microsoft word b748-c76a-5fe4-7137 75 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej google classroom application effectiveness in learning on learning activity and achievement sugeng raharjo, ponoharjo, wikan budi utami program studi pendidikan matematika fakultas keguruan dan ilmu pendidikan universitas pancasakti tegal e-mail : raharjo431@gmail.com abstract the purpose of this study is to describe: (1) whether the learning achievement using the google classroom application reach the kkm target beyond 55%. (2) whether the google classroom application can improve student learning achievement. (3) how active students are in using the google classroom application. the data collection methods used were tests, observation, and documentation. the research population was the students of class xi. the research sample was xi ipa 3. the sampling technique was purposive sampling. the results showed that: (1) the learning achievement that were taught using the google classroom application, whose value exceeds the kkm is more than 55%. (2) the learning outcomes of students taught using the google classroom application are better with students who are taught using direct learning. (3) the level of active learning of students using the google classroom application is good. keywords: effectiveness; google classroom application; activeness; learning achievement introduction currently entering the era of the industrial revolution 4.0, the impact of the 4.0 industrial revolution on education is that information and technology affect school activities very massively. new information and knowledge spread easily and accessible to anyone who needs it. education is experiencing tremendous disruption, in the future the role and presence of teachers in the classroom will be increasingly challenging and require very high creativity. by balancing the era of the industrial revolution 4.0, the teacher is able to carry out an interesting classroom lesson so that it doesn't bore students. for a pleasant learning process, the teacher must prepare media tools and teaching materials that will be conveyed to students. learning is a communication process, namely the process of delivering messages from message sources through certain media, so that students become bored, less active and less motivated in following the learning process which can affect the activeness and learning achievement of students. based on observations that the mathematics learning process that took place at the time of the covid-19 outbreak was by learning online using the google classroom application. in the online learning process there are many obstacles faced, namely students do not understand the material, besides that there 76 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej are some students who do not have smartphones and quotas to access the learning process. the kkm set by the school is 70. based on observations, the formulation of the problem can be drawn as follows: (1) does the learning achievement using the google classroom application exceed the kkm by more than 55%? (2) can the use of the google classroom application in learning improve student learning achievement? (3) what is the level of active students in learning assisted by the google classroom application? the google classroom application is an online learning platform on smartphones and personal computers (pcs) with an internet connection. google classroom as a means of learning activities between teachers and students without face to face face to face so that it is more effective and can save time and space. in addition, google classroom is provided free of charge and has never been used as paid content. (hasanudin et al, 2018: 17). the advantages of the google classroom application are easy to use, save time, cloud-based, flexible, and free. (iftakhar, 2016). research method this research was conducted in class xi even semester of the academic year 2019/2020 sma negeri 1 dukuhwaru with this type of research is experimental research. experimental research aims to compare between online learning assisted by google classroom with direct learning on the activeness and learning achievement of students in derived algebraic function material. the research approach used in this research is a quantitative approach because the data used is in the form of numbers and the analysis uses statistics to make it easier for researchers to analyze data before and after the study. the research sampling technique used purposive sampling. the research sample of students in class xi ipa 3 sma n 1 dukuhwaru, totaling 35 students from a total of 306 students. data collection techniques using 3 techniques, namely observation techniques, test techniques, and documentation techniques. observation techniques are used to describe everything related to the object of research. the test technique is used to measure individual abilities seen from the results of the answers given by students so that it can be seen the extent of their achievement abilities. the documentation technique is used to determine the student achievement value data before online learning. the data analysis technique used to test the hypothesis is the one-right proposition test, v-test, and descriptive analysis. for the prerequisite test using the normality test and homogeneity test. the normality test used the liliefors test and the homogeneity test used the bartlet. results and discussion table 1. results of normality test for students' learning achievement class lcount ltable conclusion eksperiment class 0,120237 0,149761 normal 77 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on table 1, it shows that lcount < ltable or 0.0120237 <0.149761, then the sample comes from a normally distributed population. . table 2. results of the homogeneity test of learning achievement value learners ²count ²table conclusion 0 3,84146 homogen from the homogeneity test in table 2, it shows that ²count ²table or 0 <3.84146, then the sample comes from a population that has homogeneous diversity. . table 3. test results of the proportion of one right party learning achievement variable use of the google classroom application mathematics learning achievement 3,142 1.63 the results of the calculation of the proportion test show that the results are consulted with the z table value using the real level α = 5%, then it is obtained = 1.63. thus the result is or is rejected. this means that the learning outcomes of students using the google classroom application that exceed the kkm (70) are more than 55%. table 4 results of cv mathematics learning achievement test results uji cv 1 uji cv 2 0.169536 0.181933 from the cv test results show that. this means that the learning achievement of students after online learning has increased from learning before being online. table 5 descriptions of the percentage of students' activeness results the level of activity of students number of students the percentage of active students very good 26 71% good 9 29 % in the table above, it can be described that students who get a very good level of activity are 26 students and those who get a good level of activity are 9 students. the percentage of students with a very good level of activity was 71% and a good level of activity was 29%. based on table 5, the percentage of students' activeness at the level is very good and good. so, the activeness of students in online 78 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning using the google classroom application is very good, because when learning online many students ask questions when they have difficulty understanding the material provided by the teacher the research that i have examined shows that the google classroom application in research can increase the activeness and learning achievement of students. research on the use of the google classroom application has been researched by yuda darmawan in 2019 as a result of his research that online-based learning is effective to complement the implementation of the approach. in addition, the google classroom application can improve student learning outcomes. research from dwi pamungkas, noor aini, nita novianti, dwi sulisworo shows that the results show the google classroom application can increase activity. conclusion based on the results of the analysis that has been obtained, it is concluded that the learning achievement of students who are taught using the google classroom application that exceeds the kkm is more than 55%., in addition to the increase in learning achievement of students taught using the google classroom application with students being taught using direct learning , furthermore, the level of active learning of students using the google classroom application is good. references susongko, p. (2017). penilaian hasil belajar. tegal: badan penerbit universitas pancasakti tegal. darmawan, y. (2020). penggunaan aplikasi google classroom dalam upaya meningkatkan hasil belajar matematika pada siswa kelas x sma jurusan ips. denis purnama sari, r. r. (t.thn.). peningkatan keaktifan dan hasil belajar siswa kelas xi ips 2 sma negeri 1 turen pada pokok bahasan turunan dengan pembelajaran tgt. lestiawan, f. (2018). penerapan metode pembelajaran example nonexample untuk meningkatkan keaktifan dan hasil belajar dasar-dasar pemesinan . jurnal taman vokasi, 98-106. rasyid, a. p. (2015). rasyid, a., passaribu, m., & pengaruh model pembelajaran kooperatif tipe nht (numbered heads together) dan kemampuan awal terhadap hasil belajar siswa pada mata pelajaran fisika di smp negeri 2 poso. mitra sains, 3. sugiawan, r. n. (2014). "meningkatkan aktivitas dan hasil belajar matematika melalui pembelajaran kooperatif tipe nht." . jurnal pendidikan matematika unila2.3 79 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sugiawan, r. n. (2014). sugiawan, r., nurhanurawati, n., & meningkatkan aktivitas dan hasil belajar matematika melalui pembelajaran kooperatif tipe nht. jurnal pendidikan matematika unila. yeskel, z. (2014). "more teaching, less tech-ing: google classroom launches today".. 12 agustus 2014 yunita, t. (2018). kefektifan model pembelajarn make a match terhadap prestasi belajar peserta didik. jurnal pendidikan mipa pancasakti. iftakhar, s. (2016). google classroom :what works and how? jurnal of education and social science, 12-18 agung, m. (2019). kefektifan model pembelajaran student team achievement berbantuan media pembelajaran terhadap keaktifan dan prestasi belajar pancasakti. jurnal pendidikan mipa pancasakti, 147-156 hasanudin,dkk. (2018). optimalisasi pemanfaatan google classroom sebagai media pembelajaran di smk 1 bakinang. jurnal pendidikan untuk mu negri, vol 2, 17-20 dwi pamungkas, n. a. (2020). efektifitas google classroom terhadap keaktifan mahasiswa dalam era revolusi industri 4.0. theorema : the journal education of mathematics 1 (1), 44-53. 1 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of mathematical communication skills students for two variable linear equation systems material meli susanti, anisa nurul hasinah, luvy sylviana zanthy pendidikan matematika, pendidikan matematika dan sains, ikip siliwangi e-mail: meli16510200@ gmail.com abstract the communication skills of eighth grade junior high school students are catergorized as low. the purpose of this study is to analyze and describe aspects of mathematical communication skill, the research subjects consisted of 10 c lass students in one of the private schools located in cimahi. the research method with data collection techniques. from the descript test regarding the two variabel linear equation system of 4 question. the results of this study indicated that students mathematical communication skill are categorized as moderate with a percentage of 42.5 % with the percentage of each item, number one 47.5 %, question number two 60 %, and question number four 32.5 %. keywords: error analysis; communication skill; two variable linear equation. introduction mathematics is a science that has an important role in the world of education, because mathematics is a means to shapes students to think scientifically according to hendra (andayani, 2019). mathematics is important both as a tool and as a science according to ruseffendi (zanthy, 2016). in addition to learning mathematics, children’s abilities will be more develoved and trained, like suherman opinion (purwasih, 2015). there are 13 mathematical abilities, namely understanding understanding, connection, investigation, communication, observation, exploration, inquiry conjecture, hypothesis, generalization of creativity and problem solving. so learning mathematics is required from elementary school to tertiary education with the aim to equip and prepare students to continue the nation’s generation. one of the abilities of students that must be possessed and become the basic capital in learning is mathematical communications skills. according to the ministry of national education (wijayanto, fajriah, & anita, 2018) one of the goals of learning mathematics in schools is that students have the ability to communicate ideas with language and written mathematics to clarify the situation or problem. communication skills include the ability to express situations, ideas, into mathematical language, symbols, graphs, and mathematical models that are able to read and explain and hear an argument itself that aims to solve everyday problems contained in mathematics itself, according to martini, et. al (2018). the importance of communication skills in learning mathematics for students, namely to sharpen ways of thinking, as an appraisal assessment tool, help build knowledge, and improve problem solving skills, according to asikin (wijayanto, fajriah, & anita, 2018). besides that, with communication skills students are able to reflect ideas, improve, discuss and develop, so that when students try to write they are trying to explain and convince, according to yuniarti, et. al (2018). therefore, communication skills play an important role in 2 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematics learning. the indicators of mathematical communication skills include: (1) connecting reals objects, draw state of mathematical symbols (2) state everyday conditions in mathematical modeling (3) explain ideas, draw symbols with writing(4) listen and write about mathematic, (5) making conjectures, formulating definitions and generalization, according sumarmo (yuniarti et al., 2018) based on the results of observations and interviews of reserchers in the field with one of the mathematics teachers in cimahi city smp revealed that students mathematical communication skills are still categorized as low, students still feel difficulties and make mistakes when expressing modeling in mathematics with story problems, seen from the results of daily tests of students on spldv grade vii material, revealed that the level of students ability to understand and express mathematical modeling into situation. based on rahmawati, et. al (2018) research results show that students communication skills are still low, seen from the results of communication skills test answers, students still make mistakes explaining ideas or situation into mathematical modeling, picture or graphics, and expressing it into everyday situation, the percentage obtained from the situation is less than 33%. according to farida (hajar & zanthy, 2008), when solving math problems errors can occur which can be used in detecting mathematics learning difficulties so students can find ways to solve when solving mathematical story problems. as abdurrahman's (putri, 2018) opinion learning achievement is influenced by two factors, namely internal and external factors. the internal factors are the lack of selfsupport such as interests and talents while the external factors can be from the environment where students associate with the teacher and curriculum. in line with what was revealed by sukardi (rahayu, purnomo, & sukidin, 2014), the guidelines that need to be considered by the teacher in compiling questions given to students are the problems or problems stated in the form of statements and making and making alternative answers to four alternatives, where there is one correct answer as the key to this answer due to because teachers only use the usual approach or general approach, the lack of understanding of communication in students. according to djemari mardapi (wijayanto, fajriah & anita, 2018) that efforts to improve the quality of education can be pursued through improving the quality of learning and assessment systems. research method the research method used in this research is descriptive qualitative reseaarch. according arikunto (sari, susanti, & rahayu, 2018) states that descriptive research is research that describes a thing, while qualitative research is obtained from numbers, words, symbols or image. so descriptive qualitative research is research that describes a thing with words, numbers or image. the research carried out aims to analyze and describe students mathematical communication skills in answering each of the four question test items. the subjects of this study were 10 students of class viii at smp it budi luhur located in cimahi city. the research location is determined intentionally and the object of this study is based on the problems found in fact, namely the low level of communication understanding obtained at the time of the instrument test problem the research was conducted in three stages, that is; (1) preparation stage, at this stage the research compiles the test instrument and guidance with the research supervisor, determines the sample and place of research (2) implementation phase, at the implementation stage which is carrying out the test instrument to students (3) evaluation 3 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej stage, researchers collect and process data and prepare reports. data collection techniques on scoring mathematical communication skills of students according to soemarmo (rahmawati, bernard & akbar, 2018): table 1 guidelines for scoring communication skills scor criteria 4 a complete and clear response, no doubt, complete diagram, efficient communication, logical presentation, accompanied by examples 3 correct and complete responses, complete diagrams, efficient communication, and complete presentation, but not included example 2 correct responses are complete and clear, complete diagrams, communication and presentation are incomplete, and are not accompanied by example 1 the response is correct but incomplete/unclear, diagrams, communication and presentation are incomplete, and are not accompanied by examples 0 response, inefficient communication, misinterpretation (blank answer sheet or no answer) table 2 category of achievement of student’ mathematical communication skill achievement of mathematical communication skill category ≤ 33 % low > 33 % medium > 66 % high based on the ability scoring table and its category the researcher is able to provide an assessment properly and correctly in accordance with the ability indicators possessed by students results and discussion based on the results of the analysis of student answers carried out againt vii grade students as many 10 students we can see in the table below : tabel 3 presentase kemampuan komunikasi matematis student code scor question 1 question 2 question 3 question 4 a1 2 3 2 0 a2 1 3 1 0 a3 0 2 1 0 a4 1 2 2 2 a5 0 1 2 0 a6 1 1 0 0 a7 4 4 3 4 a8 4 2 0 0 a9 4 4 3 4 a10 2 2 0 2 total score of items for many students x maximu m scor 19 24 13 12 item percentage 47.5% 60% 32.5% 30% 4 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the percentage table of students mathematical communication skills, it can be seen the acquisition of the value of the ability of each item and the percentage of mathematical communication skills of students viewed from the results of the ability test. at number 1, the percentage of students mathematical communication skills by 47.5% shows that the students mathematical communication skills in solving problems in problem number one is 33% greater, stating that students have medium level mathematical communication skills. in number 2 the percentage of students mathematical communication skills by 60% shows that the students' mathematical communication abilities, to solve the problems contained in number 2 is greater than 33% shows that the students' mathematical commercialization ability in solving problems contained in questions number 2 is of medium level. the percentage of students mathematical communication skills in question number 3 of 32.5% shows that the percentage obtained is less than 33%, it means the students mathematical communication ability in solving problems contained in problem number 3 in mathematical communication skills is categorized as low. in question number 4 students mathematical communication skills students get a percentage of 30%, it means the students ability is less than 33% means that the student's mathematical ability to solve problems contained in problem number four is still categorized as low. the following are some views of student answers. picture 1 stude nt ans we r que s tion numbe r 1 based on students answers on number one, students already understand the problems asked by changing the story into the form of mathematical modeling equations but students have difficulty when using elimination methods on the linear equation system so that the result of what the question does not provide the right. picture 2 stude nt ans we r que s tion numbe r 2 5 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the students answers to question number two, it shows that the students responses are good, it can be seen from the students taking the kites and hats with variables, this is the process of changing a normal problem into a mathematical model. but students are lacking in working on the problem / incomplete, because in questions other than changing the story into a mathematical model students must be able to determine the price / value of kites and hats picture 3 stude nt ans we r que s tion numbe r 3 in question number three, students are asked to determine the values of x and y and change the equation into the form of story questions, but based on students answers, students do not look for the values of x and y in accordance with the questions asked and students change the equation into the form of story questions, but story questions that students have arranged fairly train students in copying and making problems, the lack of students in compiling the story problems there are no problems or are asked. so the question of the story arranged by students is just an ordinary picture 4 stude nt ans we r que s tion numbe r 4 based on problem number 4 students are asked to make a story problem from a predetermined equation, and seen from the students' answers, students have responded and worked on it according to the instructions, but students did not add what they asked. conclusion based on the results of the analysis of the mathematical communication skills of grade viii middle school students are categorized as moderate with a percentage of 42.5% obtained from the overall results of the percentage of each item divided by the number of questions worked on. mathematical communication skills of students of the ten students observed, it turns out that the ability of students is very homogeneous starting from students who respond and communication is inefficient and answers are empty / not working, students with good response and communication criteria, and less complete in answering problems, students who response, communication and answer questions well but the presentation is lacking and not writing examples there are also students who respond, communicate, and present completely but students do not write examples. to 6 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improve students' communication skills the need for routine exercises with students is often invited to discussions and groups during the learning process. references andayani, f. (2019). analisis kemampuan pemecahan masalah siswa smp dalam menyelesaikan soal pada materi aritmatika sosial. jurnal pendidikan matematika, 3(1), 1–10. hajar, m. s., & zanthy, l. s. (2008). analisis kesalahan kemampuan pemecahan masalah matematika siswa mts. on education, 1(2), 99–104. martini, s., & al, e. (2018). pengaruh pendekatan realistik terhadap kemampuan komunikasi dan self confidence siswa smp. jurnal pembelajaran matematik a inovatif, 1(2), 149–156. https://doi.org/10.22460/jpmi.v1i3.219-228 purwasih, r. (2015). peningkatan kemampuan pemahaman matematis dan self confidence siswa mts di kota cimahi melalui model pembelajaran inkuiri terbimbing. didaktik, 9(1), 16–25. retrieved from http://ejournal.stkipsiliwangi.ac.id/index.php/didaktik/issue/view/18 putri, panca, s. (2018). analisis kesulitan belajar siswa dalam menyelesaikan soal jurnal penyesuaian pada mata pelajaran ekonomi. neraca, 2(2), 97–107. https://doi.org/10.1017/c bo9781107415324.004 rahayu, t. d., purnomo, b. h., & sukidin, s. (2014). analisis tingkat kesukaran dan daya beda pada soal ujian tengah semester ganjil bentuk pilihan ganda mata pelajaran ekonomi kelas x di sma negeri 5 jember tahun ajaran 2012-2013. edukasi, 1(1), 39–43. retrieved from https://jurnal.unej.ac.id/index.php/jeuj/article/view/1032/829 rahmawati, n. s., bernard, m., & akbar, p. (2018). analisis kemampuan komunikasi matematik siswa smk pada materi sistem persamaan linier dua variabel (spldv. journal on education, 1(2), 344–352. sari, a. m., susanti, n., & rahayu, c. (2018). analisis kesalahan siswa dalam menyelesaikan soal cerita materi aritmatika sosial kelas vii. jurnal penelitian dab pengajaran matematika, 4(2), 61–62. wijayanto, a. d., fajriah, s. n., & anita, i. w. (2018). analisis kemampuan komunikasi matematis siswa smp pada materi segitiga dan segiempat. cendekia : jurnal pendidikan matematika, 2(1), 97–104. https://doi.org/10.31004/cendekia.v2i1.36 yuniarti, n., sulasmini, l., rahmadhani, e., rohaeti, e. e., & fitriani, n. (2018). hubungan kemampuan komunikasi matematis dengan self esteem siswa smp melalui pendekatan contextual teaching and learning pada materi segiempat. jurnal nasional pendidikan matematika, 2(1), 62–72. zanthy, l. s. (2016). pengaruh motivasi belajar ditinjau dari latar belakang pilihan jurusan terhadap kemampuan berpikir kritis mahasiswa di stkip siliwangi bandung. jurnal teori dan riset matematika, 1(1). 95 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improvement of mathematics learning outcomes by applying the missouri mathematics project learning model and dienes game theory muhammad fakhri, marhan taufik, agung deddiliawan ismail mathematics education, faculty of teacher training and education, university of muhammadiyah malang e-mail: muhammadfakh66@gmail.com abstract based on the results of first observations and interviews with class teachers at smp negeri 06 batu, mathematics learning outcomes for class viia students in the end semester test (est) even semester of the 2018/2019 school year had an average grade below the minimum criteria of mastery learning (mcml) and only about 5 students reached mcml. this research aims to improve the mathematics learning outcomes of grade viii a students by applied the missouri mathematics project (mmp) learning model combined with dienes game theory. this research method used the classroom action research (car) method with application for 4 meetings in 2 cycles. each cycle there are 4 stages: planning, implementing, observing, and reflecting. data collection techniques used tests, interviews, observations, and document studies. data collection techniques used were tests, interviews, observations, and document studies. the results showed that by applying the mmp learning model combined with dienes games theory, it could improve mathematics learning outcomes for students of class viii a. the results of est grade vii a students as the initial reference were 73,8, to 84.8 in cycle 1, and 86 .0 in cycle 2. ke ywords : missouri mathematics project; dienes game theory; learning outcomes introduction education is an effort made consciously by teachers and students in an educational environment (school) so students can explore and discover the exists potential each other. students also expected to have strong religious values, intelligence and accuracy in thinking, discipline, social attitudes, good personality, and skills that can make students unique and have a value in society. all indonesian citizens have equal rights to get a quality education (law number 20 year 2003 article 5 (1)). but in reality, a quality education system cannot be felt by all indonesian citizens, especially in remote areas or border areas. equitable education system that has not been maximized is also felt by schools that have just been established in one place (hakim, 2016), which makes these students carry out learning activities in modest. the aspects that have caused the distribution of education in indonesia have not been maximized are reionization, a very high school entrance standard, differences in educational facilities, uneven distribution of schools, and different socioeconomic values of the community (idrus, 2012). classroom learning supported by various supporting components influences the learning process and outcomes. the components include teacher professionalism, human resources, school administration, and infrastructure. permendiknas no. 24/2007 explains that the maximum number of students who occupy one classroom is 32 students (karwati, 2015). its practice in schools there are still more than 32 students in one class. this happens because of limited classrooms that can affect student concentration during the 96 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning process. the classroom conditions that have too many students also cause the teacher to not be optimal in paying attention to the difficulties encountered by students. other learning support components besides infrastructure are teacher professionalism and human resources (students). the right step when schools are not supported by adequate infrastructure is to optimize the ability of teachers and school administration systems. such conditions require teachers to work extra and professionally. the teacher can be said as one of the important factors to determine whether or not the quality of learning in the classroom (sanjaya, 2015). the performance of a teacher can be assessed from the readiness in preparing the learning implementation plan (rpp), the implementation of the learning process in the classroom, and from the results of the evaluation of learning. how the teacher conveys knowledge to students also determines the learning outcomes obtained (thobroni, 2015). ways to teach teachers to include the use of approaches, strategies, models and learning methods. the use of models and methods in the classroom varies according to learning needs. the learning process in class with interactive learning methods and models will increase student interest in learning, so students can understand the material delivered by the teacher and the learning outcomes obtained. the learning model is a learning framework that is used as a guide for teachers to carry out learning activities in class. the selection of learning models is adjusted to the subjects that will be delivered by the teacher. subjects that are still considered difficult to convey the intent of the material to students by some teachers in indonesia are mathematics. 11.35% of teachers in indonesia still cannot explain a question posed by students directly when learning in class (karimah, 2018). this is why some teachers still consider mathematics as a difficult learning material. material on mathematics includes theories, concepts, algebraic operations, and many others. to convey the materials that there are various ways have been done by most of the teachers such as modifying various learning models, the use of teaching materials, learning media, and conditioning the classroom situation. in reality, these steps still cannot have a significant effect on the learning process. difficulties that occur not only from teacher factors, but several factors make it difficult for students to accept mathematical material such as physiological, social, emotional, and intellectual factors. initial observations were carried out by researchers at the 06 batu junior high school (smp) on february 22, 2019. the smp is a school that can be categorized as a new school. batu 06 middle school has only been running the learning and learning process for approximately 8 years based on the decree of the operational permit in the ministry of education and culture dapodikdasmen in 2019. as schools that have just been operating in a not too long period, smp negeri 06 batu is still not sufficient for infrastructure, human resources, and teaching staff. this condition affects the value of student learning outcomes. aside from the school environment factor, the support factor from parents was also felt to be lacking for students in smp negeri 06 batu so that it further aggravated the existing conditions. the learning process in smp negeri 06 batu is still very dependent on the way a teacher teaches in class. teachers at smp negeri 06 batu are required to be able to make learning in the class active and interesting for students, but this situation cannot continue because students need other tools such as models and learning media. mathematics learning at smp negeri 06 already uses the cooperative learning model, but still uses one type of learning model that is "stad" by using the media "plano blank" which sometimes makes students bored with mathematics learning itself. blank plano is a media made of frosted plano paper measuring 90 x 120 cm used to attach the work of students 97 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (groups/individuals) that is most quickly completed and correct when learning in class. mathematics teaches about concepts, problems, and mathematical problems so students can solve all problems systematically. students need high concentration to understand various mathematical materials correctly. high concentration will not be obtained if students are not in comfortable conditions. the researcher tries to give a new picture to the teacher about an interesting and active learning model to encourage students to be more interested in mathematics. combining the mmp (missouri mathematics project) learning model where this learning model requires students to be more independent in the process of learning mathematics. the learning model is slightly different from the cooperative learning model, this mmp model demands students to be active but the teacher is also required to guide students in solving the problems given. introduction, development, training with teacher guidance, independent work, and closing are the steps of the mmp learning model. combined with dienes game theory, this learning theory assumes that learning with structured games will increase students' understanding and value of learning outcomes. dienes game theory emphasizes students to be able to interact directly with the game actively. free play, games, searching for commonalities, representation, symbolization, formalization are steps to implement the theory of learning dienes in class. the author will try to research for "improving mathematics learning outcomes by applying the missouri mathematics project learning model and dienes theory of dienes in 06 state junior high schoo l batu". the formulation of the problem in this study is "how is the learning process in class viii a by applying the mmp learning model combined with the dienes game theory in 06 state junior high school batu", and "does mathematics learning by applying the mmp learning model combined with the dienes game theory can improve student learning outcomes in smp negeri 06 batu ". the purpose of this study is "to find out how the learning process in the classroom by applying the mmp learning model combined with dienes game theory in 06 state junior high school", and "to find out after the implementation of the mmp learning model combined with the dienes game theory in 06 state junior high school batu an increase or not". this research has benefits as an alternative learning that can be used by teachers. students become more independent, interactive when learning, and better understand the material when learning and the value of mathematics learning outcomes will be better. provide knowledge about how to create interesting and innovative learning processes for researchers. the limitation of the problem in this study is that the class used research is centered on only one class, namely class viii a. because according to teachers in class viii a, the class gets the lowest average mathematics learning outcomes compared to other classes. improved student learning outcomes under study are in the cognitive domain score only. research methods this research was carried out based on the existing problems at smp negeri 06 batu, where the school was still classified as a new school. requires a varied learning model so that students do not get bored and do not have an impact on the value of student learning outcomes. this research uses classroom action research with quantitative and qualitative approaches. quantitative research data in the form of average students' independent test scores after learning using the mmp learning model combined with dienes game theory. the subjects in this study were students of class viii a, smp negeri 06 batu, while the 98 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej object of this study was the student learning outcomes grade viii a smp negeri 06 batu. the instruments used in this study were observation sheets, document studies, interviews, and tests. the data analysis technique in this research is a quantitative data analysis technique that is calculating the average score and qualitative data that is reduction, presentation, and data verification. results and discussion this research is a car that was carried out in batu 06 middle school in class viii a from july 23 to august 2, 2019. the number of students in class viii a was 32 students with 16 students and 16 students. this research was conducted in 2 cycles and each cycle consisted of 2 meetings, which means this research was carried out for 4 meetings. during the 2 weeks of this research, the learning process was adjusted to the schedule of mathematics subjects for tuesday 23 and 30 july for 3 × 40 minutes. while on friday 26 july and 2 august for 2 × 40 minutes. the focus of this research is the learning process and student learning outcomes scores. student learning outcomes scores are obtained from individual student tests. the purpose of this study was carried out for 2 cycles is to find out how the learning process