student worksheet are included in the moderate criteria, which can be seen from the average value of mathematics learning outcomes of 54 which indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 59 lies in the range 41,665 < �̅� ≤ 58,335. meanwhile, online learning based on whatsapp group without student worksheet assistance is also included in the moderate criteria, which can be seen from the average value of mathematics learning outcomes of 51 which lies in the range 41,665 < �̅� ≤ 58,335. meanwhile, for students' mathematics learning outcomes based on learning motivation, the data on students' mathematics learning outcomes based on learning motivation is known that: (1) the average score of the motivational questionnaire of students who have high motivation is 66. (2) the average score of the motivational questionnaire of students who have motivation medium amounted to 55,638. (3) the average score of the student motivation questionnaire who has low motivation is 47,428. it can be concluded that students who have high learning motivation have better mathematics learning outcomes than students who have moderate and low learning motivation. students who have moderate motivation have better mathematics learning outcomes than students who have low learning motivation. before conducting the data analysis test, the researcher conducted a balance test, normality test and homogeneity test. the balance test is used to determine whether the two classes, namely the experimental class and the control class, are in balance or not. the data used to determine the average balance is the value of the pre-test conducted at the beginning of the meeting both in the experimental class and the control class. the pre-test scores used in this study were obtained from the results of the mid-semester mathematics odd assessment scores. the test statistic used for the balance test is the t test, namely the experimental class and the control class are said to have the same average and are balanced if 𝑡𝑐𝑜𝑢𝑛𝑡 < 𝑡𝑡𝑎𝑏𝑙𝑒 . based on the results of calculations with 𝑡 ( 𝛼 2 ;𝑛1+𝑛2−2) = 1,9996 obtained 𝑡𝑐𝑜𝑢𝑛𝑡 < 𝑡𝑡𝑎𝑏𝑙𝑒 is 0,68287 < 1,9996 it means that the experimental class and the control class have the same average and are balanced. so it can be concluded that the two classes have a balanced initial ability. after the initial balance test for the two classes was carried out, then continued with normality and homogeneity tests for data on initial abilities and students' mathematics learning outcomes. to test for normality using the kolmogorov-smirnov test with a significance level of 5%. if 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦(𝑠𝑖𝑔) > 0,05 then 𝐻0 is rejected, which means the sample comes from a normally distributed population (siregar, 2017). as for the homogeneity test by looking at the test of homogeneity of variances, if 𝑝 > 𝛼 then the sample has the same or homogeneous variance based on the data from the initial ability normality test above, it shows that sig. in both of class, sig. > 0,05, i.e. 0,200 > 0,05, then h0 is accepted, meaning that the initial ability data for the experimental class and the control class are normally distributed. meanwhile, based on the data from the initial ability homogeneity test, the value of 𝑝 > 𝛼 i.e 0,9777 > 0,05, meaning that the experimental class and control class have the same variance (homogeneous) in other words the experimental class and control class have the same initial ability. table 1. resume of normality test of student’s mathematical test result groups 𝑆𝑖𝑔. conclusion experiment class (𝐴1) 0,011 abnormal controll class (𝐴2) 0,000 abnormal hingh motivation (𝐵1) 0,200 normal 60 laras eprilia putri, tri a. arigiyati, and irham taufiq the effectiveness of mathematical learning based on whatsapp groups assisted by student’s worksheet and motivation groups 𝑆𝑖𝑔. conclusion moderate motivation (𝐵2) 0,000 abnormal low motivation (𝐵3) 0,041 abnormal from the table 1, it can be seen that only students' mathematics learning outcomes based on high motivation come from normally distributed populations. therefore, it is not necessary to test the homogeneity of variance. (herlina, 2019; mustami, paridjo, & utami,, 2020). based on the results of the normality test of learning outcomes based on the learning method that the sample from the population data is not normally distributed, then the hypothesis testing is carried out by testing two means using the mann-whitney test. in this study, the mann-whitney test used was monte carlo with a significance level of 𝛼 = 0,05 (herlina, tjahjeni., et.all. 2019). the statistical hypothesis is formulated as follows: 𝐻𝐴0 : µ𝐸 ≤ µ𝐾 , (whatsapp group-based online learning assisted by student worksheet is no better than whatsapp group-based online learning without student worksheet -assisted). 𝐻𝐴1: µ𝐸 > µ𝐾 , (whatsapp group based online learning assisted by student worksheet is better than whatsapp group based online learning without student worksheet assistance). the criteria of test are if sig.(2-tailed) > 0,05 then 𝐻𝐴0 is accepted and if sig.(2-tailed) ≤ 0,05 then 𝐻𝐴0 is rejected. based on the data of two average test mathematics learning outcomes with the method, it shows that sig. > 0,05 yaitu 0,676 > 0,05 then 𝐻0 is accepted, which means that online learning based on whatsapp group assisted by student worksheet is not better than online learning based on whatsapp group without being assisted by student worksheet. it is caused by student did not learn seriously so most of students did not understand to the material. communication between student and teacher in whatsapp group is not two direction so student did not follow teacher’s instructure to do student worksheet. in other words, online learning based on whatsapp group is as effective as online learning based on whatsapp group without the assistance of student worksheet. however, when viewed based on the average learning outcomes of mathematics with online learning based on whatsapp group assisted by student worksheet, it is higher than whatsapp group without assistance from student worksheet, namely 54 > 51. this is because students are not used to using online learning methods based on whatsapp groups assisted by student worksheet and still feel foreign to adapt to these learning methods even though both methods are both in online learning (anjani, ratnamulyani & kusumadinata, 2018; yensi, 2020) based on the results of the normality test of learning outcomes based on learning motivation that the sample from the population data is not normally distributed, then the hypothesis testing is carried out by using a two-mean test using the kruskal-wallis h test. in this study, the kruskal-wallis h test used was monte carlo with a significance level 𝛼 = 0,05. the statistical hypothesis is formulated as follows: 𝐻𝐵0 : µ1 = µ2 = µ3 (there is no difference in the average learning outcomes of mathematics based on the level of motivation). 𝐻𝐵1 : (there is at least one difference in the average learning outcomes of mathematics based on the level of motivation) indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 61 the criteria of test are if sig. > 0,05 then 𝐻𝐵0 is accepted , and if sig. ≤ 0,05 then 𝐻𝐵0 is rejected. based on data of two average test mathematics learning outcomes with learning motivation, it shows that sig. > 0,05 i.e 0,469 > 0,05 then 𝐻𝐵0 is accepted, which means that there is no difference in the average learning outcomes of mathematics based on the level of learning motivation. however, there are differences in learning outcomes between students who have high motivation and student learning outcomes who have moderate motivation with average learning outcomes 63,1 > 51,109 but not significant. and learning outcomes between students who have moderate motivation and student learning outcomes who have low motivation with average learning outcomes 51,109 > 45,00 but not significant. this happened because of the time of giving the questionnaire at the end of the lesson and through the google form link because it was online. so that when filling out the questionnaire, many students who filled out the questionnaire were not careful in reading the statement, and there were even students who just filled it out randomly. in addition, researchers are less careful in the division of learning time (kusuma & hamidah, 2020; darmalaksana, 2020). conclusion based on the results of research and discussion, it can be concluded that online learning based on whatsapp group is as effective as online learning based on whatsapp group without the assistance of student worksheet. the tendency of mathematics learning outcomes for grade vii students of smp x who are taught using online learning based on whatsapp group and online learning based on whatsapp group without the help of student worksheet are included in the moderate criteria. the results of learning mathematics are relatively the same when viewed from the motivation to learn. when viewed from the average value based on learning motivation, it can be concluded that students who have high learning motivation have better mathematics learning outcomes than students who have moderate and low learning motivation. students who have moderate motivation have better mathematics learning outcomes than students who have low learning motivation. recommendation for next research, researcher research google classroom,google meet, etc. beside that researcher use module. acknowledgement the authors would like to thank to mathematics education study program and lp2m ust that fund this research. references anjani, a., ratnamulyani, i. a., & kusumadinata,a .(2018). penggunaan media komunikasi whatsapp terhadap efektivitas kinerja karyawan. jurnal komunikasitio, volume 4 nomor 1 apriyani, d & sujadi, a.(2015). efektivitas pembelajaran matematika dengan pendekatan matematika realistik indonesia terhadap kemampuan motivasi belajar siswa kelas vii smp negeri 3 pandak tahun 2013/2014. jurnal pendidikan matematika vol, 3 nomor 3. hlm. 318. arifin, z. 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(2017). pengembangan perangkat pembelajaran matematika berbabsis problem based learning (pbl) untuk meningkatkan kemampuan pemecahan masalah peserta didik kelas viii. jurnal nasional pendidikan matematika (vol, 1 nomor 2). hlm. 265. https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 75 – 84 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. mathematical reasoning based on gender: mapping the literature by bibliometric analysis afifah universitas muhammadiyah prof. dr. hamka samsul maarif* universitas muhammadiyah prof. dr. hamka, email: samsul_maarif@uhamka.ac.id abstract this study aims to analyze the literature review based on the analytic database on google scholar about mathematical reasoning related to gender. a total of 200 papers on mathematical reasoning were published in the harzing data base from 1959 to 2021 and analyzed through a bibliometric analysis approach. aggregation of bibliographies from sources, authors, countries, institutions, publications and co-occurrence of authors' keywords were analyzed and visualized through vosviewer software. mathematical reasoning is heavily influenced by other things, one of which is related to gender differences in it. the results from the bibliometric data of the harzing application and vosviewer that there is a distribution related to mathematical reasoning is very closely related to the key words difference, mathematical reasoning ability, reasoning, reasoning ability, mathematical ability, boy, girl, female, and male. the journal that has a lot of research on mathematical reasoning based on gender is the journal of educational psychology, an institution that researches a lot on mathematical reasoning based on gender is the american psychological association. and the country that has researched the most on mathematical reasoning is the united states. keywords: difference, reasoning, mathematical reasoning ability, reasoning ability, mathematical ability, gender abstrak penelitian ini bertujuan untuk menganalisis literature review berdasarkan basis data analitik pada google scholar tentang penalaran matematis berkaitan dengan gender. sebanyak 200 makalah tentang penalaran matematis diterbitkan dalam database harzing dari tahun 1959 hingga 2021 dan analisis melalui pendekatan analisis bibliometrik. penggabungan bibliografi dari sumber, penulis, negara, institusi, publikasi dan kemunculan besama dari kata kunci penulis dianalisis dan divisualisasikan melalui perangkat lunak vosviewer. penalaran matematis banyak dipengaruhi oleh hal lain salah satunya terkait perbedaan gender di dalamnya. hasil dari data bibliometrik aplikasi harzing dan vosviewer bahwa terdapat sebaran terkait tentang penalaran matematis sangat erat kajiannya terkait kata kuncinya difference, mathematical reasoning ability, reasoning, reasoning ability, mathematical ability, boy, girl, female, and male. jurnal yang benyak meneliti terkait penalaran matematis berdasarkan gender yaitu journal of educational psychology, institusi yang banyak meneliti terkait penalaran matematis berdasarkan gender yaitu american psychological association. dan negara yang paling banyak meneliti terkait penalaran matematis yaitu amerika serikat. kata kunci: perbedaan, penalaran, kemampuan penalaran matematis, kemampuan penalaran, kemampuan matematika, jenis kelamin. mailto:samsul_maarif@uhamka.ac.id 76 afifah, samsul maarif mathematical reasoning based on gender: mapping the literature by bibliometric analysis introduction reasoning is drawing conclusions based on a statement that is known or considered true (schünemann et al., 2019; siti rodiah 1, 2019). reasoning itself is a way of drawing conclusions from cases that have been proven (fischer et al., 2014; mantere & ketokivi, 2013). reasoning is the adoption of thinking in order to produce a statement and to obtain conclusions about problem solving which is sometimes not based on formal logic so it is not limited to proof, mathematics has a close relationship with reasoning, reasoning is widely used in mathematics majors including the level of deductive reasoning, example-based reasoning and further education in mathematics (evans & over, 2013; jäder et al., 2017; mantere & ketokivi, 2013; sidenvall et al., 2015; maarif et al., 2020). indicators of mathematical reasoning ability a) there are logical conclusions b) provide explanations using facts, properties, and relationships c) estimate answers and process solutions d) use relationships and patterns in analyzing mathematics, e) prepare and review conjectures, f) determine the opponent following the rules of inference (jäder et al., 2017; kadarisma et al., 2019; sidenvall et al., 2015; sumpter, 2013). reasoning in terms of constructing arguments is needed in every mathematics lesson as the foundation for developing a flow of thinking in proving a statement (maarif et al., 2020). a person in planning and constructing evidence requires reasoning ability to analyze his ideas in compiling a valid argument, so that it can be accepted by others (fischer et al., 2014; osborne et al., 2013). mathematics is one of the most important disciplines in life, one of which is in the world of education. one of the subjects in education that is studied throughout the world is mathematics. nctm suggests that there are 5 standard processes for students to use and acquire mathematical knowledge, connection, problem solving, representation, communication, reasoning and proof (coronata & alsina, 2014; joung & byun, 2021; maoto et al., 2018; widodo et al., 2020; widodo et al., 2019). when viewed from the theory, reasoning is one of the important things in mathematical knowledge (maarif, 2016), so students' mathematical reasoning must be improved (hidayat et al., 2020; widodo et al., 2020; yuni & suryana, 2020). students will be more helpful in learning mathematics, because mathematical reasoning is an important aspect (battey, 2013; rahmat et al., 2019; riccomini et al., 2015; wheatley, 2013). from this statement that mathematical reasoning is very important, because with mathematical reasoning students will find it easier to deal with any kind of math problem. mathematical reasoning is also very supportive of students in thinking creatively and independently. if a student's reasoning is high then, if students are faced with a question, the student can answer the question based on the student's creativity, one of which is by answering questions with their own formula. with mathematical reasoning students can develop and understand mathematical material well. in fact, this reasoning ability is very low among students. in this case, the mathematical reasoning ability looks low from the previous research findings that as much as 49% of the mathematical reasoning ability score looks very low from the ideal category, which is 100 (burais et al., 2016). so, students must have concepts in mathematical reasoning. gender according to the studies encyclopedia is the concept of emotional differences between men and women, both in terms of roles, behavior, mentality or characteristics that exist in society indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 77 (salmina & nisa, 2018). one's mathematics learning outcomes do not rule out the possibility that they can also be influenced by gender differences. such as the statement which states that there are differences in brain hemispheres between men and women, the right hemisphere of the male brain is stronger than the female in the fields of logic and numeracy, while the left brain is more dominant in women who have advantages such as aesthetics and religion (gurian, 2010; salmina & nisa, 2018). however, it cannot be one of the reasons for someone's low reasoning. external factors can also affect a person's reasoning. if you only look at the difference in brain hemispheres between men and women, then this will be an injustice to one party. other influences such as: lack of practice questions or independent study can also affect, or a person's economic condition can also affect mathematical reasoning, environmental conditions and so on. analytical research related to bibliometrics is mostly done in the study of mathematical reasoning. research related to mathematical reasoning with the research title roles and research trends of artificial intelligence in mathematics education: a bibliometric mapping analysis and systematic review conducted a bibliometric analysis of web of science data (wos database) resulting that issues related to cognition were most investigated (34 articles), followed by learning behavior (22 articles) and affect (21 articles). it was also found that the research problems became more diverse from the first to the third period. for example, in the third period, problems related to skills and learning styles were included (hwang & tu, 2021). in terms of cognition, most studies measured student learning performance (33 articles), while few considered students' high-level skills (2 articles) or collaboration or communication (1 article). in addition, there are no studies investigating students' cognitive load. in terms of influence, most studies investigated student attitudes or motivation (16 articles), followed by learning perceptions (9 articles), self-efficacy (5 articles) and satisfaction (4 articles). in the cognitive dimension, the initial study mainly focused on measuring student learning performance. in the third period, several studies began to investigate students' higher order thinking and their collaboration and communication competencies. for example, one study aimed to use its to facilitate the construction of students' mathematical ideas to help them understand the reasons behind mathematics to improve their mathematical problem solving, on the other hand, it was found that cognitive load was not addressed in the aime study (hwang & tu, 2021). research related to mathematical reasoning with the research title leveraging mathematical subject information to enhance bibliometric data carried out the same results on the zbmath database. the first useful result is the systematic flaw detection in the current msc2010 schema regarding “none of the above, but in this section”. a more detailed future analysis will be aimed at suggesting more adaptations. mining of publication trends since 2010 will reveal new research areas, which are currently not adequately covered, and further discussion of commonalities is likely to provide structural insights that underpin the ongoing msc2020 revision task (koutraki et al., 2017). based on the two articles, there are differences in data processing, namely with zbmath and wos (web of science). with the discussion more directed to the use of technology for learning mathematics. some of the results of this study were carried out on articles from the last 10 years of 78 afifah, samsul maarif mathematical reasoning based on gender: mapping the literature by bibliometric analysis analysis from google schooler sources. therefore, it is necessary to do further research related to mathematical reasoning based on gender. method bibliometrics is a discipline in which a research focuses on bibliography not only as a list of references, but also as a reflection of the development of other disciplines. pritchard is someone who introduced bibliometrics for the first time in 1969 as the application of mathematical and statistical methods to books and other media of communication (trisnawati, 2018; rahayu et al., 2022). data search and extraction strategy in this study, on june 14, 2021, the study was based on the harzing and vosviewer databases. the harzing and vos viewer databases were chosen because they are considered impact reference sources for peer-reviewed scientific literature and interdisciplinary sources contributing to a broad view of scientific publications. this database is one of the most common sources in indonesia among researchers and scientists. in addition, scopus provides a wide range of content and provides very comprehensive citation analysis results. searches were performed by subject area including article title, abstract, and keywords using the terms “mathematical reasoning” or “gender”. for the review, all references indexed and released from 1959 to 2021 were used. search limitations for papers were limited to country (indonesia) document type (articles, conference papers, reviews, and conference reviews), subject areas (social sciences and mathematics), source types (journals and conference proceedings), and language (english), and harzing data for the period 1959 to 2021 produced 200 documents related to mathematical reasoning and gender. the .ris format, including citation information, bibliographic information, abstracts, and keywords is exported from the harzing database. data analysis and visualization bibliometrics was performed with the harzing application and vosviewer (version 1.6.12). documents presented in the form of years, documents by source, documents by author, documents by affiliation, and documents by type are analyzed by the harzing application. in addition, the vosviewer program analyzes co-authored network visualizations using .ris files exported from mendeley. to determine the main research subject, the vosviewer software also analyzes the companion words of network visualization, overlay visualization, and density visualization. the most extensive set of related items consists of 200 items that have appeared on the harzing app. results and discussion result harzing app results a total of 200 articles on harzing's application published from 1959-2021 on mathematical reasoning based on gender were bibliometrically analyzed. however, we will present the top 10 articles from the 200 data that have been published in the harzing app. table. 1 shows data from the journals and 200 data related to mathematical reasoning by gender. indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 79 table 1. top 10 journal data no. journal name number of documents annual citations score 1 journal of educational psychology 60 5.93 2,506 2 journal of physics 10 6.5 1 3 mathematical och mathematical statistics 50 1.83 2.37 4 journal of education and practice 6389 2.75 7.15 5 the development of sex differences and similarities in behavior 28 0.89 1 6 journal for the education of gifted young scientists 650 1 1,171 7 international journal of science and mathematics education 216 3.2 0.460 8 social forces 2706 15 1,953 9 sage journals 10 18.19 2 10 journal of educational psychology 60 10.28 6.133 based on table 1. it can be seen that for the theme of mathematical reasoning the most published by the journal of education and practice, then the journal social forces, journal for the education of gifted young scientists, international journal of science and mathematics education, journal of educational psychology, journal of mathematical statistics, the development of sex differences and similarities in behavior, journal of physics, and the last of the top 10 journals, namely journal of sage journals. vosviewer software results mathematical reasoning based on gender vosviewer analyzes the author's network scale figure 1 below describes the network density can be seen the clarity of the distribution of keywords such as silhouettes. figure 1. network density based on figure 1. it can be seen that there are several keywords that are used related to mathematical reasoning based on gender. the distribution can be seen from the colors seen in the image. so, if sorted by color related to the most popular keywords, namely difference, reasoning, 80 afifah, samsul maarif mathematical reasoning based on gender: mapping the literature by bibliometric analysis mathematical reasoning ability, reasoning ability, mathematical ability, boy, girl, female and male. then the overlay network shows the distribution by year, as in figure 2. figure 2. network overlay based on figure 2. the overlay network shows the distribution followed by year. it can be seen that between 1959-2021 there is a distribution that likes mathematical reasoning based on gender with the keywords difference, reasoning, mathematical reasoning ability, reasoning ability, mathematical ability, boy, girl, female and male. in addition, figure 2 also shows the relationships between these keywords. furthermore, in the use of the vosviewer application, namely the network, it can be seen the clarity of the distribution of clusters related to mathematical reasoning based on gender. it can be seen in figure 3. indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 81 figure 3. network network based on figure 3, the network shows 3 clusters, namely the difference cluster, the reasoning cluster and the mathematical reasoning ability cluster. where the 3 clusters are connected to each other. the first cluster is difference which is very closely connected with reasoning and mathematical reasoning ability, then close to reasoning ability, mathematical ability and boy, and connected but not too closely with girl, female and male. furthermore, the second cluster is reasoning which is very closely connected to difference, mathematical ability and boy. after that, it is closely connected with mathematical reasoning ability and girl, but is far or not too closely connected with reasoning ability, famale and male. and the third or last cluster, namely mathematical reasoning ability, is very closely related to difference, reasoning and reasoning ability. and close to boy and girl, but not too close to mathematical ability, male and female. discussion the findings in this study are related to students' mathematical reasoning based on gender using bibliometric analysis based on the google scholar database, namely there are 200 journal findings related to mathematical reasoning based on gender using the harzing database and the top data obtained from 200 journals related to this research is entitled "gender". differences in academically talented young students' mathematical reasoning: patterns across age and subskills from journal of educational psychology and to make it easier for researchers to obtain data, the top 10 journals ranked on harzing's data were selected from 200 journal findings. another application to support this research is by using vosviewer the keywords difference, reasoning, mathematical reasoning ability, reasoning ability, mathematical ability, boy, girl, female and male are obtained. from these keywords using vosviewer it can be seen that there are 3 clusters related to mathematical reasoning based on gender, namely cluster difference, reasoning cluster and mathematical reasoning ability cluster. 82 afifah, samsul maarif mathematical reasoning based on gender: mapping the literature by bibliometric analysis when viewed from the results of this study, there are several differences from previous research related to mathematical reasoning based on gender. in the research entitled "roles and research trends of artificial intelligence in mathematics education: a bibliometric mapping analysis and systematic review" the database used is wos (web of science) with the discussion of material more directed to the use of artificial intelligence (ai) for mathematical knowledge. someone and from the results of the study there is a weakness that is not supporting artificial intelligence (ai) against a person's cognitive problems only based on it knowledge (hwang & tu, 2021). it can be said that a person's intelligence is not influenced by technology or it, especially on the gender of each individual who has and is greater. in further research with the title "leveraging mathematical subject information to enhance bibliometric data” with the database used, namely zbmath with a discussion on the use of technology in mathematics. where the technology is called msc2010 which still has limitations in its scheme and has to do a lot of adaptations (koutraki et al., 2017). so, from the two articles there are differences with this study, namely the database used in the study and what was discussed where the research raised the use of technology for understanding mathematics in a person, while in this study more emphasis was placed on intelligence in each gender, both male and female. naturally, each individual has a big role in the process of understanding mathematics, one of which is related to mathematical reasoning. conclusion this study shows that mathematical reasoning and gender are research subjects that get a lot of use in some time spans 1959-2021. although the development of data in harzing does not clearly show a significant and sequential increase. then the use of vosviewer further clarifies the distribution of data related to mathematical reasoning based on gender for further researchers, it is hoped that they can analyze other findings from the harzing and vosviewer data relating to mathematical reasoning and gender. acknowledgements the author would like to thank the course lecturers who have assisted in the research. the author is also grateful for the support of the university of muhammadiyah prof. dr. hamka in the form of writing assistance and licensing administration. references battey, d. 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(2020). open-ended problems for junior high school student’s mathematical reasoning. indomath: indonesia mathematics education, 3(2), 88–99. indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 1 http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2021, pp. 119-128 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. evaluation of mathematics learning program in high school heni purwati mathematics education, universitas pgri semarang, henipurwati@upgris.ac.id nurina happy mathematics education, universitas pgri semarang, nurinahappy@upgris.ac.id dhian endahwuri mathematics education, universitas pgri semarang, dhianendahwuri@upgris.ac.id abstract the learning program carried out by the teacher continuously includes planning, implementing, and evaluating learning activities. the purpose of this study was to describe the learning planning program carried out by senior high school mathematics teachers in semarang. this evaluation research was oriented towards learning planning program and achievement of program results was seen with the context, input, process, and product (cipp) evaluation model approach. the results obtained are context evaluation covering the school’s vision and mission, the attention to the predictions of community needs for education, support of laws and regulations regarding education and understanding of learning tools; input evaluation includes opportunities and support for increasing teacher competence, the fulfillment of school facilities and infrastructure for learning mathematics, and teacher understanding of students; process evaluation includes teacher participation in training activities and mgmp for enhancing teacher competence, preparing and developing learning tools; and product evaluation includes the suitability of learning tools with process standards. keywords: evaluation cipp, lesson plan, high school mathematics abstrak guru melaksanakan program pembelajaran yang terdiri dari perencanaan, pelaksanaan, dan evaluasi. kegiatan tersebut dilakukan terus-menerus sehingga perlu adanya evaluasi terhadap program yang dirancang. tujuan penelitian ini adalah mendeskripsikan perencanaan pembelajaran yang dilaksanakan guru matematika sma di kota semarang. penelitian evaluasi ini berorientasi pada implementasi pembelajaran matematika pada program perencanaan pembelajaran dan pencapaian hasil program dilihat dengan pendekatan model evaluasi context, input, process, dan product (cipp). hasil evaluasi yang diperoleh yaitu evaluasi konteks meliputi visi dan misi sekolah, memperhatikan prediksi kebutuhan masyarakat akan pendidikan, dukungan peraturan perundangundangan tentang pendidikan dan pemahaman alat pembelajaran; evaluasi masukan meliputi peluang, dan dukungan peningkatan kompetensi guru, pemenuhan sarana dan prasarana sekolah untuk pembelajaran matematika, pemahaman guru terhadap siswa; evaluasi proses meliputi partisipasi guru dalam kegiatan pelatihan dan mgmp untuk peningkatan kompetensi guru, penyiapan dan pengembangan perangkat pembelajaran; dan evaluasi produk meliputi kesesuaian perangkat pembelajaran yang dibuat oleh guru dengan standar proses. kata kunci: evaluasi cipp, rencana pelaksanaan pembelajaran (rpp), matematika sma. introduction teachers are people who convey knowledge to others and also provide good examples to those they teach. a professional teacher must have four competencies, namely: pedagogical competence, professional competence, social competence, and personality competence (akbar, 2021). pedagogic competence is general knowledge about teaching, including learning theory, classroom strategies, or learning models used to teach in class. professional competence includes content knowledge, namely knowledge of the subject matter this is the science that must be taught in class (alimuddin, tjakraatmadja & ghazali, 2020). personality competencies relate to the 120 heni purwati, nurina happy, dan dhian endahwuri evaluation of mathematics learning program in high school attitudes and behavior of a teacher towards himself, students, and society at large. social competence is teacher competence related to teacher behavior is behaving towards their social environment, for example, being objective, not discriminating, empathetic, adapting, and so on (agung, 2014). these four competencies are inherent in a teacher so it is necessary to carry out a continuous evaluation to see the consistency of teacher performance as has been done by the government conducting the teacher competency test (ukg). evaluation in the field of education is very comprehensive because it includes a variety of activities; student assessment, measurement, testing, program evaluation, school personal evaluation, school accreditation, and curriculum evaluation (anh, 2018; af’idah & jaedun, 2020). based on permendiknas no.16 of 2007, it is mention that in teacher performance, a teacher must pay attention to the competencies he must have. teachers must also pay attention to the development of science, technological progress, the conditions of students and the environment as well as the future goals of education, especially the subjects that they teach. as a teacher, it is better if you master pedagogical content knowledge (pck) which is a category of teacher knowledge that includes knowledge used by teachers in delivering subject matter to students to achieve learning objectives (alimuddin, tjakraatmadja & ghazali, 2020; muhtarom, et al., 2019). these competencies apply to all teachers at all levels from primary to higher education including teachers in mathematics. mathematics is one of the important subjects taught from elementary to higher level and has an important meaning in application everyday life (widodo, 2013). mathematical skills are often the foundation for other subjects, and a student's progress in other subject areas depends on his or her ability in basic mathematical procedures (penny, 2011). to be able to carry out mathematics learning properly, it is necessary to prepare a supporting learning plan, including the preparation of lesson plan, teaching aid, and coding of students by paying attention to the supporting facilities owned by the school and the learning environment. the success of a lesson is determined by the readiness of learning. therefore it is necessary to evaluate the learning planning for mathematics teachers. based on mas’adi (2017) research, planning for the mathematics learning process of public high schools in east lombok district is still not optimal, especially in terms of preparation of lesson plans and overall there is a gap between the implementation of the learning process and the minimum standard of permendikbud no 65 of 2013. wasino's research results (slameto, 2019), the preparation of lesson plan in the implementation of the 2013 curriculum has gone well although it is not optimal, there are still gaps in all components, especially the selection of learning sources, media, and assessment. however, this research has not yet led to the revised 2013 curriculum. teachers in the city of semarang also experience a similar problem. the research results by susilo, junaedi, & suyitno (2016) revealed that (1) the knowledge of the 2013 curriculum concept from mathematics teachers was not sufficient, (2) the lesson planning prepared by teachers had not fully described the 2013 curriculum, and (3) the obstacles to implementing the 2013 curriculum by teachers due to a lack of understanding of scientific approach-based learning, time allocation indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 121 arrangements, and difficulties in conducting assessments. however, this research has not yet led to the revised 2013 curriculum. based on previous research, this research will conduct an evaluation of planning for high school mathematics learning in the city of semarang. the problems that will be evaluated in this study; 1) context component, namely about the support and role of schools in terms of implementing learning; 2) input component which includes the availability of supporting facilities and teacher knowledge about learning tools and the government regulations that underlie them; 3) the process component includes the principal's support for the teacher in preparing for learning, the teacher's ability to analyze skl, and the preparation of learning tools, and 4) the product component that sees the suitability of the learning tools made by the teacher with permendikbud. the purpose of this study is to describe the learning planning preparation carried out by high school teachers in the city of semarang. this research needs to be done to find out the readiness of the teacher in planning lessons so that the level of achievement of the on going program be known, then used for programming with the principle of continuous evaluation. method this research includes evaluation research on the implementation of the lesson plan of senior high school mathematics teachers in semarang city. respondents were randomly selected as many as 31 mathematics teachers, consisting of 16 teachers from public high schools and 15 teachers from private high schools. the characteristics of respondents were 1) the age range from 24 years to 59 years old and 2) the teaching experiences from 1 year to 36 years of experience. the evaluation research used the cipp model that consists of context evaluation, input evaluation, process evaluation, and product evaluation. according to wirawan (2016), this model is depicted in figure 1. figure 1. cipp evaluation model the data collection techniques used were documentation, interviews, and questionnaires. data from the documentation are in the form of conditions and qualifications of students and context evaluation:  trying to find answers to questions: what needs to be done?  implementation time: before the program is accepted  decision: program planning input evaluation:  trying to find answers to questions: what to do?  implementation time: before the program starts  decision: program structuring process evaluation:  trying to find answers to questions: is the program being implemented?  implementation time: when the program is being implemented  decision: program implementation product evaluation:  trying to find answers to questions: was the program a success?  execution time: when the program is finished  decision: yes or no the program must be reviewed 122 heni purwati, nurina happy, dan dhian endahwuri evaluation of mathematics learning program in high school teachers, as well as mathematics teacher learning tools. the data from the interview were the principal's response to mentoring and monitoring in the implementation of learning preparation carried out by mathematics teachers, and the teacher's responses in preparing learning activities. the data from the questionnaire is the readiness of the teacher in planning and making learning tools. analysis of the data on evaluation used a mixed approach with sequential procedures, namely by using a quantitative approach first and then supported by a qualitative approach (retnawati and mulyaningsih, 2014). result and discussion context evaluation the context evaluation stage looks at a picture of the state of sma regarding the vision and mission of the school, the school's attention to community support in education, the principal's knowledge of laws and government regulations related to learning planning. in the points about making the school's vision and mission as a guide in carrying out tasks including planning learning programs, it is found that the teacher understands the school's vision and mission and tries to implement it, and provides role models for school members, especially students through activities at school, including learning and social life in school. as many as 61.3% of teachers said that they always pay attention to the vision and mission of the school as a guideline for implementing tasks (figure 2a). this understanding of the vision and mission is supported by the principal by disseminating the school's vision and mission to school residents implicitly in several activities carried out by the school, such as activities that invite parents/guardians at the beginning of the school year, delivered during meetings with teachers and education staff and several student activities, as well as implemented in daily activities at school, including learning. even so, it turns out that there are still as many as 3.2% of teachers who do not use the school's vision and mission as a guide in carrying out tasks, including planning learning programs (figure 2a). in the points of understanding regarding laws and ministerial regulations regarding education standards, especially competence standard, content standards, and process standards in general, principals and teachers said they knew it. from figure 2b it is known that the number of teachers who have understood the law and the education standard regulation is 91%, while only 8% of the teachers have not understood it. however, another fact that was obtain even though the teacher said that they understood the education standards, in practice, there were still some who did not understand the process standards and content standards, and learning tools that had to be prepared. teachers should have a thorough understanding of the curriculum because mathematics teachers who carry out learning in class are curriculum (mulyasa, 2014). teachers with strong curriculum knowledge will know the state or national standard for learning mathematics and plan learning activities appropriately and can choose learning supporters that will be used effectively to achieve the curriculum (kilic, 2011). input evaluation indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 123 the input evaluation stage looks at resources that support the learning planning program, determines plans and strategies to achieve needs, and determines procedures with indicators of attention to teacher competency development, school support for increasing teacher competence, teacher involvement in mgmp, and the availability of school facilities and infrastructure and understanding of the characteristics of students. in the points about the opportunities given by schools to teachers to improve competence by sending teachers to attend training/seminars on learning mathematics, it was found that 90% of teachers get opportunities from school and only 10% of teachers who lack these opportunities (figure2c). the school principal supports increasing the competence of mathematics teachers by instructing them to take part in the mathematics mgmp, sending teachers to seminars and training activities related to increasing teacher competence, also holding iht (in house training), namely discussion activities and knowledge exchange with fellow teachers at their schools. every teacher also has the awareness and desire to always improve their competence as a math teacher. the points on ownership of complete and adequate facilities and infrastructure to support the learning process, obtained a response of 3.2% of teachers who stated that it was not complete, 9.7% of teachers stated that it was incomplete 25.8% of teachers said it was complete, and 61.3% of teachers stated very complete (figure 2d).in general, schools have tried to prepare the maximum possible facilities and infrastructure. in contrast to public schools that can use school operational assistance (bos) funds, private schools adjust to the financial capacity of the foundation. schools that implement school-based management have broad freedom in managing schools through strategies (a) an inclusive curriculum, (b) an effective teaching and learning process, (c) a supportive school environment, (d) equal human resources, and (e) standardization in terms of monitoring, evaluation, and testing (pratiwi, 2016). pratiwi added that the five strategies were implemented in an integrated manner with the school management function to form components (a) management, (b) teaching-learning process, (c) human resources, and (d) school administration. the results of implementing school-based management in every school cannot be the same, but all schools have the same opportunity to become quality schools. process evaluation process evaluation aims to (a) identify or predict, during the process, errors in procedural design or implementation, (b) provide information to make decisions that have not been programmed, and (c) record and assess events and procedural activities (mahmudi , 2011). in evaluating the learning process, several things must be explored, namely: teachers' participation in mgmp, the role of mgmp and peers in planning learning tools, analysis of content standards into indicators, and suitability of preparation of learning tools based on process standards. in the point of teacher participation in training/seminar activities based on their wishes to increase teacher competence, it is known that the majority of teachers have the awareness to increase their competence. based on figure 2e, it is known that 25.8% of teachers stated sometimes, 45.2% of teachers said they often, and 29% of teachers stated that they always wanted to take part in mgmp activities and training/seminars held by outsiders. besides, it turns out that many teachers are willing to pay for themselves to increase their competence as teachers. to 124 heni purwati, nurina happy, dan dhian endahwuri evaluation of mathematics learning program in high school develop themselves, a teacher must always hone their knowledge and skills regarding learning (pedagogic competence), one of which is by attending training/seminars (akbar, 2021). figure 2. respondents' opinions the point about arranging learning tools with members of the high school mathematics mgmp is known that as much as 87% of teachers have done collaborated intensely (figure 2f). it turns out that there are still as many as 13% of teachers who lack collaboration with mgmp even though there is a contribution of the intensity of teacher involvement in mgmp to the performance less 3% already 36% constantly 61% (a) vision and mission of the school as guidelines for the implementation of duties not underst and yet 3% not really underst and 6% unders tand 65% very unders tand 26% (b) understanding of the law and ministerial regulation on national education standards less 10% alread y 35% constantly 55% (c) the opportunity provided by schools to teachers to improve competence not complete 3% less complete 22% complete 22% very complete 53% (d) ownership of school infrastructure to support the learning process occasi onally 26% often 45% constantly 29% (e) teacher participation in training / seminars based on their own wishes rarely 13% often 55% constantly 32% (f) collaboration with the high school mathematics mgmp in preparing the tools indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 125 of high school mathematics teachers by 6.30% and an effective contribution of 9.5% (sunarsa, 2013). so that teachers who are actively involved in mgmp will improve teacher performance, especially in learning. one of the activities carried out by the semarang city mathematics mgmp is to discuss questions, in this case, numeracy and higher-order thinking skills. if the teacher is less involved in the mgmp, then the teacher does not have the opportunity to develop numeracy skills and higher-order thinking skills so that the teacher will also lack in facilitating their students. product evaluation the product evaluation stage is carried out by analyzing the learning device documents using a review sheet of learning device documentation. the study of the lesson plan refers to the regulation of the minister of education and culture no. 22 of 2016 concerning basic and secondary education process standards. the components seen in the learning plan are describing the curriculum used, linking indicators and material concepts with basic competencies, describing learning based on the implementation of learning, and implementing assessments that are following the curriculum (susilo, junaedi, & suyitno, 2015). in general, the learning tools made by the teacher are guided by the basic and secondary education process standards. however, there are still several things that need to be considered, namely regarding the completeness of the lesson plans, which most of them adopt the lesson plans made with the mgmp team where the lesson plans are shared for all teachers so that there are lesson plans that only made as a formality without paying attention to the conditions of students in schools and facilities school. it also includes how teachers must formulate indicators by describing basic competencies. another part that also needs to be considered the accuracy of the teacher in writing, copying, or placing the lesson plans to be used, for instance the suitability between parts of the lesson plans that are not related. this is in line with research by ernawati & safitri (2017) that the difficulty of formulating indicators for this teacher reaches 66.67%. the results of this study are following uran's research (2018) that in implementing learning in the ktsp curriculum, teachers feel limitations in fulfilling literature but are flexible in developing the curriculum. in the implementation of the 2013 curriculum, teachers experienced difficulties in making learning assessment formats, even though teachers and students felt more creative, but sometimes it was difficult to understand. it was also supported by the research of marlina, harun, and usman (2018) which states that the obstacles that occur in efforts to increase teacher pedagogical competence are the lack of workshops/training activities, training that is often carried out is about the 2013 curriculum, too many teacher teaching hours, lack of the awareness of teachers to read books, journals, and other references, as well as discipline. anwar et al. (2014) revealed that senior teachers (experience> 20 years) are more focused on concepts that tend to cause misconceptions and are difficult to understand, but are more flexible in using teaching strategies tailored to the conditions of students. in contrast to junior teachers (<10 years experience), they focus more on the depth of the material and the learning models used so they tend to be less flexible because they are more related to the planning that has been made. conclusion 126 heni purwati, nurina happy, dan dhian endahwuri evaluation of mathematics learning program in high school based on the results of the evaluation of the learning planning for senior high school mathematics teachers in semarang, it can be concluded:1) at the context evaluation stage, the principal and teachers make the vision and mission a guide in carrying out their duties, and almost all teachers have the motivation to increase competence even though there are activities that must use independent costs; 2) at the input evaluation stage, it was found that some schools already had supporting facilities and infrastructure, but there were still some who had limited facilities and infrastructure, another source of support was the understanding of most teachers who had understood the content standards and process standards in general and could implement them in development of learning tools; 3) in the evaluation stage of the process, it found that making learning tools the teacher made them together through the mgmp activities for high school mathematics teachers; 4) at the product evaluation stage, it is found that a teacher needs to innovate to develop learning tools, especially by paying attention to the conditions and needs of students so that they can achieve the learning objectives as expected. recommendations that can be put forward based on the results of this study are schools that need to carry out good management in the framework of quality schools and teachers who need to continue to develop their knowledge of educational standards and participate in organizations whose professions are related to science. with this, it is hoped that the education program will run optimally. acknowledgement the author would like to gratefully to lppm universitas pgri semarang for providing financial assistance in this research. references af’idah, i. n., & jaedun, a. 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(2016). evaluasi teori, model, metodologi, standar, aplikasi dan provesi. jakarta: raja grafindo persada. 128 heni purwati, nurina happy, dan dhian endahwuri evaluation of mathematics learning program in high school https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 155 – 164 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ethnomathematics in the museum of sasmitaloka panglima besar jendral sudirman yogyakarta in improving students' creative thinking ability agustina sri purnami department of management education, universitas sarjanawiyata tamansiswa, purnami@ustjogja.ac.id dika rizky nur utami department of mathematics education, universitas sarjanawiyata tamansiswa, dikarizkynurutami10@gmail.com krida singgih kuncoro department of mathematics education, universitas sarjanawiyata tamansiswa, krida.kuncoro@ustjogja.ac.id abstract ethnomathematics as a medium in learning mathematics also aims to introduce and preserve culture or history in indonesia. creative thinking is a thinking process to connect concepts in mathematics with real objects it faces, so it takes perseverance, personal discipline, which involves mental activities such as observing, asking questions, analyzing, using new information and unusual ideas to synthesize, make connections. , relationships, connecting with each other to form new understandings or concepts intuitively. in this regard, the aim of this research is to improve students' creative thinking skills in learning mathematics, especially rectangular and triangular shapes by providing treatment in mathematics learning using the ethnomathematics of the sasmitaloka museum panglima besar jenderal sudirman. this research was conducted at smp in yogyakarta. this research is a quasi-experimental study with a sample of 30 students divided into 2 classes, namely the control class and the experimental class. based on the results of the study, it was concluded that there was an increase in students' creative thinking skills on the material of rectangles and triangles with the ethnomathematics of the sasmitaloka museum panglima besar jenderal sudirman in class viii students where the asymp score. sig is less than 0.05, so it can be concluded that ethnomathematics can improve students' creative thinking skills. keywords: ethnomathematics, creative thinking, jendral sudirman museum abstrak etnomatematika sebagai media dalam pembelajaran matematika juga bertujuan untuk memperkenalkan dan melestarikan budaya atau sejarah yang ada di indonesia. berpikir kreatif adalah proses berpikir untuk menghubungkan konsep dalam matematika dengan objek nyata yang dihadapinya, sehingga dibutuhkan ketekunan, disiplin pribadi, yang melibatkan aktivitas mental seperti mengamati, mengajukan pertanyaan, menganalisis, menggunakan informasi baru dan ide-ide yang tidak biasa untuk mensintesis, membuat koneksi, hubungan, menghubungkan satu sama lain untuk membentuk pemahaman atau konsep baru secara intuitif. berkaitan dengan hal ini, maka bertujuan penelitian ini adalah untuk meningkatkan kemampuan berpikir kreatif siswa dalam pembelajaran matematika khususnya bentuk persegi panjang dan segitiga dengan memberikan perlakuan dalam pembelajaran matematika menggunakan etnomatematika museum sasmitaloka panglima besar jenderal sudirman. penelitian ini dilakukan di smp piri 1 yogyakarta. penelitian ini merupakan penelitian eksperimen semu dengan jumlah sampel 30 siswa yang terbagi menjadi 2 kelas, yaitu kelas kontrol dan kelas eksperimen. berdasarkan hasil penelitian disimpulkan bahwa terdapat peningkatan kemampuan berpikir kreatif siswa pada materi persegi panjang dan segitiga dengan etnomatematika museum sasmitaloka panglima besar mailto:dikarizkynurutami10@gmail.com 156 agustina sri purnami, dika rizky nur utami, krida singgih kuncoro ethnomathematics in the museum of sasmitaloka panglima besar jendral sudirman yogyakarta in improving students' creative thinking ability jenderal sudirman pada siswa kelas viii dimana nilai asymp. sig (2-tailed) kurang dari 0,05, sehingga dapat disimpulkan bahwa etnomatematika dapat meningkatkan kemampuan berpikir kreatif siswa. kata kunci: etnomatematika, berpikir kreatif museum jendral sudirman introduction learning is a cultured process that produces changes that aim to educate the nation's life (fatkhurahman et al, 2021; wahyudi et al, 2021; putra et al, 2020; bank, 2015; barton, 1996). mathematics is one of the subjects that has a fairly important role in terms of learning in students' thinking abilities, where one of them is logic which is the foundation in students' creative mathematical thinking concepts (ayal et al, 2016; hakim et al, 2019; mulyaningsih & ratu, 2018; siswono, 2008). with this thinking foundation, students can construct a mindset that will affect the pattern of intelligence and creativity (puente-díaz & cavazos-arroyo, 2017). in creative thinking, a person will go through many stages of synthesizing ideas, as well as giving birth to new concepts that are far more perfect in planning the use of ideas and implementing these ideas so as to produce something new and more perfect (siregar et al, 2020; ibrahim & widodo, 2020). one of the subjects that can train students' thinking skills is mathematics (widana et al, 2018). mathematics lessons can help students to think mathematically, logically, analytically, critically, and creatively (samo & kartasasmita, 2017; maharani, 2014). these skills or abilities become something that is considered necessary for students to utilize and manage information during uncertain, competitive and ever-changing circumstances or situations (morris & könig, 2020). however, many students find it difficult to understand mathematics, so many students are reluctant to learn it. this makes the learning process less meaningful. so that the learning that occurs is only up to the teacher explaining and students listening and at least the learning experience that students get. basically, education and culture have a close relationship, where culture is the main basis for instilling character or affective values. in today's mathematics learning, it is rare to combine learning with culture. ethnomathematics as the practice of mathematics within a cultural group that can be identified as the idea of studying mathematics (d'ambrosio, 2001; gerdes, 1994). the process of learning mathematics with ethnomathematics or learning by inserting cultural elements in mathematics learning can be used as an alternative as an incentive for students to be able to think creatively. so that in learning mathematics, students can bring out their creativity from the values obtained, including cultural elements that are inserted. ethnomathematics has various ways of conceptualizing mathematics by taking into account the academic knowledge of mathematics obtained from various sectors of society and by considering the various modes in which mathematical practice can grow from different cultures (ditasona, 2018). not infrequently around us or something that is always side by side in our lives there must be an element of culture. in the area located in yogyakarta, there is one element of culture or historic buildings. one of the cultural elements is the sasmitaloka museum, the great commander general sudirman. from the museum, we will look for links with cultural elements that will be connected with mathematics learning which is then followed by students' creativity in finding mathematical values that are embedded in culture. indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 157 creativity is a person's skill or ability to integrate information and generate new ideas or solutions that reflect fluency (montag-smit, & maertz jr, 2017). creativity is the ability to produce and create something new (hisrich, & soltanifar, 2021). with creativity, someone can produce something. learning mathematics will always demand an innovation. innovation is an activity that produces a renewal (coeman et al, 2015). with learning innovations in mathematics, students will be able to see the relationship between objects found around them and objects in mathematics. with creativity and innovation in learning, it will lead students to think logically, analytically, critically and creatively (triana et al, 2020; sumarni & kadarwati, 2020). one of the subjects that can train students' thinking skills is mathematics (pratama & retnawati, 2018). mathematics lessons can help students to think mathematically, logically, analytically, critically, and creatively (maharani, 2014; ayal et al, 2016). these skills or abilities become something that is considered necessary for students to utilize and manage information during uncertain, competitive and ever-changing circumstances or situations. the problem is that many students find it difficult to understand mathematics, so there are students who are reluctant to learn it. students who are reluctant to learn mathematics, then accept mathematics lessons are only seen as something that must be faced, not a need to be understood and understood. thus making the learning process less meaningful. learning mathematics that is meaningful is learning mathematics that is able to connect the mathematical material being studied with the needs of students, and is able to connect something that is found to be constructed into a learning material (simamora & saragih, 2019). constructivist view, in the learning process students build their own knowledge through the active involvement of students (suhendi, 2018). this view explains that students construct knowledge from their own experiences, students learn by linking experiences or knowledge that already exists in their minds with new knowledge so that students build their knowledge through creative thinking processes so that they can more easily understand and learn an object. ethnomathematics is learning mathematics that grows and develops and is influenced by culture (wahyudi et al, 2021; putra et al, 2020; gerdes 1994). mathematics is part of culture, so learning mathematics is a process to recognize, understand, develop, and preserve culture. learning mathematics based on culture is one way that it can be perceived that meaningful and contextual mathematics learning is closely related to the cultural community, where mathematics is learned and implemented in real life (simamora & saragh, 2019). with real experience it will generate motivation in learning. someone with high motivation will produce high learning outcomes (lin & chen, 2017). the process of learning mathematics with ethnomathematics or learning by inserting cultural elements in mathematics learning can be used as an alternative as an incentive for students to be able to think creatively. so that in learning mathematics, students can bring out their creativity from the values obtained, including cultural elements that are inserted. yogyakarta has historical buildings that can generate motivation to learn mathematics. one of the cultural elements is the sasmitaloka museum, the great commander general sudirman. from the museum, it is possible to find links to cultural elements that will be linked to learning mathematics, which is then followed by students' creativity in finding mathematical values that are embedded in culture. this is because the culture contained in the panglima besar jendral sudirman museum is 158 agustina sri purnami, dika rizky nur utami, krida singgih kuncoro ethnomathematics in the museum of sasmitaloka panglima besar jendral sudirman yogyakarta in improving students' creative thinking ability buildings and all forms that can be compared with shapes in mathematics. with ethnomathematics, it will build students' creativity in learning mathematics, so that it will help students in improving students' creative thinking skills. through this article, it is hoped that cultural and historical places, especially in the sasmitaloka museum, panglima besar jenderal sudirman, yogyakarta, can be used in the learning process of mathematics on quadrangle and triangle material. it is also hoped that this can be used as a learning resource to increase knowledge and motivation to learn, as well as be used to measure students' creative thinking abilities. by using the ethnomathematics of the sasmitaloka museum, the great commander general sudirman, is there an increase in students' creative thinking skills in the material of rectangles and triangles. method this research was conducted at smp piri in yogyakarta which consisted of two classes, as the control class and the experimental class. the variables in this study were the ability to think creatively using an ethnomathematical approach and without an ethnomathematical approach. this research is a type of quasi-experimental research. quasi-experimental research was chosen because the researcher wanted to apply an action or treatment. the action in the research is treatment with an ethnomathematical approach, to increase the efficiency and effectiveness of the work so that the results become more optimal (mulyatiningsih, 2014). the design used in this study is a classical experimental design. the classical experimental design has four data groups (o), namely the pre-test data for the treatment group (o1) and the control data group (o3) and the posttest data for the treatment group (o2) and the control group (o4). there are two treatments in the study, namely using an ethnomathematical approach and without an ethnomathematical approach. the data collection technique used a test technique, namely to collect data on creative thinking skills pre-test and post-test. the data obtained were then collected and analyzed to determine an increase in students' creative thinking skills after using the ethnomathematics of the sasmitaloka museum panglima besar jenderal sudirman. the data analysis technique used the paired sample t-test where previously the prerequisite tests were carried out, namely the initial ability difference test, normality test and homogeneity test of test results, posttest and pre-test differences (improvement). the test of increasing students' creative thinking skills in learning mathematics by using the average difference test from the difference between the posttest and pre-test and the paired sample t-test. the next stage is to interpret students during the learning process. the last stage is processing data and analyzing research results. data analysis was conducted to determine whether the ethnomathematical approach could improve the creative thinking process. result and discussion the sasmitaloka museum of the great commander general sudirman, yogyakarta, is one of the historical museums used to commemorate heroes, especially the great commander general sudirman. this museum is located on jl. bintaran wetan no. 3, gunungketur, pakualaman, indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 159 yogyakarta city. in javanese, sasmitaloka means a place to remember and reminisce (rahardjo, 2019). the museum, which is under the management of the indonesian army, was indeed established with the aim of commemorating the services and dedication of general sudirman. the collections owned by the sasmitaloka museum include buste statues of general sudirman, a collection of weapons and various award certificates, equipment and uniforms that are used daily while on duty, including replicas of signs used during the guerrilla war. figure 1. the sasmitaloka museum, the great commander general sudirman, yogyakarta mathematics applied by groups of workers/farmers, children from certain classes of society, professional classes, and so on (gerdes, 1994). ethnomathematics includes mathematical ideas, thoughts and practices developed by all cultures (barton, 1996). ethnomathematics at the sasmitaloka museum panglima sudirman yogyakarta in which there are historical heritage objects, from which these objects can be taken in shape which will be used as mathematics learning in rectangular and triangular building materials as an alternative in improving students' creative thinking skills. measurement of creative thinking skills needs to be done to find out the description of students' creative thinking skills so that teachers can design methods, strategies, and learning models that can improve creative thinking skills (purwati & alberida, 2022). creative thinking skills is relationship between creativity and problem solving and problem posing generally uses 3 main components in "the torrance test of creative thinking (ttct)" namely fluency, flexibility, and novelty (siswono, 2008; krisdiana et al, 2019). there are 3 indicators of creative thinking according to silver in (mulyaningsih & ratu, 2018), as can be seen in table 1. table 1. indicators of creative thinking ability student of skill creative thinking component students can solve problems with various solutions and answers fluency students can solve problems in one way, then in another way. students discuss various methods of solving. flexibility students check answers with several methods of completion or answers, then make other different ones. novelty 160 agustina sri purnami, dika rizky nur utami, krida singgih kuncoro ethnomathematics in the museum of sasmitaloka panglima besar jendral sudirman yogyakarta in improving students' creative thinking ability creative thinking abilities also have different levels, the characteristics of learning mathematics in each student show a degree or level called creative thinking skills level (tkbk) which is stated by siswono (2008), as can be seen in table 2. table 2. creative thinking skills level creative thinking ability level characteristics of creative thinking ability tkbk 4 (very creative) students in solving and posing problems have met novelty, flexibility, and fluency tkbk 3 (creative) students in solving problems are able to bring up novelty and flexibility without fluency or able to show novelty and fluency but without flexibility tkbk 2 (creative enough) students are able to come up with novelty but are not flexible or fluent, or show flexibility and fluency without novelty in solving problems tkbk 1 (less creative) students in solving problems are only able to bring up indicators of flexibility or fluency tkbk 0 (not creative) students cannot propose or provide solutions that meet novelty, flexibility and fluency in solving problems based on the exploration results, the sasmitaloka museum panglima besar jenderal sudirman has ethnomathematical objects that can be used in the mathematics learning process in improving students' creative thinking skills. from the triangular shape of the juki weapon in fig. 2, we get a triangular shape. the triangle has three sides, three angles, and the sum of the three angles is 180°. figure 2. japanese-made juki weapons which were looted in kido butai purwokerto and used by tkr against the allies in ambarawa city in december 1945 in addition to finding triangular shapes, other shapes can also be found from the building plan of the sasmitaloka museum, panglima besar jenderal sudirman, yogyakarta in figure 3, namely the rectangular and triangular shapes contained in combined flat shapes. from the red composite figure, we can find various rectangles and triangles by separating each part. the shapes that can be found are triangles, rectangles, and trapezoids. many ethnomathematical objects are found in the sasmitaloka museum of the great commander general sudirman. so, it can be used as an activity in learning mathematics. indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 161 figure 3. the floor plan of the sasmitaloka museum, the great commander general sudirman, yogyakarta activities carried out include: finding geometric shapes on ethnomathematical objects. can create examples of other composite shapes from the shapes that have been found previously. the example in figure 4 shows that ethnomathematical learning shows creative thinking on the material of rectangles and triangles related to angles. figure 5 shows ethnomathematical learning in improving creative thinking skills on rectangular and triangular materials. figure 4. mathematics learning activities museum roof sketch figure 4 is mathematics learning activities at the sasmitaloka museum, the commander in chief general sudirman, yogyakarta on the material of quadrilaterals and triangles related to angles. figure 5 is mathematics learning activities at the sasmitaloka museum, the commander in chief, general sudirman, yogyakarta, on the material of quadrilaterals and triangles related to circumference and area. 162 agustina sri purnami, dika rizky nur utami, krida singgih kuncoro ethnomathematics in the museum of sasmitaloka panglima besar jendral sudirman yogyakarta in improving students' creative thinking ability figure 5. mathematics learning activities museum floor plan based on the data collected, and the research findings have been registered, then analyzed to determine the improvement of students' creative thinking skills with the ethnomathematics of the sasmitaloka museum panglima besar jenderal sudirman yogyakarta in class viii subjects at smp piri 1 yogyakarta. where is described from the post-test results obtained as in table 3. table 2. result of post test source of variation experiment class control class amount 1255,52 561,05 n 16 14 �̅� 78,47 40,07 variance (s2) 188,57 230,09 standard deviation (s) 13,73 15,16 based on the post-test results of students' mathematical creative thinking skills, it shows that the average creative thinking ability of experimental class students is higher than the control class, and has increased from before being treated to after being treated in both the experimental class and control class. the hypothesis test uses a non-parametric test, namely the wilcoxon test because based on the results of statistical calculations, the pre-test and post-test data are not normally distributed. the wilcoxon test is used as an alternative to the paired sample t-test if the research data is not normally distributed. based on the output of the hypothesis test, it is known that the asymp.sig (2-tailed) value is 0.000. because the value of 0.000 is smaller than 0.05 (0.000, 0.05), it can be concluded that "the hypothesis is accepted". this means that there is a difference between the results of students' creative thinking abilities for the pre-test and post-test in the ethnomathematics of the sasmitaloka museum, panglima besar jenderal sudirman. conclusion the sasmitaloka museum of the great commander general sudirman in it contains objects with cultural and historical elements that cannot be separated from rectangular and triangular indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 163 shapes. so that from these objects there are applications of rectangular and triangular material in mathematics learning, such as square shapes, rectangles, trapezoids, rhombuses, use the "insert citation" button to add citations to this document. kite and triangle. the shape of the object or something related to the museum can be used as a source of learning mathematics for students. in addition, students also gain cultural and historical insight, as well as increase students' knowledge about the existence of mathematics in one of the places that has cultural and historical elements, namely the sasmitaloka panglima besar yogyakarta museum, can find out the categories of students at the creative thinking ability level (tkbk) based on the results creative thinking ability test, improve students' creative thinking skills and motivate and facilitate students in 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(2018). higher order thinking skills assessment towards critical thinking on mathematics lesson. international journal of social sciences and humanities, 2(1), 24-32. microsoft word 49-213-3-ed.docx https://indomath.org/index.php/indomath vol 6, no. 1, february 2023, pp. 59-70 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model stevi natalia department of mathematics education, universitas pendidikan indonesia, universitas kristen indonesia, stevi.natalia@uki.ac.id santri chintia purba department of mathematics education, universitas kristen indonesia, santri.purba@uki.ac.id darhim department of mathematics education, universitas pendidikan indonesia, darhim_55@yahoo.com gita meylisa yolanda department of mathematics education, universitas kristen indonesia, 1613150013@ms.uki.ac.id abstract this research aims to reveal the results of curriculum evaluations that refer to the indonesian national qualifications framework. the assessment form uses the context, input, process, and product model, but this paper will only examine the product section analysis. this research is evaluation research with a qualitative approach. data collection techniques used observation, questionnaires, and interviews, then validated using triangulation, namely methods, sources, and expert group discussion forums. this study was analyzed using the miles and huberman model, including data reduction, presentation, and conclusions. the results of the product section evaluation are as follows 1). the learning achievement of 3 aspects successfully achieved cognitive by 75%, practical at 75.51%, and psychomotor at 74.12%. 2). 99% of students have a semester grade point average that meets the criteria, and 3). 85.8% of graduates managed to get jobs according to the curriculum. keywords: qualification, framework, evaluation, product abstrak penelitian ini bertujuan untuk mengungkap hasil evaluasi kurikulum yang mengacu pada kerangka kualifikasi nasional indonesia. bentuk evaluasi dilakukan dengan menggunakan model cipp yaitu context, input, process, dan product, namun pada tulisan ini hanya akan mengkaji analisis bagian product. penelitian ini merupakan penelitian evaluasi dengan pendekatan kualitatif. teknik pengumpulan data menggunakan observasi, angket dan wawancara lalu divalidasi menggunakan triangulasi metode, sumber dan forum group discussion ahli. penelitian ini dianalisis dengan menggunakan model miles dan huberman yakni memuat reduksi data, penyajian data, dan penarikan kesimpulan. adapun hasil dari evaluasi bagian produk adalah 1). capaian pembelajaran yang ditinjau dari 3 aspek yaitu berhasil mencapai kognitif sebesar 75%, afektif 75, 51% dan psikomotorik sebesar 74,12%. 2). 99% mahasiswa memiliki indeks prestasi semester (ips) yang memenuhi kriteria, dan 3). 85,8% lulusan berhasil mendapat pekerjaan yang sesuai kurikulum. kata kunci: kualifikasi, kerangka kerja, evaluasi, produk. introduction globalization competition in the world of work is getting tougher, supported by the progress and development of science and technology, but not by the availability of jobs, especially in indonesia. based on data obtained from the center agency of statistics (bps) for 2020 regarding the number of unemployed in indonesia, there has been an increase in the number of unemployed in indonesia from 5.30%, having fallen in 2019 to 5.23% but increased considerably in 2020, namely 7.07 %. lift 7.07% is 9.77 million people—an increase of 2.67 million compared to august 2019. 60 stevi natalia, santri chintia purba, darhim, gita meylisa yolanda evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model development needs to be carried out, especially in the education sector, namely applying curriculum standards referring to the indonesian national qualifications framework. figure 1: data on unemployment 2018-2020 (kompas, 2020) within the indonesian national qualifications framework curriculum, learning outcomes are abilities acquired through internalizing knowledge, attitudes, skills, competencies, and work experience accumulation. furthermore, in the formulation of learning outcomes, there are graduate competency standards which are the minimum criteria regarding the qualifications that students/graduates must have, including attitudes, knowledge, and skills. therefore, a strategy is needed to implement the learning process to achieve the learning objectives. the learning process is a portrait of education as a whole because the quality of education can be seen from the learning process. curriculum changes are a set of activities that must be carried out in response to the development of science and technology, the needs of the community, as well as the needs of graduates (oviyanti, et al., 2020). curriculum theory can be viewed from two main functions, namely: (1) as a tool and intellectual activity to understand the learning experiences of students in the learning process assisted by other social science disciplines; (2) as a strategy or method to achieve educational goals based on empirical data (ulfa & yulianto, 2019). the kkni’s curriculum aims to reduce the gap between the competencies needed by the world of work and the quality of graduates of an educational institution. this synchronization impacts absorbing labor effectively and by their respective fields and having the expected competencies (waseso & hidayat, 2017). the existence of the kkni is carried out in the context of providing recognition of work competencies in accordance with the work structure in various sectors which is at the same time a manifestation of the quality and identity of the indonesian nation (umriana, 2020). kkni is a competency qualification selection framework that can equalize and integrate education, work training, and work experience to provide recognition of work competencies in accordance with the work structure in various sectors (arifiyanti & suparno, 2019). this kkni has been elaborated into 9 qualifications started from first qualification as the lowest and ninth as the highest (sitepu & simanjuntak, 2021). indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 61 the kkni curriculum is a frame of reference that is used as a measure in recognizing educational strata (azhar, 2020). the existence of the kkni’s curriculum can also make it easier for tertiary institutions to determine the outcome goals of student achievements during the learning process (nuhayati, rokhimawan, & putri, 2021). the kkni curriculum requires students to go directly into the real world / field (sibarani, 2021). in kkni perspective, every study program is required to clarify the profile of graduates expected through tracer studies, feasibility studies and analysis study of needs of the community (fauzan & latip, 2015) . quality, relevance, and competence are three aspects of higher education that are interrelated and directly contribute to increasing the nation's competitiveness in human resources. the increasingly tight competition for job seekers from university graduates in indonesia demands the attention of higher education providers always to make curriculum adjustments. increasing the relevance of this education should be the goal of continuous quality improvement as part of an overall higher education quality assurance system. according to brojonegoro (2001), program policies to improve education quality and relevance include four aspects: curriculum, academic staff, educational facilities, and leadership of academic units. continuous curriculum development at all levels of education comprises (1) developing a primary education curriculum that can provide essential skills evenly accompanied by strengthening local content; (2) integrating generic skills in the curriculum that provide adaptive abilities covering four groups of skills, namely: self-management, communication, managing people and tasks, and carrying out innovation and change; (3) developing study programs, departments and faculties in tertiary institutions based on a feasibility study; (4) increasing the relevance of vocational education, higher education, and non-formal education according to the needs of the world of work; and (5) develop exemplary education (tritjahjo & setyorini, 2005). academically mathematics teachers are said to be competent in their fields because they have learned a lot in the learning process and teaching practice in the area. however, reality shows that not all mathematics teachers are like that, many cases occur in the learning process where a mathematics teacher masters the subject matter but they have difficulty conveying the material to their students. on the other hand, there are math teachers who master the subject matter so that their students can easily understand the subject matter. there are also math teachers considered competent by other teachers, but their students find it challenging to know when teaching in class. teacher competence is related to the teacher's ability to teach, guide, and provide a living example to students. teachers must be genuinely competent and highly committed to their profession. this competency is the embodiment of the educational philosophy and principles put forward by dewantara, which includes ing ngarso sung tulodho, ing madyo mangun karso, and tut wuri handayani. evaluation is carried out for two purposes, namely the measure of accountability and the implementation feedback curve. educational evaluation is a broad term with aspects that start through the planning and evaluation process, from various stakeholders (nursetiawati, siregar, & josua, 2021). evaluation is carried out for two purposes, namely the measure of accountability and the implementation feedback curve (qolik, et al., 2021). through periodic evaluations of the 62 stevi natalia, santri chintia purba, darhim, gita meylisa yolanda evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model curriculum, each tertiary institution strives to have certain advantages that are sold to national and international public audiences (basit, alfi, & widodo, 2022). one of the prerequisites for an effective educational program is the mechanism of the process, i.e., assessment, instruction methods, supervision, opportunities, and involvement of students in practical activities. an effective mechanism of the process enhances the efficacy of the educational program and students' interest in learning (iqbal, khan, & wadood, 2022). learning evaluation aims to determine the effectiveness of the learning process (sukardi, 2009) includes keeping track, checking up, finding-out, summing-up (sutikno, 2013) and giving feedback as a basis for improving the learning process (hasanudin, wagiran, & subyantoro, 2021). evaluation is part of daily human activities (sanusi, maulana, & sabarno, 2021). one of the benefits of program evaluation is to continue the program that has been implemented (aviaturrosyiah, saudah, & jennah, 2022). the future of education will rapidly change, so it is required to prepare quality, collaborative and responsible human resources. (oktapiani, sutiono, & choli, 2022). evaluation results can recommend program potential and resources to be implemented in the curriculum or syllabus in the next program or other programs. (halim, suseno, & setiadi, 2022). therefore, it is necessary to research to examine aspects of the curriculum, namely in curriculum evaluation studies. the cipp model is used in this evaluation research to make the evaluation comprehensive, from context to product evaluation. this evaluation aims to ensure graduates have teacher qualifications and competencies by law number 14 of 2005. moreover, the quality of education in schools today still varies, and problems related to the quality of education in schools are often associated with the teacher as the person in charge. in this case, curriculum evaluation aims to determine the effectiveness and efficiency of the learning process in implementing the curriculum to determine whether the resulting output meets the graduate qualifications according to the indonesian national qualifications framework. the results of this study can be used as recommendations and material for consideration in preparing the curriculum for mathematics teacher-producing institutions. method this type of research is evaluation research. evaluation research is research that is used to select or make decisions. the evaluation assesses whether a program, policy, or program has been appropriately implemented. this research can determine an activity's benefits or uses, contributions, and feasibility. the evaluation process must be carried out comprehensively so that the results can be used to determine a program's quality (stufflebeam & coryn, 2014). this means that an evaluation is made as a whole to assess the supporting elements of a program, in this case, the curriculum (siregar et al., 2019). naser (naser, 2022) elaborated that the cipp model is also used to evaluate the quality of education in schools. evaluation of the cipp model can be used for decision making (formative role) and presentation of accountability information (summative role) (kaniawulan & yusuf, 2022). indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 63 ratu (2016) states that evaluation research is divided into two types: formative and summative. formative evaluation research emphasizes the process so that the results of this type of evaluation research are used to get feedback from an activity in the form of a process. this type of evaluation can be used to improve the quality of a program or product. examples of this type of research to evaluate teaching and learning processes and analysis to evaluate teacher certification processes. meanwhile, summative evaluation research emphasizes the effectiveness of achieving specific product programs. an example of this type of research is research on the results of a policy, such as program effectiveness, link and match policies, and learning outcomes using specific methods. based on the explanation above, this research is summative evaluation research because it evaluates the achievement of the mathematics education curriculum of the faculty of teacher training and education, universitas kristen indonesia. model of evaluation figure 2. the steps of context, input, process, and product model 64 stevi natalia, santri chintia purba, darhim, gita meylisa yolanda evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model the evaluation research model is the context, input, process, and product (cipp) model that daniel stufflebeam and their friends developed. the cipp model evaluation consists of 4 components: context, input, process, and product (stufflebeam, 2000). the advantage of this model is that it provides a comprehensive study of an object being observed. cipp's evaluation model is decision-making oriented. design of evaluation the design of the evaluation research model in the curriculum of the indonesian national qualifications framework study program mathematics education faculty of teacher training and education faculty of teacher training and education is described as follows: starting from setting evaluation objectives by research objectives and in terms of the cipp section, then proceed with preparing instruments to find answers to research questions. figure 2 shows that curriculum evaluation can be done from 4 aspects: context, input, process, and product (cipp). context or context means evaluating the suitability of policies, regulations, and principles that apply to implementation. input or input means to assess the background and information of lecturers and students of mathematics education study programs. process or process, namely evaluating the suitability of the teaching and learning process carried out, and finally, the product or product evaluates the achievement of graduates against the curriculum program that has been carried out. however, this paper only describes the research stages at the product stage in the cipp model, as seen in table 1. table 1. indicator of evaluation product no product evaluation 1 2 3 4 student academic grades analysis of the achievement of graduate learning outcomes graduate profile, whether by graduates of the mathematics education study program data collection and triangulation data collection was carried out through interviews, questionnaires, and document studies. the process of filling out this questionnaire took about three weeks. then it was followed by discussions to dig deeper into the questionnaire data and to see the consistency of the answers from the research subjects. this was also done to fulfill the validity of the data using the triangulation method. after obtaining the questionnaire data and interviews, a source triangulation step was carried out for lecturers and students. so, this study conducted two forms of triangulation: method and source triangulation. at the product stage, data collection is done by giving questionnaires, collecting valuable data, and studying tracer data. the questionnaire contains a list, of course, of learning achievements to obtain student learning achievement scores. this was validated again by the grades given by the supervisors and by looking at the qualifications of graduates who graduated from the curriculum being evaluated. indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 65 data analysis data analysis was carried out by following the miles and huberman (1994) model. data is analyzed continuously and stops when it has found a saturation point from the answer to the phenomenon being explored. the steps taken in analyzing the data are data reduction, which is to sort the data from all the data obtained. at this stage, the data is reduced by selecting data that meets the research topic's needs. the next stage of presenting the data is the researcher's efforts to show the truth of the data obtained, and the last is concluding. result and discussion based on the research results, including interviews, documentation studies, and questionnaires. so in this study, describing the results of the research that will be explained based on the product stage in the cipp evaluation, such as student learning outcomes based on the results of data collected by researchers from all active student respondents in the study program mathematics education faculty of teacher training and education universitas kristen indonesia regarding the achievement of student learning outcomes. students experience an increase in 3 aspects of learning outcomes, namely cognitive, affective, and psychomotor, as seen in figure 3. figure 3. indicator of student learning outcomes based on the questionnaire results for all students and all courses in figure 3, students experienced increased knowledge and thinking competence. there is a value of the respondent's achievement level, which is 75% which is included in the excellent category. this shows that the criteria for student learning achievement from a cognitive perspective are met by 75%. in the affective aspect, students experience increased attitude competencies such as time discipline, cooperation, helping, and other universitas kristen indonesia values. a respondent's achievement level value of 75.51% is included in the excellent category. this shows that the criteria for student learning achievement in terms of affective are met by 75.51%. likewise, in the psychomotor aspect, students experience increased skills according to the science of the subject. a respondent achievement level 66 stevi natalia, santri chintia purba, darhim, gita meylisa yolanda evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model value of 74.12% is included in the excellent category. this shows that the criteria for student learning outcomes in terms of psychomotor are met by 74.12%. grade point average figure 4. grade point average student in odd and even semester 2019/2020 based on the data that the researchers obtained as documentation from all active students of the study program mathematics education faculty of teacher training and education universitas kristen indonesia, the grade point average (gpa) scores of students in odd and even semesters for the 2019/2020 academic year are shown in figure 4. students with an odd semester, grade point average ≥ 2.00, which meet the evaluation criteria previously made, are 93 out of 96. this shows that students who meet the evaluation criteria are 97%. students with an even semester gpa ≥ 2.00, which meet the evaluation criteria made previously, are 95 out of 96 people. this shows that students who meet the evaluation criteria are 99%. these criteria are taken from the minimum gpa score expected by the ministry of education and culture, directorate general of higher education. result of tracer study the competencies obtained by students certainly need to be synergized with how students get their jobs. the suitability of graduates with the specified profiles is also assessed through questionnaire distribution data on graduate job suitability data, as shown in table 2. table 2. work field compatibility year number of graduates respondents level of suitability for the work field low medium high 2016 18 8 3 4 1 2017 27 17 1 4 12 2018 11 10 1 5 4 total 54 35 5 13 17 indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 67 based on the data in table 2, it was obtained that the suitability of the work field of graduates to the profile of graduates reached 85.7%. this percentage is a good assessment, but the study program must continue to improve and review graduate suitability data against the graduate profile specified in the study program curriculum documents. the analysis of the iqf curriculum evaluation results in the study program mathematics education, faculty of teacher training and education universitas kristen indonesia, is excellent, as shown in table 3 below, with a product evaluation result of 84.13% (outstanding category). table 3. detail of indicator of students' learning outcomes component indicator fulfilled (%) not fulfilled (%) student learning outcomes cognitive 75.00 25.00 effective 75.51 24.49 psychomotor 74.12 25.88 gpa odd semester 97.00 3.00 even semester 99.00 1.00 average 84.13 15,87 based on the data described above, a forum group discussion (fgd) consisted of the head of the study program and lecturers of the mathematics education study program. based on the discussion results, there is an emphasis on several abstract subjects, namely pure mathematics such as calculus, algebra, number theory, discrete mathematics, fundamental analysis, and the like. this course requires visualization using both media and concrete examples in real life. this can be seen in the scores for pure mathematics courses, which tend to be lower than the grades for studies related to educational theory. conclusion based on the results of data analysis and discussion, what can be concluded from this study is as follows. evaluation of the mathematics education curriculum in terms of products is that students' cognitive achievements are fulfilled by 75%, effective 75.51%, and psychomotor by 74.12%. so that the average achievement in terms of product is 84.13%; this is in line with the high achievement of mathematics education faculty of teacher training and education universitas kristen indonesia graduates who work according to the profile of graduates determined by the curriculum, which is 85.70%. judging from the product evaluation, which includes student learning outcomes, and gpa scores, they have met most of the existing evaluation criteria, which is already very good. based on the conclusions above, it is suggested that the product curriculum of the study program mathematics education faculty of teacher training and education universitas kristen indonesia has been carried out to maintain and improve the learning outcomes and student social studies scores. improvements can be made according to the results of expert fgd discussions that have been carried out. 68 stevi natalia, santri chintia purba, darhim, gita meylisa yolanda evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model acknowledgement the author would like to thank all the course lecturers and mathematics education study program students who have assisted in this research. the author also thanks the christian university of indonesia for helping write and administer permits. references arifiyanti, f., & suparno. 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(2017). penerapan kurikulum berbasis kkni pada prodi pgmi unsiq jawa tengah. jip (jurnal ilmiah pgmi), 3(1), 33-48. https://doi.org/https://doi.org/10.19109/jip.v3i1.137 70 stevi natalia, santri chintia purba, darhim, gita meylisa yolanda evaluation of mathematics education curriculum in terms of product on the context, input, process, and product model microsoft word 48-208-1-ce (1).docx https://indomath.org/index.php/indomath vol 6, no. 1, february 2023, pp. 1-10 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. elementary school students computational thinking skills in learning-based 3d-geometry problem suprih widodo department of information system and technology education, universitas pendidikan indonesia kampus purwakarta, supri@upi.edu cindy cilviani department of primary school teacher education, universitas pendidikan indonesia kampus purwakarta, cindycilviani@upi.edu puji rahayu department of primary school teacher education, universitas pendidikan indonesia kampus purwakarta, pujirahayu@upi.edu tshepo ramarumo sefako magahtho health science university south afrika, tshepo.ramarumo@smu.ac.za abstract this research is motivated by the importance of computational thinking skills for elementary school students. this research must be carried out because, so far, the development of computational thinking in indonesia has only been carried out in high schools. this study aims to investigate how elementary school students' computational thinking skills in learning 3d geometry. the research method used was quasi-experimental with a pure post-test design of the 31 elementary school students selected using a purposive techniquesampling. constructive, content, and empirically validated calculus tests served as research tools. according to this study's results, elementary school students' computational thinking skills were significantly improved by learning from 3d-geometry problems, and the average score was ranked high at 67.48 points. in this way, knowledge based on 3d-geometry issues can be applied to developing computational thinking skills in elementary school students. keywords: computational thinking skill, elementary school, learning-based 3d-geometry problem abstrak penelitian dilatar belakangi oleh pentingnya kemampuan berpikir komputasional bagi siswa sekolah dasar. penelitian ini harus dilakukan karena selama ini pengembangan berpikir komputasional di indonesia baru dilakukan pada sekolah menengah. tujuan penelitian ini adalah untuk mempelajari bagaimana kemampuan berpikir komputasional siswa sekolah dasar dalam pembelajaran pecahan. metode penelitian yang digunakan adalah kuasi eksperimen dengan desain post-test only desain pada 31 siswa sekolah dasar yang dipilih dengan teknik purposive. instrumen penelitian yang digunakan adalah soal tes kemampuan berpikir komputasi yang telah divalidasi konstruk, isi dan empiris. hasil penelitian ini menunjukkan bahwa kemampuan berpikir komputasi siswa sekolah dasar pada pembelajaran berbasis masalah pecahan meningkat signifikan dan berada pada kategori tinggi dengan skor ratarata 67,48. dengan demikian pembelajaran berbasis masalah pecahan dapat diterapkan untuk mengembangkan keterampilan berpikir komputasi siswa sekolah dasar. kata kunci: kemampuan berpikir komputasi, sekolah dasar, pembelajaran berbasis masalah geometri 3 dimensi introduction computational thinking skills are a subject that is an essential topic in facing continuous challenges as a fundamental or basic competency today (doleck et al., 2017). this is in line with the opinion of wing (2014) that computational thinking is one of the skills that must be possessed so that students can compete in the advancing times. seymour papert first introduced computational thinking in 1980 (zahid, 2020). meanwhile, in 2020 the ministry of education and culture launched two new competencies in indonesian children's learning system: computational thinking and 2 suprih widodo, cindy cilviani, puji rahayu, tshepo ramarumo elementary school students computational thinking skills in learning-based 3d-geometry problem compassion (cnbc indonesia, 2020). this was conveyed directly by the head of the ministry of education and culture's center for curriculum and learning, awaluddin tjalla, that these two competencies are needed for indonesian children. this is because computational thinking is a mental process to train students to solve complex problems. computational thinking is not only for skills in terms of computers, but these skills are essential skills that everyone needs to read, write, and count (czerkawski & lyman, 2015; sanford & naidu, 2016). according to lee et al. (2014), this computational skill is believed to be one of the solutions that can stimulate students to think logically, structured, and systematically. in computational thinking, students will solve problems, design systems, and understand human behavior by describing basic concepts about something. seymour papers was the first to introduce computational thinking skills in 1980 (zahid, 2020). according to him, computational thinking is a set of cognitive skills that allow students to identify patterns, break complex problems into small steps, organize and create a series of steps to provide solutions, and build data representations through simulations (amelia, 2020). this aligns with mufida's (2018) opinion that computational thinking is a series of processes involving skills and techniques to solve problems. computational skills are increasingly important globally for a greater understanding of the conceptual development of problem-solving. following this need, computational thinking in recent years has become an integrated part of the school curriculum in several countries, such as finland, estonia, the united kingdom, and israel, which are just some examples of countries whose governments seek to integrate computational and coding skills as new literacies and to support students in creative problem-solving tasks (maharani et al., 2020). therefore, computational thinking ability is necessary for someone, especially students, to face the challenges of the 21st century. in addition, computational thinking can also stimulate students to think creatively in solving problems (angeli & giannakos, 2020). meanwhile, the development of computational thinking skills in indonesia is still not implemented, although indonesia joined an organization called bebras indonesia in 2016. bebras indonesia has an activity that can change how people think to be able to think computationally. bebras indonesia is managed by the indonesian computing olympiad team (toki) in partnership with regional universities coordinating schools (fu'adi, 2018). the ability to think computationally still needs attention. this can be seen from the results of the pisa (programme for international student assessment) in 2018, which shows that indonesian students obtained results of 379 in mathematics, while the average score of pisa is 489 (oecd, 2019). in general, the characteristics of pisa questions are similar to those of computational thinking skills (amelia, 2020). if seen from the pisa results in 2018, the computational thinking skills of indonesian students are still below average. therefore, the development of computational thinking skills must be followed-up immediately. the action chosen to develop computational thinking skills is 3-dimensional geometry problem-based learning, whose activities include: orienting a problem to students; organizing students to learn; independent and group investigations; developing and presenting solutions or works and exhibitions; and analyzing and evaluating the problem-solving process. this model was chosen because problem-based learning emphasizes problem-solving activities in education (eismawati et al., 2019). furthermore, they also stated that problem-based learning is one of the indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 3 suitable alternatives to develop students’ thinking skills because all students are actively involved in education and are associated with everyday problems. this aligns with the opinion that problembased learning can support higher order thinking skills (hots) in problem-oriented learning (sastriani, 2017). in addition, the problem-based learning model becomes a learning model design based on computational thinking and is relevant to the demands of the 2013 curriculum (surahman et al., 2020). some studies that have been conducted related to the development of computational thinking skills include amelia (2020), who applied cooperative problem-based learning to mathematical computational thinking skills, and rafli (2020), who implemented computational thinking learning on graphs with a problem-based learning model—kwon et al. (2021) integrating problem-based learning in elementary computer science education. shin et al. (2021) promoting computational thinking through project-based learning. these two studies have not touched the subject of elementary school students trying to lay mathematical science's foundations and joints. several studies outside indonesia have started implementing learning that develops computational thinking skills in k-12 students, such as (lee et al., 2011; grover & pea, 2013; yadav & stephanson, 2016, zaharin et al., 2018). based on the background-related issues and the importance of computational thinking skills for elementary school students, this study intends to examine the computational thinking skills of elementary school students in problem-based learning of 3-dimensional geometry. method this study uses a quantitative approach with a quasi-experimental type. the research design chosen was the pretest post-test without a control group design. this quasi-experimental research is used to determine the improvement of students’ computational thinking skills in problem-based learning of 3-dimensional geometry in elementary school. the purposively selected sample participants in this study were fifth-grade students in one of the elementary schools in cikampek district, karawang, with several predetermined considerations, namely: 1) the fifth-grade students are students at a higher grade level who are capable of thinking at a higher level; 2) assist the school program in preparing students to take the minimum competency assessment (asesmen kompetensi minimum; akm) exam, and can be a training for the students to improve computational ability; 3) not hamper the school program in preparing the final exam for students; 4) participate in pretest and post-test activities, and be involved during the treatment. the number of samples used was 31 students. the test instrument is in the form of a description question which is used to measure the ability of computational thinking related to 3-dimensional buildings. the preparation of test questions is based on indicators of computational thinking ability that will be achieved, namely providing simple explanations, building skills, making further explanations, and determining strategies and tactics to solve problems (angeli & giannakos, 2020). tests collect data on student learning outcomes before (pretest) and after problem-based learning of 3-dimensional geometry (post-test). 