using mmp learning models combined with dienes game theory and find out whether there is an increase in the value of mathematics learning outcomes for students of class viii a using mmp learning models combined with dienes game theory. in cycle 1 there was an increase in the value of learning outcomes and cycle 2 the same was true even though the increase from cycle 1 to 2 was not very significant. learning outcomes scores obtained by students when the est used as a reference value in this study and scores of student learning outcomes in cycles 1 and 2 are as follows: table 1 average of student learning outcomes grade viii a the average of student learning outcomes scores using the mmp (missouri mathematics project) learning model & dienes game theory in 06 state junior high school batu est value student learning outcomes scores cycle 1 cycle 2 first meeting second meeting first meeting second meeting average 73,8 83,5 86,1 82,9 89,1 84,8 86,0 by carrying out learning activities using the mmp learning model combined with dienes game theory, games and discussions with groups can make students understand the material being taught. students' understanding of the material is tested by working on individual test questions independently. the score of the individual test progresses with each cycle. cycle 1 with a value of 84.8 increased by 11% from the reference value, namely a value of 73.8. cycle 2 with a value of 86.0 increased by 1.2% from cycle 1. the results obtained by researchers following previous studies conducted by m. zainal arifin in 2010 and siti atiqoh in 2014 that the mmp learning model and dienes game theory can increase the value of student learning outcomes. in addition to giving an impact on the average score of student learning outcomes, learning with the mmp learning model and dienes theory also impacts students to get a score of learning outcomes that reach mcml. student learning outcomes scores that reach mcml are presented in the table below: 99 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej explanation amount persentase cycle 1 cycle 2 cycle 1 cycle 2 students who reach mcml 26 28 81% 88% students who do not reach mcml 6 4 19% 12% based on table 2, learning using the mmp learning model combined with dienes learning theory can increase the percentage of student learning outcomes that achieve mcml. in cycle 1 the number of students who got the learning outcomes exceeding mcml was 26 students with a percentage of 81%. as for the value of student learning outcomes that do not reach mcml as many as 6 students with a percentage of 19%. in cycle 2 there was an increase in students who got the value of learning outcomes above the mcml as many as 28 students with a percentage of 88%, which means an increase of 7% from cycle 1. whereas for students who did not achieve the mcml there was a decrease to 4 students who did not get the value of the learning outcomes above mcml with a percentage of 12% which means there is a decrease in the number of students who do not reach the mcml by 7%. based on the research that has been carried out, the learning process using the mmp model combined with the dienes game theory has an impact on the learning outcomes of grade viii a students of smp negeri 06 batu. there is an increase in the score of student learning outcomes in cycles 1 and 2 of the est value determined as a reference value. the results in this study are in line with two previous studies where an increase in the value of student mathematics learning outcomes using the mmp learning model (arifin, 2010). the learning process using dienes theory in effective junior high schools (atiqoh, 2014). in the preliminary stage, the preliminary activity begins with the teacher greeting students and praying together according to their respective beliefs before starting the learning. then the teacher checks the attendance of students and informs the material to be learned as well as informs how the learning will be carried out at the meeting at that time. because the first meeting is the first time students get math subjects after school holidays, the teacher does not ask about homework or review previous meetings. but at the next meeting, the teacher asks about the material at the previous meeting. the core activity begins with students creating 6 groups in each group consisting of 5-6 students of different gender following the teacher's direction. in the first meeting, the group division went smoothly, but in the second meeting, because there was an adjustment in-class hours and the class teacher came a little late, the students made the groups independently. when students make groups independently, learning feels less conducive because some students even chat with their group friends. the teacher also has to work extra to make the classroom atmosphere conducive back to the second meeting. then students receive a picture of one type at the first meeting and a picture of a different type at the second meeting relating to learning material that is a number pattern. students are asked to observe for a moment the pictures without opening the textbook first. after students try to observe the pictures provided and the curiosity begins to emerge in students, the teacher distributes student worksheets and glue. students are asked to arrange the pictures into a pattern on the worksheet. the condition of students still really does not table 2 comparison of student completeness against mcml 100 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej know what patterns are so students arrange these pictures spontaneously according to what is on their minds. after all, groups have finished drawing the pictures provided, students are then asked to read the textbook on a specific page at each meeting for 15 minutes individually as enrichment material. the teacher asks students to rearrange the pictures into a pattern following student understanding after reading the textbook. at the second meeting, students were asked to sort the pictures into a pattern and students immediately understood what they had to do based on the activities at the first meeting. in addition to drawing up pictures, some problems must be resolved by students in these 6 groups and the teacher helps groups that have difficulty solving problems. the teacher observes the group that has solved all the problems in the worksheet correctly and quickly. then the group representatives who have solved the problem at the worksheet represent the results of their group's work in front of the class to be understood also by other groups. the teacher should appreciate the fastest and most correct group that can solve all the problems in the worksheets by attaching the worksheets to the blank flipcharts and then stick them to the classroom wall. however, because the study was conducted a week after the school holidays ended, the supply of flipchart paper when the research was empty then the teacher still appreciated the group by giving applause and praise. the next step taken by the teacher after the whole group resolves the existing problems in the worksheet is to ask students to return to their initial seats and give individual test questions to class viii a. individual tests in class viii a run smoothly according to what was planned in the lesson plan. students work on the questions given independently. to close the meeting, the teacher asks students to summarize what students understand from the material provided in learning. for the first meeting, the activities to summarize the learning material was canceled because indeed the time management carried out by the teacher and researcher was still ineffective. much time is wasted on group formation, and solving problems with the worksheet. but at the next meeting, the problem has been resolved and students can summarize the learning material provided. the next activity is the teacher motivates students to keep their enthusiasm for learning, and asks students to prepare themselves for the next meeting by reading the next material. the teacher greets students before leaving the classroom. conclusion based on research conducted on july 23 to august 6, the following conclusions were found: (1) the implementation of the learning process by applying the mmp learning model combined with dienes game theory runs smoothly in accordance with the rpp even though there are some things that are felt to be lacking, but can be improved before cycle 2 is complete. the game given to students in the form of drawing up images related to material number patterns can cause students to be enthusiastic in learning. most students answered that the most memorable thing from the learning process was about the game of drawing up pictures that they had never found and about cooperation when solving problems in the worksheet. students are enthusiastic when trying to solve the problems given to the worksheet and individual tests. some students think that they want to use this learning model at subsequent meetings with mathematics teachers in class viii a. (2) the average score of mathematics learning outcomes for class viii a students who before using the mmp learning model combined with dienes game theory only reached numbers 73.8, after the application of this learning model can increase to 84.8 in cycle 1 and 86.0 in cycle 2. the number of students who can get math learning outcomes above 101 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the mcml standard increases from cycle 1 which amounts to 26 (81%) to 29 students in cycle 2 (91%). references arifin, zainal. 2010. penerapan model pmebelajaran missouri mathematics project (mmp) untuk meningkatkan hasil belajar matematika materi pokok fungsi pada peserta didik kelas viii mts yasi kronggen brati tahun pelajaran 2010/2011. skripsi s1 tarbiyah. institut agama islam negeri walisongo semarang. atiqoh, siti. 2014. efektivitas pembelajaran berbasis teori belajar zoltan paul dienes terhadap pemahaman konsep teorema pythagoras siswa kelas viii smp. skripsi s1 pendidikan. universitas islam sunan kalijaga yogyakarta. bildhonny, achmad furqon. 2017. menurunkan kejenuhan belajar siswa dengan teknik relaksasi pada mata pelajaran pendidikan jasmani. gningue, serigne mbaye. 2016. remembering zoltan dienes, a maverick of mathematics teaching and learning : applying the variability principles to teach algebra. city university of new york, september 2016. hakim, lukman. 2016. pemerataan akses pendidikan bagi rakyat sesuai dengan undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. edutech, vol. 2 maret, tahun 2016 no.1 : 53-64. idrus, muhammad. 2012. mutu pendidikan dan pemerataan pendidikan di daerah. psikopedagogia, vol. 1 desember, tahun 2012 no.2. jannah, ukhti raudhotul. 2013. teori dienes dalam pembelajaran matematika. tahun 2018. karimah, iffah. 9 april, 2018. mengapa matematika sulit? . kompasiana pos. karwati, euis, dan priansa, donni juni. 2015. manajemen kelas. bandung : alfabeta. kunandar. 2010. langkah mudah penelitian tindakan kelas sebagai pengembangan profesi guru. jakarta : rajagrafindo persada. mustajab, nur amini, dan shadiq, fadjar. 2011. dhoruri, atmini dalam penerapan teori belajar dalam pembelajaran matematika di sd. yogyakarta : pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan matematika. rosyadi, alfiani athma putri, susanti, reni dwi, dan dintarini, mayang. 2016. metodologi penelitian pendidikan. malang : umm press. rusman. 2012. model-model pembelajaran. depok : rajagrafindo persada. sanjaya, wina. 2015. penelitian tindakan kelas. jakarta : prenadamedia group. shadiq, fajar. 2009. model-model pembelajaran matematika smp. yogyakarta : pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan matematika. sudijono, anas. 2011. pengantar evaluasi pendidikan. jakarta : rajagrafindo persada. sugiyono. 2016. metode penelitian kuantitatif, kualitatif, dan r&d. bandung : alfabeta. thobroni, muhammad. 2015. belajar dan pembelajaran: teori dan praktek. yogyakarta : arr-ruzz media. zulyadaini. 2016. perbandingan hasil belajar matematika model pembelajaran kooperatif tipe coop-coop dengan konvensional. jurnal ilmiah universitas batanghari jambi. vol. 1, tahun 2016 no.1 : 153-158 154 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of mathematic representation ability of informatics engineering students in assignment problems niska shofia1, siti rochana2, suryo widodo3 1,2 informatics engineering, engineering, universitas nusantara pgri kediri 3 mathematics education, teacher and education science university of nusantara pgri kediri e-mail : niskashofia@unpkediri.ac.id abstract mathematics is a field of science that can improve a person's ability to think logically, critically, rationalistically, effectively, carefully and efficiently. to find out a person's ability to think logically, critically, rationalistically, effectively, carefully and efficiently in solving mathematical problems, an analysis of mathematical representations is needed. mathematical representation is needed in solving operations research problems, because operations research uses a mathematical model as a problem-solving approach. this research discusses the mathematical representation ability of informatics engineering students in solving assignment problems in operations research courses. the research method used includes descriptive research with a qualitative research approach. data were taken directly from the research location using interviews and tests on 3 research subjects, namely students with high, medium and low abilities. the subject selection is based on the results of the dialogue between the researcher and the student's mathematics subject lecturer. based on the results of research, high-ability students can complete multiple representations both visually, symbolically and verbally. likewise for the mathematical representation of moderate-capable students is having multiple representations, but there are steps in solving that are missed in verbal representations. low-ability students only provide visual and verbal representations, while symbolic representations still have errors. however, all three are still lacking in terms of the implementation of the final results. keywords: mathematical representation, multiple representations, assignment problems, operations research introduction mathematics is one of the disciplines that has a unique characteristic, which is full of concepts, ranging from simple concepts to complex and abstract concepts. mathematics requires conceptual understanding, if a concept is not understood, then the next concept based on the previous concept will be difficult or even impossible to understand (shofia, 2019). nctm (2000) states that representation is the way someone uses to communicate their mathematical answers or ideas. furthermore, the representation raised by students is an expression of mathematical ideas or ideas displayed by students in an effort to find a solution to the problem they are facing. the forms of interpretation given can be in the form of words or verbs, writing, pictures, tables, graphics, concrete objects, mathematical symbols and others. (sabirin, 2014). mathematical representation is indispensable in understanding concepts and solving mathematical problems, which can improve students' mathematical 155 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej communication skills and play a role in increasing mathematical competence. the level of student mathematics representation is actually also influenced by the level of student reasoning. meanwhile, the level of student reasoning is influenced by the level of student intelligence (shofia, 2019). so, it can be interpreted that the level of student intelligence also affects the level of student mathematical representation. in general, the level of student intelligence is divided into three, namely students with high, medium, and low abilities. highly capable students usually have high reasoning because they have a mature analogy to present a problem so that it can be solved.(irawati, sri, 2016). research conducted by ulandari (2015) finds students who have the basic ability level of the upper group, their visual representation ability is in the high category, their symbol representation ability is in the medium category, their verbal representation ability is in the low category. students who have the intermediate level of basic ability, the ability of visual representation and symbols are in the medium category and their verbal representation skills are in the very low category. students who have the basic level of the lower group, their visual representation ability is in the medium category, their symbol representation ability is in the low category, their verbal representation ability is in the very low category. to find out the ability of informatics engineering students in thinking logically, critically, rationalist, effective, careful and efficient in solving mathematical problems, an analysis of mathematical representations is needed. mathematical representation is also needed in solving operations research problems, because operations research uses a mathematical model as a problem-solving approach, besides that, based on the researcher's discussion with the lecturers who teach the subject, the level of student mastery is still lacking, seen from the quiz scores obtained on average. the average is 70, so with this analysis it is hoped that the ability of students to have mathematical representations can be used to develop teaching methods for lecturers. this study discusses the mathematical representation ability of informatics engineering students at nusantara university pgri kediri in solving assignment problems in operations research courses based on mathematical abilities. research method the research method used by the author is a qualitative research method, because the data collection is done in a narrative and visual way that is collected directly from the research location. the research subjects were 3 students of the informatics engineering study program, universitas nusantara pgri kediri who have high, medium and low abilities. the selection of research subjects was based on the dialogue between the researcher and the teaching lecturer on the mathematics subject that taught the students and was based on the value of the mathematics subject obtained. this method uses test and interview instruments. the steps in data collection included: (1) preparing questions; (2) distributing questions to students; (3) supervising students in solving questions; (4) checking student work results; (5) evaluate; (6) analyze the test results. the data analysis technique used in this qualitative research was analyzed using the flow as proposed by mills and huberman (in sugiyono, 2007) are: (1) data reduction, (2) data presentation, (3) drawing conclusions. meanwhile, indicators of the ability of mathematical representations studied were visual representations, symbolic representations and verbal representations. 156 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 1. indicator of students' mathematical representation ability no aspects of representation representation ability indicator 1 visual representation a. table b. chart students restate data or information from a representation to a table representation students create charts to clarify problems and facilitate resolution 2 symbol representation students operate a symbol and check how it is solved 3 verbal representation students answer questions by explaining words or written text; the language used by students to explain something result and discussion mathematical representations are needed in solving assignment problems, because assignment problems use a mathematical model as a problem-solving approach. the main stages that must be passed in the process of solving the operations research problem are: siang (2011) 1. problem definition a. purpose function b. contrain function c. decision variable 2. model development 3. model solving 4. validation model 5. implementation the types of problems that have been solved using the techniques in operations research include the following figure: figure 1 types of operations research problems 157 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1 shows that there are 5 types of problems that can be solved using techniques in operations research, namely linear mathematics programming, probabilistic techniques, inventory techniques, network engineering and other linear and non-linear techniques. the assignment problems discussed in this study are categorized as linear mathematics programs. to examine the mathematical representation abilities of students, this is done by giving the research subject a representation test and given time to complete it. then the research subjects were interviewed based on the results of their work. the data was collected at least twice with different types of questions but with the same concept of solving. the results of written work and interviews used question 1 (first data) through the provision of the first represestation test (tr 1) compared to the results of the second written work (second data) through the provision of the second represestation test (tr 2). figure 2 first representation test figure 2 is the first representation test question given to 3 research subjects. the following are the results of high-ability student work: 158 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 3 job results high ability students tr1 159 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 3 is the result of the work of subject 1, namely students with high abilities in solving the first representation test questions. from these answers, the data analysis was carried out as follows: the resulting mathematical representation ability a. representation in understanding the problem in question tr1, it is described that the subject ry uses representations in the form of figures / tables in solving problems. b. representation in problem solving planning stage in this stage, it is described that initially the subject ry uses a table representation, then the subject ry uses a written text representation to clarify the problem. c. representation in the problem solving stage in this stage, it is described that the subject ry uses the form of written text and images. the subject starts off by adding dummy columns to balance the matter and the next steps are described in detail. and the last thing is the assignment of each team and the location of the match and the total minimum distance has also been completed. d. representation in the problem-solving stage of checking back in this stage, it is described using representations in the form of symbols and but not in the form of words to provide an explanation of confidence in the answer. 160 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 161 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4 job results of medium ability students tr1 figure 4 is the result of the work of subject 2, namely students with moderate abilities in solving the first representation test questions. from these answers, the data analysis was carried out as follows: the resulting mathematical representation ability a. representation in understanding the problem pada soal tr1, dideskripsikan bahwa subjek ag menggunakan representasi in question tr1, it is described that the subject of ag uses representations in tabular form in solving problems. b. representation in problem solving planning stage in this stage, it is described that initially the ag subject uses a table representation, then the ag subject does not use a written text representation to clarify the problem. c. representation in the problem solving stage in this stage, it is described that the subject of ag does not represent every step of the solution taken in the form of written text and pictures in detail / complete. d. representation in the problem-solving stage of checking back in this stage, it is described using representations in symbolic form, but not in the form of words to provide an explanation of confidence in the answer. 162 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 5 job results of low ability students tr1 163 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 5 is the result of the work of subject 3, namely students with low abilities in solving the first representation test questions. from these answers, the data analysis was carried out as follows: the resulting mathematical representation ability a. representation in understanding the problem in tr 1, it is described that hr subjects use representations in the form of images or tables in solving problems. b. representation in problem solving planning stage in this stage, it is described that initially the hr subject uses a table representation, then the hr subject uses a written text representation to clarify the problem. c. representation in the problem solving stage in this stage, it is described that the hr subject represents each solving step taken in the form of written text and images, but there is no clear answer at the representation of this stage. e. representation in the problem-solving stage of checking back in the stage of re-examining the problem solving solution for the representation test of question 1, the hr subject did not do it and there was no answer at this stage of representation. furthermore, a second representation test was carried out figure 6 second representation test figure 6 is the second representation test question given to 3 research subjects. the results of the second representation test show consistency, similarity of views and opinions with the results of the first representation test, so there is no need to collect third data. this research is in line with previous research, such as that conducted by ulandari (2015) finds students who have the basic ability level of the upper group, their visual representation ability is in the high category, the symbol representation is in the medium category, the verbal representation is in the low category. students who have the 164 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej intermediate level of basic ability, the ability of visual representation and symbols are in the medium category and verbal representation in the very low category. students who have a lower level of basic group skills, their visual representation ability are in the medium category, their symbol representation is low, their verbal representation is very low. research conducted by izati (2017) about the analysis of the increase in the ability of students' mathematical representation in terms of gender differences, showing an increase in the ability of the low category and the mathematical representation ability of male students is higher than female students and there are no male students who have high category mathematical representation abilities but there are female students who have the category high. in this study, provide results about the type of representation possessed by each research subject based on the level of mathematical abilities possessed. conclusion based on the results of the research, it can be concluded that the mathematical representation of high, medium and low-ability students of the informatics engineering study program, universitas nusantara pgri kediri in solving assignment problems in the operations research course is that high-ability students can complete multiple representations, namely using visual and symbolic representations. n well, but lacks in verbal representation. likewise for the mathematical representation ability of students with moderate abilities is having multiple representations, doing well in visual and symbolic representations, but there are steps in solving that have been missed and still lacking in the implementation of the final result which lies in the verbal representation. low-ability students only provide visual representations, while symbolic representations still have errors and and verbal representations are not done verbally. the mathematical representation ability produced by the three students is a form of mathematical ability possessed by the three of them, so that better learning tools are needed to improve students' mathematical abilities. references aminudin (2005). prinsip-prinsip riset operasi. jakarta: erlangga basir, m. a., & maharani, h. r (2016). reasoning ability students in mathematics problems solving viewed from cognitive style. prosiding in the 2nd international seminar on educational technology may 2016 p. 99-102 gagatsis, anthanasios and iliada elia (2004). the effects of different modes of representation on mathematical problem solving. proceeding of the 28th conference of the international group for the psychology of mathematics education. vol 22 pp 447-454. goldin, g.a., kaput, j.j (2015). a joint perspective on the idea of representation in learning and doing mathematics. researchgate. diakses oktober 2019 dari https://www.researchgate.net/publication/269407907 hayatunnizar (2017). meningkatkan kemampuan representasi matematis melalui penerapan model problem base learning. jurnal didaktik matematika. 4 (1), 119128. irawati sri, dan sri indriati hasanah (2016). representasi mahasiswa berkemampan matematika tinggi dalam memecahkan masalah program linier. jurnal inovasi volume 18, nomor 1 januari 2016. 165 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej izati, dwi dkk (2017). analisis peningkatan representasi matematis siswa sma ditinjau dari perbedaan gender. jurnal didaktik matematika vol. 4 no. 2 september 2017. junita, ranisa (2016). kemampuan representasi dan komunikasi matematis peserta didik sma ditinjau dari prestasi belajar dan gaya kognitif. pythagoras: jurnal pendidikan matematika volume 11 – nomor 2, desember 2016, (193-206). kartini (2009). peranan representasi dalam pembelajaran matematika. prosiding seminar matematika dan pendidikan matematika fmipa uny 05 desember 2009. krawec, jenifer lee (2010). problem representation and mathematical problem solving of students of variying math ability. electrovnic theses and disertation. http://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1454&context= oa_dissertations nctm (2000). principles and standards for school mathematics. reston va: nctm. sabirin, muhamad (2014). representasi dalam pembelajaran matematika. jpm iain antasari,vol. 01 no. 2, 33-34. sanjaya, indrayana ika, dkk (2018). kemampuan representasi siswa pada materi lingkaran berdasar gaya belajar honey mumford. kontinu: jurnal penelitian didaktik matematika vol 2 no. 2, oktober 2018. shofia, niska (2019). analisis representasi matematis mahasiswa teknik informatika dalam menyelesaikan soal riset operasi, jurnal efektor, volume 6 issue 2, 136141 siang, jong jek (2011). riset operasi dalam pendekatan algoritmis. yogyakarta: andi sugiyono (2007). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta. ulandari, a. r. p., hudiono, b., & bistari (2015). kemampuan representasi matematis menyelesaikan soal open-ended menurut tingkat kemampuan dasar materi segiempat di smp. jurnal pendidikan dan pembelajaran khatulistiwa, vol 4, no 6, h.1–10. wu-yin hwang, et all (2007). multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. educational technology & society. 10 (2), 191-212 http://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1454&context=oa_dissertations http://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1454&context=oa_dissertations 86 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej developing interactive learning media of “venn gram” to improve conceptual understanding of set operations fadhanila syainuralita prillyana, hendarto cahyono, anis farida jamil study program of mathematics education, faculty of teacher training and education, university of muhammadiyah malang nilaprilly@gma il.com abstract this research aimed at discovering the validity and effectiveness of the interactive media of "venn gram" to improve the conceptual understanding of the set operations. this research was a development research (research and development). the research subjects were the students of 7th grade who consisted of nine students. the data collection techniques were in the form of a validation questionnaire and test. the subjects were in the form of pre-test and post-test questions which later the answer sheets were used as an increase of students' conceptual understanding before and after using the media. the validation questionnaire results showed that 84% of the media were very valid, 83% of the material was very valid, and 82% of the test questions were very valid. the test results found that seven students experienced an increase in the pre-test and post-test scores. meanwhile, two other students experienced a decrease. the results of students who had increased showed that the ability of students in understanding the concept of set operations was included in the high criteria before and after using the media. the media of the venn gram can be used to improve the conceptual understanding of set operations. ke ywords : media; venn gram; understanding; concepts. introduction the world of information technology is currently growing rapidly due to the increasing use of computers. the world of education requires their educators to master an it. the use of computers in learning will continue the individual learning process to foster an independent learning. therefore, the students will experience a process that is more difficult than a conventional learning (rusman, 2011). the relationship between technology and learning is that the students have good qualities such as attitude and creative. this can attract the students so that it creates a fun learning. in the regulation number 20 about national education system article 40 states that the teacher is obliged to provide a learning, of which learning is fun, enjoyable, creative, dynamic, and dialogic. mathematics learning with meaningful understanding will make the students feel the benefits in daily life. conceptual understanding is the result of learning which higher than knowledge (agustina, 2016). thus, it needs meaningful, fun, creative, dynamic, and dialogic learning atmospheres to realize the students’ development. the students' understanding cannot be satisfactorily, in which it is seen from the low learning outcomes; moreover, it causes an interpersonal intelligence to be lacking. therefore, interpersonal intelligence is the ability to understand and cooperate with others (darmansyah, 2011 in the journal of kamelia, 2017). 87 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej this fact causes many students whose level of understanding of the concept is very unsatisfactory. the mathematical conceptual understanding is the basic capital for a student in obtaining more meaningful learning, solving the mathematical problems, and obtaining satisfying learning outcomes (wulandari, 2015). from the statements of expert, the researcher can conclude that conceptual understanding is the relationship between various factors or elements depicted in an abstract thought, idea, and something that has general characteristics such as it can help the process of reasoning, connecting, communicating, representing, problem-solving and obtain high learning outcomes so that it is easier to work on mathematics problems using many formulas. the learning media are used by the teacher to help in the teaching and learning process. the important role of media in learning is that the media used as a message intermediary of the material conveyed by the teacher so that the students understand the lessons delivered by the teacher. the use and selection of one particular media has consequences for the use of the appropriate type of material. according to wibowo (2013), learning media is an information media for teaching and learning activities so that it can provide an effectiveness and interactivity in the learning. the learning media can be said to be an intermediary technology for delivering messages that have benefits for the needs of the learning process (maryani, 2014). the interactive explanation relating to the two-way communication or more than communication components is including relations between humans (product users) to the computers (applications / products). therefore, the implementation used in the media aims to achieve the desired learning by the educators. according to ali (2009), the development of instructional media will greatly assist in the learning process as well as the delivery of material. hence, it can be concluded from the theory that the development of instructional media will be very helpful in the learning process as well as the delivery of material. this can help the students to improve their understanding by using the learning media. therefore, the development of media in the world of education is very dependent on the objectives and the teaching materials in order to make it easier to get the media that is in accordance with the expertise of educators. venn gram is adobe flash cs 5-based media which can be used as an interactive learning media. adobe flash cs 5 is a software that used to produce various media, namely sound, moving animation, and images. this device is a software to create an interactive learning media. the device also has actionscript (programming language) features. this can be used as an animation setting contained therein. departing from the facts in the field, the teacher explained the material at the beginning of the lesson of the students at junior high school (smp) of muhammadiyah 4 malang, in which the teacher focused on paying attention. during the middle of learning, many students began not paying attention to the teacher's explanation because they were busy with other students. the material presented were not well understood. when the teacher asked the student representative to recount the discussion that was delivered before, the student was confused because he/she did not understand the discussion that had been explained by the teacher. after the teacher helped to explain the discussion that had been delivered previously, the students were given exercises in order to help the students in understanding the concepts. 