4 suprih widodo, cindy cilviani, puji rahayu, tshepo ramarumo elementary school students computational thinking skills in learning-based 3d-geometry problem table 1. indicators of computational thinking questions (angeli & gianakos, 2020) ability indicator competency indicator decomposition students can identify and describe problems more simpler. abstraction students can make problems by eliminating parts that are not needed. generalization students can mention general patterns/formulas from the equations/differences in the problems. algorithms students can determine the most effective and logical steps to develop a solution to a given problem. debugging students can identify suitability/non-compliance in the process of solving problems and fixing them. before being given to students, the instrument has been validated constructively, content, and empirically until it is declared to be able to measure students’ computational thinking ability related to 3-dimensional geometry material. the data that has been collected is analyzed with descriptive and inferential statistics until the conclusion is obtained whether, after the treatment of problembased learning 3-dimensional geometry, students’ computational thinking ability has changed. the hypothesis to be tested is a significant increase in the computational thinking ability of elementary school students after getting a 3-dimensional geometry problem-based learning treatment. furthermore, regression analysis determines the effect of a 3-dimensional geometry problem-based learning variable on computational thinking skills. result and discussion this study began on may 19, 2022, by observing one of the elementary schools in the cikampek district. this 3-dimensional geometry problem-based learning study was conducted as many as six meetings (6x2x35 minutes) of learning and 2 test meetings (pretest and post-test) with 3-dimensional geometry problem-based learning which was arranged to determine the ability of computational thinking related to the material of cube and cuboid. pretest and post-test activities are carried out with an estimated time of 60 minutes. details of the applied learning are described in table 2. table 2 learning description results meeting description 1 the material discussed at the first meeting was the elements and attributes of the cube. in this meeting, students were still adjusting to learning by using the problem-based learning model. most students were still confused about solving the worksheet (lks) related to problem-solving by thinking computationally. based on the worksheet (lks) score results, the students have not been able to show an understanding of all indicators of computational thinking skills. 2 the material discussed was the elements and attributes of the cuboid. in this meeting, students understood the learning using the problem-based learning model. students do not understand the problems presented in the worksheet (lks) related to problem-solving by thinking computationally. based on the worksheet (lks) score results, the students could show little understanding of some indicators of computational thinking skills, such as indicators of decomposition and abstraction. students have not understood other indicators of computational thinking skills. indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 5 meeting description 3 the material discussed was determining the volume of the cube by using unit cubes. at this meeting, students were accustomed to, and better understood the learning using the problem-based learning model. as seen from the worksheet (lks) score in this third meeting, students have little knowledge of solving problems by thinking computationally. however, students still need to be stimulated and clarify the meaning of the problems presented. this was because the problems presented in this meeting were more complex than in the previous session. so that students only show an understanding of some indicators, such as indicators of decomposition and abstractions. students still need to practice more computational thinking skills on indicators of generalization, algorithms, and evaluation (debugging). 4 the material discussed was to determine the volume of the cuboid by using the unit cubes. in this meeting, students were already accustomed to and better understood the learning using a problem-based learning model. based on the results of the worksheet (lks) score in this 4th meeting, students already understand how to find the solutions to problems by thinking computationally, but students still need to be stimulated and clarify the meaning of the problems presented. some students have made progress in reflecting the understanding of several indicators, such as indicators of decomposition, abstraction, generalization and debugging. students must still practice more computational thinking skills on generalization indicators and algorithms. 5 the material discussed was problem-solving regarding the volume of cubes and cuboids using the standard units. students were already accustomed to and better-understood learning using problem-based learning models at this meeting. based on the results of the worksheet score at this 5th meeting, students already understand how to find solutions to problems using computational thinking skills, but students still need to be stimulated and clarify the meaning of the presented problems. most students have made progress in reflecting on the understanding of several indicators, such as indicators of decomposition, abstraction, generalization, algorithms, and debugging. students still need to practice more computational thinking skills, especially on indicators of conception and algorithms. 6 the material discussed was solving problems about the volume of cubes and cuboids using standard units. students were already accustomed to and better understood learning using a problem-based learning model at this meeting. based on the result of the worksheet score at this 6th meeting, students already understand how to find solutions to problems using computational thinking skills, but students still need to be stimulated to clarify the meaning of the presented problems. most students have made progress in reflecting on the understanding of several indicators, such as indicators of decomposition, abstraction, generalization, algorithms, and debugging. students still need to practice more on computational thinking skills, especially on the algorithm’s indicator. after several treatments for the experimental group, the data from the pre-test and post-test results were processed and analyzed. the descriptive analysis of the pretest and post-test scores of computational thinking skills of elementary school students in problem-based learning of 3dimensional geometry is described in table 3. based on table 3, the average pretest and post-test scores of students who took part in learning with the problem-based learning model are much different from the post-test score, with a difference of more than 28 points. the average pretest score doesn’t reach half of the ideal maximum score. this shows students’ computational thinking skills were low before participating in 3dimensional geometry problem-based learning. but after being given the treatment, the skills increased significantly, with the average post-test score having more than 10 points of the ideal 6 suprih widodo, cindy cilviani, puji rahayu, tshepo ramarumo elementary school students computational thinking skills in learning-based 3d-geometry problem median. meanwhile, the maximum score was also obtained at the post-test, increasing sharply with a difference of 20 points from the pretest score. similarly, the minimum score increased by 15 points and exceeded the median. table 3. description of pretest and post-test scores of computational thinking skills of elementary school students. ims = 40 class score average sd highest lowest pretest 19 7 11,93 3,129 post-test 39 22 30,70 4,836 ngain 95,45 40,00 67,848 15,371 description: ims = ideal maximum score sd = standard deviation furthermore, regression analysis determines the effect of a 3-dimensional geometry problem-based learning variable on computational thinking skills. before processing the data, select the form of the regression equation. the data processing results with the help of the spss software are obtained in table 4. based on table 4, the constant value of 17.777 means that if there is no treatment of the problem-based learning mode, the value of computational thinking skills is 17.777. while the value of the regression coefficient β of 1.083 means that with every addition of one unit for the problembased learning treatment, the ability to think computationally will increase by 1.083. the acquisition of these values results in a regression equation y = 17,777 + 1,083x table 4 coefficient test results and general form of the regression equation e unstandardized coefficients b std. error 1 (constant) 17,777 2,569 pretest 1,083 0,208 the regression significance test is carried out to determine whether the influence between the two variables to be measured is significant. the regression test hypothesis of this study is as follows: h0: µ0 = µ1, the problem-based learning model does not significantly affect students’ computational thinking skills in experimental and control classes. h1: µ0 ≠ µ1, the problem-based learning model significantly affects students’ computational thinking skills in experimental and control classes. the hypothesis testing criteria used are if the sig. value is more significant than 0.05, then h0 is accepted, meaning that the problem-based learning model has no significant effect on students’ computational thinking skills in experimental and control classes. and if the sig. value is smaller than 005, then h0 is rejected, which means that the problem-based learning model significantly affects students’ computational thinking skills in experimental and control classes. the data processing results with the help of the spss are obtained in table 5. indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 7 table 5 simple linear regression significance test results hasil test sig. significant level description regression 0,000 0,05 h0 is rejected based on table 5, the sig. a value of 0.000 < 0.05 is obtained, so according to the decisionmaking criteria in the equation y = 17.777 + 1.083x, h0 is rejected. it can be concluded that the problem-based learning model has a significant effect on students’ computational thinking skills. the coefficient of determination test is conducted to determine the influence of the problembased learning model on computational thinking skills. the coefficient determination equals the r square value from the model summary table in the spss output. the following are the results of the coefficient of determination test for the problem-based learning model on students' computational thinking skills in experimental and control classes. table 6 the coefficient of determination test results of problem-based learning model on students’ computational thinking skills hasil uji model r r square adjusted r square std. the error in the estimate 1 0,701 0,491 0,473 3,512 from table 6, information can be obtained from the problem-based learning model on students' computational thinking skills in experimental and control classes: the relationship's magnitude or correlation (r) is 0.701. at the same time, the coefficient of determination (r square) is only 0.491. thus, it can be concluded that the effect of the problem-based learning model on students’ computational thinking skills is 49.1%. after the experimental class was given treatment by conducting learning with a problembased learning model, the results of the data analysis showed that the subjects of this study, based on the average score, experienced an increase in computational thinking skills ability. the data obtained states that the data is usually distributed with a significance level in the experimental class of 0.372. furthermore, the improvement test looked at the n-gain score in the control and practical courses. the result of the signification value obtained is 0.628, which means that a significant increase in computational thinking skills is obtained based on the problem-based learning treatment of 3-dimensional geometry. this confirms that the problem-based learning model is based on a problem used to develop high-level thinking skills in solving a problem. the effect of the problem-based learning model on computational thinking skills is proven by simple linear regression test analysis. based on the results of the regression significance test to determine the significance or not of the influence between the two variables to be measured, the sig value of 0.000 < 0.05, then according to the decision-making criteria, h0 is rejected, and it can be concluded that the problem-based learning model has a significant effect on students computational thinking skills. after it is known that both variables have a significant effect, the coefficient of determination test is then carried out to determine the magnitude of the influence of the problem-based learning model on computational thinking skills. the coefficient of determination (r square) obtained is 0.491 8 suprih widodo, cindy cilviani, puji rahayu, tshepo ramarumo elementary school students computational thinking skills in learning-based 3d-geometry problem or 49.1%. this implies that the influence of the problem-based learning model on students’ computational thinking skills is 49.1%. at the same time, the impact of other factors (variables not studied) is 50.9%. based on the explanation of the analysis, it can be concluded that the problem-based learning model has a linear relationship to computational thinking skills and is proven to have an influence of 49.1% on mathematics learning about 3-dimensional geometry of grade v elementary school students. this is in line with the opinion of surahman et al. (2020), who state that knowledge is relevant to the demands of the 2013 curriculum and can train computational thinking skills, one of which is the problem-based learning model. similarly, the previous study that has been conducted on the use of problem-based learning models to improve students’ computational thinking skills includes a survey conducted by amelia (2020) which was carried out on class viii students of mts islamiyyah ciputat south tangerang which examined the cooperative problem-based learning model on students computational thinking skills. in that study, the results showed that the class treated with the collaborative problem-based learning model was high in call indicators. the most considerable computational thinking skill in the experimental class was in the composition indicator, followed by other hands: abstraction, algorithm, debugging, and generalization. it can be said that learning with a cooperative problem-based learning model can develop students’ mathematical computational thinking skills. this shows that the problem-based learning model is a good enough model to be used to train students’ computational thinking skills. similar results were also found in the study of chen (2017); kwon et al. (2021); shin et al. (2021), and jonasen, t. s., & gram-hansen, s. b. (2019), which convinced researchers to conduct problem-based learning to improve computational thinking skills. conclusion the computational thinking skills of elementary school students who received learningbased 3d are better than those who received conventional learning. however, the improvement of computational thinking skills in the experimental and control classes is at the same level, which is in the high category. this research has succeeded in applying mathematics learning to develop computational thinking skills in 3d geometry material with good results so tat further analysis can be carried out on other materials in various classes (high medium, and low) in elementary schools. references amelia, a. (2020). pengaruh model cooperative problem-based learning terhadap kemampuan berpikir komputasional matematis. jakarta: skripsi uin jakarta: tidak diterbitkan. angeli, c., & giannakos, m. 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(2018). computational thinking: a strategy for developing problem solving skills and higher order thinking skills (hots). int. j. acad. res. bus. soc. sci, 8(10). doi: 10.6007/ijarbss/v8-i10/5297 zahid, m. z. (2020). telaah kerangka kerja pisa 2021: era integrasi computational thinking dalam bidang matematika. in isnaini rosyida, prisma, prosiding seminar nasional matematika 706-713. http://bit.ly/3ytgzqb 10 suprih widodo, cindy cilviani, puji rahayu, tshepo ramarumo elementary school students computational thinking skills in learning-based 3d-geometry problem https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 145 – 154 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. problem posing to develop students' mathematical creativity hendrajaya department of mathematics education, tanjungpura university, hendrajaya23@email.com sugiatno* department of mathematics education, tanjungpura university, sugiatno@fkip.untan.ac.id dede suratman department of mathematics education, tanjungpura university, dede.suratman@fkip.untan.ac.id mohamad rif’at department of mathematics education, tanjungpura university, mohammad.rifat@fkip.untan.ac.id fredi ganda putra department of mathematics education, uin raden intan lampung, fredigpsw@radenintan.ac.id abstract student creativity in the process of learning mathematics is very necessary. the low ability to think creatively will greatly affect the overall learning outcomes. one alternative learning that can be used is the problem posing approach. this study aims to determine whether the problem posing approach has an effect on students' mathematical creativity. quantitative research methods with data analysis techniques using the f test are used in this study. the essay test instrument was used to collect data on students' creative thinking abilities. the results showed an increase in students' mathematical creativity after using the problem posing approach. the results showed that the effect of the problem posing approach on mathematical creativity was 40.49%, this is in the high category. based on these results, the problem posing approach can be an alternative for teachers in increasing the creativity of students who are still low. keywords: problem posing approach, mathematical creativity abstrak kreativitas siswa dalam proses pembelajaran matematika sangatlah diperlukan. rendahnya kemampuan berpikir kreatif ini akan sangat berpengaruh terhadap hasil belajarnya secara keseluruhan. salah satu alternatif pembelajaran yang dapat digunakan ialah pendekatan problem posing. penelitian ini bertujuan untuk mengetahui apakah pendekatan problem posing berpengaruh terhadap kreativitas matematis siswa. metode penelitian kuantitatif dengan teknik analisis datanya menggunakan uji f digunakan dalam penelitian ini. instrumen tes essay digunakan untuk mengambil data kemampuan berpikir kreatif siswa. hasil penelitian menunjukkan adanya peningkatan kreativitas matematis siswa setelah menggunakan pendekatan problem posing. hasil penelitian menunjukkan bahwa pengaruh pendekatan problem posing pada kreativitas matematis sebesar 40,49%, hal ini masuk pada kategori tinggi. berdasarkan hasil ini, pendekatan problem posing dapat menjadi salah satu alternatif bagi guru dalam meningkatkan kreativitas siswa yang masih rendah. kata kunci: pendekatan problem posing, kreativitas matematis introduction kilpatrick (2001) argues that mathematics should not be taught the way their parents learned. this is confirmed by pound & lee (2010) that mathematics must be taught so as to produce students mailto:fredigpsw@radenintan.ac.id 146 hendrajaya, sugiatno, dede suratman, mohamad rif’at, fredi ganda putra problem posing to develop students' mathematical creativity who are competent in original thinking and original values. although there is debate among experts about creativity that results in thinking about novelty, "must" is the domain of genius students with special talents. (singer, 2018). however, in the end they agreed that the competence of creative thinking in mathematics, all students have the right to achieve it according to the capacity of each individual (pound & lee, 2010). the agreement implies that all students have the right to learn mathematics, the content of which is to condition learning opportunities to be creative through mathematics lessons. the problem is, it is indicated that the mathematics lessons that are carried out are not much in favor of all students' ability levels, to be in the domain of creative mathematics lessons. this indication can be read from the results of the 2018 program for international student assessment (pisa) published in march 2019 which measured the ability of 600 thousand 15-year-old children from 79 countries. (mitari & zulkardi, 2019). in the mathematics category, indonesia is ranked 7th from the bottom (73) with an average score of 379, down from rank 63 in 2015 (hidayat et al., 2020). it is interesting to note that the indonesian children who were selected to participate in pisa are gifted children. pisa results also indicate that mathematics learning tends to provide routine things (hidayat et al., 2020). hafriani, (2021) argues that new courses are needed so that students are also accustomed to practicing non-routine questions based on solid reasoning. all the improvement efforts made of course take time to enjoy the results. one of the efforts researched and published in this article is the provision of mathematical problem posing. this effort was carried out with several empirical and theoretical considerations. empirical considerations, the results of the meta-analysis conducted by kul & çelik (2020), kul & summarized 20 experimental studies published between 2000 and 2020. based on the random effects model, it was found that problem posing strategies had a significant effect on students' problem solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics.. the theoretical considerations, gonzales (1998) states that the problem posing approach should be the fifth stage of polya .'s four-stage problem solving process. el sayed (2002) also states that problem posing-based learning contributes to the formation of relationships between everyday life situations and mathematics and is an effective approach to developing students' mathematical thinking. there are a large number of published studies that describe the importance and meaning of problem posing and there are various definitions of problem posing related to creativity. for example, problem posing is defined as a cognitive activity that involves students generating new problems under certain conditions or generating new problems by modifying the proposed problem (silver, 1994; lavy & shriki, 2007; tichá & hošpesová, 2009; cai et al., 2015; nctm, 2000). with such an understanding, it is necessary to produce innovative mathematics learning so that it develops students' creativity. several studies related to the application of the problem posing approach have shown that this approach can improve learning achievement (amiluddin & sugiman, 2016; astra & jannah, 2012; guntara et al., 2014; irawati, 2014), motivation of learn (rosyida et al., 2017), mathematical problem solving skill (daryati & nugraha, 2018; iswara & sundayana, 2021), concept understanding indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 147 (herawati et al., 2010), critical thinking (sasmita & harjono, 2021) and student comminacation (juano & pardjono, 2016; persada, 2014). research conducted by van harpen & sriraman, (2013) focuses on students' ability to pose problems as part of students' creativity in the classroom through problem posing. in this study, the researcher involved all indicators of student creativity based on hurlock's (1980) theory. specifically, the objectives of this study are to uncover and analyze: (1) the effect of learning mathematics with the problem posing approach on students' mathematical creativity; (2) the effect of learning mathematics with problem posing approach according to different levels of students' abilities on students' mathematical creativity; (3) the contribution of mathematics learning with the problem posing approach to students' mathematical creativity. method this research is an experimental study with the design of one group pretest posttest study (pre-test post-test design in one group) which includes one group that is observed at the pre-test stage which is then followed by treatment and post-test (creswell, 2012). the instrument used to collect data in this study was a test. as for the learning activities, lesson plans and teaching materials are made in the form of a problem submission task sheet (ltpm) on the many tribes material. mahmudi (2010) argues that open questions can measure creative thinking skills with the characteristics of questions that have various solutions or settlement strategies. another method is the problem posing method, which is making questions, questions, or statements related to certain mathematical problems or situations. to reveal how students' mathematical creativity which includes fluency, flexibility, originality, detail and evaluation (hurlock, 1980), in solving students' mathematical problems by learning mathematics through a problem posing approach. the data obtained from the test results were processed through the following stages: (1) giving students' answer scores according to the scoring guidelines used. to process creative thinking ability data using the percentage formula with smi determined from the creative thinking ability scoring rubric according to hendriana & soemarmo (2014). value = 𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠𝑐𝑜𝑟𝑒 𝑖𝑑𝑒𝑎𝑙 max 𝑠𝑐𝑜𝑟𝑒 × 100% while the criteria for completeness of mathematical creative thinking skills according to arikunto (2021) are presented in table 1. table 1. criteria for creative ability values value criteria 68% 100% crative 33% 67% quite creative < 33% less creative (2) perform a normality test to determine the normality of the mathematical creative pretest and posttest score data through the spss for windows version 18.0 program. if the data is not normally distributed, then the data outliers are checked with a z-score or if it is not successful, then proceed with data transformation; (3) to test the homogeneity of the variance of the mathematical creative pretest and posttest score data through the spss for windows version 18.0 program. if the data is not homogeneous, then there will be an output of the value of one or several samples in the study; (4) to determine the effect of students' ability level on students' mathematical creativity, a two-way anova 148 hendrajaya, sugiatno, dede suratman, mohamad rif’at, fredi ganda putra problem posing to develop students' mathematical creativity statistical test was carried out, provided that the previous data were normal and homogeneous; (5) to find out how big the contribution of mathematics learning with the problem posing approach to the level of students' mathematical creativity is done by using effect size; (6) interpretation of data from statistical test results. result and discussion result the research was conducted from january 11 to january 20, 2016 in class xi ipa3 senior high school no 1 at sungai kakap, kubu raya regency. the research results based on the objectives of this study are as follows. learning mathematics with problem posing approach to students' mathematical creativity because ∝= 0.05 is greater than significance is 0.00 and 𝐹𝑐𝑜𝑢𝑛𝑡 = 25.963 is greater than 𝐹0.05;1;58 = 4.006, the null hypothesis is rejected. by paying attention to the mean scores of the pretest and posttest, it is concluded that: the mean score after learning mathematics using the problem posing approach (18.34) is significantly better than the mean score before learning mathematics using the problem posing approach (9.72). learning mathematics with problem posing approach according to the ability level of students because ∝= 0.05 is greater than significance is 0.00 and 𝐹𝑐𝑜𝑢𝑛𝑡 = 25.470 is greater than 𝐹0.05;2;58 = 0.114, the null hypothesis is rejected. there are differences in the mean scores of each student's ability level, so it can be concluded that: the post-test mean score on the ability of upper-level students (28.60) is better than middle-level students (17.26) and lower level (12.20). interaction between learning and student ability level because ∝= 0.05 is smaller than significance is 0.892 and 𝐹𝑐𝑜𝑢𝑛𝑡 = 0.114 is smaller than 𝐹0.05;2;58 = 3.156 then h is accepted. there is no significant interaction between the application of different mathematics learning according to the different levels of students' ability to students' mathematical creativity. discussion table 2. mathematical creativity ability achievement aspect indicator no pre-test pos-test min max mean min max mean fluency 1a 0 4 5,03 0 4 7,41 1 2a 0 3 0 4 3a 0 3 0 4 flexibility 1b 0 3 1,97 0 3 5,31 2 2b 0 2 0 3 3b 0 3 0 3 novelty 1a 0 2 2,72 0 4 5,62 1b 0 2 0 2 3 2a 0 2 0 3 2b 0 1 0 2 3a 0 2 0 3 3b 0 1 0 1 upper group 19,60 28,60 midle group 8,37 17,26 botton group 5,00 12,20 indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 149 table 2 shows that the average score of all levels of students' ability above, middle and lower has increased. the average score of the upper students' ability level increased from 19.60 to 28.60. the average score of the ability level of middle students increased from 8.37 to 17.26 and the average score of the lower students' ability level increased from 5.00 to 12.20. this means that there is an increase in students' mathematical creative abilities after learning mathematics with a problem posing approach in terms of students' ability levels. the distribution of mathematical creative abilities at the level of the upper students' ability is close to the same, namely sd pretest 4.16 to 1.52, meaning that the upper students on average increase their mathematical creative abilities, as well as the mathematical creative abilities of lower students, while the distribution of mathematical creative abilities at the middle level of students. more variable. table 2 can be described about the achievement of indicators, namely there is an increase in the level of mathematical creativity of students in indicator 1 with an average value at the pretest of 5.04 to 7.41 at the posttest, students have increased in completing polynomial operations which include addition, subtraction, and multiplication. tribes by asking questions and solutions that are new, unique, or unusual. with an increase in the value of the standard deviation of the achievement of indicator 1, it shows that the students' ability to complete the multiracial operation with an increasing difference. at the achievement of indicator 2, it is seen that there is an increase in the average ability, namely from pretest of 1.97 to posttest of 5.31, an increase in students' ability to determine the value of a many tribe by using direct substitution and schemes by asking questions and solving new ones, unique, or unusual. likewise, an increase in the value of the standard deviation indicates that the ability of students to determine the value of a tribe has increased differences. furthermore, the achievement of indicator 3 is seen to have increased in average ability, namely from the pretest of 2.72 to the post-test of 5.62. this shows an increase in students' ability to determine the quotient and remainder of the division of many terms by asking questions and solutions that are new, unique, or unusual. likewise, an increase in the value of the standard deviation shows that the students' ability to determine the quotient and remainder of the division of many terms has increased differences. in table 2 the posttest results for number 1.a with indicators of creative thinking skills, namely students can ask many questions about inter-tribal operations that can be completed. there are 10 students who can ask 3 or more questions, 12 students who can ask 3 questions, 3 students who can ask 2 questions, 2 students who can ask 1 question, and 1 student does not answer. out of 10 students who can ask 3 or more questions. furthermore, of the 5 students who can ask 1 question, 4 of them are students from the lower ability group and 1 student from the middle ability group. this indicates that the students in the upper ability group are not classified as uncreative students. while the 7 students who did not answer were students from the middle class ability group. from the results of the post-test for number 3.a with indicators of creative thinking skills, students can ask many questions about the division and remaining polynomials that can be solved. there are 2 students who can ask 3 or more questions, 17 students who can ask 3 questions, 1 student can ask 2 questions, 4 students who can ask 1 question, and 5 students do not answer. of 150 hendrajaya, sugiatno, dede suratman, mohamad rif’at, fredi ganda putra problem posing to develop students' mathematical creativity the 3 students who can ask 1 question, and 1 student who does not answer is a student from the lower ability group. this indicates that students in the lower ability group are not very creative students. for the achievement of question numbers 1.b, 2.b and 3.b there are still students who do not show the students' creative mathematical abilities in the aspect of flexibility both for pretest and posttest questions, this is indicated by a score of 0 at the minimum pretest and posttest. the average value for the achievement of the number of questions 1.b, 2.b and 3.b all three increased after learning mathematics with a problem posing approach. meanwhile, the distribution of data for the achievement of the three questions 1.b, 2.b and 3.b increased, meaning that the students' mathematical creative ability in the flexibility aspect experienced a higher difference between students in the non-creative and very creative categories. from the results of the post-test for number 1.b with indicators of creative thinking skills, students can ask questions about operations between multiple tribes that can be solved in different ways. there are no students who can give more than two different and correct solutions, 12 students who can give two different and correct solutions, 3 students can give 1 correct and 1 solution, 13 students who can give correct answers. 1 or more completion and wrong and 1 student did not answer. all students from the upper student ability group can give two different and correct solutions. this indicates that students from the top student ability group are not classified as uncreative students. from the results of the posttest for number 2.b with indicators of creative thinking skills, students can ask questions about the value of polynomials which can be solved in different ways. there are no students who can give more than two different and correct solutions, 4 students who can give two different and correct solutions, 11 students who can give 1 correct solution, 7 students who can give 1 or more solutions and wrong and 7 students did not answer. all students from the upper, middle and lower ability groups cannot give two or more different and correct solutions. this indicates that students from the lower ability group are not very creative students. from the results of the post-test for number 3.b with indicators of creative thinking skills, students can ask questions about the division of polynomials which can be solved in different ways. there are no students who can give more than two different and correct solutions, 8 students who can give two different and correct solutions, 2 students who can give 1 correct solution, 14 students who can give 1 or more solutions and wrong and 5 students did not answer. all students from the upper, middle and lower ability groups cannot give two or more different and correct solutions. this indicates that students from the lower ability group are not very creative students. for the achievement of question numbers 1.a,1.b, 2.a, 2.b, 3.a and 3.b there are still students who do not bring up the students' mathematical creative abilities in the novelty aspect for both pretest and posttest questions, this is indicated by a value of 0 in the minimum pretest and posttest. the average value for the achievement of all number questions has increased after learning mathematics with a problem posing approach. meanwhile, the distribution of data for the achievement of question numbers 1.a, 2.a, 2.b, and 3.a increased. this shows that the students' mathematical creative abilities in the novelty aspect experienced a higher difference between students in the non-creative category and very creative, on the contrary, for the achievement of indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 151 question numbers 1.b and 3.b, the students' mathematical creative abilities in the novelty aspect with smaller differences between students in the non-creative category. and very creative. from the results of the posttest for numbers 1.a and 1.b with indicators of creative thinking skills, namely students ask questions and solutions that are new, unique, or unusual regarding polynomial operations. there is one student who can ask questions of more than 2 unique ideas, and two students who can ask questions of 2 unique ideas. furthermore, from the results of the pretest and posttest as shown in table 3 for question numbers 1.a and 2.a there are students who have a minimum score of 0, this shows that there are still students who have difficulty in the fluency aspect with indicators, namely students can ask many questions about operations. between polynomial that can be solved and students can ask many questions about the value of the polynomial that can be solved. for question numbers 1.b, 2.b and 3.b there are students who have a minimum score of 0, this shows that there are still students who have difficulty in the aspect of flexibility with indicators, namely students can solve in many different ways regarding operations between polynomials, the value of the polynomial and the division of the polynomial. for all numbers, there are students who have a minimum score of 0, this shows that there are still students who have difficulty in the novelty aspect with indicators, namely students can ask questions and solve in many different ways that are unique regarding operations between polynomials, many tribal values and tribal divisions lots in general, the contribution of learning with the problem posing approach to the level of students' mathematical creativity is 40.49%, this means that there are still students experiencing difficulties or obstacles in mathematical creative abilities after learning with the problem posing approach. factors that cause students not to be creative in problem posing include; (1) students are not used to coming up with new or unique ideas, (2) students are not skilled in understanding language. students experiencing difficulties or obstacles in mathematical creative abilities indicate that students learn only by memorizing, following the teacher's example questions, and there is no skill in understanding language, as stated by pramono (2012) that students learning mathematics really need skills in understanding language. by understanding the language, the result can recognize problems in mathematics, logic, imagination and creativity. based on the findings of pirls 2011 (puspendik team, 2011) it is mapped that the reading ability of indonesian students, both at the international and national level, is still low. there are many factors that cause it. some of them are students' internal factors such as low habits, interests, motivation, and reading culture; the reading learning system in schools is not adequate; literacy issues have not been used as the basis for developing curriculum and textbooks and books on the level of student mathematical creativity; inadequate availability of facilities and infrastructure in the form of books in the library; and a weak scoring system. regarding language skills in mathematics learning according to izzati & suryadi (2010) in the mathematics learning process, students are encouraged to go through four steps that describe the actual mathematical situation: (a) natural language, where students are allowed to use their own language; (b) the main/important language, this stage includes the use of terms in concrete or image models; (c) speed reading, this stage allows students to use several words to formulate mathematical situations; (d) symbol language, this involves the use of terms and symbols as a 152 hendrajaya, sugiatno, dede suratman, mohamad rif’at, fredi ganda putra problem posing to develop students' mathematical creativity simpler and more complete way of recording mathematical problems. the active, thought-provoking use of language is a means for students to negotiate the meaning of their experiences. conclusion based on data analysis and hypothesis testing, it can be concluded several things related to this research as follows; (1) there is an effect of learning mathematics with the problem posing approach on students' mathematical creativity in the multi-ethnic material, (2) there are differences in students' mathematical creativity between students at the upper, middle, and lower ability levels in learning mathematics with the problem posing approach, (3) contribution mathematics learning with problem posing approach to students' mathematical creativity by 40.49% can be categorized as large, (4) there is no interaction between students' ability levels and students' mathematical creativity levels. the mean of the upper group is higher than the middle or lower group and the average of the middle group is higher than the lower group. acknowledgement the gratitude section contains gratitude to the parties (if any) who have helped in the research activities carried out. these parties, for example research funders, experts who contribute to discussions or process data directly related to research / writing. references amiluddin, r., & sugiman, s. 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(2013). creativity and mathematical problem posing: an analysis of high school students’ mathematical problem posing in china and the usa. educational studies in mathematics, 82(2), 201–221. 154 hendrajaya, sugiatno, dede suratman, mohamad rif’at, fredi ganda putra problem posing to develop students' mathematical creativity https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 135 – 144 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. emotional quotient and students’ mathematical problem-solving proficiency: a meta-analysis putri nur malasari mathematics education department, institut agama islam negeri kudus, putrinurmalasari@iainkudus.ac.id adeneye o. a. awofala science and technology education department, university of lagos, aawofala@unilag.edu.ng abstract mathematical problem-solving proficiency is one of the proficiencies that students must have to learn mathematics. the emotional quotient is one of the variables that influence pupils' capacity students mathematical problem-solving proficiency. many research publications show that emotional quotient is closely related to students' mathematical problem-solving proficiency. this study aims to prove and validate the correlation between emotional quotient and students' mathematical problem-solving proficiency. the data was obtained from a search on the google scholar database from 2013 to 2021. 23 research publications in indonesia and nigeria that met the criteria required as samples. data analysis used a quantitative meta-analysis approach with a correlation meta-analysis. the findings reveal a positive and substantial correlation (5% significance level) between students' emotional quotient and students’ mathematical problem-solving proficiency. the mean effect size is 0.761 (high category) in the range of 0.578 and 0.944. this result demonstrates the coherence of the findings of the examined studies. keywords: emotional quotient, mathematical problem-solving, mathematics, meta-analysis abstrak kemampuan pemecahan masalah matematis merupakan salah satu kemampuan yang harus dimiliki siswa untuk mempelajari matematika. kecerdasan emosional merupakan salah satu variabel yang mempengaruhi kemampuan pemecahan masalah matematis siswa. banyak publikasi penelitian menunjukkan bahwa kecerdasan emosional berkaitan erat dengan kemampuan pemecahan masalah matematis siswa. berpondasikan hal tersebut, penelitian ini bertujuan untuk membuktikan dan mengkuatifikasikan besar atau kecilnya korelasi kecerdasan emosional dan kemampuan pemecahan masalah matematis siswa. data diperoleh dari pencarian di database google scholar dalam tahun 2013 sampai dengan 2021. didapatkan 23 publikasi penelitian di indonesia dan nigeria yang memenuhi kriteria yang dipersyaratkan sebagai sampel. analisis data menggunakan pendekatan meta analisis kuantitatif dengan meta analisis korelasi. temuan mengungkapkan korelasi positif dan substansial (tingkat signifikansi 5%) antara kecerdasan emosional dan kemampuan pemecahan masalah matematis siswa. rata-rata efek size 0,761 (kategori tinggi) dalam kisaran 0,578 dan 0,944. temuan ini menunjukkan konsistensi kesimpulan penelitianpenelitian yang dianalisis. kata kunci: kecerdasan emosional, matematika, meta analisis, pemecahan masalah matematis introduction mathematical problem-solving proficiency (mpsp) is an essential proficiency for students to learn mathematics (novita, et al., 2012; widodo, et al., 2018). many factors can support students' 136 putri nur malasari adeneye o. a. awofala emotional quotient and students’ mathematical problem-solving proficiency: a meta-analysis mpsp. one of the factors is the emotional quotient (khoirunisa & hartati, 2017; ningsih, et al., 2021). the existence of students' emotions functionally has an important meaning and correlates with students' cognitive proficiency (windayani, et al., 2021). while the intellectual and emotional growth of students is supported by the problem-solving process experienced by students (maryani, et al., 2019). this indicates that students' emotional quotient has meaning for the development of students' cognitive proficiency and on the other hand the problem-solving process supports the development of students' emotional quotient. after searching through the google scholar database, research was found on the correlation of emotional quotient with students’ mathematical problem-solving proficiency in indonesia and nigeria. many research in indonesia and nigeria have looked at the correlation between emotional quotient and students’ mpsp (julius et al.,2018; suryani, 2019; irawati et al., 2020). however, as shown in table 1 the correlation coefficient values (rxy) were found to be very diverse (some were categorized as high, medium, and low). based on this, there is a need for meta-analysis research. meta-analysis is research that uses existing studies that are carried out systematically and quantitatively to arrive at findings based on the study's framework (haidich, 2010; borenstein et al., 2021). the meta-analysis uses statistical analysis (enwemeka et al., 2004) and contains a complete analysis of the literature (junhua et al., 2007). meta-analysis where existing study sets are then analyzed with different standards and plans from that study set (koricheva et al., 2013). thus, metaanalytical studies can generate and explain a broad phenomenon (green, 2005; stanley et al., 2013;). meta-analytical studies allow data sets to be reported in detail, and selectively, and avoid publication bias (riley et a., 2010). in addition, meta-analytical studies are more objective, focus on effect sizes, and evaluate critically to conclude the various studies analyzed (akobeng, 2005; king & he, 2006). the educational significance differs from the statistical significance. there are instances where a statistically significant association is discovered, yet this correlation has little borne on schooling. some examples appear to be unimportant because they fall short of the statistical threshold for significance. in the sphere of education, the variable shouldn't be disregarded, though. this is why the effect size matters instead of the level of significance (khadijah et al., 2021). an effect size is used to determine whether the sample size or coefficient significantly affects the outcome (cohen et al., 2007). many studies and publications related to the correlation of emotional quotient with problemsolving proficiency have been carried out (rospitasari, 2017; yulianto, 2019; raharjo et al., 2019). however, the findings of this study suggest that learning mathematics has no negative implications. as a result, it is vital to expand on existing research. as a result, this meta-analysis was carried out. reflecting on this, this study aims to find the effect size of the correlation of emotional quotient with students' problem-solving proficiency and to test or prove the correlation of emotional quotient with students' problem-solving proficiency. method this study makes use of earlier research that has previously been done and used by other academics, and that has been done consistently and statistically to arrive at correct results. based indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 137 on this, the design of this study is a quantitative meta-analysis (hunter & schmidt, 2004). the analysis of empirical studies that have been carried out by previous researchers is related to the correlation between emotional quotient and students' mpsp. the following figure 1 is the metaanalysis steps used in this study. figure 1. research steps (borenstein, hedges, & rothstein, 2007; pigott, 2012) figure 1 shows that there are 3 research steps used in this study, including establishing criteria and gathering data, coding procedure, determining the effect size, statistical rationale, and data analysis. the following is a more detailed explanation related to the research steps. feasibility criteria and gathering data some of the eligibility criteria used in this study to select research publications on the google scholar database from 2013 to 2021, namely the first publication format, consists of journals (accredited or unaccredited), proceedings (international or national), undergraduate theses, master's theses, and doctoral dissertations. second, research can be conducted in any country and can be accessed online on the google scholar database. third, the research variables consist of emotional quotient and mathematical solving proficiency. then fourth, it has a correlation value (rxy) which explains the correlation between emotional quotient and students' mpsp. the data collected or selected must be related to the correlation between emotional quotient and students' mathematical solving proficiency. the keywords used to search the data are emotional quotient, emotional quotient in learning mathematics, mathematical problem solving, mathematproblem-solvinglving proficiency, as well as emotional quotient and students' mathematproblem-solvinglving proficiency. through the process of collecting data, 23 studies related to emotional quotient and mathematical problem-solving proficiency were obtained. a total of 1576 elementary, secondary, and higher education students were involved in this study. the smallest sample size is 11 students. while the largest sample size is 277 students. more detailed sample characteristics can be seen in table 1. coding procedure the coding stage helps researchers to process and analyze data. the codes consist of the year of publication (y), sample size (n), and correlation (rxy) between variables of emotional quotient and student’s mpsp. data analysis the data analysis process used jeffrey's amazing statistics program (jasp) version 0.16. 2. the steps of data analysis consisted of (1) determining the characteristics of the sample; (2) feasibility criteria and gather data coding procedure data analysis 138 putri nur malasari adeneye o. a. awofala emotional quotient and students’ mathematical problem-solving proficiency: a meta-analysis performing a heterogeneity test; (3) checking for publication bias; (4) determining the effect size and effect size summary; (5) analysis of forest plots; (6) and determining the value of the hypothesis test (grasman, 2017; borenstein et al., 2009; hunter & schmidt, 2004). one of the obstacles to metaanalysis and important concern is the suspicion that some investigators did not report findings that were not statistically significant (greenwald, 1975). to find out whether there is publication bias, a file drawer analysis is needed (ma & kishor, 1997). according to rosenthal (1986) file drawer analysis can be done with the formula for the value of fail-safe n > 5k + 10, where k is the number of reported effect sizes and n is the number of publications analyzed. if the calculation results show fail-safe n > 5k + 10, it can be said that there is no publication bias in the meta-analysis study. in addition to using file drawer analysis, publication bias in this study also uses funnel analysis and egger's test. result and discussion result there are 6 steps of analysis to achieve the objectives of this meta-analysis. the first step is to describe the characteristics of the research sample. the following is a presentation of sample data (see table 1). table 1. sample characteristics year author publication n rxy characteristics 2017 rospitasari et al. journal 13 0,658 jhs students 2019 innasyithoh bachelor's thesis 78 0,915 es students 2021 ningsih et al. journal 21 0,454 jhs students 2019 inda et al. journal 39 0,792 es students 2019 hasanah et al. journal 58 0,224 jhs students 2020 irawati undergraduate thesis 62 0,254 jhs students 2015 agustin journal 277 0,133 mathematics education students 2016 lasabuda bachelor's thesis 20 0,673 vhs students 2015 wahyuni bachelor's thesis 21 0,595 es students 2017 amalia bachelor's thesis 186 0,736 shs students 2014 pradani bachelor's thesis 107 0,332 vhs students 2020 pasangka journal 89 0,837 jhs students 2021 dini proceeding 31 0,877 jhs students 2020 ashari et al. journal 87 0,404 jhs students 2019 hapsyah et al. journal 60 0,522 jhs students 2020 khoiri bachelor's thesis 11 0,597 jhs students 2019 maryani et al. journal 20 0.968 jhs students 2018 julius et al. journal 100 0,490 jhs students 2017 ariati & hartati journal 58 0,630 shs students 2019 suyani bachelor's thesis 64 0,586 jhs students 2019 elvira bachelor's thesis 22 0,655 jhs students 2013 arifuddin bachelor's thesis 100 0,632 jhs students 2021 ramadhan et al. bachelor's thesis 52 0,578 jhs students annotation: es = elementary school; jhs = junior high school; shs = senior high school; vhs = vocational high school there are 23 publications (22 publications from indonesia and a publication from nigeria) sampled in this study (see table 1). the publication of the research was carried out from 2013 to 2021. a total of 1576 elementary school students, high school students, and college students were indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 139 involved in this research. the strength of the relationship between emotional quotient and students' mpsp can be seen in the correlation coefficient (rxy) of each publication. the correlation coefficient values in 23 publications ranged from 0.133 (weak category) to 0.968 (strong category). meanwhile, the data analysis of the year of publication and the form of publication can be seen in table 2. table 2. publication year and publication form frequency (f) percentage (%) publication year 2013 1 4,48% 2014 1 4,48% 2015 2 8,69% 2016 1 4,48% 2017 3 13,04% 2018 1 4,48% 2019 7 30,43% 2020 4 17,39% 2021 3 13,04% publication form bachelor's thesis 10 43,48% proceeding 1 4,48% journal 12 52,17% the highest publication year occurred in 2019 as many as 7 out of 23 publications or around 30.45% were published in that year (see table 2). the most form of publication is about 52.17% in the form of journals. while the smallest form of publication is around 4.48% in the form of proceedings. the second step is to find out which model is suitable for estimating the mean effect size from 23 studies, using heterogeneity test. the presentation of the heterogeneity test results is shown in table 3. table 3. fixed and random effects q df p omnibus test of model coefficients 66.637 1 < .001 test of residual heterogeneity 268.930 22 < .001 table 3 shows that the 23 effect sizes of the investigated studies are heterogeneous, based on the results of the analysis (because the p-value is 0.001 lower than 0.05). thus, the random effect model is more suitable to be used to estimate the mean effect size of the 23 analyzed studies. the findings of this study also suggest that moderating variables should be investigated further that influence the relationship between emotional quotient and students’ mpsp. next is the third step, to check the bias of the 23 publications that were analyzed using the funnel plot shown in figure 2. figure 2. funnel plot 140 putri nur malasari adeneye o. a. awofala emotional quotient and students’ mathematical problem-solving proficiency: a meta-analysis the results of the funnel plot shown in figure 2 are difficult to conclude whether the funnel plot is symmetrical or not, so an egger test is needed to test whether the funnel plot is symmetrical or not. the following is table 4 which displays the results of the egger's test. table 4. regression test for funnel plot asymmetry ("egger's test") z p sei 1.226 0.220 it can be seen in table 4 that the p-value of 0.220 is more than 0.05, so the funnel plot is symmetrical. thus, it can be concluded that there is no publication bias problem in this meta-analysis study. to strengthen the egger's test results, file drawer analysis is used. the results of the file drawer analysis can be seen in table 5 below. table 5. file drawer analysis fail-safe n target significance observed significance rosenthal 5437.000 0.050 < .001 because k = 23, so 5k + 10 = 5 (23) + 10 = 125. fail-safe n values obtained are 5437 (see table 5), with a target significance of 0.05 and p < 0.01. due to the fail-safe n value > 5k + 10, it can be concluded that there is no publication bias problem in the meta-analysis study. then the fourth step is to determine the effect size and effect size summary. the average effect size weights of the 23 analyzed studies can be seen in table 6 below. table 6. coefficients 95% confidence interval estimate standard error z p lower upper intercept 0.761 0.093 8.163 < .001 0.578 0.944 the results of the analysis using the random effect model show that there is a positive correlation (because the estimate of 0.761 is positive, see table 6) which is significant (because the p-value is 0.001 lower than 0.05 see figure 6) between emotional quotient and students' mpsp. the correlation of emotional quotient on students' mpsp is included in the high category, namely 0.761, based on the criteria of cohen et al., (2007). meanwhile, to see the weight of the effect size of each analyzed study, it can be seen in figure 3 (fifth step). indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 141 figure 3. forest plot referring to the forest flot (see figure 3), the effect size of the analyzed studies varies from 0.13 to 2.06. the highest effect size is 2.06 which lies in the interval from 1.58 to 2.54. meanwhile, the lowest effect size is 0.13 which is located at an interval from 0.02 to 0.25. the average effect size analyzed is 0.76. meanwhile, the variance value is 0.0086 and the standard error value is 0.093. the next stage is to test the research hypothesis. h0 : there is no significant correlation between emotional quotient and students' mathematical problem-solving proficiency h1 : there is a significant correlation between emotional quotient and students' mathematical problem-solving proficiency the results of the calculation resulted in a z value of 8.163. the z value obtained is then substituted into the equation for the value of p = 1 – normsdist (z) in a one-sided test approach with a significance level of 95%. furthermore, the p-value is lower than 0.05. this causes h0 to fail to be accepted. this means that there is a significant correlation between emotional quotient and students' mpsp. discussion the results of data analysis of 23 research publications on the correlation of emotional quotient and mpsp of students in indonesia and nigeria through a meta-analysis study approach, found an average effect size weight of 0.76. this value based on cohen et al., (2007) is included in the high category. the variance value of 0.0086 and the standard error value of 0.093 are inextricably linked 142 putri nur malasari adeneye o. a. awofala emotional quotient and students’ mathematical problem-solving proficiency: a meta-analysis to the magnitude of the average effect size value. in addition, no publication bias was found. this means that the research sample used is valid. it also signifies that no research publication was lost throughout the study, hence no more research publications were required. the average effect size value shows a positive value. these results indicate that emotional quotient is one of the factors that is positively correlated with students' mpsp. this positive correlation means that students' low emotional quotient will result in low students’ mpsp. on the contrary, the high emotional quotient of students will support the development of students' proficiency to solve mathematical problems for the better. therefore, the emotional quotient will offer each person the power they need to succeed. the intelligence quotient is vital, but the emotional quotient is much more crucial since the emotional quotient genuinely influences a person's disposition, capacity to perceive issues, capacity to bounce back from failure, and the likelihood of success (aunurrahman, 2009). positive emotions will influence students to concentrate on learning activities and problem-solving activities (khoirunisa & hartati, 2017). students who have a high emotional quotient will strive for the realization of a balance between the environment and themselves, seek to be happy, replace bad things with better things, and have good cooperation proficiency with students who have heterogeneous backgrounds (agustin, 2015). the average effect size value discovered had a positive correlation, which was consistent with the findings of the research hypothesis test, which revealed a substantial association between emotional quotient and students' mpsp. based on these findings, teachers who want to teach mathematics must foster an emotional quotient in their students. there are several ways that mathematics teachers can do to develop students' emotional quotient. first, teachers can use ict (information and communication technology) to teach mathematics. ict-assisted mathematics learning facilitates students to motivate themselves, train and manage their own emotions, get to know others, and build relationships with others (ibrahim, 2012). the overall dimensions that can be facilitated are dimensions of emotional quotient formulated by goleman (2001). the second is developing mathematics learning tools that are integrated with the emotional quotient. the study's findings demonstrated that emotional quotient-based mathematics learning aids are successful in enhancing students' emotional quotient. (syawahid & retnawati, 2014; sugianto & ilyas, 2020). and thirdly is applying the cooperative learning model to teach mathematics. through cooperative learning, students can maximize and balance social relationships with other students, teachers, and the environment (ilyas et al., 2020). through these social relationships, students will learn to manage their emotions toward themselves and others (mortiboys, 2013). conclusion assessing the urgency of emotional quotient to support the development of students' problemsolving proficiency is important. this has an impact on research that examines these problems and can contribute to mathematics education research. through a meta-analysis approach, it was found that there was a significant positive correlation between emotional quotient and students’ mpsp. this finding is based on the findings of the research employing the random effect model which shows that the average effect size is 0.761 (high category) in the range of 0.579 and 0.944. and no indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 143 publication bias was found. the findings of this research support the existing theory and show that there is consistency in the conclusions of the results of the analyzed studies. this research contributes to teachers, schools, and parents to develop mathematical problemsolving proficiency. it is necessary to pay attention to students' emotional quotient as a supporting factor. one of the characteristics is the emotional quotient, which has been shown to have a favorable impact on the development of pupils' mathematical problem-solving abilities. moving on, more research on additional subjects is required to generalize the findings. other researchers who are interested in similar topics can develop by looking at other possible factors that affect students' mathematical problem-solving proficiency or other mathematical proficiencies that are influenced by students' emotional quotient. acknowledgement the success of this study is undoubtedly due to the contributions of a number of individuals. we appreciate everyone who helped with data collecting and processing. references agustin, r. d. 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(2014). pengembangan perangkat pembelajaran matematika terintegrasi dengan pengembangan kecerdasan emosional dan spiritual. jurnal riset pendidikan matematika, 1(1), 12-21 widodo, s. a., darhim, & ikhwanudin, t. (2018). improving mathematical problem-solving proficiency through visual media. journal of physics: conference series (vol. 948, no. 1, p. 012004). iop publishing. windayani, n. l. i., widyastuti, a., herlina, e. s., chamidah, d., yusuf, r. n., weya, i., ... & karwanto, k. (2021). pengantar teori perkembangan peserta didik. yayasan kita menulis. yulianto, a. (2019). hubungan kecerdasan emosional terhadap kemampuan pemecahan masalah matematika siswa kelas v sd muhammadiyah i remu kota sorong. jurnal papeda: jurnal publikasi pendidikan dasar, 1(1), 23-28. microsoft word 44-191-3-ed (1).docx https://indomath.org/index.php/indomath vol 6, no. 1, february 2023, pp. 25-34 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. analysis of error in solving story problems on mixed counting operations for class iv elementary school wonadesma dwi khotimah universitas pgri semarang, wonadesma97@gmail.com ryky mandar sary* universitas pgri semarang, rykymandarsary@upgris.ac.id tatang herman universitas pendidikan indonesia, tatangherman@upi.edu sufyani prabawanto universitas pendidikan indonesia, sufyani@upi.edu abstract this research focus is on the ability to solve word problems on mixed arithmetic operations. the research objective is to analyze errors in solving word problems in mixed arithmetic operations material. furthermore, this research approach was qualitative research. the data sources were 10 fourth-grade students and a fourth-grade teacher at state elementary school 1 sulursari; teachers were chosen because of their role in learning. data collection procedures consisted of tests and interviews. the research showed that fourth-grade students experienced errors in solving word problems on mixed arithmetic operations, including reading, transformation, process skills, and final answer writing errors. the suggestions conveyed to students when learning should pay attention to the teacher when explaining the material well so that they can ask the teacher when they don't understand the material. multiply practice questions so that you know better when working on questions; you should carefully not need to rush. keywords: mathematical errors, mixed arithmetic operations, elementary school abstrak fokus penelitian ini adalah kemampuan menyelesaikan soal cerita materi operasi hitung campuran. tujuan penelitian ini adalah untuk menganalisis kesalahan dalam menyelesaikan soal cerita pada materi operasi hitung campuran. pendekatan penelitian ini menggunakan penelitian kualitatif. sumber data yaitu siswa kelas iv sebanyak 10 orang dan guru kelas iv sd negeri 1 sulursari, guru dipilih karena berperan dalam pembelajaran. prosedur pengumpulan data yang digunakan adalah tes dan wawancara. berdasarkan penelitian ini menunjukkan bahwa siswa kelas iv mengalami; kesalahan membaca, kesalahan transformasi, kesalahan keterampilan proses dan kesalahan penulisan jawaban akhir. saran yang disampaikan kepada siswa ketika dalam pembelajaran sebaiknya memperhatikan guru ketika menjelaskkan materi dengan baik, sehingga ketika belum paham materi bisa bertanya kepada guru. perbanyak latihan soal agar semakin paham, ketika mengerjakan soal sebaiknya dengan teliti tidak perlu terburu-buru. kata kunci : kesalahan matematika, operasi hitung campuran, sekolah dasar introduction law no. 20 of 2003 concerning the education system article 1 states that education is a conscious and planned effort to create a learning atmosphere and learning process so that students develop their potential to have religious, spiritual strength, self-control, personality, intelligence, noble character, as well as skills needed by himself, society, nation, and state (rusmaini, 2014). education 26 wonadesma dwi khotimah, ryky mandar sary, tatang herman, sufyani prabawanto analysis of error in solving word problems on mixed arithmetic operations for fourth grade of elementary school is an effort to humanize humans. education is a human business. only humans have an education. the subjects and objects of education are humans (soegeng, 2016). the educational process is also an activity that is carried out consciously and planned to create a learning atmosphere and learning process (maratush, 2018). according to rusman (2017), learning is an attempt to make students learn or an activity to teach students. in other words, learning is an attempt to create conditions for learning activities to occur. learning mathematics is providing learning experiences to students through a series of activities that are achieved so that students gain knowledge of the mathematics being studied and are intelligent, skilled, and able to understand the material being taught (amir, 2014). wati & sary (2019) explains that in learning mathematics, students must be active and willing to try and ask questions when they experience errors in learning math problems. many students do not understand the material in mathematics and experience errors. according to ariyanto (2011), mathematics is an exact and systematically organized branch of science, knowledge of numbers and calculations, basic knowledge of quantitative facts, and problems of space and shape. pane & darwis (2017) mentions that learning mathematics is not just a transfer of knowledge from teacher to students who become students as learning objects, and students should become subjects in learning. mathematics is the science of logic regarding shape, composition, quantity, and related concepts (indrayati & jailani, 2015; juniarti et al., 2020; setyadi & qohar, 2017; zairisma et al., 2022). meanwhile, faisal et al. (2016) define learning mathematics as a teaching and learning process built by teachers to develop creative thinking to improve students' thinking skills and construct new knowledge. furthermore, according to suherman (2003), learning mathematics is a learning process that involves students actively completing mathematical knowledge. many elements can affect the success of learning mathematics simultaneously. these elements include; students, educators/ teachers, learning methods, and environment. in terms of the students themselves, the factors that affect learning achievement can be grouped into two groups: external and internal. low ability in the internal factors above causes low achievement in learning mathematics, such as the inability of students to solve math problems, and can be seen from the existence of problem-solving errors. this error is known to the teacher in the teaching and learning process in class and from the results of student work in tests. in learning, a teacher should analyze the mistakes made by students. the analysis is carried out by determining the types and causes of student errors. runtukahu & tombokkan (2014) mention children's mistakes in learning mathematics, namely mistakes in learning to count, learning geometry, and general errors in solving word problems. rahardjo & waluyati (2011) states that the errors experienced by students in working on story-form questions mechanically include errors in understanding the questions, errors in making mathematical models (sentences), errors in computing (calculations), and mistakes in interpreting answers to mathematical sentences. according to singh et al. (2010) and jha (2012), there are six types of errors made by students in solving math problems, namely reading errors, comprehension errors, transformation errors, process skill errors, encoding errors, and carelessness. furthermore, santosa indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 27 et al. (2020) state that the mistakes made by students in working on math problems can be identified in several aspects, such as language, imagination, prerequisites, responses, and application. mathematical problem-solving is a process in which a person is confronted with mathematical concepts, skills, and techniques to solve mathematical problems (roebyanto, 2017; widodo et al., 2017). research related to the analysis of mathematical problem-solving abilities has been carried out a lot. kamalia et al. (2022) state that weak problem-solving skills mean that students cannot complete mathematics and do not know what steps to work on first. solving math problems at school is commonly manifested as word problems. students' skills in solving word problems, especially those related to problem-solving aspects, are helpful in daily life. however, not all students can efficiently work on word problems. word problems tend to be more challenging than problems that only contain numbers. completion of word problems not only obtains the results of calculations from the matter asked, but there are stages of completion or thought processes that must be understood by students (dewi et al., 2014; novferma, 2016; utari et al., 2019). raharjo et al. (2009), questions that can be employed to determine students' abilities in mathematics can be in the form of stories/ words and non-story/count questions. usually, the problems in word problems are presented in meaningful and easily understood sentences by students. raharjo et al. (2009) argue that word problems are questions that are shown in the form of short stories. in solving word problems, especially in the form of description questions. students are expected to be able to write down and explain coherently the problem-solving process given by selecting and identifying relevant conditions and concepts, looking for generalizations, formulating settlement plans, and organizing skills previously possessed (hartini, 2008). children need the ability to solve word problems in learning mathematics at school because this is important for children to master. problem-solving represents an essential part of mathematics in solving this problem, often using words or story problems that students must complete (yu et al., 2022). in solving word problems, some steps must be carried out to achieve the desired answer. there are several stages in solving word problems, namely: (1) understand the problem, (2) divide a plan, (3) carry out the plan, and (4) look back (polya, 2004; widodo et al., 2019). children are asked first to understand what is meant by the problem. like what is known? what are you asking? and so forth. then the child plans to work on the problem, for example, by finding the right formula or arithmetic operation to work on the problem, especially in word problems on mixed arithmetic operations. basic arithmetic operations in mathematics can be divided into four basic operations, namely (1) addition: arithmetic operations to obtain two or more integers, (2) subtraction: arithmetic operations to obtain the difference between two or more numbers, (3) multiplication: a repeated addition with fixed addition, and (4) division: a repeated subtraction with fixed subtraction, then the form of repeated operations is exponential operation. meanwhile, mixed arithmetic operations are completing calculations consisting of multiplication, division, addition, and subtraction (ngatiyo & aunurrahman, 2013). the rules for working on mixed arithmetic operations are: first, operations within parentheses come. second, addition and subtraction are equally strong, so it should prioritize the one on the left by grouping it. the urgency of researching mixed arithmetic operations is due to 28 wonadesma dwi khotimah, ryky mandar sary, tatang herman, sufyani prabawanto analysis of error in solving word problems on mixed arithmetic operations for fourth grade of elementary school arithmetic operations being frequently employed in daily life. addition, subtraction, multiplication, and division are required when shopping. addition can be utilized to calculate the amount of these items. subtraction can be used to calculate change. as with the fourth-grade students at state elementary school 1 sulursari, some students experienced errors in solving word problems in mathematics. some students got low scores on mixed arithmetic operations material. referring to the expected student learning outcomes during midterm tests, only 40% of students have not achieved the minimum completeness criteria (kkm), and 60% of students have not reached the minimum completeness criteria (kkm). this is caused by some of the difficulties often experienced by students, namely tests when working on word problems because they cannot understand the meaning of the questions and confusion when determining the arithmetic operations to be used. usually, students need a very long time to solve problems in the form of word problems. students often make mistakes when calculating and are not careful in working on math word problems. if left unchecked, these problems will impact the learning process. so we need a theory that is used as an alternative to analyzing student mistakes in solving word problems. one theory that can be used is newman's theory. newman's theory is designed as a simple diagnostic procedure to analyze student errors in solving math story problems in which there are five indications of types of errors, namely, error reading questions, error understanding questions, transformation errors, processing errors, and errors in writing the final answer (hadi, 2021; maulana & pujiastuti, 2020; oktaviana, 2018). so from the problems above, the researcher conducted an error analysis in solving word problems in the material of mixed counting operations for class iv elementary school. method this research was conducted at state elementary school 1 sulursari, gabus sub-district, grobogan regency. the approach was qualitative research, while the data collection techniques consisted of tests and interviews. the data source was selected based on a purposive sampling technique. the data sources were 10 fourth-grade students and a fourth-grade teacher at state elementary school 1 sulursari. the teacher was chosen because of her role in learning. the research instrument was the first in the form of a story question test on mixed arithmetic operations material, which consisted of five essay questions. here is the question : (1) adhi has 20 marbles. because adhi was diligent in helping, his father gave him another 30 marbles. the next day adhi gave ten marbles to his friend. how many marbles are left by adhi, (2) in pak maruli's building shop, there are 24 bags of cement to be sold. of the existing cement, nine sacks of cement were sold. suppose the cement supply has been sold; then 13 packs of glue will be brought in again. how many sacks of cement are there in mr. maruli's building shop, (3) a group of farmers in one village received nine paks of urea fertilizer. each sack is 72kg. the fertilizer will be distributed to 18 farmers. how many kilograms of urea fertilizer will each farmer get, (4) deni has a basket of apples containing 60 apples, then his father gives deni 12 apples. the next day deni divided all the apples among his nine friends. how many apples does each child get, (5) eight trucks transport rice which will be deposited at the rice warehouse, and each indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 29 truck transports 7,500 kg of rice? if the warehouse still has 1,525 kilograms of rice in stock, how many kilograms are there? meanwhile, the interview sheets were used to collect data from student learning regarding student error factors in solving word problems on mixed arithmetic operations material. the test was designed to diagnose errors made by students in solving math word problems in terms of students' concepts, principles, and skills. the test was in the form of word problems on mixed arithmetic operations. basic competency (kd) 3.3 states explaining and making estimates of the amount, difference, product, and quotient of two whole numbers and fractions and decimals. interviews were designed to assist researchers in digging up information on the outcomes of student work on the tests given and to simplify the identification of the causes of student errors in solving word problems. data analysis techniques include data reduction, presentation, and withdrawal. the data validity was in the form of triangulation. this research technique was carried out by comparing test outcomes with student interview outcomes; hence, the causes of student errors were obtained. result and discussion based on the analysis of test outcomes and student interviews, errors in solving math word problems on mixed arithmetic operations for fourth grade at state elementary school 1 sulursari can be obtained. the test outcomes demonstrated that the highest score was 100, and the lowest was 18. the mean score obtained was 75.2. a total of three students were declared ‘not passed’ (had not fulfilled kkm 75), and seven students were declared passed (met kkm 75). the sw 1's work outcomes can be seen in questions 1, 3, 4, and 5. the students worked on random answers. they could not understand what was known and asked. in question number 2, they could not make a mathematical model from the information presented, or the questions given. it can be seen from the students’ answers that they only wrote down the final result of 28 sacks of cement without using the steps to solve it. it was supported by the interview outcomes with the student that sw 1 could not understand how to accomplish it and did not understand the sequence of how to do it. sw 1 was still confused about making mathematical sentences. they could not translate questions into mathematical sentences and were not used to working on questions in word problems because they required a good understanding of the work. in addition, the students’ questionnaire results indicated difficulty in determining the numbers to be stored in the addition operation. the sw 2's work outcome is on question number 5. the students were unable to read or recognize the symbols in the questions. they could not interpret the meaning of each word, term, or symbol in the problem. in written questions, they used the sentence eight trucks. it can be seen in the answer of student number 5, which was 7,500 + 1,525 = 9,025 kg. it should have been 8 x 7,500 + 1,525 = 60,000 – 1,525 = 61,525 kg. however, the students answered 7,500 + 1,525 = 9,025 kg. it was supported by the students’ interview outcomes, which revealed that they only focused on the number of questions. based on the students’ work outcomes, there were reading errors. this aligns with research from rismawati & margareta, where reading errors were caused because students misinterpreted the problem in illustrating the expected mathematical sentence. 30 wonadesma dwi khotimah, ryky mandar sary, tatang herman, sufyani prabawanto analysis of error in solving word problems on mixed arithmetic operations for fourth grade of elementary school furthermore, sw 3's work outcome is on question number 5. these students could not interpret the meaning of each word, term, or symbol in the problem. in the written problem, eight trucks transporting rice will be deposited into the warehouse, each carrying 7,500 kg of rice. they only focused on numbers. the correct answer should have been 8 x 7,500 + 1,525 = 60,000 + 1,525 = 61,525 kg. meanwhile, the students answered 7,500 + 1,525 = 9,025 kg. therefore, the students experienced reading errors. it was supported by the students’ interview outcomes which revealed that they did not know if eight trucks were included in the math problem because the student thought numbers were only included in the issue. then, the sw 4's work outcome can be seen in question number 3. the students could not find the final result according to the procedure or steps. they have written answers with the steps asked; in contrast, they were not careful. they answered 9 x 7 = 63: 18 = 3.5 kg/person. the correct answer should be 9 x 72 : 18 = 648 : 18 = 36 kg/person. the students’ interview outcomes supported it; they were not careful in reading the questions because they were in a hurry to see the theme and had finished working on the questions the researcher gave. they experienced calculation errors and wrote down the ending according to what was asked. the students’ questionnaire outcomes revealed that the students were not careful in working on word problems. the same error was also found in question number 5; they could work according to the procedure or steps used; however, they were not careful in writing the final results. based on the students’ work outcomes, the students experienced errors in processing skills and writing final answers. process skill errors are mistakes made because students make mistakes in the previous stage, namely the problem transformation stage. the next mistake is that students cannot use mathematical rules. errors in using mathematical rules are caused by students forgetting and not being able to operate numbers, and errors not continuing the calculation process because students are in a hurry when working on problems and when students face solving steps that are considered difficult (agnesti & amelia, 2020; magfirah et al., 2019). in addition, the sw 5's work outcomes can be seen in question number 5. the students could not understand the questions in the form of word problems. they could not interpret the meaning of each word, term, or symbol in the problem. they only focused on numbers in written questions using the sentence eight trucks. it can be seen in student answers 7,500 + 1,525 = 9,025 kg. the correct answer was 8 x 7,500 + 1,525 = 60,000 + 1,252 = 61,525 kg. the students’ interview outcomes supported it: students only focused on questions with numbers written on them. students did not know if it was included in the question. hence, it can be said that students experienced errors in reading. the sw 10's work outcomes are on questions number 1 to 5. the students could not read or recognize the symbols in the questions. then, they could not understand what was known or asked. they did not know what formulas were employed to solve word problems. they did not know the procedure or steps to be used. it can be seen that the students did not work on the questions carefully and thoughtfully. answers number 1 to 5 had no correct answer. these answers were not following the questions given. the students’ interview outcomes supported it. they did not know how to indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 31 accomplish word problems. therefore, the students experienced reading errors, understanding errors, processing skills errors, and final answer writing errors. previous mistakes caused the types of errors in writing the final answers made by students. errors in writing the definitive answer were caused by students making mistakes in the calculation process. these findings are supported by research conducted by sari et al. (2018) which found that students made mistakes in solving social arithmetic word problems because students had a wrong understanding. then researchers (fatahillah et al., 2017) found that the types of errors based on newman's error analysis were reading errors which consisted of mistakes in reading words, units of area, currency symbols, and denominations of money. conclusion this research showed that fourth-grade students experienced errors in solving word problems on mixed arithmetic operations, including reading, comprehension, transformation, process skills, and final answer writing errors. some of the suggestions the researchers convey include (1) to students, namely that students should prepare themselves before going to school in advance by getting enough sleep. hence, they are not sleepy during learning. besides, students are expected to have breakfast first because it can interfere with student learning concentration. furthermore, suggestion (2) to the teacher is that it would be nice for the teacher to create a conducive and as comfortable as possible learning atmosphere with appropriate learning methods and arrange classrooms to make a suitable and proper learning environment and communicate with students; by enquiring the material presented to create active learning, being a fun teacher letting students be creative and agreeing on shared rules between teacher and students. acknowledgement the researcher would like to thank all parties willing to be research subjects/informants in the study, especially the fourth-grade students and fourth-grade teachers at sd negeri 1 sulursari, so that this research can be completed correctly and smoothly. references agnesti, y., & amelia, r. 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(2022). spatial processing rather than logical reasoning was found to be critical for mathematical problem-solving. learning and individual differences, 100, 102230. https://doi.org/10.1016/j.lindif.2022.102230 zairisma, z., apriliani, v., & yunus, j. (2020). mathematical representation ability of middle school students through model eliciting activities with stad type. desimal: jurnal matematika , 3(2), 109-116. https://doi.org/10.24042/djm.v3i2.5751 34 wonadesma dwi khotimah, ryky mandar sary, tatang herman, sufyani prabawanto analysis of error in solving word problems on mixed arithmetic operations for fourth grade of elementary school http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2021, pp. 95-106 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. sequence and series: an analysis of mathematical problem solving ability iyam maryati institut pendidikan indonesia, iyammaryati@institutpendidikan.ac.id dila nurhayati fadhilah institut pendidikan indonesia, dilanurhayati11@gmail.com abstract this study aims to analyze the level of mathematical problem-solving abilities of students in one of the high schools in garut city on the material of sequence and series. the method used in this research is the descriptive qualitative research method. the sample in this study was conducted on 5 students in class xi at one of the public high schools in garut city. the instruments given to the students were 4 questions on the sequence and series material. the conclusion of this study is the mathematical problem-solving ability of class xi high school students in garut city, seen from the indicators of identifying sufficient data to solve problems and implementing strategies to solve problems, is quite high, but the indicators of making mathematical models are classified as moderate, and checking the correctness of results and answers still relatively low. keywords: mathematical problem solving ability, sequence, and series abstrak penelitian ini bertujuan untuk menganalisis tingkat kemampuan pemecahan masalah matematis siswa salah satu sma di kabupaten garut pada materi barisan dan deret. metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif. sampel pada penelitian ini dilaksanakan pada 5 orang siswa di kelas xi di salah satu sma negeri di kota garut. instrumen yang diberikan pada siswa sebanyak 4 soal pada materi barisan dan deret kesimpulan dari penelitian ini adalah berdasarkan: a) analisis tes kemampuan pemecahan masalah matematis setiap orang siswa secara keseluruhan termasuk kategori sedang; b) analisis tes kemampuan pemecahan masalah matematis ditinjau dari setiap indikator secara keseluruhan termasuk kategori sedang; c) analisis nilai rata-rata hasil analisis tes kemampuan pemecahan masalah matematis ditinjau dari setiap indicator yaitu memahami masalah termasuk kategori sedang, menyusun rencana termasuk kategori sedang, menerapkan rencana termasuk kategori rendah, dan memeriksa kembali termasuk kategori rendah.. kata kunci: kemampuan pemecahan masalah matematis, barisan dan deret. introduction mathematics as one of the basic sciences has an important role in accelerating mastery of technology. this is because mathematics is a means of thinking to develop logical, systematic, and critical thinking. mathematical abilities are instinctive abilities bestowed by god almighty. therefore yourself and the environment will affect these mathematical abilities. mastery of science and technology must be based on mastery of mathematics, because mastery of mathematics is the main key in mastering knowledge (aulia & fitriyani, 2019; wijayanto et al., 2018). mathematical abilities that are expected to be achieved through learning mathematics are listed in the learning objectives set by nctm, namely basic math abilities which are standards, namely: a) problem solving; b) reasoning and proof; c) communication; d) connections; and e) representations (nctm, 2000). based on the objectives of learning mathematics, students' mathematical problem-solving abilities are very important abilities to be developed from within students. in everyday life, many problems can be solved mathematically. problem-solving is a form of individual effort to solve a problem for which there is no definite answer or solution, so it requires irregular thinking (mawaddah, & anisah, 2015; widodo, 2014; mailto:iyammaryati@institutpendidikan.ac.id 96 iyam maryati and dila nurhayati fadhilah sequence and series: an analysis of mathematical problem solving ability widodo et al., 2018). students' mistakes in solving questions are related to learning disabilities or imperfect learning abilities. in learning mathematics, mistakes in learning a previous concept will affect understanding the next concept because mathematics is a structured science. therefore, in the mathematics learning process, not all students always succeed in achieving learning objectives (natsir et al., 2019). the percentage of students' ability to understand the problem reached 87.10% in the very good category, the percentage of students' ability in planning 40.32% belonged to the bad category, the percentage of the ability to solve problems according to plan 24.19% belonged to the very poor category, the percentage of students' ability to find back 48.39% is in a bad category, while the overall average percentage reaches 50% and is classified in the bad category (maryati, 2018; syahputra, 2017). this data shows that the students' mathematical problem-solving abilities are still relatively weak. in addition, the mathematical problem solving ability of students in man 2 bandar lampung is still low because students have difficulty solving math problems and students rarely ask questions or come up with solutions to ideas (muhammad, 2015). based on observations of the work results of class xi students at a high school in garut district and the results of interviews with teachers, there are several problems, namely: a) the average score for the mid-semester assessment is still low; b) experiencing confusion when solving non-routine problems; c) students still do not understand the formula or concept that will be used in problem solving. factors that can affect students cannot solve problems including them; a) lack of understanding of the concept in understanding the material (pertiwi, 2016; rahayu et al., 2019; rismawati & komala, 2018), b) less systematic in solving problems (muhammad, 2015; septian et al., 2021; widodo & turmudi, 2017). analysis of problem-solving abilities carried out in this study is the ability to solve mathematical problems as a process (polya, 1973). the steps applied in problem solving, namely: namely: a) understanding the problem; b) draw up a plan; c) carry out the plan; d) recheck (mustafia & widodo, 2018; widodo et al., 2019, 2021). in this study, the problem-solving ability studied in sequence and series material is compulsory mathematics material studied in class xi high school level students. this material is one of the materials that require a variety of resolution methods so that it requires high problem-solving abilities to solve the problems given. based on the description above, the purpose of this study was to analyze students' mathematical problem solving abilities in the sequence and series material. researchers hope that the results of this research can provide solutions in designing good learning so that there are no errors in understanding the concept of sequence and series material (sopian & afriansyah, 2017). method the method used in this research is a qualitative descriptive research method because in this study the objective of this research is to obtain data and information about the students' mathematical understanding ability in solving questions in the material and series. the sample in this study was carried out on 5 students in class xi at one of the public high schools in garut regency. the instrument given was a test of mathematical problem-solving abilities on the material of sequences indomath: indonesia mathematics education – volume 04 | issue 02 | 2021 97 and series of four questions with four indicators of problem-solving abilities. the data analysis technique in this study was carried out in three stages, namely: 1) data reduction, in this stage the researcher analyzes the data by describing and examining students' answers along with interviews, 2) data presentation, data analysis obtained is presented in a narrative text arrangement, charts or tables along with conclusions, 3) the conclusion stage, this stage is the stage of concluding based on data reduction and data analysis that has been carried out (creswell, 2012). the instrument used in this study was a test of students' mathematical problem-solving abilities measured using four indicators according to (polya, 1973). namely: a) understanding the problem; b) draw up a plan; c) carry out the plan; d) recheck. using a rubric with a score of 0 3 based on scoring according to (sumarmo, 2016). the test instrument consists of four questions and is tested first to determine the level of validity, reliability, difficulty level, and distinguishing power processed using anates software. to find the percentage value (pv) of mathematical problem solving abilities, a comparison between the obtained ability score (a) to the maximum score (ms) is used, or it can be formulated as follows 𝑃v = %100x ms a . in calculating the percentage of student answers qualified into five categories, namely very high if the percentage of mathematical problem solving abilities were obtained between 81% -100%, high category if the percentage of mathematical problem solving abilities is obtained between 61% 80%, moderate category if the percentage of mathematical problem solving abilities is obtained between 41% -60%, low category if the percentage of mathematical problem solving abilities is obtained between 21% -40%, and the category is very low if the percentage of mathematical problem solving abilities is obtained between 0% -20% (aisyah, p. n., 2018; putra, 2017). result and discussion the test of students' mathematical problem solving abilities was given as many as four questions in the form of essay questions. after the test questions regarding the students' mathematical problem solving abilities were given to five students, then the test questions were given a score on each question, then the percentage obtained from the score was given and analyzed. the results of the test of students' mathematical problem solving abilities in solving questions on the subject line and series are presented in tables 1, 2, and 3 below. table 1. results of the analysis of the mathematical problem solving ability test for each student students indicator of problem solving ability to total value percentage criteria 1 2 3 4 s1 3 2 1,5 1 7,5 62,50 high s2 2 1,5 1 1 5,5 45,83 moderate s3 1 1 1 1 4 33,33 low s4 2 2 1 1 6 50,00 moderate s5 1 1 1 1 4 33,33 low average 5,4 45,00 moderate 98 iyam maryati and dila nurhayati fadhilah sequence and series: an analysis of mathematical problem solving ability based on table 1 above, the results of students' mathematical problem-solving abilities based on the ability of each student indicate that the mathematical problem-solving ability of undergraduate students obtained a percentage value of 62.50%, including the high category, s2 students' mathematical problem solving abilities obtained a percentage value of 45.83% including the moderate category, s3 students mathematical problem solving abilities obtained a percentage value of 33.33%, including the low category, mathematical problem solving abilities of s4 students get a percentage value of 50.00% including the medium category, and the mathematical problem solving ability of s5 students got a percentage value of 33.33% which is in the low category, meanwhile, the average value of the mathematical problem solving ability of all research subjects obtained a percentage value of 45.00% indicating a moderate category. analysis of the results of tests of mathematical problem solving abilities apart from being reviewed based on the ability of each student is also analyzed based on each indicator of problemsolving abilities. table 2 below shows the results of this analysis. table 2. results of the analysis of the mathematical problem solving ability test in terms of each indicator mathematical problem solving indicators student score total value percentage criteria 1 2 3 4 5 understanding the problem 3 2 1 2 1 9,00 75,00 high draw up a plan 2 1,5 1 2 1 7,50 62,50 moderate carry out the plan 1,5 1 1 1 1 5,50 45,83 moderate recheck 1 1 1 1 1 5,00 41,67 moderate average 6,75 56,25 moderate based on table 2 above, the results of students' mathematical problem-solving abilities test based on indicators of understanding the problem, namely how students can identify sufficient data to solve problems shows a percentage value of 75.00% is in the high category. the indicator of preparing a plan is how students can make a mathematical model of a problem and solve the problem obtaining a percentage value of 62.50% including the high category. the indicator of implementing the plan, namely how students can choose and implement strategies to solve math problems, gets a percentage value of 45.83% including the moderate category. and the indicator of checking back is how students can check the correctness of the results and the answers get a percentage value of 41.67% including the medium category. meanwhile, the average value of all indicators of mathematical problem solving ability shows a percentage value of 56.25%, which is in the medium category. the average value of the results of the analysis of the problem-solving ability test based on each indicator of problem-solving ability is shown in table 3 below. table 3 analysis of the average value of the analysis results of the mathematical problem solving ability test in terms of each indicator mathematical problem solving indicators student score average value percentage criteria 1 2 3 4 5 indomath: indonesia mathematics education – volume 04 | issue 02 | 2021 99 understanding the problem 3 2 1 2 1 1,80 60,00 moderate draw up a plan 2 1,5 1 2 1 1,50 50,00 moderate carry out the plan 1,5 1 1 1 1 1,10 36,67 low recheck 1 1 1 1 1 1,00 33,33 low based on table 3 above, the average percentage of students' mathematical problem solving abilities in understanding problems shows a percentage is 60.00%, this means that most students can understand the problem to identify the sufficiency of data in solving the problem. in the indicator of compiling the plan, the average percentage is 50.00%, which means that some students can make a mathematical model of a problem and solve it. the indicator of implementing the plan shows a percentage of 36.67%, which means that most students have not been able to choose and implement strategies to solve math problems. then the indicator of checking back shows a percentage of 33.33%, which means that most students have not been able to check the correctness of the answer again. the average value of each indicator of students' mathematical problem solving ability, shows that the ability to understand problems and formulate plans has moderate abilities, to carry out plans, and to check the correctness of the answers to the results and the answers are still low. a. analysis of the mathematical problem solving ability test for each student 1. mathematical problem solving abilities of s1 students the mathematical problem solving abilities s1 students shows high criteria. with the ability of each indicator as follows: a) understand the problem to get a score of 3, this means that students can write down the information they know and ask the questions correctly to identify the sufficiency of data in solving problems. b) on the indicators of compiling a plan to get a score of 2, this shows that there was an error in planning the procedure for solving the problem in making a mathematical model of a problem and solving it. c) in implementing the plan indicators get a score of 1.5, this means that students make mistakes in carrying out calculation procedures in choosing and implementing strategies to solve math problems. d) then on the check again indicator gets a score of 1, this means that students only check by rereading the questions in checking the correctness of the answer. analysis of the mathematical problem solving abilities of undergraduate students, the results of the interviews showed that students experienced confusion in determining the concept to be applied to solve the problem. most of the material has not been understood correctly, so students still have difficulties in planning procedures, performing calculation procedures, and only checking by re-reading the questions in re-checking the correctness of the answers. thus the ability to solve mathematical problems of undergraduate students, even though it is a high criterion, is still at a low interval. 2. mathematical problem solving abilities of s2 students the mathematical problem solving ability of s2 students shows moderate criteria. with the ability of each indicator as follows: a) understand the problem to get a score of 2, this means that students make mistakes in writing down known information and are asked the questions to identify the adequacy of data in solving problems. b) in the indicator of compiling a plan, it gets a score of 1.5, this shows a little mistake in planning the procedure for solving problems in 100 iyam maryati and dila nurhayati fadhilah sequence and series: an analysis of mathematical problem solving ability making mathematical models of a problem and solving it. c) on the indicators of implementing the plan to get a score of 1, this means that students make mistakes in carrying out calculation procedures to solve problems in choosing and implementing strategies to solve mathematical problems. d) in the re-checking indicator, it gets a score of 1, this means that students only check by re-reading the questions in checking the correctness of the answers. analysis of the mathematical problem-solving abilities of postgraduate students, the results of the interviews showed that they experienced a lack of understanding in mastering the material provided by the teacher. most of the material has not been understood correctly, so students still have difficulty writing down the information that is known and asked about the questions correctly, planning procedures, performing calculation procedures, and just checking by rereading the questions in re-checking the correctness of the answers. thus the mathematical problem solving abilities of s2 students are included in moderate criteria. 3. mathematical problem solving abilities of s3 students the mathematical problem solving ability of s3 students shows low criteria. with the ability of each indicator as follows: a) understand the problem of obtaining a score of 1, this means that students make mistakes in writing down known information and are asked the questions to identify the adequacy of data in solving problems. b) on the indicators of compiling a plan to get a score of 1, this shows that there was an error in planning the procedure for solving the problem in making a mathematical model of a problem and solving it. c) on the indicators of implementing the plan to get a score of 1, this means that students make mistakes in carrying out calculation procedures in choosing and implementing strategies to solve mathematical problems. d) then on the check again indicator gets a score of 1, this means that students only check by rereading the questions in checking the correctness of the answer. analysis of the mathematical problem-solving abilities of doctoral students, the results of the interview showed that the motivation to understand the material provided by the teacher was very lacking. most of the material cannot be understood well, so students still have difficulty writing down the information that is known and asked about the questions correctly, planning procedures, performing calculation procedures, and just checking by re-reading the questions in checking the correctness of the answers. thus the ability of the mathematical problem solving ability of s3 students to solve mathematical problems is considered low criteria. 4. mathematical problem solving abilities of s4 students s4 students' mathematical problem solving ability showed moderate criteria. with the ability of each indicator as follows: a) understand the problem to get a score of 2, this means that students make mistakes in writing down known information and are asked the questions to identify the adequacy of data in solving problems. b) on the indicators of compiling a plan to get a score of 2, this shows that there was an error in planning the procedure for solving the problem in making a mathematical model of a problem and solving it. c) on the indicators of implementing the plan to get a score of 1, this means that students make mistakes in carrying out calculation procedures in choosing and implementing strategies to solve math problems. d) then on the indomath: indonesia mathematics education – volume 04 | issue 02 | 2021 101 check again indicator gets a score of 1, this means that students only check by rereading the questions in checking the correctness of the answer. analysis of the mathematical problem solving abilities of s4 students. the results of the interview show that most of the material has not been understood correctly, so that students still have difficulty writing down the information that is known and asked about the questions correctly, planning procedures, carrying out calculation procedures, and just checking by rereading the questions in re-checking the correctness of the answers. thus the ability to solve mathematical problems of s4 students even though it is included in moderate criteria. 5. mathematical problem solving abilities of s5 students s5 students' mathematical problem solving ability shows low criteria. with the ability of each indicator as follows: a) understand the problem of obtaining a score of 1, this means that students make mistakes in writing down known information and are asked the questions to identify the adequacy of the data in solving the problem. b) on the indicators of compiling a plan to get a score of 1, this shows that there was an error in planning the procedure for solving the problem in making a mathematical model of a problem and solving it. c) on the indicators of implementing the plan to get a score of 1, this means that students make mistakes in carrying out calculation procedures in choosing and implementing strategies to solve math problems. d) then on the check again indicator gets a score of 1, this means that students only check by rereading the questions in checking the correctness of the answer. analysis of the mathematical problem-solving abilities of s5 students, the results of the interviews showed that the motivation to understand the material provided by the teacher was very lacking. most of the material cannot be understood well, so students still have difficulty writing down the information that is known and asked about the questions correctly, planning procedures, carrying out calculation procedures, and just checking by rereading the questions in re-checking the correctness of the answers. thus the ability of doctoral students to solve mathematical problems is considered a low criterion. b. analysis of the mathematical problem solving ability test in terms of each indicator 1. the ability to understand problems the indicator of the ability to understand problems in solving mathematical problems is that students can identify the adequacy of data in solving problems. in this ability undergraduate students can write down the information that is known and asked about the questions correctly, s2 students and s4 students make mistakes in writing down the information that is known and are asked on the questions, s3 and s5 students make mistakes in writing down the information that is known and is asked on the questions. so that students' abilities on this indicator are high criteria. even though it is included in the high criteria, it is still at the lower interval. the following are examples of student questions and answers in the ability to understand problems. 102 iyam maryati and dila nurhayati fadhilah sequence and series: an analysis of mathematical problem solving ability figure 1. students' ability to understanding problems at this stage, students can quite understand the information provided on the questions, but students are not used to writing this information in the form known and asked in solving the questions. so that students do not write it down when doing test questions. 2. ability to formulate plans the indicator of the ability to make plans in solving mathematical problems is that students can make mathematical models of a problem and solve it. in this ability, s1 and s4 students make a few mistakes in planning problem-solving procedures, s3, and s5 students make mistakes in planning problem-solving procedures. and s2 students make mistakes in planning the procedure to solve problems but the direction of the planning is slightly correct. so that the student's abilities on this indicator are included in moderate criteria. the following are examples of questions and student work results in the ability to plan. indomath: indonesia mathematics education – volume 04 | issue 02 | 2021 103 figure 2. students' ability to plan at this stage, students do not understand the questions well, so they are confused in planning the formulas to be used. in addition, it was still found that students wrote wrong formulas and some students did not write formulas but did calculations. 3. ability to implement plans indicators carry out plans in solving mathematical problems, namely students can choose and apply strategies to solve mathematical problems. in this ability s2, s3, s4, and s5 students have errors in performing the calculation procedure to solve the problem, and undergraduate students make mistakes in the calculation procedure to solve the problem but the direction of the procedure is slightly correct. so that the student's abilities on this indicator are included in moderate criteria. the following are examples of questions and student work results in the ability to implement plans. 104 iyam maryati and dila nurhayati fadhilah sequence and series: an analysis of mathematical problem solving ability figure 3. students' ability to implement plans at this stage, students do not understand how to implement the plan so that there is an error in the formula to be used. in addition, students were still found to be wrong in completing calculations. 4. re-checking ability the indicator of the ability to check again in solving mathematical problems is that students can re-check the correctness of the answer. in this ability, all students are only able to doublecheck the correctness of the answers by rereading the questions. so that the student's abilities on this indicator are included in moderate criteria. the following are examples of questions and student work results in the ability to check again. figure 4. student ability to re-check at this stage students still do not understand how to check again so they only re-read the results of the answers. c. analysis of the average value of the analysis results of the mathematical problem solving ability test in terms of each indicator based on the results of the research as a whole, it can be seen that the average score of students' mathematical problem solving abilities as a whole on the line and series material is still moderate. while this value can be seen from the category of students' ability to understand problems and plan problems, including the medium category. and the ability to implement the plan and check the correctness of the answers is in a low category. this causes students to have difficulty solving a problem in the form of story problems, especially in line and series material. this is due to the lack of thoroughness of students in their ability to choose completion strategies so that students make calculations incorrectly. indomath: indonesia mathematics education – volume 04 | issue 02 | 2021 105 conclusion based on the results of the research on the mathematical problem-solving abilities of class xi students in a high school in garut city and the discussion that has been described, the conclusions of this study are based on: a) analysis of the overall mathematical problem solving ability of each student is included in the medium category; b) analysis of the mathematical problem solving ability test in terms of each indicator as a whole is included in the medium category; c) analysis of the average 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(2018). analisis kemampuan komunikasi matematis siswa smp pada materi segitiga dan segiempat. jurnal cendekia : jurnal pendidikan matematika, 2(1), 97–104. https://doi.org/10.31004/cendekia.v2i1.36 https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 63-73 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. analysis of the mathematical ability of junior high school students in terms of the extrovert-introvert personality type ninda putri tsaniya mathematics education, universitas pasundan, nindaputrisan@gmail.com darta mathematics education, universitas pasundan, darta_pmat@unpas.ac.id dahlia fisher* mathematics education, universitas pasundan, dahliafisherpmat@unpas.ac.id abstract mathematical abilities that are the basis of mathematical problem solving skills, mathematical communication skills, mathematical reasoning abilities, mathematical connection abilities, mathematical representation abilities. this study aims to describe the mathematical ability of junior high school students in terms of the extrovert-introvert personality type. the results of the study will be used as the main library material in the implementation of the next research. this study specifically discusses carl gustav jung's personality type which distinguishes two personality types, namely introverted and extroverted personalities. the type of research used in this study is a literature study research method. the data sources in this study are literature or come from various literatures, including books, journals, newspapers, personal documents and so on. sources of data used in this study are primary data sources and secondary data sources. data collection techniques used are editing, organizing, and finding. for data analysis using deductive, inductive, and interpretative. the results of this literature study show: junior high school students with introverted personality types have good mathematical abilities compared to students with extroverted personality types. keywords: mathematical ability, problem solving skills, mathematical communication skill, mathematical reasoning skills, mathematical connection skills, mathematical representation skill, extrovert-introvert personality type abstrak kemampuan matematis yang menjadi dasar dari kemampuan pemecahan masalah matematis, kemampuan komunikasi matematis, kemampuan penalaran matematis, kemampuan koneksi matematis, kemampuan representasi matematis. penelitian ini bertujuan untuk mendeskripsikan kemampuan matematika siswa smp ditinjau dari tipe kepribadian ekstrovert-introvert. hasil penelitian akan dijadikan bahan pustaka utama dalam pelaksanaan penelitian selanjutnya. penelitian ini secara khusus membahas tipe kepribadian carl gustav jung yang membedakan dua tipe kepribadian, yaitu kepribadian introvert dan ekstrovert. jenis penelitian yang digunakan dalam penelitian ini adalah metode penelitian studi kepustakaan. sumber data dalam penelitian ini adalah literatur atau berasal dari berbagai literatur, antara lain buku, jurnal, surat kabar, dokumen pribadi dan sebagainya. sumber data yang digunakan dalam penelitian ini adalah sumber data primer dan sumber data sekunder. teknik pengumpulan data yang digunakan adalah editing, organizing, dan finding. untuk analisis data menggunakan deduktif, induktif, dan interpretatif. hasil studi pustaka ini menunjukkan: siswa smp dengan tipe kepribadian 64 nindya puri tsaniya, darta, and dahlia fisher analysis of the mathematical ability of junior high school students in terms of the extrovert-introvert personality type introvert memiliki kemampuan matematika yang baik dibandingkan siswa dengan tipe kepribadian ekstrovert. kata kunci: kemampuan matematika, kemampuan pemecahan masalah, kemampuan komunikasi matematis, kemampuan penalaran matematis, kemampuan koneksi matematis, kemampuan representasi matematis, tipe kepribadian ekstrovert-introvert introduction mathematics is one element that has an important role in education. it's no wonder that mathematics is a subject that is given at all levels of education, from basic education to higher education. the development of mathematics in indonesia can be seen through its achievements from the role of indonesia following international research, trends in international mathematics and science study (timss) as well as can be seen also on program for international student assessment (pisa) standards agency, curriculum ministry of education, culture, research, (2022). nctm (2000) states that the competencies developed in mathematics include problem solving, communication, reasoning, connections, and representation skills. problem solving ability is a competency in the mathematics curriculum that must be possessed by students (ibrahim et al., 2021; turyanto et al., 2019; widodo, 2017; widodo et al., 2018; widodo et al., 2020). through problem solving activities, important aspects of learning mathematics can be developed properly. learning mathematics means learning to solve problems, both problems related to everyday problems and solving math problems itself (fisher et al., 2021). problem solving ability is one of the important reasons and becomes one of the basic skills of a person in solving mathematical problems because: (1) problem solving cannot be separated in everyday life, (2) problem solving skills can be used to provide solutions or answers to problems faced is more analytical so that one can become a problem solver (widodo et al., 2018). according to walle (2007), mathematical communication skills are a way of sharing ideas that are more concerned with the ability to speak, write, draw and explain mathematical concepts. this ability gives students the opportunity to explore ideas or ideas and then communicate them to others orally or in writing. by communicating, students learn to use the language of mathematics. in nctm (2000) mathematical reasoning ability is one of the abilities that students are expected to have in studying mathematics and is the foundation for understanding and doing mathematics. mathematics learning must elaborate on several aspects including aspects of critical thinking and problem solving intended so that students can reason effectively. they think systematically, understand that the parts interact with each other. in line with some opinions about reasoning fisher et al. (2019) suggests that reasoning is the core of mathematics, good reasoning ability will describe mathematical ability. in line with the opinion of arini & rosyidi, (2016) which states that reasoning ability is one of the important thinking activities in solving problems. connection ability is one of the most important higher order thinking skills and must be developed because in learning mathematics every concept is related to one another. in solving math problems, students only learn what is taught by the teacher without finding out from other sources. the thing that can be done to be able to master mathematical connection skills is that students are indomath: indonesian mathematics education – volume 5 | issue 2 | 2022 65 able to link mathematical ideas with understanding between topics in mathematics (septian et al., 2020). representation ability is the ability of students to communicate mathematical ideas/ideas learned in a certain way. the various representations that are often used in communicating mathematical ideas include: diagrams (pictures) or presentations of concrete objects, chart tables, mathematical statements, written text, or a combination of all of them. representations can be expressed as internal and external (rahmi, 2002). one of the internal factors that affect students' mathematical ability is motivation and potential. potential is a factor that students have that is closely related to their personality. the potential in students can be in the form of different personalities which can affect different thinking processes. the thought process will be related to the direction of psychic energy or the personality of the student. jung suggested two personalities, namely extrovert and introvert personality. based on research conducted by burtăverde & mihăilă (2011) regarding the significant differences between extroverts and introverts towards simple reactions to conflict situations, it is concluded that introverted individuals who are focused and afraid of failure make them more careful, make fewer mistakes, but require more time longer to think. on the other hand, extroverts respond more quickly but are prone to errors because they focus more on the environment and not on themselves. extroverts' ability to concentrate is lower than introverts. hardini & puspitasari (2012) suggested that a teacher must pay attention to the characteristics of students in the selection of appropriate learning strategies (including approaches, models, methods and specific learning techniques). many factors influence the differences in the characteristics of students, one of which is their personality. in learning, the student's personality affects the learning process. because each student's personality is different, their way of learning is also different. based on the results of the explanation, the authors are interested in studying the mathematical abilities of junior high school students in terms of the extrovert-introvert personality type. method this research is a descriptive research using literature study with an effort to find appropriate and relevant theoretical references to the issues raised, discussed and found by the authors in the field. reference theory related to the mathematical ability of students who are extroverted and introverted. the sources of data in this study are literature or come from various literatures, including books, journals, newspapers, personal documents and so on. sources of data used in this study are primary data sources and secondary data sources. data collection techniques used are editing, organizing, and finding. for data analysis using deductive, inductive, and interpretative. researchers examined 12 journal articles and 6 books related to the mathematical ability of extroverted and introverted students. the initial stage in this research is to find several articles, journals, books, or theses that support the variables. in this case, the author analyzes several sources of data regarding mathematical abilities when viewed from the extrovert-introvert personality type, and analyzes data sources regarding online learning methods. 66 nindya puri tsaniya, darta, and dahlia fisher analysis of the mathematical ability of junior high school students in terms of the extrovert-introvert personality type results and discussion the data collected from the results of the analysis carried out by the author on several data sources found, then the overall data obtained to see the connection of mathematical abilities when viewed from the extrovert-introvert personality type through various models / strategies / learning approaches. based on the results of a review of literature sources, the results of relevant research are (1) research written by putri & masriyah (2020) entitled, "profile of mathematics problem solving ability of junior high school students on quadrilateral material judging from the extrovert-introvert personality type". in this study using a qualitative descriptive method which aims to describe the profile of the mathematical problem solving ability of junior high school students on quadrilateral material that has an extroverted or introverted personality. the research subjects consisted of two grade of vii junior high school students with different mathematical abilities, including one extroverted student and one introverted student. the instruments used are extrovert-introvert personality type test called myer briggs type indicator (mbti), math ability test, problem solving test and interview guide. the results showed that: (1) extroverted students were not able to carry out all stages of solving problems, students were only able to understand the problem, but students were not able to make plans, carry out plans, and re-examine and (2) introvert students were able to do all the stages of solving the problem, which include understanding the problem, making plans, carrying out plans, to the stage of re-examining. then to determine the personality types of students in the extrovert and introvert dimensions, the researchers used the myer briggs type indicator (mbti) personality test myers (1993) in the personality type test questions there are 60 questions, each number has two statements (statement a and statement b) which both have opposite meanings. there are many ways that are expressed by experts regarding the stages of problem solving, one of which is george polya. according to polya 1(973) in problem solving there are four phases that a person goes through to solve problems, namely understanding the problem, making plans, carry out the plans, and reexamining. based on the problem solving steps according to polya, several indicators can be formulated as table 1. table 1. steps indicator of problem solving steps of problem solving indicator understanding the problem 1. able to explain what is known and asked in the problem. 2. able to explain the condition of the question regarding the relationship between the information provided. making plans 1. able to find and select information that will be used to answer the questions correctly. 2. able to explain the plan of completion that will be carried out to solve the correct problem. carry out the plans 1. able to carry out the completion plan in accordance with the plan that has been made previously. if there is a change in planning, students can return to the previous step, namely making plans. 2. able to carry out the completion plan with the appropriate concept. re-examining 1. able to re-examine the results obtained to ensure the results are correct or not. 2. able to draw up a conclusion from the given problem. indomath: indonesian mathematics education – volume 5 | issue 2 | 2022 67 based on the results of research conducted by putri & masriyah, (2020) obtained results and discussions regarding the profile of junior high school students' mathematical problem solving abilities on rectangular material in terms of extrovert and introvert personality types. table 2. the mathematical problem solving skills in quadrilateral material with extovert personality type steps of problem solving subject 1 2 understanding the problem qualify qualify making plans unqualified qualify carry out the plans unqualified unqualified re-examining unqualified qualify based on table 2 above, it is concluded that extrovert students are not able to carry out problem solving steps properly and correctly. at first students read the questions to understand the problem, then proceed with making planning strategies, implementing plans, then re-examining the results that have been obtained. however, at the step of making planning strategies, students with this extrovert personality type are not able to make correct solutions, these extrovert students do not pay much attention to the content of the questions given. extrovert students are not able to find the information used to answer the question correctly. this is what causes errors in solving the problem so that the results obtained are less precise. table 3. the mathematical problem solving skills in quadrilateral material with extovert personality type steps of problem solving subject 1 2 understanding the problem qualify qualify making plans qualify qualify carry out the plans qualify qualify re-examining qualify qualify based on table 3. above, it can be concluded that students with introverted personality types are able to carry out problem-solving steps correctly, so that they get results as expected. at first introverted students read the questions to understand the problem from the questions given in a repeated pattern, then proceed with making planning strategies, carrying out plans, and finally reexamining the results that have been obtained as reflection activities. in the subsequent literature analysis (2) written by nurdiansyah (2020 it describes the profile of written mathematics communication for junior high school students in solving math problems in terms of extrovert and introvert personality types. the subjects of this study consisted of one extrovert student (es) and one introverted student (is) who had the same gender with equal mathematical abilities. then the instrument used in this study consisted of two main and supporting instruments. the researcher is the main instrument, while personality questionnaires such as myers briggs type indicators (mbti), mathematical ability test (mat), and written mathematics ability test (wmat) are supporting instruments. this research is a descriptive research with a qualitative approach. this 68 nindya puri tsaniya, darta, and dahlia fisher analysis of the mathematical ability of junior high school students in terms of the extrovert-introvert personality type research was conducted online at junior high school at gresik. then to find out written mathematics communication, written mathematical communication indicators are needed which are adapted from asmana (2018) which are presented in table 4 below: table 4 indicators of written mathematical communication aspects of wmat observed polya's steps information delivered accuracy 1. understanding the problem able to write correctly the things that are known and asked. 2. making plans expressing images (if any) into language, symbols, ideas, or mathematical models correctly that are relevant to the problem. 3. carry out the plans able to write down the steps of calculation correctly. 4. re-examining able to write down the conclusion correctly. completeness 1. understanding the problem writing down things that are known and asked on questions is enough to solve the problem. 2. making plans expressing images (if any) into the language, symbols, ideas, or mathematical models needed is sufficient to solve the problem. writing down the rules used is sufficient to solve the problem. 3. carry out the plans writing down the required calculation steps is sufficient to solve the problem. 4. re-examining able to write down the conclusion correctly. fluency 1. understanding the problem write down things that are known and asked with no error correction scribbles 2. making plans expressing images (if any) into language, symbols. ideas, or mathematical models with no error correction. write down the rules with no errorcorrecting scribbles. 3. carry out the plans perform calculation steps with no error correction scribbles. 4. re-examining write down the conclusions with no error correction scribbles. in the table 4, the researcher made changes to the written mathematical communication indicators at point c, namely the stage of making plans for each aspect of the tkmt observed was changed, which at first was "making pictures" changed to "stating pictures into language, symbols, ideas, or mathematical models." this is done by researchers because interpreting images into words, symbols, or mathematical models is a form of mathematical communication. this is done because it will not be able to observe the time of working on each stage of problem solving because the answer collection process is carried out at the end, not at each stage. in this study, written mathematical communication between extrovert and introvert subjects has several differences, as presented in table 5. indomath: indonesian mathematics education – volume 5 | issue 2 | 2022 69 table 5. differences in written mathematical communication profiles for extrovert and introvert subjects polya’s steps extrovert’s subject introvert’s subject understanding the problem write down things that are known and asked accurately, incompletely, and not fluently. write down things that are known and asked accurately, completely, but not fluently. making plans do not state images in language, symbols, ideas, or mathematical models. stating the picture into an arithmetic sequence and a graded arithmetic sequence accurately, completely, and not fluently. write down the rules incompletely, inaccurately, and not fluently. write down the rules accurately, completely and fluently. carry out the plans write down the calculation steps completely, inaccurately, and not fluently. write down the calculation steps from beginning to end in a coherent, accurate, complete, but not fluent. re-examining write down a complete conclusion, but not accurately, and not fluently. do not write conclusions. based on table 5, it can be seen that the written mathematics communication of introverted students is better than that of extrovert students. this can happen because an introvert in doing something is thought out carefully so that it is done carefully. meanwhile, an extrovert in doing something, is done quickly even though it is prone to errors. in contrast to the findings of rohmah, (2021) who conducted research on high school students, the results showed that mathematical communication skills in terms of introverted personality type were able to fulfill 1 indicator, namely the ability to explain ideas, situations, and mathematical relationships in writing. while the extrovert personality type fulfills 2 indicators of mathematical communication skills, namely the ability to express everyday events into mathematical language or symbols and the ability to read mathematical symbols. the advantage of the introverted personality type is that it can explain ideas orally and in writing, the disadvantage is that it is not able to understand the problem of mathematical images and symbols. extroverts have the advantage of being able to understand mathematical symbols, while the disadvantage is that they do not understand the problem well. in line with these findings, septiana (2019) conducted a research on high school students, with the title profile of mathematical communication and connection abilities of sma negeri 1 mojolaban students in terms of introverted and extroverted personality. the result of the research is that extroverted students are able to complete 3 indicators of mathematical communication skills while introverted students only have 2 indicators. furthermore, in the literature analysis written by arini & rosyidi (2016) explaining the profile of the reasoning ability of junior high school students in solving math problems in terms of extrovert and introvert personality types. this research is a qualitative descriptive study using a test-based interview method. the subject of this research is one student with an extrovert personality and one student with an introverted personality with equal mathematical abilities and the same gender. the level of mathematical ability is seen from the results of the mathematical ability test (mat) given by the researcher. in this study, the researcher is the main instrument, while the mathematical ability 70 nindya puri tsaniya, darta, and dahlia fisher analysis of the mathematical ability of junior high school students in terms of the extrovert-introvert personality type test (mat), personality type questionnaire, reasoning ability test and interview guidelines are supporting instruments. data collection techniques in this study are by giving personality type questionnaires and test-based interviews. the reasoning ability test (rat) was carried out with a duration of 75 minutes and the interview was conducted 10 minutes after doing the reasoning ability test. the interviews were conducted alternately. the result of the research is that the mathematical reasoning ability of students with introverted personality types has more control over indicators of mathematical reasoning ability than introverted students. this opinion is in line with the results of (ahmad et al., 2010; aziz, 2017) which suggests that students' mathematical reasoning abilities in solving mathematical problems show significant differences between extroverted students. introverted students show better results than introverted students. based on the results of research by arini & rosyidi (2016), it can be concluded that students with extrovert personalities are able to find information in the problem but are unable to use the relationship between the information. the allegation made by the extrovert subject is based on a logical reason but the assumption is less precise than the information that is ignored. overall, the error experienced by extrovert students is that information is ignored. it can be said that these extrovert students are less thorough in investigating the problems given. meanwhile, students with introverted personalities are able to find and use the interrelationships between the information in the problem. the assumptions made by introverted students are based on logical reasons, namely by looking at the regularities that describe the characteristics of the problems being investigated. in evaluating an argument, this introverted student is very careful to examine every available solution step and examine its correctness by doing calculations in more than one way. in solving problems, introverted subjects are less fast in answering the given problems compared to extrovert students. most introverted students are calm and think before drawing conclusions. surya (2019) explains the description of mathematical connection abilities in class viii students with extroverted personality types in solving math problems at smp muhammadiyah 1 jambi city. this study aims to describe the mathematical connection ability of extrovert type students in solving mathematical problems on the pythagorean theorem material. this study focused on extrovert type students, with the reason being that the extrovert group of students was more impulsive (acting suddenly) in solving math problems. based on the results of his research, it was revealed that the first subject was able to fulfill 2 of 3 indicators of mathematical connection. subjects are able to recognize and utilize the relationships between ideas in mathematics and are able to recognize and apply mathematics in contexts outside of mathematics. but the subject is not able to understand how the ideas in mathematics are interconnected and underlie each other to produce a coherent wholeness. the subject's mathematical connection ability level is moderate. then for the second subject, they were not able to meet the mathematical connection abilities for all indicators. subjects are not able to recognize and utilize the relationships between ideas in mathematics, are unable to understand how ideas in mathematics are interconnected and underlie each other to produce a coherent wholeness, and are unable to recognize and apply mathematics in contexts outside of mathematics. indomath: indonesian mathematics education – volume 5 | issue 2 | 2022 71 the level of the subject's mathematical connection ability is classified as very low. furthermore, for the third subject, it is able to meet 1 of 3 indicators of connection capability. subjects are able to recognize and apply mathematics in contexts outside of mathematics, subjects are not able to recognize and utilize the relationships between ideas in mathematics and are unable to understand how ideas in mathematics are interconnected and underlie each other to produce a coherent wholeness. the level of mathematical connection ability of the subject is low. after that, the fourth subject was not able to fulfill the mathematical connection ability for all indicators. subjects are not able to recognize and utilize the relationships between ideas in mathematics, are unable to understand how ideas in mathematics are interconnected and underlie each other to produce a coherent wholeness, and are unable to recognize and apply mathematics in contexts outside of mathematics. the level of the subject's mathematical connection ability is classified as very low. in the next literature analysis written by syafitri et al., (2021) explaining the analysis of the difficulty of mathematical representation abilities of extrovert students in solving math problems on algebra material. this research is a descriptive qualitative research type. the data sources in this study were students of class vii-d junior high school jambi city in the even semester of the 2019/2020 academic year. class selection in this study was based on the results of considerations and input from homeroom teachers and subject teachers. the consideration is that most of the students in this class get math test scores for algebra material below the average, so that the class is believed to have students who can help researchers in the research process. in this study, unstructured interviews were used. unstructured interviews are free interviews in which the researcher does not use interview guidelines that have been systematically and completely structured for data collection. representational ability measured in this study includes 3 aspects, namely visual representation aspects, aspects of representation of mathematical equations or expressions and aspects of representation of words or written texts. based on the results of research both through the results of written answers and interviews, the four research subjects with extroverted personalities showed different results. the difficulty factors experienced by the subject are included in the non-cognitive learning factors. meanwhile, in terms of personality, especially the extroverted personality, it also affects the difficulty of mathematical representation skills experienced by the four subjects, because the four subjects are not accustomed to working on individual questions. conclusion based on the results of the research and discussion above, it can be concluded that the students' mathematical abilities (mathematical problemsolving abilities, mathematical communication skills, mathematical reasoning abilities, mathematical connection abilities, representation abilities) who are introverted show better performance with the mathematical abilities of extroverted students to junior high school students. as for some recommendations from this study, it is necessary to conduct research at the high school level, to determine students' mathematical abilities in terms of introvert-extrovert personalities. this study uses various models/strategies/approaches to achieve students' mathematical abilities, so there needs to be further research, that is knowing the mathematical 72 nindya puri tsaniya, darta, and dahlia fisher analysis of the mathematical ability of junior high school students in terms of the extrovert-introvert personality type abilities of junior high school students in terms of introvert-extrovert personalities, using relevant learning models according to the demands of 21st century learning. reference ahmad, a., tarmizi, r. a., & nawawi, m. 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(2019). think pair share with comic for mathematical problem solving skills. formatif: jurnal ilmiah pendidikan mipa, 9(3). widodo, s. a., darhim, d., & ikhwanudin, t. (2018). improving mathematical problem solving skills through visual media. journal of physics: conference series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012004 widodo, s a. (2017). development of teaching materials algebraic equation to improve problem solving. infinity journal, 6(1), 59. https://doi.org/10.22460/infinity.v6i1.p59-68 widodo, s a, turmudi, t., dahlan, j. a., istiqomah, i., & saputro, h. (2018). mathematical comic media for problem solving skills. international conference on advance & scientific innovation, 101–108. widodo, sri adi, pangesti, a. d., kuncoro, k. s., & arigiyati, t. a. (2020). thinking process of concrete student in solving two-dimensional problems. jurnal pendidikan ma, 14(2), 117– 128. https://indomath.org/index.php/indomath vol 6, no. 2, august 2023, pp. 71-83 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. angle measurement material design using gymnastic contexts for preservice elementary school teacher lisnani primary teacher education department, universitas katolik musi charitas, lisnani@ukmc.ac.id agus suyono taiwan regional seminary, taipei, agusfr2021@gmail.com misdalina mathematics education department, universitas pgri palembang, misdalina@univpgripalembang.ac.id nila kesumawati mathematics education department, universitas pgri palembang, nilakesumawati@univpgripalembang.ac.id abstract this research aims to produce a learning trajectory and analyze the angle measurement material using the context of gymnastic movements. the method used in this study was a design research method with the type of validation studies with the pmri (pendidikan matematika realistik indonesia) approach. the subjects in this study were pre-service elementary school teachers, totaling six people in the pilot experiment and 24 people in the teaching experiment. data collection techniques using tests, observation, and documentation. data were analyzed descriptively on test results, observations, and documentation obtained. the results of this study are in the form of material design, and the results of an analysis of angle measurements using the context of gymnastics in the angle measurement material about angle sizes, angle shapes, and types of angles form a learning trajectory. gymnastic movements are viewed from the movements of the hands, feet, and limbs that form acute angles, right angles, half-full turns/straightened angles, one complete rotation angle, and reflex angles. the resulting angle varies from 200 to 3500. keywords: design, context, angle measurement, pmri, pre-service primary school teacher abstrak tujuan penelitian ini adalah menghasilkan lintasan belajar dan menganalisis materi pengukuran sudut dengan menggunakan konteks gerakan senam. metode yang digunakan dalam penelitian ini adalah metode design research tipe validation studies dengan pendekatan pmri (pendidikan matematika realistik indonesia). subjek dalam penelitian ini adalah calon guru sekolah dasar yang berjumlah 6 orang di pilot experiment dan 24 orang di teaching experiment. teknik pengumpulan data menggunakan tes, observasi dan dokumentasi. data dianalisis secara deskriptif terhadap hasil tes, observasi dan dokumentasi yang diperoleh. hasil penelitian ini adalah berupa desain materi dan hasil analisis pengukuran sudut menggunakan konteks senam pada materi pengukuran sudut tentang besar sudut, bentuk sudut dan jenis sudut berbentuk lintasan belajar. gerakan senam ditinjau dari gerakan tangan, kaki, anggota tubuh yang membentuk sudut lancip, siku-siku, setengah putaran penuh/sudut berpelurus, sudut 1 putaran penuh, dan sudut refleks. besar sudut yang dihasil bervariasi 200-3500. kata kunci: desain, konteks, pengukuran sudut, pmri, calon guru sd introduction education is essential in human life. education is also the foundation of many other fields. education can get maximum results if an educator can convey the material to the maximum. the https://indomath.org/index.php/indomath mailto:lisnani@ukmc.ac.id mailto:agusfr2021@gmail.com mailto:misdalina@univpgri-palembang.ac.id mailto:misdalina@univpgri-palembang.ac.id mailto:nilakesumawati@univpgri-palembang.ac.id mailto:nilakesumawati@univpgri-palembang.ac.id 72 lisnani, agus suyono, misdalina and nila kesumawati angle measurement material design using gymnastic contexts for pre-service elementary school teacher delivery of this material is related to the method taken by an educator during the learning process. the learning process is an essential part of the overall education. educators are the leading actor in creating interactions that describe a series of actions of educators and students based on reciprocal relationships in educational situations to achieve specific goals. the exchange of mutual relationships between educators and students is the main requirement for the teaching and learning process (sari et al., 2018). the learning process involves the teacher and students, especially in learning mathematics. mathematics learning does not only consist of ready-to-do questions by students (afriyanty & izzati, 2019). learners must be treated as active participants to develop opportunities to reinvent mathematics. at the elementary school level, learning mathematics has three scopes of material being studied, namely: 1) numbers; 2) geometry and measurements; 3) statistics (kemdibud, 2018). one part that is also a problem for students is the scope of measurement material. the measurement material itself consists of measurements of length, area, volume, weight, angle, time, and speed. one of the interesting materials to be used in research is angle measurement because the tendency to measure angles is not easy for pre-service elementary teacher education who will become educators in the future (sari et al., 2015). angle measurement is learned in fourth graders (muhlis et al., 2022; nada & masniladevi, 2022; supriatiningsih, 2018). based on the results of direct questions and answers with students in the previous year, the student's difficulty was determining the angle type and measuring angles. some students experience challenges in measuring angle material, namely difficulty determining the size of an angle and the kind of angle. in addition, students are used to studying angular material using something abstract in the form of lines that form angles (sari, 2015; van de walle, 2008; keiser, 2004; lehrer, 2003). the types of angles are grouped into several types, namely as follows: 1) acute angles; 2) obtuse angles; 3) right angles; 4) zero degrees angles; 5) reflex angles; 6) one complete turn angle; 7) straight angle. the researchers needed an approach to solving the problem of learning about angle measurement, and the approach is pendidikan matematika realistik indonesia (pmri) approach in learning angle measurement (mariyana et al., 2018). the pmri approach makes learning mathematics that is abstract real. pmri emphasizes the meaningfulness of mathematical concepts (wijaya, 2015). this approach is based on the philosophy of "mathematics is a human activity" from hans freudenthal which explains that students are not passive recipients. still, students need to be allowed to reinvent mathematical concepts through activities they experience (zulkardi, 2002). pmri chose three principles (gravemeijer (1994), namely: 1) guided reinvention/progressive mathematizing; 2) educational phenomena (didactical phenomenology); 3) developing their models (self-developed models). besides that, there are five characteristics of pmri (wijaya, 2015): 1) using contextual problems/phenomenological exploration or the use of context; 2) using models or bridges as vertical instruments/using models and symbols for progressive mathematization; 3) using student contributions/using student's contribution and production; 4) interactivity/interactivity; 5) integrated with other learning topics/intertwinement pmri is also a learning approach that begins by using real contextual situations and problems for students. in solving the given contextual issues, educators guide students until the rediscovery of indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 73 mathematical concepts and formulas (maimuna et al., 2018; mumu, 2018). the pmri approach makes learning mathematics more real (real). this aligns with freudenthal's statement that mathematics is a human activity. based on this opinion, mathematics must be connected with something real, around students, and relevant. the term "reality" in this context does not mean that students constantly encounter these situations in everyday life but that these situations are based on real experiences for students (wijaya, 2015). therefore, educators must prepare a mathematics lesson exploring students' knowledge. one of them through the use of contexts that are suitable for students' cognitive abilities in mathematics. the use of context is one of the characteristics of learning mathematics with pmri (irfan et al., 2019). context is very well applied in learning mathematics and plays an important role. this is because students not only learn about mathematical material, but students will know in-depth about the context. in addition, using context in learning mathematics can help students implement mathematics in solving everyday context problems that surround students. the context in learning mathematics can make mathematical concepts more meaningful for students because context can present abstract mathematical concepts in the form of representations that are easy for students to understand (wijaya, 2015). questions using context will make it easier for students to situation mathematics into context so that it will help students use literacy skills in answering questions and can challenge students' mathematical thinking patterns. several other researchers have carried out research using the context and pmri approach, namely: 1) context of weight measurement based on the pmri approach (maimuna et al., 2018); 2. statistical learning design using mal context in class v (surya, 2016); 3) learning design of data concentration size using game rating context (kusumaningsih et al., 2019). however, no researcher has used the gymnastic context in designing angle measurement materials. the context of gymnastics is a context that is carried out in everyday life, which is closely related to angle measurement material and is beneficial to our health. that is why the researcher chose to use the context of floor gymnastic movements so that students could understand angle measurements using only formulas. using the context of gymnastic movements is an example of a real problem situation experienced by students, and students learn to find. the choice of a context for gymnastic movements is based on the fact that gymnastic movements are around students. this research aims to produce a learning trajectory and analyze the angle measurement material using the context of gymnastic movements. method the research method used was the design research method with validation studies that focus on proving the theory (van eerde, 2013; akker et al., 2006; bakker, 2004). design research requires a thorough observation of how these variables affect the environment considering that there are many variables within the scope of the statement that the researcher cannot control. with these characteristics, this type of research will produce a lot of data, so it takes quite a long time to analyze and draw conclusions. the most critical components of design research are hlt and lit (prahmana, 2017; gravemeijer & cobb, 2006). 74 lisnani, agus suyono, misdalina and nila kesumawati angle measurement material design using gymnastic contexts for pre-service elementary school teacher the method designed in this study is design research which designs angle measurement materials using the pmri approach through the context of gymnastics for pre-service elementary school teachers. the design research method used is a validation study that aims to prove learning theories (akker et al., 2006). 1. preparing for the experiment researchers prepared various literature reviews on angle measurement material studied at the tertiary level for the pre-service teacher. researchers arrange material and questions related to the material to be delivered. next, the researcher designed a learning trajectory (hypothetical learning trajectory). the designed hlt is dynamic, so a cyclic process can change and develop during the teaching experiment (fuadiah, 2017; ramadhanti, 2015). hlt makes related results about angles and gymnastics contexts. 2. the design experiments the design experiments consist of two cycles. namely, the first cycle is the pilot experiment, and the second is the teaching experiment. in the pilot stage, six students with heterogeneous abilities (high ability, moderate ability, low ability). next, the researcher revised the hlt for further use in the teaching experiment stage, which used the whole class, where this cycle is a cyclic process. 3. retrospective analysis. as a continuation of the teaching experiment, the final stage is analyzed. the analysis results are used to produce lit on angle measurement material in the context of gymnastic movements as well as being the answer to the research problem formulation. the subjects in this study were pre-service elementary school teachers at the university who took part in high-class mathematics learning lectures consisting of six students as pilot experiments and as many as twenty-four students as teaching experiments in the odd semester of the 2020/2021 academic year. to support this research, two methods are used in collecting research data: 1) a test to determine students' abilities in using the context of gymnastic movements in angle measurement material; 2) documentation to collect responses and evidence related to the implementation of design research. data obtained from the data collection process in the form of tests and documentation were analyzed further, primarily related to the results of the analysis of hlt, lit, designed questions, and student answers result and discussion result the results of this study are described in 3 stages, namely as follows (van eerde, 2013; akker et al., 2006; bakker, 2004): 1. the preparing for the experiment at this stage, the researcher reviewed the semester learning plan) in the pgsd study program to determine the material to be studied, namely angle measurement material which was studied in the 5th meeting out of 16 sessions, including uts (mid semester examination) and uas (secondary examination). end of semester). the material discussed on measuring angles is the indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 75 size of the angle and the types of angles. furthermore, the researcher prepared materials and questions about angle measurements that would be explained and worked on by students. the researcher gave open-ended questions where students created various gymnastic movements, determined the angles of the gymnastic movements by measuring pictures of the gymnastic exercises, and determined the type of angles of the gymnastic movements. after selecting the material, the researcher designed a series of hypothetical learning trajectory (hlt) on angle measurement material using gymnastic contexts. these are essential points for joint analysis to be used in angle measurements using gymnastic contexts, as shown in figure 1. figure 1. hlt angle measurement using the context of gymnastic movements figure 1describesd hlt angle measurement using the context of gymnastics movements consisting of the learning flow, learning activities, and learning objective for pre-service elementary school teacher 2. the design experiment at this stage,e the design experiment is divided into two phases, namely pilot experimnts and teaching experiment a. the pilot experiments at this stage, the researcher used six students with the criteria of 2 people with low ability (initials r1 and r2), two people with moderate knowledge (initial s1 and s2), and two people with high power (initials t1 and t2). these six students created various forms of gymnastic movements, then took pictures and described their answers on double polio/ a4 paper. the results of student answers with the initials r1 are shown in figure 2. 76 lisnani, agus suyono, misdalina and nila kesumawati angle measurement material design using gymnastic contexts for pre-service elementary school teacher figure 2. results of r1's answers figure 2 explains that r1 can describe the size of the angle and the type of angle, but r1 does not give any indication of the curve that is measured anywhere and does not form the legs of the angle, the head of the angle and other parts of the angle so that students cannot find how to determine the size of the angle and the type of angle. furthermore, the results of r2's answers are shown in figure 3. figure 3. results of r2's answers figure 3 explains that r2 can describe the angle size and the results of measuring the angle from the gymnastic movement shown by the student with the initials r2. still, there is an error in describing the angle type in r2's answer, namely the kind of angle "1 full cut" should be the answer "1 full rotation". r2 only describes one angle in the exercise movement performed. also, figure 3 does not show the line class, which shows the size of the angle 1800. the answers of students with the initials s1 are described in figure 4. figure 4. results of s1 answers figure 2 shows the type of angle one complete rotation with an angle of 1800 this image shows the type of angle 1 full stroke with a magnitude of 1800 shows the type of angle 1 full rotation with an angle of 1800. this angle is called a straight angle indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 77 figure 4 describes the results of the student's answers with the initials s1, which correctly explains the angle size and the angle type. however, the photo results do not depict the angle head and corner legs. in addition, s1 is only able to describe 1 type of angle in 1 gymnastic movement. apart from s1, the results of s2's answers are illustrated in figure 5. figure 5. results of s2 answers figure 5 describes that s2 can correctly determine the size of the angle and the type of angle, namely 1800, and the kind of angle, namely the angle of 1 complete rotation. however, s2 could not depict the head and foot angles correctly. the results of students' answers with the initials t1 are described as shown in figure 6. figure 6. results of answers to t1 figure 6 explains that t1 can describe the total angle size starting from the corner leg and the angle head in 1 exercise movement; several angles are formed, namely, with a magnitude of 900 and 1400. t1 and describes the results of measuring angles from gymnastic movements carried out by t1. but t1 does not represent the type of angle formed on the answer sheet. besides t1, t2 also answers figure 7. shows the type of angle 1 full rotation with an angle of 1800. this angle is called a straight angle in figure 1 it forms 2 angles, namely 1400 and 900 78 lisnani, agus suyono, misdalina and nila kesumawati angle measurement material design using gymnastic contexts for pre-service elementary school teacher figure 7. results of t2 answers figure 7 explains that t2 can describe the total size of the angle, starting from the foot of the angle and the head of the angle. t2 can only describe 1 type of angle formed from the exercise movement, namely 1090, categorized as an obtuse angle. the results of student work are described in table 1. table 1. description of the results of student answers in the pilot experiment stage no category angle analysis capabilities angle creations angle measurement results angle type 1 r1 √ √ 2 r2 √ √ 3 s1 √ √ 4 s2 √ √ 5 t1 √ √ √ 6 t2 √ √ table 1 describes that high-ability students give different answers compared to other students because, in 1 gymnastic movement, they can tell several angles in each part of the gymnastic movement, both hands, feet, body b. the teaching experiments at this stage, researchers used students not part of the pilot experiment. at this stage, there are several differences in student answers to the questions about measuring angles in the context of gymnastics in terms of the ability to create various gymnastic movements, the ability to determine the tips formed, the ability to measure angles, and the ability to describe the types of curves shown in table 2. in table 2, various variations of student answers are described at the teaching experiment stage, where most students have not been able to be creative in describing several angles and types of hooks in 1 gymnastic movement created by students. in addition, students still focus on simple angles, namely right angles, and develop more angles using hand movements instead of combining one body part with another. the angle measure 1090 and the name of the angle is an obtuse angle indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 79 table 2. differences in student answers no student answers analysis results 1 it showed a straight line in 1800 1. ability to create various gymnastic movements: students can make multiple gymnastic movements using their limbs. 2. ability to determine the angle formed: students can only choose one angle in each movement. 3. ability to measure angles: students can measure angles even though there are no angle legs and angle heads in each movement. 4. ability to describe types of angles: students have not been able to tell the kinds of angles precisely. 2 indicates the type of right angle with a measure of 900 1. ability to create various gymnastic movements: students can make multiple gymnastic movements using their limbs. 2. ability to determine the angle formed: students can only choose one angle in each movement. 3. ability to measure angles: students can measure angles and determine the angle of legs and heads. 4. ability to describe the types of angles: students represent the types of tips correctly. 3 an acute angle because the magnitude is less than 900 1. ability to create various gymnastic movements: students can make multiple gymnastic movements using their limbs. 2. ability to determine the angle formed: students can only choose one angle in each movement. 3. ability to measure angles: students can measure angles and determine the tips of legs and heads. 4. ability to describe types of angles: students can define types of angles precisely. 4 shows one full rotation with an angle of 1800. this angle is called the reflex angle 1. ability to create various gymnastic movements: students can make multiple gymnastic movements using their limbs 2. ability to determine the angle formed: students can only choose one angle in each movement. 3. ability to measure angles: students have not been able to measure angles but can determine the angle legs and angle heads. 4. ability to describe types of angles: students have not been able to tell the kinds of angles precisely. 80 lisnani, agus suyono, misdalina and nila kesumawati angle measurement material design using gymnastic contexts for pre-service elementary school teacher no student answers analysis results 5 indicates the type of obtuse angle with an angle measure of 1500 1. ability to create various gymnastic movements: students can make multiple gymnastic movements using their limbs. 2. ability to determine the angle formed: students can only determine 1 grade in each movement. 3. ability to measure angles: students have not been able to measure angles but have not been able to determine the angle legs and angle heads. 4. ability to describe types of angles: students have not been able to describe the angles precisely. 6 1. ability to create various gymnastic movements: students can make multiple movements using their limbs. 2. ability to determine the angles formed: students can only determine more than one angle in each movement. 3. ability to measure angles: students have not been able to measure angles but have not been able to determine the angle legs and angle heads. 4. ability to describe types of angles: students have not been able to precisely tell the types of angles. 3. the retrospective analysis the learning trajectory is obtained at the retrospective analysis stage as local instructional theory (lit) described in figure 8. figure 8. lit measurement of angles in the context of gymnastic movements figure 8 explains the results of the learning trajectory obtained during the lecture process in the high-class mathematics learning subject in the angle measurement material using the context of gymnastic movements. gymnastic movements use the limbs, legs, hands, head, and other body parts. using the context of gymnastic exercises, the results of angular motions, the creation of angles in each gymnastic training, and the types of angles are obtained. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 81 angle measurement is a mathematical material in class iv sd (kemdikbud, 2019). the use of context in learning mathematics is one of the characteristics of pmri (zulkardi, 2005) of 5 pmri characteristics: 1) the use of context (using contextual problems); 2) the use of models (using various models); 3) student contributions (student contributions); 4) interactivity (interactivity); 5) intertwining (relatedness). context is an essential point in leading the context of mathematics. context is something that is around humans that makes it easier for someone to be able to understand mathematics from an objective perspective. context of gymnastics is a daily activity that is often carried out by humans for healthy (sugihartono, 2019; karim et al., 2023). gymnastics improves physical fitness and contains mathematical content that can be learned and analyzed through every exercise movement. the gymnastic movements involve all body members starting from the head, legs, arms, shoulders, waist, legs, and a combination of other body parts. various angle sizes range from 200-3500, although the dominant angle is 200-1800. the preservice elementary teacher education measure angle measurement using a protractorthis means that the context of the gymnastic movement only describes the types of acute angles, right angles, straightening angles, or ½ full rotation, obtuse angles. meanwhile, the kind angle of one complete cycle is not precisely described in the student's answer. based on the results of student answers, the problem that is obtained is that most students do not understand the difference between the angle of 1 complete rotation and the angle of ½ entire process, which results in the answer that should be the angle of ½ complete cycle being answered with an angle of 1 full rotation because students cannot distinguish the angle of ½ full rotation and one complete turn. students assume that the angle is ½ full rotation. students are familiar with acute, obtuse, right angles, straight angles, or ½ the entire process. this can be seen from the results of the varied student answers. conclusion based on the data obtained from the results and discussion, the researcher can conclude that the results of this study are described as follows: the design of this study has produced a learning trajectory in the form of local instructional theory (lit) material design for measuring angles using gymnastic contexts. the context of gymnastics is used to lead students' understanding of angle measurements starting from the size of the angle to the type of angle. learning design results from the work of pgsd study program students through angular contexts. this research can be continued towards the development of students’ worksheets. other researchers can develop research on different materials and contexts acknowledgement the author would like to thank pre-service primary teachers in one of the universities for the opportunity to conduct the study. the researchers would also like to thank the lppm of the catholic university of musi charitas palembang for funding the study. 82 lisnani, agus suyono, misdalina and nila kesumawati angle measurement material design using gymnastic contexts for pre-service elementary school 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(2018). peningkatan prestasi belajar matematika siswa tentang pengukuran sudut melalui demonstrasi, media gambar, dan pemberian tugas bermakna. jkpm (jurnal kajian pendidikan matematika), vol 03(02), 177-188. http://dx.doi.org/10.30998/jkpm.v3i2.2769 surya, a. (2016). desain pembelajaran statistika menggunakan konteks mal di kelas v. jinop (jurnal inovasi pembelajaran), 2(1), 236–248. https://doi.org/10.22219/jinop.v2i1.2624 van de walle, j. a. 2008. sekolah dasar dan menengah matematika pengembangan pengajaran jilid 2 (6 ed.). (s. gugi, l. simarmata, eds., & suyono, trans.) jakarta: erlangga. wijaya, a. (2015). context-based mathematics tasks in indonesia: toward better practice and achievement. unpublish doctoral dissertation. utrecht: utrecht university. zulkardi. (2002). developing a learning environment on realistic mathematics education for indonesian teachers. dissertation. enschede: university of twente. http://dx.doi.org/10.30998/jkpm.v3i2.2769 https://doi.org/10.22219/jinop.v2i1.2624 https://indomath.org /index.php/indomath vol 6, no. 2, august 2023, pp. 84-94 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. application hots-based discovery learning model to improve student learning outcomes safrida dwi damayanti teacher professional education program, universitas pgri semarang, safidamayanti@gmail.com muhtarom department of mathematics education, universitas pgri semarang, muhtarom@upgris.ac.id heni purwati department of mathematics education, universitas pgri semarang, henipurwati@upgris.ac.id oky pitoyo nugroho smp n 21 semarang, okypit@yahoo.com abstract students' higher order thinking skills (hots), as seen from their learning outcomes, still need to be more optimal. this study aimed to describe applying the hots-based discovery learning model to improve student learning outcomes in curved-side geometric shapes. this research is a type of classroom action research. the subjects in this study were 9f class students at one of the public schools in semarang. data collection techniques are through written tests, while descriptive analysis is used. this research was conducted in 2 cycles. in cycle i, the level of completeness of students reached 57.14%, and in cycle ii, the completeness reached 82.85%. the difference in mastery learning outcomes is 25.71%. from these results, using hots-based discovery learning is likely to improve the completeness of student learning outcomes in mathematics subject matter of curved side shapes. keywords: discovery learning, higher order thinking skill (hots), learning outcomes abstrak higher order thinking skill (hots) siswa yang dilihat dari hasil belajarnya masih belum optimal. tujuan penelitian ini untuk mendeskripsikan penerapan model pembelajaran discovery learning berbasis hots untuk meningkatkan hasil belajar siswa pada materi bangun ruang sisi lengkung. penelitian ini merupakan penelitian dengan jenis penelitian tindakan kelas. subjek pada penelitian ini adalah siswa kelas 9f pada salah satu sekolah negeri di kota semarang. teknik pengumpulan data melalui tes tertulis, sedangkan analisis ada yang digunakan adalah analisis deskriptif. penelitian ini dilakukan dengan 2 siklus, pada siklus i tingkat ketuntasan siswa mencapai 57.14 % dan pada siklus ii ketuntasan sudah mencapai 82.85 %. selisih ketuntasan hasil belajar sebesar 25.71%. dari hasil tersebut dapat dikatakan bahwa penggunaan discovery learning berbasis hots mampu meningkatkan ketuntasan hasil belajar siswa pada mata pelajaran matematika materi bangun ruang sisi lengkung. kata kunci: discovery learning, higher order thinking skill (hots), hasil belajar. introduction all educational processes lie in the curriculum and will never be separated, in which some components are interrelated and support one another. the curriculum occupies the leading position in all kinds of educational activities so that education goals can be created. the curriculum must improve its quality, adapt to each school's situation well and pay attention to students' needs and mailto:safidamayanti@gmail.com mailto:muhtarom@upgris.ac.id mailto:henipurwati@upgris.ac.id mailto:okypit@yahoo.com indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 85 developmental stages (hidayani, 2018; saifullah & darwis, 2020). each curriculum has different educational goals; some curricula focus on developing practical skills, academic success, creativity, character building, or preparing for international careers (setiana et al., 2020). one of the challenges in achieving educational goals is producing human resources who have complete competence, namely producing graduates who are competitive, innovative, creative, collaborative, and with character (wijaya et al., 2016; nurdyansyah et al., 2018; sudirman, 2020). learning in the context of the 2013 curriculum is an orientation to learning in the 21st century. environmental education in the 21st century has shifted the focus from teacher-centered instruction to student-centered learning across different educational levels (sharif & cho, 2015; quieng, lim, & lucas, 2015). the expectations for student competency in 21st-century learning have undergone a significant transformation. in the past, students were primarily required to memorize and comprehend concepts, often without any real-world context relevant to their classroom studies. however, in modern times, the focus has shifted toward developing students' abilities to analyze and solve environmental problems in their immediate surroundings rather than just memorizing information in isolation (saputri et al., 2018; chalkiadaki, 2018). since 2014, until now indonesia has begun to use the 2013 curriculum. even though an independent curriculum has already started to be implemented at several class levels in the education unit, the implementation of learning must still be improved both in the process and in the results. in the 2013 curriculum, students are expected to be able to learn actively and think critically and creatively. still, schools have not fully implemented a learning model that invites students to be active and think critically and creatively. students are expected not only to have lower-order thinking skills or lower order thinking skills (lots) but should also be trained to have higher-order thinking skills or higher order thinking skills (hots). in general, all levels of education require students to have higher-order thinking skills (hots) as an essential value (heong et al., 2012; copley, 2013; lile & bran, 2014; baris, 2015; saltan & divarci, 2017). according to anderson & kratwhwol (2001), indicators for measuring higher order thinking skills (hots) include analyzing (analyzing-c4), evaluating (evaluating-c5), and creating (creating-c6). level creation (c6) on hots is considered the highest ability important for students in the 21st century (chalkiadaki, 2018; saputri et al., 2018; talmi, hazzan & katz, 2018). based on the results of observations with one of the mathematics subject teachers on october 26, 2022, at a public school in the city of semarang, several students were still experiencing difficulties in understanding and solving problems that were included in the hots category questions, so that many student learning outcomes were still below the limit of completeness. therefore, learning can be said to be not optimal. one effort that can be used to overcome these problems is by applying the hots-based discovery learning learning model. a learning model that trains students to make observations, experiments, or scientific actions so that students can construct their knowledge is discovery learning (kristin, 2016; fajri, 2019; ana, 2019). this opinion is also reinforced by yuliani (2021) & muliawarni (2022), who state that with discovery learning through hots skills, students can discover concepts from their learning and train critical, logical, innovative, active, and creative thinking. students equipped with essential skills thinking possess the 86 safrida dwi damayanti, muhtarom, heni purwati, oky pitoyo nugroho application hots-based discovery learning model to improve student learning outcomes ability to provide logical reasoning when faced with complex decision-making scenarios and are capable of comprehending the interrelationships between various systems (husamah, fatmawati, & setyawan, 2018; mukminah, 2019; nurjanah, 2019). therefore, these skills need to be accustomed to being trained in learning in schools so that they become provisions for students to face the future through interaction between teachers and students (mahanal, zubaidah, bahri, & dinnuriya, 2016; nasution, 2017). another relevant research result belongs to putri (2019), which states that applying the discovery learning model can improve the high-level thinking skills of fourth-grade students at sd negeri 8 katon. students build their knowledge and find existing problems themselves, and students actively carry out activities, develop concepts and give meaning to the things that have been learned. the results of meylani's research (2021) also show that applying the hots-based discovery learning model significantly increases learning outcomes, namely a t count of 8.36 in class iv sdn 171. he says that students are more interested and active in participating in every activity in the activity and learning, thus triggering increased cognitive abilities or student learning outcomes. likewise, the results of research conducted by kurniawan (2020) show that the use of the hots-based discovery learning model in curved side geometric shapes has succeeded in increasing student learning outcomes in class ix-c smpn 1 singaparna, tasikmalaya regency. hots-based discovery learning facilitates students to discover new concepts through their own experiences, in solving complex problems or projects, by utilizing the knowledge and skills they have learned before. to determine whether there is an increase in student learning outcomes on curved side geometric shapes, it is necessary to conduct classroom action research to improve the quality of learning in the school. so the purpose of this classroom action research is to determine how to increase student learning outcomes in material curved side shapes by applying hots-based discovery learning. learning outcomes that will be improved are students' ability to think critically and creatively and analyze and synthesize information and solve complex problems. this classroom action research can improve students' adaptability in facing new challenges in the future. in addition, this research can improve teachers' skills in implementing and carrying out the learning process. it can increase the variety of learning for teachers to enhance the quality of mathematics learning and school quality. method the research methodology used in this study is a classroom action research design. susilo (2022) described that classroom action research is a systematic and cyclical investigative process conducted by teachers or prospective teachers to improve various aspects of teaching and learning, such as systems, processes, competencies, and learning situations. it is a controlled and selfreflective approach that focuses on improving based on the data collected during the research process. this study consisted of two cycles, each of which consisted of 4 stages, namely (1) planning, which is the first stage in classroom action research, the process of which begins with preparing a learning plan by the findings of the problem and initial ideas from observations, the activities consist of compiling a syllabus, learning plans, student activity sheets, media, observation indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 87 sheets, (2) implementation, at this stage the teacher carries out learning using the hots-different from the model (3) observation, this stage is carried out during the learning process, namely observing the activities of students and teachers including the attitudes and activities of students and teachers during the learning process, besides that at the end of this cycle tests are carried out to find out student learning outcomes, (4) reflection, this stage is carried out to find out the weaknesses and strengths when learning takes place. if the results are obtained per the indicators of success, then it will be continued in the second cycle until the indicators of success are achieved. the relationship between the four stages can be seen as a cycle described in figure 1. figure 1. class action research cycle the research subjects in this study were all class ix f smp n 21 semarang students, with the problem variable being to improve student learning outcomes in curved side geometrical material. in contrast, the action variable applied the hots-based discovery learning model. data was obtained from students in the form of values accepted, results of behavioral observations, observations of teacher and student activities, and results of diary notes. the data obtained from the teacher were in the form of teacher observations and the results of the teacher's diary notes. data were obtained from colleagues in the form of student observations and teacher observations. from the three data sources, the results were analyzed and then concluded. data collection techniques include tests and notes. the test scoring criteria consists of a scale of 0-4, namely: a scale of 0 if the student does not answer the questions at all. on a scale of 1, if the student cannot analyze, evaluate, or create what the student writes does not make sense and leads to an incorrect answer. scale 2: if students can analyze, evaluate, or develop what students write that doesn't make sense and leads to wrong answers. scale 3, if students can explore, evaluate or create what students write, makes sense, but resolutioners need to be more fitting. scale 88 safrida dwi damayanti, muhtarom, heni purwati, oky pitoyo nugroho application hots-based discovery learning model to improve student learning outcomes 4, if students can analyze, evaluate or create what students write makes sense with correct and appropriate answers. the following formula obtains value: v = number of scale scores total score × 100. the data analysis technique used descriptive analysis by determining the mean, median, mode, lowest score, highest score, classical completeness, and individual skill. calculation of the success rate of student learning after the learning process takes place in each cycle includes (a) class average, using the formula written by sugiyono (2012), namely: x̅ = the total value many students . (b) the mean value, (c) the mode to find out the value that often appears, (d) the percentage of classical completeness using the formula proposed by aqib (2016), namely: p = 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑑 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 many students . classical completeness criteria if more than 75% of students get scores more than or equal to minimum completeness criteria (mcc), namely 80, while individual completeness is if students get scores more than or similar to 80. the indicator of success in this study is that the knowledge aspect experiences classical fullness of more than or equal to 75%. result and discussion classroom action research (car) intends to improve the learning process, which has implications for improving student learning outcomes. before holding car in class ix f at a public school in the city of semarang, researchers made observations first on october 26, 2022, and october 27, 2022, to find out the condition of students in the learning process, see how the teacher conveys learning material, and see the teacher's assessment to see success in teaching, by observing the results obtained that the learning process has not provided the direct experience to students. learning activities carried out are dominated by providing theoretical material and limited media in the learning process so that students become busy, pay less attention to material, are passive, and are less interested in learning mathematics, so that students do not achieve the minimum completeness criterion of more than or equal to 80 and the classical criterion completeness of more than 75% cannot be achieved. process of cycle 1 the researcher prepared an action plan to improve student learning outcomes on curved-side geometrical material using the hots-based discovery learning model in the planning stage. the planning steps are (1) determining the problems obtained through observation, (2) designing the hots-based discovery learning model learning process that is appropriate to the material to be taught, and (3) preparing lesson plans, student worksheets, assessment rubrics, and evaluation indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 89 tools. before learning is implemented, the researcher consults with colleagues about the learning device. at the implementation stage, cycle i was carried out in two meetings with a time allocation of 5 hours of lessons (5 x 40 minutes). the first meeting was held on wednesday, 2 november 2022, at the 9th and 10th hours at 14.00 – 15.10, while the second meeting was held on thursday, 3 november 2022, at the 8th to 10th hour at 13.10 – 15.10. documentation of cycle one implementation can be seen in the following figure 2. figure 2. documentation of cycle one implementation the observation stage was carried out by colleagues using observation sheets and carried out during the implementation of learning. the observation sheet found that the teacher had carried out the teaching coherently and involved students in applying the hots-based discovery learning model. however, there is still a lot of confusion in data collection and processing of student data, so many students ask questions that the knowledge discovery process is not maximized. at the reflection stage of the cycle i, there was several inputs from colleagues regarding the division of groups that should not be homogeneous but could be made heterogeneous. if this is still done, it will make students with low abilities embarrassed and afraid to express their opinions. when the division of groups takes a long time, learning is not optimal. at the second meeting, several concepts in the lkpd were wrong, giving rise to misconceptions. therefore, during the learning process, students do not understand the material taught by the teacher. the teacher must be able to convey the material thoroughly and control and master the class so that students can focus on learning. the results of learning in cycle one after applying the hots-based discovery learning model are shown in the table 1. table 1. data on student learning outcomes cycle 1 no achievement cycle 1 results 1 average value frequently occurring values lowest value the highest score unfinished students completed students percentage of learning incompleteness percentage of learning completeness 74,82 81,25 50 87,5 15 20 42,86% 57,14% 2 3 4 5 6 7 8 90 safrida dwi damayanti, muhtarom, heni purwati, oky pitoyo nugroho application hots-based discovery learning model to improve student learning outcomes based on the results of the table, student learning outcomes in the subject of curved side chambers cycle 1, there are still many students who have not reached the mcc. the mcc that students must achieve is 80. out of 35 students, only 20 students have completed it, while 15 have not. the percentage of completeness achieved was 57.14%. the class average has not yet reached the mcc, which is still 74.47. the lowest score obtained by students in the action cycle was 50, while the highest score in action cycle 1 was 87.75. based on these learning outcomes, learning has not been carried out optimally. there are still many students who only master facts or information. in addition, students also have not been able to apply it critically and creatively in different situations. thus, there is a need for improvement in the second cycle, so it is hoped that student learning outcomes can improve the ability to analyze and synthesize information and solve complex problems. process of cycle 2 the researcher prepared an action plan to improve student learning outcomes on curvedside geometrical material using the hots-based discovery learning model in the planning stage. the planning steps are (1) determining the problems from the reflection results of cycle 1 to provide solutions using the hots-based discovery learning model, (2) designing the learning process of hots-based discovery learning models that are appropriate to the material to be taught, (3) compile learning implementation plans, student worksheets, assessment rubrics, and evaluation tools. before learning is carried out, the researcher consults with colleagues about the learning tools. at the implementation stage, cycle two is carried out in two meetings with a time allocation of 5 hours of lessons (5 x 40 minutes). the first meeting was held on wednesday, 9 november 2022, at the 9th and 10th hours at 14.00 – 15.10, while the second meeting was held on thursday, 10 november 2022, at the 8th to 10th hours at 13.10 – 15.10. documentation of cycle two implementation can be seen in figure 3. figure 3. documentation of cycle two implementation the observation stage was carried out by colleagues using observation sheets and carried out during the implementation of learning. the observation sheet found that the teacher had carried out the teaching coherently and involved students in applying the hots-based discovery learning model. at the reflection stage of cycle 2, improvements have been made from the reflection results in cycle 1. learning can be said to be excellent and conducive according to the expectations of the indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 91 researchers at the 1st meeting and 2nd meeting. the implementation of learning is carried out following the syntaxes of the discovery learning model so that there is an increase in student learning outcomes the results of learning in cycle two after applying the hots-based discovery learning model are shown in the following table 2. table 2. data on student learning outcomes cycle 2 no achievement cycle 2 results 1 2 3 4 5 6 7 8 average value frequently occurring values lowest value the highest score unfinished students completed students percentage of learning incompleteness percentage of learning completeness 86,34 87,75 75 100 6 29 17,15% 82,85% based on the table of student learning outcomes on the curved side of the 2nd cycle, the number of students who have reached the mcc has increased. the mcc score that students must achieve is 80. out of 35 students, 29 have completed it, while six others have not. the percentage of completeness reached 82.85%, and the average class value was 86.34. the lowest score obtained by students in action cycle 2 was 75, while the highest score in action cycle 2 was 100. based on these learning outcomes, learning appears to have been carried out optimally. many students do not only master facts or information but can apply the candy and creatively in different situations. students are also able to improve their ability to analyze and synthesize information, as well as solve complex problems. discussion hots-based discovery learning model in curvilinear subjects is because learning is carried out according to the steps of the model. according to hanifah & wasitohadi (2017:95), discovery learning involves students actively learning to find their knowledge through activities. learning. by learning discovery, students can think analytically and try to solve their problems. table 3 presents a recapitulation of student learning outcomes from each cycle. table 3. comparison of learning outcomes in cycle 1 and cycle 2 no achievement cycle 1 results cycle 2 results 1 2 3 4 5 6 7 8 average value frequently occurring values lowest value the highest score unfinished students completed students percentage of learning incompleteness percentage of learning completeness 74,47 81,25 50 87,75 15 20 42,86% 57,14% 86,25 87,5 75 100 6 29 17,15% 82,85% based on table 3, student learning outcomes by applying the hots-based discovery learning model have increased in every aspect. the average student score in cycle 1 was 74.47, 92 safrida dwi damayanti, muhtarom, heni purwati, oky pitoyo nugroho application hots-based discovery learning model to improve student learning outcomes while the average in cycle 2 was 87.75. in cycle one, the percentage of learning completeness was 57.14%, with 20 students achieving mastery. in cycle 2, the rate of student learning completeness reached 82.85%, with several students achieving the knowledge of 29 people. the diagram of the number of students who came to specific points in both cycles can be seen in the following figure 4. figure 4. student completeness diagram based on figure 4, an increase in student learning outcomes by applying the hots-based discovery learning model has seen a rise. in cycle 1, 20 students scored above 80. whereas in cycle 2, students who scored above 80 totaled 29 people. this is in line with kurniawan's opinion (2020) that the use of the hots-based discovery learning model on curved side geometrical material has succeeded in increasing student learning outcomes in class ix-c smpn 1 singaparna, tasikmalaya regency. likewise, aiman's research (2020) results on the material for the smallest common multiple and the most significant common factor experienced an increase of 41% after implementing learning using the hots-based discovery learning model. so it can be concluded that to improve student learning outcomes can use the hots-based discovery learning model. this can be seen during learning, students can develop critical thinking skills and have greater control over the learning process, and students can solve complex problems or projects by utilizing the knowledge and skills they have previously learned on the evaluation results. conclusion based on the results and discussion, class action research cycle one and cycle two by applying the hots-based discovery learning model to improve student learning outcomes in curvature subjects, it can be concluded that the hots-based discovery learning model enhances student learning outcomes in class 9f in one of one state junior high school in the city of semarang on curved side geometrical materials with results in the first cycle with a student completeness level reaching 57.14% and in the second cycle with completeness going 82.85%. the difference in mastery learning outcomes is 25.71%. suggestion 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(2021). implementasi model discovery learning dipadu modul sistem ekskresi berbasis konstruktivisme untuk meningkatkan keterampilan berpikir kritis peserta didik. jurnal pendidikan sains indonesia, 9(3), 376-390. https://doi.org/10.24815/jpsi.v9i3.19965 https://doi.org/10.51878/action.v2i2.1166 https://doi.org/10.24114/paradikma.v10i1.8688 https://doi.org/10.17509/ghm.v2i2.23027 https://doi.org/10.13187/ejced.2015.11.72 https://doi.org/10.36835/bidayatuna.v3i2.638 https://doi.org/10.12973/eu-jer.6.3.347 https://doi.org/10.29333/iji.2019.12122a https://doi.org/10.7238/rusc.v12i3.2176 https://doi.org/10.26618/jpf.v8i3.3868 https://doi.org/10.5539/hes.v8n4p46 https://doi.org/10.24815/jpsi.v9i3.19965 microsoft word 5_58-223-1-ed.docx https://indomath.org/index.php/indomath vol 6, no. 1, february 2023, pp. 47-58 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. enhancing junior high school students' mathematical critical thinking ability through the discovery learning model assisted with learning videos novelia finenes pasaribu department of mathematics education, universitas pasundan, noveliafinenez.19@gmail.com dahlia fisher* department of mathematics education, universitas pasundan, dahliafisherpmat@unpas.ac.id jusep saputra department of mathematics education, universitas pasundan, jusepsaputrapmat@unpas.ac.id asep sahrudin department of mathematics education, universitas mathla'ul anwar banten, assakhru@gmail.com abstract critical thinking ability is one of the higher orders thinking skills that is highly needed in 21stcentury learning. one learning model that can develop and enhance students' necessary thinking skills, especially in learning mathematics, is the discovery learning model. using video media in learning can motivate and assist students in learning mathematics. this study aimed to determine the increase in students' mathematical critical thinking skills through the discovery learning model helped by teaching videos. the research method used is quasiexperimental. the samples in this study were students at class vii bandung national middle school. the sample was selected by purposive sampling technique. this research shows that students who get the discovery learning model assisted by video-assisted learning have a higher mathematical critical thinking ability than those who get conventional models. keywords: mathematical critical thinking skills, discovery learning model, learning videos abstrak kemampuan berpikir kritis merupakan salah satu kemampuan berpikir tingkat tinggi yang sangat diperlukan pada pembelajaran abad 21. salah satu model pembelajaran yang dapat mengembangkan dan meningkatkan kemampuan berpikir kritis siswa terutama dalam pembelajaran matematika adalah model discovery learning. penggunaan media video dalam pembelajaran dapat memotivasi dan membantu siswa untuk belajar matematika. tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan berpikir kritis matematis siswa melalui model discovery learning berbantuan video pembelajaran. metode penelitian yang digunakan adalah kuasi eksperimen. sampel dalam penelitian ini adalah siswa di smp nasional bandung kelas vii, sampel dipilih dengan teknik sampling purposive. hasil dari penelitian ini adalah peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh model discovery learning berbantuan video pembelajaran lebih tinggi dari siswa yang memperoleh model konvensional. kata kunci: kemampuan berpikir kritis matematis, model discovery learning, video pembelajaran 48 novelia f. pasaribu, dahlia fisher, jusep saputra, asep sahrudin enhancing junior high school students' mathematical critical thinking ability through the discovery learning model assisted with learning videos introduction education is an absolute need that every human being must meet. education is a conscious and planned human effort or effort to develop self-potential both physically and spiritually to obtain results and achievements. according to darmadi (2019), teaching, training, and research activities in seeking knowledge, skills, and habits passed down from one generation to another by a group of people are called education. education is carried out in schools; the material studied includes mathematics lessons. mathematics is one element that has an essential role in education. it's no wonder that mathematics is a subject given at all levels of education, from primary to higher education (tsaniya et al., 2022). according to sari et al. (2022) the purpose of learning mathematics at school, namely: to 1) be able to understand mathematical concepts, 2) can use reasoning well, 3) so that it can complete problems well, 4) can interact mathematically, and 5) have an attitude of respect. rahman & saputra (2022) state that mathematics is the science of logic, thinking patterns, organizing patterns, and logical proof. mathematics is one of the most important subjects among other subjects and is very useful for everyday life. as stated in permendiknas no. 22 of 2006 concerning content standards, mathematics is essential in various disciplines and advances human thinking. based on the competency standards of graduates described by permendikbud no. 20 of 2016, critical thinking skills need to be mastered by students. necessary thinking skills need to be grown in students because critical thinking is a high-level skill. to be able to reason, students must understand the problem because mathematical understanding ability is an individual's ability to understand, explain, and re-express a subject matter. in mathematics lessons, individuals can use concepts that can translate into other forms, for example, from words to symbols, tables, graphs, or other states. they can be interpreted as a summary explanation and applied to simple or special cases (hermawan et al., 2021). japan, china, singapore, and south korea are countries at the top list of pisa and timms results. it might be due to mathematics learning in these countries emphasizing reasoning and problem-solving, which starts with critical thinking. therefore, they were able to produce highachiever students in mathematics tests. learning to solve problems is essentially about thinking or reasoning (darta & saputra, 2018). one of the reasons for the low level of student's mastery of mathematics is the lack of opportunities that students have for communication and solving mathematical problems, which results in inadequate student reasoning towards mathematics (limbangan et al., 2022) the ability to think critically is one of the competencies that students must have in facing the 21st century. in line with the opinion expressed by ron germaine et al. (2016) that a person needs a mapping of essential competencies. the crucial successes or competencies people have in facing the 21st century have been formulated by experts in business, education, and other policymakers who are members of the partnership for 21st century skills (p21). the framework proposed by the national education association expresses competence in 4c: (1) critical thinking and problemsolving skills. this ability includes the ability to reason, think, give an evaluation, and solve problems; (2) communication skills, this ability has oral, written, and non-verbal communication skills in various indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 49 forms, contexts, and technologies; (3) collaboration capability; (4) ability to think creatively (bradshaw & figiel, 2012). to achieve the essential competencies needed in 21st-century learning, mathematics subjects must be given to all students to equip them with logical, analytical, systematic, critical, innovative, and creative thinking skills and the ability to work together. reasoning skill is a natural mental process when thinking. with the necessity and habituation of deep-thinking learning is expected that students will be able to become critical individuals (dalimunthe, et al., 2020). according to ennis (1996), the process of thinking to make logical decisions about what to believe and do is called critical thinking. in line with that, brahler et al. (2002) argues that critical thinking is a systematic approach organized through activities such as asking questions, examining carefully, and seeing things from different perspectives. critical thinking is essential in learning, especially in learning mathematics (priatna et al., 2020. necessary thinking skills in learning mathematics are called mathematical critical thinking skills. hidayat & sari (2019) states that the essential ability to think processes to analyze arguments and generate ideas for meaning to develop a logical mindset is called critical thinking skills. mathematical necessary thinking skills need to be owned by every student to solve problems that occur in everyday life and help students survive and solve problems, especially in the face of increasing technological developments (tresnawati et al., 2017). the statements above state how students must master essential mathematical critical thinking skills. but the facts in the field found that students' mathematical necessary thinking skills were still low. this is based on research conducted by lestari & roesdiana (2021) on students' mathematical critical thinking abilities in a junior high school in west karawang. the results show that students' mathematical essential thinking abilities are in the less category and significantly less category, with a consecutive percentage of 19.44% and 80.55%. meanwhile, research conducted by sari (2021) shows that students' mathematical critical thinking skills are classified as low it can be seen that there are no students who can fulfill the indicators of essential thinking ability to the fullest. the results of students' necessary thinking skills for determining concepts in problem-solving were 35.66% at the stage of formulating a way to solve the problem of 21.32%. furthermore, the step of giving arguments in solving problems is 15.07%, and finally, the stage of evaluating situation solving is 14.34%. seeing the facts above, a breakthrough is needed in designing and implementing classroom learning to maximize students' mathematical critical thinking abilities. tsaniya et al. (2022) suggest that in choosing the right learning strategy, including specific approaches, models, methods, and learning techniques, a teacher must pay attention to student characteristics. the alternative solution the researchers propose is using the discovery learning model assisted by learning videos. according to bruner, discovery learning is a learning model emphasizing the importance of understanding what is being known, and learning activities require activeness (naezak et al., 2021). putri & eliarti (2018) explain that the guided discovery model is designed through self-observation so students can discover learning concepts. learning using the discovery learning model encourages students to seek conclusions from the activities and observations they are doing. discovery learning helps recruit activities where students learn for themselves and apply what is known in new situations, leading to influential 50 novelia f. pasaribu, dahlia fisher, jusep saputra, asep sahrudin enhancing junior high school students' mathematical critical thinking ability through the discovery learning model assisted with learning videos learning achievements. limbangan et al. (2022) said that the discovery learning model makes students more active in learning and trains students to be able to solve and find solutions to problems independently and skillfully in applying the discovery learning model. in this case, learning media as well can help. one of the learning media that can help students understand learning is teaching videos. videos can be used to facilitate different student learning styles and also attract students' interest in education. using video in the learning process is beneficial in improving learning outcomes. this aligns with the results of research conducted by azhad et al. (2022), showing that using the ed puzzle-assisted discovery learning model improves mathematical critical thinking skills. the research undertaken by sumaji & wahyudi (2020) shows that using discovery learning, sorogan, and the help of power point-based video media can lead to activeness and enthusiasm for learning within students and hone students' conceptual abilities. the research conducted by salmina & mustafa (2019) shows increased interest and learning outcomes in three-dimensional material by applying the discovery learning model assisted by learning videos. based on the things mentioned above, it is felt that it is necessary to make efforts to reveal whether discovery learning assisted by learning videos can improve students' mathematical critical thinking skills. method the research method is a scientific activity that is planned, structured, and systematic. and has specific goals both practically and theoretically (nuranisa et al., 2022). in this study, it was impossible to take students randomly and not to control all influential variables such as learning facilities, class conditions, learning resources, study time, and others that researchers could not condition. so, this study used a quasi-experimental design. the research design in this study used the nonequivalent control group design by including the experimental class group and the control class group. the experimental class group is a group of students who receive the treatment of the discovery learning model assisted by learning videos. in contrast, the conventional model class group is the control class group. students' initial ability to think critically mathematically can be seen from the results of the pretest given to the two class groups, both the experimental class and the control class. after receiving the treatment, the difference in students' mathematical critical thinking ability will be seen by being given a posttest. according to russefendi (2005), the research design can be seen in figure 1. x : treatment of the experimental class (learning the discovery learning model assisted by teaching videos). o : giving an initial test (pretest) and a final examination (posttest) in the form of critical thinking skills. -----: subjects were not grouped randomly figure 1. design of this research indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 51 this research was conducted in one of the junior high schools (smp) in bandung. the populations in this study were class vii students at bandung national middle school for the 2021/2022 academic year, even the semester. two categories of samples were selected, consisting of vii d as the experimental class and vii e as the control class. sampling was done by purposive sampling technique. sugiyono (2017a, 2017b) states, "purposive sampling is a sampling technique with certain considerations". the consideration in question is the consideration of the school and the teacher concerned. the instrument used in this study is to use a test instrument. the instrument is in the form of test questions to measure students' mathematical critical thinking skills, which are given in the form of an initial test (pretest) and a final test (posttest). before being used, the test instrument was tested first. the trials in question are validity, reliability, discriminatory power, and difficulty level. quantitative data processing is done by testing statistics on the results of the pretest, posttest, and gain index data (normalized gain) from classes using the discovery learning model and types using conventional models. quantitative data processing is assisted by using ibm spss 25.0 for windows software. result and discussion pretest data analysis this study aimed to improve the ability to think critically mathematically between students who received the discovery learning model assisted by video learning and students who received the conventional model. in this study, at the beginning of the pretest activities, this pretest was to determine the initial mathematical critical thinking abilities of students in both classes and the readiness of students in both courses to receive new material. the steps taken in processing the pretest data are shown in table 1. table 1. descriptive statistics of experimental class and control class pretest data n minimum maximum mean std. deviation experiment 32 28 85 63.62 17.756 control 32 28 81 51.75 15.305 table 1 shows that the experimental class students' average mathematical critical thinking ability is 22.69, with a maximum value of 36 and a minimum value of 11. meanwhile, the average mathematical essential thinking ability of control class students is 22.78, with a maximum weight of 47 and a minimum value of 6. the standard deviation in the experimental class is 7,267, while the standard deviation in the control class is 9,989. based on the description above, there are differences in the results of the descriptive test data in the two types. still, they cannot significantly describe the differences in the mathematical critical thinking abilities of the two classes. next, tests for normality, homogeneity, and two average difference tests will be carried out. 52 novelia f. pasaribu, dahlia fisher, jusep saputra, asep sahrudin enhancing junior high school students' mathematical critical thinking ability through the discovery learning model assisted with learning videos table 2. normality test results for the initial test (pretest) for the experimental class and the control class. class kolmogorov-smirnov shapiro-wil statistic df sig. statistic df sig. result in pretest experiment .176 32 .013 .942 32 .085 control .156 32 .046 .951 32 .157 based on the results of the normality test in table 2, it was found that the significant value in the experimental class was 0.85. the control class was 0.157 because the shapiro-wilk significance value in the significance column of the two categories is more critical than 0.05, which means that the data from the pretest results of the essential mathematical skills of thinking of the two classes come from populations that are usually distributed. table 3. results of the t-test for the initial test (pretest) for the experimental class and the control class levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) pretest equal variances assumed 3.785 0.056 -.043 62 0.966 equal variances not assumed -.043 56.630 0.966 based on table 3, after processing the two-mean similarity test data, it was found that the significance value (sig. 2-tailed) with the t-test was 0.966. because the probability value is more than 0.05, ho is accepted, and ha is rejected. in other words, there is no significant difference between the mathematical literacy skills of the experimental class and the control class in the pretest. final test data analysis (posttest) after being given a pretest, students are given a posttest on the last day of activities. the posttest was carried out to determine the achievement of students' mathematical critical thinking skills in both classes after being given different learning. the steps taken in processing the post-test data can be seen in table 4. table 4. descriptive statistics of posttest experiment class and control class data group n minimum maximum mean std. deviation experiment 32 28 85 63.62 17.756 control 32 28 81 51.75 15.305 table 4 shows that the experimental class students' average mathematical critical thinking ability is 63.62, with a maximum value of 85 and a minimum value of 28. meanwhile, the average mathematical essential thinking ability of control class students is 51.75, with a maximum weight of 81 and a minimum of 28. the standard deviation in the experimental class is 17,756, while the standard deviation in the control class is 15,305. from the description above, it can be seen that indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 53 there are differences in the results of the descriptive test data in the two categories. still, it has not been able to describe the differences in the mathematical critical thinking abilities of the two classes significantly. next, tests for normality, homogeneity, and two average difference tests will be carried out. table 5. results of the normality test for the posttest for the experimental class and the control class class kolmogorov-smirnov shapiro-wil statistic df sig. statistic df sig. result post test experiment .222 32 .000 .892 32 .004 control .132 32 .168 .933 32 .048 based on the results of the normality test in table 5, it was found that the shapiro-wilk significance value in the significance column for the experimental class was less than 0.05, which means that the posttest results for the mathematical critical thinking skills of the practical course came from a population with an abnormal distribution. then the shapiro-wilk significance value in the significance column for the control class is also less than 0.05, which means that the posttest data for the control class' mathematical critical thinking abilities come from a population with an abnormal distribution. because the data obtained is not normally distributed, the analysis can be continued by testing non-parametric statistics, namely mann-whitney, with a significant level of 𝛼 = 0.05. table 6. mann-whitney test mann-whitney test results final test (posttest) experiment class and control class statistic posttest result mann-whitney u 288.000 wilcoxon w 816.000 z -3.017 asymp. sig. (2-tailed) .003 based on the mann-whitney test in table 6 above, an asymp. sig. (2-called) value of 0.003 is obtained. because the significance value is less than 0.05, ho is accepted, meaning there are differences in the post-test results between the experimental and control classes. in other words, the mathematical critical thinking skills of students who received the discovery learning model assisted by learning videos were better than the essential mathematical abilities to think of students who received conventional models. gain index analysis (normalized gain) data analysis on improving students' mathematical critical thinking skills using gain index data (normalized gain). the gain index formula, according to hake (ashri, 2018), is as follows: information: 𝑆𝑀𝐼: maximum (ideal) score from pre-test and post-test. 54 novelia f. pasaribu, dahlia fisher, jusep saputra, asep sahrudin enhancing junior high school students' mathematical critical thinking ability through the discovery learning model assisted with learning videos the descriptive statistical results of the normalized gain data for both the discovery learning class and the conventional class are shown in table 7. table 7. descriptive statistics of normalized gain data n minimum maximum mean std. deviation experiment 32 .11 .82 .5316 .21324 control 32 .05 .70 .3747 .18132 from the descriptive statistical analysis above, the experimental class's minimum, maximum, and mean scores were higher than the control class. then, the two average difference tests were analyzed to see the differences in the increase in the mathematical critical thinking skills of the two types after the treatment. still, before carrying out the t-test, it is necessary to test its normality and homogeneity first. the following is the result of the data normality test analysis. table 8. n-gain data normality test results for experiment class and control class class kolmogorov-smirnov shapiro-wilk statistic df sig. statistic df sig. n-gain experiment .116 32 .200* .937 32 .063 score control .148 32 .073 .949 32 .133 from table 8. the significant value in the shapiro-wilk column is that the significance of the data for increasing the mathematical critical thinking skills of the experimental class is 0.063, and the importance of the control class is 0.133. as the basis of significance is more than 0.05, the n-gain data for both types are typically distributed. the following is the result of the data homogeneity test analysis. table 9. results of n-gain data homogeneity test for experiment class and control class levene statistic df1 df2 sig. n-gain score based on mean .595 1 62 .443 based on the homogeneity test through spss 25.0 for windows software, table 9 above shows a significant value of 0.443. as with testing the hypothesis that the critical value is more than 0.05, it can be concluded that the experimental and control classes have the same variance or that both types are said to be homogeneous. the following results from the analysis of the difference between two normalized average gains. comparing the results obtained from the pre-test and post-test shows an increase in students' mathematical critical thinking skills. having seen from the descriptive statistics, it turns out that the average score of the experimental class experienced a higher increase compared to the control class. then proceed with testing the significance level of increasing students' mathematical critical thinking skills (gain) using the discovery learning model assisted by learning videos. the hypothesis formula is as follows: indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 55 ho : the increase in students' mathematical critical thinking skills who received the discovery learning model assisted by learning videos was not higher than that of students who received the conventional model. ha : the increase in students' mathematical critical thinking skills who received the discovery learning model assisted by learning videos was higher than students who received conventional models.. according to uyanto (2006), the one-sided hypothesis test sig. (2-tailed) must be divided into two. with the following testing criteria (1) if ½ the significance value is > 0.05, then ha is rejected, and ho is accepted, and (2) if ½ the significance value is <0.05, then ha is accepted, and ho is rejected. table 10. normalized data gain t-test results for the experiment class and control class t-test for equality of means the results of the normalized gain data t-test in table 10 show that the significant value (sig.2tailed) with the t-test is 0.002. because what is being done is a one-party hypothesis test, the practical value must be divided in half so that !.!!