88 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the results of previous study (samosir, 2012) which states that some of the students consider that mathematics learning is very difficult in their learning and using many formulas that function as mathematical problem-solving and only find the results of the answers sought. therefore, it can make the students bored and less interested in mathematics, especially in the set operation material. it is supported by previous research (hasibuan, 2016), in which the research aims to determine whether there is a contribution from the conceptual understanding of arithmetic operations on the set operations at the students of state senior high school (sman) of 1 hamparan perak. the results of the research show that there are 41 students who have a positive contribution between mastery of arithmetic operations to set operations. based on those explanation, the researcher interested to develop the adobe flash cs 5 learning media as a tool in the learning process; therefore, the research conducts a research entitle "the development of interactive learning media of venn gram to improve the conceptual understanding of the set operations". this has been described in the background above, so that the researcher draws a research problem namely: what is the valid and effective level of the development of interactive learning media of "venn gram" to improve the conceptual understanding of the set operation material. this research aims to determine the valid level of interactive learning media development of "venn gram" and determine the effective level of interactive learning media development of "venn gram". research methods this research was a research and development. research and were stages to develop an existing product and then refine an existing one or renew an existing product so that it became more effective and efficient in the learning. a development research conducted by consisted of four stages, namely, defining (define), designing (design), developing (develop), and disseminating (disseminate). meanwhile, the disseminate stage was not carried out, due to the time and cost limitations in this research. the development research used three stages, in which it was adopted from the 4d model. this research was conducted in the even semester of the academic year of 2018/2019.the research subjects were all students in the 7t h grade at junior high school of muhammadiyah 4 malang, in which it consisted of 9 students. the reason for doing research at this school was because of the lack of interactive media used which based on adobe flash cs 5 on the set operation material. as a result, this interactive media would certainly be very helpful in the learning process. this research used a validation questionnaire and tests as the data collection technique s. the test used in this research was a type of description question contained in the pre-test and post-test. therefore, there were quantitative data on the two evaluations of the feasibility of the material and the validity of the media. 89 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej result and discussions 1. the development results the development of interactive learning media of "venn gram" used the adobe flash cs 5 as an interactive learning media for junior high school students on the set operation material, which included of slices, combinations, complements, and differences. the interactive learning media produced consisted of instructions, profiles, material, exercises, and quizzes. the interactive media of "venn gram" consisted of several components, namely: a. cover figure 1. the initial cover of the interactive media of “venn gram” b. home figure 2. the home of the interactive media of “venn gram” c. instruction figure 3. the instruction of the interactive media of “venn gram” 90 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej d. profile figure 4. the profile of the interactive media of “venn gram” e. material figure 5. the material of the interactive media of “venn gram” f. exercises figure 6. the exercises of the interactive media of “venn gram” g. quiz figure 7. the quiz of the interactive media of “venn gram” 91 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2. the results of product trial the adobe flash cs 5-based interactive media of "venn gram" based was validated by two validators. the validation results were that 84% showed the results of the media validator, while 83% showed the results of the material validator, in which it was categorized as very valid category. then, the validation results of the test questions validator were 82%, in which it included on the very valid category. the results of the assessment of the media validator, material and test questions could be seen in the table below: table 1. the assessment results of media validators no questions validator percentages (% ) 1 2 1. the media combination was interesting 4 4 100% 2. the colors were not disturbing the material 4 4 100% 3. the language used was according to enhanced spelling (eyd) 3 4 63% 4. the language used was easy to be understood 4 3 88% 5. the language used was consistent 4 4 100% 6. balanced page layout 4 4 100% 7. readability of the letters used 4 4 100% 8. readability of the font size used 4 4 100% 9. the writing on each page was not dense 3 3 75% 10. the font size used on interactive media was very clear 4 4 100% 11. the material display of the interactive media was clear 1 2 38% 12. the animation used of interactive media was easy to be understood 3 2 64% 13. the commands in the program were simple and easy 2 3 64% 14. the use of sound effect in the media was interesting 4 4 100% 15. the display design of the media was original 2 2 50% 16. the interactive media display was interesting 4 3 88% 17. this interactive media could be used as the alternative on learning 3 4 64% 18. the interactive media was easy to be used 4 3 88% 19. the interactive media was safe to be used 4 4 100% 20. the interactive media was strong and not easily to be broken 4 4 100% the total averages 84% the average percentages of the validator assessment were 84%, in which it meant that based on the table 4 (validation criteria) of the “venn gram” interactive media was very valid and feasible to be used without revision. table 2. the assessment results of the material validator no. questions validator percentages (%) 1. the program could be used as an individual learning, small group, and class 3 75% 2. the approach of interactive media program was displayed clearly on the program 2 50% 3. the program was relevant to the material that should be learnt by the students 4 100% 4. the program was appropriate based on the applicable curriculum 3 75% 5. the material contents had correct and proper concepts 2 50% 6. the material contents referred to the material program 4 100% 92 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 7. the material contents were in accordance with the basic competence (kd) 4 100% 8. the program was easy to be operated through the menu that there was an interaction 4 100% 9. feedback was positive and did not make the user bored to use the media 3 75% 10 in the exercises, the program encouraged the students to get the correct answers 4 100% the total averages 83% the average percentages of the validator assessment were 83%, in which it meant that based on the table 4 (validation criteria) was very valid and feasible to be used without revision. table 3. the assessment results of the test items validator no. questions validator percentages (%) 1. the suitability of the questions with the concept understanding indicators: a. presenting in the form of a venn diagram b. explaining the answers with mathematical models 4 100% 2. the clarity of the meaning of problem which represented the material contents 3 75% 3. the suitability of the items to the material delivered 3 75% 4. the clarity of items content toward the material understanding 4 100% 5. the clarity of formulation of instruction/commands to work on the items 2 50% 6. the sentences of items did not lead to double interpretation 3 75% 7. the suitability of language that used in the items, so that it could draw the material contents 4 100% the total averages 82% the average percentages of the validator assessment were 82%, in which it meant that based on the table 4 (validation criteria) the test to improve the students’ conceptual understanding was very valid and feasible to be used without revision. the trial was conducted in 7t h grade of junior high school of 4 muhammadiyah malang. the results of students’ learning outcomes were in the form of pre-test and posttest to improve the conceptual understanding of the set operations before and after using the interactive media. the results of the pre-test and post-test were as follow: table 4. the students’ assessment for the pre-test and post test no. name of students pre-test post-test 1. aa 70 80 2. ans 65 95 3. azn 65 85 4. dtl 65 80 5. ual 35 65 6. lty 80 95 7. df 0 0 8. rr 60 55 9. rss 35 90 averages 66% 88% the total averages 77% after testing on a small scale, it produced the pre-test and post-test scores by showing the results of each student was different, when doing the pre-test, one of students’ 93 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej grades was good, but the results of the post-test were decreased. meanwhile, the other students experienced an increase before and after using the media. the discussion that would be discussed from this research was the results of the assessment of the quality of media that had been developed and tested. the products designed and compiled by the researcher had been tested for the quality with several aspects, namely the validity and effectiveness aspects to assess the quality of the interactive media of "venn gram" that had been developed. the first aspect was the validity aspect, which was taken from the results of the validation of the media, material, and test. the results obtained from the validator stated that the interactive media product "venn gram" was "very valid" based on the table 4 (validation criteria) with an average total scores of 84%. while the average percentages of material validator assessment were 83% which meant that based on the table 4 (validation criteria), the material was very valid and feasible to be used without revision. finally for the test itself, the average percentages of validator assessment were 82%, which meant that based on the table 4 (validation criteria), the test to improve the students' conceptual understanding was very valid and feasible to be used without revision. based on the results obtained for the aspect of effectiveness, which stated to be effective if the percentage with completeness criteria was sufficient, it could be said to be effective if it showed an increase of conceptual understanding before and after the test. the average pre-test scores were 66%. meanwhile, the average post-test scores were 88%. the results of the average total scores of 77% based on the table 5 (academic skills assessment criteria) were in the high criteria. in the classroom situation, it was found that 7 people experienced an increase in the pre-test and post-test scores. meanwhile, 2 other people namely df got a score of 0 on the pre-test and the post-test results, because they were absent from the beginning of entering school to the research took place. then ar got a pre-test score of 60 and posttest score of 55. it was seen that ar had decreased by 5 points in the post-test, because ar only worked on 3 questions out of the 5 questions given. the media used in this research was the interactive media of "venn gram" which was developed by the researcher from the manipulative media of "magram venn". the advantages and disadvantages of the interactive media of "venn gram" were that (1) this media could be developed for further research; (2) the users could use this media on a laptop or pc by simply having an adobe player application; (3) this media could be used as learning delivery material of the teacher; and (4) this media could be used as an evaluation tool for the students. then the shortcomings of this media were that (1) this media was not yet based on android or iphone; (2) this media only provided an explanation of the material for the set operation; and (3) this media had not facilitated the users with games. previous research on developing the multimedia based on adobe flash was often done along with advancing technology. the adobe flash-based learning media on tube material was developed using 3d models, in which it had been feasible to be used as a learning media. the effectiveness results were obtained that the evaluation scores of students were in the good category. hence, the trial got the benefits from the use of adobe flash toward the conceptual understanding, in which it was in the good category (khairani & febrinal 2016). 94 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the statement of purwanto & rizki (2015) which said that the products from the results of developing the teaching materials and learning videos could be used well along with the media, methods, and strategies according to the character of students in each school. in this term, this product showed that the results obtained an average of 82%. therefore, the development of teaching materials could be said to be feasible to help the students in learning. hence, the statements of khairani & febrinal (2016) and purwanto & rizki (2015) with a research conducted by the researcher said that the learning media using adobe flash was effectively developed to be used. conclusion based on research from the development of interactive media of "venn gram" on the set operation material to improve the conceptual understanding of the students at junior high school of muhammadiyah 4 malang and the discussion, it can be concluded from the results of the research that the results of media validation are categorized as very valid, in which the results of the validation test get a score of 84%. the results are said to be effective seen from the results of the pre-test conducted on the students of junior high school of muhammadiyah 4 malang; moreover, those are 66% of the class get grades above the kkm (minimum completeness criteria). while the results of the post-test of junior high school of muhammadiyah 4 malang show that 88% of students get scores above the kkm (minimum completeness criteria). this indicates that the total percentage of pre-test and post-test are 77%, in which it is in the high category. thus, the use of the venn gram media toward the increase of conceptual understanding is said to be valid and effective references agustina, l. 2016. upaya meningkatkan kemampuan pemahaman konsep dan pemecahan masalah matematika siswa smp negeri 4 sipirok kelas vii melalui pendekatan matematika realistik (pmr). jurnal ek sak ta – volume 12016. ali, m. (2009). pengembangan media pembelajaran interaktif mata kuliah medan elektromagnetik. jurnal eduk asi, 5, 11–18. darmansyah. 2012. strategi pemblajaran menyenangk an dengan humor. jakarta: bumi aksara. kamelia, m., ahmad, & novitasi, y. 2017. pengaruh strategi joyful learning dengan teknik mind map terhadap hasil belajar kognitif peserta didik kelas xi ipa sma negeri 6 bandar lampung. jurnal tadris pendidik an biologi – volume 8 no. 2 – desember 2017 – issn 2086 5945. khairani, m., & febrinal, d. (2016). pengembangan media pembelajara n dalam bentuk macromedia flash materi tabung untuk smp kelas ix. iptek s terapan, 10(2),95–102. purwanto, y., & rizki, s. (2015). pengembangan bahan ajar berbasis kontekstual pada materi himpunan berbantu video pembelajaran. pendidik an matematik a fkip univ. muhammadiyah metro, 4(1), 67–77. rusman. 2011. model-model pembelajaran mengembangk an profesional guru. jakarta: pt.raja grafindo. wulandari, nourma pramestie. 2015. analisis pemahaman siswa berdasark an teori apos pada sistem persamaan linear dua variabel di kelas x sma 09 malang. malang: universitas muhammadiyah malang 194 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students 'mathematic ability in using open ended teaching materials on class viii function relations materials ninik diah wulandari, yus mochamad cholily, rizal dian azmi mathematics education, faculty of teacher training and education, university of muhammadiyah malang e-mail: ninikdiahwulandari@gmail.com abstract this study aims to describe the students' written mathematical communication skills in using open ended-based teaching materials in class viii function relations material. the type of research used is descriptive qualitative. the research subjects were 5 students of class viii e smp. data collection techniques in this study in the form of tests and interviews. the research results obtained by students in the category of high written mathematical communication skills have the ability to convert questions into set notations, students are quite capable of transforming mathematical information into images and students are able to use mathematical information to solve problems. students with written mathematical communication skills have sufficient ability to convert mathematical information into set notations, students are less able to convert mathematical information into images and students are able to use mathematical information to solve problems. students with low communication skills seen from students are unable to change questions into set notations, students are less able to convert mathematical information into images and students are unable to be able to use mathematical information to solve problems. keywords: mathematical communication skills, open ended-based teaching materials, relationships and functions introduction understanding the material in mathematics is important for students. according tosari, nurochmah, haryadi, & syaiturjim (2016), the ability to understand mathematics built by students themselves will be more meaningful because the math problems given will be more easily solved by students by understanding the knowledge learned. understanding the material in mathematics learning is directly proportional to the mathematical communication skills of students. according toumar (2012), students need to develop mathematical communication in learning mathematics because each student should have mathematical communication skills both written and oral. writing mathematical communication is the focus of this research. according todina, mawarsari & suprapto (2015) said that students have good written mathematical communication skills when students are able to understand the material optimally. many factors of students' low mathematical communication skills occur such as: 1) students lack mastery in analyzing the questions given; 2) lack of basic mathematical abilities, and 3) lack of developing talents possessed by students(yanti, melati, & zanty, 2019). based on preliminary observations that have been made at smpn 12 malang, students have problems related to mathematical communication skills such as: 1) many students still cannot distinguish between writing function notations with function formulas, and 2) students forget in writing relations formed from two the set. this was confirmed byferdiani (2015)which states that the material that is considered difficult by students during semester one is the material of relations and functions so that students' 195 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical abilities are also very low as seen from the many children who get kkm only 45% of 28 students with kkm of 6.50. another opinion said that there were still often errors in answering problems in the subject of relations and functions because students had difficulty defining the concepts of relations and functions as well as a lack of understanding in the interpretation of the stages and procedures of relations and functions.(melati, purwasi, & fitriyana, 2019). the use of teaching material is one of the important things in learning because teaching material is a component of learning that contains material to be learned by students. teaching materials are needed by students to build mathematical communication through the activities in it(hidayanto & irawan, 2013). student worksheet (lkpd) is one of the teaching materials that can be used. mathematical learning nowadays has a lot of references to the use of open ended questions. according tokadarisma (2018)states that the open ended approach is able to improve students' mathematical communication skills because students are required to be active and creative in communicating material and are more clever in explaining mathematical ideas and situations. this is confirmed byjasmaniah, fachrurazi, & yeni (2015) argues that open ended-based problem solving teaching materials can develop reasoning even though it is not yet significant so that an increase in reasoning will also have an impact on improving mathematical communication owned as seen from an increase in each test score. s. subekti (2016) also states that an increase in students' mathematical communication skills is caused because students are given open ended questions, namely questions with many ways to solve or questions with many correct answers. the main problem in this research is how the students' mathematical communication skills in using open ended lkpd teaching materials on class viii function relations material. the purpose of this study is to describe the students' mathematical communication skills if in mathematics learning using open ended based lkpd teaching materials. research methods this research was carried out in smp negeri 12 malang, located at jl. slamet supriadi no.49, bandungrejosari, sukun district, malang city with a time of research conducted in the even semester of the 2019/2020 school year. the type of research used is descriptive with a qualitative approach. the subjects of this study took 5 students with different written mathematical communication skills, namely low, medium and high from class viii at 12 state junior high school malang. researchers conducted data collection techniques with tests and interviews. the use of tests to obtain more accurate data about students' written communication skills on the subject matter of relations and functions. while the instruments used by researchers are tests and interviews. the test used in this study is in the form of an open ended-based question item in the teaching material. the use of description tests is expected to make students able to express ideas / ideas in written form. the research instrument in this test contains three questions about relation material and function, the results of which are obtained based on indicators. the student's written communication indicators in the material relation function that can be seen when students are able to change the questions into notations on the material relations and functions, students are able to change mathematical information into the form of pictures in the material relation functions and students are able to use 196 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical information to solve problems in the relation material function. while the interview guidelines are adjusted to the indicators that have been made, namely: 1) students are able to mention the information obtained from the questions given; 2) students are able to know the notation writing; 4) students are able to change the information obtained into images; 4) students are able to know the ways used to solve problems, and (5) students are able to explain the results of answers. data analysis technique is a continuation of data collection techniques that have been described. data analysis technique aims to answer the problem formulation in a study that has 4 aspects in qualitative data analysis(sugiyono, 2015)namely: 1) data collection by conducting a written test of three questions and interviews with students; 2) data reduction by categorizing into three groups that have been obtained based on indicators of mathematical communication skills written; 3) presentation of data obtained from the results of written test answers and interviews conducted by students will then be described in the form of sentences or descriptions, and 4) drawing conclusions containing a brief description of the results of mathematical communication skills analysis written. the following categories are the percentage of mathematical communication skills written in table 1. table 1. percentage categories of mathematical writing communication skills no. percentage (%) category 1 72 ≤ 𝑥 ≤ 100 high 2 33 < 𝑥 < 72 is 3 0 ≤ 𝑥 ≤ 33 low results and discussion based on the results of research that has been carried out in smp negeri 12 malang will be described in this chapter about students' written mathematical communication in using open ended lkpd teaching materials on the material relations of class viii functions. the study was conducted 2 times on 18 february and 20 february 2020. the first study was conducted tests on students using open ended lkpd teaching materials to obtain the desired data and the second study was interviews. the interview in this study aims to support students' answers so that the results obtained are more accurate. table 2. categories of mathematical writing communication capabilities class viii students category student total percentage high 9 40.91% is 12 54.55% low 1 4.55% based on table 2, seen from the total students of class vii-e as many as 22 students there are 9 students with high mathematical communication skills, 12 students with medium mathematical communication skills and 1 student with low mathematical communication skills. a. mathematical communication skills for students in high categories 1. students with the code name dld 197 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the analysis of the results of students' answers with the code name dld, these students are classified as having mathematical communication skills with a high category of 96.30%. in questions number 1 and 2 students are able to write the set notation in the form of tabulation correctly and correctly, students are able to draw arrow diagrams clearly and precisely seen from the ability of students to pair between the two sets with arrows in accordance with relationships that can be formed and are able to state the relationships that are formed, and students are able to solve problems using mathematical information that has been obtained previously. figure 1. answer number 3 students with the code name dld namun in question number 3 students are not quite right in describing a graph. judging from the results of students' answers that the scale used to determine the points is not the same length and students do not draw straight lines to connect each coordinate point on the function graph. 2. students with the code name ik based on the analysis of the results of students' answers with the code name ik, these students are classified as able to write mathematical communication with a high category of 88.89%. in questions number 1 and 2 students are able to write the set notation in the form of tabulation correctly and correctly, students are quite able to draw arrow diagrams clearly and precisely seen from the ability of students to pair between the two sets with arrows accordingly but students forget to write a relation formed from two sets, and students are able to solve problems using mathematical information that has been obtained previously. 198 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2 answer number 3 students with the code name ik namun in question number 3 students are less able to draw a graph of the function seen from the answers of students who do not write variables to determine the axis and the axis and students also draw lines for lines that attach points to which means the length of the line is limited.𝑥𝑦𝑥𝑓(𝑥) b. mathematical communication skills of students in the medium category 1. students with the code name kdapb based on the analysis of the results of students' answers with the code name kdapb, these students are classified as writing mathematical communication abilities with a moderate category of 62.96%. figure 3. answer number 1 students with the code name kdapb based on figure 3, in indicator 1 students are less able to write the set notation.students should write using capital letters and continue with an equal sign (=) like and. this happened because𝐴 = {3, 4, 5, 6, 7}𝐵 = {6, 8, 9, 10, 12, 15, 21} students forget and assume that writing the correct notation is enough with the use of curly braces. in indicator 2, students are able to convert information from sets and sets into picture form. 199 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej however, on the arrow diagrams made by students do not write the relations formed from the two sets. in indicator 3, students are able to solve problems using mathematical information beforehand by writing the domain, code and range correctly.𝐴𝐵 figure 4 answer number 2 students with the code name kdapb in question number 2, the same is the case with answer number 1, iindicator 1 students are less able to write the set notation because students do not write the set notation correctly. on iindicator 2,students are quite able to draw an arrow diagram with the relationships formed by these students based on the sets and sets that have been made by students before. this happens because students do not draw lines with arrows to show the relationship in the arrow diagram. on i𝐴𝐵indicator 3, students are not able to solve the questions given based on the relationships that have been formed by these students because students cannot distinguish functions and not functions based on understanding. figure 5 answer number 3 students with the code name kdapb on the problem number 3, indicator 1 students are less able to change the questions into notation set because students do not write variables 𝑥which represents these three positive integers. in indicator 3, students are able to determine the value of the function by means of substitution and the results obtained from the work are also correct. in indicator 2, students are not able to draw a graph of functions because students draw a bar diagram of the answer.𝑓(𝑥) = 2𝑥 + 3 200 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2. students with the code name mras based on the analysis of the results of students' answers with the code name mras, these students are classified as having mathematical communication skills with a moderate category of 59.26%. figure 6. answer number 1 students with the code name mras based on figure 6, in indicator 1 students are able to write the set notation correctly and the correct set member in the form of tabulation or register. in indicator 2, students are quite capable in drawing arrow diagrams but students are not quite right in expressing a relation, should the relationship formed by students is "less than". in indicator 3, students are quite capable of solving problems based on prior mathematical information. students are able to determine the domain and code of two sets. but students are not quite right in determining the range of relations formed by the set and the set.𝐴𝐵 figure 7. answer number 2 students with the code name mras based on figure 7, the indicator 1 students do not write the set𝐴and the set first is in the form of the set notation because the members of the set and the members of the set have entered into the form of an arrow diagram that is made so that students feel no need to write it back into the form of set notation. in indicator 2, students are able to draw relationships in the form of arrow diagrams to determine the relationship between the set and the set because students do not draw arrows as a pointer to a line to connect the two sets. in indicator 3, students are able to solve problems from previous information. based 201 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej on the relationships formed by students, the relationship is a function so that the students' answers are correct and students give the right reasons.𝐵𝐴𝐵𝐴𝐵 figure 8 answer number 3 students with the code name mras based on figure 8, in indicator 1 students are quite able to change the questions into the form of set notation but should write the set notation using curly braces as a sign to indicate the set members. in indicator 3, students are able to determine the value of the function by means of substitution and the results obtained from the work are also correct. in indicator 2, students are not able to draw a graph of functions by pairing a point at. students only draw tables to make it easier to pair points and. the tables drawn by students in the answers are able to help students to make it easier to draw graphs of functions.𝑓(𝑥) = 2𝑥 + 3𝑥𝑓(𝑥)𝑥𝑦 c. student mathematical communication skills of low category 1. students with the code name esu based on the analysis of the results of students' answers with the code name esu, these students are classified as having mathematical communication skills with a low category of 29.63%. in questions number 1 and 2, in indicators 1 and 3 students do not answer the questions given. but on indicator 2,students draw arrow diagrams quite well but students do not write down the relations formed from sets and sets.𝐴𝐵 figure 9. answer number 3 students with the code name esu 202 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on figure 9, in indicator 1 students are able to choose three values that represent by any member of positive integers but students do not write it in the form of set notation. 𝑥𝑥. in indicator 3, students are able to determine the value of the function by means of substitution and the results obtained from the work are also correct. in indicator 2, students are not able to complete the problem to illustrate the requested function graph because students do not know the intended function graph of the problem. this can be seen from the answers of students who do not write a graph of the function in the place provided answers. based on the results of interviews conducted, students do not know how to draw a function graph𝑓(𝑥) = 2𝑥 + 3. in students with mathematical communication skills high category can be reviewed from: 1) students are able to change the questions into set notations appropriately in questions number 1, 2 and 3; 2) students are able to convert mathematical information into pictures, such as students drawing arrows diagrams to state a relation and drawing a graph of functions by pairing points at x) but there are still students who are less precise in describing graphs of functions, and 3) students are able to use information mathematically to solve the problem given in problems number 1, 2 and 3. this is in line with research conducted by𝑥𝑓(mandasari & chandra (2018)which states that students with written mathematical communication skills with high categories can be reviewed from: 1) students are able to state mathematical situations or information in the form of symbols or languages in full as writing is known and asked correctly; 2) students are able to change a mathematical information in the form of venn diagrams and write symbols as information in venn diagrams; 3) students are able to choose and use mathematical information or pictures to solve problems in problems number 2 and number 3, and 4) students are able to write the calculation process completely and correctly. previous studies that are also in line with the results obtained were conducted bypermata, kartono & sunarmi (2015)which states that students with high mathematical communication skills tend to be able to achieve indicators expressing, demonstrating, describing and interpreting mathematical ideas. students with mathematical communication skills in the category can be reviewed from: 1) students are quite capable of turning questions into set notations in questions number 1 and 3, even though in interviews conducted students are able to change questions into set notations. but in question number 2, there are still students who do not write the set notation based on the questions given; 2) students are able to convert mathematical information into pictures, like students are able to draw in the form of arrow diagrams in questions number 1 and 2 but students still forget to write down the relation formed from these two sets. in problem number 3, students are not able to convert mathematical information into graphical functions, although in interviews students realize that the answers are not quite right and understand how to draw graphs of functions,mandasari & chandra (2018)which states that students with mathematical communication skills are categorized as being written in terms of: 1) students are able to state mathematical situations or information in the form of languages such as writing known and asked on problems number 2 and number 3; 2) students are able to change a mathematical information in the form of a venn diagram and write symbols as information that is in the venn diagram in problem number 2 but in problem number 3 students have not been able to draw a venn diagram correctly, and 3) students are able to choose and use mathematical 203 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej information or pictures to solve the calculation problem in problem number 2 but in problem number 3 students have not been able to write the calculation process correctly. in students with mathematical communication skills of low category can be seen from: 1) students are not able to change the questions into notation so that students do not write the notation of sets of two sets. this is different from the research conducted bymandasari & chandra (2018)which states students are able to state the situation or mathematical information in the form of symbols or languages in full, such as writing known and asked correctly in problem number 2 and number 3; 2) students are quite capable of transforming mathematical information into drawing, as in questions number 1 and 2 students are able to draw arrow diagrams but students do not write down the relation formed from the two sets. in question number 3, students cannot draw graphs of functions, 3) students are unable to use mathematical information to solve problems in questions number 1 and 2 so students do not write answers to the questions asked even though in problem number 3 students are able to solve problems in determining function value. the results of previous studies that are in line with the results of this study were conducted byzulfah & rianti (2018)which states that students with low mathematical communication skills are still weak in making mathematical models as well as the low ability to reflect graphics into mathematical ideas. but most students have good skills in computing or calculation. conclusion based on the analysis results of mathematical communication skills of students in smp negeri 12 malang obtained 3 categories of mathematical communication skills that are high, medium and low. students have high mathematical communication skills because students are able to turn problems into notations, students are able to convert mathematical information into images and students are able to use mathematical information to solve problems. students have moderate mathematical communication skills because students are able to convert questions into notation form but students are not quite right in writing set notations, students are less able to convert mathematical information into arrows diagram images by not writing relationships formed from setsa and set band students are less able to draw graphs of functions and students are able to use mathematical information to solve problems. whereas students have low mathematical communication skills because students are not able to convert questions into notation so students do not write answers, students are less able to convert mathematical information into arrow diagram shapes by not writing relationships formed from setsa and the set and students are not able to draw graphs of functions and students are less able to use mathematical information to solve problems. references dina, a., mawarsari, vd, & suprapto, r. (2015). implementation of 2013 curriculum on learning tools discovery learning model scientific approach to mathematical communication capabilities of vocational geometry materials. journal of mathematics education work, 2 (1). retrieved from https://jurnal.unimus.ac.id/index.php/jpmat/article/view/1830 ferdiani, rd (2015). two stay two stray learning to improve mathematical 204 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej communication on material relations and functions in al inayah purwosari pasuruan middle school. journal of educational inspirations, 5 (2), 715-721. https://doi.org/10.1017/cbo9781107415324.004 hidayanto, t., & irawan, e. (2013). development of mathematic education realistic based learning materials to build mathematical communication capabilities of grade viii middle school students on function material. malang state university, 13 (3), 2. jasmaniah, fachrurazi, & yeni, em (2015). open-ended problem solving based learning materials in mathematics learning to develop students' reasoning ability in pgsd. journal of educational research, 15 (3). kadarisma, g. (2018). application of open-ended approach in improving communication capabilities of middle school students. scientific journal of mathematics education, 1 (2). melati, rs, purwasi, la, & fitriyana, n. (2019). development of student worksheets based on the open ended approach on the relationship materials and functions of class viii students of smp negeri 2 lubuklinggau in the 2018/2019 academic year. concept and communication, null (23), 301-316. https://doi.org/10.15797/concom.2019..23.009 sari, dp, nurochmah, n., haryadi, h., & syaiturjim, s. (2016). improving the ability of mathematical understanding through the student teams achivement division learning approach. journal of mathematics education research, 3 (1), 16. https://doi.org/10.21831/jrpm.v3i1.7547 subekti, s. (2016). comparative effectiveness of open-ended and gi approaches judging from communication, mathematical problem solving and learning motivation. pythagoras: journal of mathematics education, 8 (2), 204–212. https://doi.org/10.21831/pg.v8i2.8950 sugiyono (2015). quantitative, qualitative, and r&d research methods. bandung: alfabeta. umar, w. (2012). building mathematical communication skills in mathematics learning. infinity journal, 1 (1), 1. https://doi.org/10.22460/infinity.v1i1.2 yanti, rn, melati, as, & zanty, ls (2019). analysis of understanding ability and mathematical communication skills of junior high school students in material relations and functions. 3 (1), 209-219. 152 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the effect of "quantum learning" model using "mind mapping" technique to eight grade students’ creative thinking ability erik eriyanto, siti inganah, dwi priyo utomo department of mathematics education, faculty of teacher training and education, university of muhammadiyah malang erikriyant080@gmail.com abstract this study aims to determine how the effect of the quantum learning model using mind mapping techniques to students' creative thinking abilities. the type of research used is experiment and quantitative approach with research design using posttest only group design. data analysis of two groups used the t-test on spss 21, that is independent sample t-test to test the difference in average posttest value of two samples. the results of this study are (1) results of the t-test from post-test data obtain a significance 0,000 where it is lower than 0.05 so can be said that the average of the two groups are different, (2) from the post-test results, the answers given by students from the experimental group more fulfilled the indicators of creative thinking than students from the control group. keywords: quantum learning, mind mapping, creative thinking introduction learning in schools is one of the medium to improve the quality of education (saifulloh, muhibbin, & hermanto, 2012). if the learning process in school does not optimal, it can be preconcerted that the education quality is not good. the education quality in indonesia that requires quality improvement is mathematics, considering those mathematics is a basic science that can train students to think critically and logically (sudia & majja, 2016). skills in counting and logical thinking must be improved. students still face up many difficulties in accepting math learning because mathematics is abstract and has many symbols (soedjadi, 2000). quantum learning was initiated by deporter by providing a comfortable and enjoyable atmosphere in learning so that students can gain new experiences in learning. this statement is consistent with the sentence that samad (2015) did, that the learning outcomes of tenth-grade students of sman 2 makassar increased after applying a quantum learning model in the learning process. the effort that can be applied to improve the quality of education is by matching the learning model with the growth of students' thinking patterns. by applying the correct learning model, teachers can engage students in learning. teachers can use the quantum learning learning model as an alternative learning model when a teacher deliver the learning materials in the classroom. the learning model that can provide a suggestion that learning must happen feedback between teachers and students is the quantum learning model (mohiddin, 2016). education and learning activities using quantum learning models need to involve mailto:erikriyant080@gmail.com 153 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students in comfortable situations and be content with learning done (arifin, 2011). quantum learning can adapt students to their learning environment, thus affecting the learning process and learning outcomes (huda, 2013). in this way, learning using a quantum learning model can excite the interest of the student because teacher free up the student's learning style in learning activities and makes the student's learning more comfortable. according to deporter & hernacki (arifin, sudarti, & lesmono, 2016), quantum learning is a learning model that can improve understanding and memory and give understanding to students that learning is a pleasant process and useful. this description shows that the quantum learning model can be applied to various teaching materials in each subject as long as the learning process is performed in a pleasant and comfortable way. this is also supported by miftahul huda's decision (2013) that students can learn more easily in a comfortable and supportive environment. mind mapping can be thought more creatively because you can use colors and symbols in mind maps as well as stick to memory. mind mapping technique was first initiated by tony buzan. according to buzan (huda, 2013), it is assumed that someone usually starts the main idea from the middle of the page, from there he can extend his idea in all directions and create a kind of diagram consisting of ideas and symbols. learning in the right way can improve students' creative thinking skills by learning math. creative thinking is an activity about how to think to make something different in achieving its goals. widiawan (tirtawatti, adnyana, and widiyati, 2014) states that creative thinking is a process of doing something different than the preparation being considered. mathematics learning will be more interesting if learning feels fun and active so the students can improve their creative thinking skills. learning techniques that can stimulate students' creative thinking is using mind mapping learning techniques. mind mapping aims to give students the chance to take note subjects by mapping ideas using desired symbols and colors. using this model, a teacher can teach students to create a mind map and students use their mind maps in identify facts clearly. arnyana (putu & ida, 2016) states that creative thinking is the ability to develop or find original, aesthetic, and constructive ideas by using the basic thought process to process information rationally and intuitively to bring out the original perspective of the thinker. according to isaksen et al. (mahmudi, 2010) creative thinking is a series of actions that make up an idea that highlights four aspects: fluency, flexibility, originality, and elaboration. based on the above, the author's goal is to examine the effects of applying a quantum learning model using mind-mapping technique to eighth-grade students' creative thinking ability. research methods the type of research used in this study is quasi-experimental research using a quantitative approach. the researcher used a post-test only group design to get research data. this research is intended to provide a description of how the effects of quantum learning models use mind mapping techniques to students' creative thinking abilities. the location used in this research was smpn 5 trenggalek. the researchers took samples of 64 students from two selected groups, each group represented by 32 students. research data obtained from the results of post-study tests after learning consisted of the application of learning by quantum learning models using mind mapping techniques. 154 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej after analyzing the post-test data for normality and homogeneity, hypotheses were tested using the spss program's that are using independent t-test. results and discussion normality tests are done to prove that the data being analyzed be normally distributed. tests were done using spss 21 program with the normality tests kolmogorov-smirnov and shapiro-wilk. the hypotheses used in this normality test are: = data is normally distributed = data is not normally distributed the results of the normality test using spss 21 can be seen in the following table: table 1 test the normality of posttest value data no. group description 1. experiental group 0,068 0,05 data is normally distributed 2. control group 0,061 0,05 data is normally distributed based on the obtained table, the significant value of the post-test of the creative thinking ability of the experimental group is 0.068, and the significant value of the post-test of the creative thinking ability of the control group is 0.061. since both have values lower than 0.05, then is accepted, so it can be concluded that the two groups of post-test data are normally distributed. a homogeneity test was performed as a prerequisite analysis to determine if the experimental and control group data were homogeneous. testing is done using spss 21 in lavene test's statistical formula. the hypotheses used in the homogeneity test are: : , the variance of the two samples are homogeneous : , the variance of the two samples are not homogeneous the results of the homogeneity test with spss 21 can be seen in the following table: table 2 test homogeneity of posttest value data no. data description 1. posttest value of experimental and control group 0,123 0,05 varians homogen/ identik based on the table, the calculated significance value of the creative thinking ability posttest value is 0.123. the significance value is greater than the least significant of 0.05, so hypothesis is accepted or the variance of the experimental and control group is homogeneous/identical. the test hypotheses using the independent sample t-test of the statistical formula make it possible to test the differences between the mean post-test values of the two groups, using the following hypothesis: = the average value of the two groups is the same (there is no effect of the quantum learning model by using mind mapping techniques on students' creative thinking abilities) = the average value of the two groups is different (there is the effect of quantum learning model by using mind mapping techniques on students' creative thinking abilities) the results of the hypothesis test using spss 21 are shown in the following table: table 3 hypothesis testing observed material experimental group control group mean 63,20 48,13 sum 32 32 155 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sig. (2-tailed) 0,000 description the average value of the two groups is different from table 3, it is known that the average difference between the experimental class and the control class is 15.07. thus, the analysis of the data shows that the significance of the t-test from post-test data has a value of 0.000. the calculated level of significance is less than 0.05. it can be concluded that the average of creative thinking ability from the experimental group and the control group is different or not identical. then, we can say that h_0 is rejected, which means that the average post-test value of the two classes is different (there is the effect of the quantum learning model using mind mapping techniques on students' creative thinking abilities). in this research, researchers measured students' creative thinking using post-test questions. below you will find a more detailed explanation of how creative thinking skills of students in the experimental group are explained. 1. fluency the first question to ask after the test is to measure students' fluency indicators when solving problems. the achievement of this indicator is shown in the variety of responses provided by the students. in question number one, students are instructed to create examples of relationships in everyday life in different forms. picture 1 answer of question number one picture1 illustrates the students' creative thinking skills on fluency indicators, with a score of 2.5 out of a maximum of 4. students are able to write two correct answers in different forms, but still in the same example relationship. 2. flexibility the second post-test question is to measure students' flexibility indicators when solving problems. achieving this indicator is reflected in the variety of ideas with different perspectives for problem solving. in question number two students are instructed to make a relation of the two sets given using various forms of presentation. picture 2 answer of question number two 156 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 2 is an example of students' creative thinking skills on flexibility indicators, with a score of 4 out of a maximum of 4. students can write three forms of presentation correctly determine the relationship between two sets. 3. originality the question of posttest number 3 is to measure the originality of student responses to problem solving. the achievement of this indicator is illustrated by the way student to discover something from the problem posed. in the third question, students are instructed to make some statements that can be revealed from given relations using their own language. picture 3 answer of question number three picture 3 is an example of students' creative thinking skills on the indicator of originality, with a score of 4 out of a maximum of 4. students can give an answer in their own way to discover the statement in accordance with the relations between two sets. 4. elaboration questions number four and five in posttest are used to measure student development indicators for problem solving. the achievement of this indicator is illustrated by the fact that students are able to develop, add or detail an idea. in question number four, students are instructed to determine the rules that might occur for the function of the two sets given with explaining the steps. picture 4 answer of question number four picture 4 is an example of student creative thinking performance on the elaboration indicator, with a score of 4 on the maximum score of 4. students are able to detail an idea he has by writing the steps. in question number five, students are asked to determine the function formula of the information given in the problem by explaining the steps and graphing their functions. 157 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 5 answer of question number five picture 5 is also an example of students' creative thinking skills on the elaboration indicator, with a score of 3 on the maximum score 4. students can detail the ideas they have in writing the steps, but there are still errors in the answer, students can not draw functions. based on post-test results after treatment of both groups, many indicators of creative thinking ability appeared in the experimental group that treated with quantum learning models using the mind mapping techniques than the control group with conventional models. it is also apparent from the comparison of the average test score of the experimental group of 63.20, which is higher than the average value of the post-test of the control group, which is only 48.13. therefore, it can be concluded that the achievement of creative thinking indicators is more achieved by the experimental group than by the control class. the results of this study are reinforced by previous research in a study entitled "the effect of quantum learning application using mind mapping on seven grade mathematics student learning outcomes of smp negeri 1 batam 2014/2015 academic year" obtained the results of research that the quantum learning learning model with mind mapping has a good effect to the learning outcomes of seven grade students of smp negeri 1 batam in 2014/2015 academic year (putra & martini, 2015). conclusion the conclusions drawn from the results of research carried out from the application of the quantum learning model using mind mapping techniques in mathematics subjects to junior high school eighth grade student, that is: 1. the quantum learning model using mind maps has a positive significant effect on students' creative thinking abilities. 2. the creative thinking ability of students from both groups seen from the test results explained that answers from students in the experimental group more fulfilling creative thinking indicators than students in the control group. 158 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references arifin, z.. (2011). quantum learning and teaching: menuju arah pembelajaran bermakna. alfikra: jurnal ilmiah keislaman, 10(1). arifin, z. sudarti, & lesmono a. d. (2016). pengaruh model quantum learning disertai metode eksperimen terhadap hasil belajar fisika siswa di sms negeri kalisat. jurnal pembelajaran fisika, 4(4), 365–370. huda, miftahul. (2013). model-model pengajaran dan pembelajaran: isu-isu metodis dan pradigmatis. yogyakarta: pustaka pelajar. mahmudi, a. (2010). mengukur kemampuan berpikir kreatif matematis. makalah disajikan pada konferensi nasional matematika xv unima. manado: jurusan matematika uny. mohiddin, d. p.. (2016). pengaruh model pembelajaran quantum teaching dan kemampuan berpikir matematis terhadap hasil belajar siswa. jtech, 4(2), 90 – 93. putra, j.d., & martini, j. (2015). pengaruh penerapan quantum learning dengan mind mapping terhadap hasil belajar matematika siswa kelas vii smp negeri 1 batam tahun pelajaran 2014/2015. pythagoras, 4(2), 43–55. putu, a. & ida, b. (2016). pengaruh penerapan strategi pembelajaran inovatif pada pelajaran biologi terhadap kemampuan berpikir kreatif siswa sma. issn 0215-8250: jurnal pendidikan dan pengajaran ikip negeri singaraja, (4) samad, i.. (2015). peningkatan hasil belajar matematika melalui pembelajaran quantum learning. pedagogy,2(1). saifulloh, m., muhibbin, z., & hermanto. 2012. strategi peningkatan mutu di sekolah. jurnal sosial humaniora, 5(2). soedjadi, r.. (2000). kiat pendidikan matematika di indonesia. jakarta: direktorat jendral pendidikan tinggi departemen pendidikan nasional. sudia, m., & majja, m. (2016). pengaruh motivasi berprestasi melalui kombinasi model pembelajaran kooperatif terhadap hasil belajar matematika. jurnal pendidikan matematika, 7(1), 1–13. tirtawati, ni l. r., adnyana, p. b., & widiyanti, ni l. p. m.. (2014). pengaruh pembelajaran kuantum (quantum learning) dan peta pikiran (mind mapping) terhadap keterampilan berpikir kreatif dan hasil belajar biologi siswa sma. e-journal program pascasarjana universitas pendidikan ganesha, program studi ipa, 4. 130 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej implementation of patil lele traditional game as ethnomathematics to improve student’s perspective to mathematics nuzul putri rahmawati, akhsanul in’am, mayang dintarini program studi pendidikan matematika, fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah malang nuzulputry@gmail.com abstract the aim of this research is as an effort students’ perspective on mathematics and the preservation of traditional indonesian games. as for the background of this writing, because indonesia is a country that has a diversity of cultures, one of them is traditional games. the current of globalization in indonesia has the effect of threatening extinction towards various traditional indonesian games. on other hand, the problem is the majority of students consider mathematics learning is difficult and unpleasant lesson. this research takes one of the traditional indonesian games namely patil lele to be implicated in mathematics learning. this research used descriptive qualitative research with the aim of describing, explaining, and interpreting the implementation of traditional game patil lele as ethnomatematics qualitatively using observation, documentation, and filling questionnaires and tests. the results showed that the use of patil lele games introduce students to traditional games, foster social attitudes, collaborate with students, and help students understand the concept of distance between points. after applying traditional patil lele games, students can get to know the game. by introducing this game, students can love their own culture that is indonesian culture with their participation in preserving traditional patil lele games. the application of traditional patil lele games can reduce the abstractness of mathematics by visualizing the material of distance between points through the game. thus, the implementation can provide a good image of mathematics subjects students’ perspective keywords: traditional games, patil lele, ethnomatematics, students perspective, and mathematics introduction nowadays, most of the student addicted to modern games includes online games, video games, social media and other modern games rather than selecting traditional games (suangga, ropi, & mardhiyah, 2011). it is different from traditional games which rarely found and increasingly lost eroded by globalization and the progress of the age (pinasti, fianto, & hidayat, 2015). even today the majority of student does not know traditional games (yudiwinata & handoyo, 2014). the existence of various traditional games such as sudamanda, dakon, mul-mulan, dauthik is less heard, especially among student (rahma & lutfi, 2013). other problems shows that most of the students consider mathematics learning is a lesson that requires high understanding, relatively difficult, and uninteresting lesson for them. this problem is supported by previous research which states that this is due to the tendency to abstract the formulas shown to students (fitroh & fatwa, 2018; wicaksono mailto:nuzulputry@gmail.com 131 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej & saufi, 2013; widjajanti, 2009). that thing makes students unmotivated and uninterested in learning mathematics and have poor perspective of students on mathematics (fitroh & fatwa, 2018; sari, 2018; anita, 2014). anticipating these problems, the teacher must find ways that can make mathematics learning more enjoyable (rahayu, 2016). the implications of mathematical concepts on the problems of daily life are an important part of the process of learning mathematics (tanujaya, prahmana, & mumu, 2017). therefore, it takes something that connects mathematics with the problems of everyday life (abdullah, 2017). one of them can be used as a connection is culture. this is because the culture is closely related to everyday life. culture is a whole unit that is integrated with the community (wahyuni, 2013). indonesia is one of the countries that have racial and ethnic diversity. indonesia have rich culture; one of them is traditional games (yanu, fianto, & yosep, 2014). therefore, this research raised traditional games that almost extinct to be implicated in mathematics learning. there are several of traditional games that contain elements of learning mathematics; they are engklek, gobak sodor, congklak, galah and pencle (muzdalipah & yulianto, 2015). its implementation is a engklek game on geometry of flat-build material (irawan, 2018). furthermore, there are dakon games that are applied to multiplication operation material, kpk and fpb (linguistika & febriyana, 2011; widiastuti, 2014). this research implements traditional game of patil lele as ethnomatematics. patil lele is one of hundreds of traditional indonesian games that are played in groups. this game is played by throwing or hitting a small wooden rod called a anak patil lele with a large wooden stick called the induk patil lele. patil lele games are usually played in the field, yard, or in a roomy area (yanu et al., 2014; prastowo, 2018). the purpose of this game is to compete to be superior in getting points. the points obtained come from calculating the distance between holes with the fall of a anak patil lele, which can be attributed to calculating the distance between two points in mathematics learning (bito, 2014). based on these problems, the problem is only limited to the use of traditional patil lele games as learning models to improve students' perspective on mathematics and introduce traditional mathematical games to students. so, the problems in this research can be formulated as follows: 1) the use of traditional patil lele as mathematical learning model on material between points; 2) traditional game of patil lele as a learning model to improve students' perspective on mathematics, and 3) traditional game of patil lele as a learning model to introduce traditional games to students. the purpose of this research is to answer these problems. research method this research uses descriptive qualitative research with the aim of describing, explaining, and interpreting qualitatively the implementation of traditional game patil lele as ethnomatemathics to improve students' perspective on mathematics. the traditional game of patil lele was used as the object of research and involved ten students of viiif class of smp negeri 3 batu as subjects of research taken randomly. subject taking is based on the sequence of student seating by counting and taking sequences in multiples of three. the research was conducted at smp negeri 3 batu in the odd semester of the academic year 2018/2019. data collection techniques in this research 132 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej used observation, documentation, and filling out questionnaires and tests. observations were carried out before implementation and during the traditional patil lele game implementation. similarly, documentation was taken when the application of traditional patil lele games was carried out. meanwhile, filling out questionnaires and tests was carried out by players after the implementation of traditional patil lele games. questionnaires are used to determine student responses regard to the application of traditional patil lele games in understanding the concept of distance between two points in achieving indicators of student perception. the questionnaire used was adapted intisari in 2017 in which there are indicators of student perceptions, namely accepting, understanding, and assessing. the stages of research carried out as follows: 1) primary observation; 2) literature review; 3) preparation; 4) application, and 5) data analysis. data analysis techniques carried out in this research are qualitative analysis. the stages of qualitative analysis include the following: 1) data reduction, namely simplifying obtained data during data mining in the field; 2) presentation of data, which presents a set of structured data that gives the possibility of taking conclusions, and 3) verification of data, namely concluding what has been analyzed at the stage of data reduction. result and discussion in this section presented data description and a discussion of the results of the use of traditional patil lele games presented on september 26, 2018, located at the courtyard of smp negeri 3 batu. this discussion covers the results of the analysis of the use traditional patil lele games in mathematics learning on the material distance between two points. this discussion was in the form of data presentation and interrelated discussion both from the observation results in the application and evaluation after the application of traditional patil lele games. the traditional game of patil lele required a tool consisting of two wooden slats of the same size but different lengths and a hole to put one shorter wood. the hole can also be replaced with two stones as a backing for the wood. in addition, the traditional game of patil lele requires a fairly large place like a yard. if the traditional game of patil lele is played on a field or a place that does not have a roof, then make sure the weathe r is clear and supports this game. the aim of this game is to determine the winning team, which is the team that gets more points than the other teams. the points are in the form of an accumulation of the distance between the wok and the hole where the wood is thrown with the point of the fall of the wood after being thrown when the team becomes a player. as for the stages in the application of traditional patil lele games in the implementation, there are three stages, they are: 1) preparation or planning stage; 2) implementation stage, and 3) evaluation stage. at the preparation stage, the first thing was inform the students that some of them invited to play traditional patil lele games. however, students did not very interested in this game because they did not understand the rules of this traditional game and almost never hear the existence of this traditional game among them. therefore, it was quite difficult to invite them to play traditional patil lele games. after 10 student were selected to play traditional patil lele games, players were gathered and given directions about the steps and rules for the course of the game. while a player has understood the rules and course of the game, players were asked to choose a match pair that will be the opponent of the team in the game. the playing team is grouped according to the player's play rock 133 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej paper scissors with their partners, which were the team that wins in the rock paper scissors and the team that loses in the rock paper scissors. the team of players who win in the rock paper scissors has the right to get turn to play after preparing the tool in the form of wok, anak patil lele, and induk patil lele. at the implementation stage of the traditional patil lele game, some students that have turn to play tried to practice how to play the game that they have understood during preparation. the student tried to throw the anak patil lele correctly before the game rules applied. teams that got a turn to play or teams that got a turn to guard tried to achieve the victory of their respective teams by doing the following things: 1) each team tried to build each other's cohesiveness by familiarizing themselves with other team members even though in the classroom as usual not so close; 2) each team drew its own strategies, and 3) each team communicated and coordinated each strategy with each team member. the strategy developed by each team was like a strategy on how to throw patil lele so that the patil lele is thrown away and got more points, as well as the strategy of placing team members so they can catch the anak patil lele. after the game lasts about ten minutes, each team understood the skills each member has in the game. therefore, each team can developed the next strategy by using the skill roles of each member. when it has been going on quite a long time, there some of the student who seem getting bored. however, the other team members reminded each other and gave reinforcement to keep the spirit for the team's victory to be achieved together. this situation allowed the student to hold his own ego when he began to get bored in order to achieve the goal of winning the team. every student has enthusiasm in the team's victory even though the enthusiasm various between students. when traditional patil lele games were applied, each team was given a game activity sheet. the activity sheet was in the form of an accumulation of distance that each team got when the traditional game of patil lele takes place. the data below showed the results of worksheets for each team. 134 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 2. activity sheet team a picture 3. activity sheet team b based on the results of the patil lele game activity sheet, it can be observed that while the team is guarded, team b gets more points in catch the anak patil lele than team a. team b got 60 avoiding the catch of patil lele by their team members, which is 12 catch. however, team a geot 55 points from the catch of anak patil lele by their team members, which are as many as 11 catches. this is different when being a team player, team a gets more points from throwing patil lele by his team members, that was 105 points. different from team b when became a player, team b gets fewer points than team a, which is 80 points. this point showed that each member in the team has their own different skills, in team a and team b. this skill that makes the basic capital in the formulation of strategies that they used in the game. each team developed a different strategy, depending on the portion of skills each member of the team has. in determining the skills of each member of the team also requires considerable time. after they played in a long period of time, after that each team can know the skill of each member of his team. at the evaluation stage, there were two research instruments that illustrate the results of applying this traditional patil lele game. the research instruments were in the form of questionnaires and problem practice sheets. the questionnaire sheet and question exercise sheet were given when the traditional game of patil lele was applied as a form of evaluation of the activity. a questionnaire sheet was given to measure some aspects of the indicator that had been achieved after the traditional patil lele game was applied. the aspects of achievement were aspects of understanding, perspective aspects, and social aspects. the questionnaire was in the form of a closed questionnaire with 12 statements that students had to fill based on their level of agreement with the statements. the level of agreement consists of strongly disagree, disagree, agreeing, and strongly agreeing. meanwhile, the problem exercise sheet contains a cartesian field with several 135 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej points in it along with five items that describe the distance between one point and another point. the following exercise data questions along with the analysis given by students after traditional patil lele games are applied. picture 4. the result of exercises based on the obtained data, the results of the problem training sheet that have been filled out by students were very satisfying. all students can fill in all the questions that have been given. it can be said that all students understood the material between points. all students answer the practice questions correctly. in other hand, there was no student mistake in answering the problem exercises. because all students answer all the questions correctly, this showed that all students succeed in understanding the material concept of distance between two points. in addition to practice questions, students were also required to fill out questionnaires after traditional patil lele games are applied. based on the results of data analysis in the form of questionnaires that have been filled out by students, it explained that the questionnaire in the used of traditional game patil lele has three main indicators that must be achieved after the application of the game. the three main indicators were accepting or absorb indicators, understand, and assess. based on these three indicators, the achievement of the success of all indicators in the questionnaire of the majority of respondents was to approve the statement in the questionnaire. it showed that the application of patil lele traditional games was very successful in achieving its achievements based on questionnaires that have been filled by students. after the traditional patil lele game applied, students understood and even play the game. this was certainly very significant for the preservation of traditional indonesian games whose existence was threatened with extinction. by introducing this game, students can love their own culture, namely indonesian culture with their participation in preserving traditional patil lele games. students who previously only knew modern games such as online games, video games, social media and other modern games in their respective smartphone playstores. after followed the application of traditional patil lele games, they understood the traditional game of patil lele. even after that, they have curiosity about other traditional indonesian games. not only want to know, but also want to 136 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej understand and do other traditional indonesian games besides traditional patil lele games. however, they did not know for sure where to find information to understand the rules of the game and how to do other traditional indonesian games. some of these exposures became a special achievement for the use of traditional patil lele games. this achievement was certainly very relevant to one of the objectives of this research, namely the aim of introducing and preserving indonesian traditional games to students as the next generation of indonesia. in addition, this achievement was also relevant to character education found in the 2013 curriculum that preserving indonesian culture. most students consider mathematics learning is difficult because the students only know about series of abstract and boring formulas. the factors that influence