# # = 0.001 the significant value is 0.001, less than 0.05, so ha is accepted. it can be concluded that the increase in students' mathematical critical thinking skills who received the discovery learning model was higher than students who received the conventional model. based on the analysis of the research data, it was found that there was no significant difference between the mathematical critical thinking abilities of the experimental class students. these students received mathematics learning through the discovery learning model assisted by teaching videos and the control class. namely, students received conventional models in the initial test (pretest). this situation is conducive to seeing how the improvement of students' critical thinking skills after learning takes place. after studying and post-testing, the experimental and control classes, it turns out that there is a difference between the essential mathematical skills of thinking in the practical course and the control class in the final test (posttest). the mathematical critical thinking skills of students who obtain the discovery learning model assisted by learning videos are higher than the essential mathematical abilities to think of students who receive conventional models. judging from the average value of the absolute power of students' mathematical understanding in the discovery learning model class assisted by learning videos, the average value is higher than the average value of the conventional model class. it can be seen in the answers of the discovery learning model class and the traditional model class, which are slightly different in the posttest of mathematical critical thinking skills. 56 novelia f. pasaribu, dahlia fisher, jusep saputra, asep sahrudin enhancing junior high school students' mathematical critical thinking ability through the discovery learning model assisted with learning videos figure 2. posttest class experiment results figure 2 shows an example of student answers in the experimental and control classes. in the post-test responses above, we can see that students who received the discovery learning model could solve critical thinking skills questions with indicators of compiling questions with reasons. students in the experimental class can solve the questions asked, where students make questions from variables already known in the problem. however, from the answers of students who obtained the conventional model, they could not do the questions correctly. figure 3. posttest control class results based on figure 3. students in the control class do not understand the questions given, and where students only write down the variables asked and are still not precise in solving the questions. in addition, it can be seen from the results of previous studies revealed that discovery learning was quite successful in improving students' critical thinking skills, such as research conducted by azhad et al. (2022), which showed that using the ed puzzle-assisted discovery learning model increased essential skills of thinking mathematically. the research undertaken by wati et al. (2018) found that groups of students using the discovery learning learning model were better than conventional approaches to thinking skills. the research conducted by haeuruman et al. (2017) shows that the discovery learning model can improve students' critical thinking skills. conclusion indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 57 based on the data analysis and discussion results, it is concluded that learning mathematics using the discovery learning model assisted by learning videos states that the increase in students' mathematical critical thinking abilities using the discovery learning model helped by learning videos is higher than students using conventional models. this research implies that teachers will conduct learning with the discovery learning model assisted with learning videos on other materials that match the characteristics of the material references azhad, s., yani, n., & nuriadin, i. 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(2018). efektivitas antara model pembelajaran discovery learning dengan model pembelajaran pair check terhadap kemampuan berpikir kritis matematis siswa kelas vii. media penelitian pendidikan: jurnal penelitian dalam bidang pendidikan dan pengajaran, 12(1), 12-25. https://doi.org/10.26877/mpp.v12i1.3817 https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 99 – 108 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the effectiveness of google meet on mathematics problem solving ability of class xi students ellen proborini sekolah tinggi teknik pati, central java, email: ellenproborini@gmail.com uli ulfa universitas pembangunan nasional veteran, yogyakarta abstract the purpose of this study was to determine the effectiveness of google meet on students' mathematical problem solving abilities. the population of this study were students of class xi smk tunas harapan pati for the 2020/2021 academic year. this study uses a quantitative research method with an experimental method, where the treatment is only carried out once in the sample class which is estimated to be able to have an influence on learning outcomes. data collection techniques using documentation and test methods. the results showed that the problem solving ability of students was more effective if it was done using google meet in learning mathematics on the opportunity material for students of class xi apl vocational high school tunas harapan pati. this is evidenced by the increase in value from 669.57 to 78. keywords: effectiveness, google meet, problems, mathematics. abstrak tujuan dari penelitian ini adalah untuk mengetahui keefektivan google meet terhadap kemampuan pemecahan masalah matematika peserta didik. populasi penelitian ini adalah peserta didik kelas xi smk tunas harapan pati tahun ajaran 2020/2021. penelitian ini menggunakan metode penelitian kuantitatif, dimana treatment hanya dilakukan satu kali pada kelas sampel yang diperkiran sudah mampu memberikan pengaruh terhadap hasil belajar. teknik pengumpulan data menggunakan metode dokumentasi dan tes. hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah peserta didik lebih efektif jika dilakukan menggunakan google meet dalam pembelajaran matematika pada materi peluang peserta didik kelas xi apl smk tunas harapan pati. hal ini dibuktikan dengan adanya kenaikan nilai dari 69,57 menjadi 78. kata kunci: keefektifan, google meet, masalah, matematika. introduction education is translated into the act of transferring information from teachers to students that occurs in the classroom and is carried out formally (kartikasari., 2016). education is not only done to achieve learning outcomes, but how to obtain results or learning processes that occur in students (sitorus et al, 2019; purwati et al, 2018). herskovits in tanis (2013) states that learning does not always occur in a classroom, obtaining education can be done anywhere and anytime to obtain useful knowledge. in other words, education is an effort to expand knowledge in shaping values, attitudes, or behavior (zsóka et al, 2013; manfredo et al, 2017). humans will find it difficult to develop and even 100 ellen proborini dan uli ulfa the effectiveness of google meet on mathematics problem solving ability of class xi students be retarded without education (tanis, 2013). so far, education is categorized as an active and planned activity, so education is an act or conscious action so that there will be changes in attitudes and expected behavior, namely the formation of a good and whole human being (chi & wylie, 2014). the era of the industrial revolution 4.0 has challenges as well as opportunities for educational institutions. the expected education system is a system that can create students who are able to think critically and solve problems, be creative and innovative and skilled in communication and collaboration with skills in finding, managing and conveying information as well as skilled at using information and technology (risdianto, eko., 2019). minister of education and culture (kemendikbud) nadiem anwar makarim in 2019 sparked the concept of "free education for learning" which is a response to the needs of the education system in the era of the industrial revolution 4.0 where freedom of learning is freedom of thought. this freedom of thought is determined by the teacher, so the main key to supporting the education system is the teacher. teachers know that everyone has different needs, but uniformity trumps diversity as a basic principle of bureaucracy. at this time there are still many smk tunas harpan pati’s teachers who have not optimally utilized technology in learning. there are still many teachers who use conventional systems in learning such as in giving assignments that still use paper (margarinda & elena, 2011; sobrie et al, 2013; yen et al, 2018). even though it is known that educators are the key in learning who should strive to innovate to achieve progress in the field of education (serdyukov, 2017). one of the efforts to achieve progress in the field of education is by utilizing the development of digital technology (martín-gutiérrez et al, 2017; verawati et al, 2022). the use of digital technology in learning can allow students and teachers to be in different places during the learning process, so that learning can be carried out effectively and efficiently (milman, 2015; spector, 2014). when the covid-19 pandemic has entered indonesia, this has greatly impacted the existing education system (kuncoro et al, 2022; istiqomah & widodo, 2021). covid-19 is an abbreviation of "coronavirus disease 2019" or a disease caused by the corona virus in 2019. this covid-19 outbreak has a very high and fast rate of spread that attacks the human immune and respiratory systems (rothan & byrareddy, 2020). based on the joint decree of the ministry of education and culture, ministry of religion, ministry of health and ministry of home affairs that education units can carry out face-to-face learning if they are in the green zone (aminah, 2020; widodo et al, 2022). this means that educational units located in the yellow, orange and red zones continue to carry out online learning. in situations like this, teachers are required to be more creative and able to take advantage of existing technology so that online learning is not just providing a summary of materials and assignments through social media. the use of learning media that utilizes ict can make learning mathematics easier and more interesting (widjayanti et al, 2018). however, in reality, students have not been able to use ict optimally in learning mathematics (lince, 2016). students have difficulty understanding and solving problems from the modules attached by the teacher, so they need media to do virtual learning (wijayanti et al, 2022; widodo, 2018). there are several learning media that can be used for virtual learning in the current pandemic era, including virtual classes and video conferencing. virtual class is a learning concept that consists of a group/class where the participants simultaneously participate in distance learning from the indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 101 location where they are connected to the same platform (raes et al., 2020). video conferencing is an integration of audio and video in full screen mode, where users can communicate with each other, share screens and can face each other virtually (ekawardhana, 2020). virtual classes and video conferences are carried out with the help of a smartphone connected to the internet which is a medium for mobile learning. mobile learning is one of the uses of information and communication technology for interactive learning media in the learning process, so that the learning process of students can be interesting and not limited by space and time (suprihatiningsih et al., 2020). several virtual classes that can be used in distance learning are edmodo, edpuzle, google classroom, schoology, but there are also schools that have developed their own learning management system (irfan et al, 2020). in addition to virtual classrooms, online learning can be done using video conferencing applications such as google meet, zoom, webex and so on. the application can be used on smartphones owned by the majority of students as a supporter of online learning. in this study, video conferencing is used in the form of google meet, where this feature has been integrated with google classroom which has previously been used in learning. google meet is an application that provides the facility to make conferences between users via video calls (rustaman, 2020). google meet is an application or vicon software developed by google that can be used for the online learning process. the advantages of google meet according to (idcloudhost, 2020) are (a) helping workers and employees to stay in meetings wherever they are by using video calls, (b) a unique and functional interface with a light and fast size, prioritizing efficient, user-friendly management that can be followed by all participants, and (c) users can invite meeting participants and share features. mathematics learning that is carried out using google meet will more or less affect the success of students in understanding a material. according to the national council of teachers mathematics (ntcm) there are five competencies in mathematics learning, namely mathematical problem solving, mathematical reasoning, mathematical communication, mathematical connection, and mathematical representation (perwitasari & surya, 2017; dewi & kusumah, 2014; widodo et al, 2019; widodo, 2020), . a combination of these five competencies needs to be possessed by students in order to be able to use mathematics in everyday life (suryaprani et al, 2016). permendikbudristek number 5 of 2022 states that graduate competency standards of students have the ability to find solutions and analyze collaborative problems, convey original ideas, make creative actions and works, and have the ability to collaborate. critical thinking is one of the demands for the graduation of students in their education. however, today's teaching and learning activities have not developed students to be able to think critically. in general, students have not applied a critical attitude when facing problems related to everyday life. students can work on questions correctly and well, but are not necessarily able to apply their critical attitude when faced with questions related to everyday problems. baki in ersoy & guner (2015) states that students must have the ability to solve problems. krulik and rudnick in carson (2007) define problem solving as a way in which a person uses previously acquired knowledge, abilities, and understanding to fulfill a situation. karatas & baki (2013) state that problem solving is the ability to analyze, interpret, give reasons, predict, evaluate, 102 ellen proborini dan uli ulfa the effectiveness of google meet on mathematics problem solving ability of class xi students and reflect. therefore, in learning mathematics, students need to be given space to develop critical thinking skills in solving problems. problem solving steps according to polya, namely understanding the problem, making solution plan, implement the solution plan, and re-examine the results (septian, 2022; ibrahim et al, 2021). peter (2012) states that to improve problem solving skills, students must be able to think critically. having knowledge or information alone is not enough to be effective in work and personal life. students must be able to solve problems to make effective decisions (widodo et al, 2019; widodo & ikhwanudin, 2018). hodges (2012) states that being a successful global citizen requires the ability to solve problems, especially in the modern era. in this era, students are required to be able to solve problems scientifically. scientific thinking skills in bloom's taxonomy include several steps including remembering previous knowledge, understanding problems, using procedures, analyzing, assessing errors and accuracy, and forming hypotheses and procedures (budiyono, 2015). the problem solving process in this study uses 3 stages, namely identification: understanding the problem by interpreting and examining the problem; analysis: making a solution plan by combining information to formulate a problem and determine a solution method; and evaluation: implementing the solution plan and re-examining the results by applying methods, checking answers, and drawing conclusions. based on this, this study aims to determine the effectiveness of the use of google meet on the mathematical problem solving abilities of students in class xi smk tunas harapan pati. method this study uses quantitative research methods with experimental methods. this method aims to determine the effect of the independent variables and the dependent variable from the experimental class and control class (arikunto, 2014). the dependent variable in this study is the problem solving ability of students while the independent variable is the use of google meet in learning. the hypothesis in this study is "the use of google meet is effectively used in learning in an effort to improve the mathematical problem solving ability of class xi students". learning is said to be effective if it meets the criteria of (1) students' learning completeness, (2) active students in learning, (3) student responses to learning, (4) increasing mathematics learning outcomes after the experiment is carried out (wahyudin & nurcahya, 2018; widodo, 2015). the subjects of this study were students of class analisis pengujian laboratorium (apl) xi smk tunas harapan pati. sampling used cluster random sampling technique and selected class xi apl 1 amounting to 35 students as the experimental class and xi apl 2 totaling 36 students as the control class. research data were collected using documentation and test techniques. the documentation method in this study was used to obtain data regarding the names of students in class xi apl 1 and 2 as objects of research, to obtain information about geographic location, profiles and documentation when learning took place at smk tunas harapan pati. the test method used in this study is the opportunity material with a total of 5 questions about the description. the questions were first tested for validity, reliability, discriminatory power and level of difficulty to determine whether or not it was appropriate to be used as a test instrument. furthermore, the data that has been obtained indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 103 is analyzed to determine the normal and homogeneous data. then the data that were declared normal and homogeneous were analyzed using t-test to find out whether there was a difference in the average student learning outcomes. result and discussion this research was conducted at smk tunas harapan pati and researchers conducted research on the effectiveness of google meet on math problem solving abilities in the apl department. the results of the prerequisite test on the initial ability data can be concluded that the sample comes from a population that is normally distributed and has the same variance. researchers used two classes, namely xi apl 1 as the experimental class and xi apl 2 as the control class, which consisted of a total of 71 students. in the experimental class, students were given learning by researchers with the help of google meet media with opportunity material. for the control class with the same kd, students are given lessons by the teacher related to the help of the google classroom media. the researcher conducted a pre-test and post-test on the probability material. the results of the pre-test and post-test can be seen in table 1 below. table 1. experimental and control class pre-test results component pre-test result experiment class control class number of students 35 36 the highest score 100 100 the lowest score 40 40 average 69.57 68.75 standard deviation 17.42 16.32 homogeneity test results homogen based on the data presented in table 1, it can be seen that the average value in the experimental class is 69.57 which is higher than the control class, which is 68.75. the average value of the two classes is low because both are still below 75 as the kkm. judging from the homogeneity test, the two classes are homogeneous, this means that both classes have the same initial ability. the post-test results of the experimental and control classes on the probability material can be seen in table 2. table 2. experimental and control class post-test results component post-test result experiment control class number of students 35 36 the highest score 100 100 the lowest score 40 40 average 78.00 71.00 standard deviation 16.23 15.54 homogeneity test results homogen t-test t count > t table, ho is rejected the post-test results in table 2 above show that the average value of the experimental class is 78.00, which is higher than the average of the control class, which is 71.00. the results shown indicate that both classes have increased. based on the analysis of the data in tables 1 and 2, it shows that the use of google meet helps improve students' ability to solve problems. this is indicated 104 ellen proborini dan uli ulfa the effectiveness of google meet on mathematics problem solving ability of class xi students by the increase in student learning outcomes in the experimental class. this is in accordance with research conducted by pernantah et al (2021) regarding the effectiveness of using google meet during online learning, where the use of google meet is considered more effective with a percentage of 56.3%. the results of the post-test were then calculated for normality using the chi-square formula and it was found that both classes were in normal condition. this means testing the hypothesis using parametric statistics. the results of the calculation of the homogeneity test showed that the two classes were homogeneous, meaning that the parametric statistics used were t-test at a significant level of 5%. hypothesis testing using t-test obtained t-count = 1.827, greater than t-table = 1.645. this means that the use of google meet is more effective in solving the problems of class xi students at smk tunas harapan pati. the experimental class that was treated by using google meet to solve the given problem was more effective than the control class that was given conventional learning using google classroom. students in the experimental class are active in collecting complete data in order to solve the problems they face. at the beginning of learning, students are given problems in the student activity sheet related to the opportunity material being taught. the problems presented to students can arouse students' understanding of existing problems, the knowledge they have, their desire to solve problems, and build the spirit that they are able to solve problems. therefore, by providing problems at the beginning of learning can encourage students to think more actively to find solutions to the problem. with the problems that must be solved in the given learning, students are required to determine the answers according to the initial abilities possessed by each. learning carried out in the experimental class requires students to be actively involved in solving the problems given and trying to solve them according to what they experience and know. students seek information about the opportunity material with the process of solving problems by identifying the problem then understanding and analyzing the problem. during the learning process, students can observe the suitability between the results of the answers and the facts that occur related to the problems to be solved. this can strengthen students' knowledge of the opportunity material being studied. if students' answers related to the problem are in accordance with the facts that occurred during the learning process, then this can strengthen students' understanding of the opportunity material. vice versa, if the answers made by students are not in accordance with the facts that occurred during the learning process, then this can provide students with the correct understanding. the understanding gained through this learning activity can build students' knowledge, because students are actively involved in learning to solve problems. in accordance with research conducted by syazali (2015) which concluded that problem solving skills can help students to build knowledge in the learning process. the data that has been obtained by students through learning activities is then processed to answer questions that have been made in the student activity sheet. the questions given have been designed so that students are directed to the correct final conclusion. regarding this question, students are required to work on the questions given with a coherent and appropriate completion process. the results of activities that have been completed can be delivered with a presentation by indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 105 one of the students via a sharescreen on the google meet application and responded by other students. the results of the answers that have been submitted will provide opportunities for students to exchange information. in addition, the shortcomings of each student regarding opportunity material can be identified and used for joint learning. the teacher can give the correct final conclusion at the end of the lesson. students gain knowledge related to the problems presented at the beginning of learning, so that students can answer these problems more precisely. the explanation above is in accordance with the theory which states that problem-based learning provides opportunities for students to collect and analyze complete data in solving the problems they face. therefore, students can build their own concepts that they learn, and can develop their thinking skills based on problem solving. the essence of this learning is solving existing problems related to learning material, not how the teacher explains one way of the learning material presented. in problem-based learning, students are required to work together in groups so that there is an exchange of ideas to solve problems (huda, 2013). on the other hand, the problem-based learning model with the experimental method used presents an original experience that encourages students to learn actively, construct knowledge, and integrate the context of learning in school and learning in real life scientifically (abidin, 2014). conclusion based on the results of research and discussion, it can be concluded that students' problem solving abilities are more effective if done using google meet. in this study, the use of google meet was applied in learning mathematics in class xi apl opportunity material at smk tunas harapan pati. the results showed an increase in the average score of students from 669.57 to 78. this proves that using google meet has an effect on the mathematical problem solving abilities of students in class xi apl smk tunas harapan pati. this research can be developed by combining the use of google meet using other learning applications such as math tricks, mathway, qanda and others. acknowledgement thanks to the students who were directly involved in this research. likewise, we would like to thank lppm of the sekolah tinggi teknik pati (sttp) which has provided support for the implementation of this research, as well as to the principal and mathematics subject teachers of smk tunas harapan pati who have allowed to carry out this research. references abidin, y. 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(2013). greening due to environmental education? environmental knowledge, attitudes, consumer behavior and everyday proenvironmental activities of hungarian high school and university students. journal of cleaner production, 48, 126-138. microsoft word 57-218-2-ed.docx https://indomath.org/index.php/indomath vol 6, no. 1, februari 2023, pp. 35-46 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. analysis of mathematical representation capabilities in geometry materials assisted by geogebra applications yandi wahyu hidayat master of mathematics education universitas swadaya gunung jati cirebon, sma negeri 1 beber,.cirebon, indonesia, yandi.wh@gmail.com surya amami pramuditya master of mathematics education universitas swadaya gunung jati cirebon, amamisurya@ugj.ac.id neneng aminah master of mathematics education universitas swadaya gunung jati cirebon, nenengaminah255@gmail.com abstract this study aims to determine the ability of mathematical representation of students in geometry material after learning with the help of geogebra. this research is motivated by students' difficulty in interpreting geometric shapes. this research is qualitative research with a descriptive approach. the subjects in this study were 3 (three) class xii students who had obtained three-dimensional material with the help of geogebra applications. researchers carry out the data collection process by providing mathematical representation ability test questions, conducting interviews, and taking documentation. the data obtained in this study were analyzed using specialized triangulation-checking techniques. based on the results of data analysis and the effects of interviews with all research subjects, it can be concluded that learning geometry with the help of geogebra applications can improve mathematical representation capabilities. three mathematical representation abilities, namely visual representation, equation or expression, and written words or texts, are possessed by students after learning geometry with the help of geogebra applications. keywords: mathematical representation, geogebra, geometry abstrak penelitian ini bertujuan untuk mengetahui kemampuan representasi matematis siswa pada materi geometri setelah belajar dengan berbantuan geogebra. penelitian ini dilatarbelakangi oleh kesulitan siswa dalam melakukan interpretasi pada bangun ruang. penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. subjek dalam penelitian ini adalah 3 (tiga) orang siswa kelas xii yang telah memperoleh materi dimensi tiga dengan berbantuan aplikasi geogebra. peneliti melakukan proses pengumpulan data dengan memberikan soal tes kemampuan representasi matematis, kemudian melakukan wawancara, serta mengambil dokumentasi. data yang diperoleh dalam penelitian ini dianalisis dengan teknik pengecekan menggunakan triangulasi teknik. berdasarkan hasil analisis data dan hasil wawancara dengan semua subyek penelitian dapat disimpulkan bahwa pembelajaran geometri dengan berbantuan aplikasi geogebra dapat meningkatkan kemampuan representasi matematis. tiga kemampuan representasi matematis yaitu representasi visual, persamaan atau ekspresi, dan kata-kata atau teks tertulis dimiliki oleh siswa setelah belajar geometri dengan berbantuan aplikasi geogebra. kata kunci: representasi matematis, geogebra, geometri 36 yandi w. hidayat, surya a. pramuditya, neneng aminah analysis of mathematical representation capabilities in geometry materials assisted by geogebra applications introduction one subject matter that is often difficult for some students is the subject matter of threedimensional space. some students have difficulty constructing the area into a flat plane. seen the image made by the student that should be a right triangle, the student draws an isosceles triangle because the image on the cube looks like an isosceles triangle. this can be seen in figure 1. figure 1. the difficulty of construction students build space the problem in figure 1 also occurs elsewhere. the study results (hajar et al., 2021) stated that most students find three-dimensional material challenging to understand. one of the difficulties lies in drawing space from a story that is not yet known to the picture. most three-dimensional questions are description questions that require reasoning to solve them. based on observations made by researchers on class xii social studies three students, the fact was obtained that student learning outcomes on three-dimensional material were still relatively low. this can be seen in table 1. table 1. math test recap three-dimensional space subject matter. value frequency 20 1 30 6 40 12 50 6 60 7 70 2 80 1 summary 35 based on the data in table 1, it can be seen that there are still many students who get a score below 60. this shows that students still have difficulty solving the three-dimensional space problem. this is in line with research (mahdayani, 2016), which stated that 70.1% of students from the subjects studied had difficulty solving geometry problems. in addition (basuki, 2012) has researched students' challenges in geometry material caused by the low ability to think abstractly. from the analysis of students' answers that obtained low scores, most students have not been able to construct a space into a flat plane, which can be seen in figure 2. indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 37 figure 2. students' answers to three-dimensional questions from the picture above, it can be seen that students have not been able to draw a flat plane constructed from the building space on the question because the image made is not correct. the formula used is not right, so students give incorrect answers. students have not been able to reason well when abstract understanding objects. new students can understand the condition when assisted with a solid or more concrete thing. in solving the problem, students have not been able to use thinking with awareness, and students have not realized a step in solving the problem. students only solve the problem by trial and error or as long as they answer based on the facts mentioned above, the problem in this study is that students still have difficulty solving the three-dimensional space problem because students have not been able to construct the space into a flat plane. one of the abilities that students must have to solve geometry problems is the ability to represent mathematically. in solving mathematical problems before providing solutions, it must be started with the representation of the problem first. if students struggle to define the problem, it is likely difficult to solve or mistakenly provide it (amaliyah ar & mahmud, 2018). the ability of mathematical representation can be seen in how students solve problems and solve problems according to polya through the stages of understanding the problem, choosing how to solve it, determining the solution, and re-examining the results of the solution (polya, 2004). geometry has a greater chance of being understood by students than other mathematics branches. this is because students knew geometry ideas before entering school, such as lines, planes, and spaces. nevertheless, evidence in the field shows that geometry learning outcomes are still low (abdussakir, 2009). van hiele's theory, developed by two dutch educators, pierre marie van hiele and dina van hiele-geldof, explains the development of student thinking in learning geometry (fitriyani et al., 2018). according to van hiele's theory, a person will go through five stages of development of thinking in learning geometry (crowley, 1987). the five stages of van hiele's thinking development are stage 0 (visualization), stage 1 (analysis), stage 2 (informal deduction), stage 3 (deduction), and stage 4 (rigor). van hiele's thinking stages will be passed by students sequentially (crowley, 1987). thus, students must go through a step maturely before heading to the next scene. this is in line with the 38 yandi w. hidayat, surya a. pramuditya, neneng aminah analysis of mathematical representation capabilities in geometry materials assisted by geogebra applications facts found, and students have not been able to solve the three-dimensional problem without constructing the space into a flat plane. the speed of moving from one stage to the next depends more on the content and method of learning than age and maturity (crowley, 1987; keyes & levy, 1997; schoen & hallas, 1993). thus, the teacher must provide a learning experience that matches the student's thinking stage. according to the theory of cognitive development by jean piaget, at the age of 12 years and above, a new period of operation arises. during this period, the child can use his concrete functions to form more complex processes (jarvis, 2005). the progress in the child during this period is that he does not need to think with the help of concrete objects or events. he can think abstractly. children are already able to understand the form of the argument and are not confused by the side of the idea; therefore, it is called formal operational. piaget believes that we all go through all four stages, although perhaps each step is passed at a different age. each set is entered when our brain is mature enough to allow new logic. at the concrete operational stage, the child is mature enough to use logical thinking or operations, but only for today's physical objects. in this stage, the child has lost a tendency to animism and artificialism. his egocentrics are diminishing, and his conservation task ability is improving. however, without physical objects in their presence, children at the concrete operational stage still have great difficulties in solving logical tasks. in formal operations, children can use essential functions to form more complex processes. the progress in the child during this period is that he does not need to think with the help of concrete objects or events. he can think abstractly. children can already understand the form of the argument and are not confused by the side of the idea; therefore, it is called formal operational. the age of high school students based on piaget's theory of cognitive development is at a properly active stage, so high school students can already reason without the help of concrete objects. but, based on the results of simple observations during the learning process of dimension three, students tend to have difficulty in imagining, drawing, or illustrating a three-dimensional building, so often teachers have to bring a space-building model or concrete three-dimensional props to help students with understanding the concept of threedimensional geometry that they want to explain (novita et al., 2018) students in the 12th grade of high school should ideally be at the formal operational stage because they are over 12 years old. however, some students still have difficulty reasoning without the help of concrete objects, so students need the help of more important things to maintain well. this is in line with the opinion of (widodo & wahyudin, 2018), who argues that high school students are not yet entirely at the stage of formal thinking. hence, teachers need to bridge it by using semi-concrete media. as in the three-dimensional space material, there are still students who cannot reason to interpret the actual object; students only understand the object as it seems, so they cannot reconstruct it according to the real thing. according to swartz & chang (1998), a student's problem-solving ability consists of four levels. first, implicit use is the use of mindlessness. at this level, the type of thinking involves making decisions without thinking about those decisions. at this level, students apply strategies or skills in solving problems through trial and error or the origin of answering. second, aware use is indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 39 the use of thought with awareness. at this level, the type of thinking relates to the student's understanding of what and why the student is doing the study. at this level, students have realized a problem-solving step by explaining the use of the action. third, strategic use is the use of strategic thinking patterns. at this level, the type of thinking used is related to the regulation of the individual in his thought process consciously by using specific strategies that can improve the accuracy of his thinking. at this level, students are aware and able to select particular strategies or skills to solve problems. fourth, reflective use is the use of reflective thinking. at this level, the type of thinking used has to do with the reflection of the individual in his thought processes before and after or even during the process taking into account the continuation and improvement of the results of his thinking. at this level, students are aware of and correct mistakes made in the problem-solving steps. based on the analysis of students' answers in solving three-dimensional space questions, students have not been able to use thinking with awareness; students have not realized a step in solving the problem. students only solve the problem by trial and error or as long as they answer. to assist students in solving these problems, especially in three-dimensional space materials, teachers must be able to make learning steps that can improve students' ability to construct space into a flat plane so that students can understand the steps for solving problems. one of the efforts that teachers can make in learning so that students can solve threedimensional problems is using the help of technology. technology, especially computers, is a medium for connecting abstract mathematical ideas with concrete mathematical ideas. the role of educators or teachers is to improve the quality of education by designing classroom learning so that students get meaningful learning. a da various types of applications that can be used in mathematics learning, one of the applications that can be used is the geogebra application. we are not teaching to memorize but to understand the material. in addition, learning geometry with the help of geogebra does not depend on students' initial abilities, meaning that students' abilities can increase from previous capabilities (supriadi, 2015). in line with the above opinion, with the existence of geogebra learning media, students will quickly understand the learning material because students' attention is more directed to the learning process by involving their senses more. the purpose of this study is to see the ability of students' mathematical representation of three-dimensional space materials after learning with the help of geogebra applications. the use of geogebra in learning to improve students' understanding of mathematical concepts has been researched by the results of the study are in line with (jelatu et al., 2018) namely the use of geogebra in learning can provide an excellent understanding of geometry concepts. furthermore, (nuritha & tsurayya, 2021) developed media using geogebra and obtained the results of using geogebra-assisted learning videos declared effective for use as media and increasing student learning independence. therefore, using geogebra in learning is expected to improve mathematical representation skills so students can construct space into a flat plane. 40 yandi w. hidayat, surya a. pramuditya, neneng aminah analysis of mathematical representation capabilities in geometry materials assisted by geogebra applications methods this research is qualitative with a descriptive approach because researchers try to obtain descriptive data in the form of students' written answers to questions. the subjects in this study were 3 (three) class xii students taken from high, medium, and low academic representatives who had obtained three-dimensional material with the help of geogebra applications. researchers named s1 for the first participant, s2 for the second participant, and s3 for the third participant. researchers carry out the data collection process by providing mathematical representation ability test questions, conducting interviews, and taking documentation. the data obtained in this study were analyzed by checking techniques using triangulation techniques. the instruments used in this study were mathematical representation ability tests and interview guidelines. mathematical representation ability test questions and interview guidelines are prepared based on indicators adapted from (hand et al., 2009; sari et al., 2020; waluya & asikin, 2021), namely (1) visual representation (in the form of a diagram, graph, table, or image); (2) mathematical equations or expressions; and (3) written words or text. the indicators of each mathematical ability are shown in table 2. table 2. mathematical representation ability indicators and interview guidelines no mathematical representation indicators interview guidelines 1 visual representation • drawing geometric patterns • creating images to clarify the problem and facilitate its resolution • what is understood from the situation? • what did you draw? • why is the picture like that? • which point is asked about the question? • why was that point chosen? 2 equation or expression • create a mathematical equation or model from a given problem • solving problems from already created mathematical models • what formula or equation do you use? • why choose that equation? • where is the figure obtained from? 3 written words or text • create a problem situation based on the data or representation provided • write down the interpretation of a representation • describes the steps of solving mathematical problems in words according to the presented representation • to answer this question, explain the steps. what will be done first? the questions tested are based on knowing the student's mathematical representation ability in solving geometry problems based on polya steps and on unearthing information on students' indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 41 thought processes that are not contained in the answer sheet. the instrument test used is presented in table 3. table 3. test instruments no question 1 a room has a length of 4m, a width of 4m, and a height of 4m. a lamp is located right at the center of the ceiling plane in the room's ceiling. a switch is installed on one of the room's walls, which is located right in the middle of the wall. what is the shortest distance between the button and the lamp in the space? results and discussion the study results provided information from the beginning of giving questions to get participants as research subjects; from 30 research students gave queries, student answers were grouped from the high and medium low academic categories, and three students became our participants. the results showed that the average student enjoyed using the geogebra application. representational thinking activities appeared as seen from the effects of observations of students' answers, followed by the truth from the results of in-depth interviews. the results of each participant's research will be explained one by one. first subject research results (s1) the answers to the test questions given to the first-subject students can be seen in figure 3. figure 3. answers to the first subject test questions based on figure 3, it can be seen that the first subject draws a cube equipped with points p, q, and r. the first subject explains that the cube represents the chamber, and those points are the weak points and switches in the section. to calculate the distance of the control to the lamp, the first subject constructs a right triangle taken from the cube. the length of the switch to the light is represented by the distance of point p to point q or the hypotenuse of the triangle pqr. the first text does not write down the formula for calculating the length of point p to end q but directly uses numbers and obtains the result of the distance of the point p to point q is 2√2. the results of the interview to validate the answers and find out the steps that the first subject worked on were as follows: 42 yandi w. hidayat, surya a. pramuditya, neneng aminah analysis of mathematical representation capabilities in geometry materials assisted by geogebra applications q : "from that problem, what do you imagine if it is associated with building space." s1 : "my room is like a cube, then the room light is likened to the dots i connect that become a triangle." q : "why did the point you chose that one?" s1 : "because looking for the nearest one." q : "to determine the answer, what formula do you use?" s1 : "using pythagoras, find the hypotenuse." q : "other than imaginatively, what app do you use to help solve this problem?" s1 : "geogebra, this application helped me. i became more imagined by looking at the images in this geogebra application. i became happier to do it." the interview results showed that s1 thought visually restitutive by making a cube as a parable of the room. s1 expressed his expression using the pythagoras formula. this was also conveyed during an in-depth interview. s1 has also said the wording of what he said when asked about what he did when solving the problem. s1 utilizes geogebra applications to help imagine building space, hoping it will make it easier to solve space-building issues. this aligns with research from (gunčaga, 2011), which reveals the application of geogebra to teach teachers and motivate students to learn mathematics. results of the second subject research (s2) the answers to the test questions given to the second-subject students can be seen in figure 4. figure 4. answers to the second subject test questions based on figure 4, it can be seen that the second subject drew an abcd cube. efgh is equipped with p, t, and o points. the second subject explains that the cube represents the room, the light point is the diagonal cut point fh and eg, and the diagonal cut point switch bg and cf. the second subject chooses the oblique cut point because the light point and switch are in the middle of the ceiling and the middle of the wall. to calculate the distance of the control to the lamp, the third subject constructs a right triangle taken from the cube. the length of the switch to the light is represented by the distance of point p to point o or the hypotenuse of the pto triangle. the indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 43 second subject did not write down the formula for calculating the length of point p to point o but directly used the number and obtained the result that the distance of point p to o is 2√2. the results of the interview to validate the answers and find out the steps that the second subject worked on were as follows: p : "i see your answer to build a cube. what do you imagine when you finish the question?" s2 : "i imagine a room is a cube, so i describe building a cube because all sides are the same." p : "try to explain how you solved the problem from the beginning to get an answer. " s2 : "i make a cube, then i make a point, this makes a line first, and then the intersection is made a point named point p, then in this field also the bcgf plane is the same created line first continues the middle point o." p : "why does the bcgf field choose the field? " s2 : "actually, whether you want it in the left, front, or backfield is also okay because the distance is the same so that the closest distance can be from all the walls, but i prefer the one that is pressed because the picture is clearer." p : "then, to answer it, you use what formula? i see your answer directly. the number is written." s2 : "it uses the pythagoras formula, which is looking for the hypotenuse, so i immediately add it. the length of the upright sides is 2." p : "to convince you that triangle is correct, how? " s2 : "i use a geogebra. it's more accurate. i can rotate it so that it can be seen from another point of view if the triangle is right. if there is something that i can't imagine, i usually use geogebra assistance." the interview results showed that s 2 thought visually representatively by making the parable of the room a cube. at the time of the in-depth interview, s 2 expressed his expression using the pythagoras formula, s 2 was also presented with words he revealed when asked about what he did when solving the problem. s2 uses geogebra applications to ensure the construction of the created built space is correct. this aligns with research from (aminah et al., 2022), in which the geogebra application can help review answers obtained manually. third subject research results (s3) the answers to the test questions given to the third-subject students can be seen in figure 5. figure 5. answers to the third subject test questions 44 yandi w. hidayat, surya a. pramuditya, neneng aminah analysis of mathematical representation capabilities in geometry materials assisted by geogebra applications based on figure 5, the third subject is seen drawing an abcd cube. efgh is equipped with points p, k, and o. the third subject explains that the cube represents the chamber, and the light point is fh and eg's diagonal cut points. for the diagonal cut-point switch bg and cf, the third subject choose the oblique cut point because the light point and switch are in the middle of the ceiling and the middle of the wall. to calculate the distance of the button to the lamp, the third subject constructs a right triangle taken from the cube. the length of the switch to the light is represented by the distance from point p to point o or the hypotenuse of the pko triangle. the third subject wrote down the formula for calculating the length of point p to o, then subtracted the number on the triangle pko and obtained the result of the distance of point p to point o being 2√2. the results of the interview to validate the answers and find out the steps that the third subject worked on were as follows: p : "from your answer, i saw a picture of a space and a flat plane. let you explain the meaning of the picture." s3 : "the question asks the distance between the lights on the ceiling and the switch in the wall. because the length, width, and height of the room are the same, i describe a cube". p : "try to explain how you got that answer." s3 : "from that cube, i created a midpoint in the upper plane as the light, then the center point of the right plane as the switch. i connect the lamp point and the switch into a triangle." p : "then, to calculate the distance using what?" s3 : "i use the pythagoras formula because the triangle is right, the distance of the switch and the lamp as the hypotenuse because the lamp and switch are in the middle, so the length is the same." p : "where did you know it was a right triangle? just imagine it or how?" s3 : "i use a geogebra, too, so that the image can be seen, so it's easy to imagine that it's a right triangle." the interview results showed that s3 has a visual reflective ability by making cubes as a parable of the room. during a more in-depth interview, s3 expressed his expression by offering the pythagoras formula. s3 has also explained in words what he did when solving the problem. s3 uses geogebra applications to make creating constructed triangles from built-up spaces easier. this is in line with research from in line with (jelatu et al., 2018), namely, the use of geogebra in learning can provide an excellent understanding of geometry concepts. based on the results of the answers of all subjects and the results of the interview, it can be seen that all issues have the ability to represent mathematically, it is evidenced by the power of students to understand the given questions, then determine how to solve them, and complete until they get answers. from the visual representation indicators, it can be seen that students have been able to draw space as a representation of the room, then dots as a representation of lights and switches, and the subject can also explain the reason for each drawing made. indicators of the equation or expression appear from the third subject, who writes down the equation and performs the substitution, for the first and second subjects directly use the numbers to calculate the requested distance. still, all topics can determine the solution to the problem. for indicators of written words or texts, all subjects can provide a flat field interpretation obtained from building space to solve problems. the issues are also able to explain the steps for solving the problem. indomath: indonesian mathematics education – volume 6 | issue 1 | 2023 45 from the results of interviews with the subjects, it is also known that the issues have been learned geometry with the help of geogebra applications. according to the subject, the advantages of geogebra applications are that they can help interpret complex images by rotating them so that they can be seen from different points of view so that the actual image can be supposed. this is in line with the results of research (budiman & rosmiati, 2020) which suggests that learning geometry with the help of geogebra can improve students' mathematical reasoning abilities. in addition to being able to enhance the ability of representation and reasoning to apply geogebra to learning, it can also increase student independence in learning (lestari & raya, 2022) conclusion based on the data analysis results and interviews with all research subjects, it can be concluded that learning geometry with the help of geogebra applications can improve mathematical representation capabilities. the three mathematical representation capabilities of visual representation, equation or expression, and written words or text can be seen from the answer sheet and the results of interview with subjects so that the teacher can use the geogebra application in learning geometry as a tool to improve students'' representation abilities. acknowledgments thank you to universitas swadaya gunung jati and the head of senior high school 1 beber for allowing the research. references abdussakir, a. 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(2018). selection of learning media mathematics for junior school students. turkish online journal of educational technology tojet, 17(1), 154–160. https://eric.ed.gov/?id=ej1165728 https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 22-33 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. stories of our fellow mathematics tutors during covid-19 pandemic muhammad taqiyuddin department of mathematics, university of auckland, mtaq594@aucklanduni.ac.nz faliqul jannah firdausi sma negeri 15 bandung, faliqul.firdausi@gmail.com mohamad tri afriyadi nur asidin sma kuntum cemerlang, triafriyadi@gmail.com abstract the tutoring phenomenon has been discussed from multiple angles. sometimes, math tutors, as part of the tutoring system, are framed as the contributors of shadow education and the parasite of the national educational system. we claim that some math tutors are financially vulnerable. our paper serves to bring new nuances into the complexity of being math tutors during the covid-19 pandemic time. in doing so, we employed the qualitative study method by elaboratively interviewing five indonesian mathematics tutors during september 2021. specifically, this article focused on three aspects related to math tutoring: challenges, adaptations, and success. by listening to their stories, we gained some insights. first, tutors who were struggling the most are the ones who come from a poor background and who work for middle-low-income students. second, the cost of adapting to the new work environment as math tutors need to upgrade their devices is one of the contributing factors in transitioning from offline tutoring to online tutoring. third, those who thrived are the ones who are familiar with online tutoring, already have decent devices which are sufficient for heavy online multi-tasking work, and are in the circle of upper-middle-income families. in retrospect, this research not only sheds light on social issues in our educational system but also raised some key practical issues of teaching mathematics online which may affect tutors with various backgrounds differently. all in all, our research is part of our endeavor to fight for math tutors’ welfare. keywords: mathematics tutors, tutoring, online tutoring abstrak fenomena bimbingan belajar telah dibahas dari berbagai sudut pandang. terkadang, tutor matematika, sebagai bagian dari sistem bimbingan belajar, dipandang sebagai penyumbang pendidikan bayangan dan parasit sistem pendidikan nasional. kami mengklaim bahwa beberapa tutor matematika rentan secara finansial. artikel kami hadir untuk menghadirkan nuansa baru dalam kompleksitas menjadi tutor matematika di masa pandemi covid-19. dalam melakukannya, kami menggunakan metode studi kualitatif dengan mewawancarai lima tutor matematika indonesia secara elaboratif selama september 2021. secara khusus, artikel ini berfokus pada tiga aspek terkait bimbingan belajar matematika: tantangan, adaptasi, dan kesuksesan. dengan mendengarkan cerita mereka, kami memperoleh beberapa wawasan. pertama, tutor yang paling kesulitan adalah mereka yang berasal dari latar belakang miskin dan bekerja untuk siswa berpenghasilan menengah ke bawah. kedua, biaya beradaptasi dengan lingkungan kerja baru karena tutor matematika perlu memperbarui perangkat mereka adalah salah satu faktor yang berkontribusi dalam transisi dari les luring ke les daring. ketiga, mereka yang sukses adalah mereka yang terbiasa dengan bimbingan belajar online, sudah memiliki perangkat yang layak yang cukup untuk pekerjaan multi-tasking online yang berat, dan berada di kalangan keluarga berpenghasilan mailto:mtaq594@aucklanduni.ac.nz mailto:faliqul.firdausi@gmail.com mailto:triafriyadi@gmail.com indomath: indonesia mathematics education – volume 5 | issue 1 | 2022 23 menengah ke atas. dalam retrospeksi, penelitian ini tidak hanya menyoroti masalah sosial dalam sistem pendidikan kita, tetapi juga mengangkat beberapa masalah praktis utama dari pengajaran matematika online yang dapat mempengaruhi tutor dengan berbagai latar belakang secara berbeda. secara keseluruhan, penelitian kami adalah bagian dari upaya kami untuk memperjuangkan kesejahteraan tutor matematika. kata kunci: tutor matematika, les, les daring. introduction the worldwide phenomenon of tutoring has been scrutinized from multiple angles by researchers and received mixed responses from different countries. one angle can be at a macro level. for instance, some researchers discussed the phenomenon from an economic perspective as well as policy makers’ point of view (entrich, 2020; jayachandran, 2014; dang & rogers, 2008; dawson, 2010; silova & budiene, 2006; silova, 2010). these types of research are crucial for those who are in power to have foundations for regulating national education. another angle can be at a micro-level. some researchers vowed the benefits of tutoring such as increasing students’ final grades (e.g., rickard & mills, 2018; berberoğlu & tansel, 2014) and enhancing students’ interaction (e.g., chi et al., 2001). meanwhile, different countries vary in how they responded to the tutoring phenomenon (dang & rogers, 2008). one of the arguments of those who are against tutoring is that it is a parasite of the national education system. this means that tutoring is taking the advantage of the broken educational systems to gain economic capital instead of healing it. regarding this issue, silova (2010) stated, “many high school students reportedly stop going to school during the last couple of months before university entrance examinations, and instead attend private tutoring lessons and preparatory courses” (p. 335). this fact proves that tutoring can be problematic and thus we may say that tutors are responsible for the problem. because tutors are at the heart of the tutoring system, tutors could be seen as the contributors of shadow education and the parasite of the national educational system. let’s attend to the notion of shadow and parasite first. stevenson and baker (1992) explained shadow education as “a set of educational activities that occur outside formal schooling and are designed to enhance the student’s formal school career” (p. 1639). meanwhile, parasite here means something that disrupts the effort of the national curriculum. teachers’ involvement in shadow and parasite education can be seen in previous studies. for instance, silova et al. (2006) stated, “in the context of market-driven reforms, many teachers have eagerly adopted the logic of “service provision,” using private tutoring as a key income-generation activity” (p. 48). however, in our opinion, viewing tutors as a parasite of the national curriculum is not always true. we argue that some tutors are not the ones who benefit the most despite being in the system, they are rather the vulnerable ones. our stance is in line with natasha et al.'s (2021) view, “it is therefore observed that although there is an increase in the demand for shadow education in greece at the time of the economic crisis, the working conditions of the tutors have worsened” (p. 314). in the case of indonesia, some honorary teachers are doing tutoring to economically survive because of the small amount of money the honorary teachers got from teaching (sulisworo, et al., 2017). this phenomenon got worsened by the covid-19 pandemic. 26 muhammad taqiyuddin, faliqul jannah firdausi, and mohamad t. a. n. asidin stories of our fellow mathematics tutors during covid-19 pandemic the covid-19 pandemic does not only affect society in people's mobility, economy, and health, but it also has a serious impact on education internationally (see oliveira et al., 2021; reimers, 2021; krause et al., 2021). tutors have also suffered from it (reimers, 2021; lantsoght, et al., 2021). however, by scanning some major journals in mathematics education (williams & leatham, 2017), we could not find articles that focus on covid-19 effects on mathematics tutors. in this paper, we aim to fill this gap by focusing on the people, the math tutors, who are affected by the pandemic. we are interested in how these individuals survived during the pandemic so far. moreover, we have seen a growing research trend in mathematics education focusing on social issues which can be seen in the two major mathematics education journals, namely journal for research in mathematics education and educational studies in mathematics (williams & leatham, 2017). the issues include inequalities in mathematics education, racial issues, and teachers’ welfare (e.g. leyva, 2021; joseph, et al., 2021; wu & battey, 2021; maloney & matthews, 2020; yılmaz, et al., 2021; matthews, et al., 2021; allen & trinick, 2021). thus, we aim to follow this trend and continue the endeavor to understand and speak for those who are affected by social inequalities. in this study, we limit our participants to mathematics tutors in indonesia. therefore, in this paper, we present to you research insights from having conversations with five mathematics tutors in indonesia. within this conversation, we investigated how they navigated their work during this pandemic time. we also probed what are the struggles and the success. by hearing their voices, we aim to contribute to the landscape of literature on the math tutoring phenomenon as well as the social inequalities spectrum. as a disclaimer, most of our finding in this article was presented at the third ahmad dahlan international conference on mathematics and mathematics education (3rd adintercomme) 2021. method we had conversations with five teachers whose details can be found in table 1. all the names presented here are pseudonyms. while making sure our participants were engaging in tutoring during the covid-19 time, they were chosen based on acquaintance and availability for our convenience. our choice of the case study approach was because our aim was not to give the readers an exhaustive presentation of how the tutoring system worked during the pandemic in indonesia. rather, we focus on telling the readers important insights from the struggles and successes of our participants. table 1. participants of the study name (gender) geographical information duration interviewer dewi (female) purwakarta, jawa barat 16 minutes 3rd author raisa (female) bandung, jawa barat 18 minutes 3rd author david (male) bandung, jawa barat 10 minutes 3rd author santi (female) bukittinggi, sumatra 27 minutes 2nd author ana (male) bandung, jawa barat 42 minutes 2nd author indomath: indonesia mathematics education – volume 5 | issue 1 | 2022 27 furthermore, we followed a qualitative study approach by employing a semi-structured interview (saldaña, 2013). the interviews were undertaken by the second author and the third author using zoom during september 2021. our interviews were guided by two guiding questions: 1) what are the challenges that you are facing during the pandemic? and 2) how did you adapt during the transition from before pandemic to a pandemic? in doing so, we asked follow-up questions to explore more stories because the nature of this research is exploratory. in analyzing the data, we followed saldana’s (2016) qualitative coding workflow. first, all authors listened to the recording. through several online meetings, we discussed our takeaways from the recordings in several rounds. based on these discussions, we draw themes and discussed them thoroughly. we argued for our interpretation of the data and then revised our themes based on the discussion. we employed this method for several rounds. we pay attention to details, word by word to understand their intention from the utterances in the transcript. result and discussion in discussing the findings, we use three themes that emerged from our discussion: challenges, adaptations, and success. under these three categories, we will highlight a number of issues we identified from our data. however, before describing these categories, we will present a snapshot of our participants’ conditions during the pandemic tutoring work in table 2. we want to highlight that most of our participants are coming from upper-middle-income families and work at the same level. most of them experienced a decreasing number of students and used laptops as a primary tool for tutoring. table 2. the overview of participants’ circumstances tutor name tutor’s economic background tools used for tutoring the trend of tutored students technical challenges students’ economic background dewi upper-middle income family touchscreen laptop, stylus increasing familiarizing with a new setup upper-middle income family raisa upper-middle income family laptop, pen-tab decreasing adapting with several online learning setups upper-middle income family david upper-middle income family laptop, physical board, and pen, phone increasing familiarizing with new applications upper-middle income family santi upper-middle income family laptop decreasing not owning a proper device upper-middle income family ana lower-middle income family laptop decreasing not owning a proper device lower-middle income family challenges among our participants, tutors who were struggling the most are the ones who come from a poor background and who work for lower-middle-income students. this phenomenon raises one of the crucial issues we encountered in our data which is disadvantaged tutors because the talk about ‘disadvantage’ usually come with students not with teachers or tutors as can be found in some studies (mullen et al., 2021; yılmaz et al., 2021; silova & budiene, 2006). the talk about disadvantaged tutors is rarely found in the literature. we were able to see this issue through one of our participants, 28 muhammad taqiyuddin, faliqul jannah firdausi, and mohamad t. a. n. asidin stories of our fellow mathematics tutors during covid-19 pandemic ana, who is coming from a non-wealthy family. for instance, she had to take care of her family members. the decrease of the costumers is not only faced by her. however, the struggle faced by her is not like the others. let’s look at the case of ana and santi. both told us that the decrease of their students was more than 50%. specifically, ana told us, “in the earlier time of the pandemic. there was no one whom i tutored. for how long? it is quite significant. it is about one or two months.” however, later, ana was still struggling to get her students back while santi got students from a tutoring institution she works for. furthermore, what distinguished her case from the other participants’ cases in which income decrease also occurred was the ability to gain back the customers. our argument for this is that at the beginning of covid-19, people were not used to online learning. it is also the case that only students who can afford the technology necessary for online learning are eager and able to do online tutoring. in the case of ana, even after two months of covid-19, only one student from 5 students that she originally taught came for tutoring in offline mode. another argument is because of the economic status of her students as told by mullen et al. (2021) that “socio-economically disadvantaged students suffer substandard learning outcomes when studying online” (p. 334). another study was done by yılmaz et al. (2021) also confirms that “the teachers’ perspectives identified that during remote instruction, most of the students who were disadvantaged economically, culturally, and linguistically experienced a wider learning gap due to a lack of access to the internet and television” (p. 19). this is why silova and budiene (2006) strongly support “ensuring private tutoring opportunities for the disadvantaged students (whether they are in the capital or a more remote region) would be fair to everyone, rather than ones in particular locations” (p. 253). the struggle that ana faced did not end there. in order to catch up with high-tech workflow in online teaching, she was thinking twice about purchasing a decent device necessary for better digital writing. specifically, he told us about her considering buying a pen-tab device, but she decided not to because according to her, it was not an easy financial decision. this particular finding resonates well with mullen et al. (2021) regarding the issue of the physical act of writing mathematical symbols and narratives as they said, “as time progressed, it was evident that tutors, in particular, became more equipped with the requisite technologies (tablet, stylus, etc.) to mitigate these issues but not every student had such luxuries” (p. 344). specific to tablets, previous studies perceive this tool as an important part of teachers’ work (e.g., cárdenas et al., 2021; heraty et al., 2021) and. this scenario was not the case for other participants. we believe that what happened to ana is because of the financial problem is that she was concerned about how little the salary was for a guru honorer (honorary teachers), a term for teachers who are not hired by the government but work in school. she said, “why is it (the salary) not the same as others, at least at the level of the regional minimum monthly wage.” from this utterance, we learn that the cost of purchasing matters. we barely found explicit mention about this except drijvers et al., (2021) have a similar concern by mentioning “teachers’ time and attention at the cost of using specific mathematical tools” (p. 55). all in all, we learn through our interaction with the tutors that inequalities in mathematics education do not only apply to students but also to mathematics tutors echoing previous studies (see mullen et al., 2021; yılmaz et al., 2021; joseph et al. 2021; silova & budiene, 2006). this inequality indomath: indonesia mathematics education – volume 5 | issue 1 | 2022 29 impacts the opportunities that a teacher may get for just only teaching. moreover, the case of ana enabled us to see how vulnerable it is for tutors who cannot afford the cost of technology necessary for heavy-duty workflow in an online setting. it is also apparent to us that the economic background of students who are taught by tutors contributes to the vulnerability of the tutors’ incomes. adaptation our second theme is the adaptations that math tutors pursued in the attempts to transition from offline learning into online learning. the previous study such as heraty (2021) considered this adaptation as including exploration of technology. another study by johns and mills (2021) mentioned that tutors are better to be familiar with the online system and be aware of students’ needs of both synchronous and asynchronous modes. moreover, könig et al. (2020) asserted that “findings from regression analyses show that information and communication technologies (ict) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during covid-19 school closures” (p. 608). in our case, we found that the distinguishing features of teaching mathematics online contributed to the extra cost of adaptation. in other words, the cost of the technology needed in teaching math is one of the blocks in attempting to adapt to the new online work environment. for instance, in teaching mathematics, ideally, we need to do lecturing by explaining orally while also physically writing down the mathematics explanation. in order to do that in an online setting, preferably, we need a tab and a pen or a pen-tablet (a device that allows you to write down on the tablet with the pen by connecting the tablet to the laptop). some also may use a pen that works on a touch-screen laptop. the cost of this kind of setup in both cases is not cheap for some. again, in the case of ana, she identified herself needing the pen-tablet setup and because she could not afford it, she was borrowing a pen-tablet from her friend. another issue is the microphone in a laptop which might be not a significant feature for doing offline work. we rarely used that feature. however, in online teaching, we depend so much on a microphone because we mostly explain orally. ana’s laptop was the case where the microphone did not work properly. what happened to ana is again an instance where we can see how inequality may contribute to inequality of opportunities the teaching and learning mathematics. let’s take a look at our specific findings by contrasting the case of ana with dewi and david. dewi already owns a decent device which is a touchscreen laptop and so, the only thing that she needed was a pen which did not cost that much compared to a pen and a tab. so, for her, the adaptation that she needed is familiarizing herself with the workflow of using a pen and her laptop in her teaching. a similar case we found in david. according to his story, the adaptation for him is with getting to know the applications needed to teach online like zoom. regarding this finding, previous studies rarely talk about this specific cost of technologies that need to be considered by teachers as a personal budget. the available discussion of the cost of technologies is often situated within the school budget or governmental budget (see reimers, 2021; silova & budiene, 2006). however, we have seen some discussions of why online tutoring, tablets, and stylus, for example, are important. for instance, heraty et al. (2021) stated “without a tablet and 30 muhammad taqiyuddin, faliqul jannah firdausi, and mohamad t. a. n. asidin stories of our fellow mathematics tutors during covid-19 pandemic stylus, writing with a mouse was difficult and quite slow, especially with legibility being so important” (p. 58). thus, our findings shed new light on this nuance of how the cost of technologies hinders the opportunities of teaching (or tutoring in this specific case). another finding that we found is that we can get creative with our limitations in adapting to the new environment. the notion of being creative in circumventing the technical difficulties during online learning may be well endorsed by the national curriculum of finland (reimers, 2021). there is another way around teaching mathematics in online mode which depends on an electronic pen shown by david. instead of using an electronic one, we can use a video feature to capture us orally explaining something and writing it down on a physical board. this kind of setup was the case for david. he used two devices. one device is for the voice and the other is for the video. this was done by david because his laptop’s speaker was not properly working. thus, david showed us how he was able to adapt to the limitation and this was possible partly because he was already used to teaching online. success through interaction with the five indonesian math tutors, we were able to witness some success stories in addition to the struggles we have discussed so far. in a nutshell, those who thrived in online tutoring are the ones who are familiar with online tutoring, already have decent devices which are sufficient for heavy online multi-tasking work, and are in the circle of upper-middle-income families. let us break down these three categories. first, the familiarity with an online platform for teaching helped tutors at least online teaching technicalities. we also conjecture that the fact that a tutor has been on the online platform for some time help him to find new students because words got to spread that he can handle the online tutoring. regarding familiarity with technology, in previous studies, for instance, könig et al. (2020) stated that familiarity with software resources was found to be advantageous for teachers. second, a tutor who has the ability to purchase technology for work is an individual who has the privilege to teach online smoothly. we view this ability to purchase as an issue of affordability. in this regard, soudien et al. (2021) vowed that the existing social context plays a big role in the impact of covid-19 we are facing now including the infrastructure affordances. to us, this also includes the teaching infrastructure affordances at an individual level. third, we cannot ignore that the demand for online tutoring is coming from the upper-middle income family and so, those who tutored them are likely to get the job. based on previous studies, we can view this issue as an issue of learning affordability at a personal level (e.g., könig et al., 2020) or an issue of opportunities to learn (e.g., silova & budiene, 2006). we will use the case of david and dewi to illustrate our claim. david who got even more online tutoring students during the covid told us about his experience with online tutoring. he said, “before covid, i have double, both of them. so, there are offline and online. but, i had only one student in lampung. the limitation was that i was not familiar with zoom, so i was using skype, line, and whatsapp. i used my own board and used my own device to do video-call directed to the board.” later, he told us that he got more students from various places in indonesia. the fact that he was working in an international school, an indonesian private school that indomath: indonesia mathematics education – volume 5 | issue 1 | 2022 31 incorporates english as the main communication, implied that he is in the circle of the upper-middle family. his background and his success support our claim before. meanwhile, in the case of dewi, she did not have any online tutoring before. however, she has the privilege of affording a decent laptop having the touch screen feature. she then decided to buy a stylus pen as she described, “previously, i only used ppt for teaching and then i browsed around and found a stylus pen. it is pleasure to use, then i bought it. after buying it and trying it, it is actually easier. i can directly hand write in paint. so, it is easier to teach online if it is like this. if i need a picture, i can just download it, and it is accurate.” similar to david, dewi got many students online. the students that were coming to dewi were called santri, those who are students in an islamic dormitory school. she mentioned that these students whom she teaches are coming from a high economic status. again, the case of dewi also supports our claim before. from these two cases, we make a claim about the conditions in which tutors might be able to thrive. these conditions we mentioned before are not meant to be the only factors that can contribute to the success of getting many students. however, what concerned us is the fact that we see how inequality plays a huge role in determining the prosperity of teachers. our concern was how challenging it was for the poor tutors to be able to catch up with high-tech online math tutoring. this concern adds nuances to the common talk about educational inequality by which poor students often experience learning loss (see reimers, 2021). if it was not math, maybe it is different, especially because of the nature of teaching mathematics using versatile writing tools. in retrospect, this research not only sheds light on social issues in our educational system but also raised some key practical issues of teaching mathematics online which may affect tutors with various backgrounds differently. conclusion here, we will lay out a bigger picture of what happened to some of our fellow mathematics tutors who belong to our community of mathematics education family. one issue is about the inequality in opportunities to learn and teach. by this article, we want to raise the issue of this unfortunate because we have seen that this pandemic and the technology widen the inequality of the opportunity to learn for poor students and opportunity to teach for poor tutors. when we are not in the pandemic era, the poor students still have the ability to afford mass tutoring. the poor tutors also have the privilege to teach students regardless they do not have decent devices. all in all, our research is part of our endeavor to fight for math tutors’ welfare as well as the opportunities to teach and learn. references allen, p., & trinick, t. 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(2021). are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic. educational studies in mathematics, 1-25. https://jurnal.ustjogja.ac.id/index.php/indomath vol 6, no. 2, august 2023, pp. 141-157 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. analysis of students' mathematical representative ability on dimensional space subject matter in terms of sociomathematical norms muhammad hilmi fadhlurrahman mathematics education, prof. dr. hamka muhammadiyah university, muhammadhilmifadhlurrahman@gmail.com samsul maarif mathematics education, prof. dr. hamka muhammadiyah university, samsul_maarif@uhamka.ac.id abstract the purpose of the research is to determine the ability of mathematical representation of students based on the level of sociomathematical norms owned by students. this research uses a descriptive qualitative method. the subjects were six students who had high, medium, and low sociomathematical norm categories. this study used questionnaires, written tests, and interviews to collect data. rasch model method for questionnaires and written tests as a data analysis technique and in interviews analyzed using data reduction, data collection, and conclusion drawing using maxqda. the results of this research are: 1). students with high sociomathematical norm categories have high mathematical representation abilities, and so do students with medium and low sociomathematical norm levels, 2) the characteristics of students' representation abilities tend to have symbolic ability indicators and 3) the characteristics of students' sociomathematical norms in this study tend to mathematical communication indicators. keywords: mathematical representation skills, socio-mathematic norms abstrak penelitian ini bertujuan untuk mengetahui kemampuan representasi matematis peserta didik yang berdasar kepada tingkat norma sosiomatematik yang dimiliki peserta didik. penelitian ini menggunakan metode kualitatif deskriptif. subjek pada penelitian ini adalah enam peserta didik yang memiliki kategori norma sosiomatematik tinggi, sedang dan rendah. penelitian ini menggunakan angket, tes tertulis dan wawancara sebagai instrumen pengambilan data. menggunakan metode rasch model untuk angket dan tes tertulis sebagai teknik analisis data dan pada wawancara dianalisis menggunakan reduksi data, pengumpulan data dan penarikan kesimpulan dengan menggunakan software maxqda. hasil dari penelitian ini adalah: 1). peserta didik dengan kategori norma sosiomatematik tinggi memiliki kemampuan representasi matematis tinggi dan begitu juga dengan peserta didik dengan tingkat norma sosiomatematik sedang dan rendah, 2) karakteristik kemampuan representasi peserta didik cenderung pada indikator kemampuan simbolik dan 3) karakteristik norma sosiomatematik peserta didik pada penelitian ini cenderung pada indikator komunikasi matematika. kata kunci: kemampuan representasi, norma sosiomatematik. introduction mathematics is the foundation of other fields of science (prihandoko, 2005). in real life, our daily activities cannot be separated from mathematics. therefore, many consider learning mathematics to be so important. learning mathematics in the classroom certainly requires a mathematical ability to support the activeness and participation of students (mulyaningsih et al., 2020). nctm (2000) states 142 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik that mathematical ability is an ability that is applied to deal with problems in the form of mathematical problems or problems in real life. mathematical representation ability is one of the abilities that must be mastered by students (zulfah & rianti, 2018). representation is important because it makes it easier for students to deal with every mathematical material and problem (bagus, 2018). this mathematical representation ability can also be the basis of thought in every mathematics learning. mathematical representation skills can also be used as a basis for understanding mathematical ideas and representing them in the form of images, graphs, tables, numbers, mathematical symbols, or writing. (hwang et al., 2007) mentioned that in general psychology, representation is changing concrete models in the real world into abstract concepts or symbols. mathematical representation skills can be developed using sociomathematical norms. sociomathematical norms are formed from the social culture in mathematics learning (kadir, 2008). sociomathematical norms in the classroom can be flexible. teachers and students can act as agents of sociomathematical norm formation. sociomathematical norms impact student learning achievement and play a role in developing students' personalities (sulfikawati et al., 2016). but in reality, sometimes students are shy to ask the teacher and lazy to argue due to their low ability to sociomathematical norms. problems regarding the reciprocal relationship of inhibited sociomathematical norms activities are often found in online learning during the covid-19 pandemic. students tend to be passive and uncommunicative during education. when the pandemic covid 19 ended, students again faced changes in the learning atmosphere, significantly impacting student learning outcomes. the reason is that the consistency and commitment of students to participating in learning decreases (nangim & hidayati, 2021). in addition, the lack of communication or interaction between learners and teachers is also a factor in the problem. the interaction activities of students and teachers are significant to achieve educational goals. education is a basis for developing students' character, potential, or skills to be better for themselves (qusyairi, 2019). the process of social interaction will be better if there are boundaries that govern it. the boundaries in question are attitudes and behaviors in exchange. the term for the rules on conduct is norms (chaviaris & kafoussi, 2010). interaction in mathematics learning also requires norms. sociomathematical norms relate to how learners believe and understand mathematics and position themselves in social interaction to construct mathematical understanding (ramanda et al., 2021; widodo et al., 2020; widodo & purnami, 2018). communication can help learners exchange opinions, complete sense, and so on (widodo et al., 2023). constructivist learning assumes that the development of learners is the result of communication that occurs through social groups inherent in the routine of life. many researchers have examined sociomathematical norms to improve student's communication skills in mathematics. according to (kadir, 2014), the interaction in the classroom and the materials used as teaching materials can affect the development of sociomathematical norms. based on the above problems, the researcher wants to analyze the ability of mathematical representation in terms of the sociomathematical norms that each student has and become a indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 143 foundation in knowing the causes of why students are lacking in terms of representing the mathematical problems they face. from the above statement, there are two questions: how are the characteristics of students facing mathematical problems using representation skills based on the sociomathematical norms of students and knowing the attributes of sociomathematical norms that students have when facing mathematical problems? method the method used in this research is descriptive qualitative, the data sampling process is carried out by purposive and snowball, and the research results focus more on meaning than generalization. a descriptive study determines the circumstances, events, and conditions in the research process whose influences are described in a report. the type of research used is descriptive qualitative because it is considered a solution to the researcher's question in explaining students' representation skills in solving mathematical problems based on the sociomathematical norms that students have in the classroom during the mathematics learning process after the co-19 pandemic. in this study, researchers analyzed students' mathematical representation abilities on space dimension material based on the sociomathematical norms possessed by students at man 16 jakarta. the purposive sampling method is the most appropriate in determining research subjects in this study because this research requires samples in three categories of participants: students with low mathematical representative ability, students with moderate mathematical usual knowledge, and students with high mathematical representative ability. determination of the subject can be done with consideration based on what is needed in the research (maharani & bernard, 2018). the study began by distributing questionnaires in the form of questionnaires, then analyzing and classifying six students based on the level of sociomathematical norms that students have, which are divided into high (st1 and 2), medium (ss1 and 2) and low (sr1 and 2). furthermore, they carried out written tests on six students with the three levels of sociomathematical norms owned. the last stage conducted an interview session with the six students about the information on their mathematical representation abilities and sociomathematical norms. the first instrument is a questionnaire regarding the sociomathematical norms of students. before being tested, this research instrument was validated by experts. the questionnaire contains 25 student statements with four options: strongly agree, agree, disagree, and strongly disagree. in this sociopathic norm questionnaire instrument, four indicators are the objectives: experience, explanation, difference, effectiveness, and mathematical communication (ningsih & maarif, 2021). the second instrument is an essay question about students' representation ability which contains five questions about three-dimensional material. in this essay question about students' representation ability, three indicators become the reference for assessment, namely 1) visual ability, reflecting the forms described mathematically into pictures, diagrams, or tables. 2) symbolic ability, create a mathematical model described in the mathematical problem the problem is given. 3) verbal ability, illustrating mathematical concepts into daily events through descriptions or arguments. (halim, 2020). before collecting data, the instrument was validated first. after that, the researcher conducted a questionnaire trial for xii ipa 2 class students at sman 64 jakarta. then the researcher 144 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik calculates the validity and reliability of the instrument as said by whether or not an instrument is good (mayowi & maarif, 2023), namely by doing validity and reliability on the instrument. then interviews were conducted to obtain in-depth information on students' mathematical representation skills. triangulation is a formula used to check the truth of research that has been undertaken. in other words, triangulation aims to check the validity of the data collected in research findings (octaviani & sutriani, 2019). then the researcher analyzes the data that has been collected. data analysis is critical in a study because problem-solving can be found in the data analysis process (farida, 2014). the data that has been obtained is arranged systematically for analysis by grouping data into several categories, answering into several units, making syntheses, putting them into a pattern, sorting out things that are considered urgent to learn or vice versa, and concluding solutions that many people easily understand. activities in data analysis and its explanation include reduction, presentation, and conclusion. activities in data reduction include selecting key points, focusing on essential things, and determining themes and patterns. the data obtained will be collected and then selected according to research needs, and researchers will assess all data from the instruments acquired. then the data presentation is done by generalizing the results of the findings on mathematical representation abilities and the sociopathic norms of students. next is to conclude this research is more complete results. conclusions can also be strengthened by attaching data as a description or description of the analysis results that have been considered perfect. researchers use maxqda 2020 software as a data collection tool to strengthen data based on the results of researcher interviews with students. maxqda is software to facilitate qualitative data analysis based on the results of interview transcripts with students. (maarif et al., 2022). result and discussion figure 1. segment codes of the learners' mathematical representation ability indicators figure 1 is an indicator that becomes a reference in analyzing students' mathematical representation abilities, which will determine the results of this study. figure 2 above is the average of students' mathematical representation abilities indicators. from figure 2, we can see that symbolic ability is more dominant in students than other indicators. based on the written test that has been done, the researcher will then analyze the interview results of each student with high (st1 and st2), medium (ss1 and ss2), and low (sr1 and sr2) sociomathematical norm categories. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 145 figure 2. diagram of average mathematical representation ability of learners the results section presents the research findings in tables, graphs, diagrams, or narratives describing each research result. it also discusses the researchers' report of the study results and whether they align with expectations. it then compares the findings with previous studies primarily published in reputable scientific journals or using literature. furthermore, the paper should provide a deduction or generalization, which is how the study results can be applied to more general situations. mathematical representation ability of learners with high sociomathematical norms figure 3 shows answer number 1, st1 can write what is known, asked, and answered well, and correctly st1 can write the steps in answering question number 1. then, st1 can provide symbols to solve the problem by using permissiveness. for example, the length of the rib is initialized with x. then, st1 can make a drawing that matches what is informed in the problem well and correctly. then, st1 could make a drawing that fits what reported the situation well and accurately. however, st1 was incorrect in answering question number 1 because there was a mistake in operating the calculation. figure 3. st1's answer to question number 1 then based on the results of the interview, st1 was able to solve all mathematical problems properly and correctly, then st1 made a picture to make it easier to see the parts of the cube, namely the ribs so that st1 could understand which one to look for. then st1 read the problem three times. 146 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik in addition, st1 replaced pq and qr with x, which aims to shorten the writing. the following is the data analysis of the interview results to st1 using maxqda. figure 4. diagram of st1 mathematical representation ability indicator based on figure 4, st1 is more dominant in symbolic ability than verbal and verbal ability. it can be seen from the interview transcript analyzed using the maxqda application where the percentage reached 43.8%. figure 5. sociomathematical norm indicator diagram of st1 based on figure 5 shows that st1 has characteristics that lead to mathematical communication and mathematical explanation because the presentation of these two indicators is higher than other indicators, namely 25%. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 147 figure 6. st2's answer to problem number 2 figure 6 shows the answer to question number 2 from st2, st2 wrote what is known, asked, and answered entirely and correctly. st2 also provided answers with two ways or two possibilities, complete with pictures of blocks, volume formulas, and symbols for solving the problem. in problem number 2, st2 could operate every step written down, thus giving the right and correct answer. based on the interview conducted with st2, it was found that st2 could understand what was informed in the problem in detail and correctly. st2 was able to imagine when reading the problem, and what was supposed was a block-shaped aquarium so that st2 could determine the formula for the volume of the block. then, st2 can explain how the solution in answering question number 2 is excellent and correct, so the answer from st2 is correct. the following is the data analysis of the interview results to st2 using maxqda. figure 7. diagram of st2 mathematical representation ability indicator then, based on figure 7, it is found that st2 is more dominant towards symbolic abilities. this can be seen from the analysis of interview transcripts with the maxqda application, where st2 gets 53.3%. 148 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik figure 8. sociomathematical norm indicator diagram of st2 based on figure 8 shows that st1 has characteristics that lead to mathematical communication and mathematical explanation because the presentation of these two indicators is higher than other indicators, namely 25%. based on the results of the analysis of high-category mathematical representation abilities in students with high sociomathematical norms st1 and st2, both of them can work on all the problems provided to the maximum. both understand what each question means and work on each indicator well. however, from the results of the interview analysis in figure 4 and figure 7, st1 and st2 have characteristic tendencies that lead to indicators of symbolic ability. in line with research conducted by warisi (2016), which states that students with high representation ability will fulfill the indicators of extended ability with high scores and have a tendency to symbolic ability indicators. for sociomathematical norms, st1 and st2 are high-category learners. judging from figure 5 and figure 8, both of them can interact well with other students in the classroom, accept differences in mathematical solutions with other students, and re-explain the material that the teacher has explained. in line with research (ningsih & maarif, 2021; sulfikawati et al., 2016), excellent sociomathematical norms can contribute to learning, understanding discussions and arguments, and identifying differences and similarities in mathematical solutions. if these things are fulfilled, students' mathematics learning results will also be maximized. mathematical representation ability of students with moderate sociomathematical norms in figure 9, ss1 was able to answer this question correctly. ss1 answered the form of surface area calculation results with the correct formula and operation, then gave the answer results with sentences made at points a and b, precisely and correctly. then, ss1 was able to use symbols in the surface area formula. however, ss1 did not make a picture in question number 3. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 149 figure 9 ss1's answer to problem number 3 then based on the interview results, ss1 could work on problem number 3 by the instructions, then ss1 could explain the formula of the surface area of the cube well and correctly, so ss1 could explain it in his language. in addition, ss1 did not make a drawing because there was no drawing order in this question. the following is the data analysis of the interview results with ss1 using maxqda. figure 10. diagram of ss1 mathematical representation ability indicator based on figure 10, ss1 is more dominant towards symbolic ability. this can be seen from the results of figure 12, where the percentage obtained is 40% and higher than the verbal and visual abilities. figure11. diagram of ss1 sociomathematical norm indicator 150 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik based on figure 8 shows that the characteristics of the moderate category of sociomathematical norms owned by ss1 are more directed towards mathematical communication because the percentage on the mathematical communication indicator is higher than other indicators, namely 38.5%. figure 12. ss2's answer to problem number 1 in figure 12, ss2 was able to describe the shape of the cube, although not so neat, and equipped with the naming of the corner points of pqrs.tuvw. then, ss2 is modeled if the side is x. furthermore, ss2 made the equation in question number 1, pq2 = x2 + x2, which helped ss2 answer question 1 correctly. based on the results of the interview, ss2 was able to work on problem number 1 well and correctly. ss2 explained how the steps in solving problem number 1 were reasonable. then, ss2 also explained how to name each corner point on the cube and chose to draw the cube to make it easier to find the answer. ss2 also used x for qr to make it easier to answer question number 1. the following is the data analysis of the interview results to ss2 using maxqda. figure 13. diagram of ss2 mathematical representation ability indicator then, based on figure 13, ss2 is more dominant towards verbal ability. it can be seen in figure 16 where the percentage of verbal ability reached 54.5%, which is higher than visual and symbolic abilities. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 151 figure 14. ss2 sociomathematical norm indicator diagram based on figure 8 shows that ss2 has characteristics that lead to mathematical communication because the percentage of these indicators is higher than other indicators, namely 33.3%. based on the analysis of the mathematical representation ability of students with moderate category sociomathematical norms ss1 and ss2, both can solve the problem according to each indicator given. however, ss1 and ss2 have not been able to maximally write down each indicator in the problem (see figure 9 and figure 12). both of them may not understand some concepts in the issue. the characteristics of the representation ability of ss1 are different from ss2 where ss1 tends to have symbolic indicators (see figure 10), and ss2 has a tendency to have verbal ability indicators (see figure 13), which indicates the imperfection of students with moderate representation ability due to lack of understanding of the concepts in the problems given in line with research (melinda, 2017) which states that students with reasonable mathematical representation ability will have difficulty in making mathematical expressions in the form of symbols, visual or verbal because of their lack of understanding of the concepts in the problems of the problems being worked on. for sociomathematical norms, ss1 and ss2 are learners with moderate sociomathematical norms. both can contribute to learning in class, understand the material explained by the teacher, discuss with other students when solving problems, and explain the material presented by the teacher again (see figure 11 and figure 14). in line with research (ningsih & maarif, 2021; sulfikawati et al., 2016), excellent sociomathematical norms can contribute to learning, understanding discussions and arguments, and identifying differences and similarities in mathematical solutions. if these things are fulfilled, students' mathematics learning results will also be maximized. mathematical representation ability of learners with low sociomathematical norms based on the interview results, sr1 could not explain why he did not draw the cube. then, sr1 could define the steps in solving problem number 3 with complete and clear answers using the symbols written on his answer sheet according to his language. the following is the data analysis of the interview results to sr1 using maxqda. 152 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik figure 15. sr1's answer to problem number 3 based on the interview results, sr1 could not explain why he did not draw the cube. then, sr1 could define the steps in solving problem number 3 with complete and clear answers using the symbols written on his answer sheet according to his language. the following is the data analysis of the interview results to sr1 using maxqda. figure 16. diagram of sr1 mathematical representation ability indicator based on figure 16, sr1 is more dominant towards verbal ability. it can be seen in figure 16 where the percentage of verbal ability reaches 54.5%, which is higher than visual and symbolic abilities. figure 17. diagram of sr1 sociomathematical norm indicator then in figure 17 shows that st1 has characteristics that lead to indicators of mathematical communication because the presentation of the mathematical communication indicator is higher than other indicators, namely 30%. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 153 figure 18. sr2's answer to problem number 2 in figure 18, sr2 can only draw a block with a length of 60, width of 60, and height of 1. however, sr2 has not been able to name each corner point in problem number 2. sr2 is also unable to answer this question with the correct steps. based on the interview results, sr2 did not understand problem number 2, then sr2 could provide a picture of problem number 2 even though it was incomplete in naming each corner point. then, sr2 also does not remember how to answer problem number 2, so it cannot explain how the solution steps. figure 19. diagram of sr2 mathematical representation ability indicator then, based on the results of the analysis of the sr2 representation ability interview transcript with the maxqda application in figure 19, the nas subject tends to lead to visual ability because it is found that the percentage of visual knowledge is higher than verbal and symbolic abilities, which is 46.2%. figure 20. diagram of sr2 sociomathematical norm indicator then in figure 20 shows that sr2 has characteristics that lead to mathematical experience because the presentation of the mathematical experience indicator is higher than other indicators, namely 30%. 154 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik based on the analysis of the mathematical representation abilities of students with low category sociomathematical norms sr1 and sr2, they could only work on the problems given using one indicator. they did not work on the problem ultimately (see figure 15 and figure 18). from the results of the interview analysis of the two students (figure 16 and figure 19), they were unable to explain in detail what was meant by the problem, and they also seemed not to understand what was told by the situation. this makes sr1 and sr2 also have low representation skills. in line with research (fuad, 2016; mulyaningsih et al., 2020; purnama, 2019; triono, 2017) which states that students' mathematical representation skills are low, as seen from each indicator that is done tends to be imperfect, or students have difficulty in understanding the problems that are done. for sociomathematical norms, sr1 and sr2 are low-category learners. both of them still solve every mathematical problem faced individually, still cannot accept differences in mathematical solutions with other students, and tend to be inactive in classroom learning (see figure 17 and figure 20) (ningsih & maarif, 2021; sulfikawati et al., 2016) excellent sociomathematical norms can contribute to education, understanding discussions and arguments, and identifying differences and similarities in mathematical solutions. if these things are fulfilled, students' mathematics learning results will also be maximized. the results section presents the research findings in tables, graphs, diagrams, or narratives, then gives the meaning or description of each research result. it also shows the discussion, which contains the researchers' description of the study results, either as expected or not. it then compares the findings with previous studies, most of which have been published in reputable scientific journals or using the literature. furthermore, the paper should provide a deduction or generalization, which is how the study results can be applied to more general situations. sociomathematical norms after distributing questionnaires about sociomathematical norms in students, the researchers obtained the following data. table 1. sociomathematical norm questionnaire results category score total of student tinggi t > 70,2 11 sedang 67,2 < s < 70,2 96 rendah r < 67,2 24 based on table 1, 11 students have sociomathematical norms in the high category, 96 with medium-type sociomathematical norms, and 24 with low-type sociomathematical norms. researchers also obtained information by interviewing six students with each type with the following excerpts. researcher : how can you find problem-solving from the problems given by the teacher? st1 : usually, i work according to what the teacher has taught me, according to what i have learned. researcher : do you understand or not the material conveyed by the teacher? indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 155 st1 : if the teacher explains it well, i will understand. researcher : are you able to draw conclusions and present the results of the learning that has been given? st1 : can researcher : when discussing, can you accept arguments from other friends? st1 : yes, i usually accommodate it first, and then if it doesn't fit, we discuss it again. researcher : how do you feel if a friend doesn't like your argument? st1 : it's normal because my argument is not always correct. researcher : how do you feel about the group discussion? st1 : interesting. i like to discuss researcher : who do you want to discuss math with the most? st1 : with my classmate researcher : if there is material that you do not understand, will you ask? st1 : yes based on the excerpt above, the researcher asked about mathematical problem-solving, understanding when the teacher explains, and solving problems in group discussions. it was found that st1 will more easily understand the material when the teacher is clear in providing material, likes mathematical solutions in groups, can find answers to every mathematical problem faced, appreciates every argument given in a discussion, and does not hesitate to ask questions when there is material that may not be understood when learning mathematics. this is in line with research (and in), which explains that the sociomathematical norms possessed by students will affect the high or low results obtained by students in learning mathematics. conclusion based on the results and discussion described by the researcher above, it can be seen that each student has a variety of mathematical representation abilities and also sociomathematical norms. each student in the sociomathematical norm category also has differences in each mathematical solution to their problems. students with high sociopathic norm categories can solve problems by understanding every indicator in the issue, especially in the indicators of symbolic ability and verbal ability, and working according to the instructions in each situation. the characteristics of students with high sociomathematical norms are mathematical communication and mathematical experience. students with low sociomathematical norms category can solve problems according to the indicators of each issue. still, students in this category are less than perfect in working on each indicator. the characteristics of students with moderate sociomathematical norms are mathematical communication. while in the low sociomathematical norms, students cannot work on problems perfectly and do not fulfill each expected indicator. the characteristic of students with low-category sociomathematical norms is mathematical experience. the teacher's experience in explaining the material and interaction in the classroom dramatically influences the representation skills and sociomathematical norms that each learner has in class. discussions between individuals can also be a solution to any mathematical problems faced by students. this research was conducted at one ma in west jakarta. this research cannot be generalized to similar studies. it is possible if different results are obtained in research conducted at various research sites or other research subjects. acknowledgement 156 muhammad hilmi fadhlurrahman dan samsul maarif analisis kemampuan representatif matematis peserta didik pada materi dimensi ruang ditinjau dari norma sosiomatematik with what has been obtained from this research, the researcher sincerely thanks all those involved, especially the respondents and man 16 jakarta, who have been willing to be a place of data collection. references bagus, c. 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(2018). kemampuan komunikasi matematis peserta didik melalui soal pisa 2015. jipm (jurnal ilmiah pendidikan matematika), 7(1), 49. https://doi.org/10.25273/jipm.v7i1.3064 https://indomath.org /index.php/indomath vol 6, no. 2, august 2023, pp. 105-115 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. analysis critical thinking skills in solving statistical problems in terms of self concept khusnul hotimatus agustina universitas muhammadiyah jember, east java, indonesia, khusnulaggst@gmail.com christine wulandari suryaningrum universitas muhammadiyah jember, east java, indonesia, christine.wulandari@unmuhjember.ac.id hana puspita eka firdaus universitas muhammadiyah jember, east java, indonesia, hana08320012@gmail.com abstract this study aims to describe the critical thinking skills of class viii b students at a private junior high school in jember regency. this type of research uses descriptive qualitative. data collection techniques used questionnaires, written tests, and interviews. the subjects used by the researchers were class viii b at a private junior high school in jember regency. research subjects were obtained from 3 self-concept classifications: high, moderate, and low. based on the three self-concept classifications, students' critical thinking skills are analyzed in 4 indicators: interpretation, analysis, evaluation, and inference. the results showed a significant relationship between critical thinking skills and students’ self-concept. it was found that students' critical thinking skills in each self-concept have different classifications, namely students with high (positive) self-concept have high (critical) critical thinking skills, students with moderate self-concept have moderate (sufficient) critical thinking skills, while students with low (negative) self-concept have essential skills of thinking low (lack) in problemsolving. so based on this research, it is known that students’ self-concept is very influential on students’ critical thinking skills. this can make teachers pay more attention to students’ self-concept to foster students’ critical thinking skills. keywords: critical thinking ability, problem-solving, self-concept abstrak penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa kelas viii b di salah satu smp swasta di kabupaten jember. jenis penelitian ini menggunakan deskriptif kualitatif. teknik pengumpulan data menggunakan angket, tes tulis dan wawancara. subjek yang digunakan oleh peneliti yaitu pada kelas viii b di salah satu smp swasta di kabupaten jember. data subjek penelitian diperoleh dari 3 penggolongan self-concept diantaranya self-concept tinggi, self-concept sedang, dan self-concept rendah. berdasarkan tiga penggolongan self-concept tersebut kemudian dianalisis kemampuan berpikir kritis siswa yang termuat dalam 4 indikator yaitu interpretasi, analisis, evaluasi, dan inferensi. hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara kemampuan berpikir kritis dengan self-concept siswa. ditemukan bahwa kemampuan berpikir kritis siswa pada masing-masing self-concept memiliki penggolongan yang berbeda-beda yaitu siswa dengan self-concept tinggi (positif) memiliki kemampuan berpikir kritis tinggi (kritis), siswa dengan selfconcept sedang memiliki kemampuan berpikir kritis sedang (cukup), sedangkan siswa dengan selfconcept rendah (negatif) memiliki kemampuan berpikir kritis rendah (kurang) dalam pemecahan masalah. sehingga berdasarkan penelitian ini diketahui bahwa self-concept siswa sangat berpengaruh terhadap kemampuan berpikir kritis siswa. hal tersebut dapat menjadikan guru lebih memperhatikan self-concept siswa untuk menumbuhkembangkan kemampuan berpikir kritis siswa. kata kunci: kemampuan berpikir kritis, pemecahan masalah, self-concept mailto:khusnulaggst@gmail.com mailto:christine.wulandari@unmuhjember.ac.id mailto:hana08320012@gmail.com indomath: indonesian mathematics education – volume 2 | issue 2 | 2023 105 introduction thinking is a mental activity experienced by a person when confronted with problems or situations that need to be solved (heriyanto et al., 2020; konoras et al., 2022; kusmanto, 2014). in solving a specific problem, each individual has a different way and point of view according to their thinking ability. the ability to think is an activity done by someone to process information, make decisions, and create ideas or notions. critical thinking is an activity that involves the brain, from the preparation of ideas to conclusions (kusmanto & marliyana, 2014). kharisma (2018) states that critical thinking is activities of analyzing, synthesizing, and evaluating concepts involving activities thinking. therefore, critical thinking is a person's process when doing, judging, and deciding something depending on his beliefs and actions. a person is said to be able to think critically if he has critical thinking ability. critical thinking ability is the ability to think reflectively and reason in decision-making that focuses on what to do, including essential clarification, the basis for decision-making, decisionmaking conclusions, explaining further, estimation and integration, and capabilities addition (raudhah et al., 2019). so, to determine whether students already have critical thinking skills or cannot be seen, there is an indicator of students' critical thinking skills. critical thinking ability indicators, according to facione (2015), rani et al. (2018), mccuen (2023), martyanti & suhartini (2018) that is (1) interpret, namely being able to understand the problems indicated by writing known and asked questions clearly and precisely (2) analyze, namely being able to write down the relationship between the concepts used in solving problems, such as how students associate problems with the strategies to be used (3) evaluate, namely being able to write down problemsolving complete and correct in carrying out calculations and (4) inferences, namely being able to provide conclusions correctly. forming students who can think critically will make students who have excellent personalities in concluding based on appropriate information proses appropriate information and using relevant strategies according to problem-solving. problem-solving is thinking that is shown to be directly directed to find a solution to a particular problem (mawaddah & anisah, 2015; akbar et al., 2018; ermila, 2018). problem-solving is closely related to learning mathematics, namely the application of practice questions. according to a mathematics teacher at a private junior high school in jember regency, statistics is relatively tricky for students to understand because the statistic is presented with data in bar, line, and circle charts, namely the median, modus, and mean sub-matter. in addition, the application of statistics is usually through word problems which become a problem for students. in learning mathematics, word problems are questions that are presented in the form of short stories which relates to everyday life. so, statistics was used in this study because, at the research site, statistics material became a problem experienced by students, namely in the form of word problems. based on the results of observations and interviews with a class viii b mathematics teacher, one of the private junior high schools in jember regency revealed that there were students who were quite capable of solving the given problem, and there were also students who had critical thinking skills. this is supported by a preliminary study conducted by providing a solution to problems through statistical story questions. so, the results of preliminary studies that prove the existence of 106 khusnul hotimatus agustina, christine wulandari suryaningrum & hana puspita eka firdaus analysis critical thinking in solving statistical problems in terms of self-concept students who can think critically make the researchers choose one of the private junior high schools in jember regency as the research object. in addition, the relationship between critical thinking and problem solving is interesting to study. critical thinking is a condition for developing problem-solving abilities (cahyono, 2016). some affective aspects contribute to understanding one's problem-solving success (hadianingsih, 2019). one of these psychological or affective aspects is self-concept, which is a person's perspective of seeing the shortcomings and weaknesses of his strengths, including planning for his life goals (hadianingsih, 2019). as for the indicators of students' self-concept towards mathematics used in this study, opinions based on sumartini (2015), siregar et al. (2020), and susilawati et al. (2020), namely: dimensions of knowledge, expectation dimensions, and assessment dimensions. students who can meet these indicators can be said to a student who already has a positive self-concept. self-concept is closely related to students’ critical thinking skills (hadianingsih, 2019). from the definition above, self-concept is a person’s perspective on mathematics. so that when students have a positive self-concept, these students will dare to be responsible for what they do, be independent, and believe that success or failure depends on the effort they are making. unconsciously this can develop their critical thinking skills. based on the result of research conducted by antler in nurhasanah et al. (2021), they revealed that the total value of self-concept is significantly and positively related to the total value of critical thinking. so based on the explanation above, it can be concluded that the importance of students’ critical thinking skills is on students’ self-concept. referring to the statements above, the researcher aims to find out to what extent the linkage of students' critical thinking skills in problem-solving when viewed from the self-concept owned by students. in addition, students’ difficulties in solving statistical problems made researchers want to know whether critical thinking skills in problem solving affect students’ self-concept. this is because research by rachman & hakim (2018) states that self-concept has a positive but insignificant influence on mathematical critical thinking skills. as well as the study conducted by katarina (2017) says that essential thinking skills have an indirect, significant effect on mathematics learning achievement through self-concept. therefore, researchers are interested in conducting research by taking the title analysis of junior high school students’ critical thinking skills in solving statistical problems in terms of self-concept. method this research method uses a qualitative descriptive research type, which aims to describe the critical thinking skills of junior high school students in solving statistical problems in terms of selfconcept. the research procedure was first to observe one of the private junior high schools in jember regency to determine students’ critical thinking skills. next, conduct research that will be used as research. after that, the researcher conducted a preliminary study to determine students’ critical thinking skills and see the characteristics of students’ abilities. the number of research subjects, namely 28 students from class viii b, in muhammadiyah junior high school 1 jember. in this class, six research subjects will be taken according to the student's self-concept, with two research subjects indomath: indonesian mathematics education – volume 2 | issue 2 | 2023 107 with high self-concept categories, 2 with medium self-concept, and 2 with low self-concept. the data collection techniques used self-concept questionnaires, written tests solving statistical problems, and interviews. self-concept questionnaire distribution is done by providing a self-concept questionnaire sheet containing 30 statements. after that, the research subject was given a written test to solve statistical problems as many as two problems. questionnaire instrument self concept and statistical problem solving written tests given to students have been validated by three validators, namely two lecturers in mathematics education at the muhammadiyah university of jember and one teacher of mathematics at one of the private junior high schools in jember regency with 18 statements according to indicators and critical thinking skills. data analysis was performed using indicators of critical thinking skills. critical thinking ability is the ability to analyze an idea or idea in depth, distinguish and sort, which are then grouped and looked for relatedness according to information or problems obtained so that conclusions can be obtained and state the truth of his opinion. the indicators of critical thinking skills are modified from facione (karim & normaya, 2015), namely: table 1. indicators of critical thinking skills no. indicators sub-skills 1 interpretation able to understand the problem indicated by writing known or asked questions with clear and precise 2 analysis able to write the relationship between concepts used in solving problems, such as how students associate the problem with the strategy that will be used 3 evaluation able to write down problem-solving, complete and correct in doing calculations 4 inference able to draw accurate conclusions data collection techniques in this study included self-concept questionnaires used to determine students' self-concept, which would later be classified into three categories high, medium, and low. the problem solving written test was conducted to see students' critical thinking skills and followed by interviews as confirmation of the answers that the research subjects on the answer sheets had presented. result and discussion the study's results were obtained from students selected as high, medium, and low self-concept research subjects working on problem solving given by the researcher, with two problems in statistics material. after that, the student's answers were analyzed and grouped into four indicators of critical thinking skills: interpretation, analysis, evaluation, and inference. the following explains the fulfillment of high, medium, and low self-concept indicators. high self concept based on figure 1, it can be described as an indicator of critical thinking skills. the results of sp1 work on solving statistical problems number 1 the writer analyzes that sp1 has achieved 108 khusnul hotimatus agustina, christine wulandari suryaningrum & hana puspita eka firdaus analysis critical thinking in solving statistical problems in terms of self-concept interpretation indicators. this is because, on the sp1 answer sheet, it is written that the description is known and asked according to the context of the solution problem given entirely and precisely. figure 1. high self concept student answers even during the interview, sp1 said confidently that he understood the information provided from problem solving and could mention it when asked again. this is contained in the interview transcript with the narration, "from the questions i saw, it is known: number of students in class 8 a or n(a) = 35, number of students in class 8b or n(b) = 15, average class 8b = xb, average class 8a = 10 + xb, x combined = 70, asked: what is the average test score for class viii b?”. therefore, it is evident that sp1 on solving statistical problem number 1 has met the indicators of interpretation at the capable stage by writing down what is known and asking about solving statistical problems entirely and accurately. the researcher also analyzed that sp1 also met the analysis indicators, which was proven by the results of the explanation of the answer that sp1 can write the appropriate mathematical formula problem solving and provide accurate and complete descriptions. sp1 also did not hesitate to state that the formula used to link between what is known and what is asked in solving the given problem in accordance. this is contained in the interview transcript with narration, "if number 1 what is being asked is the average value, so i use the formula for the amount of data divided by the amount of data sis, which means it". so, based on the explanation above, it is proven that sp1 is on the split statistical problem number 1 and has met the analysis indicators at the stage of being able to use the formula correctly and provide appropriate explanations. indomath: indonesian mathematics education – volume 2 | issue 2 | 2023 109 then, based on the researcher's analysis of the statistical problem solving answer sheet by sp1, sp1 has met the evaluation indicators, namely, has been able to use the appropriate method in solving problem solving, complete and correct in performing calculations. the calculations performed by sp1 in solving this problem were coherent and correct according to the formula used. as well as with the explanation stated during the interview that sp1 has been confirmed correctly by presenting the results of the answer. it is loaded in the interview transcript with the narration, "that's the way mean=the amount of data divided by the number of data because that's the formula for finding the average value. well then put 𝑋𝑎.𝑛𝑎+𝑋𝑏.𝑛𝑏 𝑛𝑎+𝑛𝑏 = 70, xa is the average score for class 8a, na is the number of students in class 8a, xb is the average grade for class 8b, and nb is there are a lot of students in grade 8b, if 70 is the combined average score for grades 8a and 8b. continue to enter again sis the value, which is xa is 10 + xb multiplied by 35 + xb multiplied by 15 per 35 + 15 = 70. then i multiply it and add up sis, and you get 350 + 35 multiplied by xb + 15 xb per 50 = 70. so, this is still a problem, right?, then i multiply it crosswise so it's easy to count. it's 350 + 50𝑋𝑏 = 70 × 50, then 50𝑋𝑏 = 3500 − 350, 50𝑋𝑏 = 3150, see you sis 𝑋𝑏 = 63”. it is proved that sp1 is on the split statistical problem number 1 and has fulfilled the evaluation indicators using appropriate, complete, and correct methods in the calculations and explanations. finally, the researcher analyzed that the inference indicators had also been met by which sp1 could draw conclusions based on a series of solving the problems that have been carried out. however, the decision described by sp1 is still in the stage of making conclusions correctly according to the context, but not complete. this is evidenced by the description on the answer sheet, namely, "so, the average value class 8b is 63", the statement is incomplete because there is no clarity on the average test score for class viii b mathematics. the same goes for re-confirmation by the researcher to sp1 in the interview that sp1 still said the same thing was appropriate with what is presented in the answer sheet. this is contained in the interview transcript with the narration, "the conclusion that i got is that the average score on class viii b math test is 63”. thus, it can be said that sp1 on problem-free statistic number 1 has fulfilled the inference indicator at the stage of being able to conclude correctly and following problem solving but not complete. moderate self concept based on figure 2, it can be described as an indicator of critical thinking skills. the researcher analyzed that sp3 met the indicators interpretation of solving statistical problem number 1. this is because the exposure to sp3 answer sheet described is known and asked ultimately and precisely following the information from the given problem solving. strengthened by activities interviews conducted by researchers with sp3, that in interviews sp3 was able to mention the information he gets from problem solving is related to being known and being asked about complete and correct. this is contained in the interview transcript with narration, "so he knows number of students in class viii a n(a) = 35 students, number of students in class viii b n(b) = 15 students, grade 8b average = xb, class 8a average = 10 + xb, x combined = 70, asked: class average viiib?”. therefore, it is proven that sp2 fulfills the interpretation indicators at the capable stage by explaining information known and asked in problem solving statistic number 1. 110 khusnul hotimatus agustina, christine wulandari suryaningrum & hana puspita eka firdaus analysis critical thinking in solving statistical problems in terms of self-concept figure 2. moderate self concept student answers then the researcher analyzed the results of solving problem number 1 by sp3, that sp3 got to use the formula that follows what was asked in solving the problem, so in this case, sp3 can be said to have met the analysis indicators and proven by answer results in figure 2 code 002 where sp3 has explained the correct and complete formula, even with the results of interviews with sp3, where sp3 can restate the procedure, use it properly. this is contained in the interview transcript with the narrative, "the formula is average = amount of data per a lot of data sis". so, through the explanation above, it is proven that sp3 has met the analysis indicators at the stage of being able to use the formula, which is right according to solving statistical problem number 1. then, on solving the statistical problem one by sp3, the researcher analyzed that sp3 met the evaluation indicators. however, the stages that have been fulfilled are still capable of using the right way to solve the problem, but an error occurred in the calculation or explanation. it is stated that the sp3 answer is still experiencing calculation errors, where sp3 has been unable to operate its calculations correctly. likewise, when researchers confirmed through interviews, sp3 still explained the same thing as what sp3 wrote on the answer sheet. this is contained in the transcript interview with the narrative "average = amount of data per a lot of data = 𝑋𝑎.𝑛𝑎+𝑋𝑏.𝑛𝑏 𝑛𝑎+𝑛𝑏 = 70. so, n(a) = 35, xb is the same, n(b)=15 per 35 + 15 = 70. 10xb multiplied by 35 + 15 xb per 70 = 70. =10xb multiplied by 35 + 15 xb = 0. 25 xb times 35 = 0. 25 xb = 35. xb = 35 – 25 = 10, xb = 10”. based on the explanation above, it is proven that sp3 has correctly fulfilled the evaluation indicators at the stage but made mistakes in the calculations. through the researcher's analysis, sp3 can be said to have been unable to achieve inference indicators, whereas sp3 has not been able to conclude solving the problems it is working on. this indomath: indonesian mathematics education – volume 2 | issue 2 | 2023 111 follows the researcher's analysis of figure 2, in which sp3 does not present a conclusion from the results of the answers on the answer sheet. likewise, with the interview results, sp3 mentioned that they did not know the findings from the problems given, so sp3 did not write them down on the answer sheet and could not say them in the interview process. it is loaded in the interview transcript with the narration, "in conclusion, i don't know sis, confused". it is evident from the explanation above that sp3 in solving statistical problem number 1 does not meet the inference indicators because they cannot write down and explain the conclusions from given problem solving. low self concept based on figure 3, it can be described as an indicator of critical thinking skills. researchers analyzed that sp5 has met the interpretation of the indicators for solving statistical problem number 1. however, at the stage of being able to write precisely without writing down asked, some examples still lack appropriate. this is because, on the answer sheet in figure 3, students only write information obtained without writing down what was invited. figure 2. low self concept student answers likewise, in the interview, sp5 disclosed the information obtained that is known. when it is confirmed again by the researcher related to being asked in problem solving, sp5 was able to answer it but did not explain the description of the answer. this is contained in the interview transcript with snippet narration “known:8a = 35, 8b = 15, average 8b = 10, average 8a = xb” followed by "the average value of class 8b sis". thus, it is proven that sp5 complies with interpretation indicators at the stage of being able to write are known only with imprecise examples and without writing asked of the given statistical problem solving. furthermore, the researchers analyzed that sp5 had met the analysis indicators at the stage using the mathematical formula of solving the problem correctly but did not explain. this is because sp5 has been able to write procedures that match the ones asked, but it is still unclear in linking to information known from given problem solving. even during the interview process, sp5 could mention the formula used. still, it could not explain how to relate the information obtained by the procedure. this is contained in the attached interview transcript with the narrative fragment “average = amount of data divided by the amount of data sis” followed by “because i'm confused sis determining the formula, which you know is difficult. i just enter the numbers that are there, and i don't know how to do it right or not". therefore, it is proven that sp5 has met the analysis indicators 112 khusnul hotimatus agustina, christine wulandari suryaningrum & hana puspita eka firdaus analysis critical thinking in solving statistical problems in terms of self-concept at the stage of being able to write down the formula precisely but cannot confirm the explanation well. furthermore, the researcher analyzed the results of sp5's answers on the number of statistical problems solving one that sp5 has met the evaluation indicators at the stage of being able to use the suitable method in solving the problem, but not complete. this is because sp5 has used the appropriate formula but not coherently, and the steps taken to substitute the information obtained are incomplete and inappropriate, resulting in incorrect results. this statement is contained in figure 3. likewise, in the interview process, sp5 stated the same thing following the results of the description of his answers. so, when it is confirmed again, it is related to substituting the information obtained by the formula used. sp5 is not able to give the right reasons. this is contained in the interview transcript with the narration, "confused sis, remember that's all, and it's random, sis, because the questions aren't written down right away like the amount of data is direct”. it is proven that sp5 has met the evaluation indicators at the stage of being able to write down the formula appropriately but made an error in substituting the information obtained, so it occurred miscalculation. on inference indicators, researchers analyzed the results of answers to statistical problem solving number 1 by sp5. it is said that sp5 has not been able to reach the inference indicator. that matters because sp5 does not present a conclusion in the description of the answer. the statement is appropriate with figure 3, where after doing the calculations and getting the final results, sp5 is not present the conclusions of the analyses. likewise, in the interview process, sp5 confirmed that he did not know about concluding solving the given problem, so sp5 only mentioned the final result. the statement is loaded in the interview transcript with the narration, "the final result is 27.14 if i conclude i can't do it sis hehe". the explanation above proves that sp5 does not meet the inference indicators because sp5 does not write conclusions and cannot state the findings from solved problem-solving. based on the classification obtained, two students have the high self concept, two students have the self moderate concept, and 2 students have a low self-concept. each category received research subjects with different critical thinking skills in solving statistical problem solving. subjects with a high self-concept category obtained data from 2 students, namely sp1 with the initials sap and sp2 with the initials nsz. results of problem solving test analysis and interviews show that sp1 and sp2 fall into the category of thinking ability high critical (critical) with a value obtained by sp1 of 93.74 and a value obtained by sp2 of 90.6. the two subjects of this study fulfill the 4 indicators of critical thinking skills: interpretation, analysis, evaluation, and inference. therefore, sp1 and sp2, who have a high self-concept, both have critical thinking skills in problem solving with a critical level seen from the results of good problem solving. rohmat & lestari (2019) believes that there is a significant positive influence on self-concept and self-confidence in critical thinking ability critical students. the research of rusdha et al. (2022) also states a substantial relationship between self-concept and the ability to think critically together. likewise, the author believes that students' self-concept will influence their critical thinking skills because students with a positive self-concept will know the benefits of mathematics, and it will cause it to be critical in responding to problems, especially in learning mathematics. indomath: indonesian mathematics education – volume 2 | issue 2 | 2023 113 however, some research results contradict the results of research conducted by researchers, namely, according to rachman & hakim (2018), that self-concept has a positive but insignificant influence on mathematical critical thinking abilities. the difference in the results of this study occurred due to differences in the population characteristics carried out by rachman & hakim (2018) and the population characteristics carried out in this study, affecting the research results. subjects with moderate self-concept are owned by 2 students, namely categories sp3 with the initials srs and sp4 with the initials sab. the analysis of problem solving tests and interviews shows that sp3 and sp4 fall into the category of moderate critical thinking skills with a value of obtained sp3 of 65.6 and the value obtained by sp4 of 65.62. these two subjects can fulfill 3 out of 4 indicators of critical thinking skills, including interpretation, analysis, and evaluation. research subjects with moderate self-concept tend to lack confidence when given a problem. still, he can solve it if appropriately done with earnestness and confidence in his abilities. so, such a self-concept makes the research subject with a self-concept in doubt in dealing with the given problem. the opinion of febriandi et al. (2022) is that ability students' critical thinking is formed based on the student's self-concept. likewise, with the idea of researchers, based on the research results, it can be seen that students with moderate self-concept tend to doubt their abilities, but on the other hand, he has good skills, which affects their achievement. if the student experiences doubts about doing something and is not careful, the results will not be maximized. this is the opinion of febriandi et al. (2022) that students’ critical thinking skills are formed based on student's self-concept as well as the research conducted by rija & kusnadi (2021), which states that students with high self-concept categories have high mathematical problem solving abilities. the researcher also argues that based on the study results, students with a moderate self-concept tend to doubt their skills but have good abilities. so that it affects the performance. however, the research result of rohmat & lestari (2019) stated that there was a positive influence that was not a significant self-concept on students’ mathematical critical thinking abilities. hence, the result of this study contradicted the consequence of research conducted by researchers. this difference occurs because there are differences in research subjects undertaken by researchers, so the result is not exact. the research subjects included in the low self-concept category were 2 students, sp5 with the initials (arn) and sp6 with the sas analysis results of solving tests. problems and interviews show that sp5 and sp6 fall into the category of low critical thinking skills, with a value obtained by sp5, which is 37.5, and the value obtained by sp6, 34.37. the two subjects of this study fulfilled the three indicators of critical thinking skills, namely interpretation and analysis and evaluation. this can also be seen in students' self-concept in dealing with mathematical problems because a low self-concept (negative) will result in low thinking skills, and students will be indoctrinated with negative things before doing something. mawarni & purnama (2022) state that there is a significant influence of self-concept on the ability to think mathematically. research by barus et al. (2017) also states that there is an essential relationship between students’ self-concept and students' critical thinking. likewise, the opinion of researchers is that students with low self-concept tend to feel unsure in dealing with the problems given, so this will affect their thinking skills because, from the 114 khusnul hotimatus agustina, christine wulandari suryaningrum & hana puspita eka firdaus analysis critical thinking in solving statistical problems in terms of self-concept start, students have been reluctant to understand the given issues and assume that the situations are complicated and cannot be solved by himself. however, research by katarina (2017) states that there is an indirect, insignificant effect of critical thinking skills on mathematics learning achievement through self-concept. the results of this study contradict the results of research conducted by researchers, which occur due to differences in the location of the research carried out so that the character of the students studied is also different and will result in different research results. conclusion based on the results of research and discussion, it can be concluded that the ability to think critically in solving statistical problems in terms of self-concept belongs to 3 groups: high, medium, and low. the conclusion in detail is that the ability to think critically in solving statistical problems with a high self-concept category is said to belong to the high level of critical thinking ability, which fulfills four indicators of critical thinking ability: interpretation, analysis, evaluation, and inference. critical thinking skills in problem-solving statistics with moderate self-concept category have moderate essential skills of thinking, where fulfills 3 out of 4 indicators of critical thinking skills including interpretation, analysis, and evaluation. the ability to think critically in solving statistical problems with the self-concept category low has low critical thinking skills, which fulfills three indicators out of 4 indicators essential skills of thinking: interpretation, analysis, and evaluation. still, of course, there are also differences. the difference lies in the incompleteness of the data and errors in the data. write examples, write formulas correctly but can't connect accordingly with the information obtained, and calculation errors result in a different final result wrong. acknowledgement the authors thank the parties involved, including fkip muhammadiyah jember university, for continuing this research. references akbar, p., hamid, a., bernard, m., & sugandi, a. i. 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https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 1-12 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. students mathematic problem solving process in two variable linear equation systems from cognitive field dependent style nuraida mathematics education, ikip siliwangi, asrafil.raska@gmail.com usman aripin* mathematics education, ikip siliwangi, usmanaripin@gmail.com jerito pereira mathematics and statistics, guangxi normal university china, pererlra@stu.gxnu.edu.cn abstract this study aims to describe the process of solving mathematical problems in the subjects of a two-variable linear equation system in terms of field-dependent cognitive style. the type of research used is descriptive qualitative research. the research subjects were 15 grade viii students in one of the public junior high schools in cimahi city. in this study, the instrument used was a problem-solving test consisting of 2 questions on the material of a two-variable linear equation system and interviews for 3 students with field dependent cognitive style. the results showed that the steps of solving mathematical problems of students with cognitive style field dependent were categorized as good at the stage of understanding the problem and re-examining, categorized enough at the stage of planning completion, and categorized less at the stage of implementing the completion plan. this means, if field dependent students can understand the problem or problem, it will affect the next step. keywords: mathematical problem solving skill, two-variable linear equation system, field dependent cognitive style abstrak penelitian ini bertujuan untuk mendeskripsikan proses pemecahan masalah matematis pada mata pelajaran sistem persamaan linear dua variabel ditinjau dari gaya kognitif field dependent. jenis penelitian yang digunakan merupakan penelitian deskriptif kualitatif. subjek penelitiannya adalah 15 orang siswa kelas viii di salah satu smp negeri di kota cimahi. pada penelitian ini, instrumen yang digunakan adalah tes pemecahan masalah yang terdiri dari 2 soal pada materi sistem persamaan linear dua variabel dan wawancara untuk 3 siswa dengan gaya kognitif field dependent. hasil penelitian menunjukan bahwa langkahlangkah pemecahan masalah matematis siswa bergaya kognitif field dependent berkategori baik pada tahap memahami masalah dan memeriksa kembali, berkategori cukup pada tahap merencanakan penyelesaian, serta berkategori kurang pada tahap melaksanakan rencana penyelesaian. hal ini berarti, jika siswa field dependent dapat memahami masalah atau soal, maka akan berpengaruh pada langkah berikutnya. kata kunci: kemampuan pemecahan masalah matematis, sistem persamaan linear dua variabel, gaya kognitif field dependent introduction etymologically, mathematics comes from the ancient greek máthēma which means knowledge, knowledge, and learning(jha et al., 2016; machaba & dhlamini, 2021). mathematics is one of the sciences that plays an important role(pereira, j.; wijaya, t.t.; zhou, 2020). in addition to mailto:asrafil.raska@gmail.com mailto:usmanaripin@gmail.com mailto:pererlra@stu.gxnu.edu.cn 2 nuraida, usman aripin, and jerito pereira students mathematic problem solving process in two variable linear equation systems from cognitive field dependent style practicing arithmetic and logical thinking skills, the benefits of mathematics are none other than to simplify and help solve problems in everyday life. the purpose of learning mathematics is to develop problem-solving skills. solving skill cannot be separated from mathematics learning (hasbullah & wibawa, 2021; ibrahim et al., 2021; nursha, g., mirza, a., 2017; widodo et al., 2021) . polya (1973) suggests that problem-solving is an attempt to find a way out of a goal that is not so easily achievable. in other words, problem-solving is a series of activities in determining the solution to a problem. polya (1973) also suggested that the solution to the problem-solving problem contains four stages of completion, namely: (1) understanding the problem; (2) devising a plan (making a problem-solving plan); (3) carrying out the plan (implementing the problem-solving plans); and (4) looking back (looking back at the completeness of the problem solving) (chadli et al., 2019; gravemeijer et al., 2017; turyanto et al., 2019). problem-solving skills are very important for students because (1) problem solving is a general goal of teaching mathematics, (2) mathematical problem solving includes methods, procedures, and strategies which are the core and main processes in the mathematics curriculum, even as the heart of it. mathematics, and (3) problem solving is a basic skill of mathematics. so it cannot be denied that problem-solving skills are very important both in the learning process and in everyday life. because problem-solving is a student's first step in developing mathematical skills (asmar & hafiz, 2020; widodo et al., 2018). in learning activities, of course, students will not be separated from solving mathematical problems that are focused on efforts to train students' mindsets in using their thinking potential (alifah & aripin, 2018). polya (1973) suggests that problem-solving is an attempt to find a way out of a goal that is not so easily achievable. in other words, problem-solving is a series of activities in determining the solution to a problem. polya (1973) also explained that the solution to problem-solving contains four stages of completion, namely: (1) understanding the problem; (2) devising a plan; (3) carrying out the plan; and (4) looking back (looking back at the completeness of the problem solving). in the 2013 curriculum, problem-solving is one of the goals in the learning process. problemsolving in mathematics needs to be learned by students so that they can combine elements of knowledge, techniques, rules, skills, and concepts that have been previously learned to obtain new solutions (marwazi, masrukan, & putra, 2020). solving mathematical problems becomes meaningful and important to develop students' abilities in understanding mathematical concepts and solving problems (utomo, juniati, & siswono, 2017). however, from several research results, it was found that the problem-solving skill of high school students was still relatively low, this result was revealed by purnamasari (2015) showed that students who had problem-solving skills at high qualifications were only 11.77% and students who had low problem-solving abilities and very low as much as 52.94%. students have difficulty solving problems caused by several things, including students who do not understand the problem given (wulan & anggraeni, 2020). nahdataeni & linawati (2015) reveal that the questions that are called problems are questions that cannot be done with a routine process and provide challenges in doing so. for example, when indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 3 solving a story problem of non-routine form, the problem is not immediately solved by using a formula that has been taught from school but requires further thought in solving it. indriyani (2018) also suggests that one form of a question that can hone problem-solving skills is story questions related to everyday life. on the other hand, there are still many students who have difficulty in solving non-routine story questions. students difficulties in solving problem-solving problems can be seen from research conducted by lestari (2010) explaining that one of the errors in solving math story problems consists of conceptual errors and lack of practice in math problems. in addition, students cannot change the question sentence in the mathematical model, so students are confused or wrong when substituting the formula. widodo (2013) also suggests that students mistakes when making problem-solving plans are that students do not know the adequacy and necessity of the requirements of a problem and do not use all the information that has been collected from the problem. vendiagrys & junaedi (2015) suggested that in solving mathematical problems, students have different abilities. the choice of solutions in solving different mathematical problems can be caused by differences in cognitive styles. cognitive style is the way a person processes, stores or uses the information to respond to a task or various types of environmental situations (ngilawajan, 2013). it is referred to as a style and not as an skill because it refers to how a person processes information and solves problems and does not refer to how the process of solving it is best. cognitive styles are divided into field dependent (fd), field independent (fi), reflective and impulsive (azhil, ernawati, & lutfianto, 2017) but in this study using a field dependent cognitive style (fd). fd cognitive style is a characteristic of someone who has a tendency to depend on the environment and is also easily influenced by the environment. in carrying out tasks or solving problems, individuals with fd style will work better if given extra instructions or guidance. however, students with fd style tend to receive or process information in general (rahaju, 2014; kafiar, 2015). table 1. indicators of the problem solving process in terms of field dependent cognitive style understanding the problem devising a plan carrying out the plan looking back can write down what is known and ask about the problem, able to identify and explain the information obtained in their language but not yet clear lack of or not being able to find a connection between the facts in the problem and the concepts they have unable to realize the ideas they have in the form of problemsolving steps under the concepts they have unable to reexamine the results of his work so that if an error occurs the subject is unable to find the correct answer or solution students are confused in solving problems solving because they are used to being guided by teachers and friends unable to solve problems with the concept you have (source: mawardi, et al., 2020) based on the description above, in contrast to the research conducted by selan & yunianta (2017), the focus in this study is to describe the process of mathematical problem-solving abilities 4 nuraida, usman aripin, and jerito pereira students mathematic problem solving process in two variable linear equation systems from cognitive field dependent style based on the cognitive style of fd on the material of a two-variable linear equation system. the objectives to be achieved in this research are to find out and explain student profiles in the problemsolving process based on polya's problem-solving steps. so that the fd style is suitable for use in this study which involves the problem-solving process of each research subject in accordance with the problems often faced by students when encountered in the field, especially in the material of a two-variable linear equation system that is closely related to everyday life. so this is the reason for the authors to choose the fd cognitive style based on polya's measures to be the focus of this research. method this research is qualitative descriptive research. qualitative descriptive research is a method used to describe and describe existing phenomena, both natural and human-engineered, which pay more attention to the characteristics, quality, and interrelationships between activities(martin & mckneally, 1998; mirhosseini, 2017) & sukmadinata, 2017). according to herutomo (2014) qualitative descriptive research is research that aims to understand the phenomena experienced by research subjects related to behavior, perceptions, actions, and others, holistically and by means of descriptions of words and language, in a special context that scientific and by utilizing various scientific methods. the phenomenon described in this study is the student's problem-solving process in terms of cognitive style and analyzed using the polya step, namely at the stage of understanding mathematical problems, planning the stages of problem-solving, implementing the solution plans that have been prepared, and re-examining the answers. the process of selecting research subjects begins with giving a cognitive style test to class viii students as many as 15 students using the group embedded figure test (geft) instrument with a score range of 0-18 developed by witkin et al (1975) which consists of 25 items in the form of pictures that divided into 3 parts. with the criteria that students can answer correctly 0-9 are classified as fd (basir, 2015; lusiana, 2017). there were three students with the lowest geft test scores in a row, namely student 1 with a score of 8, student 2 with a score of 6, and student 3 with a score of 5. then a problem-solving skill test was conducted. the instrument used in this research is a problem-solving skill test compiled by the author in the form of a description of 2 questions. a problem-solving problem contains a situation that can encourage students to solve it but does not directly know-how. this is in accordance with the opinion of kesan (2010) which states that questions that are included in the problem-solving category are not easy to find a solution to because it requires a process of applying a mathematical mindset and knowledge previously possessed or acquired to new or unusual situations. guidelines for scoring students' mathematical problem-solving tests are presented in table 2. table 2. scoring guidelines for mathematical problem solving tests question number problem solving steps score student response to problems 1, 2, 3, 4 step 1. understanding the problem 0 no element identification indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 5 question number problem solving steps score student response to problems 1 element identification exists but is wrong 2 element identification is correct but incomplete 3 complete and correct element identification 1, 2, 3, 4 step 2. devising a plan 0 there is no mathematical model and problem-solving planning 2 mathematical models and problem-solving plans exist but are wrong 4 mathematical models and problem-solving plans are incomplete 7 mathematical models and planning problem-solving is correct however less complete 10 complete and correct mathematical model and problemsolving planning 1, 2, 3, 4 step 3. carrying out the plan 0 there is no appropriate calculation problem-solving planning 2 calculation according to plan there is a solution to the problem but it's wrong 6 calculation according to plan incomplete problem-solving 9 calculation according to plan problem-solving is correct but incomplete 15 calculation according to plan complete and correct problemsolving 1, 2, 3, 4 step 4. looking back 0 no conclusion results calculation 1 the conclusion of the calculation results is there but wrong 2 the conclusion of the calculation results are complete and correct (source: sari, 2016) result and discussion the data used is the result of student work on a problem-solving skill test that has a field dependent (fd) cognitive style. 1st process of students problem solving on the system of linear equations with two variables at the stage of understanding the problem, based on the results of student answers in figure 1, student 1 did not rewrite the things that were known and asked in the questions and did not completely state the things that were known and asked in the questions. however, when the interview was conducted, it turned out that student 1 understood the problems contained in the questions. 6 nuraida, usman aripin, and jerito pereira students mathematic problem solving process in two variable linear equation systems from cognitive field dependent style figure 1. answers to questions by student 1 the stage of understanding the problem can be seen in the results of the interview as follows: p : what was the first thing you did after receiving the question sheet? s1 : read the questions carefully and then start working on them. p : do you understand the information that is it on the question sheet? s1 : yes i understand. p : why don't you write down what you know and what is asked in the question in your answer? s1 : because i have understood the matter, ma'am. so write down the answer directly. at the stage of planning a problem-solving solution, based on the results of student answers in figure 1, student 1 assumes the things contained in the problem and uses the concept of a twovariable system of linear equations to solve the problem. this can be seen in student 1's answer, for example by using the variables x and y. at the stage of implementing the problem-solving plan, based on the results of student answers in figure 1, student 1 is able to solve the problem according to the plan that has been made and provide conclusions and appropriate answers to solve the problem. at the re-examination stage, based on the results of student answers in figure 1, it can be shown that student 1 did a re-examination. the stage of re-examination can be seen from student 1's answer which concludes in the sentence: "so the price of a notebook is rp. 3,000 and the price of a pencil are rp. 2,500" and the sentence "so lisa's working hours are 9 hours and muri's 7 hours". by writing conclusions, students have checked what was asked in the question with the results obtained. indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 7 2nd process of students problem solving on the system of linear equations with two variables at the stage of understanding the problem, based on the results of student answers in figure 2, student 2 rewrote the things that were known and asked in the question but did not completely state the things that were known and asked in the question. fd subjects replaced what was known and asked into mathematical sentences, but not all of them were successfully translated, some were still in the form of ordinary verbal sentences (marwazi, masrukan, & putra, 2019). figure 2. answers to questions by student 2 the stage of understanding the problem can be seen from interviews with 2 fd students. p : do you understand the information in the questions? s2 : yes. i wrote down again what was known in the question but it was incomplete. p : try to explain what you understand in this matter! s2 : the command of the question is to determine the price of a pencil and a notebook. and to determine lisa and muri's working hours. at the stage of planning a problem-solving solution, based on the results of students' answers in figure 2, student 2 assumes the things contained in the problem using the variables x and y, and uses the concept of a system of linear equations with two variables to solve the problem. the plans and actions decided to be used by fd students do not lead to the correct solution, this is because fd students receive information globally so they are less able to organize information independently and use less correct solutions (haryanti, 2018; hardianto, 2018). the following are excerpts from interviews with students of 2 fd subjects. p : to work on this problem, what is the first step you take? s2 : write down what is known and make a mathematical model, ma'am. p : why did you make a mathematical model first to work on the problem? s2 : because to make it easier to do. 8 nuraida, usman aripin, and jerito pereira students mathematic problem solving process in two variable linear equation systems from cognitive field dependent style at the stage of implementing the problem-solving plan, based on the results of student answers in figure 2, student 2 is less able to solve the problem according to the plan that has been made and does not provide appropriate conclusions and answers. at the re-examination stage, based on the results of student answers in figure 2, it cannot show that student 2 has re-examined. because student 2 could not find the mistakes made so student 2 could not correct the existing mistakes. this is in line with research (nugraha, & zanthy, 2018) which shows that students' mathematical problem-solving abilities are still low, especially at the stage of re-examining the answers obtained. the following is an excerpt from the results of student interviews with 2 fd subjects. p : after you solve the problem, do you check the results again? s2 : no. p : why don't you double check your answer? s2 : because i was sure of my answer. 3rd process of students problem solving on the system of linear equations with two variables at the stage of understanding the problem, based on the results of student answers in figure 3, student 3 did not rewrite the things that were known and asked in the questions and did not completely state the things that were known and asked in the questions. this is because students with fd style are not guided in doing problem-solving tests, while fd students like to seek guidance and instructions from teachers (yasa, sadra & suweken, 2013). figure 3. answers to questions by student 3 at the stage of planning a problem-solving solution, based on the results of students' answers in figure 3, student 3 assumes the things contained in the problem using x and y variables, and does indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 9 not use the concept of a two-variable linear equation system to solve the problem because it takes a long time to remember the concept of the material. this is in line with the results of previous studies, fd students are not yet complete in developing strategies (geni, mastur & hidayah, 2017). at the stage of implementing the problem solving plan, based on the results of student answers in figure 3, student 3 is less able to solve problems according to the plan that has been made and does not provide appropriate conclusions and answers. at the re-examination stage, based on the results of students' answers in figure 3, it cannot show that student 3 has re-examined. this is in line with nurhayati (2013) who said that students ignore polya's fourth step in solving problems, namely looking back at the complete solution correctly. the re-examination stage can be seen from the results of interviews with students of 3 fd subjects. p : after you solve the problem, do you check the results again? s3 : yes, i checked the answer again. p : how many times have you checked your answers? s3 : i checked the answer once. p : are you sure about your answer? s3 : yes of course. table 3. profile of the problem solving process subject student 1, student 2, and student 3 polya’s steps student problem solving process 1 student problem solving process 2 student problem solving process 3 understanding the problem do not rewrite things that are known and asked in written questions. during the interview, student 1 proved to understand the problem rewrite the things that are known and asked in the questions but do not completely state the things that are known and asked in the questions do not rewrite things that are known and asked in the question devising a plan assume the things contained in the problem by using mathematical symbols and working on the problem according to the concept give examples of things in the problem suppose the things contained in the problem by using symbols and not using concepts to solve problems carrying out the plan able to solve problems and provide appropriate conclusions and answers to solve problems less able to solve problems and less provide conclusions and appropriate answers less able to solve problems and less provide conclusions and appropriate answers looking back make a final conclusion on the answer can't prove the answer yet check answers that are proven at the interview from the results of the above analysis, it can be concluded that students with field-dependent cognitive styles have good mathematical problem-solving abilities because they can only achieve several problem-solving steps. at the stage of understanding the problem and re-examining, students with field-dependent cognitive style can be said to be categorized as good enough because they can write down the known data on the problem even though they are still lacking in mentioning the known data. from the results of the interviews, it can be seen that the fd students did a re-examination. at 10 nuraida, usman aripin, and jerito pereira students mathematic problem solving process in two variable linear equation systems from cognitive field dependent style the stage of planning for completion, it can be said that it is categorized as sufficient because fd students wrote one settlement strategy but there were several steps that were not written. meanwhile, at the stage of implementing the completion plan, the category is less because fd students can write the completion steps sequentially but it is still not correct because there are concepts used that are not precise and there are errors in calculations. thus this is in accordance with research conducted by haloho (2016) and syarifuddin (2020) which state that the problem-solving abilities of students with fd cognitive style are categorized as good at the stage of understanding the problem and re-examining, categorized enough at the stage of planning a solution, and categorized as less at the stage of implementing the completion plan. in this study it can be said that if fd students can understand the problem well, then this will affect the next steps. conclusion based on the results of the analysis and discussion, it can be concluded that there is a tendency for students to solve problems, students with fd cognitive style are categorized as good at the stage of understanding the problem and re-examining, categorized enough at the stage of planning completion, and categorized less at the stage of implementing the completion plan because students field dependent cognitive style requires encouragement or more detailed instructions to solve a problem. this research is expected to provide input for teachers as facilitators who handle students directly to pay attention to students' mathematical problem-solving abilities so that students are accustomed to solving problem-solving problems. acknowledgement the researcher was very aware when the compilers of this article could not complete without the cooperation of various parties. therefore, on this occasion, the researcher were very grateful to the school, teachers and students who have participated and helped. for all the support from various related parties, we say thank you. references alifah, n., & aripin, u. 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(2013). pengaruh pendidikan matematika realistik dan gaya kognitif terhadap prestasi belajar matematika siswa. jurnal pendidikan dan pembelajaran matematika indonesia, 2. https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 85 – 98 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s lisnani primary teacher education department, universitas katolik musi charitas, lisnani@ukmc.ac.id theresia yuningrum primary teacher education department, universitas katolik musi charitas, theresiayuningrum@gmail.com agus suyono taiwan regional seminary, taipei, agusfr2021@gmail.com abstract this study aims to describe ethnomathematics activities in the manufacturing process, explain the two-dimensional figure, and describe the introduction of social arithmetic through motifs on tapis lampung. the sample in this study is the home craftsman and homeowners of tapis lampung production. this type of research is a qualitative study using an ethnographic approach, where research is conducted to explore human behavior that occurs in certain cultures. the data collection technique is by interview, observation, and documentation. the results of this study are as follows: 1) the existence of ethnomathematics activity in the manufacture of tapis lampung; 2) on six motifs of tapis lampung in which there are two-dimensional figures, namely square, triangle, trapezoidal, rectangular, rhombus, kite, and circle; 3) based on the size and results of the final product of tapis lampung, a mathematical topic is found, namely social arithmetic at the selling price and buying. keyword: etnomathematics, tapis lampung, two-dimentional figure, social arithmetic abstrak penelitian ini bertujuan untuk mendeskripsikan aktivitas etnomatematika dalam proses pembuatan, menjelaskan bentuk-bentuk bangun datar, dan mendeskripsikan pengenalan aritmetika sosial melalui motif pada kain tapis lampung. sampel pada penelitian ini adalah pengerajin rumahan kain tapis dan pemilik rumah produksi kain tapis lampung. jenis penelitian ini adalah penelitian kualitatif dengan menggunakan pendekatan etnografi, dimana penelitian dilakukan untuk mendalami perilaku manusia yang terjadi pada budaya tertentu. teknik pengumpulan data yaitu dengan cara wawancara, observasi, dan dokumentasi. hasil dari penelitian ini adalah sebagai berikut: 1)adanya aktivitas etnomatematika pada pembuatan kain tapis; 2) pada 6 motif kain tapis lampung yang didalamnya ada bentuk bangun datar yaitu persegi, segitiga, trapesium, persegi panjang, belah ketupat, layang-layang serta lingkaran; 3) berdasarkan ukuran dan hasil produk jadi kain tapis, ditemukan topik matematika yaitu aritmetika sosial pada harga jual dan harga beli. kata kunci: etnomatematika, kain tapis lampung, bangun datar, aritmetika sosial introduction mathematics is a science related to patterns and formations, where mathematics is always present, starting from small concepts related to calculations in everyday life (isrok'atun, 2020). the link between the applied-mathematical concepts and culture in an area or local culture is known as 86 lisnani, theresia ningrum, agus suyono etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s ethnomathematics (dharma, 2019). ethnomathematics is considered a program that has a certain goal for students to apply some mathematical ideas, and concepts for the problem-solving of everyday activities (utami et al, 2022). people naturally hold some mathematical activities in grouping, counting, measuring, designing buildings or tools, making patterns, determining locations, playing, explaining, and so on (rachmawati, 2012; rahayu, snae, & bani, 2020). in other words, ethnomathematics is defined as the special ways used by a certain group of people or culture in mathematical activities (susilo & widodo, 2018: 121). the significance of ethnomathematics apparently fosters the students not only to understand mathematics in the classrooms but also to put into practice some applied concepts of mathematics in their own culture and appreciate its values (wijayanti, 2017). mathematics itself has the meaning of a systematic discipline to examine patterns of relationships, art, and language, all of which are studied logically and useful for assisting humans to understand and solve some social, economic, and natural problems (hamdi, 2017; fatkhurohman et al, 2021). there is an enormous space for developing ethnomathematics in the diverse culture and ethnicity with huge space of research possibility. there have been some accomplishments of ethnomathematical research issues, such as traditional houses (sari, et al., 2018; febriyanti, 2017), traditional clothes, traditional games (rusliah, 2016), traditional handicrafts (hartoyo, 2011; prabawati, 2016), traditional cloth of a region (sudirman, et al., 2018), traditional songs, historical places (lisnani et al., 2020; alvian et al, 2021), traditional languages (muhtadi, et al., 2017), traditional ceremonies (mahyudi & rofika, 2019; irfan et al, 2019; firdaus et al, 2020), objectstraditional objects (faqih, et al., 2021), batik’s (wahyudi et al, 2021; fatkhurohman et al, 2021), and implementation of local culture-based ethnomathematics in mathematics learning at elementary school level (putra & indriani, 2017). various studies on ethnomathematics have also been evolved in several mathematical topics in the form of geometric transformations (anderha & maskar, 2019), the concept of modulo arithmetic (yuniawatika, 2015; agustina, 2016), number recognition material, two-dimensional figures, and probability (rusliah, 2016). the use of traditional fabrics in ethnomathematical research such as batik is also carried out by other researchers (prahmana & d'ambrosio, 2020). the researchers focused on tapis cloth as the traditional cloth of lampung province. the paper would put it in the center of attention for searching the meaning of the different patterns, and shapes. moreover, these mathematical ideas emerge naturally through the production process of tapis. in this cultural conservation, ethnomathematics would take an important role in preserving the cultural heritages in lampung, especially during the teaching-learning process in the schools. because of the continuity of the teaching-learning process, the valuable skills of craft production naturally could be taken over by the next generation. the widespread of tapis cloth usage is to foster the sense of belonging or connectedness of lampung people to a social, spatial, cultural of their own community. in other words, tapis cloth is one of the most important symbols of their cultural identity. the narrative of tapis cloth would be an incredible story of lampung culture. in this stage, ethnomathematics would become the bridge for deeper interaction between the students and the common people. additionally, the dialogue indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 87 between mathematics science and the local culture would be more beneficial for both sides. mathematics would no longer be a scary science for the students. they would love mathematics and their own culture as well, just similarly killing two birds with one stone. over and above that, the collaboration between the students and the community would emerge new habits of everyday scientific research attitude. just as importantly, the paper would contextualize mathematics science in the local culture through everyday occasions (putra & indriani, 2017). in other words, there are abundant ethnomathematics resources to elaborate from these cultural crafts. it must be remarkable findings from this cultural-based mathematic research. the paper raises the shapes of two-dimensional figures on the tapis motifs and social arithmetic through the prices and marketing management. the buyers and the users of this entrepreneur’s product of the crafts are not only from lampung but the other provinces as well. the motifs applied to the cloth are applied with a tie and lock technique which produces motifs in the form of a tree of life and buildings, symbolizing the ancestral spiritual connection and there are also patterns in the form of animals, sun, moon, and jasmine flowers (wilujeng, 2011). method the research conducted by the researcher is using qualitative research that is descriptive and tends to analyze the condition of natural objects where the researcher is the object of the key instrument (hermawan, 2019). as an observer participant, the writer includes observations, textual or visual analysis, and interviews, to answer questions about the 'what', 'how' and 'why' of a phenomenon, rather than questions of 'how many' or 'how much. through the intensive interviews, the paper is to access the thoughts and feelings of study participants, how to ask the informants to talk about things that may be very personal to them. on the purposive and selective sampling, the paper tried to collect in-depth and detailed information about the phenomenon under investigation. the paper is concerned with an ethnographic approach which is carried out deeply about human behavior that occurs in a particular group or culture, with the aim of understanding culture from the prevailing side of the culture or cultural group. the ethnographic research data were analyzed in the field according to the context or situation that occurred at the time of data collection (sujarweni, 2014). the data collection used interview and observation sheets. the paper focused on the three informants; firstly, traditional craftsman living in gumukrejo village, pringsewu district. the craftsman’s skill is to develop and decorate the pattern that had been basically designed by the other craftsman. secondly, part-time craftsman living in lugusari village, in the same district as the first informant. she spends her spare time taking care of the kids while decorating these tapis crafts. in general, it needs different duration to accomplish one sheet of tapis crafts, some are completed in five days, even during coffee harvest season one sheet of tapis could be ready for sale in some weeks. thirdly, the owner of the tapis production house located in lugusari. she collected tapis crafts from the craftsmen around the district and put the finishing touches on the crafts before displaying them in the store at wates district. the data collection is concentrated on the interview with a total of seven question items. the crucial issue of the topics is the types of 88 lisnani, theresia ningrum, agus suyono etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s tapis crafts, tools, and materials for tapis crafts production process, tapis craft pattern, and the prices of each product. the paper also mentions the handmade tapis crafts production house, the materials needed, and finishing touches, to search for abundant patterns that exist in lampung tapis to construct a narrative analysis in mathematic viewpoints. documentation is another important source of data to provide broadly information for the research process carried out. the research procedure of the ethnographic approach by spradley (santoso, 2016; spradley, 2006) is divided into several steps, namely: 1) determining the informants, researchers choose three informans to explain about tapis; 2) conducting interviews with informants, the interviews sheets were conducted as the information; 3) making ethnographic notes used data interviews; 4) asking descriptive questions such as when the people used tapis 5) conduct analysis of ethnographic interviews; 6) make a domain analysis; 7) ask structural questions, such motifs and kinds of tapis; 8) make taxonomic analysis; 9) ask contrasting questions; 10) make component analysis; 11) discover cultural themes; 12) write an ethnography. the data analysis technique used is the miles and huberman method. whatever the data analysis steps carried out by the researcher are in the form of data reduction, data presentation, and conclusion (wijaya, 2018). result and discussion ethnomathematical activities in the process of making tapis lampung the ethnomathematical research would describe the informants from various backgrounds, and during the interviews, there are some abbreviations, such as initial "p" which is researcher, initial "s1" which is the first informant, who is the owner of tapis production house, initial "s2" and "s3" which is the second and third informants, who are tapis craftsmen. the researchers interview with the owner of tapis production house (s1). living in lugusari district, she is the owner of lampung tapis production house employing some workers and tapis craftsmen for different skills such as motif designers, painters, and workers in the craft shops locate around wates district and central pringsewu district. the following are the conversation for gathering information from the first informant: r : could you please show me some products of tapis cloth over here? s1 : no problem. come with me, please. r : how do you explore the motif design of the tapis production house? s1 : actually, we have no special motif here, we just preserve and develop a little bit some popular and contemporary motifs already existing in lampung tapis tradition. r : how many types of tapis cloth do you produce? s1 : there are several types and mixed colors of tapis with antik bunga motifs, for instance, hiasan dinding kaligrafi motif, tumpal motif, kotak motif, and a sasab motif on a tapis scarf. r : by the way, how much is this tapis scarf? s1 : we sell quality products at reasonable prices. just with idr. 100,000, this beautiful scarf will be yours. r : this seems great. for such high-quality products, how many employees do you recruit, ma'am? indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 89 s1 : well, we hire some incredible javanese workers here. they are industrious, careful, and prudent, but the most important thing is they have a total commitment for this art production, miss. r : i see. as far as i know, these art products are not for everyday life dress code. so, i am curious who are your customers? s1 : good question. usually, these products are for dancers, performers, and special occasions such as wedding ceremonies, especially for the bride and the bridegroom. moreover, there are some different types and motifs tapis craft according to ethnicity. for instance, in the lugusari district, the products are characterized by the form of diamonds. other ethnicities such as tapis krui and abung also have different patterns and prices. r : what are the price determinants of the tapis cloth, ma'am? s1 : i can simply say that it depends on the type and level of complex designs. the researchers interview with the second informant (s2). in this part, the focus of the observation was tools and materials for the craft production process, such as a table used as a tapis base, needles, gold thread, scissors, and tapis that already has a predetermined pattern or motif. the tapis craftsmen in the picture are natives of the lugusari district, their daily activities are housewives. while doing some housework such as taking care of the children, they also make some money from the crafts production process as a part-time job. the results of interviews or interview transcripts after data reduction with the second subject are as follows: r : did you make a decision for all the motifs mam? s2 : unfortunately not. somebody designed it, i simply follow the pattern carefully. r : how fast do you finish one piece of tapis craft, ma'am? s2 : i'm not sure, ma'am, because this is a part-time job, if you don't have any work, you can do it sometimes for a week, half a month and even more. the production is always in progress while taking care of children, or doing the other housework, but not during the coffee harvest season. i prefer to be there for making more money during the season. interviews were also conducted with craftsmen in the village of gumukrejo, pringsewu pagelaran, lampung province, indonesia. these craftsmen work on tapis to fill their spare time while looking after their children. as shown in the conversation below, for more effective data usage. r : what are the tools needed to make lampung tapis crafts? s3 : the tools used in the manufacture of this tapis include scissors, needles, gold thread, and sewing thread, a table r : how did you determine the motif on the lampung tapis? s3 : you did not determine your own motif, but the motif that you made was determined from the tapis production at the gumuk rajin tapis lampung production house in bandar lampung city. so, mom just does it without determining her own motive and when it finished, she sends it to the city because she is only a home craftsman. r : what motif are you making right now and how long does it take to finish one tapis? s3 : mother is making tapis with the motif of matta kibaw a combination of gunungan and jasmine, usually it takes you three weeks to complete one tapis with a length of up to 1 meter. 90 lisnani, theresia ningrum, agus suyono etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s based on the results of the three research subjects, the researchers got information about different things, namely the first informant about various motives and the second informant's price about the duration of making the filter. the third subject about tapis making techniques. the conclusion from the results of interviews with the three research subjects is to get to know seven types of tapis lampung and 6 motifs on tapis, recognize two-dimensional figures and also know the selling price of tapis. the types of lampung tapis are presented in table 1. table 1. types of tapis lampung no types of tapis lampung figure of tapis lampung interview result 1 tapis raja tunggal this tapis is in the form of a warp weft is woven sarong, the basic material of which is cotton, with horizontal stripes of red, green, yellow, and black colors. this ornament is embroidered with gold thread and cotton thread. the motives are people on a boat, people waiting for horses, pucuk rebung, stars and pilin. it is usually used by the wife of the eldest relative in traditional ceremonies such as marrying children or taking titles. 2 tapis raja medal this tapis is a warp weft sheath. the basic material is cotton yarn, horizontally striped in red, black, yellow, and green colors. the motive is that the person on the top of the rato is pulled by people, ayam nyecak konci and pucuk rebung. 3 tapis laut linau this tapis is a warp weft woven sheath. the base material is cotton thread with horizontal stripes in black, brown, blue, red and pink colors. the motifs used are pucuk rebung, rhombus, sasab, and butterflies. this cloth is used by bridesmaids or when dancing cangget. 4 tapis laut silung this tapis is a warp weft woven sheath, the basic material of which is horizontally lined cotton yarn with red, mangosteen, dark blue and light blue colors. the motifs include tajuk berayun, pucuk rebung, susun, sasab, rhombus. this cloth is worn by the wives of distant relatives and the bridesmaids of cangget dancers. 5 tapis jung sarat this tapis is a warp weft woven sheath. made of cotton thread with horizontal stripes in red, brown and white colors. the motives include pucuk rebung, sasab, matta kibaw. the cloth worn by the bride and groom during traditional ceremonies. indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 91 no types of tapis lampung figure of tapis lampung interview result 6 tapis balak this tapis is a warp weft woven sheath. the basic material of the cloth is cotton yarn with large and small horizontal stripes in light brown, dark brown, red and blue colors. the motifs are sasab with a canopy texture on a small sasab, pilin motifs, naga motif, tajuk berayun motif, and glass patches with red and green colored threads. this cloth is worn by women who are old and balanced. 7 tapis cucuk andak this tapis is a warp weft woven sarong with the basic cloth of horizontally striped cotton thread and the colors are red, black, yellow, and brown. the motifs used are sasab pucuk rebung, iluk keris, bunga motif, and moci patches. this cloth is used by the balancer while the motifs or patterns onon tapis lampung, are generally described in table 2 as revealed by barkah (2019). table 2. motifs and philosophical meaning of tapis motifs no tapis lampung motifs image of tapis lampung motifs interview result 1 sasab motif the motif is a motif made of gold threads arranged horizontally on the base cloth. the width ranges from 2-10 cm. 2 pucuk rebung motif the motif is also called the canopy motif, which symbolizes life and strength that comes from within. 3 naga motif the motif symbolizes greatness which is also the influence of culture from china. 4 hewan tunggangan motif this motif symbolizes a person's degree in indigenous peoples. 5 unggas atau burung motif this motif is a symbol of greatness and majesty 6 antik bunga motif this motif symbolizes beauty 7 matta kibaw motif this motif is found in the type of tapis jung sarat cloth which is usually worn by brides during traditional ceremonies. 92 lisnani, theresia ningrum, agus suyono etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s the results of observations, it can be found the results of observations made by researchers. this validation sheet has been validated by a teacher who is competent in his field. the results of the observations are as in table 3. table 3. observation results of tapis lampung motifs no observed object results documentation mn mathematics concept notes bbservation 1 mata kibaw motif 1. equal triangle foot 2. trapezoid elbow 3. trapezoid isosceles 4. rectangle this motif is found in 3 twodimensional figures, namely triangles, trapezoids, and rectangles. 2 antik bunga motif 1. rhombus 2. trapezoid isosceles 3. triangle 4. rectangle 5. square this motif is found in two different tapis colors. although the colors are different, the patterns and shapes and sizes are the same. in this motif found five shapes of twodimensional figures. 3 hiasan dinding “kaligrafi” motif 1. kite 2. equal triangle foot this motif usually contains the scriptures of the quran. in the motif, only two shapes of twodimensional figures are twodimensional figure 4 tumpal motif 1. equal triangle foot 2. equal triangle side 3. rhombus 4. circle this motif has four shapes of two-dimensional figures found in this motif. 5 kotak motif 1. square 2. equal triangle foot this motif has two shapes of two-dimensional figures found in this motif. 6 pucuk rebung motif 1. square 2. triangle 3. rectangle in this motif found two shapes to two-dimensional figures. two-dimentional figure on tapis lampung motif in every tapis motif encountered by the researcher during the research, a two-dimensional figure was found on the tapis motif. in figure 1 describes matta kibaw motif have the twodimensional figure obtained are isosceles triangles (figure 1a), right-angled trapezoids (figure 1b), isosceles trapezoids (figure 1c), rectangles (figure 1d). indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 93 (a) isosceles triangle (b) elbow trapezoid (c) isosceles trapezoid (d) rectangular figure 1. the two-dimentional figure on matta kibaw tapis motif figure 2 describes the two-dimentional on the antik bunga tapis motif with a floral theme, namely the red lampung tapis, the researchers found a two-dimensional figure in the form of a rhombus (figure 2a), isosceles trapezoid (figure 2b), square (figure 2c), triangles (figure 2d), and rectangles (figure 2e). (a) rhombus (b) trapezoid (c) rectangle (d) triangle (d) rectangular figure 2. the two-dimentional figure on antik bunga tapis motif figure 3 describes the two-dimentional on the pucuk rebung tapis motif, it can be seen that there are types of two-dimensional figures that exist in the motifs in the form of a square (figure 3a), an isosceles triangle (figure 3b), and a rectangle (figure 3c). 94 lisnani, theresia ningrum, agus suyono etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s (a) rectangle (b) isosceles triangle (c) rectangular figure 3. the two-dimentional figure on pucuk rebung tapis motif figure 4 describes the two-dimentional on hiasan dinding tapis motif, there are several twodimensional figures in the form of a kite (figure 4a) and an isosceles triangle (figure 4b). according to the results of the interview, hiasan dinding motif is a modified motif. the kaligrafi motif on tapis lampung is usually used for wall decoration in homes. (a) isosceles triangle (b) isosceles triangle figure 4. the two-dimentional figure on hiasan dinding tapis motif figure 5 describes the two-dimentional on the kotak tapis motif, there are various shapes of two-dimentional figures in the form of squares (figure 5a) and isosceles triangles (figure 5b). (a) square (b) isosceles triangle figure 5. the two-dimensional on figure kotak tapis motif figure 6 describes the two-dimensional on the tumpal tapis motif, there are various twodimentional figures in the form of isosceles and equilateral triangles (figure 6a), rhombuses (figure 6b), and circles (figure 6c). rectangle indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 95 (a) isosceles triangle and equilateral triangle (b) isosceles triangle (c) rectangular figure 6. the two-dimentional figure in tumpal tapis motif social arithmetic through tapis lampung motifs the tapis that has been finished being made by the tapis craftsman is then handed over to the tapis production house, from the tapis production house, then the tapis is sold to the public at different prices. one of the production houses that sells tapis lampung, which is located in the wates district, pringsewu lampung, is precisely located near the rest area in the pringsewu district. the selling price of tapis and even then varies depending on the motif of the tapis and the results of the tapis can be made of various crafts, such as purses and bags. the selling price of tapis can be seen in table 4. table 4. selling price of tapis lampung no tapis motifs selling price 1 antik bunga motif rp. 1.300.000 2 kotak motif rp. 750.000 3 kaligrafi motif rp. 650.000 4 tumpal motif rp. 350.000 5 matta kibaw motif rp. 2.500.000 6 pucuk rebung motif rp. 600.000 in the data described in table 4, it can be seen that each motif has a different price. the price of each motif is different because each motif has its own characteristics, the method of manufacture, and the level of difficulty and complexity of each different motif. so that's what causes each motif on tapis to have a different price. the tapis lampung that is sold has other features because this tapis is done by following a pattern that has been made or using manual tools. in addition, the finished lampung typical tapis can be processed into various forms of crafts. one form of craft that can be made is a tapis bag or purse. the following is a list of selling prices for each form of bag or wallet made of lampung tapis. the selling price of tapis craft in the form of wallets and bags is listed in table 5. isoceles triangle equilateral triangle 96 lisnani, theresia ningrum, agus suyono etnomathematics: exploration tapis lampung on two-dimentional figure and social arithmetic’s table 5. selling prices of bags and wallets based on tapis lampung no lampung tapis craft form pictures of lampung tapis crafts selling price 1 tapis bag the average price of a tapis bag = rp. 300,000 2 tapis purse size s = rp.150.000 size m = rp. 200.000 size l = rp. 300.000 many previous studies on ethnomathematics in teaching and learning for mathematics teachers, such as research by sunzuma & maharaj (2020) which studies xploring zimbabwean mathematics teachers’ integration of ethnomathematics approaches into the teaching and learning of geometry. sunzuma et al (2021) reviewed a comparison of the effectiveness of ethnomathematics and traditional lecture approaches in teaching consumer arithmetic: learners’ achievement and teachers’ views. osorio (2016) discuss the importance of the indigenous gunadule school curriculum min alto cayman, south america considering the sociocultural, ethnomathematics, and inculturation perspective. mania & alam (2016) showed that teachers’ perception toward the use of ethnomathematics approach in teaching math. that means the researchers in many countries in the world have realized the significance of exploring ethnomathematics in the culture of society in their country. the overall results of this study explain that mathematics and culture are parts that are integrated with each other in mathematics learning and can be developed in the future in mathematics learning at various levels, especially elementary school level. conclusion based on the results of the ethnomathematical exploration in tapis lampung, ithe researchers conclude there was ethnomathematical content in the form of cultural and mathematical integration that were interrelated with each other. the cultural content is that tapis lampung is often used at official events in the form of traditional ceremonies and weddings and there is a philosophical meaning in each lampung tapis motif. mathematical content obtained from the results of this study is geometric geometry and social arithmetic in learning mathematics at the elementary level. the mathematical content is obtained from tapis motifs are two-dimensional figure. the types of two-dimensional figures found in the tapis motif are: triangular, trapezoidal, rectangular two-dimensional figures on the matta kibaw motif; two-dimensional figure rhombus, trapezoid, triangle on the antik bunga motif; rectangular, triangular on the pucuk rebung motif; kite on a hiasan dinding kaligrafi motif; build squares, triangles on the kotak motif; triangle, rhombus, circle on a tumpal motif. futhermore, each tapis motif can be sold at different prices and besides that tapis lampung can be made into wallets and bags which are sold at different prices depending on the indomath: indonesia mathematics education – volume 5 | issue 2 | 2022 97 motif and the level of complexity of the motif, indicating the concept of social arithmetic especially selling price and buying price. acknowledgement the researchers would like to thank all parties who are willing to be research subjects/informants in this study, especially tapis craftsmen and tapis house owners so that this research can be completed properly and smoothly. references agustina, l.o., sunardi, & susanto. 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(2015). penerapan aritmetika modulo dalam budaya primbon jawa. prosiding seminar nasional matematika dan pendidikan matematika. isbn no. 978-979-028-728-0. hal. 664-673. https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 109 – 122 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style kamilia rahmah university of muhammadiyah malang, kamiliarahmah1410@gmail.com siti inganah* university of muhammadiyah malang, inganah@umm.ac.id rani darmayanti university of muhammadiyah malang, ranidarmayanti90@webmail.umm.ac.id rahmad sugianto university of muhammadiyah malang, rahmadsugianto91@webmail.umm.ac.id choirudin institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia choirudiniaimnumetro@gmail.com eka fitria ningsih institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia ekamatika@gmail.com abstract the purpose of this study was to describe students' mathematical problem solving based on apos theory in the form of kolb's learning style. the research type is qualitative with a descriptive approach. the subjects of this study were four students who represented each of kolb's learning styles. data collection techniques in this study used kolb's learning style questionnaire, apos theory-based problem-solving aptitude test, and unstructured interviews. this research analyzes data to reduce, present, and conclude. the study results concluded that the subject of assimilator and converger learning styles could solve problems correctly from the action, and process, while the object has not been able to because there are still errors in calculating absolute values and errors in inputting 𝑥𝑖 and schema stages, although with different problem-solving steps. issues with the type of accommodation and diverger learning styles can only solve problems correctly at the action, process, and object stages, while for the schema stage, they have not been able to provide correct solutions. keywords: apos theory, kolb learning style problem solving ability abstrak lemahnya kemampuan pemecahan masalah membuat siswa belum bisa menyelesaikan matematika dan belum mengetahui tahapan yang akan dikerjakan terlebih dahulu. tujuan penelitian ini ialah mendeskripsikan pemecahan masalah matematis siswa berbasis teori apos pada gaya belajar kolb. jenis penelitian ini adalah kualitatif dengan pendekatan deskriptif. subjek penelitian ini hasil angket gaya belajar kolb yaitu empat siswa yang mewakili masing-masing indikator gaya belajar kolb dengan memperoleh kategori tertinggi serta diambil berdasarkan atas saran dari guru. teknik pengumpulan data dalam penelitian ini menggunakan angket gaya belajar kolb, tes bakat pemecahan masalah berbasis teori apos, dan wawancara tidak terstruktur. analisis data penelitian ini adalah mereduksi data, menyajikan data, dan menarik kesimpulan. berdasarkan hasil penelitian disimpulkan bahwa subjek gaya belajar asimilator dan konvergen dapat mengerjakan masalah dengan tepat mulai tahap tindakan, tahap proses, tahap objek, dan tahap skema meskipun dengan langkah pemecahan masalah yang berbeda. subjek dengan tipe gaya belajar accomodator mailto:kamiliarahmah1410@gmail.com mailto:ranidarmayanti90@webmail.umm.ac.id mailto:choirudiniaimnumetro mailto:ranidarmayanti90@webmail.umm.ac.id mailto:ekamatika mailto:ranidarmayanti90@webmail.umm.ac.id 110 kamilia rahmah, siti inganah, rani darmayanti, rahmad sugianto, choirudin, and eka fitria ningsih analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style dan diverger hanya mampu menyelesaikan masalah dengan benar pada tahapan aksi, dan proses sedangkan objek belum mampu karena masih terdapat kesalahan dalam menghitung nilai mutlak dan kesalahan mengimput 𝑥𝑖, sedangkan untuk tahapan skema belum mampu memberikan solusi yang tepat. dalam penelitian ini menyarankan untuk membuat soal lebih dalam lagi dengan mengacu pada indikator apos. keywords: gaya belajar kolb, kemampuan pemecahan masalah, teori apos introduction according to the regulation of the minister of national education of the republic of indonesia number 22 of 2006, it is explained that one of the objectives of learning mathematics in schools is for students to acquire problem-solving skills, including understanding. problems, designing mathematical models, refining the models, and interpreting the solutions obtained. depending on the objectives of learning mathematics, it requires students to have special skills, namely solving mathematical problems is a must that must be achieved in learning mathematics (ibrahim et al, 2021. but real problem solving is one of the most challenging skills for students to learn (amam, 2017; fuchs et al., 2019; efriana, 2021; izzatul & istiqlal, 2019; rinaldi & afriansyah, 2019; septian et al, 2022). if the student's problem-solving ability is low, the objectives of the educational pillars that have been described previously will not be achieved. besides that, the direct impact that can be seen on students' mathematics learning achievement is low (dewi et al., 2020; kristina & widodo, 2018; mulhamah & putrawangsa, 2017; oktaviyanthi & agus, 2019; puadi & habibie, 2018). students often could not complete mathematics due to weak problem-solving skills and not knowing the stages to do first (siswanto et al, 2018; mustafia, 2018; turyanto, 2019). practical problem solving is impossible to ignore because problem-solving is not only a skill taught and used in mathematics but also incorporated into students' daily situations or decision contexts so that problem-solving capabilities can help individuals solve their problems. therefore, the teacher's task is significant in developing students' problem-solving abilities (murwaningsih et al., 2014; astutiningtyas, 2017; pujiastuti, 2020; masfufah et al., 2021; widodo et al, 2021). the description above shows the importance of developing and improving students' problem-solving abilities because by being equipped with problem-solving skills, students can solve everyday mathematical problems, so they no longer think that mathematics is just a theoretical concept, useless in learning. everyday life. problem-solving skills are not just in systematically solving problems on the given material but can model, find concepts, simplify, and use ideas in solving more complex issues (beghetto, 2018; rinaldi & afriansyah, 2019). yarmayani (2016) states that students can solve mathematical problems when they can understand and find the right strategy to apply to situation solving. the ability to solve mindless problems well also affects better academic performance in mathematics. the outline of learning mathematics is the ability to solve mathematical problems routinely or non-routinely in everyday life (lestari & rosdiana, 2018). cooney revealed that students' mathematical problem-solving skills are more analytical in making life decisions and become a reference for understanding a mathematical concept, so it is necessary to analyze the possibilities. students' problem-solving abilities for mathematical concepts. indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 111 ningsih (2016) suggests that it can be used in the apos step to determine how students understand mathematical concepts such as algebra, statistics, analysis, and other mathematical topics. apos is a constructivist theory in teaching the studied mathematical concepts. apos theory indicators (action, process, object, and schema) measure problem-solving ability. lestari (2015) revealed that during the action phase, object transitions were deemed necessary by individuals and groups according to step-by-step procedures on how to perform operations. process steps are mental constructs that occur internally when a person can repeatedly achieve a level of action. the object stage can be understood as something that is the result of mental construction that has been implemented in the process stage. a schema is a collection of actions, processes, and objects that are encapsulated in a schema. therefore, apos theory can be used as an analytical tool to find solutions for students' mathematics learning. learning styles are central to the development of achievement in the workplace, school, and interpersonal situations. according to (deporter & hernacki, 2000), in learning, everyone tends to have one learning style, both in communication and processing. each individual's learning style can show the best and fastest process for each student in the effort to absorb information. one of the appropriate learning styles is the kolb learning style, which consists of four types: diverger, assimilator, converger, and accommodations (alqahtani & al-gahtani, 2014; d’amore et al, 2012). research related to the analysis of mathematical problem-solving abilities has been carried out. ariawan & nufus's (2017) study shows that the higher the mathematical problem-solving ability, the higher the students' mathematical communication skills. research kurniawan & setiawan (2019) on solving mathematical problems of junior high school students have carried out with the help of contextual questions on flat-sided geometry with the result that the mathematical problem-solving ability of junior high school students was still relatively moderate, so efforts were needed to improve. research that links mathematical problem-solving abilities with apos theory has been carried out. jazim et al (2021) showed that students with field-independent cognitive styles in solving mathematical problems could go through all apos theory stages, including the steps of action, process, object, and schema, properly and correctly. students with field-dependent cognitive styles in solving mathematical problems can go through all apos theory stages, including the action, process, object, and schema stages, but mistakes are still made at the process and object stages. anam et al (2018) researched students' mathematical problem-solving abilities based on the apos theory in the florence littauer personality type by showing the results that not all florence littauer personality types can meet all the indicators of the florence littauer theory. research on problemsolving abilities associated with apos theory in learning style has not been studied. thus, research on students' mathematical problem-solving skills based on apos theory in terms of kolb's learning style is the novelty of this study. based on the background of the problem, the researcher tried to analyze the students' mathematical problem solving based on the apos theory in terms of kolb's learning style. therefore, according to david kolb, it is necessary to research various learning styles in learning mathematics. this study aims to describe students' mathematical problem-solving abilities based on apos theory in the kolb learning style. 