that are mathematics itself, from within the student, and the delivery of the teacher. this was because mathematics is too abstract and far from concrete, reality, and daily life, resulting in low motivation of students to learn mathematics. in addition, teacher learning methods that do not proper of students’ character and not desirable by the students also cause poor perspective of mathematics. with the application of traditional patil lele games, mathematics learning material about distance between points can be visualized in the game by calculating the distance between the origins before the anak patil lele is thrown to the point of the fall of the anak patil lele. this application can reduce the abstractness of mathematics by connecting material to the game. in addition, by using the term of "play" students will be motivated to take part in the activity, because their age still likes and needs to play. the teacher, who applied cooperative learning methods by using several games, can also change the perspectives of students towards the teacher so that students like the teacher. when students like their teacher, this can provide encouragement or a certain motivation to take part in mathematics learning. so that mathematics subjects are no longer feared by students and have a good image in the perspective of students. some of researchers have published the results of their research related to the implementation of several traditional games in the process of learning mathematics. however, the traditional games applied in these studies were different traditional games. ethnomatematics linking in the application of traditional games also uses different material. here are some of the games: 1) engklek games on geometry material on flat shapes (irawan, 2018); 2) illustrated pat games in learning number operations (prahmana, 2012); 3) one house game in learning number operations (zulkardi & nasrullah, 2011); 4) rot play in the learning of kpk (prahmana, 2010), and 5) top games in learning time (jaelani, putri, & hartono, 2013). there was also one of the researchers who discussed the traditional game of patil lele in learning mathematics, although the game of patil lele was not used as a focus in the research. in that research, the use of several games was one of them traditional patil lele games. traditional patil lele games in the research were applied to elementary school students on measurement material. the results of the research show that students realize the need of a standard measurement to get a fair measure (wijaya, 2008). in contrast to this research, it applied traditional patil lele games to junior high school students. this application is applied to the material distance between two points. although both were applying the traditional patil lele game and both use measurement material, but the material substance and research objectives are different. the struggles to improve the perspective of these students should be done. this is because there are previous studies which state that students' perspective can influence their learning outcomes. when 137 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students perceive well on math subjects, students will be motivated to learn it and improve their learning outcomes (fitroh & fatwa, 2018) conclusion based on the results and discussion that has been presented, it can be concluded that after the traditional game of patil lele if applied in mathematics learning, it can have the following impacts: 1) introducing students to traditional indonesian games that are almost extinct and eroded by the flow of globalization; 2) help students understand the concept of distance between points; 3) make mathematics learning fun, and 5) change the bad perspective of the students towards mathematics learning. so, it can be concluded that this research can answer the statement of problem. references abdullah, setiawan a. (2017). ethnomathematics in perspective of sundanese culture. journal on mathematics education, 8(1), 1–16. https://doi.org/10.22342/jme.8.1.3877.1-15 anita, i. w. (2014). pengaruh kecemasan matematika (mathematics anxiety) terhadap kemampuan koneksi matematis siswa smp. infinity, 3(1), 125–132. https://doi.org/http://dx.doi.org/10.22460/infinity.v3i1.43 bito, g. s. (2014). aktivitas bermain sebagai konteks dalam belajar matematika di sekolah dasar dengan pendekatan matematika realistik. jurnal pemikiran dan pengembangan sekolah dasar universitas muhammadiyah malang, 1(4). fitroh, m. imam. fatwa, anisa. (2018). pengaruh persepsi matematika terhadap hasil belajar siswa di smk negeri 1 surabaya. jurnal pembelajaran matematika, 5(2), 148–156. retrieved from jurnal.uns.ac.id intisari. (2017). persepsi siswa terhadap mata pelajaran matematika. journal unsika, 1(1), 62–71. irawan, a. (2018). penggunaan ethnomatematika engklek dalam pembelajaran matematika. jurnal matheducation nusantara, 1(1), 46–51. jaelani, a., putri, r. i. i., & hartono, y. (2013). student’s strategies of measuring time using traditional gasing game in third grade of primary school. journal on mathematics education, 4(1). linguistika, y., & febriyana, i. (2011). permainan dakonmatika sebagai media pembelajaran matematika topik faktor persekutuan terbesar ( fpb ) dan kelipatan persekutuan terkecil ( kpk ) bagi siswa sekolah dasar. seminar nasional matematika dan pendidikan matematika fmipa uny. muzdalipah, i., & yulianto, e. (2015). pengembangan desain pembelajaran matematika untuk siswa sd berbasis aktivitas budaya dan permainan tradisional masyarakat kampung naga. jurnal siliwangi, 1(1), 63–74. pinasti, r. d., fianto, a. y. a., & hidayat, w. (2015). penciptaan buku komik sebagai upaya pengenalan permainan tradisional kepada remaja. jurnal artnouveau, 4(1), 155–162. retrieved from http://jurnal.stikom.edu/index.php/artnouveau/article/view/772/364 prahmana, r. c. i. (2010). batu, permen, dan berbagi yang adil. majalah pmri. prahmana, r. c. i. (2012). pendesainan pembelajaran operasi bilangan menggunakan permainan tradisional tepuk bergambar untuk siswa kelas iii sekolah dasar https://doi.org/10.22342/jme.8.1.3877.1-15 138 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (sd). universitas sriwijaya. prastowo, a. (2018). permainan tradisional jawa sebagai strategi pembelajaran berbasis kearifan lokal untuk menumbuhkan keterampilan global di mi/sd. jmie : journal of madrsah ibtidaiyah education, 2(1), 1–28. rahayu, r. (2016). permainan edukasi berbasis keunggulan lokal dalam pembelajaran matematika. prosiding seminar nasional “menumbuhkan kembali pesona budaya bangsa dalam perspektif psikologi.” rahma, r. a., & lutfi, a. (2013). pemanfaatan media permainan tradisional selibur sebagai media pembelajaran untuk meningkatkan hasil belajar struktur atom. chemical education, 2(1), 59–63. sari, yunia n.i. (2018). kontribusi minat belajar, persepsi siswa tentang cara mengajar guru dan kondisi lingkungan sekolah terhadap hasil belajar matematika siswa smp.universitas muhammadiyah surakarta. suangga, anisa. ropi, helwiyah. mardhiyah, a. (2011). hubungan aktivitas bermain video game dengan school myopia pada siswa-siswi sd asy syifa 1 bandung. ilmu keperawatan unpad, 1(1), 1–15. sudjana, n. (2010). dasar-dasar proses belajar mengajar. bandung: sinar baru algesindo. tanujaya, b., prahmana, r. c. i., & mumu, j. (2017). mathematics instruction, problems, challenges and opportunities: a case study in manokwari regency, indonesia. world transactions on engineering and technology education, 15(3), 287–291. wahyuni, d. (2013). peran etnomatematika dalam membangun karakter bangsa. prosiding fmipa uny, (november), 978–979. wicaksono, a. b., & saufi, m. (2013). mengelola kecemasan siswa dalam pembelajaran matematika. penguatan peran matematika dan pendidikan matematika untuk indonesia yang lebih baik, (november), 978–979. widjajanti, d. b. (2009). mengembangkan keyakinan (belief) siswa terhadap matematika melalui pembelajaran berbasis masalah. makalah knpm3 2009 men, 1–9. wijaya, a. (2008). design research in mathematics education: indonesian traditional games as means to support second graders’ learning of linear measurement. utrecht university. yanu, a., fianto, a., & yosep, s. p. (2014). penciptaan buku ilustrasi permainan tradisional sebagai upaya pelestarian warisan budaya lokal. art nouveau journal, 3(1). yudiwinata, h. p., & handoyo, p. (2014). permainan tradisional dalam budaya dan perkembangan anak. paradigma, 2, 1–5. zulkardi, & nasrullah. (2011). building counting by traditional game a mathematics program for young children. journal on mathematics education, 2(1). 7 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej error analysis of high school students on linear program topics based on newman error analysis hanne ayuningtias elsa, eyus sudihartinih study program of mathematics education, faculty of mathematics and natural science education, universitas pendidikan indonesia e-mail: hanneaelsa@student.upi.edu; eyuss84@upi.edu abstract this study aims to obtain a description of the errors of high school students on linear program topics by using the newman error analysis. this type of research is a descriptive study with a qualitative approach. this research was conducted by giving a test to participants consisting of a three-word problem on the topic of a linear program then conducting interviews as a data collection technique. participants in this study were five female students of class xi in one of the senior high schools in bandung, including four people who were students majoring in sciences studies and one person who was a student majoring in social studies. based on the results of a research according to the newman error analysis, all participants made several types of errors on the topic of a linear program. errors made by the participants include transformation errors made by three students, the process skill errors made by two students, and writing error answers made by two students. ke ywords : qualitative; error; newman error analysis; linear program; senior high school. introductions at the senior high school class xi, there were still some students who had difficulty understanding mathematics. one of the things that can cause students difficulties in learning mathematics is the difference in abilities possessed by each student. errors in solving math problems can be used to find out the learning difficulties of mathematics experienced by students (farida, 2015). this is important for teachers to be able to find out the location of student errors so they can know and anticipate learning difficulties experienced by students. one way that can be used to analyze student errors is by newman error analysis (halim & rasidah, 2019). table 1. factors and indicators of student error no. factors causing student error indicators 1. reading students are not able to interpret the purpose of the problem, do not understand the symbols or terms in the problem 2. comprehension students do not understand the commands in the problem 3. transformation students are not able to make mathematical models from information obtained from problems 4. process skills students incorrectly perform arithmetic or wrong operations on the steps that must be performed to solve a problem 5. writing answers students cannot or forget to write answers based on commands on the problem, students cannot write answers completely 8 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the curriculum 2013, one of the topics studied by students of class xi is a linear program. in putri (2018), the linear program is one of the topics in compulsory mathematics subjects that contain several prerequisite concepts, including systems of linear equations, linear inequalities, and graphs. these concepts are indispensable in linear program topics and will be used in the following topics, namely on the topics of matrices, sequences and series, and polynomials. linear programs can be used in everyday life to solve the problem of managing a limited resource to achieve an optimum goal, such as in the fields of economics, trade, industry, agriculture, and others (putri, 2018). based on suci’s research (andriyani & ratu, 2018), it was reported that students made errors in linear program topics, following examples of these errors. figure 1. error one the error made by the student is an error in making a mathematical model. figure 1 shows that students made an error in making the inequality that was asked for the problem. figure 2. second error the error made by the student is an error in determining the corner point, which is one of the methods used to find the optimum value of the objective function. figure 3. third error the error made by the student is not appropriate in writing answers to the questions asked. according to newman (karnasih, 2015), newman error analysis or nea is used to help teachers identify students who have difficulty with word problems, provide students with experience in working on exercises, and hopefully, students can correct errors made in working on word problems. nea is used to find out the underlying causes of difficulties 9 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej for students, help teachers to determine the location of student errors, and determine effective learning strategies to overcome them (karnasih, 2015). based on these descriptions, researchers will examine the errors of senior high school students in linear program topics based on newman error analysis. research method this study follows sudihartinih's research (sudihartinih, 2018), which is a descriptive qualitative study using data triangulation (interviews, documentation, and theory). the steps in this study are (1) providing tests in the form of story questions consisting of three items, (2) analyzing errors according to the nea, (3) conducting interviews with students who make errors, and (4) documentation. participants in this study were five 16-year-old students of the female sex and a class xi student at one of the state high schools in bandung. the participants consisted of one student majoring in social studies and four students majoring in science. the instruments in this study were researchers, test questions, documentation, and interviews. in practice, this research took place in the school mosque and the time of its implementation after the learning and learning activities. participants work on the questions individually (questions in indonesian) for approximately 30 minutes followed by an interview. the problem in this study was arranged based on indicators (1) students can determine the set graph of linear inequality system settlement, (2) students can make mathematical models of story problems, and (3) students can solve problems by applying linear program rules. the following questions are arranged based on these indicators in sequence as follows: (the source of these questions is derived from (rohaeti, 2019) and (gunarto, 2014)) 1. draw a graph that satisfies the linear inequality system 𝑥 + 𝑦 ≤ 15 𝑥 + 2𝑦 ≤ 20 𝑥 ≥ 0, 𝑦 ≥ 0 with 𝑥,𝑦𝜖𝑅 2. a property company will build two types of houses. for type 21 land area needed is 60 m2 and the type 36 land area needed is 90m2. if the number of houses built is no more than 800 units and the area of land available is 54,000 m2, determine the inequality that satisfies the problem! 3. a tailor has a supply of 84 m of plain cloth and 70 m of batik cloth. the tailor will make two types of clothes for sale. type a clothing requires 4 m plain cloth and 2 m batik cloth, while type b clothing requires 3 m plain cloth and 5 m batik cloth. if type a clothes are sold at a profit of rp. 40,000.00 per piece and type b clothes are sold at a profit of rp. 60,000.00 per piece, what is the maximum profit that the tailor can get? 10 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results the following are the results of the tests conducted by participants, documentation, and interviews. a. student 1 figure 4. student 1 when working on test questions figure 5. student 1’s answer to question number 1 figure 6. student 1’s answer to question number 3 the interview for student 1 on numbers 1 and 3 is as follows: p : how can you be sure of this settlement set area? (while pointing at students' answers) s : because, first, test point ... p : what point? 11 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej s : (0,0) emm .. to this .. (pointing to answer) these two inequalities. and if for example, this does not meet the shaded one that does not meet, so if the clean one that meets so if for example later it is checked (0.0) is true not less than 15, later if for example shaded to .. to .. here, hehehe. (while pointing to the direction of shading) p : so, which one is the answer to number 3? s : here is the answer, rp1.080,000.00. oh, i forgot to write the conclusion, ma’am, hehehe. student 1 made a writing error answers to questions number 1 and 3 even though the calculation results were correct. in problem number 1, students do not write one way to draw a graph that is to test any point to determine the set of settlement areas that meet the inequality system. in question number 3, students are asked to write down the maximum number of benefits the tailor gets. however, students do not write their conclusions. b. student 2 figure 7. student 2 when working on test questions figure 8. student 2’s answer to question number 1 the interview on student 2 on number 1 is as follows: p : how can you be sure that the settlement area is this one? (while pointing at students' answers) s : because i checked it, but i didn’t write it. p : how to checked it? s : (0,0) p : what do you do with (0,0)? s : subs 0..., because this like a line, the line looks like made territory. and (0,0) that's a ... easy way to check for me. now, (0,0) is a mean point (0,0). well, then substituted to the first one, for example, x = 0, y = 0. now that's less 12 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej than 15, it turns out that when i add up, oh right less than 15 means this is an area that i think is right. then the second one is the same, i entered (0,0) also because the example is easy. student 2 makes a writing error answer to problem number 1. in this problem, students do not write one way to draw a graph that is to test any point to determine the set of settlement areas that meet the inequality system. c. student 3 figure 9. student 3 when working on test questions figure 10. student 3’s answer to question number 3 the interview on student 3 on number 3 is as follows: p : how do you do problem number 3? s : i forgot to mention ma'am, just make the equation .. eh the inequality of the mathematical model. p : why is the mathematical model like that? s : as long as hehehe (while scratching her head), i forgot it. students make an error transforming on problem number 3. in this problem, students are wrong in writing mathematical models. 13 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej d. student 4 figure 11. student 4 when working on test questions figure 12. student 4’s answer to question number 1 figure 13. student 4’s answer to question number 3 the interview for student 4 in numbers 1 and 3 is as follows: p : why is the graphic like this? (while pointing at students' answers) s : i am looking for the first intersection point with the second one, let's say that one of the points is 0 and then the intersection point p : then, which set of settlement areas? s : well, ma'am, i forgot to mention, so it's not continued (while scratching her head) p : for number 3, how do you do the problem? s : make a mathematical model, ma'am, make the equation, then find the intersection point p : why is the mathematical model like that? s : actually, i'm still confused, ma’am, determining the x and y variables. student 4 made a process skill error on problem number 1 and the error transformed in problem number 3. in problem number 1, students did not write in full ways to draw a graph that is the stage of testing any point to determine the set settlement area and did not describe the graph in full. in problem number 3, students incorrectly write mathematical models. 14 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej e. student 5 figure 14. student 5 when working on test questions figure 15. student 5’s answer to question number 1 figure 16. student 5’s answer to question number 3 the interview on student 5 in numbers 1 and 3 is as follows: p : so, where is the settlement set? s : this is, ma’am, which is shaded (pointing at the area), isn't that right, ma'am? p : try to remember again, how to determine the settlement area? s : for example, when tested, the point meets the means shaded like this (while pointing to the shaded area) p : but, why only one inequality is shaded? s : oh yes ma'am, do i forget this one too? (designating the area that should be the settlement set area) p : for number 3, how do you do the problem? s : first, make the mathematical model, ma'am, then find x and y, then substitute it into f (x) p : why is the mathematical model like that? 15 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej s : suppose that x is plain and y is batik. then the supply is 84m and 70m so there are 154m. student 5 made a process skill error on item number 1 and error transformed in item number 3. in item number 1, students did not write in full ways to draw a graph that is the stage of testing any point to determine the set settlement area and incorrectly assessing the area settlement set on the graph. in problem number 3, students incorrectly write mathematical models. from this description, an error data is obtained according to the nea, i.e.: table 2. categorizing student errors participant s number 1 number 2 number 3 student 1 error 5 true error 5 student 2 error 5 true true student 3 true no answer error 3 student 4 error 4 no answer error 3 student 5 error 4 true error 3 note :error 3: transformation errors error 4: process skill errors error 5: writing error answers the same errors were discovered by (ellerton & clements, 1992), who stated that there were transformation errors, process skill errors, and writing error answers, but the study was conducted on grade vii students with a different topic from this study. to minimize student errors, teachers can make improvements in the learning process, one of which is to emphasize the concept of students and guide and motivate students to practice answering questions. for students, they should tell the difficulties experienced in the learning process to the teacher or ask friends who are more in charge of the topic (indra puspita dewi, wisna ariawan, & gita, 2019). conclusion the conclusion in this study is that there are student errors in linear program topics. based on newman error analysis, the transformation errors are made by three students, the process skill errors are made by two students, and the writing error answers are made by two students. errors made by students are caused by a lack of understanding of the concept of a linear program and forgetting to write answers in full so that efforts can be made to reduce these errors by designing teaching materials or choosing appropriate learning strategies. references andriyani, a., & ratu, n. (2018). soal cerita pada materi program linear ditinjau dari gaya kognitif siswa. jurnal pendidikan berkarakter, 1(1), 16–22. ellerton, n., & clements, m. a. (1992). implications of newman research for the issue of\n"what is basic in school mathematics?". 276–284. retrieved from http://www.merga.net.au/documents/merj_7_1_mitchelmore&white.pdf%5cn 16 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej http://docs.google.com/viewer?a=v&q=cache:antysbzwucj:www.merga.net.au/publications/counter.php?pub=pub_conf&id=1 048+%22remedial+mathematics%22&hl=en&gl=au&pid=bl&srcid=adgeesig igqhkab1c farida, n. (2015). analisis kesalahan siswa smp kelas viii dalam menyelesaikan masalah soal cerita matematika. jurnal pendidikan matematika fkip universitas muhammadiyah metro, 4(2), 42–52. https://doi.org/10.1145/3132847.3132886 gunarto, p. a. (2014). big bank soal + bahas matematika sma/ma kelas 1, 2, & 3. jakarta: wahyu media. halim, f. a., & rasidah, n. i. (2019). analisis kesalahan siswa dalam menyelesaikan soal cerita aritmatika sosial berdasarkan prosedur newman. jurnal pendidikan matematika, 02(01), 35–44. indra puspita dewi, k., wisna ariawan, i. p., & gita, i. n. (2019). analisis kesalahan pemecahan masalah matematika siswa kelas xi sma negeri 1 tabanan. jurnal pendidikan matematika undiksha, 10(2), 43. https://doi.org/10.23887/jjpm.v10i2.19917 karnasih, i. (2015). analisis kesalahan newman pada soal cerita matematis (newman’s error analysis in mathematical word problems). jurnal paradikma, 8(april), 37– 51. retrieved from http://digilib.unimed.ac.id/1368/2/full text.pdf putri, i. s. (2018). desain didaktis pembelajaran matematika untuk mengatasi hambatan epistimologi pada konsep program linear di sma. https://doi.org/10.1017/c bo9781107415324.004 rohaeti, e. e. (2019). pembelajaran inovatif matematika. bandung: refika aditama. sudihartinih, e. (2018). analisis kesalahan siswa dalam konsep titik dan garis pada bidang. erudio journal of educational innovation, 5(1), 12–18. https://doi.org/10.18551/erudio.5-1.2 microsoft word 8025-6623-b88b-5fe3 80 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej application of discovery learning model in mathematics learning to determine students’ mathematical communication ability hariyo sugeng widodo1, marhan taufik2, reni dwi susanti3 123department of mathematics education, faculty of teacher training and education, muhammadiyah university of malang e-mail: hariyosugeng@gmail.com abstract this research aimed to describe the application of the discovery learning model in mathematics learning and to describe students' mathematical communication skills both orally and in writing. the approach to this research is a qualitative approach, while the type of research used is descriptive. this research was conducted with the subject of class viii c students in the 2019/2020 school year. the data collection techniques used in this study were observation to determine students 'mathematical communication skills orally and tests to determine students' written communication skills. the instruments used in this study were the observation sheet of students' communication skills and the test in the form of description questions. based on the results obtained, it shows that the application of the discovery learning model in this study can be said to be quite good but the results are less than optimal and there are several obstacles experienced during learning activities using the discovery learning model. meanwhile, the level of students' mathematical communication skills is quite good with a percentage of 56% for oral and 59.48% for written. keywords: discovery learning; students' mathematical communication introduction study is a process where someone who initially didn’t know to be know about a problem or problems. study is an activity to develop yourself or behavior both in the cognitive, attitude or psychomotor aspects (mufidah, effendi, & purwanti, 2013). so that by learning someone will experience development and progress in his life. learning activities can be interpreted as an individual interaction with their environment (pane & dasopang, 2017). the environment in question is the objects that make individuals gain experience or knowledge (pane & dasopang, 2017). learning can be carried out anywhere, one of which is at school. school is a place where a person can study where the teacher becomes a facilitator in the learning process in the classroom. learning is the interaction between students and teachers as well as learning resources in a learning environment (nurdyansyah & fahyuni, 2016). based on this statement, there are three main elements in learning that is students, teachers and learning resources. students and teachers must have a relationship with each other, so there needs to be cooperation between the two so that the objectives of learning can be achieved. ideal learning places the teacher as a facilitator (companion) of students, motivates students, guides students in exploring information, becomes a learning resource, asks questions well, creates a learning atmosphere to be student 81 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej centered (hartono, 2013; hunaepi, samsuri, & afrilyana, 2014) . teachers must also be able to develop teaching materials and determine learning models according to classroom conditions. the learning model is an activity carried out by the teacher in the learning process in order to improve learning achievement and achieve learning objectives. the learning model is a form of learning that is described from beginning to end and is described by the teacher in a typical manner (helmiati, 2013). many learning models can be selected such as discovery learning. discovery learning is a model where the teacher acts as a facilitator in learning activities, where students are guided by questions from the teacher, lkk or lks to find knowledge they do not yet know (mawaddah & maryanti, 2016). on the other hand, discovery learning is a learning process in which students are asked to learn on their own to find a concept (nurgazali, 2018). this learning model can be applied in groups or individually (mawaddah & maryanti, 2016). mathematical communication is a process in learning that uses mathematical language both orally and in writing in delivering information (siregar, 2016). through mathematical communication, teachers can find out students' abilities when interpreting and expressing understanding regarding the material being studied (widiatmika, suharta, & suryawan, 2019). the 2018 pisa shows indonesia ranks 70 out of 77 countries with a score of 379. this shows that indonesia's math ability can be said to be low. in addition, based on experience when participating in the apprenticeship program, researchers conducted learning activities using several models, namely two stay two stray and the team games tournament. during the internship, the researcher only delivered material and ran the model according to the steps, where out of 30 students only 5% of students were active in conveying or communicating opinions or ideas. this shows that there are still many students with not optimal mathematical communication skills in expressing or communicating their opinions or ideas orally or in writing. based on sari, noer, & bharata's (2016) research, it is shown that discovery learning affects mathematical communication skills and does not affect self-confidence. the results of this study are inversely proportional to the results of research conducted by prestika, saragih, & yuanita (2018) showing that discovery learning can improve mathematical communication skills and self-confidence compared to conventional learning. in qodariyah & hendriana's research (2015) it shows that the mathematical communication skills of students who take learning with discovery learning are higher than conventional learning. on the other hand, in nazikha's (2016) research, it was shown that the communication skills of grade vii students in learning using the discovery learning model reached 90.625% classical completeness. through the description above, the researchers took the problem about application of the discovery learning model in mathematics learning to determine students’ mathematical communication ability, so that the purpose of this research was to describe the implementation of learning using the discvoery learning model and the level of students’ mathematical communication skills both verbal and writing on implementation discovery learning model. 82 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method the approach to this research is a qualitative approach while the type of research used is descriptive. this research was conducted at smp muhammadiyah 06 dau with the subjects is class viii c which means 30 students consisting of 16 female students and 14 male students. this procedure has four stages that is the planning stage which is the stage for determining the place of research and making a permit to conduct initial observations. the second stage is the preparation stage which is the drafting of the rpp. the third stage is the implementation in which this research was conducted in four meetings. in the fourth stage is the final stage leads to the analysis of data collected to be processed descriptively and described in accordance with the facts during the learning activities. data collection techniques used in this research were observation and test. the observation will be carried out at the 1st to 3rd meeting and these observations are used to determine the verbal communication of students’ mathematical communication. the test is used to determine students’ mathematical communication verbal and this test consists of 4 items that will be given to students at the 4th meeting. the research instruments used by researchers were the observation sheet and the test sheet. data analysis of mathematical communication skills and the test consists of data that has been presented on the observation sheet and analyzed using qualitative data analysis. results and discussion this research was conducted at smp muhammadiyah 06 dau class viii b with a total of 30 students consisting of 14 male students and 16 female students. the research data were obtained based on the observation sheet and questions on mathematical communication skills. this research was conducted on february 24, 2020 to march 3, 2020. 1. application of the discovery learning model in mathematics learning implementation of learning during the research at smp muhammadiyah 06 dau was carried out in three meetings. there are several steps in applying the discovery learning model including: a. provide problems to be discussed at the first meeting, the problem at the first meeting were many students who talked with their friends, and some even kept going to the bathroom for fear of not being able to explain, many students were not ready. the solution is that the researcher provides directions to students so that they know what they should do next and gives a warning to several students who are busy or chatting with friends and ask students to study at home related to the material to be discussed at the next meeting. at the second meeting, the problem was that there were still many students who had not focused during the initial learning because they were still confused about the assignments in the previous lesson. the solution given is that the researcher asks students to collect their assignment books forward and asks students to focus so that learning is completed quickly. at the third meeting, students sat in accordance with their respective groups so that learning could be carried out immediately. but there are still some students who enter late by reason of the bathroom 83 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej b. identification of peroblems at the first meeting, many students asked questions and were still confused about the problems in the lkpd and the solution was that the researcher explained the problems that existed in the lkpd and told students what they should look for then the researcher went around to each group giving each group the opportunity to ask questions. which they are still confused about. at the second meeting, students were not yet focused because they were still thinking about their previous lesson assignments so that students asked a lot about the problems that existed in the lkpd. then the researcher explained the problem in the lkpd and asked students to listen to the explanation and focus because the researcher only explained it once and asked the students that in addition to the mathematics textbook, notebooks and lkpd were put in the bag. at the third meeting, many students already understood the problems that had to be resolved c. gather information at this stage, many students only depend on students who they think are smart in the group so that many other students chat with their group members and their reasons are not bringing textbooks. the solution made by the researcher was that the researcher asked several students to borrow textbooks from the library so that each member of the group had resources to collect information and give warnings to busy students or chatting with friends at the second meeting, there were several students who asked other groups for answers to the lkpd about the surface area of the blocks, which made the class conditions crowded and not conducive. then the researcher reprimands students who take a walk to another group and threatens to give a zero score and asks students to finish the discussion as soon as possible because there will be reciting activities. at the third meeting, students began to understand the lkpd provided and students who did not bring textbooks borrowed directly from the school library. in gathering information, only a few students still asked other groups. d. processing data to answer problems at the first meeting, many students thought that only group representatives were working on the lkpd. the solution made by the researcher is to provide threats where even if they do not do it, if they are appointed they must be able to explain and if they cannot, then they will be given punishment. researchers also reprimanded students who were busy and chatting with their friends. at the second meeting, the activity was a little late because previously there was a recitation activity so to overcome this, the researcher gave about 10 minutes for the students to solve the problems at the lkpd. at the third meeting, there were still many who were not confident in their own answers, so many students asked one of the students who were considered smart in the class e. proving the truth of the problem identification that has been done at the first meeting, the researcher appointed several other students to explain but they did not want to because they had not studied so they were not ready, afraid of making mistakes and afraid of being scolded. the solution is the researcher asks students to study the material that will be discussed at the next meeting. at the second meeting, the researcher immediately appointed students who were usually advanced and also pointed to busy students. at the third meeting, 84 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej many students wanted to explain the solution because they had already asked the answer to one of the students so that they became confident to explain in front. f. summing up the results at the first meeting, the researcher appointed several students to conclude the results of the learning that had been done. at the second meeting, students were appointed by the researcher to explain in advance and at the same time provide conclusions obtained from the learning that had been carried out because the lesson time was almost up. at the third meeting, students who explained the immediate solution were asked to conclude the learning that had been carried out was the same as the second meeting. 