112 kamilia rahmah, siti inganah, rani darmayanti, rahmad sugianto, choirudin, eka f. ningsih analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style methods this type of research is qualitative with a descriptive approach. the population in this study was class viii students consisting of 15 students at the assyifa learning center pasuruan foundation, with the trial subjects in this study being four students. the selection and determination of the research trial subjects were carried out after 15 students filled out the questionnaire that had been provided. after that, the type of learning style of each student will be known. furthermore, of each kind of kolb learning style consisting of four research subjects with assimilator, accommodator, converger, and diverger learning styles, one student with a high category will be taken. the assimilator indicator is in a formal learning situation (tenri awaru et al, 2020). he prefers to read, teach, explore analytical models, and take the time to think about things in depth. the indicator of the accommodator is that in formal learning situations (adam, 2019), he prefers to work with others to complete tasks, set goals, do fieldwork, and test various problem-solving. convergence indicates that he tends to experiment with new ideas, simulations, and practical applications in formal learning situations (kolb, 2014). diverger indicators are in legal learning situations. he prefers to work in groups and receive personal feedback. he can listen with an open mind (azrai et al, 2017; 2018). data collection techniques in this study were using a learning style questionnaire, a problemsolving ability test based on apos theory, and unstructured interviews. the questionnaire used is kolb's learning style questionnaire with a likert scale. the results of this kolb learning style questionnaire, to take the research subject are four students who represent each kolb learning style indicator by having the highest criteria and bringing this subject is also based on the teacher's suggestion. furthermore, the four students were given a problem-solving ability test based on the apos theory used in this study in the form of a description test question of 1 question containing the apos theory indicators. this test aims to determine the problem-solving ability based on apos theory regarding kolb's learning style. after being given a test for the four students, interviews were conducted to obtain more detailed or in-depth information about problem-solving abilities based on apos theory. apos indicators are actions, processes, objects, and schemas. action is to determine what is known and answered. the process is to explain the troubleshooting steps of the test. the thing solves the problem with the stages of completion coherently and clearly. schema is to explain back the results of his work. the instrument used in this research is a kolb learning style type questionnaire to classify the types of student learning styles. then the test instrument to determine students' mathematical problem-solving abilities based on the apos theory used a description question to strengthen and clarify answers, using an interview guide that contained an outline of questions about how to solve the problems he was working on. problem-solving test questions do the method of data collection. furthermore, one student will be selected from each kolb learning style and the results of problemsolving tests to participate in the interview stage. after the data is collected, the data analysis procedure is carried out based on the data analysis conducted by miles & huberman, which consists of data reduction, data presentation, and conclusion drawing. data reduction in this study includes activities involving selecting, focusing attention, simplifying the raw data in the field, abstracting, and transforming. the presentation of the indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 113 data is to analyze the problem-solving ability based on the apos theory of the four categories of kolb's learning style. the data can be in the form of a description and the relationship between various learning styles. drawing conclusions based on verification of the collected data analysis results because the previous data are provisional and not strong without consistent evidence. furthermore, concluding the study aimed to describe problem-solving abilities based on apos theory in kolb's learning style. results and discussion the results of this research and data analysis were based on data obtained when research at the assyifa learning center foundation in pasuruan was conducted in february 2022. the research was carried out in class viii with different public and private schools to determine the diversity of kolb learning styles. in this study, only four students were taken to make the research subjects. subjects were selected based on the results of kolb's learning style questionnaire by having a high category for each type of learning style, namely assimilator, accommodator, converter, and diverger. so that it was obtained four students from the results of the kolb learning style questionnaire analysis, which had a high category and supported this research as well as the agreement with the teacher, namely as was a student with an assimilator learning style type, ak was a student with an accommodator learning style type, ko was a student with a converger learning style. and di are students with divergent learning styles. the problem-solving ability test based on the apos theory used in this study was a test question in the form of a description of 1 question containing apos indicators, namely action, process, object, and schema. this interview was conducted to obtain indepth or detailed information about problem-solving abilities based on apos theory. problem-solving ability based on apos theory with assimilator learning style type figure 1. us student answer sheet with assimilator learning style action process object schema 114 kamilia rahmah, siti inganah, rani darmayanti, rahmad sugianto, choirudin, eka f. ningsih analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style based on the results of as' work, students could give the correct answer in the action stage. at the time of the interview, us students initially did not know the information about the median, but when the researcher asked for more details, the sk students could answer the questions fluently and accurately. at this stage of the process, students answered correctly in determining the median formula and looking for the average value of the bridge card. at the time of the interview, us students can mention the method used in working on the problem using the me formula to find the value of p and q, the value of r, and the average value of the bridge card. at the object stage, students can determine the formula for the average deviation value, which previously looked for the average value of the bridge card value, and can correctly complete the sr (average deviation) results. at the time of the interview, as students could explain well the method used in determining the value of s-r (average deviation) and calculating the absolute value of the mean deviation, which they could understand. at the schema stage, as students answer correctly and can explain the results of their work. at the time of the interview, us students can explain the answers they get from beginning to end so that they get the correct conclusions and answers and try to recheck the work from the start. this is supported by research by ghufron & risnawita (2014) that individuals with the assimilator type have advantages in understanding various presentations of information collected from multiple sources. the similarity of these studies is that the assimilator style type has advantages in presenting and collecting data from multiple sources—problem-solving ability based on apos theory with the accommodator type of learning style. problem-solving ability based on apos theory with accommodator type of learning style figure 2. ak student answer sheet with the accommodator learning style action process object schema t indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 115 based on the results of ak's work, at the action stage, students could give correct answers, namely the value of the bridge card, p = q, r = 2p + 3q – 12, and the median, and wrote down what was asked. at the time of the interview, ak students initially did not know the information about the median on the question, but when it was read and understood again, ak students were able to answer questions smoothly and precisely. at this stage of the process, students answered correctly in determining the median formula and looking for the average value of the bridge card. at the time of the interview, ak students can mention the method used in working on the problem using the me formula to find the values of p and q, the value of r, and the average value of the bridge card. at the object stage, ak students can determine the formula for the average deviation value, which previously looked for the average value of the bridge card, and can complete the s-r (average deviation) correctly. at the time of the interview, ak students can explain well the method used in determining the value of s r (average variation) and in calculating the absolute value of the average deviation can be understood and understood. it can relate the results of the average weight to the deviation formula average. this is in line with apiati & hermanto's (2020) research being able to answer the questions he made using the right, complete and correct strategy. at the schema stage, the ak students have not written the conclusion. there is an error in the inputting process in one of the scores on 𝑥𝑖 and resulting in the wrong final answer. at the time of the interview, ak students had not been able to explain the answers to the conclusions, which resulted in errors in calculating the final results, and ak students rushing to work on the questions resulted in incorrectly inputting the value on one of the scores 𝑥𝑖and not checking the work again from the beginning. hakima's (2020) shows the accommodator learning style has not been able to provide appropriate conclusions. according to the study of fuad (2015) the accommodator is more appropriate if the way of learning is by using problem-solving methods. problem-solving ability based on apos theory with converger learning style type figure 3. ko student answer sheet with the converger learning style action process object schema t 116 kamilia rahmah, siti inganah, rani darmayanti, rahmad sugianto, choirudin, eka f. ningsih analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style based on the results of the knockout work, the students could give the correct answer at the action stage. it was seen that the knockout wrote what was known on the problem, but there was a piece of information that had not been written down, namely the bridge card value in the worksheet. during the interview, the knockout students did not write down some information because they were in a hurry to work on the problem. however, the knockout can understand what is known and asked in this problem. at this stage of the process, students answered correctly in determining the median formula and looking for the average value of the bridge card. at the time of the interview, knockout students were able to understand the concept of finding the value of p, and q, using the median formula and seeing the value of r by entering the values of p and q at r = 2p + 3q – 12 and looking for the average value of the bridge card. at the object stage, students can determine the formula for the average deviation value, which previously looked for the average value of the bridge card value, and can correctly complete the sr (average deviation) results. at the time of the interview, knockout students were able to explain well the methods used in determining the value of s r (average deviation) and calculating the absolute value of the average deviation. they could be understood and understood. at the schema stage, knockout students answer correctly and can explain the results of their work. at the interview, knockout students can present their answers from beginning to end, starting from what is known, asked, concepts and working procedures so that they get the correct conclusions and answers and try to recheck the work from the beginning. this is in line with what ghufron & risnawita (2014) said: individuals with the converger type usually have good problem-solving and decision-making abilities. this is also supported by research by azrai et al. (2018) that the convergent learning style in decisionmaking can issue ideas with good abilities. problem-solving ability based on apos theory with diverger learning style type figure 4. student answer sheet di with the learning style divergent action process object schema t indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 117 based on the results of di's work, the students could give correct answers at the action stage. it was seen that di wrote what was known on the problem, but part of the information had not been reported, namely the bridge card value, and the median explanation, which was 5, was unclear. it should be written me = 5, between p and q. at the interview, di students did not write down some information because they were in a hurry to work on the problem. however, in this problem, di can understand what is known and asked. at this stage of the process, students answered correctly in determining the median formula and looking for the average value of the bridge card. at the time of the interview, di students were able to understand the finding value concept of p, and q, using the median formula and seeing the value of r by entering the value of p and q at r = 2p + 3q – 12 and looking for the average value of the bridge card. at the object stage, students can determine the formula for the average deviation value, which previously looked for the average value of the bridge card value, and can correctly complete the sr (average deviation) results, but there is an error in calculating absolute, namely |𝑥𝑖 − 𝑥𝑛| and get an error in inputting the value of 𝑥𝑖. at the time of the interview, di students could explain well the method used in determining the value of sr (average deviation) value, but di students were still hesitant to calculate the absolute value on the average variation resulting in wrong at the schema stage, di students have not written the conclusion, and there is an error in calculating process the absolute value, namely |𝑥𝑖 − 𝑥𝑛| and there is an error in the process of inputting one of the values in 𝑥𝑖. at the time of the interview, di students can explain well the method used in determining the sr value (average deviation), but the results of the conclusion that there are still errors in calculating the absolute value of di students do not understand the calculation of total value and rush to work on questions resulting in incorrectly inputting the weight on one value 𝑥𝑖 and they were not checking again. this is in line with af-idah & suhendar's (2020) research that students were less precise in writing the results during the completion process. it could be concluded that students were less thorough in providing completion results, so the schema stage had not been appropriately fulfilled even though the final answer to the problem was correct. hakima's (2020) research shows that the diverger type of learning style cannot provide good final results. table 1 shows the similarities and differences in the results of student answers based on the type of kolb learning style with problem solving test questions based on the apos theory. table 1. table 1 similarities and differences in student answers based on kolb's learning style learning style action process object scheme assimilator students can answer what is known and answered according to the questions correctly students answered correctly in determining the median formula and looking for the average value of the bridge card students can determine the formula for the average deviation value previously looking for the average value of the bridge card and can correctly complete the s r (average deviation) results. students answer conclusions correctly and can explain the results of their work. 118 kamilia rahmah, siti inganah, rani darmayanti, rahmad sugianto, choirudin, eka f. ningsih analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style learning style action process object scheme accommodator students can answer what is known and answered according to the questions correctly students answered correctly in determining the median formula and looking for the average value of the bridge card students can decide on the procedure for the average deviation value previously looking for the average value of the bridge card and can correctly complete the s r (average deviation) results, but there is an error in importing 𝑥𝑖 that is |12 − 6,6| by generating 5,4 resulting in a calculation error. the student has not written the conclusion. there is an error in the process of inputting one of the scores xiand the result is an incorrect final answer. converter students can answer what is known and answered according to the questions correctly students answered correctly in determining the median formula and looking for the average value of the bridge card students can determine the formula for the average deviation value previously looking for the average value of the bridge card and can correctly complete the s-r (average deviation) results. students answer conclusions correctly and can explain the results of their work. diverger students can answer what is known and respond according to the questions correctly. however, there is still information that has not been written, namely the value of the bridge card and the explanation of the median, namely 5, which is unclear. it should be noted that me = 5 is between p and q. students answered correctly in determining the median formula and looking for the average value of the bridge card. students can determine the formula for the average deviation value previously looking for the average value of the bridge card and can correctly complete the sr (average deviation) results, but there is an error in calculating absolute, namely |𝑥𝑖 − 𝑥𝑛| and get an error in inputting the value of 𝑥𝑖. students have not written the conclusion, and there is an error in the process of calculating the absolute value, namely |𝑥𝑖 − 𝑥𝑛| and there is an error in the process of inputting one of the values in 𝑥𝑖. equality the assimilator, converger, accommodation, and diverger indicators can correctly write down what is known and asked. the assimilator, converger, accommodation, and diverger indicators can determine the median formula and find the average value of the bridge card the assimilator, and converger, indicators can determine the formula for the average deviation value, which previously looked for the average value of the bridge card and can complete the sr (average deviation) correctly. the assimilator and converger indicators can answer conclusion correctly and can explain the results of their work indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 119 learning style action process object scheme difference overall, the diverger indicator can write down what is known and asked correctly, but there is still information that has not been written. overall, the four indicators of learning style have been able to answer the process. on the accommodation and diverger indicators, there are still errors in absolute calculations, namely |𝑥𝑖 − 𝑥𝑛| and get an error in inputting the value of 𝑥𝑖. on accommodation, the conclusion has not been written, and there is an error in the process of inputting values 𝑥𝑖 and results in the definitive answer being wrong. and the diverger has not written the conclusion, and there is an error in the process of calculating the absolute value, namely |𝑥𝑖 − 𝑥𝑛| and there is an error in the process of inputting one of the values in 𝑥𝑖. using the apos theory in problem-solving, it is possible to find student errors in solving problems on questions using the apos indicator. in this study, it is suggested to go deeper in making questions by referring to the apos indicator. conclusion the results of data analysis in the discussion, conclusions that can be drawn on students' problem-solving abilities based on apos theory (action, process, object, schema) in terms of the type of kolb learning style. based on the four research subjects, each of which represents the type of kolb's learning style, namely diverger, assimilator, converger, and accommodations. subjects with assimilator and converger learning styles have matched the indicators of each step of the apos theory with different problem-solving steps. however, the type of learning style accommodation and the diverger does not meet all the apos theory step indicators. however, it has been completed in the action, process, and object steps, while the schema step has not been able to complete it correctly and correctly. in this study, it is suggested to go deeper in making questions by referring to the apos indicator. references adam, i. 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(2016). analisis kemampuan pemecahan masalah matematis siswa kelas xi mipa sma negeri 1 kota jambi. jurnal ilmiah dikdaya, vol 6(2), 12–19. 122 kamilia rahmah, siti inganah, rani darmayanti, rahmad sugianto, choirudin, eka f. ningsih analysis of mathematics problem solving ability of junior high school students based on apos theory viewed from the type of kolb learning style http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2021, pp. 139-150 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. improving mathematical analogy ability: an exploration-based learning model nenden mutiara sari universitas pasundan, nenden.mutiara@unpas.ac.id hanhan subhan munawar sma negeri 1 cikalongwetan abstract mathematical analogy ability is the ability needed to solve mathematical problems. however, students' mathematical analogy abilities are still relatively low because of the difficulty of students finding similar problem solving patterns from two or more similar problems. this study aims to analyze the differences in the improvement of mathematical analogy abilities that received snow cube throwing based on exploration (sctbe), exploratory and expository learning reviewed as a whole, and by school category. this study is a quasi-experimental study with a non-equivalent pretest and posttest control-group design. the research subjects were students of class viii from three school levels in cimahi city. overall, the results showed that students who received sctbe and expository learning improved mathematical analogy abilities and were better than students who received exploratory learning. reviewed by school category, sctbe learning is more suitable for middle category schools with active and independent characteristics. research result shows that exploratory learning that is presented in a pleasant atmosphere will increase student engagement, so that it has an impact on increasing students' mathematical analogy abilities. keywords: exploratory learning, mathematical analogy ability, snow cube throwing learning. abstrak kemampuan analogi matematis merupakan kemampuan yang dibutuhkan untuk menyelesaikan masalah-masalah matematika. namun, kemampuan analogi matematis siswa masih tergolong rendah karena sulitnya siswa menemukan keserupaan pola penyelesaian masalah dari dua atau lebih masalah yang serupa. penelitian ini bertujuan menganalisis perbedaan peningkatan kemampuan analogi matematis yang mendapat pembelajaran snow cube throwing berbasis eksplorasi (sctbe), eksploratif dan ekspositori ditinjau secara keseluruhan dan berdasarkan kategori sekolah. penelitian ini merupakan penelitian kuasi eksperimen dengan rancangan non-equivalent pretest and posttest controlgroup design. subjek penelitian adalah siswa kelas viii dari tiga level sekolah di kota cimahi. hasil penelitian menunjukkan bahwa: secara keseluruhan peningkatan kemampuan analogi matematis siswa yang memperoleh pembelajaran sctbe dan ekspositori lebih baik dari siswa yang memperoleh pembelajaran eksploratif; ditinjau berdasarkan kategori sekolah, pembelajaran sctbe lebih cocok digunakan pada sekolah kategori tengah yang memiliki karakteristik aktif dan mandiri. penelitian menunjukkan bahwa pembelajaran eksploratif yang disajikan dalam suasana yang menyenangkan akan meningkatkan keterlibatan siswa, sehingga berdampak pada peningkatan kemampuan analogi matematis siswa. kata kunci: pembelajaran eksploratif, analogi matematis, model pembelajaran snow cube throwing. introduction the way we think, communicate, convince the other person and draw conclusions is often based on analogy (azmi, 2017). the analogy is part of inductive reasoning, where the way to conclude is based on previously known facts. goswami (2004) reveals that reasoning by analogy is widely accepted as a core component of human cognition. analogous reasoning has long been believed to play an essential role in mathematics learning and problem-solving (genter, holyoak, & kokinov, 2001). in addition, hofstadter (pearse & walton, 2011) argues that analogy plays a vital role in problemsolving, decision making, perception, memory, creativity, emotion, explanation, and communication. analogies in mathematics can help students understand another material by looking for similarities in properties between the material being compared. (kariadinata, 2012). the explanation about the 140 nenden mutiara sari and hanhan subhan munawar improving mathematical analogy ability: an exploration-based learning model importance of analogy ability illustrates that students' mathematical analogy skills need to be developed in learning activities. analogy is part of inductive reasoning. reasoning is usually defined as an activity, process or activity of thinking to draw a conclusion based on several statements that are known to be true. based on this understanding, the analogy is part of the process of drawing conclusions. thus, mathematical analogy ability is defined as the ability to draw conclusions by comparing two different things by only paying attention to the similarities, but not paying attention to the differences (shadik, 2013). mofidi (2012) argues that analogical reasoning makes learning deeper and mathematical concepts can be stored in long-term memory. mathematical analogy skills have a significant role in solving mathematical problems, including the ability to use known problems that have identical structures in solving new problems (english, 2004). research conducted (sarina & namukasa, 2010) shows that an abstract mathematical concept can be more easily understood by making analogies related to the real world. the importance of the analogy ability is also shown from the preliminary study results: look at the picture below, calculate the area of the green and pink colored areas if the radius of the circle in problems 1 and 2 is 7 cm. problem 1 problem 2 figure 1. example-example of analogy problem one strategy to solve problem number 1 is to draw a square through the intersecting points. then the square is divided into four smaller squares. one small square is divided into three areas: two green areas and one area not colored (leaf). the combination of the colorless area and 1 part of the colored area on the small square is equal to the area of a quarter circle. so the area of one colored area in a small square is equal to the area of a small square minus the area of a quarter circle. problem number 2 can be solved with the same analogy as problem number 1. the trick is to draw a regular hexagon, then divide the hexagon into six equal triangles. by the same analogy, we can determine that half of the leaf is equal to the area of an equilateral triangle minus the area of one-sixth of the circle. the preliminary study results show that most students who can guess the solution strategy in question number 1 cannot make assumptions about the solution strategy in question number 2. even though question number 2 has the same completion pattern as problem number 1. students' mathematical analogy is still low. students with good analogy abilities will more easily solve problem number 2 if they already know the problem-solving strategy from number 1. the case above shows the importance of analogy skills in solving mathematical problems. in addition to the results of the preliminary study, the low ability of analogy is also shown from several research results such as (ningrum & rosyidi, 2013; azimi, 2016; ridhoi et al., 2020). so far, research related to analogy abilities has been carried out by several researchers such as: analysis of mathematical analogy abilities on several mathematical topics such as: trigonometry indomath: indonesia mathematics education – volume 4 | issue 2| 2021 141 (basir, ubaidah, & aminudin, 2018), algebra (daniarti & nursangaji, 2015), pyramids (nurhalimah & haerudin, 2021), quadrilateral (khotimah & sutirna, 2021), and build a flat side space (viniarsih, sugiatno & bistari, 2015). students' mathematical analogy profiles were reviewed based on: gender (ningrum & rosyidi, 2013), visualizer and verbalizer cognitive style (mawarni, 2020), davis keirsey personality type (widiyatmoko, 2020). the use of geogebra software to improve analogy abilities (salamah, nuriadin, & kurniasih, 2018; setiawati, 2019; sahadatina, 2018). efforts to improve analogy skills through the discovery method (sulhiah, 2019; rahman & maarif, 2014; maarif, 2016; irma, 2019). an effective way to train students' mathematical analogy abilities is to solve math problems with similar patterns and strategies. for this reason, a learning approach that can develop students' analogy abilities is needed. a learning approach that can help students practice finding patterns of solving a problem is an explorative approach. the reason for choosing this approach is that the explorative approach trains students to analyze/search for a particular pattern or information and make hypotheses related to the pattern found. some relevant research related to explorative learning is research (rohaeti, 2010; anwar, 2012; sari, 2015; maryam, atun & aeni, 2016; and huda, 2017). in this study, explorative teaching materials were presented on sheets of paper. usually, in one lesson, students can only solve 5-6 math problems. therefore, it is necessary to practice many math problems in every lesson to increase their learning achievement (wahyuni, 2016; kusumawati & irwanto, 2016; panggabean, & sumardi, 2018). on this basis, the snow cube throwing learning was chosen, facilitating students to practice many problems (sari, 2010). based on the explanation above, the researcher suspects that students will have good analogy skills when they learn by using snow cube throwing based on exploration (sctbe). therefore, this study aims to analyze the increase in the mathematical analogy ability of students who receive sctbe, exploratory (ef), and expository (ei) learning both as a whole and in terms of school categories. method the method used in this study was a quasi-experimental method with a non-equivalent control group design. the selection of a quasi-experimental design in this study was based on the difficulty of artificially creating groups.this design was the same as the pretest-posttest control group design, except that the experimental and control groups were not chosen randomly in this design. each research class was given a pretest and posttest to see the difference in the quality of improving their mathematical analogy abilities. this experimental activity was carried out for 5 weeks excluding pretest and posttest. this study compares mathematical analogy abilities in three groups, namely two experimental groups and one control group. the comparison of the similarities and differences of the three learning models is described in table 1. table 1. comparison among the three groups treatment learning sctbe explorative expository 142 nenden mutiara sari and hanhan subhan munawar improving mathematical analogy ability: an exploration-based learning model teaching materials five types of exploration-based teaching materials in 1 lesson 1 type of explorationbased teaching materials in 1 lesson ordinary teaching materials exercises problem-solving questions problem-solving questions problem-solving questions presentation of teaching materials sticked on a snow cube. printed on hvs paper sheets printed on hvs paper sheets learning process group discussion about teaching materials. 1 group consists of 2 students. group discussion about teaching materials. 1 group consists of 5 students. students pay attention to the teacher's explanation, then work on the questions given by the teacher. this study has three variables, namely the independent variable, the dependent variable, and the control variable. the independent variables are sctbe (x1), ef (x2), and ei learning, while the dependent variable is mathematical analogy ability (maa). the control variable in this study is the school category. to examine more comprehensively the rationale for the relationship between research variables, the researcher examines in terms of the school category. the selected schools are divided into three categories: the high, middle, and lower school categories, based on the national examination issued by the ministry of education and culture. the grouping of students is intended to find out more deeply about the differences in the improvement of students' mathematical analogy abilities between students who use sctbe, ef, and ei learning in each school category. this research was conducted in three public junior high schools in cimahi city. the sample selection in this study was based on stratified random sampling techniques and group-level random sampling techniques. samples were selected from three schools, namely by taking three classes in each school. the three classes each received sctbe learning, exploratory and expository learning, so that the total subjects selected were nine classes. the subjects in this study were 275 students of class viii. the instrument used in this study was a mathematical analogy ability test in the form of a description, which was arranged to measure the increase in students' mathematical analogy abilities before and after the learning process on circle material. before being used, the instrument has been validated internally, rationally, externally empirically and by asking for expert opinion regarding the contents of the instrument, which must be following the program design to be carried out and based on existing theories. at the same time, external validity is done by comparing the existing criteria in the instrument with empirical facts in the field. the results of the validity test showed that the expert gave uniform consideration to the validity of the face and content of the mathematical analogy ability test. these results are shown from the value of sig. greater than 0.05. this means that the mathematical analogy ability instrument is included in the valid category.the quantitative data analysis technique compares the increase in the mathematical analogy ability of the experimental class and control class students by using the three-average difference test for the independent sample. before the threeaverage difference test is carried out, the normality test and homogeneity test are carried out first as a condition for data analysis. indomath: indonesia mathematics education – volume 4 | issue 2| 2021 143 results and discussion to calculate the students' average n-gain maa, pretest and posttest maa data were used. in table 2, descriptive statistics of students' n-gain maa based on learning are presented. table 2. description of maa's n-gain based on learning statistics n-gain maa sctbe explorative expository average 0,36 0,29 0.34 standard deviation 0,15 0,13 0,13 total students 93 88 94 based on table 2, the mean n-gain of the sctbe group was higher than the average n-gain of the explorative and expository groups. besides the gain classification, there are different classifications between the sctbe, explorative and expository groups. the average n-gain of the sctbe and expository groups was in the medium category, while the exploratory group was in the low category. the increase in students' maa is marked by an increase in the average n-gain of each aspect of maa. sternberg (english, 2004) states that the components of the analogical reasoning process consist of (1) encoding. identify the source problem and the target problem by finding both; (2) inferring characteristics. determine some of the known couple's possible relationships; (3) mapping. connect a: b to pair to c : d; (4) applying. choose a suitable answer to complete the analogy. table 3 below describes the average n-gain for each aspect of maa in the three learning groups. table 3. description of n-gain aspects of maa group aspects of maa encoding inferring mapping applying sctbe 0,28 0,17 0,88 0,43 explorative 0,34 0,02 0,78 0,28 expository 0,41 0,04 0,85 0,29 based on table 3, the average n-gain of the sctbe group students was higher than the exploratory and expository groups in three aspects of maa except encoding. in encoding, the average n-gain of students in the expository group is higher than the other two groups. the average n-gain of the sctbe group students is in the low category in the encoding and inferring aspects, the medium category in the applying aspect, and the high category in the mapping aspect. on the other hand, the average n-gain of the explorative group was lower than that of the sctbe and expository groups in three aspects except for the encoding aspect. when viewed in the four aspects of maa, the mapping aspect of the three groups experienced a higher average increase than the increase in other aspects. this aspect improvement category is included in the high category. the inferring aspect of the three groups is the lowest increase compared to the other three aspects. the average increase in n-gain in this aspect is included in the low category. the most different improvement between sctbe learning with exploratory and expository learning is inferring and applying aspects. this fact means that sctbe learning makes students superior in inferring and applying aspects than the other two lessons. in sctbe learning, students experience the stages of making conjectures. at this stage, students are asked to guess the pattern of solving the problems given. even though explorative learning goes through the same stages, the 144 nenden mutiara sari and hanhan subhan munawar improving mathematical analogy ability: an exploration-based learning model answers of the explorative group students on the teaching materials given are still a lot wrong. according to dane & pratt (2009), the pattern matching process is often honed through training and repeated practice. the observations showed that the exploratory class students tended to be more passive in asking questions than the expository group. these results are in line with the research results (tohir, 2019), which states that most teachers complain about the obstacles in using the scientific approach in the question section. this factor causes the ability of sctbe students in the inferring aspect to be superior to other students. the active learning model can increase students' activeness in asking questions (subhan, fatmaryanti, & nurhidayati, 2013). although the sctbe group is superior in these three aspects, the expository group students seem superior to sctbe and exploratory learning in the encoding aspect. there is a difference in the increase in maa between the three groups of students, and it needs to be analyzed further whether the difference is significant. the first step to test the significance is to test the normality and homogeneity of the data being compared. from the analysis results, it was found that the three groups of data were not normally distributed. considering that the data for the three groups were not normally distributed, the data homogeneity test was not needed, so the kruskal walis test was used to test the difference in average maa of the three groups of students. the results of the kruskal walis test calculations are summarized in table 4. table 4. test of mean differences in analogy ability improvement group n average sig. conclusion sctbe 93 0,36 0,004 reject ho explorative 88 0,29 expository 94 0,34 the results of data analysis in table 4 conclude that ho is rejected. thus, it can be said that there is a difference in the average increase in maa between students in the sctbe, explorative and expository groups. furthermore, to find out which learning is better, further different tests are needed. the test results of differences in the average increase in maa between learning are summarized in table 5. table 5. further difference test of maa between learning hypothesis test average difference sig. (2-tailed) sctbe : ef (a) 0,072* 0,000 sctbe : ei (b) 0,027 0,179 ef : ei (c) 0,045* 0,027 based on data from table 4, information is obtained that the results of data analysis conclude that ho is rejected. thus, it can be said that there is a difference in the average increase in maa between students in the sctbe, explorative and expository groups. furthermore, to find out which learning is better, further different tests are needed. the test results of differences in the average increase in maa between learning are summarized in table 5. the increase in maa of students who received explorative learning was lower than the other two groups because students were conditioned to only learn from one type of teaching material to only learn one way to solve a problem. therefore, when students in the explorative class are given similar questions, they lack experience solving them. in addition, the time factor is also one of the obstacles in indomath: indonesia mathematics education – volume 4 | issue 2| 2021 145 explorative learning. based on the results of the analysis of the responses of middle and high school teachers, it shows that explorative learning does require a relatively long time when compared to ordinary learning. sari (2017) also reveals that the time required in explorative learning is relatively long compared to sctbe learning and ordinary learning. if students can learn to solve two to three similar questions in expository learning, in exploratory learning, students can only solve one question in one lesson. it is different from the sctbe group; however, they use more teaching materials than explorative learning. students can subconsciously solve many mathematical problems similar to the same analogy as solving the previous problem. sari (2010) shows that through snow cube throwing learning, students can work on 120 questions in one lesson, wherein in the conventional approach, students can only work on 1-5 questions in one meeting. therefore, the time factor is not an obstacle in learning sctbe. as a result, sctbe learning is superior to the other two groups in improving students' maa. in addition to comparing the maa of three learning groups, this study also compares the maa of three learning groups in terms of the school category. the description of the average n-gain and the standard deviation of student maa data from the three learning groups based on school category is presented in table 6. table 6. descriptive statistics of maa n-gain by school category school category statistic n-gain sctbe ef ei high mean 0,36 0,31 0,34 standard deviation 0,08 0,08 0,13 total students 30 32 27 middle mean 0,43 0,34 0,31 standard deviation 0,18 0,13 0,13 total students 32 26 34 lower mean 0,30 0,22 0,36 standard deviation 0,13 0,15 0,13 total students 31 30 33 from the data contained in table 6, it shows that the average n-gain maa of students in the sctbe group is higher than the average n-gain maa of students in the exploratory and expository groups in the high and middle school categories. in the lower category schools, the average n-gain maa of students in the expository group was higher than the other two groups. although the average n-gain of maa students in the exploratory group was lower than sctbe and the expository group in the upper and lower school categories, the average n-gain of maa students in the exploratory group was higher than the expository group in the middle school category. this fact shows that the increase in maa students who receive sctbe learning is higher than students who receive exploratory or expository learning in the high and middle school categories. even so, the increase needs to be tested whether the difference is significant or not. the normality test results show that the n-gain maa data for the learning group in the high and middle school categories are normally distributed. the n-gain maa data for one of the learning groups in the lower school category is not normally distributed. next, the homogeneity test of the data in the middle school category is not needed. given that the n-gain data for the three learning groups in the high and 146 nenden mutiara sari and hanhan subhan munawar improving mathematical analogy ability: an exploration-based learning model middle school categories are normally distributed proceed with the data's homogeneity test. the results of the homogeneity test of the data in the high and middle school categories showed that the variance of the two data groups was not homogeneous, so the statistical test used was the kruskal walis test. the results of the kruskal wallis test calculations are summarized in table 7. table 7. test results of differences in maa improvement by school category school category learning comparison chi-square sig. high sctbe :ef :ei 4,063 0,131 middle sctbe :ef:ei 8,139 0,017 lower sctbe :ef:ei 15,010 0,001 based on table 7, the analysis of the mean difference test between the three learning groups in the high school category concluded that ho was accepted. thus, there is no significant difference in the average increase in maa between students in the sctbe, exploratory and expository groups in the high school category. another result of the kruskal walis test analysis in the middle and lower school categories shows that ho is rejected. thus, it can be said that there is a significant difference in the average increase in maa between students in the sctbe, exploratory and expository groups in the middle and lower school categories. furthermore, to determine which learning is better in the middle and lower school categories, it is necessary to further test the difference by looking back at the results of the normality and homogeneity test of the data. the test results of differences in the average increase in maa between learning are summarized in table 8. table 8. further difference test of maa between learning in terms of school category school category hypothesis test average difference sig. (2-tailed) middle a 0,090 0,075 b 0,120* 0,008 c 0,030 0,649 school category hypothesis test average difference sig. (2-tailed) lower a 0,072* 0,043 b -0,067 0,053 c -0,139* 0,000 the results of the further difference test in the middle category schools show that hypothesis testing a indicates that ho is accepted. there is no significant difference in the average increase in maa between students who receive sctbe learning and students who receive explorative learning. the conclusion of testing hypothesis b shows that ho is rejected. the average increase in maa of students who receive sctbe learning is significantly better than the increase in maa students who receive expository learning. the conclusion of hypothesis testing c shows that ho is accepted. there is no significant difference in the average increase in maa between students who receive exploratory learning and students who receive expository learning. meaning, sctbe learning is superior to expository learning in improving students' maa in middle category schools. the conclusion above shows that sctbe learning is more suitable to be applied to middlecategory schools. in the middle school category, sctbe learning can become effective because it is indomath: indonesia mathematics education – volume 4 | issue 2| 2021 147 supported by the good initial abilities of students so that in this school category, sctbe learning can be superior to the other two lessons in improving students' maa. in line with research (lestari, 2017), which states that early mathematics ability on mathematics learning outcomes is an influence. in the lower category schools, sctbe learning did not give optimal results in improving students' mathematical analogy abilities due to the lack of early mathematical abilities compared to the other two schools. the study results (kurniadi & purwaningrum, 2018) show that students with low initial mathematical abilities are not good at problem-solving because they cannot understand problems and identify elements. several previous research results state that high-level schools are more supportive of improving students' mathematical abilities compared to middle and lower level schools (shodikin, 2015; arista & mahmudi 2020; sugiman & kusumah, 2010). contrary to the results of these studies, in this study, middle-level schools in sctbe learning are actually superior to upper-level schools which both receive sctbe learning. that is, the high school level does not guarantee that the application of a lesson will have a better impact on students' mathematical abilities when compared to other school levels. therefore, the characteristics of students need to be considered in choosing a learning model. in lower-level schools, the results of testing hypothesis a indicate that ho is rejected. the average increase in maa of students who receive sctbe learning is significantly better than the increase in maa students who receive explorative learning. the results of testing hypothesis b indicate that ho is accepted. there is no significant difference in the average increase in maa between students who receive sctbe learning and students who receive expository learning. the results of testing hypothesis c show that ho is rejected. the average increase in the maa of students who receive expository learning is significantly better than the increase in maa of students who receive explorative learning. the conclusion of hypothesis testing a, b, and c shows that sctbe and expository learning are superior to exploratory learning in improving students' maa in lower category schools. the initial ability factor of students and the student's learning independence factor is thought to be one of the causes. the study results (rusmiyati, 2017) state a positive correlation between learning independence and student achievement. students with characteristics such as lower category schools are easier to learn analogy problems through the examples given by the teacher. sctbe learning has a positive impact on student involvement during the learning process. student involvement during learning activities is considered important mainly because of its relationship with students' academic achievement (reyes et al., 2012; karabiyik, 2019; lei, cui, & zhou, 2018; uludag, 2016). students become more involved in learning activities because students can learn mathematics in a pleasant atmosphere. the activity of throwing cubes in this learning makes students motivated to solve many problems through problem solving exploration. through these activities students can have a lot of experience in solving similar mathematical problems. of course it has an impact on increasing students' analogy abilities. conclusion the results showed a significant difference in mathematical analogy skills between students who received the snow cube throwing based on exploration, exploratory and expository learning. the results 148 nenden mutiara sari and hanhan subhan munawar improving mathematical analogy ability: an exploration-based learning model of the further difference test showed that sctbe and expository learning were superior to exploratory learning in improving students' maa. the increase in maa of students who received explorative learning was lower than the other two groups because students were conditioned to only learn from one type of teaching material. in practice, students only learned one way to solve a problem. these problems cause students to lack experience in solving the problems given. therefore, to improve students' analogy abilities, they have to practice a lot in solving math problems that have similar patterns and solving strategies. on the other hand, the results of this study in terms of school categories indicate that sctbe learning is more suitable to be applied to middle category schools that have active and independent characteristics. students who are active and independent will have no difficulty in the problem exploration process. they will tend to enjoy the learning process because they have independent characteristics. the sctbe learning model is an active learning model where students must practice exploring problems, finding patterns, and drawing conclusions. this superiority factor causes this learning model to improve students' mathematical analogy abilities in the middle school category. references anwar, v. n. 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(2020). deskripsi penalaran analogi ditinjau dari tipe kepribadian david keirsey siswa smp negeri 1 ajibarang. alphamath: journal of mathematics education, 4(2), 9-14. http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2019, pp. 107-118 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students helmar g. ycong department of teacher education, visayas state university, baybay city, leyte, philippines, hgycong@vsu.edu.ph bayron s. barredo department of teacher education, visayas state university, baybay city, leyte, philippines bayron.barredo@vsu.edu.ph leo a. mamolo* *vsu integrated high school, visayas state university, baybay city, leyte, philippines, leo.mamolo@vsu.edu.ph abstract achieving the learning outcomes set for the classroom is the main goal of instruction. todays’ teachers utilize various methods to achieve optimum learning for the students. this study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. it also determined the students’ persistent errors in solving given exponential expressions. this study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. a validated 10-item test (α=.75) was utilized as the main instrument. results revealed that students in the peer tutoring group performed better than in the lecture group. moreover, the peer tutoring strategy significantly improved the learning outcomes of students in the experimental group. it is recommended that peer tutoring strategy may be used by mathematics teachers to improve their students' performance in the subject matter. implications address the need to explore other teaching strategies suited for students in the mathematics classroom. keywords: exponential expressions, peer tutoring strategy, experimental research, k to 12 curriculum abstrak mencapai hasil belajar yang ditetapkan untuk kelas adalah tujuan utama dari instruksi. guru saat ini menggunakan berbagai metode untuk mencapai pembelajaran yang optimal bagi siswa. penelitian ini menyelidiki pengaruh strategi tutor sebaya terhadap prestasi siswa dalam memecahkan ekspresi eksponensial. ini juga menentukan kesalahan persisten siswa dalam memecahkan ekspresi eksponensial yang diberikan. penelitian ini menggunakan desain kuasi-eksperimental dan dua kelas utuh secara acak ditugaskan ke kelompok eksperimen dan kontrol. sebuah tes 10-item divalidasi (α = 0,75) digunakan sebagai instrumen utama. hasil penelitian menunjukkan bahwa siswa dalam kelompok tutor sebaya tampil lebih baik daripada di kelompok kuliah. selain itu, strategi peer tutoring secara signifikan meningkatkan hasil belajar siswa pada kelompok eksperimen. direkomendasikan agar strategi tutor sebaya dapat digunakan oleh guru matematika untuk meningkatkan kinerja siswa dalam materi pelajaran. implikasi membahas kebutuhan untuk mengeksplorasi strategi pengajaran lain yang cocok untuk siswa di kelas matematika. kata kunci: ekspresi eksponensial, strategi tutor sebaya, penelitian eksperimental, kurikulum k 12 introduction over the past decades, research revealed students' declining performance in mathematics subject (stokke, 2015; wijsman, et. al., 2016). as indicated in the programme for international student assessment (pisa) 2018 results, filipino students obtained an average of 353 points in mathematical literacy which is considered significantly lower than the oecd average (489 points) and was classified as below level 1 proficiency (department of education, 2019). this result made 108 helmar g. ycong, bayron s. barredo, and leo a. mamolo effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students the philippines placed at the bottom among the participating asean countries in pisa 2018. moreover, the national achievement test (nat) results in mathematics from school years 2014– 2015, 2015-2016, and 2016-2017 showed a decrease of mathematics performance from 69.71% to 34.75% for grade 6 pupils and from 47.37% to 37.30% for grade 10 students (philippine statistics authority, 2019). with these, mamolo and sugano (2020) recommended appropriate educational interventions to improve students’ learning. thus, various teaching techniques were utilized in the mathematics classroom with the aim of improving students' performance. one of those strategies is the use of peer tutoring in instruction. as shown in several researches, the peer tutoring strategy is a useful tool in improving student’s academic performance in mathematics (chu, chen, & tsai, 2017; topping, campbell, douglas, & smith, 2003; mayfield & vollmer, 2007; tsuei, 2014; and nawaz & rehman, 2017). peer tutoring is an instructional strategy that consists of student partnerships, linking high achieving students with lower achieving students or those with comparable achievement, for structured reading, science, and math study sessions (batz et. al., 2015; bellen & jomoc, 2017; fuchs, et. al., 2002; rohrbeck et. al., 2003). pieces of researches have shown the benefits of peer tutoring to the students. the use of cooperative learning structures increases social motivation and engages students to achieve classroom goals. according to bellen and jomoc (2017), this strategy is more effective to a) students in grades 1-3; b) urban settings; c) low socio-economic areas; d) minority students; e) school-wide prevention programs; and f) when students controlled tutoring sessions. this strategy was also employed in improving students’ learning outcomes. learning outcomes is an expression of knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience (suskie, 2009). along with this, students are expected to build a strong conceptual understanding of the class's skill. i.e., understanding and interpreting concepts and the relations between concepts (arslan, 2010). prior knowledge makes it easy for them to process and use new information related to that topic (booth, 2011). in some cases, when support is limited, this information processing leads them to misconception. for some, it is not wrong thinking but rather a concept or a local generalization that the learners made and maybe a natural stage of development (askew & william, 2001). students' misconception on mathematics subject and its concepts is one factor that keeps their learning outcomes low. sources of misconception were varied. these can be teacher-related and student-related factors (liang & wood, 2005; muzangwa & chifamba, 2012; ramazan, 2010). for example, problem structures such as comparing exponents, especially when a decimal number is used as a base and a natural number, are used as a power (ramazan, 2010), and lack of higher-order thinking skills (liang & wood, 2005) were some misconceptions. one of the least learned topics is exponential expressions. there are recurring problems about the student's way of solving exponential expressions, although they were already given the necessary laws governing how to solve or manipulate it. moreover, exponential expressions and logarithmic functions have been considered central concepts for many college and university mathematics; this includes algebra, differential equations, trigonometry, pre-calculus, calculus at large, and complex analysis (denbel, 2019). however, despite being essential mathematical concepts, not much research has been done on indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 109 students' learning difficulties and understanding of exponents. christou et.al. (2007), as cited in denbel (2019), highlights the need for studying exponents to gain knowledge about secondary school students' mental constructions. in most cases, students just memorize the rules of exponents without understanding the concepts. furthermore, in his study, ramazan (2010) stated that children blindly apply the prototype concept rules to other exponents, and thus the process turns into an algorithm and leads to errors. that’s why, they may find it difficult to manipulate and correctly use the rules while moving from arithmetic to algebra. this study is realized given the fact the students only memorize the concepts on exponential expressions leading them to misunderstand higher concepts on algebra. the data showing the effectiveness of peer tutoring strategy in the classroom is also the main reason why this study is performed. thus, this aimed to determine the effects of peer tutoring on the students' learning outcomes in exponential expressions. specifically, it sought answers to the following. 1. what is the level of students’ learning outcomes in exponential expressions before and after the experiment utilizing the peer tutoring strategy? 2. is there a significant increase in students’ learning outcomes in solving exponential expressions using peer tutoring? 3. is there a significant difference in students' learning outcomes in solving exponential expressions between the lecture and peer tutoring groups? 4. what are students’ persistent errors in solving exponential expressions? method research design this study utilized a pre-post-test quasi-experimental research design. according to cook and campbell (1979), a quasi-experimental research is similar to experimental research but is not true experimental research. the independent variable is manipulated but participants are not randomly assigned to conditions or orders of conditions. the control group was subjected to lectures, while the experimental group utilized the peer tutoring approach in solving exponential expressions. this design was employed to determine the significant difference in students' learning outcomes between the lecture and peer tutoring groups in solving exponential expressions. study group the respondents involved 253 students. they were the grade 8 students of s.y. 2014-2015 of the selected secondary schools in baybay city division. simple random sampling was utilized in the determination of the participating schools. in each chosen school, two sections were utilized as control and experimental groups. there were 141 students in the four control groups, and a total of 112 students in the four experimental groups. the treatment was conducted in each school for one (1) hour. the first 10 minutes were allocated for the conduct of pre-test. 35 minutes was devoted to the conduct of peer tutoring strategy. afterwards, the next 10 minutes were spent for the post-test. the last 5 minutes was used for the retrieval of the students’ papers and for the dismissal of the class. study site 110 helmar g. ycong, bayron s. barredo, and leo a. mamolo effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students this study was conducted in four public junior high schools of baybay city division, baybay city, leyte, namely; caridad nhs, baybay nhs, plaridel nhs, and vsu laboratory high school. baybay city is located in the eastern part of the visayas region in central philippines. before conducting the study, a permission letter from the baybay city division superintendent was secured. after the approval, the researchers distributed copies to the principals and the section advisers of the student participants. data collection tool in collecting the data, a validated and pilot tested 10-item short-answer test on solving exponential expressions was utilized. this was employed in determining the students' level of learning outcomes in exponential expressions. two mathematics experts validate the said instrument, and it was pilot-tested to chosen grade 8 students. the questionnaire got a cronbach's alpha of 0.75, indicating the internal consistency of the questions. the learning outcomes of the students were based on the point percentage they got on the 10-item test. it was also described into levels stipulated by the department of education. table 1 presents the levels of proficiency under the k to 12 curriculum. table 1. levels of proficiency under the k to 12 grading system level of proficiency equivalent numerical value beginning 74 % and below developing 75 % 79 % approaching proficiency 80 % 84 % proficient 85 % 89 % advanced 90 % and above data gathering procedure the researcher conducted a 10-item short-answer test on solving exponential expressions wherein students are asked to provide their answers after each item. the indicators of their learning outcomes are evaluated based on the laws on exponents (e.g., power of a product, product rule, and quotient rule). a single point will be given for each correct answer. otherwise, the students will not obtain a point. moreover, the students’ levels of proficiency were established by following the levels of proficiency under the k to 12 grading system (see table 1). it was subjected to an expert review and pilot testing (α=.75). four teachers were trained to facilitate the study. the teachers were selected based on the following criteria: he/she must have at least 5 years of teaching experience in mathematics, he/she must be a graduate of at least a bachelor’s degree in secondary education major in mathematics, and he/she must be teaching grade 8 mathematics. the teachers underwent four hours of training to ensure uniformity of the implementation (mayfield & vollmer, 2007) which was also based on the lesson plan developed by the researchers. these lesson plans served as the standard operating procedures for conducting or delivering lessons to the control and experimental groups. the lesson plan for the control group was centered on lectures, while the lesson plan for the experimental group utilized the peer tutoring approach in solving exponential expressions. in the indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 111 control group, the teacher administered a pre-test, and the students checked their papers. individual points were assigned in each item. while checking, the teacher corrected the students' mistakes using the answer key. afterward, a post-test was conducted then let the students checked their papers. in the experimental group, the teacher administered a pre-test and checked the students' papers. the teacher returned the paper without any corrections but reflected their scores. individual points were assigned in each item. students were grouped to analyze the errors they have committed. during the session, 15 minutes was allotted. alegre et. al. (2019) have shown that shorter than 30 minutes of session yield positive results in their literature review. afterward, a post-test was conducted then let the students checked their papers. lastly, the post-test process from the control group to the experimental group aimed to determine significant difference in students' learning outcomes in solving exponential expressions between the lecture and peer tutoring approaches. data analysis after the data collection, data had been analyzed using spss version 21.0. the researchers utilized averages, t-test, and descriptive analysis. t-tests were employed to determine a significant difference between a lecture and peer tutoring approach and a significant increase between the lecture group's pre and post-test. the students' common errors in solving exponential expressions were identified through descriptive analysis. result and discussion students’ learning outcomes in exponential expressions before and after the experiment this study aimed to determine the effects of peer tutoring on the students' learning outcomes in exponential expressions. in the pre-intervention phase, both groups were identical in their learning outcomes; hence, the experiment was conducted. after the experiment, it was found out that students' learning outcomes in exponential expressions have increased. table 2. comparison of students’ learning outcomes before and after the experiment before peer tutoring after peer tutoring m sd level m sd level plaridel nhs 3.20 2.06 beginning 8.76 1.37 proficient vsulhs 7.94 2.30 developing 9.52 1.20 advanced caridad nhs 3.75 2.45 beginning 7.83 1.80 developing baybay nhs 3.90 2.63 beginning 9.50 0.81 advanced average 4.70 2.36 beginning 8.90 1.30 proficient table 2 shows the grade 8 students' proficiency in exponential expressions before and after the experiment using peer-tutoring strategy. data revealed that before introducing the peer tutoring strategy, most of the students’ learning outcomes fall in the “beginning” level, with plaridel nhs in the lowest rank (m = 3.20, sd = 2.06). after they were introduced to the peer tutoring strategy, a notable increase in the learning outcomes was noted. students from the two schools even got an 112 helmar g. ycong, bayron s. barredo, and leo a. mamolo effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students “advanced” level with vsulhs as the highest in rank (m = 9.52, sd = 1.20). the data suggest that the peer-tutoring strategy increased students' learning outcomes in exponential expressions. furthermore, the peer tutoring strategy helps students acquire the essential competency in solving problems involving exponential expressions. this result supports the department of education (2012), emphasizing that the students' level of proficiency was developing level, which means that students possess the minimum knowledge and skills and core understandings. if learners do not have a deep understanding of the concept of an exponent, they encounter difficulties while doing the task because most of the questions require them to use their conceptual knowledge (ramazan, 2010). however, the need for help is essential throughout the performance of authentic tasks achieving optimum learning. the results also affirm that of mamolo (2019), wherein senior high school students “fair” competency in general mathematics, which included topics about functions, indicated that these learners have not yet mastered the education department's stipulated competencies. moreover, out of the 15 learned competencies, six came from functions and their graphs, which need the idea of the exponential expressions as a pre-requisite skill (mamolo, 2019a). students’ learning outcomes in solving exponential expressions using peer tutoring this study also aimed to determine a significant increase in students’ learning outcomes in solving exponential expressions using peer tutoring. table 3 presents the paired samples t-test on the significant increase in students learning outcomes before and after the experiment. data highlighted a significant increase in the respondents’ learning outcomes employing a peer tutoring strategy, t(111) = -15.51, p = .000. this shows that utilizing a peer-tutoring strategy improves the learning outcomes of students in the subject matter. this further explains that when students work in pairs or groups, a better learning outcome is achieved. table 3. the t-test results on the significant increase of students learning outcomes before and after the experiment mean t df sig (2-tailed) pair 1 pretest-posttest -4.237 -15.507 111 0.000** the above results indicate that a peer tutoring program can be effective in raising learning outcomes in mathematics. studies have shown the effectiveness of peer tutoring among students in various mathematics topics like discrete numbers (campit et. al., 2015). still, there is little evidence in the literature of studies in which peer tutoring combined into the context of solving exponential expressions. the results about peer tutoring are consistent with the study of bellen & jomoc (2017), campit et al., (2015), chua & wood (2005) and ullah, et al., (2018), suggesting that peer tutoring can advance learning outcomes among high school students. similar findings suggest effective peer tutoring intervention for at-risk students (bellen & jomoc, 2017; george, et al., 2015; mayfield & vollmer, 2007; morales, et al., 2016). students' learning outcomes in solving exponential expressions between the lecture and peer tutoring groups indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 113 this study also determined the significant difference in students’ learning outcomes between the lecture and peer-tutoring strategies. table 4 presents the independent sample t-test on the significant difference between a lecture and a peer-tutoring strategy. it is noted that there is a significant difference between lecture and peer-tutoring strategy t(217) = -8.918, p = 0.000. results indicate that compared to the traditional teaching method, utilizing a peer-tutoring strategy is a better means of improving students' learning outcomes (m = 9.05, sd = 1.368). moreover, results highlighted that introducing a peer-tutoring strategy in a mathematics class gives students the opportunity to perform better and acquire the set learning competency. this also proves that optimum learning is achievable. table 4. the t-test results on the significant difference between lecture and peer-tutoring strategy group n m df t sig mean difference lecture 141 6.730 217 -8.918 0.000** 2.32 peer tutoring 112 9.054 literature offers a plausible explanation of the results. instructional practices that employ peer mediation are known to produce students’ increased achievement (gan & hong, 2010; fantuzzo, king, & heller, 1992; nawaz & rehman, 2017; parkinson, 2009; adekoya & olatoye, 2011), improved social competence (greenwood, 2008), and developed positive mathematics selfconcepts (tsuei, 2012; moliner & alegre, 2020). in this study, peer tutoring occurs in a situation in which students communicate with peers to find the solution to the problem and possible error in their solution. peers communicate in their comfortable means of communication – first language. bernardo (2002) believed that first language advantage in mathematics problems "provides a somewhat explicit link between linguistic processing that leads to understanding and problem-solving processes." a prevailing benefit of peer tutoring strategy is that it created academically positive peer support for the mentees. morales et al., (2016) consider that the "peer" part of the peer-tutoring was so valuable. the researchers opined that as the "mentees discussed their newly formed relationships; it became evident that they now had a peer group to follow that was serious, committed, and focused on their academic goals" (morales, et al., 2016). in peer tutoring that usually takes place within the classroom in which students working in pairs previously know each other, there is higher confidence in their peers (alegre, et al., 2019). moreover, students in peer tutoring groups displayed greater interest in learning mathematics and self-efficacy in mathematics than those who underwent lectures (gan & hong, 2010). as their interests in mathematics ignite using the peer tutoring strategy, they will eventually develop their mathematics self-efficacy, which helps improve their academic performance or achievement. the students also felt that they learned the topic in a greater depth than the material presented in the conventional manner, using the peer tutoring strategy (evans, flower, & holton, 2001). also, students can work, overcome difficulties, talk to peers who have an impact on achievement, and increase the ability better to understand classes of peer tutors than the conventional ones (rosdianwinata, rifa’i, & nasrullah, 2019). furthermore, students also 114 helmar g. ycong, bayron s. barredo, and leo a. mamolo effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students demonstrate different reasoning abilities in mathematics when paired with peers at different levels of ability (tsuei, 2012). as they interact with their classmates in the peer tutoring group, they eventually create a dialogue that will eventually hone their higher-order thinking skills. it also helps them address their common errors in doing the assigned tasks. thus, this scenario helps in increasing the academic achievement, especially to the mediocre and to the low-performing students (nawaz & rehman, 2017). students’ persistent errors in solving exponential expressions this study also presents the students’ persistent errors in solving exponential expressions. table 5 reveals that students have errors in the following concepts; dividing the exponents instead of subtracting it, adding the exponents instead of multiplying it, and multiplying the exponents instead of adding it. a similar observation was reported in other math topics students' common problems in math problems such as wrong representation, wrong computation and use of trial-and-error method, misrepresentation, forgotten formulas, and concepts (sia, 2012). table 5. students’ persistent errors in solving exponential expressions item no. law of exponent applied description of error 1 quotient rule dividing the exponents instead of subtracting 2 power of a product adding the exponents instead of multiplying 3 product rule multiplying the exponents instead of adding 4 quotient rule dividing the exponents instead of subtracting 5 quotient rule dividing the exponents instead of subtracting 6 product rule multiplying the exponents instead of adding 7 power of a product adding the exponents instead of multiplying 8 quotient rule dividing the exponents instead of subtracting 9 quotient rule dividing the exponents instead of subtracting 10 power of a product adding the exponents instead of multiplying similar results were found in which understanding laws of exponents involving negative (-) was the root cause of students' errors and misconceptions. the basic exponential rules were associated with negativity either as not properly perceived of wrongly interpreted by the students (denbel, 2019). it was recommended in the study that students need to develop first the basic concepts with an understanding of additive inverse and multiplicative inverse to develop a more abstract understanding of negative operations in an algebraic expression (denbel, 2019). moreover, barcellos (2005) determined certain persistent errors made by secondary algebra students involving the misuse of the equal sign and the exponent's distributive laws. barcellos (2005) categorized errors related to the distributive laws as either invalid or incomplete distribution and concluded that they were generally due to a careless error rather than an underlying misconception. these results also confirm that of the cangelosi, madrid, cooper, olson, and hartter (2013) study, in which the notion of negativity played a prominent role in most of the mistakes of committed by most of the students. as a result, they theorized that the root of these errors is a poor conception indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 115 of additive and multiplicative inverses. on the other hand, in his study, ramazan (2010) showed that when base and power are used in natural number form, students were highly successful in computing exponents. however, in comparing exponents, they showed difficulties, particularly when a decimal number is used as a base and a natural number is used as a power. this is because teachers limit themselves in using prototype concepts to exemplify how students should solve the exponential equations in an appropriate way, which is defined as using elements of natural number as a base and a power (ramazan, 2010; pitta-pantazi, christou, & zachariades, 2007). so when students are given different sets of items to answer that are not aligned with the given examples, they find it difficult to operate the exponential expression given to them. meanwhile, in his findings, ulusoy (2019) indicated that the achievement of students was low, particularly in the zero and negative exponents. he added that students made mistakes as repeated multiplication with natural numbers and poor conceptions of additive and multiplicative structures that generally originated from the definition of exponentiation. as a result, the students excessively applied the rules that are true of the other exponent expressions for positive integer exponents. another important result from his research was that because of the identity element of addition or the absorbing element of multiplication, most of the students did not know the meaning of zero exponents due to different obstacles. in addition, when undertaking operations with exponent expressions, students made various mistakes due to confusion with additive and multiplicative structures in the operations of exponential expressions. this recurring confusion leads the students to commit persistent errors in solving exponential expressions. furthermore, the following levels of understanding exponents were identified in the research by pitta-pantazi, christou, and zachariades (2007): (1) level 1: the interpretation of exponents by students is based on the idea of exponents symbolizing natural numbers.; (2) level 2: students’ process of acquiring knowledge is a systematic way of enriching the existing conceptual structures (by extending the use of the examples given by the teacher, students can compute exponents with negative numbers); and (3) level 3: students do not only extend the examples given by the teachers, but they also restructure their thinking in order to compute and compare exponential expressions with roots, a notion that is quite different from the exponents with natural numbers. with these levels, one can observe a progression of students’ development of conceptual understanding in solving exponential expressions. the teacher must follow these activities to ensure a gradual but meaningful acquisition and demonstration of the students’ skills and knowledge in learning to operate the exponential expressions. on the other hand, the use of peer tutoring as a classroom strategy in learning outcomes in exponential expressions was proven effective. an academic benefit was documented; peer tutoring may have a positive, worthwhile outcome as academic gains have been documented under any condition (alegre et al., 2019). dela cueva (2012) suggested that math teachers should dwell not only on the teaching of the concepts but also on the study strategies to make the lesson more comprehensive. conclusion this study shows peer tutoring can help in the cognitive capacities of students. students who underwent peer tutoring sessions improved exam performance compared to those exposed to 116 helmar g. ycong, bayron s. barredo, and leo a. mamolo effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students conventional teaching strategies. eventually, the result led to increased performance in the class and suggests that peer tutoring can reduce the failure in the regular classroom setting. it is suggested to embed peer learning into the pedagogy and planning in individual curriculum areas to achieve maximum impact (bellen & jomoc, 2017). while the study focused on the intact classroom, it is suggested to target at-risk students as they need more support to help struggling students to succeed. in this study, it is worth establishing the qualitative changes both tutors and tutees underwent in the process. also, additional research is needed to confirm why students make these errors and understand how to help students develop both an operational and structural understanding of exponential expressions. references adekoya, y., & olatoye, r. 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(2016). declining trends in student performance in lower secondary education. european journal of psychological education, 31, 595-612. 10.1007/s10212-015-0277-2 https://indomath.org/index.php/indomath vol 5, no. 2, august 2022, pp. 123 – 134 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. optimization of mathematics learning with problem based learning and 3n (niteni, nirokke, nambahi) to improve mathematical problem solving skills astuti wijayanti department of science education, universitas sarjanawiyata tamansiswa, yogyakarta, indonesia, astuti.wijayanti@ustjogja.ac.id sri adi widodo department of mathematics education, universitas sarjanawiyata tamansiswa, yogyakarta, indonesia, sriadi@ustjogja.ac.id widowati pusporini* department of education research and evaluation, universitas sarjanawiyata tamansiswa, yogyakarta, indonesia, w.pusporini@ustjogja.ac.id nisa wijayanti madrasah tsanawiyah of maarif jangkaran, temon, kulonprogo, yogyakarta, indonesia, nisawijayanti28@gmail.com muhammad irfan department of mathematics education, universitas sarjanawiyata tamansiswa, yogyakarta, indonesia, muhammad.irfan@ustjogja.ac.id trisniawati department of primary school teacher education, universitas sarjanawiyata tamansiswa, yogyakarta, indonesia, trisniawati@ustjogja.ac.id abstract learning mathematics is considered a difficult subject for students. learning difficulties experienced by students often have an impact on the lack of awareness of the importance of mathematics in students' daily life. optimization of learning mathematics with problembased learning can be applied using the 3n teachings of tamansiswa concepts, namely niteni, nirokke, nambahi. this research is qualitative in the form of a literature review. this article describes how teachers can optimize pbl with tamansiswa teachings in learning mathematics so that students become enjoy, more effortless, and responsive in applying mathematical concepts in daily life. keywords: problem based learning, niteni, nirroke, nambahi, mathematical problem solving ability abstrak pembelajaran matematika dianggap sebagai mata pelajaran yang sulit bagi siswa. kesulitan belajar yang dialami siswa seringkali berimbas pada kurangnya kesadaran pentingnya matematika dalam kehidupan sehari-hari siswa. optimalisasi belajar matematika dengan problem based learning dapat diterapkan dengan menggunakan 3n ajaran tamansiswa yaitu niteni, nirokke, nambahi. penelitian ini merupakan penelitian kualitatif berupa kajian literatur. artikel ini menggambarkan bagaimana cara guru dapat mengoptimalisasikan pbl dengan ajaran tamansiswa dalam pembelajaran matematika sehingga siswa menjadi lebih senang, merasa mudah dan tanggap dalam menerapkan konsep matematika dalam kehidupan sehari-hari. keywords: pembelajaran berbasis masalah, niteni, nirroke, nambahi, pemecahan masalah matematika, mailto:astuti.wijayanti@ustjogja.ac.id mailto:sriadi@ustjogja.ac.id mailto:w.pusporini@ustjogja.ac.id mailto:nisawijayanti28@gmail.com mailto:muhammad.irfan@ustjogja.ac.id mailto:trisniawati@ustjogja.ac.id 124 astuti wijayanti, sri adi widodo, widowati pusporini, nisa wijayanti, muhammad irfan, trisniawati optimization of mathematics learning with problem based learning and 3n (niteni, nirokke, nambahi) to improve mathematical problem solving skills introduction education is a balanced process for humans to develop individual potential from physical, emotional, spiritual, intellectual, and social aspects (effendi, 2016). mathematics is a broad field of study consisting of numbers, algebra, geometry, and measurement (ario, 2017; zakiah, 2019). everything is interconnected with one another. indonesia's future human resources need quality human resources to master numeracy literacy. at various levels of education, both primary, secondary, and tertiary, students learn mathematics so that indonesian human resources are able to compete and be adaptive to the times (yuwono, 2016). through mastery of mathematics, it is hoped that the indonesian generation can develop knowledge, master technological developments, and communicate well (astini, 2019). mathematics education contains many links to real life, which are presented verbally and visually with pictures, photos, diagrams, and other visualizations. the context is drawn from a broad spectrum of real-life areas, reflecting that mathematics can be found anywhere in society (wijers & de haan, 2020). however, mathematics is considered a complicated subject, full of formulas and numbers. students also assume that mathematics is not related to their daily lives, so students' interest in learning mathematics is often in the low category (pratama et al., 2018). whereas mathematics is an important subject that needs to be studied because it underlies other subjects and plays an important role in all aspects of life, especially in improving human thinking (indiyah et al., 2021). various kinds of problems in mathematics education often occur, especially the problems faced by students in finding knowledge related to mathematical concepts to solve mathematical problems related to everyday life. student skills in solving problems still need to be improved. students still need mentoring and teacher assistance in solving math problems, especially in the form of story questions (puspita et al., 2018). the last decade has seen the rapid development of problem-solving in educational research. problem-solving has been the focus of reform in mathematics education for decades (hourigan & leavy, 2022). however, the general approach to mathematical problem solving adopted in almost all educational systems is considered only as an isolated activity and not an integral part of teaching and learning. until now, the study and optimization of problem-based learning have not implemented the importance of niteni, nirokke adds to learning so that it has not helped students develop their thinking skills in solving mathematical problems in daily life. methods this research uses qualitative research with a systematic literature review (slr). qualitative research is research that deals with a person's ideas, opinions, and perceptions and all of them cannot be measured by numbers (sarma, 2015; fraenkel et al, 2012; creswell et al, 2007). slr research is carried out for various purposes, including identifying, reviewing, evaluating, and interpreting all available research with topic areas of interest to phenomena, with certain relevant research questions (triandini et al., 2019; zheng 2015; xiao & watson, 2019). systematically, researchers collect journal articles that can be downloaded from the search engine indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 125 google.scholar.com with the keywords mathematical problem solving skills, 3n (niteni, nirokke, and nambahi), and problem based learning. the next step, articles related to solving indonesian mathematics problems are grouped into 4 discussions, namely mathematical learning problems, mathematical problem solving, 3n, and mathematical problem solving. therefore, the discussion in this article is limited to these four things. results and discussion mathematics learning problems competencies and skills possessed by students through learning mathematics activities can be used in solving problems. of course, teachers in teaching mathematics to students need to start with simpler concepts towards higher concepts with the ability and mindset of students. (puspita et al., 2018). however, achieving these competencies is not easy. difficulties in learning mathematics are often encountered at various levels of education, especially during online learning during the pandemic. problems in learning mathematics can come from teachers or students. problems that come from teachers include learning mathematics that is still teacher-centered (surya, 2017). the teacher has not provided direct experience and still rarely confronts students with contextual and concrete situations/problems as the basis for understanding the abstract. at the same time, the learning environment or the real world of students can be a means of applying concepts and developing students' creativity in building or forming concepts (pratama et al., 2018). learning that is still a textbook causes students to develop critical thinking skills, become less sensitive to problems in everyday life around them, and have difficulty and tend to avoid solving existing problems. in the process of learning mathematics carried out in schools, it was also found that when teaching the concept of mathematical material in class, the teacher had not taught it well. for example, the teacher explained the material without appreciating it. minimalist teachers use media and learning models in explaining the concept of mathematical material, but students are given the task of working on problems (mastika yasa & bhoke, 2019). the lack of teacher guidance in overcoming student difficulties has an impact on student learning outcomes which are often difficult to achieve the minimum completeness criteria (kkm) set by the school. students also experience various problems in learning mathematics. students are less able to be directed by the teacher to learn so students cannot concentrate and focus less on paying attention to the material presented by the teacher. students' boredom in learning ultimately encourages students' negative behavior when learning in class. students' skills in conducting group discussions still need to be trained because it is often found that only certain students are working on it and other students are enthusiastic to talk to themselves outside the context of mathematics. the problems faced can be seen from the descriptions of students' answers when working on questions and solving problems. students turned out to be less able to pay attention to learning and had difficulty in analyzing the questions given by the teacher because they could not understand what was known from the question and what was asked of the question. (puspita et al., 2018). 126 astuti wijayanti, sri adi widodo, widowati pusporini, nisa wijayanti, muhammad irfan, trisniawati optimization of mathematics learning with problem based learning and 3n (niteni, nirokke, nambahi) to improve mathematical problem solving skills the teacher must be the only link of information that can be conveyed in the teaching process. teachers use various ways of delivering information to students during learning, including language, speech, writing, and other audiovisual devices. since students are recipients, they can easily hear, infer, evaluate, and modify the information in the message based on their knowledge and experience. after receiving the message, students will have a reaction or feedback: take notes, listen, comment, answer verbally, write, or attitude (surprised, confused, or disagree). there is an undeniable need for feedback in communication; it assists the source in identifying, correcting, or revising the message to make it more consistent with reality. the author also emphasizes that the communication process is dynamic, unstable, and constantly changing; the communication flow factor is always interactive. communication is broken down into steps in teaching, and in that way, interactivity and contact make the communication process transparent. mathematics teachers in indonesia have demonstrated good mathematical understanding and skills. however, currently based on other research findings, it shows that the level of mathematical understanding ability possessed by mathematics teacher students is still in the medium category and learning outcomes related to students' mathematical understanding abilities are influenced by the learning approach and mathematical ability factors show less than optimal results. (hidayat & husnussalam, 2019). in addition, the mathematics learning achievement of indonesian students, in general, is still low compared to other countries (suryadi & santoso, 2017). in addition, teachers find it difficult to design learning because it requires particular time so that they can carry out more optimal learning (ermawati & rochmiyati, 2020). mathematical problem solving skills in everyday life a person will not be able to escape from a problem, and problems have become inseparable in human life. problems cannot be seen as things that only burden humans, but must be seen as a means to bring up new discoveries. the birth of discoveries from experts that are now enjoyed by humans because of a problem. a problem is a situation faced by a person, which requires resolution, and the steps to answer it are not immediately known (posamentier & krulik, 2009). when someone is faced with a problem, a person's cognition experiences a disequilibrium condition which is usually marked by questioning what exactly is the problem, how to solve the problem, or why it can happen that way, with disequilibrium it will lead to a process of accommodation and assimilation (safrida et al., 2015). based on this, problems can occur if someone does not have certain rules that can be used to overcome the gaps in the current situation with the goals to be achieved. this gap can be a problem if someone does not have certain rules that can be used to overcome the gap. if someone has certain rules to overcome the gap, then that person can be said to have been able to solve the problem. if someone is able to directly integrate new information into an already formed schema or someone is able to change the old schema into a new schema to match the existing information, so that there is an equilibrium state, then that person has carried out the problem solving process. in the world of mathematics education, math problems are usually in the form of questions or math problems that must be answered or done by students. problems can be presented in the form of non-routine questions in the form of story questions, depictions of phenomena or events, illustrated indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 127 pictures or puzzles and contain mathematical concepts, the problem is called a mathematical problem. (lidinillah, 2011), a problem is a mathematical problem, especially if it is associated with calculations and efficiency in everyday life (darminto, 2013). not all math problems are problems. a math problem is a problem if the problem or question is challenging to be solved or answered and the procedure for solving it or answering it cannot be done routinely (shadiq, 2004; widjajanti, 2009). if a math problem is given to a student and it turns out that the student already knows the procedure for solving it, it can be solved correctly, then the question cannot be said to be a problem for the child (shadiq, 2004; suherman, 2003). a question is a problem depending on the individual and the time, a question is a problem for students, but may not be a problem for other students (rizkianto, 2013). it must be realized that in general students have difficulty in learning mathematics with different levels of difficulty (widodo, 2013). this different level of difficulty causes that a math problem or question for each student will be a problem or not depending on each individual or the student himself. in general, for junior high school students the question 1234: 5 cannot be categorized as a problem because junior high school students already know the procedure to solve the problem at the previous level. but the question "what is the unit digit of 22022 – 5 can be a problem or not depending on each individual (student) who faces it. the existence of a mathematical problem can be illustrated as student a the question "what is the unit number of 22022 – 5 can be a problem because student a does not yet have an idea to solve the problem or math question he is facing, in contrast to student b who already has an idea to solve the problem. the. even though student a and student b are in the same condition and time. likewise, if students are faced with 3 + 4𝑥5 questions, elementary school students who have not yet obtained the concept of mathematical arithmetic operations can become a problem if the student has to solve them. but for high school students, facing 3 + 4𝑥5 questions is not categorized as a problem. this is because high school students have acquired the concept of arithmetic operations in mathematics. the types of mathematical problems are translation problems, application problems, process problems, and puzzle problems (lidinillah, 2011). translation problems are everyday life problems which need to be translated from verbal form to mathematical form, from simple to complex (lidinillah, 2008, 2011; tarigan, 2015). the translation problem consists of simple translation problems such as “mother buys 5 kg of sugar from the market and 1 kg of coffee, while the price of sugar is rp. 3.800,-/kg and the price of coffee is rp. 7.200,-/kg. how much rupiah do you have to pay to buy these materials?” and complex translation problems such as “budi buys 5 kg of type a rice and 3 kg of type b rice. the price for each kg of type b rice is rp. 500,from type a. if the average price of the two types of rice is rp. 3,000,then calculate the price of each kg of type a rice, for example the price of each kg of type a rice is x rupiah” (tarigan, 2015). application problems provide opportunities for students to solve problems using a variety of mathematical skills and procedures. process problems, usually to develop steps to formulate specific patterns and strategies in solving problems. application problems and process problems can train students' skills in solving problems, so that they become accustomed to using certain strategies. 128 astuti wijayanti, sri adi widodo, widowati pusporini, nisa wijayanti, muhammad irfan, trisniawati optimization of mathematics learning with problem based learning and 3n (niteni, nirokke, nambahi) to improve mathematical problem solving skills puzzle problems, often used for recreation and pleasure as a useful tool for affective purposes in learning mathematics (tarigan, 2015). in general, math problems in schools are divided into two, namely routine questions and nonroutine questions. routine questions are ordinary practice questions that include the application of a mathematical procedure that is the same or similar to what has just been learned and can be solved by the procedures learned in class, while non-routine or non-routine questions are questions whose solution requires further thought because the procedure does not require further thought. as clear as or not the same as the procedures learned in class (aisyah, 2008; direktorat tenaga kependidikan, 2008; herman, 2000; wahyudi & budiyono, 2012). non-routine questions in the form of story questions, descriptions of phenomena or events, picture illustrations or puzzles (indarwati et al., 2014). giving non-routine questions to students means training them to apply various mathematical concepts in new situations, so that in the end they are able to use various scientific concepts they have learned to solve problems in everyday life. (aisyah, 2008). it is undeniable that most mathematics teachers rarely give mathematics questions to their students in non-routine form, teachers are only fixated on routine questions which only train students mechanistically and are text books (tandilling, 2012). non-routine questions can be used as problem solving questions because they use various mathematical concepts, principles, and skills that have been or are being studied (aisyah, 2008), but routine questions can also be a problem for students if students do not have certain rules that can be used to overcome the gaps in the current situation with the goals to be achieved even though the routine questions have been given to students. based on this, it can be concluded that problem solving ability is an activity to find solutions to the gaps obtained from a situation between expectations and reality. because the problem in this case is a mathematical problem, the gap is obtained when students are faced with math problems and have not found a path to solve math problems. 3n philosophical foundations niteni, nirokke, and adding tamansiswa teachings are educational teachings from ki hadjar dewantara. the concept of the 3n approach is in line with the scientific approach, where this learning provides opportunities for students to actively observe, ask questions, collect data, and associate and communicate (istiqomah et al., 2021). several studies have described the definition of niteni, nirokke, and nambahi. the definition of niteni, nirokke and added as follows: niteni is a student activity that is characterized by careful use of all five senses, where through these observations detailed/specific and in-depth information is obtained and is connected to the students' prior knowledge.(damayanti & rochmiyati, 2019). in this niteni activity, it is also a process of seeking and finding the meaning (nature, characteristics, procedures, truth) of a safety object from the five senses. nirokke is imitating examples of models/examples/examples that have been given by teachers/learning resources. this nirokke activity involves thoughts, niteni ways, feelings, and spiritual values integrally and harmoniously through imitating, demonstrating/practicing, and indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 129 presenting and, for examples, imitating with writing, imitating through steps/procedures, imitating with simulations/experiments/practices, imitating by presenting and others. nambahi is an innovative activity by adding, discovering new things or modifying what has been learned from niteni and nirokke activities to bring out students' creativity and ideas. in adding activities, students can be given freedom in learning, especially in discussion activities to convey various ideas related to the material being studied (nisa et al., 2019). the freedom of students to think, act and learn according to the nature of nature through the 3n teachings of tamansiswa can give birth to creativity from what students have understood before. through this process, new designs, ideas, or products can be obtained that can be useful for the community. in learning with 3n, students learn more systematically through the stages of niteni, nirokke and adding by recognizing the concept of the material being studied (niteni), imitating the examples/models/teachers studied (nirokke), and innovating from what has been learned (nambahi) (sibyan et al., 2019). (siti anafiah & endang hangestiningsih, 2019) added that the niteni activities could be in the form of listening to the teacher's explanation and conducting a literature review by identifying the contents of the reading through the 5w+1h formula. niroke can be done by discussing doing assignments according to the material that has been listened to. then, adding activities can be done by presenting the results of the discussion. alternative mathematics learning using 3n learning mathematics is related to many concepts that are interconnected between one mathematical concept and another (indiyah et al., 2021). mastery of mathematical concepts is needed by students in everyday life in solving various problems. the types of skills required to solve a given problem will vary depending on the topic and the way the problem is framed (adams et al., 2022). they need knowledge of mathematics and its application in real-life contexts to be able to recognize, interpret, determine patterns and relationships, and use mathematical tools to solve problems in their daily lives. (nurwidodo, 2020). these results indicate that counting needs to be a concern for school teachers. to increase students' interests and attitudes towards learning mathematics, collaborative learning, problem-based learning, games, and other strategic techniques can be used (mastika yasa & bhoke, 2019) (al-harthy, 2019). teachers need to design learning using learning models that are in accordance with the natural nature of children so as to stimulate students' thinking skills to be able to find problems and be able to find solutions to problems related to the material being studied. one alternative learning that can be used is problem-based learning. through pbl, mathematics learning is associated with everyday problems and all students can be actively involved in learning and developing thinking skills (puspita et al., 2018). students actively involved in learning mathematics can feel the experience directly and are trained to find knowledge in a meaningful and holistic manner (surya, 2017). mathematics learning is carried out not only to develop core and essential competencies but also to assist students in improving mathematical competence as a basis for good subject studies and to promote important social skills, especially mathematical communication skills. (uyen et al., 2022). learning that is full 130 astuti wijayanti, sri adi widodo, widowati pusporini, nisa wijayanti, muhammad irfan, trisniawati optimization of mathematics learning with problem based learning and 3n (niteni, nirokke, nambahi) to improve mathematical problem solving skills of educative interactions with teachers, discussions, small group work, or presentations to clarify the ideas found can provide opportunities for students to face problems, encourage them to actively express their ideas and discuss with people around them to communicate ideas. mathematical ideas so that their understanding of mathematics is getting stronger (uyen et al., 2022). rote learning is related to students' tendency to use sometimes inefficient and mathematically superficial imitative strategies rather than creating their solutions through reasoning (sidenvall et al., 2015). the data shows that textbook theory and work examples are hardly used by students when completing textbook assignments (sidenvall et al., 2015). therefore, in conducting problem-based learning with the basis of 3n niteni, nirokke, and nambahi students can be invited to use a variety of fun activities, contextual problems, and challenges. pbl procedures in (ariyana et al., 2018) by applying 3n can be implemented in the following way. tabel 1. tamansiswa's 3n-based pbl syntax pbl syntax application of 3n 1st stage student orientation to problems niteni students raised contextual issues. these problems can be addressed from the teacher's direction and found by students themselves through reading materials or activity sheets, video media, demonstrations, and other learning resources. 2nd stage organizing students to learn students niteni assignments that are directed by the teacher orally or from worksheets, then share with each group member to understand each other's assignments. 3rd stage guiding individual and group investigations students with the group nirokke examples of the modeling that has been given. each student also revisits what was done from the nirokke process to find the knowledge learned during the investigation process 4th stage develop and present the work students niteni what other friends said in the discussion. they can also supplement the discussion with data analysis and a literature review of the material. then nirokke in compiling a report can add to it by making/designing presentations/presenting works 5th stage analyze and evaluate the problem-solving process students niteni class discussions, nirokke by noting the newly discovered results, add from the analysis of class discussions to get a complete conclusion. the approach of niteni, nirokke, and nambahi (3n), assisted by learning media, will help students understand the concept of learning materials. the learning will be more interactive and meaningful because it can arouse curiosity, and stimulate active, interactive students. it is easier to describe a problem, a concept, a process or a procedure that is abstract and incomplete to be clearer and more complete. (wijayanti et al., 2019). the 3n principle can help teachers overcome difficulties in teaching because this principle has the potential to develop competencies, creativity, and student activities more concretely. (wijayanti, 2018). problem-based learning by implementing niteni, nirokke, adding can help students in learning mathematics. at the pbl stage, 3n can be implemented. at the niteni stage, the teacher can provide descriptions, and examples of questions from the material and work together with students on various math problems (daen et al., 2020). indomath: indonesia mathematics education – volume 5 | issue 02 | 2022 131 students pay close attention to the explanations/descriptions and examples of questions from the teacher about the concepts of the math material being taught. then students pay attention to how to solve the examples of questions described and try to analyze the instructions in the student worksheets and also analyze the questions so that they are easy to understand. teachers can facilitate nirokke activities by first providing modeling. students cannot find solutions to mathematical problems in their way but by imitating the examples given by the teacher (puspita et al., 2018). students can be invited to develop mathematical problem solving from previously identified concepts from the results of the niteni with the teacher's guidance. addition activities can be facilitated by the teacher by inviting students to write, communicate and present various solutions to problems from the modifying process so that the solutions are easier to understand. furthermore, concluding activities can be carried out with the teacher. student worksheets are provided as a form of written teacher assistance. this worksheet can help students' nirokke activities so that it is easier for them to build their knowledge. the results of the lks can be seen from the level of student understanding or student success in doing niteni, nirokke, and adding in group discussions and the ability to remember the problem solving that has been given. cognitive activation is teaching that encourages active intellectual engagement with learning materials and networks of old and new knowledge (spreitzer et al., 2022). this is obtained from challenging assignments, challenging class questions/discussions, activation of prior knowledge, and support through metacognition. the teacher plays an important role in setting the learning environment, exploring students' prior knowledge, and building it. problem-solving is very important to building mathematical concepts so that it can develop students' reasoning and procedural fluency. therefore, teachers need to provide various problems so that students are able to develop problemsolving competencies. 3n teaching can foster children's creativity by teaching students to recognize and capture the meaning of objects that are observed carefully, observe carefully, pay attention, compare, measure, touch, listen carefully and deeply, structurally, systematically, holistically and involve all the senses so that they are obtained—overall impression or perception. learning is also done by imitating what is seen, heard, and felt followed by additional activities by completing, perfecting according to individual desires by processing, changing, modifying, innovating, improving, adding, subtracting, and creative thinking processes in order to bring out the principles novelty to cover the shortcomings of the object being observed and imitated(nisa et al., 2019). the problem based learning model used in the learning process helps students, either individually or in groups to recognize and understand math problems that are used as problems (mastika yasa & bhoke, 2019). students are more challenged to be able to find their own way of solving problems from the given math problems. therefore, teachers should be able to implement every pbl syntax based on niteni and nirokke add well so that learning can run effectively, efficiently and meaningfully. mathematical concepts can be learned to be understood entirely even though it requires a longer process or time than classical learning. this process causes pbl to be able to 132 astuti wijayanti, sri adi widodo, widowati pusporini, nisa wijayanti, muhammad irfan, trisniawati optimization of mathematics learning with problem based learning and 3n (niteni, nirokke, nambahi) to improve mathematical problem solving skills improve students' reasoning in solving problems faced, especially in solving math problems given either individually or in groups. conclusion learning mathematics is important to provide students with the basis for other subjects. the development of science and technology requires the active involvement of students in the future. learning difficulties faced by students in mathematics require teacher innovation in teaching mathematics. teachers need to prioritize the introduction of mathematical concepts through contextual problems in each mathematics learning material. teaching mathematics in the future needs to teach students how to be (to be someone), how to know (how to know), how to do/act (how to do), how to live together (how to live together), and how to transform (how to changing rapidly). through 3n-based problem-based learning, teachers can carry out various kinds of innovations to help students learn mathematics meaningfully in a fun, challenging and contextual way. acknoledgement the author would like to thank the directorate of research, technology and community service, ministry of education, culture, research, and technology, which has funded our research in accordance with the contract number 1989.2/ll5-int/pg.02.00/2022. in addition, we would like to thank institution of research and community service, universitas sarjanawiyata tamansiswa for facilitating this research. references adams, j., resnick, i., & lowrie, t. 