2. students’ verbal mathematical communication skills the results of the research for students' verbal mathematical communication skills were obtained from observation sheets during learning activities using the discovery learning model on the material of building space filled by two observers as well as peers. the values on the observation sheet that had been filled in by the observer were then analyzed to calculate the average student's communication skills for each indicator. the following is the analysis result of students' mathematical communication skills orally through learning with the discovery learning model as follows: table 1. results of the verbal analysis of students’ mathematical communication skills aspect indicator meeting i ii iii express opinions related to the issues being discussed describe of solutions 35.8% 58.3% 74.2% express opinions 35.8% 57.5% 79.2% average per meeting 35.8% 57.9% 76.7% average 56.8% using terms and mentioning mathematical notation say math terms 37.5% 57.5% 75% using mathematical notation 35% 55.8% 75.8% average per meeting 36.3% 56.7% 75.4% average 52.26% give questions related to things that are not yet understood asking question asking question 38.3% 55.8% 70.8% average 55% overall average 56% based on the table above, the results of the verbal analysis of students’ mathematical communication skills can be explained as follows: a. describe of solutions at the first meeting, students who explained a solution were 35.8%. the percentage of students in explaining a solution is very low. the obstacle is that many students do not explain for several reasons, namely not learning yet, fear of making mistakes, and asking that only one member explain each group. the solution is to ask students to study the next material. at the second meeting it increased to 58.3%. many students explained that the solution was still wrong, there were some who were not right, but there were also students who explained the 85 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej solution correctly. at the third meeting the percentage of students explaining a solution increased again to 74.2%. at this meeting, most students still had to be appointed or a little coerced so that they would explain the solution. b. express opinions at the first meeting, the percentage of students who expressed their opinions was 35.8%. constraints at the first meeting of students were not yet brave or not confident in their opinions so that more students were silent, only a few students were willing to express their opinions even though they were not in accordance with the issue being discussed. at the second meeting the percentage of students in expressing their opinions was 57.5%. at this meeting there were still many things that were not true, but this had raised self-confidence and courage in expressing opinions. at the third meeting, the percentage of students in expressing their opinions was 79.2%. the obstacle was the condition of the class being crowded because almost all students wanted to express their opinions. c. say math terms at the first meeting, the percentage of students who mentioned math terms was 37.5%. the obstacle is that there are still many students who do not mention the mathematical terms that are being discussed because many students are silent and only listen to the opinions of other students who are asking, explaining solutions or expressing opinions. at the second meeting, the percentage of students in mentioning mathematical terms was 57.5%. there are still many students who chat with their friends and make class conditions less conducive. at the third meeting, the percentage of students in using mathematical terms was 75%. at this meeting, the researcher appointed students to express opinions or ask questions so that students had to be ready when appointed. d. using mathematical notation at the first meeting, the percentage of students using mathematical notation was 35%. because many students are silent during the lesson, students rarely use mathematical notation so that the percentage of students who use mathematical notation is very low. at the second meeting, the percentage of students using mathematical notation was 55.8%. researchers appoint students to express opinions or ask questions. at the third meeting, the percentage of students using mathematical notation was 75.8%. researchers designate students and if there are students who are chatting, the researcher immediately asks the student to express their opinions or ask questions. e. asking question at the first meeting, the percentage of students who asked questions was 38.3%. when students are asked to ask questions related to things that have been discussed or something that has not been understood, students just keep quiet. there are also students who do not ask directly to the teacher but through their peers. at the second meeting, the percentage of students asking questions was 55.8%. at this meeting, many students asked questions even though their questions were not in accordance with the problem being discussed. at the third meeting, the percentage of students asking questions was 70.8%. at this third meeting, many students asked about the previous material because at the next meeting there would be tests related to the material starting from the first to the third meeting. so that students who were 86 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej at the previous meeting were still confused and did not want to ask about the material, they asked at the third meeting. 3. written mathematical communication skills to determine students' written mathematical communication skills in mathematics learning using the discovery learning model at smp muhammadiyah 06 dau, a test was conducted. the test is given in the form of a description with a number of questions, namely 4 items covering the surface area of the cube, the surface area of the block, the volume of the cube and the block. the test results will be analyzed to determine the level of students' mathematical communication skills in writing, both individually and as a whole. the following are the results of the written analysis of students' mathematical communication skills through the following tests. table 2. result of analysis of students' mathematical communication ability in written aspect indicator question number i ii iii iv interpret mathematical ideas in the form of images and algebra interpret mathematical ideas in the form of images and algebra 67.5% 70.83% 70% 55% using representations in expressing a mathematical concept in writing 74.17% 77.5% 80% 48.3% average of each question 70.83% 74.17% 75% 51.67% average 67.92% explain mathematical ideas, situations and relations in writing use and write down ideas in solving problems 81.67% 70% 75.83% 36.67% summing up the solution through writing 25% 25% 25% 25% average of each question 53.33% 47.50% 50.42% 30.83% average 45.52% use proper mathematical terms and notations write down solutions using proper mathematical terms and notations 78.83% 69.17% 74.17% 40.83% average 65% overall average 59.48% based on the results of the analysis of students' mathematical communication skills in writing, it can be explained as follows: a. interpret mathematical ideas in the form of images and algebra in question number 1, the percentage of students interpreting ideas in the form of pictures and algebra is 67.5%, in question number 2, the percentage is 70.83%, in question number 3, the percentage is 70% and in question number 4, the percentage is 55%. 87 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 1: students' answers to question number 1 in the picture above, students have used and written down ideas to solve a problem appropriately, interpreted ideas only in algebraic form, used representations in expressing concepts appropriately, and used appropriate mathematical terms and notations. however, students have not concluded the results that have been found. b. using representations in expressing a mathematical concept in writing in question number 1, the percentage of students using representations in expressing a mathematical concept in writing is 74.17%, in question number 2, the percentage is 77.5%, in question number 3, the percentage is 80% and in question number 4, the percentage is namely 48.3%. c. use and write down ideas in solving a problem in question number 1, the percentage of students using and writing ideas in solving a problem is 81.67%, in question number 2, the percentage is 70%, in question number 3, the percentage is 75.83% and in question number 4, the percentage is 36.67%. d. summing up the solution through writing in questions 1, 2, 3 and 4, the percentage of students in concluding solutions through writing was 25%. all students did not conclude the solutions they had found. e. write down solutions using proper mathematical terms and notations in question number 1, the percentage of students writing solutions using appropriate mathematical terms and notations is 75.83%, in question number 2, the percentage is 69.17%, in question number 3, the percentage is 74.17% and in question number 4 , the percentage is 40.83%. based on research that has been carried out at smp muhamadiyah 06 dau, it can be concluded that the application of the discovery learning model in mathematics learning that has been carried out for three meetings is quite good even though the results are not optimal. the constraints in this study are in accordance with the research conducted by apriandinata (2016) where the constraints on group learning are not optimal because most students still depend on one member who is considered smart and discovery learning model learning takes a long time. the same problem was experienced by kodirun, busnawir, & viktor (2016) in their research, namely that most students expect answers from group leaders or other members because they are still not confident. supriyanto (2014) also experienced several obstacles, namely during learning there were some students who were busy so that the class was not conducive, there were still many students who were 88 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej ashamed and afraid of presenting the results of their discussions, and students' oral activity was still low. based on the results of the above analysis, the level of oral mathematical communication skills of students at smp muhammadiyah 06 dau class viii c is quite good with a percentage of 56%. meanwhile, the written level of students' mathematical communication skills was quite good with a percentage of 59.48%. these results are in accordance with research conducted by halimatussadiah & halimah (2017) which shows students' mathematical communication skills both verbally and in writing, namely 55.58% and 67.55%. the results obtained are also in accordance with the research of heryani & setialesmana (2017) showing that the mathematical communication abilities of students who take learning using discovery learning provide positive changes, meaning that their communication skills increase. research conducted by widyasmoro (2015) was in accordance with the results obtained by researchers where the level of students 'mathematical communication skills verbally was 57.19% and 66.67% for students' written mathematical communication skills. conclusion based on the results presented, it can be concluded that the application of discovery learning conducted at smp muhammadiyah 06 dau class viii c is quite good. in the discovery learning model step, students were formed into 5 groups and each student was given a student worksheet related to the volume and surface area of cubes and blocks. then the researcher went around to each group and gave the opportunity to ask questions that were not understood. then students discuss looking for information from textbooks or exchange opinions with group members. from the results of the discussion the students were asked to answer the problems in the lkpd. after that, several students were appointed to explain their answers and then the problems were discussed together. at the end of the lesson, students are asked to conclude the results that have been presented. the students' mathematical communication skills after learning discovery learning model showed quite good with a percentage of 56% for oral and 59.48% for written. this is because students are not confident in expressing opinions or asking questions so that students do not dare to communicate during learning. however, with a little coercion it makes students have the courage to express their opinions by pointing students so that they become accustomed. meanwhile, written mathematical communication skills make the percentage low, namely in concluding solutions through writing. references apriandinata, i. (2016). penerapan metode discovery learning untuk meningkatkan kemampuan pemecahan masalah dan komunikasi matematik serta dampaknya terhadap kemandirian belajar siswa sma. universitas 89 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pasundan. halimatussadiah, a., & halimah, l. (2017). efektivitas pembelajaran metode discovery learning terhadap kemampuan kounikasi matematis. 5(1), 35– 43. hartono, r. (2013). ragam model mengajar yang mudah diterima murid. yogjakarta: diva press. helmiati. (2013). model pembelajaran. yogyakarta: aswaja pressindo. heryani, y., & setialesmana, d. (2017). penggunaan model discovery learning terhadap peningkatkan kemampuan koneksi dan komunikasi matematik. jurnal pendidikan matematika, 8, 43–52. hunaepi, samsuri, t., & afrilyana, m. (2014). model pembelajaran langsung teori dan praktik. mataram: duta pustaka ilmu. kodirun, busnawir, & viktor, e. b. (2016). penerapan model pembelajaran discovery learning berbasis lesson study dalam upaya peningkatan kemampuan komunikasi matematik siswa kelas x mipa-3 sma negeri 5 kendari. 7, 93–104. mawaddah, s., & maryanti, r. (2016). kemampuan pemahaman konsep matematis siswa smp dalam pembelajaran menggunakan model penemuan terbimbing (discovery learning). edu-mat: jurnal pendidikan matematika, 4(1), 76–85. https://doi.org/10.20527/edumat.v4i1.2292 mufidah, l., effendi, d., & purwanti, t. t. (2013). penerapan model pembelajaran kooperatif tipe tps untuk meningkatkan aktivitas belajar siswa pada pokok bahasan matriks. jurnal pendidikan matematika, 1(1), 117–125. nazikha, f. n. (2016). analisis kemampuan komunikasi matematis berdasarkan self esteem siswa kelas vii pada pembelajaran matematika. universitas negeri semarang. nurdyansyah, & fahyuni, e. f. (2016). inovasi model. sidoarjo: nizamial learning center. nurgazali, f. (2018). model discovery learning dalam pembelajaran matematika. model discovery learning dalam pembelajaran biologi, (september), 18– 20. pane, a., & dasopang, m. d. (2017). belajar dan pembelajaran. fitrah:jurnal kajian ilmu-ilmu keislaman, 3(2), 333. https://doi.org/10.24952/fitrah.v3i2.945 prestika, i., saragih, s., & yuanita, p. (2018). self confidence dalam pembelajaran. seminar nasional pendidikan matematika fkip uir, (2), 29– 30. qodariyah, l., & hendriana, h. (2015). mengembangkan kemampuan komunikasi dan disposisi matematik siswa smp melalui discovery learning. edusentris, 2(3), 241. https://doi.org/10.17509/edusentris.v2i3.177 90 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sari, l. k., noer, s. h., & bharata, h. (2016). pengaruh model pembelajaran discovery terhadap peningkatan kemampuan komunikasi matematis dan self confidence. jurnal pendidikan matematika universitas lampung. siregar, n. f. (2016). pemahaman dan komunikasi matematis dalam pembelajaran matematika realistik. jurnal logaritma, iv(01), 17–36. supriyanto, b. (2014). penerapan discovery learning untuk meningkatkan hasil belajar siswa kelas vi b mata pelajaran matematika pokok bahasan keliling dan luas lingkaran di sdn tanggul wetan 02 kecamatann tanggul kabupaten jember. 3, 165–174. widiatmika, i. m., suharta, i. g. p., & suryawan, i. p. p. (2019). meningkatkan kemampuan komunikasi matematis siswa melalui penerapan creative problem solving. jurnal pendidikan matematika undiksha, 10(2), 1. https://doi.org/10.23887/jjpm.v10i2.19905 widyasmoro, k. n. (2015). peningkatan komunikasi matematis siswa melalui strategi discovery learning pada siswa kelas vii a semester gasal smp pancasila 13 paranggupito tahun 2015/2016. universitas muhammadiyah surakarta. 71 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of the level of understanding concepts and critical thinking ability of students in resolving trigonomic equations using graphs maulida luka yusrina, siti inganah, octavina rizky utami putri department of mathematics education, faculty of teacher training and education, university of muhammadiyah malang maulidaluka.yusrina@gmail.com abstract this research aims to describe the level of understanding the concept and critical thinking in resolving trigonometric equations using graphs. tests and interviews were conducted to search for data and study more in the ability to understand the concepts and critical thinking skills that students have in resolving trigonometric equations using graphs. the test given to the students is a test of the explanation with the subject of his research is a class xi student. the subject selection of six students is based on the category of ability and daily replay value of the student in trigonometric materials. the six students are each – two students of high, medium and low categories. the results showed that the ability level of understanding students ' concepts in determining the set of solving trigonomic equations using graphs, gained students understanding the concept of high and moderate levels. students with a high level of understanding are able to fulfill all indicators – an indicator of concept comprehension. students with the level of understanding of concepts are also meeting the indicators of understanding the concept but less appropriate, which has not been able to identify the properties of a concept. students are also less able to classify objects based on the requirements that make up the concept. the level of students ' critical thinking ability to determine the set of solving trigonomic equations using graphs obtained by the subject of students critical thinking moderate and low levels. students with critical thinking levels are not yet able to meet interpretation indicators, i.e. students have not been able to understand and write the answer to the problem given. students with critical thinking levels are also underprivileged to meet critical indicators of inference. students with critical thinking levels are less able to draw conclusions, i.e. less capable of providing the right reasons for student work. students with critical thinking levels are low, not yet capable of meeting critical thinking indicators in determining the set solving trigonometric equations using graphs. students have not been able to meet all indicators of critical thinking ability. ke ywords : ability; concepts; critical thinking ; trigonometry introduction one of the main objectives of mathematics learning in school is to develop the ability to understand the concept of students (setyaningrum, hendikawati, & nugroho, 2018). concept understanding needs to be taught to students since the student sits on elementary school, students are required to understand the definition and understanding and how to properly solve the problem or operate the math, because it to study mathematics at a higher level (herawati, siroj, & basir, 2010). understanding the concept of a person who has the ability to understand and master something well and can apply and restructure the knowledge that develops based on the concept understood (alamsyah, 72 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2017). meanwhile, according to fadzillah (2016) understanding of concept is the ability of a person to master a concept that is learned and able to reexpress a concept with language that is easy to understand, so students can be said to have understood a concept when students are able to rereveal the concepts that have been taught and students can provide examples and non examples of the concept. julaiha (2011) states that concept comprehension is the ability to derive the meaning of an abstract idea that can be used or allows one to classify or classify a particular occurrence or object. mathematics is one of the subjects that must exist since elementary school education and is able to form a systematic, logical, creative, and critical mindset (fatmawati, mardiyana, & triyanto, 2014). students are strongly required to have a higher thought ability in resolving the problem solving in mathematics (mahmuzah, 2015). mathematics subjects are very helpful in improving the thinking of students, therefore the role of mathematics lessons in improving the ability of critical thought is very important (rahayuningsih & kristiawan, 2018). turmuzi (2017) stated that critical thinking ability is crucial for the creation of the quantity and quality of the succeeding generations that can compete globally. according to ennis (in reza, 2016) that critical thinking is a sensible and reflective thought that focuses on deciding what to believe or do. the ability of critical thinking is a high-level thinking capability consisting of important elements such as interpreting, analyzing, evaluating, and making a decision to solve problems (shanti, sholihah, & martyanti, 2017). based on permendikbud year 2016, number 24, mathematical trigonomic material studied since class x sma in the first semester even compulsory mathematics then continued through interest mathematics in class xi and xii sma. trigonometry is one of the important material that students must learn (subroto & sholihah, 2018). huljannah, sugita, & anggraini (2015) said that often encountered some students who have difficulty while conducting learning in the classroom are included in trigonometric material which is why it is incomprehension students on mathematical concepts. it is similar to the results of pradana's research (2016) on understanding the concept of students still not fully embedded in the students. actually students already understand the intent of the problem, but the students have not mastered the counting operation. in addition to the fithriyah research, sa'dijah, & siswara (2016) concluded that students of class ix-d smpn 17 malang have low critical thinking skills. it is demonstrated by the test results of students ' critical thinking ability. therefore, this research aims to, describe the level of understanding the concept and critical thinking of students in solving trigonometric equations using graphs. research methods the type of research used is qualitative descriptive research. data used in the form of test result data and interviews. the subject of this study amounted to 6 students with the ability to understand the concept and critical thinking of 2 high categories, 2 medium categories, and 2 low categories. the subject is selected based on daily ability and replay value in trigonometric materials. the instruments used in this study are instrument sheet tests and interview sheets. data collection techniques (1) a description test on trigonometric materials specifies the set of completion using a graph of description (2) interviews to explore data related to understanding the concept and the ability of critical thinking in resolving the equation using trigonometry graphs. the data analysis technique used is (1) data reduction, which data has been obtained categorized by the level of 73 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej understanding the concept and critical thinking ability of students in solving trigonometric equations using high ie chart , medium, or low (2) presentation of data, presenting information that has been obtained from the results of the explanation and interview ability of the concept and critical thinking students to obtain results and conclusions (3) the withdrawal of conclusions, analyzing how the results of the test descriptions and interviews so that can be drawn conclusions how the level of understanding the concept and the ability of critical thinking students in solving trigonomteri equations using graphs. the indicator of the concept of understanding used in this study is (1) identifying the properties of a concept (2) restating the concepts that have been studied (3) classifying the objects based on the presence of the requirements that make up the concept (4) applies the concept logically. the indicator of the critical thinking ability used in research is (1) interpretation is to understand by writing down the answers of the problems given (2) the analysis is to identify the relationship between problems with the concept. (3) evaluation is using appropriate strategy in the problem solving given (4) inference is drawing conclusions correctly. results and discussion based on the test results and interviews obtained from six students, the highest and lowest score is 35 and 14. the score you acquired can be categorized by category understanding students ' concepts. the results of the research gained from six students are two highcategory students, and four students with a category are being to understand the concept of students in solving trigonometric equations using graphs. table 3. list of acquired names, scores, and categories name skor conce pt compre he ns ion cate gory s1 35 high s2 30 high s3 22 medium s4 21 medium s5 19 medium s6 14 medium understanding the concept of high category, students are able to identify the properties of a concept, able to re-declare the concept that has been studied, able to classify objects based on the requirements that make up the concept, and able to apply the concept logically in resolving trigonometric equations using graphs. understanding the concept of medium category, students are less able to identify the properties of a concept, less able to redeclare concepts that have been studied, are less able to classify objects based on the presence of the requirements form the concept, and are less able to apply concepts logically in resolving trigonometric equations using graphs. the following is the result of several students with high and medium category. 1. high understanding of student concept category the result of the number 1: figure 1. result of work for the first indicator of the number 1 74 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the subject is capable of meeting the indicators of understanding the first concept of being able to identify the properties of a concept of trigonometric equations by changing the interval from radians to form degrees. it is only in the writing of equal signs (=) of the subject writing like a sign of division (:). when the interview session turns the subject admitted in working about too quickly so that in writing the equals sign (=) such as the division sign (:) when the subject's intent is to write the equals sign (=). figure 2. results of the second and third indicators of the number 1 in the second indicator the subject is able to meet an indicator where the subject is able to redeclare the concept that has been studied, by writing a help table before drawing the known graph on the matter. in the third indicator the subject is also capable of fulfilling the indicator where the subject is able to classify the objects – objects based on the requirements that make up a concept, by sliding the x axis so far 𝑦2 = √3�as in figure 2 above. figure 3. the result of work for the fourth indicator of the number 1 based on the results and interviews, the subject is able to meet the indicator of understanding the fourth concept of being able to make conclusions based on concepts that have been studied, the subject is able to declare the value of completion the minimum questions asked in the question. when the subject interview session is also able to explain the conclusion appropriately, and able to explain if the trigonometric equations y = tan x has no maximum and minimum values, only on the subject answer sheet is not written in full. the subject only writes with the (-) sign that the subject is not there. indikator 2 indikator 3 75 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the result of the number 2: figure 4. result of work for the first indicator of the number 2 subjects are less capable of meeting indicators of understanding the first concept that is less able to identify the properties of a concept of trigonometric equations. the subject fault can be seen in figure 4, the answer written in the subject is actually correct but in the process of calculating the subject is less thorough. on the answer sheet the subject answered 2 × 180 = 36. during the interview session, the subject recognizes that in the work of the matter, the subject is rushed so that the subject is less thorough in the calculation process. figure 5. the result of the second indicator of the number 2 in the second indicator the subject is able to meet an indicator where the subject is able to redeclare the concept that has been studied, by writing a help table before drawing the known graph on the matter. figure 6. the result of work for the third indicator of the number 2 76 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the third indicator the subject is also able to fulfill the indicator where the subject is able to classify the objects – objects based on the requirements that make up a concept, by sliding the x axis so far 𝑦2 = 3 2 as in figure 6 above. figure 7. the result of work for the fourth indicator of the number 2 based on the results and interviews, the subject is able to meet the indicator of understanding the fourth concept of being able to make conclusions based on concepts that have been studied, the subject is able to declare the value of completion the minimum questions asked in the question. when the subject interview session is also able to explain the conclusions appropriately. the result of the number 3: figure 8. result of work for the first indicator of the number 3 based on the results of the work and interviews the subject is able to meet the indicators of understanding the first concept of being able to identify the properties of the concept of trigonometric equations by changing the hose/interval from the form of radians to degrees. when a subject's interview session is able to explain the answer. figure 9. the result of the second indicator of the number 3 in the second indicator the subject is able to meet an indicator where the subject is able to redeclare the concept that has been studied, by writing a help table before drawing the known graph on the matter. figure 10. the result of work for the third indicator of the number 3 77 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the third indicator the subject is also able to fulfill the indicator where the subject is able to classify the objects – objects based on the requirements that make up a concept, by sliding the x axis so far 𝑦2 = −1 as in figure 10 above. figure 11. the result of work for the fourth indicator of the number 3 based on the results and interviews, the subject is able to meet the indicator of understanding the fourth concept of being able to make conclusions based on concepts that have been studied, the subject is able to declare the value of completion the minimum questions asked in the question. when a subject interview session is also able to explain conclusions appropriately. understanding the concept of high category is able to fulfill all indicators understanding concepts. however, in this study there are several indicators that are less fulfilled by the subject, the indicator identifies the nature of a concept. this is a student with a high concept understanding capable of fulfilling three of the four indicators understanding the concepts that exist in the study. this is in line with the research of dawn, kodirun & arapu (2017) students with the ability of understanding the concept of high category can master six of the seven indicators of understanding student concept. 2. medium tudent concept understanding the result of the number 1 figure 12. result of work for the first indicator of the number 1 subjects have not been able to meet the indicators of understanding the first concept that is not yet able to identify the properties of a trigonometric equation. the subject has not shown changes in the hose/interval from radians to form degrees. in the subject's answer, arrive – suddenly the subject performs a calculation like figure 12 above. during the interview session, the subject claimed only to follow the answer of the friend friend's subject which was 180 times, hence the subject wrote the answer as in figure 12 above. 78 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 13. the result of the second indicator of the number 1 on the second indicator the subject is able to meet an indicator where the subject is able to redeclare the concept that has been studied, before drawing the subject graph write the help table to draw the chart. figure 14. the result of work for the third indicator of the number 1 on the third indicator the subject is less capable of meeting the indicator where the subject is less able to classify the objects – objects based on the requirements that constitute a concept. should the subject only need to shift the 𝑥 axis as far as 𝑦2 = √3 just don't have to shift the 𝑥 axis as far as 𝑦2 = −√3 too. during the interview session, the subject s3 admitted that the subject was slightly forgotten how to determine the set of trigonometric equation completions using graphs. subject only remember to shift the 𝑥 axis so far 𝑦, but forget if only needed is to shift the 𝑥 axis as far as it is known in the problem. figure 15. the result of work for the fourth indicator of the number 1 in the fourth indicator the subject is less capable of meeting the indicators of understanding the concept is less capable of making conclusions based on concepts that have been studied. the subject fault can be seen in figure 15, the value of solving trigonometric equations written by the subject is correct, but the subject forgot to write the maximum value and the minimum value asked in the question. how to write curly braces/{} the subject is also less precise. during the interview session, the subject claimed to not yet know the maximum value and minimum value of trigonometric equations 𝑦� = �𝑡𝑎𝑛�𝑥 and the subject also explained that during this time if creating curly braces as in figure 15 above. the result of the number 2: 79 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 16. the result of the second indicator of the number 2 on the second indicator the subject is less capable of meeting the indicator where the subject is less able to redeclare the concept that has been studied. the subject's working step before drawing a chart is to write the first aid table correctly, but in the help table in figure 16 not all values are met. the cos value of 0 in the table above is still empty or no reply from the subject. when interviewed the subject admitted that the actual subject understands the cos value of 0 but because the work is rush-hurry the subject forget to reexamine the results of his work and there are steps missed. figure 17. the result of work for the third indicator of the number 2 on the third indicator the subject has not been able to meet the indicator where the subject has not been able to classify objects – objects based on the requirements that constitute the concept. the subject error can be seen in figure 17, the subject can only draw the chart but not yet able to shift the 𝑥 axis as far as the 𝑦 value is known in question and yet be able to find the cut point. during the interview session, the subject admitted still confused over the working step of determining the set solving trigonometric equations using graphs. figure 18. the result of work for the fourth indicator of the number 2 in the fourth indicator, the subject is less capable of meeting the indicators of understanding the concept is less capable of making conclusions based on concepts that have been studied. the answer to the subject is actually correct, but there is a value set of settlement that is still less precise. the correct settlement set value is 𝐻𝑃 = 80 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej {300, 1500,2100, 3300}, but the subject writes the set of completion {300, 1500,2100, 3150,3600}. during the interview session, the subject admitted still confused over the working step of determining the set solving trigonometric equations using graphs. the subject is accustomed to determining the set solving trigonometric equations using algebraic means. the result of the number 3: the subject has not been able to meet the first indicator of concept understanding, which is not yet able to identify traits of trigonometric equations. the subject does not change the time lapse from radians to form degrees figure 19. the result of the second indicator of the number 3 on the second indicator the subject is able to meet an indicator where the subject is able to redeclare the concept that has been studied, before drawing the subject graph write the help table to draw the chart. figure 20. the result of work for the third indicator of the number 3 on the third indicator the subject is able to meet an indicator where the subject is able to classify the objects – objects based on the requirements that make up the concept, by sliding the 𝑥 axis as far as 𝑦2 is known in the matter and the subject also can find the cut point. 