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(2019). matematika pada kompetensi teknik dan bisnis sepeda motor. jumlahku: jurnal matematika ilmiah stkip muhammadiyah kuningan, 5(1), 31-47. zheng, l. (2015). a systematic literature review of design-based research from 2004 to 2013. journal of computers in education, 2(4), 399-420. https://jurnal.ustjogja.ac.id/index.php/indomath vol 2, no. 2, august 2019, pp. 158-172 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. development of mathematical snakes and ladders based media augmented reality for class v students alfina dwi kistiyani universitas sarjanawiyata tamansiswa, alfinakistiyani1@email.com trisniawati* universitas sarjanawiyata tamansiswa, trisniawati@ustjogja.ac.id mahmudah titi muanifah universitas sarjanawiyata tamansiswa, mtmuanifah43@gmail.com fitrilia silvianti zernike institute for advanced materials groningen the netherlands, fitrilia.s@atk.ac.id abstract this research was conducted in one of the elementary schools in the wates, kulon progo area. this study aims to develop learning media based on snakes and ladders mathematics augmented reality for fifth grade students and describes the feasibility of mathematics-based snakes and ladders learning media augmented reality for fifth grade students. this development research uses the addie development research model which is modified into three steps, namely analysis, design and development. the methods used are qualitative methods and quantitative methods. the results showed that the learning media for snakes and ladders is mathematics based augmented reality meets the eligibility criteria as evidenced by the validation results of media experts getting an average score percentage of 99.57% with the "very eligible" criteria, the material expert validation results get an average score percentage of 94.29% with the "very eligible" criteria and the results of the questionnaire the media trial obtained an average score of student responses as a whole, namely 96.54% with the "very good" criterion. then, the results of observations and interviews showed that teachers and students gave a positive response to the mathematics-based snakes and ladders media augmented reality. thus, learning media based on snakes and ladders mathematics augmented reality can be used as an alternative learning media in class v elementary school. keywords:augmented reality, learning media, mathematical snakes and ladders. abstrak penelitian ini dilakukan di salah satu sekolah dasar di daerah wates, kulon progo. penelitian ini bertujuan untuk mengembangkan media pembelajaran ular tangga matematika berbasis augmented reality untuk peserta didik kelas v dan mendeskripsikan kelayakan media pembelajaran ular tangga matematika berbasis augmented reality untuk peserta didik kelas v. penelitian pengembangan ini menggunakan model penelitian pengembangan addie yang dimodifikasi menjadi tiga langkah, yaitu analysis (analisis), design (desain) dan development (pengembangan). metode yang digunakan yaitu metode kualitatif dan metode kuantitatif. hasil penelitian menunjukkan bahwa media pembelajaran ular tangga matematika berbasis augmented reality memenuhi kriteria kelayakan yang dibuktikan dengan hasil validasi ahli media mendapatkan persentase skor rata-rata 99,57% dengan kriteria “sangat layak”, hasil validasi ahli materi mendapatkan persentase skor rata-rata 94,29% dengan kriteria “sangat layak” dan hasil angket ujicoba media mendapatkan skor rata-rata respon peserta didik secara keseluruhan yaitu 96,54% dengan kriteria “sangat baik”. kemudian, hasil observasi dan wawancara menunjukkan bahwa guru dan peserta didik memberikan respon positif terhadap media ular tangga matematika berbasis augmented reality. dengan demikian, media pembelajaran ular tangga matematika berbasis augmented reality dapat dijadikan sebagai alternatif media pembelajaran di kelas v sekolah dasar. kata kunci: augmented reality, media pembelajaran, ular tangga matematika. mailto:alfinakistiyani1@email.com mailto:trisniawati@ustjogja.ac.id mailto:mtmuanifah43@gmail.com mailto:fitrilia.s@atk.ac.id indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 159 introduction mathematics is one of the subjects in elementary school. according to hudojo (2005), mathematics is a field of science related to ideas, structures, whose relationships are arranged logically, reasoning is deductive and can enter other branches of knowledge, and is abstract in nature. the existence of learning mathematics is very important for students, where mathematics is given starting from the elementary school level to the next level to equip students with the ability to think logically, analytically, systematically, critically and creatively. therefore, students' understanding of mathematics must be correct and thorough following the stages of learning mathematics by applying fun methods and media and applying mathematical principles (papadakis & kalogiannakis, 2019). in mathematics learning activities, teachers and students together become actors in implementing learning objectives. learning objectives will achieve maximum results if learning activities run effectively (asmara & nindiati, 2019. in general, the purpose of learning mathematics in elementary schools is so that students are able and skilled in using mathematics, and able to apply reasoning pressure in the effective application of mathematics (sulistyawati et al., 2020). the success of mathematics learning activities in elementary schools is indicated by the good mastery of the material by students. one of the success factors in learning activities, namely the teacher's ability to plan and carry out learning activities. based on the results of an interview conducted on october 4, 2022 with a class v teacher at one of the elementary schools in the wates, kulon progo area regarding mathematics learning, it shows that students are still confused about the material surface area, volume, and spatial properties. in addition, learning activities are still teacher-centered, so that students quickly feel bored and prefer to be busy alone. this causes learning to be noisy. teachers have not utilized learning media and the use of technology in learning activities due to the unavailability of learning media in schools, especially spatial media. the teacher only uses textbooks or miniature geometric shapes, so that students are less enthusiastic in participating in learning activities because they seem monotonous. the existence of some of these problems causes student learning outcomes to be still low and students are less active in participating in learning activities. based on the existing problems, it is necessary to use learning media in mathematics learning activities, especially in geometric material. learning media is an important element in learning activities (verawati et al., 2022; wikan et al., 2022). according to yaumi (2018), the word media comes from latin medium which means between or intermediaries, which refers to something that connects information between sources and recipients of information. literally, the media means an intermediary between the source of the message and the recipient of the message. almost the same as this opinion by nurrita (2018) and widodo (2018) defines learning media as learning media that can help teachers in learning activities, so that the material delivered becomes clearer and learning objectives can be achieved effectively and efficiently. the selection of learning media must be adjusted to the objectives to be achieved, the conditions and limitations that exist (widodo, 2018; widodo et al., 2018). hamdani (2011) reveals that the most 160 alfina dwi kistiyani, trisniawati, mahmudah titi muanifah, fitrilia silvianti development of mathematical snakes and ladders based media augmented reality for class v students important criterion in selecting learning media is the suitability of learning objectives. thus, in choosing learning media, appropriate considerations are needed. criteria for selecting learning media according to maimunah (2016), include conformity with learning objectives, ease of acquiring or creating media, teacher skills in using it, available time allocation to use in learning activities, and the selection of media must be in accordance with the level of thinking of students, so that the material contained is easy to understand. the use of learning media is adjusted to the level of cognitive development of students. according to jean peaget, students aged 7-11 years are at the concrete operational stage (arfani, 2021; widodo et al., 2019; widodo et al., 2020). in the concrete operational stage, students begin to use their logic to think logically with the help of concrete media. in addition, the use of learning media must also be adapted to the characteristics of students, where elementary school students like to play. learning while playing makes learning activities fun and meaningful. thus, teachers can use educational game media. educational game learning media is a tool in learning activities in the form of games that have educational properties. through these media, it allows students to participate actively in learning activities and will feel happy. based on the problems and descriptions above, the researcher developed educational game learning media. the learning media developed in this study is the mathematics snakes and ladders learning media. mathematical snakes and ladders learning media is the development of learning media from the snakes and ladders game. one example of the game, namely snakes and ladders game. snakes and ladders game is a game that can be used by teachers in learning activities. snakes and ladders game is interactive, entertaining, simple and practical, so it is loved by children. the use of snakes and ladders media in learning activities can create a pleasant atmosphere for students. according to catono (2013), the snake and ladder game is a traditional game that uses dice in its game. in line with this opinion, husna (2009) revealed that snakes and ladders game is a game that uses dice to determine how many steps a piece must take. in addition, according to salam et al. (2019) and wati (2021), snakes and ladders game is a game that is played by more than one person using a game board. this game board has a number of small boxes and in some small boxes there are a number of ladders and snakes that connect to other small boxes. the developed mathematics snakes and ladders learning media was modified by adding several cards, including question cards, answer cards, challenge cards, zonk cards, score cards and game instructions for ease of use. the question cards in this learning media aim to determine the extent to which students understand and master the geometric material. in addition, to make it more attractive, the learning media for snakes and ladders is adapted to technological developments. now the world of education can be integrated using technological advances so that learning can keep up with the times (ayu et al., 2021: 21). the development of technology and communication today has a big impact on the world of education, especially on learning media. thus, researchers also modify the learning media for mathematics snakes and ladders by integrating with a technology, namely augmented reality. according to schreer, et al (2005), augmented reality is a 3d animation that combines the real world with the virtual world real time and interactive. besides that, according to azuma (1997), defines that augmented reality is the integration between real objects and virtual indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 161 objects in 3d form that runs interactively in a real environment. augmented reality can bring up three-dimensional virtual objects that exist in the virtual world into the real world at the same time. ismayani (2020) reveals that augmented reality has the potential to be used in learning activities. utilization of learning media by using augmented reality useful in increasing student interest in the learning process because of the animation display technology augmented reality can be a stimulus for students to be more active in learning activities (pujiastuti et al., 2020: 97). in line with that with media that utilize technology augmented reality, learning can look more real and make students more interested in learning mathematics (huda & purwaningtias, 2017). benefits of use augmented reality in learning activities, that is augmented reality easy to develop, reach teachers and students because the majority currently have it smartphone basedandroid. in addition, reducing the burden of teaching materials, such as books, mathematical models in the form of wooden blocks, globe models in geography lessons and so on (mareta, 2015). thus, learning activities become more interesting and keep abreast of technological developments. the advantages of the developed augmented reality-based mathematics snakes and ladders learning media are learning media with an augmented reality application, so that the marker used is the mathematics snakes and ladders board. in the augmented reality building space application there is a rotation button, so that the spatial animation objects that appear can be seen from various sides. thus, it is easier for students to understand the spatial properties. in addition, there is also a sound button that can be turned on or off. 3d animation that appears in cyberspace is equipped with material, such as formulas, properties, nets and examples of questions. then, the learning media for the game of snakes and ladders mathematics is modified by adding cards, including question cards, answer cards, challenge cards, zonk cards, score cards and is also equipped with game instructions to make it easier to use. this learning media is able to train the cognitive abilities of students because it is not just a game of snakes and ladders that throws the dice and then runs the pawns from start to finish, but snakes and ladders are packaged in such a way equipped with question cards and challenge cards which contain questions with levels hots cognitive, so that it can train students to think hots and stimulate students in solving problems. in addition, it trains affective abilities because students are required to comply with the rules of the game and cooperate with each other in working on questions. thus, this game also instills an attitude of cooperation and mutual respect. then, practicing motor skills because students roll dice to get numbers, take cards and run pawns from one box to the next. this media also trains social language skills because students play with their friends, so that students can interact well and communicate with each other. based on the problems and results of the explanation above, it was found that learning mathematics requires concrete learning media because it is in accordance with the level of cognitive development of students and is interactive. thus, research was carried out to develop an augmented reality-based mathematical snakes and ladders learning media. this study aims to (1) develop learning media based on snakes and ladders mathematics augmented reality on geometric material for fifth grade students in elementary schools (2) describes the feasibility of mathematics-based 162 alfina dwi kistiyani, trisniawati, mahmudah titi muanifah, fitrilia silvianti development of mathematical snakes and ladders based media augmented reality for class v students snakes and ladders learning media augmented reality on building materials for fifth grade students in elementary schools. method the type of research used is research and development or research and development (r&d), with addie model. addie steps, namely as follows: 1) analysis, 2) design, 3) development, 4) implementation and 5) evaluation (dwitiyanti et al., 2020; rusdi, 2018; widyastuti et al., 2019). the steps can be shown in the figure 1. figure 1. stages in this research however, researchers did not take all the steps of the addie development model. product development is only up to the third step, namely stage development due to limited time and does not measure effectiveness. three the steps of this development research, namely: 1) analysis, 2) design and 3) development. the analysis phase is the pre-design stage to identify problems that exist in schools. at this stage the researcher analyzes the problems behind the emergence of this development. this analysis phase includes 3 stages, namely needs analysis, curriculum analysis and learning environment analysis. the next stage is the design stage. at this stage, the researcher makes a design/design of the product to be developed. at this stage consists of 2 stages, namely determining the structure of the material and making prototype product. then the last is the development stage. the development stage is the stage in making the product in accordance with the product design at the design stage. the development stage is the production stage. in addition, at this stage the product is revised by the validator in order to get improvements. after that, the product is validated for its feasibility to be used in learning activities. the subjects of this study were fifth grade students at an elementary school in the wates area, kulon progo. which totaled 13 students. data collection techniques carried out by researchers were observations made when the learning media trials were taking place, interviews were conducted during the analysis stage and after the learning media trials were to find out the responses of teachers and students as well as questionnaires or questionnaires used for evaluating learning media to a team of experts. research on the development of mathematics-based snakes and ladders learning media augmented reality this study uses qualitative and quantitative data analysis. qualitative data analysis was used to analyze data in the form of comments and suggestions provided by a team of indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 163 experts, the results of interviews with teachers and students as well as the results of observations during media trials. meanwhile, quantitative data analysis was used to analyze data in the form of scores from the assessment of the team of media experts, material experts, class teachers and student responses. the results of the validation data scores and product trials are calculated based on the likert scale. the likert scale only uses items that are definitely good and definitely bad, including those that are somewhat better, somewhat less and neutral (nazir, 2005). the research instruments used were observation guidelines, interview guidelines and questionnaires. the observation guidelines are used at the development stage when testing media in the classroom. this guideline is used to look at class conditions and students' responses to the mathematics-based snakes and ladders learning media augmented reality during the trial run. the indicators in the observation guideline include student enthusiasm, creating student activity, increasing student learning enthusiasm, class atmosphere, using media according to the rules, student interest in using media and student responses to media. the interview guide was used at the analysis stage. this guideline is used for needs analysis, curriculum analysis and facility analysis and is carried out to add information about teacher and student responses to mathematics-based snakes and ladders learning media augmented reality. the aspects contained in the interview guide grid at the analysis stage, namely aspects of curriculum and facilities, aspects of mathematics subject matter, aspects of availability of learning media, aspects of using learning media and aspects of the media based snakes and ladders game augmented reality. then, indicators of teacher response interview guidelines, including the advantages of using media, interest in using media, facilitating delivery of material, clarity of media use and creating active learning. furthermore, indicators of student response interview guidelines, including the attractiveness of media design, the advantages of using media, fostering learning motivation, ease of use of media and feeling helped by the presence of mathematics-based snakes and ladders learning media augmented reality. the last is a questionnaire. the questionnaire is used at the development stage during media assessment to media experts, material experts, class v at one of the elementary schools in the wates, kulon progo area teachers and fifth grade students at one of the elementary schools in the wates, kulon progo area as respondents. the questionnaire is used as an instrument for collecting data from students as well as for product feasibility testing of the products being developed. aspects in the validation test questionnaire grid for media experts include aspects of media quality, language aspects, design aspects, aspects of the purpose of media presentation, implementation aspects, aspects of media resilience and aspects of media security. furthermore, the aspects in the validation test questionnaire grid for material experts, including the material aspects, learning aspects and language aspects. then, the eligibility criteria for learning media based on snakes and ladders mathematics augmented reality the classroom teacher validation questionnaire is based on the media expert and material expert validation questionnaire. then, aspects in the media trial questionnaire grid for students, including material, objectives and benefits, language, attractiveness, learning and implementation. 164 alfina dwi kistiyani, trisniawati, mahmudah titi muanifah, fitrilia silvianti development of mathematical snakes and ladders based media augmented reality for class v students results and discussion this learning media was developed using the addie research model using three stages, namely analysis, design and development. analysis in the analysis stage, researchers identify and analyze facts and problems that occur in the field, so that this research can produce products that suit the needs of students. this activity was carried out by interviewing the class v teacher at one of the elementary schools in the wates, kulon progo area. the results of this analysis will become a reference in developing a mathematics-based snakes and ladders media augmented reality this. this analysis phase includes 3 stages, namely needs analysis, curriculum analysis and facility analysis. the results of the needs analysis found that it is necessary to develop concrete and more interactive learning media to attract students' learning interest. in addition, so that students are active when participating in learning activities. then, the results of the curriculum analysis found that the curriculum used was the 2013 curriculum. then, the results of the analysis of facilities found that the learning facilities owned, especially those used in learning activities in class v, did not support learning activities, such as the unavailability of learning media. the media used by the teacher is only limited to spatial miniatures. technology owned by teachers, such as laptops and cellphone not yet used optimally. design at the design stage a media design will be produced that will be developed. the design stage of the development of mathematics-based snakes and ladders media augmented reality carried out in several processes, namely: 1. determine the structure of the material at this stage, the researcher looks for subject matter regarding geometric shapes that are in accordance with basic competencies from several reference sources. 2. make prototype product at this stage, the researcher determines the components to be made, makes a chart of the components augmented reality, determining the appropriate drawings with the subject matter to be included in the design and planning the design of the snakes and ladders game components. development learning media based mathematics snakes and ladders augmented reality which was developed in this study in the form of a modified snakes and ladders game with the addition of several cards, such as question cards, answer cards, challenge cards, cards zonk, score cards and game instructions for ease of use. in addition, integrated with a technology augmented reality. technology augmented reality this is in the form of an application that can be installed in smartphone android. at this development stage, the materials that have been collected previously are arranged and designed using corel draw x7 according to the framework that has been prepared. then, at this stage the researcher also makes an application augmented reality. making augmented reality on indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 165 this building material usinggame engine unity 3d 2017.4.15. the appearance or form of the mathematical ladder snake media can be seen in the figure 2. figure 2 mathematical snakes and ladders media the image above contains the components in the mathematical ladder snake, which include the game board, cover media, game instructions, question cards, answer cards, challenge cards, cards zonk, score cards, pawns, dice and a box where toys are stored. then, for the display of the augmented reality application, it can be seen in the figure 3. main menu augmented reality build room menu augmented reality figure 3. display of the main menu & room building menu the main main menu consists of the layout menu, the basic competency and indicators menu, the guide menu and the menu about. then, on the build menu, the user directs the camera at the snake ladder board, where this board is used as marker. after that, it will display 3d geometric objects and also display menus, such as the formulas menu, which is a menu that displays material about volume formulas and geometric surface areas, the properties menu, which is a menu that displays material about geometrical properties, the nets menu, which is a menu that displays material about geometric nets and the sample questions menu, is a menu that displays examples of questions about volume, surface area and geometrical properties and how to do it. the kd and indicators menu display basic competencies and learning indicators. then, on the guide menu shows how to use the application augmented reality geometry (figure 4). 166 alfina dwi kistiyani, trisniawati, mahmudah titi muanifah, fitrilia silvianti development of mathematical snakes and ladders based media augmented reality for class v students figure 4 display kd and indicator menu & guide menu learning media based mathematics snakes and ladders augmented reality that has been developed, then consulted with the supervising lecturer to ask for suggestions and comments. then, validation is carried out using the assessment instrument that has been made. the validation stage was carried out by media experts, material experts and class teachers. this validation aims to obtain comments, suggestions and feasibility assessments of products developed by researchers as a reference for improvement. 1. media validation media validation was carried out by two validators. media validation was carried out by two validators. validator i is a lecturer in the elementary school teacher education study program at a private campus in yogyakarta who is competent in his field and validator ii is a class v teacher at an elementary school in the wates area, kulon progo. the results of the validator i assessment obtained a score percentage of 99.13% which was included in the "very eligible" category to be tested with revisions according to suggestions and the results of validator ii obtained a score percentage of 95.65% which was included in the "very eligible" category to be tested without suggestions. the comments and suggestions from media experts, namely: a. question cards replaced fontits being kind sans serif based on the comments and suggestions from the media experts, the researchers made improvements by changing font serif that is times new roman be fonts sans serif that is arial rounded mt bold. before revision after revision figure 5 repair font question card indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 167 b. title added class and scope clarified based on the comments and suggestions from media experts, the researcher made improvements by adding classes and scope to the title section. these improvements can be seen in figure 6. before revision after revision figure 6 title improvement c. added the campus logo and identity, such as the name of the campus, faculties and departments. based on the comments and suggestions from these media experts, the researchers made improvements by adding the campus logo and its identity such as the name of the campus, faculties and departments. these improvements can be seen in figure 7. before revision after revision figure 7 cover design improvements material validation material validation was carried out by two validators. media validation was carried out by two validators. validator i is a lecturer in the elementary school teacher education study program at a private campus in yogyakarta who is competent in his field and validator ii is a class v teacher at an elementary school in the wates area, kulon progo. the results of the validator i assessment obtained a score percentage of 80% which was included in the "easy" category to be tested with revisions according to suggestions and the results of validator ii obtained a score percentage of 97.14% which were included in the "very eligible" category to be tested with revisions according to suggestions. as for comments and suggestions from media experts, namely: re-checking basic competencies and indicators, hots has not been seen, so include the grid and level classification of hots questions, question packages should be made per sub-material so that they can be used universally in accordance with the material being studied by students, the use of sentences on card questions needs to be clarified, so that they are 168 alfina dwi kistiyani, trisniawati, mahmudah titi muanifah, fitrilia silvianti development of mathematical snakes and ladders based media augmented reality for class v students not ambiguous, use logical numbers, especially the size of real objects, questions on spatial properties can be more varied and complete challenge cards because there is no answer key yet. in addition, the images in the geometric augmented reality application are accompanied by a description of the geometric components/elements. based on the comments and suggestions from the material experts, the researchers made improvements by adding geometrical elements to the geometric augmented reality application. these improvements can be seen in figure 8. before revision after revision figure 8 addition of component description the next stage is to revise according to the suggestions and comments from the validator. after that, the assessment was carried out again to the validator. then, trials were carried out on fifth grade students at one of the elementary schools in the wates, kulon progo area. the following are the results of the validator's assessment and the results of student responses. the results of the validator's assessment can be seen in table 1 and the results of student responses can be seen in table 2. table 1. media validation results assesment percentage average criteria media expert validator i 99,13% 99,57% very worth it validator ii 100% material expert validator i 88,57% 94,29% very worth it validator ii 100% the feasibility of mathematics-based snakes and ladders learning media augmented reality this can be seen from the validation results from media experts, material experts and class teachers and student responses. the media is said to be appropriate if it gets a score of ≥ 61% from the expert team and student responses. the results of obtaining an average score from media experts validator i and validator ii are obtaining an average score of 99.57% with the criteria of "very eligible". then, the results of obtaining an average score from material experts validator i and validator ii are obtaining an average score of 94.29% with the criteria of "very eligible".learning media is said to be appropriate if it includes several indicators including the ability of the media to attract the attention of students and the ability of the media to repeat what students learn (akbar, 2017). table 2. student responses results aspect gain score max score percentage category material 191 195 97,95% very good objectives and benefits 64 65 98,46% very good indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 169 aspect gain score max score percentage category language 62 65 95,38% very good attractiveness 124 130 95,38% very good learning 250 260 96,15% very good implementation 313 325 96,31% very good average 1.004 1.040 96,54% very good at the time of testing the media, researchers also made observations. the observation results showed that students gave a good response to the mathematics-based snakes and ladders learning media augmented reality. the use of media can make students more active and enthusiastic in participating in learning activities. students work together in a group to work on the questions. this is in line with slavin's opinion (afandi, 2015: 79) which reveals that children tend to interact by playing. in addition, the class conditions also became more conducive. then, judging from how it is used, students use the media according to the rules of the game. it can be concluded that students are interested in mathematics-based snakes and ladders media augmented reality. the results of the interviews can be concluded that teachers are interested in using mathematics-based snakes and ladders media augmented reality. the media is in the form of a game that is integrated with a game so it is very interesting. the media can facilitate the delivery of material because the material is complete, starting from understanding, surface area formulas, volume formulas, nets and examples of questions. in addition, the media is equipped with 3d geometric images that contain animation, so that students can see concrete geometric shapes, not just fantasies. the language used is also easy for students to understand. then, the results of obtaining an average score of student response questionnaires as a whole were 96.54% with the criteria of "very good". this is in line with research conducted by indah permatasari (2022) entitled "development of learning media augmented reality (ar) based on android on flat sided space building material to improve understanding of mathematical concepts” with media and material validation results with a score of 3.50 and 3.56 (feasible to use). the benefits of using augmented reality-based math snakes and ladders learning media in learning activities include increasing the activity of students because in this game learning media all students participate directly, increasing student collaboration because this game learning media is played in groups and in each group. cooperate with each other to solve questions, as well as increase students' interest in learning because students understand geometric material using interesting media. this is in line with opinion melsi (2015) which revealed that the snakes and ladders learning media has several advantages, including the snakes and ladders learning media being able to train students' dexterity, students become more active, increase student cooperation, motivate students to learn, learning media is easy to play, increase students' learning interest, media snakes and ladders learning is very effective to use, by using snakes and ladders learning media, students will be quicker to answer questions and snakes and ladders learning media are liked by students. based on the results of the recapitulation of the results of the validator's assessment and the responses of the students, it shows that the learning media is snakes and ladders based on mathematics augmented reality for fifth grade students is feasible to use. 170 alfina dwi kistiyani, trisniawati, mahmudah titi muanifah, fitrilia silvianti development of mathematical snakes and ladders based media augmented reality for class v students conclusion development of learning media based on snakes and ladders mathematics augmented reality on geometric material using the addie research model which was modified into three stages, analysis, design and development. at the analysis stage, the researcher conducted a needs analysis, curriculum analysis and facility analysis. then, at the design stage, the researcher determines the structure of the material and makes it prototype product. furthermore, at the product development stage, the researcher made media, validated, revised and tested the product on students in the class. components in the media based mathematics snakes and ladders augmented reality, namely main menu, layout menu, basic competency menu and indicators, guide menu, about menu, buttons sound, rotation button, button back, knob close, game board, cover media, game instructions, question cards, answer cards, challenge cards, cards zonk, score cards, pawns, dice and a box where toys are stored. application augmented reality wake the space installed on smartphone android and a snake and ladder board consisting of 48 squares as marker. the material discussed in the media relates to definitions, surface area and volume formulas, properties, nets, and examples of problems. the results showed that the learning media for snakes and ladders is mathematics based augmented reality meets the eligibility criteria as evidenced by the validation results of media experts getting an average score percentage of 99.57% with the "very eligible" criteria, the material expert validation results get an average score percentage of 94.29% with the "very eligible" criteria and the results of the media trial questionnaire get an average overall student response score of 96.54% with the "very good" criteria. then, the results of observations, interviews with fifth grade teachers and student interviews also showed that teachers and students gave positive responses to the mathematics-based snakes and ladders media augmented reality. thus, learning media based on snakes and ladders mathematics augmented reality for v grade students is feasible to use. reference afandi, r. 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(2018, july). mathematical comic media for problem solving skills. in joint workshop ko2pi and the 1st international conference on advance & scientific innovation (pp. 101-108). widodo, s. a., irfan, m., trisniawati, t., hidayat, w., perbowo, k. s., noto, m. s., & prahmana, r. c. i. (2020, october). process of algebra problem-solving in formal student. in journal of physics: conference series (vol. 1657, no. 1, p. 012092). iop publishing. https://doi.org/10.1088/1742-6596/1657/1/012092 widyastuti, e. (2019, march). using the addie model to develop learning material for actuarial mathematics. in journal of physics: conference series (vol. 1188, no. 1, p. 012052). iop publishing. https://doi.org/10.1088/1742-6596/1188/1/012052 yaumi, m. (2018). media dan teknologi pembelajaran. jakarta: prenada group. https://doi.org/10.1088/1742-6596/1657/1/012092 https://doi.org/10.1088/1742-6596/1188/1/012052 http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2021, pp. 81-94 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. mathematical refractive thinking ability in multivariable calculus: instrument design and quality of use isra nurmai yenti pendidikan matematika, institut agama islam negeri batusangkar, isranurmaiyenti@iainbatusangkar.ac.id yaya s. kusumah pendidikan matematika, universitas pendidikan indonesia, yayaskusumah@yahoo.com jarnawi afgani dahlan pendidikan matematika, universitas pendidikan indonesia, jarnawi@upi.edu abstract mathematical refractive thinking ability must be given in every class because it is needed in decision-making. this study aims to develop a mathematical refractive thinking ability instrument for multivariable calculus material. this study is a research and development (r & d) with three research steps: instrument design, expert instrument validity testing, and pilot testing. this study involved 3 material experts and 32 mathematics education students using the purposive sampling technique. analysis of research data using the q-cochran test, product moment correlation, and cronbach's alpha. the results of the design and development of the mathematical refractive thinking ability instrument are in the form of four essay tests. after the trial was conducted, this study produced three test items for mathematical refractive thinking ability that was valid and reliable. keywords: mathematical refractive thinking ability, multivariable calculus, validity, reliability abstrak kemampuan berpikir refraktif matematis harus diberikan pada setiap kelas perkuliahan karena sangat dibutuhkan dalam pengambilan keputusan. penelitian ini bertujuan untuk mengembangkan instrumen kemampuan berpikir refraktif matematis untuk materi kalkulus multivariabel. penelitian ini merupakan penelitian dan pengembangan (r & d) dengan tiga langkah penelitian, yaitu: merancang instrumen, melakukan validitas instrumen oleh pakar, dan melakukan ujicoba. penelitian ini melibatkan 3 orang ahli materi dan 32 orang mahasiswa pendidikan matematika dengan teknik purposive sampling. analisis data penelitian menggunakan uji q-cochran, korelasi product moment, dan cronbach's alpha. hasil perancangan dan pengembangan instrumen kemampuan berpikir refraktif matematis berupa empat butir tes uraian. setelah dilakukan ujicoba, penelitian ini menghasilkan tiga butir tes kemampuan berpikir refraktif matematis yang valid dan reliabel. kata kunci: kemampuan berpikir refraktif matematis, kalkulus multivariabel, validitas, reliabilitas introduction the indonesian national qualification framework establishes the description of qualifications for level 6, one of which is being able to make right decisions based on analysis of information and data, and being able to provide guidance in choosing alternative solutions independently and in groups (presidential regulation of the republic of indonesia number 8). lecturers must train students to make appropriate and professional decisions based on the results of the analysis of information and data in all mathematics courses. determining right decision in solving problems of learning mathematics, requires a variety of considerations and settlement options. this is the main goal of refraction, because the main purpose 82 isra nurma yenti, yaya s. kusumah, and jarnawi afgani dahlan mathematical refractive thinking ability in calculus: instrument design and quality of use of refraction is to offer various solutions, considerations and / or observations of the problems encountered (pagano & roselle, 2009). refraction is a mental activity experienced by someone to make decisions through reflective thinking and critical thinking (maslukha et al., 2018). as a mental activity, refraction can be categorized as a type of thinking. thinking that is characterized by reflective thinking followed by critical thinking and producing decisions is called refractive thinking (prayitno, 2015). thus, refractive thinking is critical thinking about things that are obtained from reflective thinking to produce decisions. according to prayitno (2015), the main components of refractive thinking are reflective thinking and critical thinking. the results of the refractive thinking construction (prayitno et al., 2014) are divided into three categories, as shown in table 1. the problem identification component combines description and problem definition from reflective thinking with information exploration from critical thinking. recording the information given in the problem, organizing the information, visualizing the information in mathematical symbols, and recognizing some concepts or principles inherent in the problem are part of the problem identification component (prayitno, et al., 2014). components compile the strategy obtained from the results of information gathering and linking some relevant information. formulating a strategy can be done by identifying the relationship between information, several statements or concepts, and elements that are considered important in solving problems, even proposing some possible solutions to problems. the component of evaluating is the combination of the component believing the conclusion in reflective thinking with the component evaluating and clarifying critical thinking. evaluating means evaluating the information generated based on relevant information to make a decision. table 1. refractive thinking construction components of reflective thinking components of critical thinking components of refractive thinking description of problem define the problem exploration of information identification of problem collection relevance of information strategy conclusion belief evaluation clarification evaluation refractive thinking will arise when someone is given an open-ended problem (prayitno, 2015). the open-ended problem has several alternatives for the initial and / or final situation and the solution method (laine et al., 2018). when students are asked to solve open-ended problems, they may find several ways to solve the problem, then they analyze several ways to solve the problem. these solutions can be mutually supportive and complementary to one another or focused on choosing one method until a result (decision) is found. refractive thinking in solving mathematical problems or mathematical refractive thinking can be measured through the ability of mathematical refractive thinking. the ability of mathematical refractive thinking is the ability of a person to solve complex mathematical problems through the analysis of critical thinking of some alternative solutions obtained from reflective thinking. for example, students are asked to solve the problem: “a sphere with a center point (2,4,6) is in the first indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 83 octane. the sphere touches one of the coordinate planes. move the sphere so that its center is at the origin and then draw the sphere that has been shifted." this problem is complex because it contains several concepts, namely sphere, cartesian coordinates in three-space, translation, and drawing graphs in three-space. the problem is also open-ended because a sphere can touch the xyplane, or yz-plane, or xz-plane. to solve the problem, students can draw a sphere and perform translations. in addition, students can also use the equation of a sphere and draw a sphere graph by referring to the equation of a sphere. because there are multiple possible solutions, students must think critically when selecting the tangent planes and settlement strategy to reach the correct result. thus, the above problems can demonstrate students' mathematical refractive thinking processes by addressing mathematical refractive thinking ability. mathematical refractive thinking ability is measured through 8 indicators, namely: 1) identifying mathematical problems, 2) interpreting mathematical situations rationally, 3) representing ideas in the form of mathematical symbols, figures or tables, 4) identifying the relationship between statements, questions and mathematical concepts, 5) proposes several possible alternative solutions in solving mathematical problems, 6) chooses alternative solutions that are most relevant and is used to solve mathematical problems, 7) evaluates alternative solutions and answers produced by considering relevant information, and 8) explain again the information generated. indicators (1), (2) and (3) to measure components identify problems, indicators (4), (5) and (6) to measure components compile strategies, while indicators (7) and (8) to measure components conduct evaluations . several studies have examined the refractive thinking in solving mathematical problems (maslukha et al., 2018; prayitno, 2015; prayitno et al., 2014). the process of refractive thinking has been investigated on data problems (prayitno, 2015) and geometry (maslukha et al., 2018; prihati & wijayanti, 2017). the research above resulted in the process of refractive thinking with one strategy, two strategies, and many strategies (prayitno, 2015; prayitno et al., 2014) as well as the occurrence of differences in refractive thinking based on mathematical ability (maslukha et al., 2018) and type keirsey's personality (prihati & wijayanti, 2017). no research has been found that addresses mathematical refractive thinking ability in calculus concepts. calculus courses are a prerequisite for several advanced mathematics courses (kashefi, et al., 2012). if students' mathematical refractive thinking abilities are still weak in calculus material, it is suspected that they also experience problems with these abilities in advanced mathematics. mathematical refractive thinking ability was evaluated on multivariable calculus material in this study because the learning outcomes of multivariable calculus included critical thinking, analytical thinking, and creative thinking in problem-solving, as well as confidence in decision making. as a result, a thorough examination of students' mathematical refractive thinking ability in calculus content, particularly multivariable calculus, is required. to obtain correct and unbiased data on mathematical refractive thinking ability, researchers need to develop an instrument for mathematical refractive thinking ability that meets quality standards. the quality of measurement instruments is determined by validity and reliability (colton & covert, 2007; karanicolas et al., 2009; scholtes et al., 2011; kimberlin & winterstein, 2008) and responsiveness (scholtes et al., 2011; kimberlin & winterstein, 2008). however, in this study, 84 isra nurma yenti, yaya s. kusumah, and jarnawi afgani dahlan mathematical refractive thinking ability in calculus: instrument design and quality of use researchers only measured the quality of instruments validly and reliably, because valid and reliable instruments could provide accurate information about the weaknesses and shortcomings of educational programs (setiawan & mardapi, 2019). the validity and reliability of the instruments are two things that are important in improving the effectiveness of the data collection process (sugiyono, 2015; burton & mazerolle, 2011; pardimin et al, 2017; purwaningsih et al, 2018). validity requires a reliable instrument, but an instrument can be reliable even though it is not valid (kimberlin & winterstein, 2008). validity is related to the ability of instruments to measure what should be measured while reliability is related to the consistency of measurements (colton & covert, 2007). in this study, the validity used is content validity, construct validity, face validity, and empirical validity. content validity is the degree to which an instrument is representative of the topic and process being investigated (colton & covert, 2007). the validity of the contents for the instrument in the form of a test can be done by comparing the contents of the instrument with the material taught (sugiyono, 2015; lestari & yudhanegara, 2015). construct validity is the validity associated with the ability of a measuring instrument to measure the understanding of a concept that is measured (colton & covert, 2007; sugiyono, 2015). face validity is the accuracy of the arrangement of sentences or words used on a question item or statement in an instrument (lestari & yudhanegara, 2015). empirical validity is validity obtained through observation or observation that is empirical and reviewed based on certain criteria (lestari & yudhanegara, 2015). empirical validity in this study aims to see the use of instruments in small groups in the field. the reliability used in this study is internal reliability (internal consistency) which describes consistency between instrument items (gall & borg, 2003). internal consistency allows researchers to compare results between items from one instrument and only one instrument trial (colton & covert, 2007). thus, the purpose of this research is to develop a valid and reliable instrument of mathematical refractive thinking ability for multivariable calculus. method this research belongs to the research and development (r & d) group. r & d aims to produce new technologies, services, products, or systems (mumu & tanujaya, 2019). the focus of this paper is to design a test instrument for mathematical refractive thinking abilities and scoring criteria, so that the result may be used as a guide for the development of similar instruments. the researchers in this study consisted of 3 stages of research: designing instruments, conducting instrument validity by experts, and pilot testing. table 2 shows the activities involved in designing instruments, validating instruments, and pilot testing instruments. testing the content validity, construct validity and face validity can be done using the opinions of experts (sugiyono, 2015; lestari & yudhanegara, 2015; azwar, 2016; hoogland et al., 2016; wichit et al., 2018). the instrument was designed for validity by three multivariable calculus experts (hamdi et al., 2018). indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 85 table 2. description of activities carried out on the design and validation of the instrument research prosedure description of research activities types of instrument quality design 1. selecting multivariable calculus material that can be combined into aproblem of mathematical refractive thinking ability 2. designing open-ended problem according to indicators of mathematical refractive thinking ability content validity contruct validity validity by experts 1. checking the correctness of the material tested on the instrument 2. adjusting questions and statements on the instrument with indicators of mathematical refractive thinking ability 3. checking the accuracy of language use content validity contruct validity face validity pilot testing instruments 1. conducting instrument pilot testing on 32 students 2. calculating the pearson product moment correlation coefficient 3. calculating cronbach's alpha values empirical validity and internal consistency the process of designing an instrument the process of designing the instrument begins with selecting multivariable calculus material. researchers choose geometry material in space and derivatives for the function of two or more variables. these two materials are the starting material for multivariable calculus. each indication of learning achievement is calculated by combining many indicators whose material is connected, rather than by a single problem of mathematics refractive thinking ability. furthermore, a four-question problem was designed. these questions indicate eight indicators of mathematical refractive thinking ability. the validity of the instrument by experts material experts need to provide an assessment of the content validity, construct validity and face validity of the mathematical refractive thinking ability instrument that has been designed. this aims to get the conformity of the instrument with the material provided, the objectives to be achieved, indicators of ability to be measured, the accuracy of the arrangement of sentences or words listed in the problem (language clarity / editorial) and clarity of the image (representation) so it is not confusing and has a double meaning. the material expert filled out the validation sheet on a two-value scale: 1 = valid instrument and 0 = invalid instrument. expert validation data were processed using spss software q-cochran test. instrument pilot testing the pilot testing of the instrument was limited. the recommended sample size for instrument trials is at least 10 respondents per item (burton & mazerolle, 2011). in this research, pilot testing participants numbered 32 people from 3 universities in west sumatra, namely 12 students of padang state islamic university, 10 students of padang state university and 10 students of batusangkar state islamic institute. this selection is based on accreditation and students' willingness to become respondents. all participants are students who have taken multivariable calculus courses. 86 isra nurma yenti, yaya s. kusumah, and jarnawi afgani dahlan mathematical refractive thinking ability in calculus: instrument design and quality of use determination of the validity of each test item mathematical refractive thinking ability is done by calculating the correlation between the scores of each test item with its total score. calculation of this correlation can be done using product moment correlation from pearson. pearson's correlation coefficient is very suitable to be used for determining the validity of items on the measurement of student achievement (muntholib et al., 2018). researchers used the help of ibm spss 20 software to calculate the pearson’s correlation coefficient. the interpretation of the correlation coefficient follows table 3 (schober, boer, & schwarte, 2018). table 3. correlation coefficient criteria for instrument validity correlation coefficient criteria 0,90 ≤ 𝑟𝑥𝑦 ≤ 1,00 very strong 0,70 ≤ 𝑟𝑥𝑦 ≤ 0,89 strong 0,40 ≤ 𝑟𝑥𝑦 ≤ 0,69 moderate 0,10 ≤ 𝑟𝑥𝑦 ≤ 0,39 weak 𝑟𝑥𝑦 < 0,1 negligible internal consistency tests of mathematical refractive thinking ability were calculated using cronbach's alpha. cronbach's alpha is a reliability test that requires only a single test administration to provide a unique estimate of the reliability for a given test (gliem & gliem, 2018). in addition, cronbach's alpha is best used for instruments with a single construction scale and is less informative when reported for instruments that measure several constructs at once (adams & wieman, 2011; taber, 2018). cronbach's alpha calculation using the help of ibm spss 20. the category of reliability values obtained are: if less than 0.5 then the reliability is low, if more than or equal to 0.5 but less than or equal to 0.8 then the reliability is moderate, and if it is greater than 0.8 then reliability is high (adams & wieman, 2011; salvucci et al., 1997). result and discussion the process of designing an instrument before researchers design instruments of mathematical refractive thinking ability, researchers need to prepare test specifications in the form of determining the test objectives, compiling the grid and selecting the form of the test (harjo et al., 2019). the test specification serves as a practical guide for the test compiler in planning the content of the subject being tested, aspects of the behavior being measured, the form of the test, and the length of the test (mardapi, 2008). in addition, there are several steps that need to be considered to get a good test, namely: 1) identification of objectives and scope of measurement, 2) mapping of basic competencies and indicators, 3) determining competency limits to be measured, 4) determining test design based on measurements which will be used, 5) making the mathematics test instrument grids, 6) making the mathematical essay according to the plan (hamdi et al., 2018). in this study, researchers designed the mathematical refractive thinking ability instrument for geometrical material in space and its derivatives for the function of two or more variables. learning outcomes indicators for geometry in space are able students: 1) explain cartesian coordinates in indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 87 three-space; 2) determine the distance of two points in three-space; 3) explain about and their equations; 4) draw surfaces in three-space; 5) explain the cylindrical and spherical coordinate system; 6) change the coordinates of a point from the cartesian coordinate system into a cylindrical or spherical coordinate system and vice versa; and 7) change an equation of the cartesian coordinate system into a cylindrical or spherical coordinate system and vice versa. while learning outcomes indicators for differential for functions of two or more variables are able students: 1) explain the form of functions of two or more variables; 2) determine the domain of the functions of two or more variables; 3) describe a graph of the functions of two variables using the level curve (contour map); 4) determine the partial derivatives of the functions of two or more variables; 5) determine the limits and continuity of the functions of two variables; 6) determine the derivatives of a function of two or more variables with chain rules; 7) determine the derivatives of implicit functions; 8) determine the extreme value of a function of two or more variables using the second partial derivative test; and 9) determine the extreme value of a function of two or more variables using the lagrange multiplier method. this indicator is compiled based on the learning outcomes that have been set in the curriculum. based on the indicators of learning achievement above, the researcher made four items of mathematical refractive thinking ability questions, that each question has four questions which are presented in table 4. question a is to measure indicators of mathematical refractive thinking numbers (1), (2) and (3). question b to measure indicators of mathematical refractive thinking ability number (4). question c to measure indicators of mathematical refractive thinking ability numbers (5) and (6). question d to measure indicators of mathematical refractive thinking ability numbers (7) and (8). scoring student answers refers to the guidelines in table 5. table 4. grid tests for mathematical refractive thinking ability question number problems subject matter indicator of subject matter 1 seorang arsitek akan menggambar sketsa sebuah kubah mesjid di koordinat cartesius dengan bidang-xy sebagai alasnya. ia hanya diberitahu oleh pengurus mesjid bahwa kubah mesjid tersebut memiliki diameter alas 6 m dan tinggi kubah 4 m. berikut ini diberikan beberapa persamaan sebagai alternatif yang dapat membantu arsitek untuk membuat gambar kubah mesjid. 𝑧 = √16 − 16 9 𝑥2 − 16 9 𝑦2 𝜌 = 3 16𝑟 2 + 9𝑧2 = 144 a. apakah situasi matematis dari menggambar sketsa sebuah kubah mesjid sudah memadai? jika sudah, tulislah semua informasi yang diberikan dalam bahasa matematika. b. jelaskan konsep-konsep yang dapat digunakan untuk menyelesaikan masalah menggambar sketsa sebuah kubah mesjid tersebut! c. tuliskan beberapa alternatif cara yang dapat dilakukan untuk menyelesaikan masalah menggambar sketsa sebuah kubah mesjid di atas! berikan alasan terhadap geometry in space 1, 2, 3, 4, 5, 6 and 7 88 isra nurma yenti, yaya s. kusumah, and jarnawi afgani dahlan mathematical refractive thinking ability in calculus: instrument design and quality of use alternatif mana yang kamu pilih dan selesaikan permasalahannya berdasarkan cara tersebut. d. periksa kembali hasil kerjamu dengan menggunakan informasi yang diberikan soal. berikan penjelasan tentang langkah-langkah yang dilakukan. 2 ada beberapa permukaan seperti bola, paraboloida eliptik dan konik eliptik yang memiliki peta kontur seperti berikut. a. tafsirkan situasi matematis dari permukaan yang memiliki peta kontur di atas! nyatakan dalam bahasa matematika! b. jelaskan konsep-konsep yang dapat digunakan untuk menyelesaikan masalah permukaan yang memiliki peta kontur di atas! c. tentukan 𝑓(𝑥, 𝑦) yang memiliki grafik seperti peta kontur di atas apabila daerah asal dari 𝑓(𝑥, 𝑦) adalah {(𝑥, 𝑦): 𝑥2 + 𝑦2 ≤ 9}. d. periksalah bahwa 𝑓(𝑥, 𝑦) kontinu di titik asal. differential for functions of two or more variables 1, 2, 3, 4 and 5 3 secara umum bagian pohon yang digergaji menjadi kayu adalah bagian batangnya, yakni bentuk benda yang hampir menyerupai tabung lingkaran tegak. jari-jari batang suatu pohon tertentu tumbuh 0,5 cm per tahun dan tinggi bertambah 8 cm per tahun. berapa cepat volume bertambah ketika jari-jari batang 20 cm dan tinggi batang 400 cm? a. apakah situasi matematis dari masalah penambahan volume batang kayu sudah memadai? jika sudah, tulislah semua informasi yang diberikan dalam bahasa matematika. b. jelaskan konsep-konsep yang dapat digunakan untuk menyelesaikan masalah penambahan volume batang kayu tersebut! c. tuliskan beberapa alternatif cara yang dapat digunakan untuk menyelesaikan masalah penambahan volume batang kayu di atas! berikan alasan terhadap alternatif mana yang kamu pilih dan selesaikan permasalahannya berdasarkan cara tersebut. d. periksa kembali hasil kerjamu dengan menggunakan informasi yang diberikan soal. berikan penjelasan tentang langkah-langkah yang dilakukan. differential for functions of two or more variables 6 and 7 4 anton ingin membuat kotak infak suatu mesjid. biaya bahan untuk alas kotak tiga kali lebih mahal daripada biaya bahan untuk sisi dan atas kotak. tentukan volume terbesar yang dimiliki kotak tersebut jika banyak uang yang tersedia differential for functions of two or 8 and 9 indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 89 adalah 1,2 juta rupiah dan biaya bahan untuk alas adalah rp. 60.000,per dm2. a. tafsirkan situasi matematis dari masalah kotak infak suatu mesjid di atas! nyatakan dalam bahasa matematika! b. tulislah konsep-konsep yang dapat digunakan untuk menyelesaikan masalah kotak infak suatu mesjid tersebut! c. tuliskan beberapa alternatif cara yang dapat dilakukan untuk menyelesaikan kotak infak suatu mesjid di atas! berikan alasan terhadap alternatif mana yang kamu pilih dan selesaikan permasalahannya berdasarkan cara tersebut. d. periksa kembali hasil kerjamu dengan menggunakan informasi yang diberikan soal. berikan penjelasan tentang langkah-langkah yang dilakukan. more variables table 5. guidelines for scoring mathematical refractive thinking ability tests indicators of mathematical refractive thinking ability description of student answers score no answer 0 identifying mathematical problems identify data that is known and asked for a problem 0-2 interpreting mathematical situations rationally interpret mathematical situations rationally 0-2 representing ideas in the form of mathematical symbols, figures or tables representing ideas in the form of mathematical symbols, figures or tables 0-2 identifying the relationship between statements, questions and mathematical concepts identify the relationship between statements, questions and mathematical concepts / principles contained in the problem 0-2 proposes several possible alternative solutions in solving mathematical problems identify several strategies that can be used to solve problems 0-2 chooses alternative solutions that are most relevant and is used to solve mathematical problems choose alternative solutions that are most relevant and used to solve problems 0-3 evaluates alternative solutions and answers produced by considering relevant information check the answers obtained by using known data 0-1 explain again the information generated make conclusions on the results of a given problem 0-1 one point score on mathematical refractive thinking ability 0-15 the validity of the instrument by experts content validity, construct validity, and face validity is all evaluated by experts' judgment. the q-cochran test results using spss software can be seen in table 6. 90 isra nurma yenti, yaya s. kusumah, and jarnawi afgani dahlan mathematical refractive thinking ability in calculus: instrument design and quality of use table 6. q-cochran test results for content validity, construct validity and face validity of the mathematical refractive thinking ability test statistics content validity construct validity face validity n 16 16 16 cochran's q 2.000a 2.000a 5.200a df 2 2 2 asymp. sig. 0.368 0.368 0.074 a. 1 is treated as a success. from the test results in table 6, it can be seen that the asymp value. sig. respectively 0.368, 0.368 and 0.074; these three values are greater than α = 0.05. this means that the experts agree on the content validity, construct validity, and face validity of the mathematical refractive thinking ability test. table 7 shows some expert suggestions as well as the results of their revisions. table 7. suggestions for improvement of the mathematical refractive thinking ability test from experts and the revised results expert suggestion revision learning achievement indicators about determining the distance of two points in threespace as well as determining the limit and continuous function of two variables are discarded because the two indicators are not measured in the problem problem 1a “is the mathematical situation of drawing a sketch of a mosque dome adequate? if so, write down all the information provided in mathematical language. "is the mathematical situation of drawing a sketch of a mosque dome adequate? if so, identify the situation or given mathematical equation!" problem 2a "interpret mathematical situations from surfaces that have contour maps above! write down in mathematical language!" "identification of situations or mathematical equations from surfaces that have contour maps above!" problem 2d "check that 𝑓(𝑥, 𝑦) is continuous at the origin." "check your answer by drawing a contour map for each alternative answer." problem 3a "is the mathematical situation of the problem of increasing the volume of trunk sufficient? if so, write down all the information provided in mathematical language." "is the mathematical situation of the problem of increasing the volume of trunk sufficient? if so, identify the situation or given mathematical equation!" problem 3d "double check your work using the information provided about the problem. provide an explanation of the steps taken." "check your work by writing a conclusion about your answer." problem 4a "interpret the mathematical situation of the mosque infaq problem problem above! express in mathematical language!" "identify the situation or mathematical equation of the infaq box problem of a mosque above!" in general, many suggestions for improvement are given on face validity, that is, the sentence editor in question a. according to the expert, the sentence "express in mathematical language" is less familiar to students, so students will have difficulty in answering these questions. while the sentence editor for the problem has been stated properly and correctly. an instrument is said to have good face validity if the arrangement of sentences or words in questions or statements is clear, can be understood and does not cause other interpretations (lestari & yudhanegara, 2015). in addition, face validity is related to the ability to read (burton & mazerolle, 2011; drost, 2011). another suggestion from experts is on content validity and construct validity. according to the expert, there are two indicators of learning outcomes that need to be discarded because they were not tested in the questions. the items in the test must cover the entire content domain to be indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 91 measured (azwar, 2016). in addition, there is a change of questions because it is not in accordance with indicators of mathematical refractive thinking ability. the content of the test items must match the contents of the items designed to be measured (gall & borg, 2003). next, researchers improved the mathematical refractive thinking ability instrument in the editorial section of the question, grid and key answers to the mathematical refractive thinking ability test. the revision of this instrument will be tested in the field. instrument pilot testing the revised instrument of validity by experts was tested on 32 students. the results of calculations using pearson product moment correlation can be seen in table 8. table 8. pearson product moment correlations score item number 1 score item number 2 score item number 3 score item number 4 total score score item number 1 pearson correlation 1 0.743** 0.380* -0.070 0.845** sig. (2-tailed) 0.000 0.032 0.702 0.000 n 32 32 32 32 32 score item number 2 pearson correlation 0.743** 1 0.328 -0.192 0.767** sig. (2-tailed) 0.000 0.067 0.293 0.000 n 32 32 32 32 32 score item number 3 pearson correlation 0.380* 0.328 1 0.061 0.760** sig. (2-tailed) 0.032 0.067 0.741 0.000 n 32 32 32 32 32 score item number 4 pearson correlation -0.070 -0.192 0.061 1 0.119 sig. (2-tailed) 0.702 0.293 0.741 0.516 n 32 32 32 32 32 total score pearson correlation 0.845** 0.767** 0.760** 0.119 1 sig. (2-tailed) 0.000 0.000 0.000 0.516 n 32 32 32 32 32 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). the pearson product moment correlation coefficient for each successive mathematical thinking ability test item is 0.845, 0.767, 0.760 and 0.119. based on table 3, if the values above are interpreted according to the correlation coefficient criteria, then questions number 1, 2 and 3 have a correlation value in the high category, while question number 4 has a correlation in the low category. in other words, after being tested in the field, the mathematical refractive thinking ability test for questions number 1, 2 and 3 already have good empirical validity. meanwhile, question number 4 still has very poor empirical validity. if the validity coefficient is less than 0.30, it is usually considered as unsatisfactory (azwar, 2016). test questions that have low correlation coefficients are revised and used to collect data (muntholib et al., 2018), so problem number 4 must be corrected and retried to find out its empirical validity. the results of the calculation of the internal consistency tests of mathematical refractive thinking abilities using cronbach's alpha can be seen in table 9. based on the criteria of gliem & 92 isra nurma yenti, yaya s. kusumah, and jarnawi afgani dahlan mathematical refractive thinking ability in calculus: instrument design and quality of use gliem (2003) and salvucci et al. (1997), the alpha value is in the medium category, meaning that the reliability of the mathematical refractive thinking ability test is moderate. in other words, the cronbach’s alpha correlation coefficient values above are not sufficient for a reliability. the minimum reliability coefficient is 0.70 to indicate the correct reliability (scholtes et al., 2011; setiawan & mardapi, 2019). table 9. reliability statistics cronbach's alpha n of items 0.593 4 another opinion states that the results of the calculation of high cronbach's alpha coefficients do not guarantee the reliability of an instrument (adams & wieman, 2011). in addition, reliability is relative, so the interpretation of the reliability coefficient is relative, meaning the test user can determine whether the reliability coefficient of the score obtained is satisfactory for his needs or not (azwar, 2016). table 10. item-total statistics scale mean if item deleted scale variance if item deleted corrected item-total correlation cronbach's alpha if item deleted score item number 1 12.66 34.814 0.604 0.293 score item number 2 15.19 47.190 0.572 0.388 score item number 3 13.81 38.738 0.399 0.522 score item number 4 17.50 76.323 -0.063 0.708 however, if question number 4 is discarded, the reliability of the mathematical refractive thinking ability test will increase to 0.708 (see table 10). that is, the reliability coefficient is satisfactory because it is above a predetermined limit (see opinion scholtes et al., 2011; setiawan & mardapi, 2019). one effort to improve test reliability scores is to write tests clearly and make test instructions easy to understand (drost, 2011). thus, the mathematical refractive thinking ability test instrument has 3 valid test questions, 1 invalid question and medium reliability. although the internal consistency of the test instrument is not high, researchers cannot discard question number 4 because otherwise there are unmeasured learning outcomes. so, researchers continues to use this instrument by replacing question number 4 following the suggestion (drost, 2011). researchers find previous studies that still use instruments with reliability not high, such as research muntholib et al., (2018) using instruments with a reliability coefficient of 0.470 (low). conclusion the instrument designed to measure the mathematical refractive thinking ability is a test consisting of 4 essay questions and scoring guidelines. both instruments have content validity, construct validity, and face validity based on expert judgment. empirical validity resulted in three valid test items and one test item that had to be improved. calculations with cronbach's alpha gave the indomath: indonesian mathematics education – volume 4 | issue 02 | 2021 93 results of the reliability of the test instrument in the medium category. thus, this research has developed an instrument to measure the mathematical refractive thinking ability in multivariable calculus material. the next researcher can try out the mathematical refractive thinking ability instrument in a larger sample to obtain higher validity and reliability values. in addition, the development of mathematical refractive thinking ability instruments for multivariable calculus lectures should be a reference for the development of instruments in other subjects. acknowledgement the authors would like to acknowledge the financial support from institut agama islam negeri batusangkar. the authors would also like to thank the multivariable calculus material experts who have provided many suggestions for the design of this research instrument. references adams, w. k., & wieman, c. e. 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(2018). psychometric testing of the family‐carer diabetes management self‐efficacy scale. health & social care in the community, 26(2), 214-223. https://doi.org/10.1111/hsc.12511. https://doi.org/10.2146/ajhp070364 https://doi.org/10.5430/ijhe.v8n6p85 https://doi.org/10.1213/ane.%200000000000002864 https://doi.org/10.1213/ane.%200000000000002864 https://doi.org/10.1016/j.injury.2010.11.042 https://doi.org/10.29333/iji.2019.12326a https://doi.org/10.1007/s11165-016-9602-2 https://doi.org/10.1111/hsc.12511 https://indomath.org/index.php/indomath vol 5, no. 1, february 2022, pp. 42-54 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. learning habits shaping mathematical literacy: lens through the chronology of time and cognitive processes fiki alghadari mathematics education, stkip kusuma negara, fiki_alghadari@stkipkusumanegara.ac.id audi yundayani english education, stkip kusuma negara, audi_yundayani@stkipkusumanegara.ac.id murat genç mathematics education, zonguldak bülent ecevit üniversity, muratgenc@beun.edu.tr abstract mathematical literacy prepares future generations to deal with the challenges of a changing world. however, students' knowledge and abilities are still below the optimal level. this study aims to evaluate how students' learning habits, which are based on the chronology of time and cognitive processes, affect their mathematical literacy. this quantitative research, conducted with the participation of vocational students in west java, employs an observational approach. the study examines the measurement and structural model up to the second-order levels. the findings revealed that the habit of reviewing had a substantial impact on factors in formulating mathematical models, while the other components were not. indications of how students adapt information lead to the condition that they do, but not in an ideal way at the logical-operational level. therefore, learning is insufficient only during school hours due to cognitive capacity considerations besides building an independent learner attitude outside of school. keywords: cognitive processes, learning habits, mathematical literacy, study time. abstrak literasi matematis membekali generasi menghadapi perubahan masa. namum, menurut laporan hasil survei internasional dan lembaga penilaian pendidikan indonesia, bekal pengetahuan dan kemampuan yang diwariskan belum optimal. penelitian ini, fokus pada kebiasaan belajar siswa berdasarkan pertimbangan kronologi waktu dan proses kognitif, bertujuan mengkaji bagaimana dampaknya terhadap literasi matematis. penelitian kuantitatif ini dilakukan dengan partisiasi siswa sekolah kejuruan di daerah jawa barat, menggunakan pendekatan observasional. penelitian ini menganalisis kesesuaian model pengukuran serta model struktural sampai dengan tingkat kedua. hasil penelitian menyimpulkan bahwa faktor kebiasaan siswa mereviu konten berdampak signifikan terhadap faktor merumuskan model matematis, sedangkan faktor lainnya tidak signifikan pada tingkat analisis yang sama. indikasi bagaimana siswa mengadaptasi informasi mengarah kepada kondisi bahwa mereka melakukannya tetapi belum melibatkan berpikir matematis secara optimal di tingkat logika-operasional. hasil studi ini menjadi alasan mengapa belajar tidak cukup hanya di jadwal sekolah karena pertimbangan kapasitas kognitif yang beroperasi, sedangkan alasan lain adalah menumbuhkan sikap pembelajar mandiri. kata kunci: kebiasaan belajar, literasi matematis, proses kognitif, waktu belajar. indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 43 introduction the advancement of science has contributed significantlyto the culture of a society in many ways. susanto (2021) states that science is becoming more comprehensive and in-depth. moreover, this includes the output of science that makes its dissemination easier and faster than ever before (widianti, 2021). in response to this situation, a competition ensues, in which the winner demonstrates the superiority or progress of a nation's civilization as evidenced by the existence of traces of life and the ability of its generation to actively participate in the competition for scientific progress (cecep et al., 2021). as human civilization progresses and evolves, the demands on the capacities of generations and their successors automatically increase (riski, 2021). efforts to educate the nation's life must be carried out sustainably, particularly in the field of education (umbara & suryadi, 2019), so that later community members do not simply become "followers" due to a lack of competitiveness and intellectuality (genc & erbas, 2019). knowledge is typically passed on through educational institutions, ensuring that it maintains its originality while making progress. this heritage will benefit future generations as it will prepare them for the changing circumstances (mahdiansyah & rahmawati, 2014; pugalee, 1999; saksono, 2020; santika, 2021; steen, turner, & burkhardt, 2007). according to niss and jablonka (2020), it is the real agenda of conceptualizing mathematical literacy. as a result, mathematical literacy skills are essential in the twenty-first century (abidin, mulyati, & yunansah, 2021; hidayati et al., 2020). according to oecd (2016), mathematical literacy is defined as the ability to reason, assess, and comprehend problems in a real-world environment and develop decision-making abilities in realworld situations. because the educational process contributes to the growth and development of literacy skills (abidin et al., 2021), learning mathematics should also provide students with mathematical literacy skills (dewantara, 2020; genç & çolakoğlu, 2021; genc & erbas, 2020). however, international surveys from a variety of sources indicate that indonesian students' mathematical skills remain below average (alghadari, herman, & prabawanto, 2020; noor & alghadari, 2021), as well as mathematical literacy (jayanti, arifin & nur, 2020; yustitia & juniarso, 2020). as per the 2018 program for international student assessment (pisa) report, indonesian students' reading, math, and science scores are all at level 1 out of 6 (schleicher, 2019). meanwhile, according to the 2015 trends in international mathematics and science study (timss) report, the average achievement in content and cognitive mathematics of indonesian students fell into the low international benchmark category (mullis et al., 2020). the survey results do not conflict with students' math test scores, even though not all test items are related to mathematical literacy. furthermore, according to data from the education assessment center in indonesia, penilaian pendidikan pusat (2019), the average achievement of high school students on a national scale is no more than 39.33 percent, and the average achievement of junior high school students is no more than 46.56 percent, respectively. the knowledge passed down to the following generation appears to be less than optimal as a result. they are also expected to be skilled and capable of interpreting a specific function based on their knowledge throughout their lives and in their jobs (siregar, sahirah, & harahap, 2020). saksono (2020) proposes that individuals cultivate literacy, which is described as the habit of thinking, followed by the act of reading and writing, all of which are aimed toward the 44 fiki alghadari, audi yundayani, and murat genç learning habits shaping mathematical literacy: lens through the chronology of time and cognitive processes development of something new. during their learning activities, students require appropriate habits for the context of literacy (ahmadi & ibda, 2018). learning mathematics should engage the mental process to ensure that it is consistent with the subject's essence (goldenberg, 2014). in this study, the notion of mathematical literacy culture is formed from personal habits as a component of a person's learning style and pattern (munfarikhatin, 2019), which is consistent and automatic (jayanti et al., 2020). they readily receive information, assimilate it, and interact with the learning environment (yustitia & juniarso, 2020). this research is based on the following two phenomena. first, some students prioritize learning activities at school to optimize the function of their cognitive processes, even if they do not always review the material. the second is that some students prefer to review material content outside of the school's learning schedule to adapt to the substance gradually. these two phenomena may coexist based on the chronology of learning time, which is also relevant to cognitive work processes. it's like a flipped classroom model, and according to the results of the study (e.g. fahmy, sukestiyarno, & mariani, 2019; herutomo & masrianingsih, 2021), the model is effective against mathematical literacy. this study examined the context of cognitive work activities based on the chronology of their available study hours to absorb information to become knowledge, both during and after the school day. it's really like the concept of a flipped classroom (fahmy et al., 2019; yu & zhu, 2019; zheng et al., 2020). this research pertains to jayanti et al. (2020), who discovered that students are unfamiliar with reviewing learning material prior to face-to-face learning in class. they rarely regurgitate what they have learned following an explanation. the study's outcomes are described in the context of students' habits of studying or relearning content materials outside of planned school meetings, which is referred to as the first context in this study. habits in this context allow convergent or systematic thinking (mcgregor, 2021; yu & zhu, 2019). the second context, which is complementary to the first, is when students are actively engaged in learning, and some are actively engaged in thinking (arifin, 2020; genç & çolakoğlu, 2021). they are also accustomed to optimizing their thinking capacity (steen et al., 2007). the habit of cognitive intensification is the second context in which we are now operating on the study schedule in class. the topic related to these two contexts is supported by goldenberg (2014) that the perfect metaphor for mathematical literacy is about "knowing the literature" gained through regular experience of habitual thinking. the cognitive processes that operate when students are in the classroom are different from when they are outside (zheng et al., 2020). when studying in class, students usually activate the schemas needed to organize concepts (goldenberg, 2014), and review content more before or after class (yu & zhu, 2019). furthermore, fointuna, kaluge, & fernandez (2020) stated that also helpful in developing mathematical literacy are student behaviors such as reviewing content and broadening their thoughts. studying indonesian students' mathematical literacy is a fascinating topic that has attracted much attention and controversy. according to data from previous relevant studies, mathematical literacy has been linked to learning models (munfarikhatin, 2019), learning styles (syawahid & putrawangsa, 2017; yustitia & juniarso, 2020), cognitive styles (genc & erbas, 2019; nurdianasari et al., 2015), pisa question domains (hidayati et al., 2020), pisa-like tasks (dewantara, zulkardi, & indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 45 darmawijoyo, 2015), textbook content (dewantara, 2020; pakpahan, 2017; suharyono & rosnawati, 2020), and multiple intelligences (fathani, 2016), factors that contribute to errors, as well as mental habits (ratnaningsih & hidayat, 2021), student achievement category (hayati & kamid, 2019; sari & wijaya, 2017), teacher's perspective (umbara & suryadi, 2019). so far, we have not come across any research linking mathematical literacy to students' learning habits, based on the conceptual framework of cognitive work processes and learning time chronology, that has been published since this writing. consequently, this study was conducted for the purpose of investigating how students' learning habits impact their mathematical literacy. method an observational technique with a predictive design was used in this quantitative study, which yielded the results. the observed variables were mathematical literacy ability and how students' learning habits were viewed from the perspective of the chronology of time and the participants' cognitive processes. because mathematical literacy can be obtained through an effort that takes even more time (genc & erbas, 2019), and because it is dependent on a person's cognitive structure, this is an intriguing point to consider (umbara & suryadi, 2019). the purpose of this study is to determine how students' learning habits affect their mathematical literacy abilities. this research was conducted on vocational school students in klari district, karawang regency, west java, in 2020. there are seven vocational schools in the district. in all vocational schools in the area, students have been classified into homogeneous groups based on upper secondary school level (k10-k12) and major program. the sampling procedure in this study is to select a vocational school in the district area and a sub-group of students who are respondents. in one group of the selected vocational school, there are four subgroups of students. the selected research sample is a subgroup of students from the first level (k10), which is as many as 30 students. the information for this study was gathered through a mathematical literacy ability test instrument and a study habit survey questionnaire. the study subjects' habits were characterized by a constant evaluation of the information and an intensification of their ideas. following the conceptual framework of this study, the chronology of learning time and cognitive processes contrasts the two types of learning. when reviewing material content, it is essential to consider coherence and correspondence, for example, between mathematical notions and the context in which they appear (steen et al., 2007). students engage in content review activities that require them to reorganize and reconstruct existing information to incorporate new knowledge (goldenberg, 2014; hattan & lupo, 2020; pugalee, 1999). it is possible to think in a convergent or systematic manner if students have learned the following learning habits (mcgregor, 2021; yu & zhu, 2019). alternatively, complexityfocused tasks include: altering information in schemas, balancing new schemes (rossignolipalomeque, perez-hernandez, & gonzález-marqués, 2018; widodo et al., 2019, 2020; yu & zhu, 2019), and creating new schemas (rossignoli-palomeque et al., 2018). students who learn in this manner are more likely to engage in divergent thinking. according to mathematical literacy, following the complicated interaction process (pugalee, 1999). 46 fiki alghadari, audi yundayani, and murat genç learning habits shaping mathematical literacy: lens through the chronology of time and cognitive processes each item on the mathematical literacy test was measured using an evaluation interval ranging from 0 to 5. each item on the learning habits survey was measured using an assessment interval ranging between 0 and 4. the following two indicators of mathematical literacy were assessed in this study, (1) interpreting context and mathematical concepts and (2) formulating mathematical models regarding phenomena (mahdiansyah & rahmawati, 2014). in addition, the researchers looked at two indicators of learning habits that were measured: (1) reviewing the content and (2) intensifying thoughts. these two indicators represented how students applied the best patterns to establish their consistent learning habits throughout time. the descriptive statistics and partial least squares-structural equation modeling techniques were employed in this study's data analysis. using the steps outlined by hair jr et al. (2021), the model suitability test for the variables of learning habits and mathematical literacy was evaluated, which included: (1) composite reliability (cr) greater than 0.7; (2) comparing outer loading and crossloading; (3) convergent validity at the limit of average variance extracted (ave) greater than 0.5; (4) discriminant validity based on fornell-larcker criteria. in order to examine the structural model for collinearity difficulties, take into account the variable importance in the projection (vip) values between 0.20 and 5 following the recommendations. following the determination that all of them meet the evaluation criteria, the following stage determines the significance of the relationship in the overall constellation of relationships. result and discussion table 1 presents the descriptive statistical analysis of the mean and standard deviation of each indicator, which is based on the statistical analysis findings. table 1. descriptive statistical analysis results variable mean (standard deviation) of the indicators 1 2 learning habits 2.345 (0.365) 2.527 (0.308) review material content 2.250 (0.528) 2.044 (0.372) intensify the mind 2.580 (0.394) 2.443 (0.368) mathematical literacy 2.817 (1.068) 1.667 (1.043) interpreting context 2.067 (0.772) 3.567 (1.453) formulate a phenomenon model 2.167 (1.529) 1.167 (1.003) table 1 illustrates that the highest average of the learning habits variable is in the context of intensifying the mind, namely the factor of adapting information is 2.580 from a scale of 4. this factor is the highest average because it starts the literacy process compared to other factors. hattan & lupo (2020) explained that reviewing content to map the interrelated key concepts requires the activation of the knowledge schema to be activated adapted. table 1 also illustrates that the highest mean of the mathematical literacy variable is in the component of interpreting context, which is the ability to reflect mathematical concepts in the context of 3.567 out of a scale of 5. it indicates the ability students' knowledge of mathematics has not been used optimally (yustitia & juniarso, 2020), or the knowledge itself is not sufficient as the primary capital of their mathematical literacy (linuhung, 2015), referring to the average value of the student's literacy ability. moreover, mahdiansyah & indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 47 rahmawati (2014) argued that students might forget the content of the material that has been studied at the previous level. then, based on the descriptive statistical analysis, the results of the model suitability analysis are presented in table 2. table 2. hasil analisis kesesuaian model pengukuran dan model struktural variabel outer loading (vip) of indicator cr ave 1 2 learning habits 0,970 (2,445) 0,900 (2,445) 0,934 0,876 reviewing material content 0,744 (1,185) 0,907 (1,185) 0,814 0,689 intensifying the mind 0,775 (1,347) 0,938 (1,347) 0,850 0,740 mathematical literacy 0,813 (1,783) 0,975 (1,783) 0,892 0,806 interpreting context 0,966 (3,814) 0,945 (3,814) 0,955 0,913 formulating a phenomenon model 0,842 (1,122) 0,787 (1,122) 0,798 0,664 note: the outer loading value is a number that is not in brackets, while the number in brackets is a variable importance in the projection (vip) value. the findings of the model's evaluation for the firstand second-order variables of learning habits and mathematical literacy are summarized in table 2. the first point to note is that all cr values are greater than 0.7 (mathematical literacy = 0.892, formulating a phenomenon model = 0.798, interpreting context = 0.955, learning habits=0.934, reviewing materials=0.814, intensifying thoughts = 0.850). the second point to note is that all outer loading values are greater than 0.7, and all outer loading values are greater than the cross-loading values. moreover, the third point to note is all ave values more than 0.5 (mathematical literacy = 0.806, formulating a phenomenon model = 0.664, interpreting context = 0.913, learning habits = 0.876, reviewing material = 0.689, intensifying thoughts = 0.740), and the square root of ave values such as literacy mathematical (0.898), formulating a phenomenon model (0.815), interpreting context (0.956), learning habits (0.936), reviewing material (0.830), intensifying thoughts (0.860) more than its correlation with other constructs. last but not least, the results of the collinearity evaluation show that the values are between 1.122 and 3.184, with all values being more than 0.2 and less than 5. table 3. the results of the variable's second-order effect decomposition analysis independent variable (learning habits) dependent variable (mathematical literacy) interpreting context formulating a phenomenon model β ci β ci reviewing material content -.367 -.800 .089 -.579** -1.003 -.175 intensifying the mind .045 -.384 .680 .051 -.406 .624 r2 .117 .301 note—ci adalah confidence interval, βdirect adalah pengaruh langsung. efek dikalkulasi via bootstrapping procedure (with biascorrected standard errors) menggunakan 5000 random draws. table 3 illustrates that: (1) the direct effect of the habit of reviewing material is not significant on interpreting the context (βdirect = -0.367, p>0.05), (2) the direct effect of the habit of reviewing material is significant on formulating the phenomenon model (βdirect = -0.579, p<0.01, f2=0.298); (3) the direct effect of intensifying thoughts was not significant on interpreting the context (βdirect = 0.045, p>0.05), (4) the direct effect of intensifying thoughts was not significant on formulating the phenomenon model (βdirect = 0.051, p>0.05). although the habit of reviewing material has a significant effect on students' ability to formulate phenomena models, the results of the data analysis on the first order of the variables show that the direct influence of learning habits on mathematical literacy skills is not significant (βdirect = -0.239, p>0.05). this is not sufficient to explain the findings. 48 fiki alghadari, audi yundayani, and murat genç learning habits shaping mathematical literacy: lens through the chronology of time and cognitive processes mathematical literacy and the habit of reviewing material content the first-level analysis revealed that the learning habits of students had no discernible effect on their mathematical literacy. further research revealed that only the students' habit of studying the material substantially affected their capacity to build mathematical models for contextual occurrences, based on the second level component. however, the effect was negative, while other variables had no effect. the habit of reviewing material content, which is a factor in mathematical literacy, is defined by students' habits of paying attention to the correspondence between ideas and contexts have the lowest average value of all learning habits. however, it is complemented by a focus on coherence, which ranks in the high category on average. the ability to build mathematical models is formed by paying attention to content coherence. the correspondence factor contributes to the ability to relate context to concepts or vice versa. it is a good setting for developing mathematical literacy (jablonka, 2003). this means that systematizing or converging material content during the learning process can affect students' mathematical literacy abilities when it comes to formulating mathematical models about real-world phenomena, for example, by paying attention to the coherence and correspondence of conditions in mathematical phenomena and concepts. the results of this study are in line with the findings of the study by yanuarto and qodariah (2021), which states that students who study independently, accompanied by a relatively high level of initiative, can formulate problems and use mathematical concepts. according to this study, the context of self-study in this study was no different from the time chronology of the activity of reviewing material content carried out by students, which were both carried out outside the class schedule. this study's findings do not conflict with those of nuurjannah, hendriana, & fitrianna (2018), who discovered that mathematical habits of mind impact mathematical literacy skills. this is because the habit of reviewing material content in learning is also associated with convergent or systematic thinking (mcgregor, 2021; yu & zhu, 2019). as a result of students' habit of revisiting material content related to the concept of repetition, this becomes even more engaging. in fact, according to trninic (2018), mathematics should be taught in the same way that students learn to swim. the natural learning process and the students' knowledge based on their learning outcomes are complementary, primarily when recurrent but exploratory techniques are used to link them together in a meaningful way. the process of repetition is critical in students' learning of new information (lomibao & ombay, 2017). through the concept of repetition, one might improve one's capacity to explain, comprehend, and apply particular mathematical concepts. when applied to constructive learning theory, repetition has the purpose of connecting students' experiences with new knowledge in order to stimulate the emergence or enhancement of cognitive structures that allow students to rethink previously held beliefs. this study also revealed that the virtue of learning is insufficient if it is solely dependent on the school schedule. students should be encouraged to review content in learning materials whether they are in the classroom or outside the classroom so that they become accustomed to reviewing the content of learning materials, such as paying attention to coherence and correspondence, as a form of learning activity, according to the findings of the study. moreover, to promote mathematical literacy, the style indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 49 of activity of reviewing material content is also appropriate for learning mathematics during the covid-19 pandemic and the new normal. settings favor children being able to learn more autonomously in their own homes. in contrast with the findings of this study students' habit of revisiting material does not significantly impact their ability to interpret the context and mathematical concepts. the analysis results that are also related to this are the lowest average value of the student's habit of paying attention to the correspondence between context and concepts. it is also the lowest average value of the student's habit of paying attention to the correspondence between context and concepts. according to steen et al. (2007), these factors affect students' ability to represent or manipulate concepts in context. moreover, according to sumirattana, makanong, & thipkong (2017), mathematical illiteracy is not the result of a lack of material substance but rather learning methodologies disconnected from real-life situations or personal experience. throughout this part, emphasis is placed on students' strategies for examining knowledge that assists them in creating their experiences, such as how to detail or transfer the characteristics of a domain from context to mathematical ideas or vice versa. according to pugalee (1999), the process of detailing or mapping is a communication activity that helps people clarify, interpret, refine, and consolidate their thoughts by promoting associations between informal and intuitive ideas in mathematics in the realm of abstract language, symbolism, and multiple representations in the realm of mathematics. if this is the case, the learning method demonstrates the depth of analysis at the coherence stage, matching reality to correspondence. a connection exists between the learning method and the other components examined in this study, namely the factor that intensifies the mind. students are interpreting schemas, which are already ingrained in their mental structures, and it is essential to notice that this is not the case. habits of intensifying thought and mathematical literacy there is no statistically significant relationship between mathematical literacy and either of the two criteria that fall into the category of intensifying thoughts. firstly, the impact of the composition of students' habits on modifying the information in the schema and balancing the new schema is not essential in terms of perceiving the context and mathematical concepts, as shown in the previous section. first and foremost, the impact of the composition of students' habits on modifying information in the schema and balancing the new schema is insignificant compared to the component of developing a mathematical model of the phenomena. furthermore, the average of the lowest measurement results on the habit of increasing the mind is derived from balancing the new scheme, which is the factor of balancing the new scheme. the average trend in strengthening the mind from activating the plan to balancing the new scheme is decreasing. the model or schema structure generated by students themselves due to adapting information is known as context interpretation of mathematical concepts. the act of correcting and balancing the information included in the schema, on the other hand, culminates in the building of a mental structure (yu & zhu, 2019). there are several steps in this process, including activating, integrating, and refining knowledge and recognizing and correcting misunderstandings, which all contribute to the development of conditional knowledge (hattan & lupo, 2020). furthermore, according to gellert, 50 fiki alghadari, audi yundayani, and murat genç learning habits shaping mathematical literacy: lens through the chronology of time and cognitive processes jablonka, and keitel (2013), the "functional organ" that appears in adaptation to the environment is a mathematical way of thinking at the logical-operational level. at that level, the mode of thinking is understood as an extension of common sense and original intuitive interpretation. the "functional organ" is a mathematical way of thinking at the logical-operational level. according to sumirattana et al. (2017), one of the factors contributing to mathematical illiteracy is that mathematics has not been connected to real-life situations or personal experiences. in some cases, when students adapt knowledge that is not ideal at the logic-operational level, mathematical thinking will likely occur. while students may learn how to increase their ideas, likely, their schemas are not yet comprehensive and sturdy enough, despite their mastery of the technique. even now, there is still a chasm or a chasm between informal knowledge and formal mathematical knowledge. furthermore, developing a mathematical model of social phenomena makes it possible to recognize mathematical structures in different contexts. applying mathematical concepts and techniques to use in a wide range of situations assists in developing methodological insights into the process of mathematical modeling. while gellert et al. (2013) found no evidence that students' habitual thinking was a significant factor in developing these abilities, they asserted that the literacy process of students encounters common sense conflicts when applying mathematical structures to social phenomena. it either obtains them through other techniques or cannot "see" mathematical structures in contexts where they are present. research limitations and further study researchers are not concerned about the small number of participants in this study because the goal is to generalize its findings. furthermore, this research is also notable because it has the potential to result in a more significant hypothesis rejection. suppose the research hypothesis is accepted despite the relatively small sample size. in that case, it is a finding that adheres to the standards for more reflective features of the sample, not a finding that contradicts the specifications. the thought-intensifying component, on the other hand, has not been found to have any effect on students' learning habits, according to this research, although it can also be viewed as a necessity for the amount of learning time available, this is because working memory operations involve a relatively large cognitive load as a result of the evolution of imperfect domain-specific knowledge, which is characterized by students' low mathematical abilities. specifically, sweller (2020) asserts that the function of working memory when processing new information is extremely limited because it is only capable of remembering no more than seven elements, can only process no more than 2-4 components of information, and is only capable of processing information at the same time, or the so-called element interactivity operation, for a maximum of approximately 20 seconds at a time. this is a potentially useful resource whose impact on mathematical literacy has not yet been determined; therefore, it is worth investigating further. it also serves as a limitation of this study because the research instrument utilized does not provide sufficient information about how students intensify their thoughts, how their cognitive processes operate, and how their cognitive resources and loads are distributed among themselves. the concept of these factors is one of the recommendations made by this study. it is open to a future investigation because, at its core, as stated by goldenberg (2014), indomath: indonesian mathematics education – volume 5 | issue 1 | 2022 51 learning mathematics requires reasoning skills. according to the findings of genc and erbas (2019), one of the notions of mathematical literacy is the ability to find answers to every problem by using one's reasoning skills. furthermore, it is highlighted that the inclination to conduct in a way that is reflective of intellectual or intelligent thinking is created by the habit of mind (ratnaningsih & hidayat, 2021). conclusion based on the study's findings, it was determined that the impact of students' learning habits on their literacy ability was not statistically significant. following additional investigation, it was discovered that a habitual element in studying material content has a substantial impact on factors in constructing mathematical models concerning contextual phenomena of mathematical literacy. in contrast, there is no statistically significant impact on any of the other components at the same level of analysis. furthermore, according to the findings of this study, the habit of reviewing information is the component that contributes to the ability to develop mathematical models of social processes by paying attention to coherence and correspondence. students must examine mathematical concepts in context and create their cognitive schemas at the logical-operational level to be successful in their learning approaches. this finding is notably well-suited for use as a guideline for fostering a mathematical literacy culture, which can be established through habituation to learning before or after school meetings. this concept is typically met during the flipped classroom model, which forces students to analyze the coherence and correspondence between mathematical concepts and their context to eventually reorganize and reconstruct it as new knowledge. the findings of this study also explain why learning is insufficient if it is just dependent on the school schedule, with one of the reasons being the available cognitive capacity. references abidin, y., mulyati, t., & yunansah, h. 