81 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 21. the result of work for the fourth indicator of the number 3 based on the results and interviews, the subject is able to meet the indicator of understanding the fourth concept of being able to make conclusions based on concepts that have been studied, the subject is able to declare the value of completion the minimum questions asked in the question. when a subject interview session is also able to explain conclusions appropriately. understanding the concept with the category of being less capable of meeting the concept of understanding of concepts is only one indicator that almost all students with the category are able to fulfill the indicator redeclare the concept that has been studied. students are able to create a first aid table before drawing graphs of trigonometric equations. when a student interview session can explain the results of the work correctly. this is in line with the research of monalisa, harman, yarmayani (2019) that most students are only able to meet the indicators of restating concepts that have been studied. in this study some students actually understand the intent of the question but students are confused how to solve the problem. it is similar to the results of pradana's research (2016) on understanding the concept of students still not fully embedded in the students, in fact students already understand the intent of the problem, but students have not mastered the counting operation on the material. based on the test results and interviews obtained from six students, the highest and lowest scores are 8 and 1. the score gained can be categorized based on students ' critical thinking ability categories. the results of the study obtained from six students are four students with medium category and two students with low category for students ' critical thinking ability in solving trigonometric equations using graphs. table 4 list of acquired names, scores, and categories name skor cate gory critical thinking s1 8 medium s2 7 medium s3 7 medium s4 7 medium s5 3 low s6 1 low thinking critically with medium categories, students are less capable of meeting critical thinking indicators in resolving trigometric equations using graphs. students are less able to understand by writing down the answers to the problems given, less able to identify the relationship between problems with the concept given, less capable of using the appropriate strategy in the resolution of the given problem and less able to draw conclusions correctly in resolving trigonometric equations using graphs. thinking critically with low categories, students have not been able to meet critical thinking indicators in resolving trigometric equations using graphs. students have not been able to understand by writing the answers of the problem given, not yet able to identify the 82 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej relationship between problems with the concept given, not yet able to use the appropriate strategy in the problem solving given and yet able to draw conclusions correctly in resolving trigonometric equations using graphs. the following is the result of several students with medium and low categories. 1) thinking critical students category medium figure22. the result of s1 for number 4 in the first indicator, the subject has not been able to meet the interpretation indicators, i.e. understand the problem of trigonometric equations by writing down their trigonometry equations. the answer to question number 4 is supposed to be 2 equations that are equal to 𝑦 = 5 sin 2𝑥 and 𝑦 = 5 cos (2𝑥 − 90). but the subject only renders 1 equation. during the interview session, the subject confessed that the subject found only one trigonomic equation of the image in question. that means the subject still has not been able to meet the first indicator of critical thinking ability in resolving trigonomic equations using graphs. in the second indicator, the subject is able to meet the analytical indicators where the subject is able to identify the relationship between problems with the concept of trigonomic equations. in question number 4 the subject is asked to complete the x axis coordinates on the trigonometric chart. the subject is capable of answering it, and when the subject's interview session is also able to explain the value of the x axis coordinates are obtained from a special trigonometric angle. on evaluation critical thinking indicators where the subject is less capable of using the appropriate strategy in solving trigonometric equations. the subject step in indicators 1. indicators 2 and indicators 3 indicators 4 83 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej determining the completion of the trigonometeri equation using the graph is correct, by sliding the 𝑥 line so far 𝑦2 =�− 1 2 √2 or�−0.7. however, the subject is less capable in determining the point that cuts the x line and the y line. in the work of the number 4 subject, writing two answers to the set of trigonometric equations. during the interview session, the subject admitted that the subject was still slightly confused, and forgot to remove the wrong settlement set. based on the results of the work and interviews, on the indicator of critical subject inference has not been able to draw conclusions correctly. subjects have not been able to provide the reason for the subject's work on question number 4. during the interview session, the subject is still hesitant – doubtful about explaining the results. in the results of this research there are 4 students of medium category critical thinking ability and 2 students low category of critical thinking skills. this is in line with the research of the kholifah (2017) that the average critical thinking ability of class ix mts. annida alislamy based on the score of mathematical critical thinking ability is 63.3 this achievement is good (moderate). 2) thinking critical students category low figure 23. the results of the s5 work for number 4 at work answer number 4 the subject can only meet the critical thinking indicators of analysis alone, the subject is capable of complementing x axis coordinates only. the steps of the subject are also precise, making the table of the association first and then subtitling the value of the x-axis coordinates. the subject of the sapna still cannot write trigonometric equations, it is not able to determine the set of completion, and have not been able to draw conclusions correctly by giving the right reasons. when the interview session, the subject is claiming to be true right can not determine trigonometric equations through pictures as in. based on the results of the tests and interviews, pointed out that in this study the critical thinking ability of students in menyelesaiakan trigonometric equations using graphics is still not developed or no students have critical thinking ability high category. this is in line with the research of fithriyah, sa'dijah, & sisworo (2016) that students ' critical thinking ability is still low it is demonstrated with the test results that are not all done by the students. in addition, the research results from nuryati, diantoro, & zubaidah 84 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (2018) also showed that the students ' critical thinking ability low it proves that the students ' critical thinking skills still need further training in order to be improved. conclusion based on the results of the test and interviews to students, the ability level of understanding the concept of students in determining the set of trigonomic equations using graphs, obtained the subject of students understanding the concept with high and moderate levels. students with a high level of understanding are able to fulfill all indicators – an indicator of concept comprehension. students with the level of understanding of concepts are also meeting the indicators of understanding the concept but less appropriate, such as not being able to identify the properties of a concept. students are also less able to classify objects based on the requirements that make up the concept of. the level of students' critical thinking ability to determine the set of solving trigonomic equations using graphs obtained by the subject of students critical thinking moderate and low levels. students with critical thinking levels are not yet able to meet interpretation indicators, i.e. students have not been able to understand and write the answer to the problem given. students with critical thinking levels are also underprivileged to meet critical indicators of inference. students with critical thinking levels are in the withdrawal of less capable conclusions, such as less capable of providing appropriate reasons for students ' workmanship. students with critical thinking levels are low, not yet capable of meeting critical thinking indicators in determining the set solving trigonometric equatio ns using graphs. students have not been able to meet interpretation indicators, analytical indicators, evaluation indicators, and inference indicators. it is shown in student test results in solving trigonometric equations using graphs.. references alamsyah, m. (2017). analisis kesulitan pemahaman konsep matematik a dasar pada siswa kelas viii mtsn balang-balang. universitas islam negeri alauddin makassar. anistawati, reza dwi. (2016). analisis kemampuan berpikir kritis siswa dalam pemecahan masalah matematika berdasarkan langkah-langkah polya. skripsi s1 pendidikan matematika. universitas muhammadiyah malang. fadzillah, n. (2016). analisis kesulitan pemahaman konsep matematik a kelas vii smp. universitas muhammadiyah purworejo. fajar, kodirun, s., & arapu. (2018). analisis kemampuan pemahaman konsep matematis siswa kelas viii smp negeri 17 kendari. pendidik an matematik a. universitas halu oleo. fatmawati, h., mardiyana, & triyanto. (2014). analisis berpikir kritis siswa dalam pemecahan masalah matematika berdasarkan polya pada pokok bahasan persamaan kuadrat. jurnal elek tronik pembelajaran matematik a , 2(9), 899–910. https://doi.org/10.17605/osf.io/wsza9 fithriyah, i., sa’dijah, c., & siswara. (2016). analisis kemampuan berpikir kritis siswa kelas ix-d smpn 17 malang. prosiding konferensi nasional penelitian matematik a dan pembelajarannya, (2502–6526), 580–590. https://doi.org/10.23971/eds.v5i2.732 herawati, o. d. p., siroj, r., & basir, d. (2010). pengaruh pembelajaran problem posing terhadap kemampuan pemahaman konsep matematika siswa kelas xi ipa sma negeri 6 palembang. jurnal pendidik an matematik a, 4(1), 70–80. https://doi.org/10.22342/jpm.4.1.312. huljannah, m., sugita, g., & anggraini. (2015). analisis kesalahan siswa dalam menyelesaikan soal persamaan dan identitas trigonometri berdasarkan kriteria watson di kelas x sma al-azhar palu. jurnal pendidik an matematik a, 4(2), 164–176. 85 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej julaiha, s. (2011). upaya meningk atk an pemahaman konsep trigonometri siswa kelas x ma at-tasyri’ tangerang melallui model pembelaj aran kooperatif metode course review horay. universitas islam negeri syarif hidayatullah. kholifah. (2017). analisis kemampuan berfik ir kritis matematis pada siswa smp kelas ix. universitas islam negeri syarif hidayatullah. mahmuzah, r. (2015). peningkatan kemampuan berpikir kritis matematik siswa smk melalui pendekatan problem posing. jurnal e-dumath, 4(1), 64–72. https://doi.org/10.26638/je.588.2064 nuryati, l., diantoro, m., & zubaidah, s. (2018). analisis kemampuan berpikir kritis siswa smp. jurnal penelitian dan pengembangan, 3(2), 155–158. https://doi.org/10.23971/eds.v5i2.732 pradana, p. w. (2016). analisis kemampuan pemahaman konsep pada materi sistem persamaan linier dua variabel berdasark an teori apos bagi siswa kelas viii e smp negeri 2 getasan. universitas kristen satya wacana. rahayuningsih, s., & kristiawan, i. (2018). kemampuan berpikir kritis siswa dalam menyelesaikan masalah matematika. conference on innovation and application of science and technology (ciastech 2018), (2622–1284), 245–253. retrieved fromhttp://publishingwidyagama.ac.id/ejournal-v2/index.php/ciastech/article/download/629/581 setyaningrum, v. f., hendikawati, p., & nugroho, s. (2018). peningkatan pemahaman konsep dan kerja sama siswa kelas x melalui model discovery learning. prisma, prosiding seminar nasional matematik a, 1(1), 810–813. shanti, w. n., sholihah, d. a., & martyanti, a. (2017). meningkatkan kemampuan berpikir kritis melalui problem posing. literasi (jurnal ilmu pendidik an), 8(1), 49–59. https://doi.org/10.21927/literasi.2017.8(1).48-58 subroto, t., & sholihah, w. (2018). analisis hambatan belajar pada materi trigonometri dalam kemampuan pemahaman matematis siswa . turmuzi, m. (2017). meningkatkan kemampuan berpikir kritis pada perkuliahan geometri bilangan kompleks dengan discovery learning dipadukan dengan cooperative learning tipe nht (numbered head together). prosiding seminar elpsa, 1(1), 57–67. 80 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of mathematics module framed in nuance of islam through scaffolding method fitri mulianda, nirva diana, dian anggraini pendidikan matematika, tarbiyah, uin raden intan lampung fitri.10mulianda@gmail.com abstract the purpose of this research is in order to know the development, appropriateness, attractiveness and effectiveness of product developed in al-kautsar bandar lampung senior high school and man 2 bandar lampung. the procedure used is resert and development with research method and the 4-d development initiated by thiagarajan. the data collection instrument conducted by spreading appropriateness questionnaires to the subject expert, media expert, religion expert, and education practitioner, deployment of appropriateness questionnaires to students in small scale trial and big scale trial and giving pre post test in effectiveness trial using n-gain calculation. obtained effectiveness result in the amount of 3,6 from subject expert, 3,5 from media expert, and 3,7 from religion expert, then its average is 3,6. it gets “very decent barometer”. the students’ response showed that the module is very interesting with average 3,47 from both schools with “very decent criteria” on small scale trial and 3,3 with “very decent criteria” on big scale trial. the result of effectiveness trial got 0,77 at sma alkautsar bandar lampung and 0,72 at man 2 bandar lampung. based on gain score range that is , so mathematics module framed in nuance of islam through scaffolding on aljabar function limit subject is categorized with high classification. keywords: development, module, islam, scafflding introduction education is a means to increase nation progress. trhough education, a man will be considered more honored and could have a better career and behave in accordance with applicable norms. edication is a role to develop and form personalities and behaviour for each individual to be noble, educated, skilled, and religious human being and devote to allah swt (fiska, farida &syazali, 2016). therefore we need the education giving us knowledgeable values to form educated and religious personalities and it is islam. islamic values can be mixed in learning especially in mathematics learning (mulya, netriwati & fraulein, 2018). education framed in islamic nuance and consiting of islamic values in mathematics subject at madrasah and islam universities recently has been developed. according to supriadi (2007) these islamic values differentiate common schools and universites from madrasah and islamicuniversities which are dominated by islamic values applied. islamic nuance itself is about intergrating mathematical science with in 81 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej general with islam without having to eliminate the uniqeness of those two sciences. the islamic nuances in this mathematical module are illustrated in the module design with islamic nuances, the verses of the qur'an and muslim scientists as motivations in learning, and mathematical material that is associated with islamic values without changing the competency standards contained in the curriculum having been applied. based on preface study, the problem is that the independence of students is still low in the mathematics learning process. this is because the teaching materials used by students so far only consists of mathematical material and questions without the help needed by students so that this problem makes students feel difficult to understand the lesson and to solve math problems if without guidance from educators. thus, we need a teaching method that can provide assistance gradually so that students want and are able to solve mathematical questions independently both inside and outside the school environment. the method required by students is the scaffolding method. according to trianto (2014) scaffolding provides some assistance to students during the early stages of learning then the students take over the responsibility that is bigger shortly after they are able to do it. the assistance can be in the form of instructions, warnings, motivation, encouragement, describing the problem in the steps of solving, giving examples, or others so that this is possible for students to grow independently. scaffolding in this study will be applied in the contents of the module. the research on modules conducted by lidya alimah fitri, eko setyadi kurniawan and nur ngazizah with the results of the study showed that the quality of the module developed was categorized good and feasible for physics learning (lidya, eko & nur, 2013). next, the module framed in nuance of islam by mulya diana received responses from students with an average score 89.0061% with very interesting criteria and responses of educators with an average score of 85.490196% with very decent criteria (diana, netriwati & fraulein, 2016). the research on scaffolding was also carried by nicke septriani. irwan and meira stated that students’ ability with the scaffolding approach is better than students’ understanding on mathematics concept with conventional learning (nicke, irwan & meira, 2014). the use of module can increase knowledge for students in learning process. so, it is necessary to develop module framed in nuance of islam based onscaffolding. therefore, the researcher is interested in conducting research entitled development of mathematics moduleframed in islam nuancethrough scaffolding on material of algebraic functions. research method the study was conducted by using a type of research and development. sugiono (2017) argued that research and development or research and development (r&d) is a research method to produce a particular product and evaluate the effectiveness fro the product. the research model used is 4-d initiated by thiagarajan, and 4-d model is used in this study because it has been widely used in research and education development and 82 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej is more systematic by only having four main stages which are define, design, develop, dessimanate. data collection instruments used were validation sheets given to validator and edication parctitioners, while trial questionare sheets on small group trials and field trials as well as pretest and posttest questons to calculate the effectiveness of the products developed. the product developed was validated by material expert, media expert, and education pratitioner, and then the product is improved according to the advice given experts until the product was declared feasible. after being declared feasible, then the product was tested on a small group and field to assess the product attractiveness. the test on a small group and field was conducted by giving products which was declared feasible and giving the product attractiveness questionaires to students. the total assessment score of the validation and trial can be found by using the following formula: ̅ ∑ (1) with : inormation : ̅ final average the number of students who fiiled out the questionnaire the result scores from the expertswere counted for the averages and coverted to determine the feasibility of the product developed. the average analysis feasiblity criteria can be seen in table 1: table 1.criteria validation (modification). quality score eligibility criteria information invalid total revision less valid partial revision 3,26 quite valid partial revision valid not revised the results of the assessment of each participant are promoted on average and con verted to determine the product attractiveness. the conversion score can be seen in table 2 below: 83 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 2. criteria for attractiveness test (modification). quality score eligibility criteria ̅ very less interesting ̅ less attractive ̅ 3,26 interesting ̅ very interesting after the feasibility test by the validators and the attractiveness test by the students, the product is tested for its effectiveness.the effectiveness test was carried out on 30 students of class xi by giving pretest questions before learning with modules, and giving posttest questions after learning with the module.effectiveness is seen by comparing the results of the pretest and posttest by using the n-gain calculation.gain is the difference between the pretest and posttest values to find out an increase in understanding and mastery of concepts of students after the learning process carried out by educators.the effectiveness test of the pretetest and postetest was calculated by using n-gain with the following formula: (2) information: : final test score : initial test value : maximum value the gain value is interpreted into three criteria, namely high, medium, and low. the following are the criteria for gain values shown in table 3 below. table 3. gain value categories nilai gain (g) kategori high medium low results and discussion this research produces a product in the form of mathematics module framed in nuance of islam through scaffolding. the material used is the limit of algebraic functions developed based on the scaffolding method.the research model used in this study is 4-d from thiagarajan which includes four main stages, namely defining, designing, developing and disseminating.conceptually the 4-d research procedure includes: a. defining 1. front-end analysis based on the results of the needs analysis obtained: 84 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a) students have difficulties in understanding mathematical material both mathematics concpet and calculations. b) students have low independence in process of learning mathematics. c) educators have not linked mathematics subject with ilsamic values. d) teaching materials usde by students have not been linked beetwen mathematics and verses of al-quran. 2. concept analysis in the module developed, the researcher systematically relevantly compiled limitmaterial on algebraic functions relevant in three chapters including the definition of limit, operation on limit and limit teorema. 3. task analysis obtaining an example of a question and practice on each chapter of the material for limit of algebraic functions using the scaffolding method. 4. specifications of intructional objectives formulating objectives by summarizing the results of front-end analysis, concept analysis and task analysis that aims to determine the behavior of research objects. b. design 1. contructing criterion referenced test the high school mathematics module with a scaffolding-based islamic nuance was chosen as the teaching material developed, and it aims to facilitate and help students be more independent in the learning process. 2. format selection the product design arrangement in this module has several steps including adjusting core competencies and basic competencies based on the 2013 curriculum (k13). 3. initial design the initial design of the module development product consists of the front cover and back cover, module developer team page, introduction, table of contents, perface, standard content and concept map.while the contents of the module consist of learning activities, verses relating to material limits, muslim scientific figures as motivation for students, zone of proximal development to see the development of students and scaffolding or assistance that makes it easier for students to understand the material and workmanship questions. c. develop the activities carried out at this stage are validation of experts (material experts, media experts, religious experts and education practitioners), validation is carried out in two stages to obtain the feasibility of the module. the results of evaluations from experts can be seen in table 4. 85 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table4. results of product assessment by experts validator average value criteria material expert 3,6 very worthy media expert 3,5 very worthy religionist 3,7 very worthy after being declared feasible, the module is tested on small group trials and large group trials to assess module attractiveness. the results of the assessment of small groups and large groups can be seen in table 5 below: table 5. trial results of small and large groups trial average value criteria small group 3,4 very interesting field 3,29 very interesting after the module is declared feasible and attractive, the product is tested for effectiveness. the following is the results of calculating the effectiveness of the products presented in table 6. table 6. conclusion of effectiveness test results sekolah n-gain kriteria al-kautsar b. lampung high school 0,77 high man 2 b. lampung 0,72 high d. dessiminate the distribution is carried out to educators in either the print or the softfile module while the mass deployment to students is done by sending the softfile modulethrough the group on the whatsapp application. conclusion the conclusion of this study is mathematical modules with islamic nuances through the scaffold method that has obtained the feasibility value from experts of 3.6 with very feasible criteria and an interesting response from 3.4 small group trials with very interesting criteria and response to large group trials 3.29 with very interesting criteria. in the trial, it obtained a value of 0.77 with high criteria in bandar lampung al kautsar high school and 0.72 with high criteria in man 2 bandar lampung. suggestions that can be submitted are mathematical modules with islamic nuances through the scaffolding method ofthe material presented is only on the limits of algebraic functions so that the development of the next module can be develop 86 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical modules with islamic nuances through scaffolding methods on wider material. references alin wahyu rizkiah, nasir nasir, dan komarudin komarudin,. (2018). “lkpd discussion activity terintegrasi keislaman dengan pendekatan pictorial riddle pada materi pecahan,” desimal: jurnal matematika,; vol. 1, no. 1. anggoro bambang sri,. (2015). “pengembangan modul matematika dengan strategi problem solvin guntuk mengukur tingkat kemampuan berpikir kreatif matematis siswa,” al-jabar: jurnal pendidikan matematika,; vol. 6, no. 2. astika finka fitri,. (2014). “pengembangan modul pada materi matriks dengan pendekatan pmri untuk siswa kelas x smk,” skripsi. universitas negeri yogyakarta. atika izzatul jannah and ending lutyani, . (2017). “pengembangan bahan ajar pada bahasan himpunan dengan pendekatan problem solving untuk siswa smp kelas vii,“ jurnal pendidikan matematika, s1 6. no. 3 chairani zahra,. (2015). “scaffolding dalam pembelajaran matematika,” math didactic: jurnal pendidikan matematika, vol. 1, no. 1, cholid narbuko dan h. abu achmadi,. (2009).metodlogi penelitian, jakarta: bumi aksara, fiska komala sari, farida farida, dan muhamad syazali,. (2016). “pengembangan media pembelajaran (modul) berbantuan geogebra pokok bahasan turunan,” aljabar: jurnal pendidikan matematika, vol. 7, no. 2 fitri lidya alimah,. (2013). “pengembangan modul fisika pada pokok bahasan listrik dinamis berbasis domain pengetahuan sains untuk mengoptimalkan minds-on siswa sma negeri 2 purworejo kelas x tahun pelajaran 2012/2013,” radiasi: jurnal berkala pendidikan fisika, vol. 3, no. 1 hamdani,. (2010). strategi belajar mengajar (bandung: cv pustaka setia, indrawati indrawati,. (2017). “pengaruh metode scaffolding berbasis konstruktivisme terhadap hasil belajar matematika,” journal of medives: journal of mathematics education ikip veteran semarang 1, no. 1 kurniati annisah,. (2015). “mengenalkan matematika terintegrasi islam kepada anak sejak dini,” suska journal of mathematics education, vol. 1, no. 1 kurniati annisah,. (2016). “pengembangan modul matematika berbasis kontekstual terintegrasi ilmu keislaman,” al-khwarizmi: jurnal pendidikan matematika dan ilmu pengetahuan alam, vol. 4, no. 1 mamin ratnawati,. (2013). “penerapan metode pembelajaran scaffolding pada pokok bahasan sistem periodik unsur,” chemica, vol. 9, no. 2 mardiansyah yopy,. (2013). “pembuatan modul fisika berbasis tik untuk 87 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mengintegrasikan nilai pendidikan karakter dalam pembelajaran siswa sman 10 padang kelas x semester 1,” pillar of physics education, vol. 1, no. 1 marsigit. (2010).matematika sma kelas xii (jakarta: quadra, mina syanti lubis, r. syahrul, dan novia juita,. (2014). “pengembangan modul pembelajaran bahasa indonesia berbantuan peta pikiran pada materi menulis makalah siswa kelas xi sma/ma,” bahasa, sastra, dan pembelajaran 2, no. 1 muthia dewi,. 2017. “pengembangan modul matematika menggunakan model thiagarajan untuk meningkatkan kemampuan pemecahan masalah melalui pendekatan pembelajaran matematika realistic di mts pesantren daar uluum kisaran, vol. 2, no. 1, ni wayan sutarmi, naswan suharsono, dan i. wayan sukra warpala. (2013). “pengaruh pembelajaran scaffolding terhadap keterampilan menulis teks recount berbahasa inggris dan kreativitas siswa kelas viii smp negeri 3 manggis,” jurnal teknologi pembelajaran indonesia, vol. 3, oni arlitasari, puja pujayanto, dan rini budiharti. (2013). “pengembangan bahan ajar ipa terpadu bebasis salingtemas dengan tema biomassa sumber energi alternatif terbarukan,” jurnal pendidikan fisika, vol. 1, no. 1 rizky dezricha fannie dan rohati rohati. (2014). “pengembangan lembar kerja siswa (lks) berbasis poe (predict, observe, explain) pada materi program linear kelas xii sma,” sainmatika: jurnal sains dan matematika universitas jambi, vol. 8, no. 1 salafudin salafudi. (2015)., “pembelajaran matematika yang bermuatan nilai islam,” jurnal penelitian, vol, 12, no. 2 sandiyanti ageng. (2018). “pengembangan modul bilingual bergambar berbasis quantum learning pada materi peluang,” desimal: jurnal matematika, vol. 1, no. 2 septora rio. (2017). “pengembangan modul dengan menggunakan pendekatan saintifik pada kelas x sekolah menengah atas,” jurnal lentera pendidikan pusat penelitian lppm um metro, vol. 2, no. 1 septriani nicke. (2014). “pengaruh penerapan pendekatan scaffolding terhadap kemampuan pemahaman konsep matematika siswa kelas viii smp pertiwi 2 padang,” jurnal pendidikan matematika, vol. 3, no. 3 sofan amri dan aiif khoiru ahmadi. (2010). kontruksi pengembangan pembelajaran pengaruhnya terhadap mekanisme dan praktik kurikulum (jakarta: pt. prestasi pustakaraya, 88 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sugiyono. (2017). metode penelitian pendidikan kuantitatif, kualitatif dan r&d (bandung: alfabeta, sukino. (2017).matematika untuk sma/ma kelas xi semester 1 (jakarta: erlangga, sumantri mohamad syarif,. (2016). strategi pembelajaran teori dan praktik di tingkat pendidikan dasar (jakarta: jarawali). supriadi nanang. (2015). “mengembangkan kemampuan koneksi matematis melalui buku ajar elektronik interaktif (baei) yang terintegrasi nilai-nilai keislaman,” al-jabar: jurnal pendidikan matematika, vol. 6, no. 1 syahrir syahrir dan susilawati susilawati. (2015). “pengembangan modul pembelajaran matematika siswa smp,” jurnal ilmiah mandala education (jime), vol. 1, no. 2 syarifah siti. (2017). “pengembangan lembar kerja peserta didik (lkpd) berorientasi nilai-nilai agama islam melalui pendekatan inkuiri terbimbing materi trigonometri” (phd thesis, uin raden intan lampung) taza nur utami, agus jatmiko, dan suherman suherman. (2018). “pengembangan modul matematika dengan pendekatan science, technology, engineering, and mathematics (stem) pada materi segiempat,” desimal: jurnal matematika, vol. 1, no. 2 trianto. (2014).model pembelajaran terpadu konsep, strategi dan implementasi dalam kurikulum tingkat satuan pendidikan (jakarta: bumi aksara,) microsoft word 8163-5f14-a682-53dc 58 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej concept of geometry in penataran temple elly susanti1, arum permata rahmadhani2 1,2magister pendidikan matematika, universitas islam negeri maulana malik ibrahim malang e-mail : ellysusanti@mat.uin-malang.ac.id abstract this study aims to describe the results of exploring the shapes in penataran temple, cultural relics accompanied by geometric concepts. this research uses explorative-descriptive research because it is suitable for uncovering mathematical cases related to ethnomathematics. the data analysis technique used in this research is qualitative. in this study, an ethnographic approach was used, accompanied by interviews, collecting documentation, or analyzing literature about penataran temple as data collection techniques. this study concludes that the relationship between culture and building structure in penataran temple has always been attached to the concept of geometry in the material. wake up flat and build space. in these buildings, the forms are applied in mathematical objects such as in flat plane geometry and space shapes. as in this study results, there are several structures, namely cuboid and right triangular prism and plane shape, in an isosceles triangle. keywords: geometric concept; penataran temple introduction mathematics in the academic world prioritizes cognitive, studying quantity, shape, structure, and size. mathematics is better known as a topic of conversation in school to college. it is known as something related to numbers and calculations; even when we see an object must have imagined geometric shapes in mathematics. managing mathematics learning so that it is easy to understand and at the same time fun is still a challenge. in various aspects of life in society, mathematics education has a significant role, such as counting the number of objects, comparisons, sorting the number of things, etc. however, most people do not know the use of mathematical concepts in their activities, daily habits, and cultures around us, which are associated with benefits. one of the approaches offered as an alternative is culture-based mathematics learning, known as ethnomathematics. therefore, utilizing culture in learning mathematics is a possible option, and in indonesia, ethnomathematics is not something new. indonesia has a wide variety of cultures. each tribe or group has a unique and unique culture. the integration of culture in mathematics is contextual and realistic, which is realized due to human activity. since our ancestors, there have been many cultural products, namely artistic creativity that contains mathematics, such as carvings on stone, wood, and traditional buildings containing threedimensional geometric shapes (kucuk, 2013). the temple is one of indonesia's 59 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej cultural heritage known throughout the world. many tourists visit, admiring the beauty of its various artistic forms, which now only remains to remember its history. only a few of them know that these temples have mathematical elements and are fascinating to study. and one of these temples will be explored further for research in this article. precisely the temple is categorized as the most magnificent and the most extensive in east java, namely palah temple or better known to the public as penataran temple (mashuri, 2014). one of the temples with hindu siwaitis style is located in penataran village, kec. nglegok, kab. blitar. it is located on the southwest slope of mount kelud and northern blitar with an altitude of 450 m above sea level. this penataran temple complex contains a cluster of several buildings stretching along the northwest-southeast axis. on the opposite side of the eastside, there is a river that originates on mount kelud. the penataran temple area is arranged using a linear pattern with other heritage buildings located in the main temple. this linear arrangement pattern is somewhat irregular, which eventually makes the penataran temple distinctive. the ethnomathematics study of the penataran temple is expected to get to know palah temple's culture, which has many reliefs, statues, and other forms of hindu-style buildings. this study aims to describe the results of exploring the conditions in penataran temple, which are cultural relics accompanied by their mathematical concepts. research method researchers' research in this article is descriptive-exploratory research with an ethnographic approach because it is suitable for uncovering mathematical cases related to ethnomathematics. the data analysis technique used in this research is qualitative. retrieval of data in this study is employing exploration, documentation, and interviews conducted in the penataran temple area, according to the study's aim to explore the concept of geometry on components and artists in buildings in the area of penataran temple, kab. blitar. the role of the researcher in the method used is as a critical instrument or research instrument. an ethnographic approach is accompanied by interviews, collecting documentation, or analyzing literature about penataran temple as a data collection technique. the talk was aimed at verifying the validity of the data from the researcher's interpretation. resource persons / cultural observers who were interviewed were also conducted as complementary data in this study. analyzing literature documents involved activities such as cursory examination and interpretation. the data analysis technique in this article uses taxonomic analysis. the taxonomic analysis is carried out to analyze the buildings' shape in the upgrading complex and its associated mathematical concepts. results and discussion the data from the documentation, observation, and architectural exploration of the penataran temple shows that the penataran temple area has several 60 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej geometric forms of plane geometry and space shapes. the following are some of the buildings in the penataran temple area. 1. bale agung in its original form, this bale agung building has supporting poles in every corner and has a roof used to use leaves. while the pillars are made of wood, the foundation uses stone, so it is clear that the still-intact part is a strong and not brittle foundation. as can be seen in gam bar 1, the building has length, width, and height. figure 1. bale agung and if it is implemented into the concept of waking up space (kriegeskorte, n., & kievit, 2013), the building is a glimpse of shaped beams that have the formula. however, if observed further, in some blankets on the structure's side, there are stories relief that juts into (figure 2). several studies discuss hindu buddhist heritage temples' architectural design forming reserves with hallways, as shown in figure 2 (aditya bayu perdana & rahadhian p. herwindo, 2020) if exploring the amber 2 that juts outgained 3 part geometry waking up space in part. figure 2. exploration of geometric shapes � � � � � � 61 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej furthermore, if explored a section on building bale grand this, in part forming geometric beam (figure 3. cuboid). while the features are equally created wake rung prism triangular bracket architecture juts out also contained in the design of the patio. the same thing in the pendopo teras building, the shape is almost the same as the bale agung. the difference is only in terms of the terrace pavilion size, which is smaller than the bale agung. figure 5. terrace pavilion 2. candra sengkala temple / temple of annual figures / brawijaya temple / ganesha temple the temple is a spot prime for the visitors to immortalize in photos or enjoy the history. the temple is also included buildings that have symmetrical the same on each of its sides. its simple shape and is a characteristic typical of the patterned hindu temple is interesting to associate the symmetric wake flat. as seen in figure 6, one of the parts of the temple is that the front, if applied into line coordinates of the axes x and y, obtained the concept of reflection or reflection on waking flat (ledi et al., 2020). axis x is drawn right to be in the middle of the section ahead of the building is so has the object right and left are the same. here are the properties of reflection woke up flat this. the large size of each object on the mirror has properties that together with its shadow. the position of the item with the opposite shadow figure 4. right triangular prism figure 3. cuboid 62 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej furthermore, if the observed side next to the right and left of the stairs towards the door entrance is carved, tumpal were decorated with flowers with a wet outer in the shape of a triangle at the foot (figure 8). tumpal, according to kbbi online (fatya permata anbiya, 2014), is a motif by painting three dashes are lined up (on gloves and so on). it can be concluded tumpal is one of the types of ornamental geometric types that shaped wake flat triangular rows and varied either single or face (figure 9). a variety of decorative it can be found in java's culture in the hindu era, which figure 6. candra sengkala temple figure 7. the application becomes a 63 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej became part of the ornate buildings and statues. garnish tumpal very much found in object-be n da ethnography of tribal peoples in appears logical as the carving homes, boats, and others. 