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(2020). a pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. educational technology research and development, 68(6), 3527– 3545. https://doi.org/10.1007/s11423-020-09868-0 http://pmat.ustjogja.ac.id/jurnal/index.php/indomath vol 4, no. 2, august 2019, pp. 129-138 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. development of visual basic application based learning media on flat building materials indah puspita sari pendidikan matematika, ikip siliwangi, indah@ikipsiliwangi.ac.id adi nurjaman* pendidikan matematika, ikip siliwangi, nurjamanadi@ikipsiliwangi.ac.id abstract this study aims to produce learning media based on a visual basic application of triangles and rectangles. this research is research and development. the method used in this research is a research and development method with a 4-d model (four-d model). this development model is modified into 3-d, only until the development stage (develop). the instrument used in this study was a questionnaire used to assess the validity and practicality of the teaching materials. the validity questionnaire was given to 2 experts in the field of mathematics education and media while the practicality questionnaire was given to students. this research produces learning media based on a visual basic application that is valid, very practical, and effective for use in learning keywords: visual basic application, learning media, flat building abstrak penelitian ini bertujuan untuk menghasilkan media pembelajaran berbasis visual basic application pada materi segitiga dan segiempat. penelitian ini merupakan penelitian dan pengembangan metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan (research and development) dengan model 4-d (fourd model). model pengembangan ini dimodifikasi menjadi 3-d, hanya sampai pada tahap pengembangan (develop). instrumen yang digunakan dalam penelitian ini berupa angket yang digunakan untuk menilai kevalidan dan kepraktisan dari bahan ajar. angket kevalidan diberikan kepada 2 orang ahli pada bidang pendidikan matematika dan media sedangkan angket kepraktisan diberikan kepada siswa. penelitian ini menghasilkan media pembelajaran berbasis visual basic aplication yang valid, sangat praktis, dan efektif digunakan dalam pembelajaran. kata kunci: visual basic aplication, media pembelajaran, bangun datar. introduction the covid 19 pandemic has had a tremendous impact in almost all fields, one of which is in the field of education. with the covid 19 viruses, the learning process that was initially carried out face-to-face has turned into distance learning or online learning so that the existence of technology is currently considered very important. teachers can use technology as a learning medium in delivering material through several applications, such as the zoom application, spada, google classroom, google meetings, or other applications. in addition, teachers can also develop learning media by utilizing existing technology so that students can find their own concepts from the material being studied so that learning is more meaningful. so that student learning styles are one of the starting points to identify students' multiple abilities and intelligence (o’neil, 2012) learning media is a tool in the learning process and serves to clarify the message that you want to convey. learning media by kemp & dayton (azhar, 2007), can fulfill three main functions if the media is used for a large number of individuals, groups, or groups of listeners, namely motivating interests and actions, presenting information, and giving instructions. the types of media based on 130 indah puspita sari and adi nurjaman development of visual basic application based learning media on flat building materials the development of technology according to (azhar, 2007) were print technology media, audiovisual technology result media, computer-based technology result media, print technology combined media with computers. computer-based technology learning media deserves to be considered as an alternative to learning during the current covid 19 pandemics. ict-based or technology-based learning contributes significantly higher to student learning outcomes (shih et al., 2010; yen et al., 2010). the influence of technology is huge in the field of education because it can improve the quality of learning, strategies, models, and assessments in accordance with the competence of students and teachers (bond & bedenlier, 2019; briz-ponce et al., 2017; habes et al., 2018; sung et al., 2016). in addition, using technology can increase students' creativity in exploring their abilities (briz-ponce et al., 2017; fabian et al., 2016; habes et al., 2018; harris et al., 2016; henriksen et al., 2019; ndofirepi et al., 2018). azhar (2007) states that learning with a computer can hone a variety of exercises as there are various illustrations, animations, and graphics. learning with this computer can attract students because learning becomes more fun and interesting than when the teacher explains the material in front of the class. in the development of computer-based media, teachers can take advantage of various applications such as microsoft powerpoint, microsoft excel, microsoft word, adobe animation, adobe flash, and so on microsoft excel is part of microsoft office that serves to process data in the form of text and numbers. this view of microsoft excel is a spreadsheet or worksheet making it easier for its users to operate it. according to tjihardji (nuryanto & zaki, 2012), microsoft excel software is a spreadsheet (paper), database, graph, and macro (automation command or program) program. microsoft excel is widely used by the public as a tool to accomplish several tasks that are performed repeatedly and continuously. the following are some examples of common uses of microsoft excel that are commonly found including 1) managing value data, managing payroll data, and managing schedules and agendas of activities; 2) manage transactions and generate invoices and print transaction receipts; and 3) manage to chart progress from data stored in data dimensions in excel one of the ict-based media is microsoft excel, and the software is rich in mathematical functions for data processing. microsoft excel also provides images such as shapes, pictures, graphics, and diagrams (bernard & senjayawati, 2019), but nowadays most people still associate data processing cells with graphs such as running shapes, picture, graphs, and diagrams into dynamic shapes by using the visual basic application for microsoft excel. vba-based learning media can be designed in such a way as to solve a problem in calculating the area and circumference of a flat build easily and attractively. students can discover for themselves the broad and roving formula of a flat build from their experience when solving the problem. therefore vba-based learning media can be software for learning mathematics. based on this background, researchers are interested in developing a learning medium on flat build materials by utilizing vba. the flat build material is a material that is difficult for students to understand so researchers want to produce a learning medium that can make it easier for students to understand the material and students can learn fun. indomath: indonesia mathematics education – volume 4 | issue 2 | 2021 131 method the methods used in this study are research and development methods (research and development) with the model 4-d (four-d model). according to, semmel dan semmel (gorbi irawan et al., 2018) this model called 4-d consists of 4 stages: define, design, develop, and disseminate. this development model was modified to 3-d, only to the development stage the instruments used in this study are questionnaires used to assess the validity and practicality of teaching materials. the validity questionnaire is given to 2 experts in the field of mathematics and media education based on their expertise, while the practicality questionnaire is given to teachers and students to assess practicality based on their experiences during the learning process 1. validity test learning media will be used first in the validity test by two experts in the field of mathematics education and media. the formula used to calculate the percentage of validation according to arikunto (taufik & kristanto, 2018) as follows : 𝑣𝑎𝑙𝑖𝑑𝑎𝑡𝑖𝑜𝑛 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 × 100% tabel 1. interpretation of validity percentage of achievements interpretation p ≥ 75% very valid 55% ≤ p < 75% valid 40% ≤ p < 55% enough p < 40% invalid 2. practicality test the formula for calculating the practicality of teaching materials according to riduwan (2009) is as follows 𝐾 = 𝐹 𝑁 × 𝐼 × 𝑅 × 100% description: k : percentage eligibility f : overall number of respondents' answers n : number of respondents i : number of questions in the poll r : number of respondents tabel 2. practicality interpretation poll value interpretation 81% 100% sangat praktis 61% 80% praktis 41% 60% cukup praktis 21% 40% tidak praktis 0%-20% sangat tidak praktis . result and discussion this research resulted in a learning medium based on virtual basic application or vba abbreviated on a decent flat build material (valid, practical, and effective). this learning medium will 132 indah puspita sari and adi nurjaman development of visual basic application based learning media on flat building materials be packaged in a learning cd that contains the application and how it is used. the development of this learning medium through the following stages: 1. definition stage the definition stage is the initial stage in the process of developing learning media. at this stage, several analyses are conducted, including curriculum analysis, problem analysis, and student needs analysis a. curriculum analysis curriculum analysis is carried out by identifying basic competencies (kd) for rectangular and triangular flat build materials under the revised 2013 curriculum. rectangular and triangular flat building materials are given to junior high school students in grade vii even semester. there are two basic competencies in rectangular and triangular flat build materials, namely associating the roving and area formulas for different types of rectangles (squares, rectangles, divided, parallels, trapezoids, and kites) and triangles, solving contextual problems related to the area and circumference of rectangles (squares, rectangles, splits, parallels, trapezoids, and kites) and triangles b. student analysis the student's analysis was conducted on grade viii students who had obtained rectangular and triangular flat build materials. the analysis was obtained by conducting unstructured interviews about students' difficulties during the learning process of rectangular and triangular flat building materials. based on the results of the interview obtained several problems faced including students difficulty in understanding the material of flat build rectangles and triangles, students tend to memorize the formula given by the teacher so that when given problems regarding rectangles and triangles in other representations of students difficulties, students still difficult to visualize flat builds rectangles and triangles. this is in line with the statement of noto et al. (2019) which mentions there are some obstacles and difficulties that are often faced by students, namely a) learning difficulties related to difficulty applying concepts; b) learning difficulties related to visualizing geometric objects; c) learning difficulties related to difficulties in determining principles; d) learning difficulties related to understanding problems and e) related difficulties in a mathematical proof. c. needs analysis this needs analysis is done based on the results of field surveys. based on the results of the survey obtained results that at the time of the learning process is needed a learning medium that can increase student activity so that learning is more meaningful. 2. design stage after the analysis, the next stage is the media design stage. in the learning media based on virtual basic application, quadrilateral material is provided several tool parameters consisting of length, width, area, circumference, images, magnification, and much more. figure 1 is a look at the learning media that has been designed . indomath: indonesia mathematics education – volume 4 | issue 2 | 2021 133 figure 1. vba-based learning media this learning medium can help students find and understand the concept of roving and spacious flat wakes, besides students can calculate the area and circumference of flat builds of different sizes and shapes so that learning becomes more fun and meaningful. 3. development stage the next stage is the development stage of virtual basic application-based learning media, where at this stage an assessment of the validity and practicality of the learning media is carried out. the validity assessment was conducted by two experts, namely experts in the field of mathematics and media education while practicality was assessed by teachers and students a. validity the learning media that has been designed will then be assessed its validity by using a validity questionnaire given to material experts and media experts table 3. percentage of expert validation assessed aspects validator 1 2 i. didactic aspects a. vba-based learning media has an attractive design 3 3 b. vba-based learning media is conformed to flat build materials 4 3 ii. content aspects a. materials in vba-based learning media by basic competencies 3 3 b. materials in vba-based learning media following learning objectives 3 3 c. images displayed on vba-based learning media according to flat build material 4 4 d. the results of the answers to the problems displayed in the learning media are appropriate 4 4 iii. display aspects a. buttons on vba-based learning media can be used properly 4 4 b. the letters used can be seen 4 3 c. animated images/sounds/posts are presented interestingly 3 3 d. images in vba-based learning media can be moved/rotated easily 4 4 percentage validity 87,5% 134 indah puspita sari and adi nurjaman development of visual basic application based learning media on flat building materials in table 3. obtained validity percentage of 87.5 % so based on table 1. then the validity score is included in the "very valid" criteria. the input of validator 1 is to add tools for results from the area and circumference as well as tools to check the correctness of the answers that students give. while validator 2 does not provide input on learning media based on virtual basic application. figure 2 is learning media for the before and figure 3 is learning media after revised. . figure 2. triangular learning media before revision figure 3. triangular learning media after revision based on the input validator, then as seen in figure 3, several additional tools are answer sheets consisting of the area of the triangle and check so that when the child enters the answer of the area of the triangle according to the base and height that has been entered before, it will appear √ if the answer is correct and × if the answer is wrong. similarly, learning media for rectangles, given additional tools according to the input of the validator. figure 4 and 5 are picture of the quadrilateral learning media before and after revision figure 4. quadrilateral learning media before revision indomath: indonesia mathematics education – volume 4 | issue 2 | 2021 135 figure 5. quadrilateral learning media after revision b. practicality the practicality of learning media is assessed by two teachers and 30 students. here are the results of the percentage of the practicality of learning media table 4. percentage of practicality of learning validator percentage teacher 82,4% students 86,19% based on table 4. obtained the average percentage of the practicality of learning media by 82.14% and 86.19% so that it falls into the criteria of "very practical". therefore, learning media based on virtual basic application is according to teachers and students as validators are considered practical in their use and can help students in understanding the concept of the flat building. the aspects assessed include: a) vba-based learning media has an attractive look, b) vba-based learning media is easy to use, c) vba-based learning media can be used quickly, d) the presentation of materials with vba learning media is more practical, e) the use of writing/images on this learning medium is very effective, f) vba-based learning media can be used anytime and anywhere, g) vba-based learning media can be used as a source of learning to build flat. this learning medium was developed using the use of the virtual basic application in microsoft excel. the development of this learning media through several stages including the definition stage, the design stage, and the development stage. the definition stage consists of curriculum analysis, student analysis, and needs analysis. the learning media is adapted to the curriculum used today, namely the revised 2013 curriculum, wherein this curriculum students are built competencies and their characters so that students can have smart, critical, creative, innovative skills, curiosity, productivity, and reflection (harosid, 2018). learning media can be developed by teachers according to the needs of students. learning media has an important role in the learning process. this virtual basic application-based learning media can increase students' interest and activities in the learning process so that learning in the classroom is more fun and more meaningful. one of the studies conducted by (fang & tajvidi, 2018) explains that students who learn by utilizing computer-based technology can significantly increase student activity, in line with bloom (fang & tajvidi, 2018) that students' 136 indah puspita sari and adi nurjaman development of visual basic application based learning media on flat building materials activities in learning can increase significantly by further building students in the ability to understand, apply, analyze and vaccinate the problems faced by. conclusion learning media based on virtual basic application is developed through 3 stages including define, design, development (develop). based on the trials obtained the following conclusions (1) based on the validity test of vba-based learning media that has been conducted by 2 experts in the field of mathematics education and learning media, the results were obtained that the designed learning media is valid, and (2) based on the practicality test that has been done, the vba-based learning media on flat build material is stated to be practical acknowledgement the author would like to thank ikip siliwangi that supported this research. furthermore, thanks to all participated students and teachers for their participation in this study. references azhar, a. 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(2010). investigating the influence of motivation on students’ conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. research in science education, 41(2), 211–224. https://doi.org/10.1007/s11165009-9161-x https://indomath.org /index.php/indomath vol 6, no. 2, august 2023, pp. 95-104 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. a strategy to improve pass rates of written postgraduate statistics modules eunice lebogang sesale department of statistical sciences, sefako makgatho health sciences university, lebogang.sesale@smu.ac.za tshepo ramarumo* department of statistical sciences, sefako makgatho health sciences university, tshepo.ramarumo@smu.ac.za solly matshonisa seeletse department of statistical sciences, sefako makgatho health sciences university, solly.seeletse@smu.ac.za abstract many universities apply student support services to undergraduate (ug) students, but some postgraduate (pg) cases need it. south african universities have intensified pg admissions. pg students admitted with a minimum admission mark are not pg-ready. for the bachelor of science honours (bsc honours) in statistics (stats) that requires intense math conceptual knowledge to apply to stats concepts, where competition is high, only top students can be competitive. in south africa, the job market prioritizes graduates from historically white higher education institutions (heis), and formerly black and newer university graduates’ struggle. non-stop students from the latter universities are not easily employed, so they need a stimulus. this study focuses on bsc honours (stats) students who perform low for intervention to improve their performance. measures were proposed for student conduct and behavior to enable lecturers to constantly stimulate the teaching and monitor and evaluate progress while continuously assessing the students. the study followed an experimental design. students were ordered to practice with module exercises using statistical software packages in the computer laboratory. exceedingly high pass rates of 100% were realized. the methods were viewed as effective and beneficial. keywords: innovation, intervention, reinforcement, students-at-risk abstrak banyak universitas menerapkan layanan dukungan mahasiswa untuk mahasiswa sarjana (ug), tetapi beberapa kasus pascasarjana (pg) memerlukannya. universitas afrika selatan telah mengintensifkan penerimaan pg. siswa pg yang diterima dengan nilai penerimaan minimum belum siap pg. untuk bachelor of science honours (bsc honours) dalam statistik (stats) yang membutuhkan pengetahuan konseptual matematika yang intens untuk diterapkan pada konsep stats, di mana persaingan tinggi, hanya siswa terbaik yang dapat bersaing. di afrika selatan, pasar kerja memprioritaskan lulusan dari institusi pendidikan tinggi (hei) kulit putih historis, dan perjuangan lulusan universitas kulit hitam dan yang lebih baru. mahasiswa non-top dari universitas-universitas terakhir tidak mudah dipekerjakan, sehingga mereka membutuhkan stimulus. studi ini berfokus pada siswa bsc honors (stats) yang berprestasi rendah, untuk intervensi guna meningkatkan kinerja mereka. langkah-langkah diusulkan untuk perilaku dan perilaku siswa agar dosen dapat terus merangsang pengajaran, memantau dan mengevaluasi kemajuan sambil terus menilai siswa. penelitian ini mengikuti desain eksperimental. siswa diperintahkan untuk berlatih dengan modul latihan menggunakan paket perangkat lunak statistik di laboratorium komputer. tingkat kelulusan yang sangat tinggi sebesar 100% terwujud. metode tersebut dianggap efektif dan bermanfaat. kata kunci: inovasi, intervensi, penguatan, siswa berisiko indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 95 introduction past admission criteria to postgraduate (pg) studies in higher education institutions (heis) of south africa depended on how long it took an undergraduate (ug) student to complete the significant subject they wished to pursue at pg. record time completion and merit in the many subjects at all ug levels were required. due to lax admissions currently, pass rates of pg students have recently dropped, either in the pass mark percentage or the number of pg students who pass. this is not at all desirable, and some intervention could be solicited. the minimum mark, usually 60% or 65%, was the first criterion; another was completing the major within the minimum duration. students who took over three years for a three-year degree would usually not be admitted to the honours study programs. the bachelor honours program is viewed as the beginning of advanced knowledge for which students must be ready. for every subject discipline, the honours basics are from the corresponding ug content (morgan, 2016). this level has a definite edge over the ug level. it also leads to the master’s degree (m-). for statistics or mathematical statistics, prerequisite knowledge is necessary. advanced mathematical concepts have related basic concepts without which there can be an understanding or appreciation of the advanced ones. hence, the honours in these mathematical sciences depend exclusively on the ug basic concepts. this paper is based on the initiatives that transpire at one of gauteng’s hei in south africa (the hei or this hei here onwards). ug students of the hei benefit from student support services that resemble a household unit consisting of student custody where professional services involving guardians (who are lecturers), tutors (consisting primarily of pg students), psychologists, social workers, and representatives of the student representative council (src), among other role players, form a domiciliary to assist students who struggle in their studies to cope. these services may be due to any problem hindering students' academic performance. these services attempt to deal with these numerous challenges. the problem can be of any nature, such as educational, financial, psychological, social, etc. conscious effort is made to detect any student who may be facing any difficulties. any ug student in the hei, who can be found to be struggling with their studies, or who experience research problem(s) is aided through this household thread. this responsibility was initially established for first-year students. however, some second-and third-year students were identified as needing the services. due to the demand at advanced ug levels, student support services were later extended to these higher ug levels as desired. pg students are occasionally requested to participate in this guardianship as tutors and through remedial tutorship. there are pg students who also struggle with their studies. however, where pg students struggle to cope, some (but rarely) heis allow their campus student support services to extend guardianship to them as needed. cases of pgs being guarded by guardianship are rare in the hei. in the school of science and technology (sst), pg students do not have a second chance at the final examination if they fail a written test. the ugs, on the other hand, can participate in supplementary examinations (known as re-examinations) and have conditions that allow them to write unique reviews. these privileges are not extended to pgs of the hei. as a result, pg students who struggle with their studies remain at risk, and many fail either by failing or dropping out. hence, 96 eunice lebogang sesale, tshepo ramarumo, solly matshonisa seeletse a strategy to improve pass rates of written postgraduate statistics modules it is necessary to introduce appropriate student support for pg, which is job readiness and advanced pg research. study context the hei’s bachelor of science (bsc honours) in statistics (stats) is a one-year complete study program consisting of eight (8) coursework or written modules and a research module that requires a project. students admitted to this study program are high performers with 60% or more on aggregate in the 3rd-year statistics modules from ug bsc and a pass in 3rd-year math equivalent to the hei math’s curriculum. the students admitted annually are between 15 and 30 in number. each student is allocated a study supervisor for the project module. the department has limited staff (10 academics) suitable to supervise, and there are also mand dstudents to supervise. the bsc honours (stats) program is the first of the prerequisites for enrolling for the msc (stats) degree program. other criteria include requirements of meritorious achievements, such as the minimum of 60% and preparedness to conduct research at the mlevel in the subject (peck et al., 2015). hence, a pass that leads to the bsc honours (stats) degree award is insufficient to be admitted to the msc (stats) study program. in the past years, pass rates were usually outstanding due to the high admission requirements for the bsc honours. however, for the 2016 group, distress was demonstrated, in which the failure rate was beyond expectation. a fear that this distress would continue in other years beyond 2016 was registered and is explained in the problem statement below. problem statement at this hei, in the years 2016 and 2019 in particular, some bsc honours (stats) lecturers realized limited commitment to work and some students' ensuing poor performance. among the identified problems, punctuality was lacking in some students, and rampant absenteeism was also noticeable in the room used as a student workplace. some students did not honor ug student support and tutorial sessions that they were obliged to facilitate weekly but still claimed and demanded payment for those sessions. quite a number of these students did not always submit their academic assignments before the due dates. even when they presented late, many of them still performed poorly. a few did not qualify for semester examinations (exams) in some of the modules they took. in the semester exams, a good number of them failed. these observations signaled the possibility of an unacceptable failure rate, which could have been avoided. in order to counterweight the predominant miserable failure rate, the department of statistical sciences (dss), which is the one offering this honours program, devised means and measures to prevent increases in shameful poor performance. the researchers who authored this paper determinedly investigated corrective and intervention measures and developed a model for the bsc honours (stats) groups. department members realized that some student pg groups were underperforming on written modules/courses, even though (only) a few were doing well. in the first semester, a student had failed so dismally that she would not pass at the end of the year, even if she were to improve dramatically in the second semester. she had fallen more than one module. several others in the same group were so at risk that, without interventions, they would not pass at the end of the year. these were in a much better position as they still had a chance to succeed when assisted to improve. the attitude indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 97 of many of these students was identified as negative. for a good proportion of them, hard work was non-existent. the dss suggested and implemented an inclusive intervention. student-at-risk someone at-risk is under some serious threat. at-risk students struggle in their studies, which could be anything from working to understand the concepts, financial problems, social problems, psychological issues, and other miscellaneous random problems that hamper their academic performances (write, 2013). these students need temporary or ongoing intervention to succeed academically, without which they cannot succeed. the long-term outcome regarding at-risk students generally is a low likelihood of thriving into successful adulthood and accomplishing economic selfsufficiency. some more features of at-risk students include emotional or behavioral problems, truancy, a lack of interest in academics, and a disconnection from the school environment, all summed into poor academic performance (luthar & sexton, 2004). intervention an intervention is a coordinated effort to get someone to seek professional help with a severe problem (platinga et al., 2008). interventions are either direct or indirect. the natural approach classically includes approaching the person involved. in contrast, the indirect approach supports the individuals who intervene directly to encourage them to be more effective in assisting the at-risk individual. according to several authors, the johnson, arise, and systemic family models are the three major intervention models commonly in use (grimes, 2002; miller & rollnick, 2002; zurong, 2013). 1. johnson model the johnson model (jm) is a direct intervention approach. it requires the helping party to approach the person with a bad routine habit to make them aware of the potential costs of their habit (poster & linda beliz, 1992). the method quickens the support before a crisis point is reached. in education, it forces at-risk students to change to behaviors that prevent failure and enable them to change to behaviors that can help them to perform satisfactorily. 2. arise, intervention model, the arise intervention model (aim) is an indirect approach with which at-risk parties and their household are brought to a collective intervention process. according to smith and meyers (2007), the aim is an invitational, transparent, and gradually escalating intervention process. 3. systemic family model the systemic family model (sfm) can be invitational or confrontational. it differs from jm as it nurtures the at-risk individual with firm coaching (townsend, 2006). efforts to intervene promote discussions with the entire household on how the ‘family’ assists their at-risk member to change the bad habit identified and how to approach the problem as a unit. evaluation of the intervention intervention effectiveness depends on the process it takes. when intervening for corrective measures, such intervention should be evaluated to make it fully effective. evaluating the intervention 98 eunice lebogang sesale, tshepo ramarumo, solly matshonisa seeletse a strategy to improve pass rates of written postgraduate statistics modules is a linked process consisting of innovation, assessment, reinforcement, and continuous engagement (carless, 2015; chalkidou et al., 2009; salge & vera, 2012; strumsky et al., 2010). it is essential to be selective and methodical regarding intervention methods. the intervention process components are described below. 1. innovation innovation is an original idea, device, or method soliciting improved solutions satisfying new requirements, implicit needs, or existing needs of the market (heyne et al., 2010). it is an original and more effective viewpoint and, therefore, new, which penetrates the market or society. innovation can generally be viewed as the result of a process combining various novel ideas to improve some aspects of culture. it may be linked to improvement in efficiency, increase in productivity, upgrading of quality, intensification in competitiveness, and increase in market share (salge & vera, 2012). strumsky et al. (2010) clarify that innovation aims to convert inventive activity into tangible performance improvements. they also state that organizations can use innovation to improve benefits and performance by providing work groups opportunities and resources on top of the employee's core responsibilities. 2. assessment assessment in teaching and learning entails attesting the knowledge and skills level learned, usually in measurable terms (nelson & dawson, 2014). it assists in obtaining information from tests about the success and abilities of students. largely, it encircles every activity to help students to learn and measure their learning progress. its three forms are formative, summative, or diagnostic systems of assessment. formative assessment is normally conducted throughout learning to support learning (mctighe & o'connor, 2005). it can be standardized tests, quizzes, oral questions, or draft work. its activities are performed concomitantly with lessons to prepare the students for a final or summative assessment. summative assessment consists of examinations or projects to appraise what the students have learned to determine the notch to which they understand the subject matter (earl, 2003). it is usually given habitually at the end of a course to allocate students a grade. diagnostic assessment measures evaluate students' existing knowledge and skills to identify the understanding of concepts just taught and identify intervention methods to reinforce learning (carless, 2015). they are used to identify at-risk students. therefore, a test could be set to determine if revision is necessary and how it could be done. for effectiveness, an assessment should be both reliable and valid. a reliable evaluation consistently reaches similar results with the same cohort of students (vergis & hardy, 2009). factors affecting reliability include clarity of questions, the number of options in a question paper, precision level in marking instructions, and the proficiency of markers, as poorly trained titles are unreliable and may cause ineffectiveness. temporal stability, form equivalence, and internal consistency lead to assessment reliability. furthermore, a valid assessment measures what it is intended to measure (jonsson & svingby, 2007). the assessment content of a test should measure the stated objectives. also, instructions should be clear. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 99 3. reinforcement reinforcement is when there is strengthening or fortifying of learned material. in education, it entails devising methods to intervene to improve results. it also requires motivating students. motivation in teaching and learning encourages students’ persistence in striving to succeed. noble instruction and a skillful instructional fit contribute to the cause. motivated students are usually successful, as they feel good about their participation and success. fabricating reinforcement strategies entails addressing specific behaviors and motivating students effectively to strengthen learning (newcomer, 2009; simonsen et al., 2008). reinforcement urges a previous behavior to occur again. since every class is dissimilar, numerous reinforcement types may motivate different students. before starting with reinforcement, it could be worthwhile to survey students to determine what motivates (s) them. in learning in particular, reinforcers should be direct and invite students to learn, such as blended learning methods where various facilitation methods, including technology incorporation in learning, are used (smith & meyers, 2007; serrano et al., 2019). this may include interactive methods using many teaching tools and computing methods to enhance reinforcement. 4. continuous engagement in order to maintain momentum and persistent focus in learning and long-lasting grasping of study content, it is sensible to practice continually because the loss of stress is caused by pausing or taking time off the exercises. when students are given tasks and activities to practice continuously, they learn discipline and get used to working independently. continuous engagement can be integrated into innovation, assessment, and reinforcement. uninterrupted learning through ongoing engagement can ensure no pausing in education. teaching and knowledge without interruption provide a greater chance of high academic performance and improved student results. 5. intervention methods if intervention methods are geared to identify at-risk students early, then there can be higher prospects that the identified students can be given effective preventative ‘remediation’ measures (chalkidou et al., 2009). common examples of intervention methods in learning include remediating programs, revising previously taught lessons, and tutoring. method the study's design was experimental, and the study subjects were bsc honours students of the hei. the method used in this study was an intervention process that was introduced to guide bsc honours students' conduct and to guard them against continuing to demonstrate poor academic performance. this group was compelled to work in the dss computer laboratory from 7h45 to 15h45 daily from monday to friday, except at lunch hours and two mini-breaks, some midway before and after the lunch hour. therefore, the experimental study design was followed to control and manipulate the scenery of the study subjects. dss staff members insisted on producing competitive postgraduates because the ug seemed to be covered well. as a result, they decided that when they train the pg students, they want to instill self-sufficiency attributes that should be notified when their graduates face peers. generally, the students had expected to be overindulged, that is, spoiled, as was the case at ug, which is a weakness of this hei. 100 eunice lebogang sesale, tshepo ramarumo, solly matshonisa seeletse a strategy to improve pass rates of written postgraduate statistics modules experimental design step 1: message of discontent on the recommencement of the second semester, the dss academics addressed the students regarding the gross dissatisfaction with the relatively poor performance experienced in the first semester. lecturers pointed out some of the unwelcome conduct identified by the students, which was attributed to being the primary cause of the poor performance. the lecturers provided evidence of student truancy and late submission of assignments. sometimes students came unprepared when they were required to make presentations. it was also made clear to the students that the bsc honours (stats) is a strictly full-time study program and that lecture attendance is compulsory with no exceptions. due to the urgency and severity of the problem, the jm was applied at this stage. in addition, these students were also made aware that their tutoring services were obligatory because they had signed the contracts and were being paid for them. experimental design step 2: show relatively poor performance vs. predecessors students were shown their average semester pass rates relative to their predecessor groups and the comparisons of average (mean), median, modal, maximum, and minimum marks. the condition and behaviors of the previous groups were also presented relative to their own. table 1. results of different student groups 1st 2nd 3rd 4th at-risk group 1 at-risk group 2 5th pass rate 100 96 92 100 78 81 100 mean 65 59 56 72 46 52 62 median 64 55 52 69 47 49 60 maximum 78 74 77 91 89 86 93 minimum 53 44 39 58 34 42 62 experimental design step 3: students ordered to comply the department used the advantage that bsc honours (stats) is a full-time study program requiring lecture attendance and punctuality. the students were ordered to attend and be punctual. there was also a monitoring and control measure given through high-frequency and short tests/assessments proposed by seeletse et al. (2017). these assessments were meant to ensure that there would be no taking of a breather in learning and continuation of learning would be nonstop. attendance was also enforced because the students had to embark on assessments continuously. the approach was both invitational and confrontational. thus, the sfm was used because the dss personnel have become a family blend of adults and youth who intermingle to develop talents and potential in the fields it offers. to some extent, aim was used through some anxious msc students who discussed with the bsc honours group members, steered them, and guided them on numerous techniques and attitudes they could embrace to improve. experimental design step 4: continuous supervision these agreed conditions were supervised repeatedly. each lecturer's task at any time of the day was to randomly visit the pg computer laboratory of the department and present a small classwork or quiz to the students for their module(s). only available students received the examination and benefited from participating in it. the marks obtained on quizzes were recorded in indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 101 small chunks that were made accumulative assessment marks. during these times, even the register of student attendance was taken. result and discussion the approach was a transformation that required the bsc honours students to work full-time in the department for the first time. this kind of engagement with students did not seem to go well with the students. many of the students were not happy with the development of being forced to be constantly working and practicing in the computer laboratory. this was the aim model of confronting a problem (smith & meyers, 2007). therefore, attempts from students to resist were visible. in the beginning, therefore, grumbling from the students was noted. then the jm was imposed in the honours tuition system with no option for the students to resist (zurong, 2013), and the lecturers remained resilient with the initiative. there were no apologetic postures from the lecturers as they continued to give assessments and randomly took registers. this was a new culture of hard work and commitment instilled and imposed on the honours student groups in the department. performances of students and records of students’ progress were documented. students were regularly updated on their performance and their new conduct. these students struggled to follow the instructions in the first few (two to three) weeks. some truancy and failure to honor tutorial facilitation existed during this period, but only among a few students. as we moved on, the students were getting used to the system, and truancy and poor conduct, in general, were fading. these students’ marks on the small tests were generally lower when compared with the subsequent ones. from the third week onwards, the students demonstrated to settle into the new conditions and accept the new authoritarian conditions. they showed a high level of presence when they were needed, their conduct was showing to gratify, and their academic performances started to improve gradually. they also stopped grumbling because many consulted their lecturers on the literary work. they also showed to have improved their attendance to conduct tutorial sessions. progressively, there was some clear improvement. the next few weeks showed to have stabilized, and the students were getting used to working and practicing in their laboratory. the final assessment marks of the first semester were then compared with those of the second semester to compare the two performances to determine the statistical significance of the intervention. table 2 is the resulting test of comparison: pre-intervention vs. post-intervention table 2. t-test: paired two sample for means pre post mean 58.8 75.4 variance 549.7 377.8 observations 5 5 pearson correlation 0.926784268 hypothesized mean difference 0 df 4 102 eunice lebogang sesale, tshepo ramarumo, solly matshonisa seeletse a strategy to improve pass rates of written postgraduate statistics modules pre post t stat -4.07922745 p(t<=t) one-tail 0.007554001 t critical one-tail 2.131846786 p(t<=t) two-tail 0.015108002 t critical two-tail 2.776445105 the mean before the intervention was at a low of 59% and increased by 16% to a high of 75% after the intervention. this is an increase in performance. furthermore, the null hypothesis of equality of performance was tested against the one-sided alternative hypothesis that ‘post-intervention improved the performance’. this null hypothesis is rejected since the p-value = 0.0075 < 0.05 significance level. therefore, there is a sign at the 5% significance level that the intervention improved the students’ performance. for intervention as was described, jm was suitable due to limited time to negotiate and because there was a guideline from the hei that full-time contact lessons should be conducted and that students should attend lectures. the dss guidelines on the assessment required each lecturer to customize assessments for their modules. because of its merit under the circumstances, jm was the principal intervention technique applied throughout the process. it was essential since the students were underperforming dismally, and they would probably have resisted if given/allowed the option. other two intervention models (aim and sfm) were also used in the process, but mainly as secondary techniques to fortify the jm. this blend was used to optimize the intervention. the intervention given showed to be effective. these students’ academic performances and their pass rates, in general, showed an improvement. however, the results were not the epitome because the failures inherited in the first semester contaminated the final group performance's final marks. the intervention could not reverse the damage already caused in the first semester. among its merits, though, the intervention assisted one student in having an additional opportunity to present an examination in one module, which she passed and could graduate with other group members. the study indicated that late intervention is not a good idea. it also shows the reason to identify students at risk of failing early on and interventions be embarked on before primary assessments are conducted. late intervention could not undo some of the damage already caused. early intervention could have counterbalanced many negative occurrences and prepared the students to do well in their studies to prevent poor student performance. implication of the study the study shows that pg students can also require additional support even when they are excelling at ug. the pg content and modes of teaching can present new and complex settings for many students, especially those from other universities who do not understand the institutional culture of their new hei. hence, the study shows that the pg level could require its induction, and student support should be provided to the bsc honours when necessary. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 103 conclusion student support, as an intervention such as tutoring, was initially reserved for ug students at the hei. this study showed that when planned and applied suitably, it can also benefit pg students. bsc honours, as a pg program, benefited from it in this study. this intervention could become the practice method for pg students in other departments. since bsc honours is a transition phase from ug to pg, strict rules could be applied so that the students may become disciplined researchers at the msc level. since the dss personnel believe that high bsc honours student performance should occur as students admitted have great potential from ug levels, a method to enforce this occurrence should be used. hence, the study recommends the following: 1. early identification of at-risk students and immediate intervention; 2. the primary use of the jm model at every group enrolling in the bsc honours (statistics) right from the beginning of the academic year; 3. that subsequent years’ plans should be based on working methods, such as empirical results of this study; and 4. the students should be given small assessments frequently to ensure that they get used to working hard in preparation for workplaces and for more advanced pg studies of the future. acknowledgement the authors would like to thank sefako makgatho health sciences university. references carless, d. 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original work is properly cited. fostering creative mathematical thinking with a flipped classroom approach zenzen zakiyah universitas pendidikan indonesia, bandung, west java, indonesia, zenzenzakiyah@upi.edu karlimah universitas pendidikan indonesia, bandung, west java, indonesia, karlimah@upi.edu syarip hidayat universitas pendidikan indonesia, bandung, west java, indonesia, hidayat@upi.edu abstract mathematics education in this digital era requires innovative and creative learning models to improve the quality and creativity of students. the flipped classroom model has become one of the alternatives that can be implemented in mathematics education in the 21st century. this study aims to review several articles examining the flipped classroom model on elementary school student's mathematical creative thinking skills. the research method used is a literature review which begins with identifying research problems, searching for literature, evaluating data, and analyzing it. the literature review results show that the flipped classroom model has several advantages over the conventional learning model, such as increasing student engagement in the learning process and providing opportunities for students to develop creative thinking skills. in addition, using the flipped classroom model also positively influences students' abilities to solve measurement-related problems. flipped classroom model provides a learning experience that is fluency, flexibility, originality, and elaboration. this article offers several recommendations for the development of the flipped classroom model in the future, such as the use of more varied learning media and the development of more interactive teaching materials. therefore, this article can be a reference for educators and researchers interested in developing effective learning models to enhance students' mathematical creative thinking skills. keywords: mathematical, creative thinking skills, flipped classroom abstrak pembelajaran matematika di era digital ini membutuhkan model pembelajaran yang inovatif dan kreatif agar dapat meningkatkan kualitas dan kreativitas siswa. model pembelajaran flipped classroom menjadi salah satu alternatif yang dapat diimplementasikan dalam pembelajaran matematika pada abad 21. penelitian ini bertujuan untuk mereview beberapa artikel yang meneliti model pembelajaran flipped classroom terhadap keterampilan berpikir kreatif matematis siswa sekolah dasar. penelitian yang digunakan yaitu kajian literatur yang dimulai dengan mencari masalah penelitian, mencari literatur, mengevaluasi data, dan menganalisisnya. hasil studi literatur menunjukkan bahwa model pembelajaran flipped classroom memberikan beberapa kelebihan dibandingkan dengan model pembelajaran konvensional, seperti meningkatkan keterlibatan siswa dalam proses belajar dan memberikan kesempatan bagi siswa untuk mengembangkan keterampilan berpikir kreatif. selain itu, penggunaan model pembelajaran flipped classroom juga memberikan pengaruh positif terhadap kemampuan siswa dalam memecahkan permasalahan yang berkaitan dengan pengukuran. model flipped classroom menyediakan pengalaman belajar berpikir kreatif lancar, fleksibel, orisinil, dan rinci. dalam artikel ini, diberikan beberapa rekomendasi bagi pengembangan model pembelajaran flipped classroom di masa depan, seperti penggunaan media pembelajaran yang lebih variatif dan pengembangan bahan ajar yang lebih interaktif. dengan demikian, artikel ini dapat menjadi referensi bagi para pengajar dan peneliti yang tertarik dalam pengembangan model pembelajaran yang efektif dalam meningkatkan keterampilan berpikir kreatif matematis siswa. kata kunci: matematika, keterampilan berpikir kreatif, flipped classsroom mailto:zenzenzakiyah@upi.edu mailto:karlimah@upi.edu mailto:hidayat@upi.edu indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 131 introduction a practical approach to teaching mathematics in primary schools in the 21st century should be tailored to meet the unique needs of students and the changing technologies. innovative learning models that prioritize the development of creative thinking skills, such as logical thinking, problemsolving, and decision-making, should be emphasized (nctm, 2017). the national council of teachers of mathematics (nctm) recognizes the importance of innovative learning models that foster the development of creative thinking skills. these skills, including logical thinking, problemsolving, and decision-making, are critical for students to become effective problem-solvers and to apply mathematical concepts in real-world contexts. creativity plays a crucial role in education in fostering innovative thinking and problem-solving skills. it encourages students to approach challenges with unique perspectives and generate novel solutions. as educators strive to cultivate creative thinking among their students, the flipped classroom approach has gained considerable attention. this approach reverses the traditional instructional model by delivering content outside the classroom through pre-recorded videos, readings, or online resources while using class time for collaborative activities, discussions, and problem-solving and mathematical literacy. mathematical literacy prepares future generations to deal with changing world challenges (alghadari et al., 2022). in mathematics education, one area that greatly benefits from creative thinking is measurement. measurement concepts provide a foundation for understanding and quantifying the physical world, and creative mathematical thinking can enhance students' engagement and comprehension of measurement content. however, despite the potential benefits of the flipped classroom approach and creative thinking in teaching measurement, a gap analysis is necessary to identify areas where current educational practices may fail to promote creativity effectively. the gap analysis related to creativity in the context of a flipped classroom approach on measurement content refers to examining the current state of educational practices regarding fostering creative mathematical thinking. it involves identifying gaps and areas of improvement in instructional strategies, assessment methods, and curriculum design that hinder the development of students' creative thinking skills about measurement concepts. by conducting a thorough gap analysis, educators and researchers can gain valuable insights into the challenges and opportunities of implementing a flipped classroom approach for teaching measurement content creatively. this article explores the gap analysis related to creativity in the context of a flipped-classroom approach to measurement content. we will delve into the factors contributing to the existing gaps, such as curriculum constraints, pedagogical practices, and assessment approaches. by identifying these gaps, we can propose strategies and recommendations for bridging them and optimizing the use of the flipped classroom approach to enhance creative mathematical thinking in the context of measurement education. this article aims to comprehensively understand the gap analysis related to creativity in the context of a flipped-classroom approach to measurement content. by addressing these gaps, we can promote more effective and engaging learning experiences for students, fostering their creative thinking abilities and enabling them to apply measurement concepts creatively in real-world situations. 132 zenzen zakiyah, karlimah, syarip hidayat fostering creative mathematical thinking with a flipped classroom approach developing mathematical creative thinking skills is crucial for the character and quality of human resources in indonesia. creative thinking is essential in achieving a profound conceptual understanding of mathematics. however, developing creative thinking skills is challenging, and teachers cannot directly teach it. instead, teachers can create a conducive learning environment that encourages creativity. this can be achieved using technology tools such as graphic design software, interactive teaching materials, and learning videos to stimulate creative ideas (al‐zahrani, 2015). the lack of creative thinking ability in students can have a significant impact on their overall learning outcomes. to address this issue, innovative and creative learning models are required. the flipped classroom learning model is one such model that can be implemented in the digital era to improve the quality and creativity of students. this model involves using technology to enhance the quality of learning and assigning students digital resources, such as e-books or videos, to learn before classroom activities. the traditional roles of teachers and students are reversed in this model, where students take an active role in their learning process (akçayır & akçayır, 2018). mathematics learning often involves measurement materials requiring high creative thinking skills. for instance, students must apply various problem-solving strategies to calculate the area of irregular shapes. the flipped classroom learning model can effectively improve students' mathematical creative thinking skills by providing a learning environment that combines technology, social interaction, and relevant challenges. this model facilitates a collaborative learning experience where students acquire information from the teacher and collaborate with their peers to solve complex problems. the flipped classroom is characterized by reversing the traditional roles of homework and classroom activities, with students actively learning the material at home through digital media and then participating in classroom activities to reinforce their learning. figure 1. stages and modes of learning in a flipped classroom the figure above illustrates how the flipped classroom model provides students with initial exposure to course content outside of traditional classroom settings through various forms of media, including reading materials, videos, and audio recordings. students then engage in face-to-face indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 133 sessions where they can clarify complex concepts and deepen their understanding through collaborative activities such as class/group discussions, case studies, debates, and problem-solving. finally, students apply what they have learned by creating products or projects, culminating in a final test or exam. this model provides a comprehensive and interactive learning experience that promotes student engagement and a deeper understanding of the subject matter. homework and assignments encourage students to review and practice what has been taught in class. for students with access to sufficient learning resources, this approach can be highly effective in motivating and challenging them to re-learn the material and explore it further. based on the above description, it can be concluded that the flipped classroom model involves moving traditional in-class activities to be completed at home beforehand while using class time for reinforcing complex concepts and engaging in group discussions, case studies, debates, problem-solving, and student presentations (sutisna et al., 2019). students are expected to actively seek out and utilize relevant learning resources through information technology throughout the learning process (setyawan & rohmah, 2021). the gap analysis related to the flipped classroom approach includes (a) effective learning planning: while the flipped classroom model offers flexibility and diverse learning resources, there are still challenges in planning effective learning. teachers must ensure that the content delivered outside the classroom is genuinely relevant and provides a strong foundation for understanding the concepts. additionally, developing appropriate learning resources, such as videos or reading materials, requires extra time and effort, (b) accessibility of learning resources: the flipped classroom model relies on students accessing learning resources outside the classroom, primarily through technology. however, not all students have equal access to technology devices and stable internet connections. this can be a barrier for students who cannot access the necessary learning resources, thus reducing the effectiveness of the flipped classroom model in reaching all students, (c) monitoring and individual feedback: in the flipped classroom model, students often learn the material independently outside the classroom. therefore, teachers need to monitor students' progress and understanding individually effectively. providing relevant and specific feedback on students' knowledge is critical to helping them overcome difficulties or misconceptions that may arise, (d) active role of students: in the flipped classroom model, students are expected to take the initiative in seeking relevant learning resources and preparing themselves before class. however, not all students are accustomed to self-directed learning and developing practical skills. therefore, guidance and mentoring from teachers are needed to develop these skills and ensure that all students can maximize the benefits of the flipped classroom model. this gap analysis identifies several aspects that need attention and improvement in implementing the flipped classroom model. these include effective learning planning, accessibility of learning resources, monitoring and individual feedback, and mentoring students' learning skills. this research aims to investigate the flipped classroom learning model in mathematical creative thinking skills. the researchers aim to gather information from a variety of sources to gain a better understanding of the topic. the authors will review and analyze existing research on the subject 134 zenzen zakiyah, karlimah, syarip hidayat fostering creative mathematical thinking with a flipped classroom approach through a literature study, synthesizing this knowledge to provide a comprehensive and in-depth analysis. the findings of this research may serve as a foundation for further investigation in the field. method this research was conducted using a systematic literature review method to review relevant and recent literature in a specific field, to restructure and synthesize previously available information through stages of problem formulation, theoretically based, data collection, analysis, interpretation, and conclusion (sugiyono, 2018). the steps in the research can be seen in figure 2. figure 2. stages in this research the problem formulation was conducted by formulating the research question on how to describe the role of flipped classroom learning model in teaching measurement with mathematical creative thinking skills. a literature search was performed by collecting primary reference sources such as journals, research reports, undergraduate and graduate theses, dissertations, and secondary reference sources such as books and internet sources. data evaluation was done to identify relevant data to the research problem. data analysis was performed by conducting a literature search on several online databases, such as google scholar and eric, using the keywords "flipped classroom", "mathematics education", and "creative thinking". the data analysis was conducted using a qualitative descriptive approach involving systematic and comprehensive data processing and interpretation. in conducting a literature review, the common data analysis techniques include a description of each aspect as outlined in the mentioned reference (a) problem formulation; this stage involves identifying and defining the research problem or question the study aims to address. it includes clarifying the objectives, scope, and significance of the research (b) theoretical basis, theoretical basis refers to the theoretical framework or conceptual foundation upon which the research is built. it involves reviewing relevant theories, models, or concepts that provide a basis for understanding and explaining the phenomena under investigation, (c) data collection, data collection involves gathering the necessary information or data to answer the research question or test the hypotheses. it includes selecting appropriate data collection methods, such as surveys, interviews, observations, or document analysis, and designing data collection instruments, (d) analysis and interpretation, in this stage, the collected data is analyzed using suitable techniques and tools. the analysis process may involve organizing, coding, categorizing, and summarizing the data. interpretation refers to making sense of the analyzed data and drawing meaningful conclusions, (e) conclusion, the decision indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 135 is the final part of the research process. it involves summarizing the findings, addressing the research objectives, and answering the research question. the conclusion may also include implications, recommendations, and suggestions for further research. result and discussion the study reviewed existing literature on using flipped classroom models in teaching mathematics, particularly measuring and developing students' mathematical creative thinking skills. based on the literature review, the study found evidence suggesting that implementing the flipped classroom approach can improve students' mathematical abilities and creative thinking skills. table 1. comparison of findings on the use of flipped classroom in fostering creative mathematical thinking. literature main findings tabieh & hamzeh (2022): "the influence of the flipped classroom on students' creative mathematical thinking skills" the flipped classroom can enhance students' creative mathematical thinking skills by developing fluency, flexibility, originality, and elaboration. the use of flipped classrooms can improve the problem-solving abilities and creative mathematical thinking skills of students. rucker et al. (2017): "enhancing problemsolving and creative thinking skills through flipped classroom instruction in mathematics." the flipped classroom model can improve students' math abilities and learning interests. the flipped classroom positively impacts students' interest and motivation in mathematics learning. peterson (2016): "improving math abilities through flipped classroom approach: a study on middle school students" the influence of flipped classrooms on students' mathematical abilities and creative thinking skills is not always consistent. the use of flipped classrooms can improve students' creative mathematical thinking skills. brewer & movahedazarhouligh (2018): " successful stories and conflicts: a literature review on the effectiveness of flipped learning in higher education " the flipped classroom can enhance students' problem-solving and creative mathematical thinking skills. flipped classroom provides adequate learning time, increases student engagement, and improves teacher-student interaction. langgi (2022): the influence of problembased learning model with flipped classroom on creative thinking abilities there is a significant influence in improving students' creative thinking abilities using the pbl model with the flipped classroom approach. students engaged in learning using this model showed better improvement in creative thinking abilities compared to those involved in conventional learning lestari et al. (2020): the effect of the flipped classroom approach and self-efficacy on a guided inquiry on students' creative thinking skills the results showed that guided inquiry learning with the flipped classroom approach and high selfefficacy categories had high creative thinking abilities. still, there is no interaction between learning models with self-efficacy towards creative thinking abilities on the reaction rate material because learning models and self-efficacy affect the results of students' creative thinking skills. 136 zenzen zakiyah, karlimah, syarip hidayat fostering creative mathematical thinking with a flipped classroom approach mathematical creative thinking is an essential skill for students in solving mathematical problems. in the elementary school lesson on measuring the area of squares and rectangles, the development of indicators for creative mathematical thinking skills is crucial. one learning model that can be used to achieve this is the flipped classroom model. in the flipped classroom model, students acquire learning materials at home through video lessons or readings, while classroom time is devoted to working on math problems or tasks. teachers can encourage students to think creatively in math by providing challenging math problems and asking students to find different solutions. this can stimulate skills in creative thinking, analysis, and originality. in learning the measurement subject, several learning experiences can support the development of students' creative mathematical thinking. firstly, learning experiences can help students develop their fluency skills through continuous practice in understanding the concepts and calculating the area of squares and rectangles. teachers can provide various exercise problems that require calculating the size of different shaped squares and rectangles. additionally, using interactive learning media, such as math games, can also help students practice their fluency skills. secondly, learning experiences can help students develop their flexible skills by giving them tasks requiring creative thinking. students can be given tasks to find various ways to calculate the area of squares and rectangles and explore the relationship between the two. this can help students practice their flexible skills in creative mathematical thinking. thirdly, learning experiences can help students develop their original skills by providing challenging mathematical problems and asking students to find different solutions. unusual or complex mathematical problems can help students build their actual skills in creative mathematical thinking. fourthly, learning experiences that can help students develop their elaboration skills are by asking them to explain their calculation steps in detail. teachers can provide effective feedback on student's work and help students improve their understanding of the material. this can help students improve their elaboration skills in creative mathematical thinking (kyriakides et al., 2019). this aligns with research conducted by rucker et al. (2017), which shows that flipped classrooms can improve students' problem-solving abilities and creative mathematical thinking skills. the study found that students who participated in flipped classroom learning had better problemsolving abilities and higher mathematical creative thinking skills than those who participated in conventional education. from the results of research in the united states and practices in several schools in indonesia, it is known that flipped classroom provides positive outcomes and better learning quality than traditional methods. students who use this method show high levels of learning motivation, increased creativity, greater responsibility, and are more active in participating in classroom learning. in addition, their academic performance is also better than students who use traditional learning methods. teachers also feel they have more time to interact with students (kemdikbud, 2020). in addition, peterson (2016) research also shows that flipped classrooms can improve students' math abilities. the study found that the average posttest score of students who participated in flipped classroom learning reached 85.7. in contrast, the average posttest score of students who participated in conventional education only reached 75.4. furthermore, research conducted by brewer & indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 137 movahedazarhouligh (2018) also shows that flipped classrooms can positively impact mathematics learning. their study found that students who participated in flipped classroom learning had higher levels of interest and motivation in mathematics learning than students who participated in conventional education. with this model, our goal of equipping students with critical thinking, collaboration, communication skills, and creative/innovative thinking abilities can be achieved effectively. the teacher does not dominate the class time. teacher-student interaction becomes better and more enjoyable. however, research by tabieh & hamzeh (2022) shows that the influence of flipped classrooms on students' mathematical abilities and creative thinking skills is not always consistent. this is due to the variation in the use of flipped classrooms in various learning contexts, such as educational levels, mathematics subjects, and the quality of flipped classroom implementation. in this regard, we also recommend that further research pay attention to these factors and conduct more detailed analyses of the variables that influence the success of flipped classrooms in improving students' mathematical abilities and creative mathematical thinking abilities. furthermore, the research conducted by peterson (2016) on 6th-grade students in an elementary school in south korea also showed similar results. they found that the flipped classroom model can improve students' creative thinking ability, especially in divergent and convergent thinking. in addition, several studies in indonesia examine the use of the flipped classroom model in improving students' mathematical creative thinking skills. in their research, ramadhani & evans (2022) found that flipped classrooms can improve students' mathematical creative thinking skills. this study also showed that students felt more active and engaged in learning, providing a more enjoyable and practical learning experience. furthermore, the study conducted by cevikbas & kaiser (2023) also showed results consistent with the previous study. their research found that using flipped classrooms can improve students' problem-solving and mathematical creative thinking skills. there are many benefits to implementing the flipped classroom model. one significant benefit is rich learning time. in the flipped classroom, students can maximize their learning time in class. they can interact, discuss, and develop lesson materials in depth. this helps increase student engagement in learning and provides real-life experiences that can shape their ability to learn independently. in addition, the effectiveness of the teaching and learning process also improves, as students can learn the lesson content at their own pace and in a way that suits their learning style. learning can be done more interactively and practically, such as creating presentations and solving problems. in this regard, the flipped classroom model provides a solution for developing student skills effectively and efficiently (indrajit & patandean, 2020). in addition, implementing the flipped classroom model is also considered an innovative learning approach that can renew the existing education system. this is because this learning model presents unique and new characteristics in learning, such as collaboration between students and parents in learning at home. moreover, the relationship between teachers and students improves because teachers have more time to work with each student individually and provide more personalized feedback. the flipped classroom model also helps improve the interaction between teachers and students in learning so that students can quickly master the subject matter and get more meaningful 138 zenzen zakiyah, karlimah, syarip hidayat fostering creative mathematical thinking with a flipped classroom approach homework. overall, the flexibility and motivation of students in learning also increase with the implementation of the flipped classroom model. however, literature studies also show that the success of flipped classrooms in producing students' creative mathematical thinking skills depends on certain factors, such as the quality of learning videos, technological support, and the teacher's ability to conduct practical class discussions. in addition to improving the success of the flipped classroom model, several factors need to be considered: preparing learning materials, quality of learning videos, the interaction between students and teachers, and practical learning evaluation (turan & akdag-cimen, 2020). the flipped classroom is an excellent technique for an absent teacher, meaning that if the teacher cannot attend the meeting, he can record the learning videos for the students to measure that the learning activity runs well and flipped classroom's advantages are increasing students' learning performance such as satisfaction, engagement, and motivation the flipped classroom allows for natural differentiation (murillo-zamorano et al., 2019) the interaction between students and teachers also plays a crucial role in the success of the flipped classroom model. according to baten et al. (2017), good teacher-student interaction can help students better understand learning materials and encourage their engagement in the learning process. lastly, practical learning evaluation is also necessary to assess students' understanding and provide helpful feedback to improve the quality of learning (jensen et al., 2015). the flipped classroom learning model generally allows students to be more active in the learning process, thereby improving their creative thinking skills. the opinion supports this expressed (akçayır & akçayır, 2018), that the flipped classroom learning model allows students to participate more in challenging learning activities, encouraging them to think more creatively and solve problems. overall, the success of the flipped classroom learning model depends on many factors, including the preparation of materials, the quality of learning videos, the interaction between students and teachers, and practical learning evaluation. by considering these factors, teachers can maximize the success of the flipped classroom learning model in improving the quality of student learning. flipped classroom was developed to provide students with a broader opportunity to explore and gather information before the class meeting so that in the class meeting, students can focus on more creative and innovative activities such as problem-solving, teamwork, and project presentations. this model is expected to improve students' creative thinking skills because they can learn more actively and independently. based on several expert opinions, it can be concluded that the steps of the flipped classroom strategy are for the teacher to provide teaching materials that will be used for self-learning by students at home before the next meeting. therefore, teachers should consider these factors in designing effective flipped classroom learning that can improve students' mathematical and creative thinking skills. flipped classroom as a stimulus to encourage teacher creativity. this is because teachers will be challenged to create valuable and exciting content. thus, teachers will deploy all their imagination and creativity to do so. indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 139 conclusion based on the review of several studies on the use of the flipped classroom model of learning, it is evident that students' average mathematics performance significantly improves after following the flipped classroom model of education. furthermore, this model also effectively enhances student motivation and engagement in mathematics learning. in the flipped classroom, students can learn the material independently before entering the classroom, so they can focus more on applying mathematical concepts in discussions and tasks that require creative thinking skills. the flipped classroom can positively impact students' mathematical and creative thinking skills. the impact of the flipped classroom on students' mathematical ability and creative thinking skills is not always consistent, as variations influence the use of the flipped classroom in different learning contexts. teachers need to ensure that the appropriate and consistent use of the flipped classroom model is employed in providing a learning experience to students. students can obtain course materials outside the classroom by utilizing technology such as instructional videos and reading materials. classroom time can be used for interaction with teachers and classmates in solving mathematical problems and developing indicators of mathematical creative thinking skills fluently, flexibly, initially, and in detail in the measurement material in elementary school can be achieved through the implementation of the flipped classroom learning model and appropriate learning experiences. effective implementation of the flipped classroom learning model requires thorough preparation, adequate technological support, and commitment from teachers and students in the learning process. acknowledgement the completion of this article was made possible through the invaluable assistance and support from numerous contributors. i would like to wholeheartedly acknowledge and express my deep appreciation to all individuals involved in this research. their guidance, constructive feedback, active participation, unwavering moral support, and unwavering dedication have been instrumental in completing this work. additionally, i extend my gratitude to universitas pendidikan indonesia for their generous support in providing writing assistance. references akçayır, g., & akçayır, m. 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(2020). flipped classroom in english language teaching: a systematic review. computer assisted language learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117 https://doi.org/10.1007/s11858-022-01388-w https://doi.org/10.1187/cbe.14-08-0129 https://doi.org/10.1080/09243453.2018.1511603 https://doi.org/10.55171/geomath.v2i2.862 https://doi.org/10.24114/jpkim.v12i2.19435 https://doi.org/10.1016/j.compedu.2019.103608 https://doi.org/10.1177/0098628315620063 https://doi.org/10.30862/jhm.v5i1.246 https://doi.org/10.2147/amep.s142233 https://doi.org/10.30738/indomath.v4i1.9368 https://doi.org/10.2991/ices-18.2019.28 https://doi.org/10.2991/ices-18.2019.28 https://doi.org/10.9743/jeo.2022.19.3.15 https://doi.org/10.1080/09588221.2019.1584117 https://indomath.org /index.php/indomath vol 6, no. 2, august 2023, pp. 116-129 copyright © authors. this is an open access article distributed under the attribution-noncommercialsharealike 4.0 international (cc by-nc-sa 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. improving learning achievement of plane materials through tangram media using the project based learning model irene krisdayanti teacher professional education program, universitas pgri madiun, east java, irenekrisda@gmail.com wasilatul murtafiah* department of mathematics education, universitas pgri madiun, east java, wasila.mathedu@unipma.ac.id titik siti kholifah elementary school number 7 at gerih, ngawi, east java, kholifahtitik22@gmail.com faridah hanim yahya department of educational studies, universiti pendidikan sultan idris, faridahhanim@fpm.upsi.edu.my abstract learning mathematics that emphasizes understanding concepts and solving problems requires learning media. the use of learning media is still low, so learning outcomes are far from the minimum completeness criteria (the student's lowest score), apart from learning media. besides the media, learning models are essential to discover fun and not dull mathematics. this study aimed to improve learning achievement in data-building material through tangram media with the pjbl model for class iv at sd negeri gerih 7, east java, indonesia. the research method used was collaborative classroom action research. the subjects of this study were 23 students in grade iv at sd negeri gerih 7, east java, indonesia, in the 2022/2023 academic year. the test results obtained were in the form of pre-cycle class average values of 59.13, 64.78 in the results of the first cycle, and 77.82 in the results of the second cycle. it can be concluded that the pjbl learning model and the tangram media effectively improve the achievement results of fourth-grade students at sd negeri gerih 7, east java, indonesia. keywords: plane, project based learning (pjbl), tangram media abstrak pembelajaran matematika yang menekankan pada pemahaman konsep dan pemecahan masalah membutuhkan media pembelajaran. penggunaan media pembelajaran masih rendah sehingga hasil belajar jauh dari kriteria ketuntasan minimum (batas nilai siswa paling rendah). selain media, model pembelajaran juga penting untuk diterapkan dalam pembelajaran matematika agar menyenangkan dan tidak membosankan. tujuan penelitian ini yaitu untuk meningkatkan prestasi belajar materi bangu datar melalui media tangram dengan model pjbl kelas iv di sd negeri gerih 7, jwa timur, indonesia. metode penelitian yang digunakan yaitu penelitian tindakan kelas (car) kolaboratif. subjek penelitian ini adalah siswa kelas iv di sd negeri gerih 7, jawa timur, indonesia pada tahun ajaran 2022/2023 berjumlah 23 siswa. hasil tes yang diperoleh berupa nilai rata-rata kelas prasiklus 59,13; 64,78 pada hasil siklus i dan 77,82 pada hasil siklus ii. dapat disimpulkan bahwa model pembelajaran pjbl dan media tangram efektif dalam meningkatkan hasil prestasi siswa kelas iv sd negeri gerih 7, jawa timur, indonesia. kata kunci: bangun datar, project based learning (pjbl), media tangram. mailto:irenekrisda@gmail.com mailto:wasila.mathedu@unipma.ac.id mailto:kholifahtitik22@gmail.com mailto:faridahhanim@fpm.upsi.edu.my indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 117 introduction mathematics is a universal science that has an essential role in various disciplines, develops human thinking power, and underlies the development of modern technology (mashuri, 2019). the importance of mathematics in both human life and the development of science and technology, so from elementary education to tertiary institutions, mathematics is made a compulsory subject. this aims to foster the ability to think critically, systematically, logically, and creatively and cooperate effectively (mustopo, 2019). however, learning mathematics is still often considered a complex subject by some students at the elementary school level. elementary school children generally experience difficulties in understanding abstract mathematics. because of its abstractness, mathematics is complicated for students to understand (assingkily et al., 2019). abstraction ability is also the ability to describe and imagine objects that are not physically there. this ability is essential for students to visualize and manipulate a virtual thing, especially in mathematics lessons (nurhikmayati, 2017). this ability is necessary so that students can visualize and manipulate something unreal. in line with this statement, the ability to think abstractly cannot be separated from understanding concepts because thinking activities are inseparable from the ability to describe or imagine natural objects that do not always exist (nuswantari & murtiyasa, 2015). one mathematical material not always tangible is the material for flat shapes in elementary schools. in flat material, students encounter things that are not physically present in front of them. students must be able to imagine and describe every component or feature of a flat shape that doesn't exist. therefore, in practice, students experience great difficulty in solving problems related to balanced conditions. judging from piaget's theory of cognitive development, elementary school children enter the concrete operational stage (syahrizal et al., 2022). the characteristics of the product of the concrete active stage are as follows: 1) the stages that occur at the age of 7-11 years, 2) starting to be able to understand the cumulative aspects of the material, 3) being able to think systematically about various concrete objects and events (muri’ah & wardan, 2020). difficulties in understanding abstract concepts lead to fewer learning activities. this low understanding of the concept will affect the ability to solve problems. ebbutt and straker explain that mathematics is an activity and creativity that requires imagination, intuition, and discovery (ariani et al., 2014). in mathematics, problem-solving is solving word problems, non-routine questions, and applying mathematics in everyday life or other situations. if students' problem-solving skills are not at a high enough level, students will have difficulty using math skills. so, the low problem-solving abilities of students are closely related to the low achievements of students in mathematics. this needs to get special attention for teachers by implementing various appropriate models and strategies to improve student achievement. the low quality of mathematics learning outcomes is inseparable from the models and media used in the learning process. the learning model is the design of learning activities so that the implementation of the teaching and learning activities can run well, be attractive, easy to understand, and be in a precise sequence (octavia, 2020). the learning model effectively improves the quality of teaching and learning activities because students must play an active role in learning 118 irene krisdayanti, wasilatul murtafiah, titik s. kholifah, and farida h. yahya peningkatan prestasi belajar materi bangun datar melalui media tangram dengan model pjbl activities, have good thinking abilities, and cooperate with groups. meanwhile, according to teni nurrita, learning media is a tool that can help the teaching and learning process so that the message's meaning becomes more transparent and educational or learning goals can be created (nurrita, 2018). the benefits of using media are 1) the learning process becomes more precise and more enjoyable, 2) the learning process becomes more interactive, 3) efficiency in time and effort, 4) it improves the quality of learning (falahudin, 2014) the results of observations made in class iv in the even-semester mathematics subject were the independent curriculum learning outcomes. namely, at the end of phase b, students could describe the characteristics of various shapes (rectangle, triangle, polygon). they can arrange (compose) and decompose (decompose) different forms in more than one way if possible (sutama et al., 2022). it was found that many students still had difficulty understanding the concept and calculating the area and perimeter of flat shapes. in addition, students are less active in learning, and some are still afraid to ask questions and express opinions. thus, the teaching and learning process, which should be student-centered, is controlled by the teacher, who acts as a conduit of information. no project-based learning emphasizes research activities based on the topics or themes set in education. due to these students' condition, many students are less enthusiastic about learning because teachers still do not use learning models that emphasize student activity, making children less critical in accepting. think about. the material offered impacts students' low grades in class. not a few students got less than the minimum completeness criteria (the lowest score of the student), namely 70. the teacher explained more about the material. then students were asked to work on the questions, so they did not have the opportunity to experience learning directly how to use the media. one way that can be applied is to use models and media appropriately. the selection of models and media should be adjusted to the characteristics of students and the subjects to be taught. based on the explanation of the problems above, an alternative solution is given as an effort to improve student learning outcomes in mathematics, especially the flat shape material for class iv at sd negeri gerih 7, namely by using tangram media through the model of project based learning (pjbl). tangram is an educational game originating from china. the game is a fair puzzle game cut into seven parts (2 large triangles, 1 square, 1 parallelogram, 1 medium triangle, and 2 small triangles) (kurniawan, 2014). tangram is suitable for elementary school children to form triangles, squares, isosceles, trapezoids, etc. learning using the tangram method can provide opportunities for players (of all ages, both children and adults) to use this game as a teaching aid (berutu, 2013). moving the seven parts can create various shapes, which form the basis for understanding area and perimeter. meanwhile, the learning model considered suitable for learning flat shape material for class iv at sd negeri gerih 7 is project-based. project-based learning (pjbl) is a systematic learning approach in which students acquire information and skills by engaging in a long and organized process of inquiry directed at real and challenging topics, as well as actual tasks and results (sunisme et al., 2022). model pjbl is a learning model that uses the project (activity) as the core learning (furi et al., 2018). project-based learning (pjbl) focuses on student activities by collecting indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 119 information and using it to produce something useful for the lives of the students and others but still related to sk, kd curriculum (nurhadiyati et al., 2021). a project-based learning method involves students working in groups to compile a report (mudlofir & rusydiyah, 2017). the pjbl model requires students to actively solve problems by initiating an idea that can be generalized into a product due to project activities. students can practice higher-order thinking skills (fitri et al., 2018). the pjbl model facilitates students to solve problems through project work (winarni et al., 2022). through this project-based model, students get material and can practice directly and solve problems so students can think critically. educators must view children with respect, care for, and guide children sincerely according to the ki hajar dewantara system. these include a fun learning process and choosing learning methods while carrying out meaningful games (gani et al., 2021). using project-based learning models makes learning more exciting and memorable for students, which aims to help students better understand concepts and make learning more meaningful, which is expected so that student achievement scores can increase. based on the background, the researcher is interested in conducting classroom action research titled "increasing learning achievement in flat shape materials through tangram media with class iv pjbl models at sd negeri gerih 7". the objectives of this study are: 1) to improve learning achievement in flat material through the tangram media and 2) to improve learning achievement in flat material using the pjbl model. method the research method used is classroom action research, or what is known as classroom action research (car) is carried out in stages called cycles so that each step is carried out repeatedly. action research (action research) is a study developed jointly between researchers and decision-makers regarding variables that can be manipulated and immediately used to determine policy and development (zohrahayaty et al., 2019). car is action research carried out in the classroom when learning occurs (salim et al., 2019). according to ana widayanti (2008), classroom action research (car) is a research activity in a classroom context that is carried out to solve learning problems faced by teachers, improve the quality and learning outcomes and try out new things in learning for the sake of enhancing the quality and learning outcomes. car is a research activity that can be carried out individually or collaboratively (widayati, 2008). car is collaborative, meaning researchers work with tutors and field supervisors (rahayu & hidayati, 2018). in this research, collaborative car was carried out with collaboration between students, practitioners, and researchers. in action research, the teacher is the most crucial factor that must be sensitive to problems in the teaching and learning process. without this sensitivity, it is difficult for teachers to find problems worth investigating or correcting. and if this is the case, it will be difficult for teachers to improve their performance, let alone improve the existing system. the car cycle includes four stages: planning, acting, observing, and reflecting (kurniawan, 2017). this research was conducted at gerih 7 public elementary school, which is located in tegalsari 004/008 hamlet, gerih village, gerih district, ngawi regency, east java, in the even 120 irene krisdayanti, wasilatul murtafiah, titik s. kholifah, and farida h. yahya peningkatan prestasi belajar materi bangun datar melalui media tangram dengan model pjbl semester of the 2022/2023 school year, which was held around march to april. the subjects of this study were the fourth-grade students at sd negeri gerih 7, totaling 23 students, namely 13 male students and ten female students. this study uses data collection techniques through observation, tests, and documentation. in observation or observation, the researcher observes directly and actively obtains the desired information. sometimes researchers also direct the topics studied into action. this is done so that the data leads to learning objectives. according to arikunto (2008), a class can be seen as a single unit of interrelated elements that work towards a specific goal. the components of a class are 1) the students themselves, 2) the teacher who is teaching, 3) the learning materials, 4) the equipment used, 5) learning outcomes, 6) the learning environment, and 7) the management/setting that carried out by the school principal, whether ongoing or not (gigit, 2019). the test is written by giving questions to the subject whose data is needed. then the documentation in this study is a data collection technique in the form of a student media creation project. based on this data, it can be seen whether the media is effective or vice versa. the instruments used were observation sheets and evaluation questions. this study's success indicators were conducted by interviewing grade 4 teachers at sdn gerih 7, ngawi. they had set minimum completeness criteria (the lowest student score) standards for each subject. in grade 4 mathematics, if the number of students achieves learning mastery of ≥ 75%, students are said to have completed learning if they obtain an outcome value of ≥ 70 based on the minimum completeness criteria that have been determined. if the increase in the multiplication arithmetic ability test results meets the indicator of success, then the cycle will be stopped. result and discussion this research was conducted in class iv at gerih 7 public elementary school, where in the observation process, several problems were found, so research on flat shape material used tangram as a medium and project based learning (pjbl) as a learning model. this study consisted of pre-cycle, cycle one, and cycle 2. pre-cycle this pre-cycle activity involves interviewing the class teacher and observing the learning course. the ability to understand flat shapes is relatively low in line with the learning outcomes obtained in learning mathematics. in this study, a written test was given at the beginning of the lesson with basic questions on flat shape material to determine students' initial understanding of the material. the results of the initial written test are obtained results in table 1. table 1. pre-cycle learning outcomes mark the number of students category 90 1 very good 80 1 good 70 6 enough 60 2 less <60 13 very less indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 121 mark the number of students category 1360 total value 59,13 rate-rate 53,67% complete 46,32% not completed the data in table 1, shows that the learning outcomes of class iv flat shapes material at sd negeri gerih 7 are still low. the results obtained at the pre-cycle stage, namely, 8 out of 23 students met the completion criteria of 53.67%. at the same time, 15 out of 23 students did not meet the complete standards of 46.32%. the average result obtained from this pre-cycle is 59.13% in the inferior category. the average effect of this pre-cycle class is still far from the school's minimum completeness criteria, which is 70. the following is a graph of cycle i in figure 1. table 2. value description mark category 90-100 very good 80-89 good 70-79 enough 60-69 less <60 very less the problem is that applied learning is still conventional, where the teacher only uses the lecture method and is the only source of knowledge. this research by choiroh (2018) states that in the mathematics learning process that has taken place, teachers use more of the lecture method (choiroh, 2018). this was also reinforced by research conducted by ekandari rusmini astuti, namely the teacher had not used the media in explaining the material, and learning appeared verbal, so students had difficulty understanding the material presented (astuti, 2019). learning media helps students to think concretely, not just think abstractly. there is also research from adilah utami (2016). the results of this study explained that material regarding flat shapes includes abstract concepts, so teachers need media to convey material. this tangram media has attractive colors for students, increasing children's creativity and imagination and making them more active (utami, 2016). learning media helps students to think concretely, not just believe abstractly (alfananie et al., 2020). using learning media for children in the concrete operational stage is essential. in the pre-cycle location, before using tangram media and project-based models. figure 1. pre-cycle results 0.00% 20.00% 40.00% 60.00% 80.00% pre-cycle rate-rate complete not completed 122 irene krisdayanti, wasilatul murtafiah, titik s. kholifah, and farida h. yahya peningkatan prestasi belajar materi bangun datar melalui media tangram dengan model pjbl implementing the pjbl model adapted to the online learning design emphasizes the principle that teachers can take on the role of facilitator, not dominate learning. the pjbl model provides opportunities for students to start selecting and planning their projects, developing instruments, implementing plans, and evaluating the achievements of the projects implemented. the application of project-based learning is expected so that education is student-centered and not teacher center so that students can be fully active in learning (syawaludin et al., 2022). next, the researcher provides a test in the form of a description of the basic geometric shapes. the results obtained by most of the students have not reached the minimum completeness criteria (the lowest score of the student), which is a score of 70 in the mathematics lesson on flat construction material. cycle i this problem is caused because, in the cognitive aspect, students experience difficulties in understanding various shapes of flat shapes and their properties. in the psychomotor part, students have difficulty differentiating flat forms. in the affective aspect, many students still lack discipline and cooperation in completing discussion assignments given by the teacher, and many students talk alone with their friends. this is because applied learning is still conventional, where the teacher only uses the lecture method and is the only source of knowledge. a previous study also reinforced this. the teacher had not used the media to explain the material, and learning appeared verbal, so students had difficulty understanding the material presented (astuti, 2019). learning media helps students to think concretely, not just think abstractly. there is also research from utami (2016). the results of this study explained that material regarding flat shapes includes abstract concepts, so teachers need media to convey material. this tangram media has attractive colors for students, increasing children's creativity and imagination and making them more active (utami, 2016). using learning media for children in the concrete operational stage is essential. in the pre-cycle stage, before using tangram media and project-based models, the researcher gave a test in the form of a description of the basic geometric shapes. the results obtained by most of the students have not reached the minimum completeness criteria (the lowest score of the student), which is a score of 70 in the mathematics lesson on flat construction material. table 3. learning outcomes of cycle i mark the number of students category 100 2 very good 90 1 very good 80 2 good 70 7 enough 60 2 less <60 9 very less 1490 total value 64,79 rate-rate 63,08% complete 36,91% not completed indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 123 based on this table, the class average is 64.78 in the less category. the number of students who have completed or have reached the minimum completeness criteria (the lowest score of the student) is 12 out of 23 students, with a percentage of 63.08%. meanwhile, 11 out of 23 students had not completed or had not reached the minimum completeness criteria (the lowest score of the student), with a percentage of 36.91%. based on these data, by applying the tangram media with the pjbl model, there is an increase from pre-cycle to cycle i. this increase can be seen in figure 2. figure 2. comparison of precycle and cycle i the graph above shows that the average value has increased from the pre-cycle average value of 59.13% to 64.78% in the results of cycle i. the number of students who got minimum completeness criteria scores or completed increased, initially 53. 67% to 63.08% after cycle i, and conversely, students who have not reached the minimum completeness criteria (the lowest score of the student), namely not completed, have decreased, which was initially 46.32% to 36.91%. based on these initial conditions (pre-cycle), improvements were made in cycle i was using tangram media in collaboration with the pjbl model in learning mathematics in flat shape material. it can be said that the learning outcomes of fourth-grade students at sd negeri gerih 7 ngawi regency have increased. the increase in student learning outcomes in mathematics learning on flat shapes in cycle i was due to tangram media and the pjbl model, although they had not achieved the desired mastery. there is relevant research related to the use of tangram media, namely a study conducted by risa, namely through the tangram media, students are more enthusiastic, and learning is not boring because it has colors that attract students (utami, 2016). this tangram media has attractive colors in various forms so that students are more enthusiastic and learning is not dull, coupled with project-based models so that this tangram can be created according to students' imaginations. other research also states that marionette tangram as an educational teaching medium was considered valid and visible for the thematic learning process. the media can be used to teach geometry, especially on the topic of plane characteristics (zuliana et al., 2020). applying this tangram media also instills student characteristics such as discipline, responsibility, creativity, cooperation, and others. the teacher's role can be to encourage students to invent problems and not only solve given problems. an exciting activity in a class might be to 0.00% 20.00% 40.00% 60.00% 80.00% pre-cycle cycle i rate-rate complete not completed 124 irene krisdayanti, wasilatul murtafiah, titik s. kholifah, and farida h. yahya peningkatan prestasi belajar materi bangun datar melalui media tangram dengan model pjbl classify these different problems. organizing principles for such a classification arise from considerations of shape resulting from values of lengths, angles, and areas (pluvinage, 2013). in addition to forming the tangram character, the teacher as a facilitator encourages problem-solving and development by determining the size and circumference of the flat shape. as for previous research related to the use of the pjbl model, namely the study conducted by mustopo (2019) with the conclusion from this research, namely learning using the project based learning (pjbl) model can improve student learning outcomes as seen from individual completeness and classical completeness (mustopo, 2019). media and the learning model of the tangram at sdn gerih 7 have increased even though they have not achieved the desired results. namely, there is a score above the minimum completeness criteria (the lowest score of the student), which is 63.08% in the complete category, and the class average increase is 64.78%. the students' learning mastery has not been achieved due to not being maximal in the learning process. the results of the reflection carried out by the researcher show that there are still students who are released from their responsibilities, namely being busy alone and not paying attention. likewise, researchers are still not maximal in motivating students. so, there are two students in the less category and nine in the significantly less class with a score of less than 60. cycle ii in cycle ii, continue cycle i with the learning achievements of grade 4 mathematics, which have been mentioned above, namely composition (combination). design is combining several flat shapes into one new flat form. learning is carried out in the same way as in cycle i using tagram media with a project-based model. at the end of the lesson, the teacher gives a test as an evaluation question. students work individually on the evaluation questions. the following cycle ii test results are presented in table 4. table 4. learning outcomes of cycle ii mark the number of students category 100 3 very good 90 5 very good 80 6 good 70 5 enough 60 1 less <60 3 very less 1790 total value 77,82 rate-rate 88,26% complete 11,73% not completed based on the table above, the class average score is 77.82 in the excellent category. students who reached minimum completeness criteria (the lowest score of the student) or completed as much as 88.26%, namely 19 students. while those who had not reached the minimum completeness criteria (the lowest score of the student) or had not completed it were 11.73% or four students. based on these data, it is known that there is a significant increase in flat wake material indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 125 from cycle i to cycle ii. the following is a comparison graph of student learning outcomes starting from pre-cycle, cycle i, and cycle ii. figure 3. comparison of pracycle, cycle i, and cycle ii based on these data, it is known that there was an increase in the class average, which was initially pre-cycle, namely 59.13. it increased to 64.78 in cycle i, and in cycle ii to 80.43. students who fulfilled the minimum completeness criteria (the lowest score of the student) or completed also experienced an increase of 53.67% to 63.08% in cycle i and experienced a significant increase of 88.26% in cycle ii. this increase was triggered because students often practiced and understood the concept of flat shapes. students who did not complete or had not reached the minimum completeness criteria (the lowest score of the student) experienced a decrease from 46.32% to 36.91% and experienced a drastic reduction of 9.72% in cycle ii. after conducting a more in-depth reflection on the results of the first cycle of actions in learning mathematics on flat shapes using tangram media, it can be said that the learning outcomes of class iv students at sdn gerih 7, ngawi regency, east java province, have experienced significant increase learning outcomes in the pre-cycle average of 59.13 or significantly less category. cycle i averaged 64.79 or good variety, and cycle ii averaged 77.82 or sufficient. classically, the percentage of completeness in the pre-cycle was 53.67%, cycle i was 63.08%, and cycle ii was 88.26%. it is proven that there is an increase in the completeness of the learning outcomes of the flat shape material. the increase in student learning outcomes in learning mathematics on flat shapes in cycle ii is due to tangram media. through tangram media, students are more enthusiastic, and learning is not boring because it has colors that attract students. the research conducted by ema srinina with the title "development of mathematical learning media material circumference and area of flat shapes to improve cognitive abilities and interests of class v students of sd margoyasan yogyakarta" states that the product developed, namely tangram board media is feasible for use as a learning medium in circumference and area of flat shapes for fifth-grade elementary school influential choir students (barus, 2018). this study uses research procedures from borg and gall, where there are nine steps in its preparation that the tangram media is feasible and successful for media learning materials around an area of flat shapes. while at sdn gerih 7, the research used 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% precycle cycle i cycle ii rate-rate complete not completed 126 irene krisdayanti, wasilatul murtafiah, titik s. kholifah, and farida h. yahya peningkatan prestasi belajar materi bangun datar melalui media tangram dengan model pjbl was classroom action research (car) which consisted of 4 stages, namely planning, action, observation, and reflection also experienced an increase in learning outcomes where completeness in cycle ii was 88.26% in the excellent category. it is relevant to previous research explaining that the learning model talking stick and tangram media can improve student learning achievement (sholeha et al., 2019). the tangram media is used because students still have difficulty understanding the flat shape material, whereas the tangram media has never been used in the school. in class iv at sdn gerih 7, they have never used tangram as a learning medium in collaboration with a project-based learning model. previous research explained differences in critical thinking skills between students taught using the project based learning (pjbl) model and those trained using conventional models. the project based learning (pjbl) model effectively improves critical thinking skills and student learning outcomes. students are more active in the learning process because this model makes a product from an object that matches the character of students who still like to play and are curious (kristiyanto, 2020). in learning with a project, students are more interested in the products they make themselves in solving problems, so learning is student-centered. the successful implementation of pjbl in class can increase student motivation by being fully involved in classroom activities (wardani et al., 2020). in learning with a project, students are more interested in the products they make themselves in solving problems so that students form their motivation to learn. the increase in cycle ii was because, in cycle ii, the teacher had carried out the reflection results of cycle i. in cycle ii, the researcher guided students experiencing difficulties and motivated students more. this is evidenced by the feedback from students who are more responsive and proactive in completing assignments. it was proven that 15 children in the pre-cycle scored below 70, decreasing to 11 in cycle i and four in cycle ii. values below 70 are in the category of less and significantly less. in cycle ii, students can make their tangrams to find concepts and calculate plane shapes in the operation of tangram media with the project based learning model. using tangram media is effective for students in getting to know various forms of flat bodies by combining multiple other balanced arrangements. this is the opinion of the ministry of education and culture, which suggests that the tangram benefits from understanding the properties of various plane shapes (kemendikbud, 2012). in addition, the use of tangram media affects student learning outcomes, marked by an increase in mathematics learning outcomes in flat shape material. this follows sholeha et al.'s (2019) statement explaining that the learning model talking stick and tangram media can improve student learning achievement. in connection with previous research, sd negeri gerih 7 class iv has never used tangram media as a learning medium, so this class action research uses tangram media with the pjbl model to improve student achievement and a means of overcoming problems that occur. based on the research and discussion above shows that the use of tangram media with the project based learning (pjbl) model is proven to improve learning outcomes in mathematics in class iv sd negeri gerih 7, ngawi regency. based on the results of this study, it can be said that this research was successful because the effects of learning mathematics in the learning indomath: indonesian mathematics education – volume 6 | issue 2 | 2023 127 evaluation given to students in each cycle showed a significant increase and exceeded the desired completeness. conclusion results of classroom action research (car) conducted using models project-based learning (pjbl) and tangram media can effectively improve learning achievement in class iv mathematics at sd negeri gerih 7. the data obtained prove that the pre-cycle class average was 59.13, then 64.78 in the results of cycle i and 80.43 in the results of first cycle ii. the number of students who reached minimum completeness criteria (the lowest score of the student) or completed also increased from 53.67% in pre-cycle to 63.08% after cycle i and to 88.26% in cycle ii. meanwhile, the number of students who did not fulfill the minimum completeness criteria (the lowest score of the student) or did not complete it decreased from 46.32% in the pre-cycle stage to 36.91% in cycle i and 11.73% in cycle ii. the media and learning model developed are expected to be used by teachers in elementary schools to support classroom learning. in addition, further researchers can analyze the effectiveness of tangram media in introducing the types of plane shapes and the properties of plane shapes in classes iii and 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