3. naga temple in building dragon temple is fleeting like shape block, too, but the building is over many carvings that stand out so that the cover forms the base of the building called dragon temple because the building is wrapped around the dragon and propped figures dressed highway. once in exploring again, in figure 10, the shape of the building at the box colored red are almost equally well with the building bale grand and pavilion terrace with a difference of her in terms of size. figure 10. naga temple figure 8. tumpal motif figure 9. temple pintu 64 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the exposure results of the description and discussion above in gain, the linkages between society's culture and fabric have been since first attached to mathematics elements. on the site, some of the temple penataran have connections with mathematics concepts, such as the material geometry field of flat and woke up the room. so it can be concluded that the era of first when build buildings that less is more has to know the object of mathematics and apply to the forms of the buildings are. at the same time, it showed the materials mathematics were obtained from exploration above attributed in life every day as a form apperception in learning because the temple has a geometric model. by because it is, i hope researchers subsequently could be explored the heritage of culture is and can be used as a source of research further regarding the use of learning mathematics in school references andika arisetyawan, didi suryadi, tatang herman, c. r. (2014). study of ethnomathematics : a lesson from the baduy culture. international journal of education and research, vol. 2, no. aditya bayu perdana & rahadhian p. herwindo. (2020). study on architectural relation of ancient mataram hindu candi and vāstuśāstra. jurnal risa (riset arsitektur), 4(3), 234–251.buchori a, sudargo, rahmawati nd, b. m. (2016). digital media development of math game with ethnomathematics model based on javanese local wisdom in higher education. arts and social sciences journal, 7(4). edi sedyawati, hariani santiko, hasan djafar, ratnaesih maulana, wiwin djuwita sudjana ramelan, c. a. (2013). candi indonesia: seri jawa: indonesianenglish. jakarta: direktorat jenderal kebudayaan. fatya permata anbiya, dkk. (2014). kamus besar bahasa indonesia edisi kelima. in badan pengembangan dan pembinaan bahasa kementerian pendidikan dan kebudayaan republik indonesia. lestari, g. (2007). mengenal lebih dekat : candi nusantara. jakarta: pacu minat baca. morquecho, a., vicente, a. s., laya, r., & ventura, t. (2009). new 3d microcmm triplanar simetry design concept. proceedings of the 9th international conference of the european society for precision engineering and nanotechnology, euspen 2009. niken wahyu utami, suminto a sayuti, j. (2019). math and mate in javanese primbon: ethnomathematics study. journal on mathematics education, vol. 10, n, 341–356. pusat data dan analisa tempo. (2019). menyaksikan kemegahan candi hindu yang tersebar di pulau jawa. jakarta: tempo. 65 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej rahadian ph. (2008). kajian perkembangan desain arsitektur bangunan sakral hindu-budha di jawa transformasi dan adaptasi dalam arsitektur pada masa islam di jawa (tradisional jawa). research report engineering science. supriadi. (2016). pembelajaran etnomatematika sunda dalam memelihara budaya bangsa. serang: pgsd upi kampus serang. yoyok & siswandi. (2007). pendidikan seni budaya. yudhistira. 29 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej e-encyclopedia of mathematics based on android for class viii junior high school ririn dwi agustin pendidikan matematika, fpiek, ikip budi utomo malang e-mail: ririndwiagustin@budiutomomalang.ac.id abstract mathematics is a broad science in life. therefore learning media innovation must be done. the purpose of this research is to create applications that can expand knowledge and skills by attracting and flexible with android based systems for grade viii students of junior high school. android is an operating system that is open source which gives freedom for developers to develop an application, with the advantages of the android operating system, will help android-based users to be able to joyfull a variety of applications, one of the applications is e-encyclopedia. the stages of the research carried out refer to the addie development model including analysis, design, development, implementation, and evaluation. the stages of the research that have been carried out are the stages of research that have been carried out are goal analysis (goal analysis, analysis of learning tools and materials, analysis of ability levels and characteristics of target users), design (application design to be presented, preparation of materials, preparation of material delivery flow in the form of flowcharts, making flowcart, and approve materials needed in encyclopedia development), development (application development), implementation (computer expert approval, material experts, and field discussions and conducting limited trials), and evaluations (evaluation of applications developed, carried out for forty before).. the subjects involved grade viii students were 10 female students and 12 male students as respondents. feasibility test results were obtained 95% for media experts, 90% for material experts, 80% for field practitioners, and 83% for target users. ke ywords : e-encyclopedia, media, android introduction the development of time, media and technology have an important influence on education. this has become a daily consumption need. some are even addicted to technology in the form of smartphones, laptops, computers, and the internet. this has influenced the learning process to date. conventional learning media in the current milleneal era has become increasingly difficult to find. learning media is a tool that can convey or deliver learning messages (arsyad, 2015: 3). the use of interesting learning media will increase students' motivation and interest in learning which will ultimately make students successfully understand the material provided (setyadi and qohar, 2017: 1). learning media that can be used with technological advances in the form of learning applications on gadgets. in learning media able to train knowledge, skills and accuracy in the learning system in a more interesting way. one effort to utilize android is to develop a mobile apps, which will play a role in making android a learning media for mathematics. so far, there are already android mobile apps that are used as learning media. one developer who has developed androbook chemistry (2016) as a chemical learning media is najid azma. androbook chemistry is made for students with disabilities speaking as an independent learning 30 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej media. in this study an android application developed is the mathematical encyclopedia which contains learning content consisting of material in semester 1 and 2 of class viii for smp / mts. the filled material contains the define of the material discussed in each chapter and there are also sample questions and question exercises. android application is one of the approaches in the learning process. application development on android can be used as a medium of learning mathematics so that it is easy to achieve learning goals in cognitive, affective and psychomotor aspects. in understanding the concepts in learning mathematics which is a cognitive ability. understanding the concept is the ability to explain, explain, interpret, or capture a meaning of the object being studied so that it is not just remembering facts (sanjaya, 2010). research method the stages of research conducted on the addie development model developed by (dick, 1978), while the development therein is called analysis, design, development, implementation, and evaluation. stages of research that have been carried out are goal analysis (goal analysis, analysis of learning tools and materials, analysis of ability levels and characteristics of target users), design (application design to be presented, preparation of materials, preparation of material delivery flow in the form of flowcharts, making flowcart, and approve materials needed in encyclopedia development), development (application development), implementation (computer expert approval, material experts, and field discussions and conducting limited trials), and evaluations (evaluation of applications developed, carried out for forty before). the formula used is adopted from (arikunto, 2010) information : p = percentage score na = final score σx = total score n = maximal score n = many questions to determine the level of validity of the developed e-encyclopedia, criteria for qualification assessment based on (arikunto, 2010) will be used as shown in table 1 percentace (% ) validity level category 76-100 valid feasible/no revision needed 51-75 quite valid quite feasible/partial revision 25-50 less valid less feasible/partial revion <26 invalid infeasible/total revison p  x 100% , na  p 31 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion the results in this study are: the mathematical e-encyclopedia has been developed and the results of the mathematical e-encyclopedia of this research have been validated by experts to determine its validity and eligibility. the assessment results show that this mathematical e-encyclopedia has fulfilled a valid categories based on expert validation assessment, namely a computer expert and also a material expert. whereas based on limited test tests from teachers and 21 students in the mathematical e-encyclopedia that was developed to obtain results with practical and effective criteria. based on the criteria of validity, practicality and effectiveness of the developed e-encyclopedia application is fulfilled, and the final product is obtained in the form of a mathematical e-encyclopedia. the e-encyclopedia application was developed in the form of an android apk application that supports android. so this applications, was developed flexibly. this learning media includes mobile learning based learning. this is in accordance with the definition of cellular learning stated by (o'malley, 2013), namely learning so that students (students) do not remain silent in one place or learning activities that occur when students use mobile technology devices. the trial results show that many 8th grade students are interested in this application because it is very easy to use. students already use android so that students feel worthy as a medium for learning in school, the road, home and anywhere. figure 1. front page e-encyclopedia 32 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2. semester 1 and 2 materials for class viii junior high school in the mathematics e-encyclopedia in this application there are several main menus, encyclopedia cover, choice of material in semester 1 and semester 2, material for each semester in accordance with student books. the "font page" menu contains the title of the encyclopedia as well as the author. on the "semester options" menu contains the semester options to be selected according to student needs. in the "material" menu, users can access all the desired material that contains several terms related to the material presented. this is in accordance with the opinion of (terrell, 2011) about several criteria that make mobile learning effective. figure 3. option all material available in semester 1 in the mathematics e-encyclopedia 33 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4 sample material sub-chapter in semester 1 figure 5. option material chapter in semester 2 in the mathematics e-encyclopedia 34 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 6 sample material sub-chapter in semester 2 based on the results of a trial of 21 sri wedari junior high school students that have been conducted, the results obtained are a mathematical e-encyclopedia application that was developed to get a grade worthy of use. this is in accordance with the criteria of quality learning media based on criteria proposed by (elissavet, georgiadou and economides, 2000). comme nts and suggestions computer expert add some more varied features such as animation material expert add more materials feasibility test results were obtained 95% for media or computer experts, 90% for material experts, 80% for field trials, and 83% for target users. therefore, the mathematical e-encyclopedia application developed is suitable for use as a learning media. learning media developed have advantages, which can be operated on android and windows-based devices; presenting material for junior high schools with flexible and easy to understand; presents a help definition to help students understand the material in each subject. in addition to the advantages mentioned earlier, the learning media developed also have weaknesses. weaknesses of learning media developed include that learning media cannot be operated on mobile devices with operating systems other than android. table 3 comments and suggestions by practitioner expert expert comments and suggestions practitioner it is better to give examples of questions and practice questions on each subject 35 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 4 comments and suggestions by users (students) no s ubject comments and suggestions 1 a this practical e-encyclopedia application so that it can study anywhere 2 b can the e-encyclopedia application be added to the game? 3 c learning mathematics becomes interesting 4 d for more applications like this that have many games applications developed in this research can only be run on android-based mobile devices and computers. it is hoped to develop similar applications that can run on devices with different operating systems and on different materials. with the development of learning applications such as this technology, it is expected to increase the benefits of smartphones in the field of education and add student interest. in addition, the existence of applications like this can provide a more interesting and exciting learning experience for students. conclusion the product developed is a mathematical e-encyclopedia in the form of an android application. this application can also be operated on a computer or laptop with the windows operating system. to install this application is very easy even can be sent via whatapps or email. this application presents two sub-topic material in each semester. in semester 1 there is material: number patterns, cartesian coordinate systems, relationships and functions, straight line equations, linear equations of two variables. while in semester 2 there are material: pythagorean theorem, circles, flat side building, statistics, and opportunities. in this application there are several main menus, encyclopedia cover, choice of material in semester 1 and semester 2, material for each semester in accordance with student books. the "font page" menu contains the title of the encyclopedia as well as the author. on the "semester options" menu contains the semester options to be selected according to student needs. in the "material" menu, users can access all the desired material that contains several terms related to the material presented. this is in accordance with the opinion of (terrell, 2011) about several criteria that make mobile learning effective.. feasibility test results were obtained 95% for media or computer experts, 90% for material experts, 80% for field trials, and 83% for target users. therefore, the mathematical e-encyclopedia application developed is suitable for use as a learning media. learning media developed have advantages, which can be operated on android and windows-based devices; presenting material for junior high schools with flexible and easy to understand; presents a help definition to help students understand the material in each subject. in addition to the advantages mentioned earlier, the learning media developed also have weaknesses. weaknesses of learning media developed include that learning media cannot be operated on mobile devices with operating systems other than android. 36 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. yogyakarta: rineka cipta. baktha, k. (2017). mobile application development : all the steps and guidelines for successful creation of mobile app : case study. international journal of computer science and mobile computing, 6(9), 15–20. darling hammond, l. (2019). implications for educational practice of the science of learning and development. applied developmental science. https://doi.org/https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537 791 dick, w. dan l. c. (1978). the systematic design of instruction. usa: scott, foresman and company. elissavet, georgiadou and economides, a. a. (2000). evaluation factors of educational software. in proceedings international workshop on advanced learning technologies (iwalt) (pp. 113–120). california: ieee. retrieved from http://conta.uom.gr/conta/publications/pdf/evaluation factors of educational software.pdf georgiev,tsvetozar, d. (2004). m-learning – a new stage of e-learning. in international conference on computer systems and technologies. retrieved from http://ecet.ecs.ru.acad.bg/cst04/docs/siv/428.pdf, ghavifekr, s., afshari, m., & a. s. (2012). management strategies for e-learning system as the core component of systemic change: a qualitative analysis. life science journal, 9(3), 2190–2196. grabe, m. (2007). integrating technology for meaningful learning. (james r. layton, ed.) (vol. 2). usa: southwest missouri state university, springfield, mo, usa. hidayanti, n. i. perancangan dan pembuatan ensiklopedia matematika digital dalam komunitas dan pembelajaran matematika (2014). jethro, o. o., grace, a. m., & thomas, a. k. (2012). e-learning and its effects on teaching and learning in a global age, 2(1), 203–210. retrieved from http://hrmars.com/admin/pics/484.pdf o’malley, c. (2013). guidelines for learning/teaching/tutoring in a mobile environtment. retrieved from http://www.mobilearn.org/download/results/guidelines.pdf rokhman f, m. s. a. (2014). character education for golden generation 2045 (national character building for indonesian golden years)no title. procedia social and behavioral sciences, 141, 1161–1165. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.05.197 terrell, s. s. (2011). effective mobile learning, 50 + quick tips & resources. retrieved from http://www.scribd.com/doc/67369598/effective-mobile-learning-50-tipsresources-ebook 100 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of module teaching materials with predict oberve explain (poe) models based on gamification on triangle materials nurhaliza, laila maharani , rizki wahyu yunian putra fakultas tarbiyah dan keguruan uin raden intan bandar lampung e-mail : nnurhaliza16@gmail.com abstract the learning process is certainly not only limited to the increase in students' knowledge or cognitive abilities, but also includes better behavior and thinking abilities, and no less important is how the learning process makes students able to solve problems faced both in learning in school, as well as in the daily life they experience. the development of ict technology has had an impact on the development of the games industry, which makes educators more creative in designing their learning processes. some game designers have studied deeper about psychology or other sciences that study human motivation and behavior. the method in this research is research and development (r&d) with the addie development model. data collection instruments used were questionnaires given to material experts and media experts to find out the feasibility of the product, and given to students and educators, to find out the attractiveness of the products that have been developed as well as pretest and posttest test instruments. based on the analysis of data obtained from material experts and media experts, it was stated that the teaching materials developed were feasible to be used, and the analysis of the data obtained from students and educators stated that the teaching materials developed were very interesting. the results of the analysis of the effectiveness of class data applied teaching material obtained and calculated with the formula effect size obtained is . e_s calculation results are then interpreted to see the effectiveness criteria, the magnitude of , which is in the range of , based on the category determined by the level of effectiveness of the magnitude of the class applied to learning using module teaching materials with the predict oberve learning model explain (poe) based on gamification on the material of smp triangles is categorized quite effective with a classification classified as medium. keywords: module teaching material with gamification-based predict oberve explain (poe) model introduction education is a reciprocal process between educators and students, involving various other educational factors held to achieve educational goals, with always based on certain values, where those values are referred to as the basis of education. (hamdani hamid, 2013) education functions to develop capabilities and shape the character and civilization of a dignified nation in the context of intellectual life of the nation. the curriculum has an important role in the education process. (ismail suardi wekke, ridha windi astuti, 2017) the curriculum is a set of plans and arrangements regarding the objectives, content and learning materials as well as the ways used as guidelines for organizing learning activities to achieve certain educational goals. (imas kurinasih and mailto:nnurhaliza16@gmail.com 101 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej berlian sani, 2014). achieving educational goals outlined in the learning process where students learn. learning activities begin with the exploration of concepts, namely providing opportunities for students to express ideas in accordance with the initial knowledge they have. students are given the opportunity to find their own answers to the problems given and other matters relating to observation and experience. education is very important for every individual both for personal interests and in his position as a citizen. education functions to develop capabilities and shape the dignified character and civilization of the nation in the context of developing the intellectual life of the nation, aiming at developing the potential of students to become human beings who believe in and fear god almighty, have noble, healthy, knowledgeable, skilled, creative, independent, and become democratic and responsible citizens (bambang sri anggoro, 2015). activities or activities carried out during learning are very influential on student achievement. learning that is dominated by the teacher will cause boredom for students because student activities are limited to listening and taking notes. so that learning activities can have an influence on improving learning achievement, learning designs or scenarios created by teachers must be oriented towards student activities. activities carried out by educators during learning are very influential on student learning outcomes. learning that is dominated by educators will cause boredom for students because the activities of students are limited to listening and taking notes. learning activities can have an influence on improving learning outcomes, designs or learning scenarios created by educators must be oriented towards student activities. this is in accordance with the curriculum applied in schools, namely the 2013 curriculum, where learning includes a component of observing, asking, trying, processing, presenting, concluding and creating. therefore, the learning activities that take place need the right model or method. the learning model used must be interesting and able to make students play an active role in it. if the learning model that is used is interesting, then students see mathematics as an interesting subject and not boring to learn so that it has a great desire to learn. the learning process is of course not only limited to increasing students' knowledge or cognitive abilities, but also includes better behavior and thinking abilities, and no less important is how the learning process makes students able to solve problems faced both in learning in school, and in the daily life they experience. students to be accustomed to solving problems can be accustomed to in the learning process, it is the task of educators who help students to achieve this, by making the teaching and learning process more active, enjoyable, and arouse students' thinking abilities and skilled skills. quoting from hamzah b. uno and nurdin mohamad, creative learning is one of the strategies that encourages students to be more free to learn the meaning they learn. creative learning is also very important in the context of the formation of a creative generation, which is able to produce something for the benefit of himself and others. according to hamzah b uno (2012) creative is also intended for teachers to create diverse learning activities so that it meets various levels of student ability. creative learning can also help students have the skills used in doing the things that they need. one alternative learning model that involves active students is the poe (predict-observe-explain) model. this is because the poe learning model is a learning model in the order of the process of building knowledge by first predicting solutions to problems, then conducting experiments to prove predictions, and finally explaining the 102 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results of experiments. this learning model was first introduced by white and gunstone in 1992. (matthew kearney and david f. treagust, 2001) the poe model provides the opportunity for students to be able to construct their own knowledge, observe observations of phenomena that occur and be skilled at communicating their ideas and discussion results. the scientific process skills of students can develop and be able to be applied in real life everyday. some research findings found that the use of the poe model can be used by educators to provide a deep understanding of learning design activities and strategies that the learning start starts from the viewpoint of learners rather than educators. the poe model has the influence to develop curriculum, learning strategies, teacher development, assessment of students' understanding and level of student learning outcomes. other research results also state that the poe model has a positive effect on students' understanding of abstract material. the results of his study stated that by using the poe model the level of success of students is better than conventional learning. in addition, the results of the study also stated that the poe model had a significant influence on the increase in student knowledge in the field of science material. this gives an illustration that the poe model is a good model to be applied to mathematics learning in the hope that students will get used to daring to try, trying to be able to understand a concept being learned. the solution of these problems is that at least the educator is able to create a learning atmosphere that can stimulate students to actively learn. besides that, teaching material is one of the needs that must be provided by students so that they can be able to explore the ability to understand concepts. the criteria used in the selection of media or teaching materials that support the content of learning materials and the ease of obtaining them. the appropriate media is not yet available, the teacher tries to develop it himself. the media include visual-based media which include images, graphic charts, transparencies, and slides, audio-visual media (video and audio-tape), and computer-based media (computer and interactive video). (azhar arsyad, 2013) in accordance with the learning objectives of mathematics that one of the objectives of learning mathematics is that students can understand mathematical concepts. understanding mathematical concepts in learning, students are required to construct their knowledge and understanding through the process of analysis, synthesis, filtering and using the concepts learned to develop problem solving problems so learning will feel more meaningful. providing good results requires a high understanding of concepts, so teachers must be able to apply an atmosphere that can make students enthusiastic about the existing problems, so they are able to try to solve the problem. the use of teaching materials that direct students to the understanding of concepts is very supportive to help carry out the learning process in order to expedite the learning process, and the use of teaching materials can help students to obtain additional information that is not necessarily easily obtained quickly from other places. teaching materials that are in accordance with the development of concept understanding in the form of textbooks can be well developed so that it guides students in constructing facts, concepts, principles, or mathematical procedures in accordance with the material being studied. the learning process and the impact of the use of developed teaching materials certainly have an important role for teachers. the impact 103 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of its use, among others: 1) see how teaching materials can work to achieve learning objectives in the activities of students, 2) how students think in the learning process then the impact will be obtained from the use of teaching materials that will determine the quality of teaching materials and 3 ) how appropriate learning routes should be in order to achieve the learning objectives formulated. teaching material that is suitable with the material to be delivered is a supporting tool to foster students' learning interest. most students are not interested in teaching materials available at school because there are still many using textbooks or guidebooks. working on questions and exercises students only use learning material books or textbooks for guidance, while students' responses in working on textbooks are lacking in literacy because in essence students ask more questions than digesting the questions first. so the basic concept is already lacking, literacy is low and awareness of learning is also low. the new innovations in teaching materials to be conveyed to students is the right step to foster students 'learning interest, because not to make learning monotonous and can provoke students' creativity and interactions that are needed to improve learning. innovations in teaching materials made by educators will change the paradigm of students in mathematics students who seem difficult. the development of mathematics learning teaching materials in this triangle material applies the principles of learning design presented in the form of a model that directs researchers to design learning that is used as a guide in organizing learning in order to achieve effective, efficient, attractive and humane learning so that researchers are interested in developing teaching materials to minimize the difficulties experienced by students by understanding a triangle material concepts by applying poe models with the help of teaching materials in the form of gamification so as to reduce difficulties in learning mathematics. in connection with the research conducted, researchers expect a change in learning tools in order to improve mathematics learning. the facilities are module teaching materials with gamification-based poe models on triangular material which will later become a guide when learning. based on the description above, the author seeks to overcome the existing problems by conducting research with the title, namely the development of module teaching materials with predict-oberve-explain (poe) models based on gamification on triangular material. based on the problems raised, the objectives to be achieved in this study are to find out: (1) how to develop instructional materials in the form of modules using gamification-based poe model on triangle material ?, (2) how to develop teaching materials in the form of modules using the gamification-based poe model on material the triangle developed is feasible to be implemented in junior high school learning and is interesting for students ?, (3) how is the effectiveness of learning using teaching materials in the form of modules using poe model based on gamification on triangle material? research method this type of research is carried out by research and development methods (research and development). research and development is a research method produced to produce products. this study aims to develop a particular product and test the 104 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej effectiveness of the product. the product produced from this research is teaching material in the form of modules using gamification based poe model on triangle material. this developmental research used addie research model. the selection of this model is based on the consideration that this model is easy to understand, besides that this model is developed systematically and rests on the theoretical foundation of the developed learning design. this model is programmed in a systematic way in an effort to solve learning problems related to learning media that are appropriate to the needs and characteristics of students. the addie research stages are: analysis, design, development, implementation, evaluations. the research location was determined purposively or deliberately chosen according to the objectives and the difficulties in understanding the concepts in mathematics learning, as well as the value of the students being educated at schools, medium and high, which still lacks the experience of lack of interest in learning and difficulties in understanding concepts in mathematics learning, as well as the value of the school which is still low so that the value of the school is still very low so the value of the material is still used. this is smp negeri 11 bandar lampung. the technique of collecting the material intended in this research is to use interviews, questions and questionnaires (questionnaire) as well as documentation. implementation of research and development (r&d), researchers use two types of data collected, namely: (1) qualitative data, i.e. it can simply be called data from category results (coding) for content of data in the form of words or can be defined as data not numbers but framed and has the characteristic of not being able to do mathematical operations such as addition, subtraction, multiplication and division. qualitative data in this study are in the form of learning instructional material categories in logarithmic material based on a questionnaire that has been filled out by material experts, and students. (2) quantitative data, that is data in the form of numbers in the true sense, so various mathematical operations can be performed on the data quantitative. quantitative data in this study were in the form of research scores for each evaluation criteria point in the questionnaire of teaching materials filled by material experts, junior high school teachers, and students as users. rating point criteria are changed to a likert scale score. results and discussion discussions in this study include: a. product development results the development process that researchers carried out to produce module teaching materials with predict oberve explain (poe) models based on gamification concepts on the triangle material using addie models namely 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. based on the product produced, the researcher can find out the feasibility and effectiveness of learning using module teaching materials with a predict oberve explain (poe) model based on gamification concepts on triangle material. b. product characteristics the results of the development carried out by the researchers produced a product that is a teaching material module with a predict oberve explain (poe) model based on the concept of gamification on triangle material which has the following characteristics: 105 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 1) basic competency-based teaching materials that are in accordance with the 2013 curriculum which are in accordance with ministry of education and culture regulation no 24 of 2016. 2) teaching material developed requires students to understand the concept by filling in the parts of the concept that have not been filled in accordance with the understanding of the previous material. 3) existing questions are given based on the students' ability from low to difficult questions. 4) the design is designed to be attractive, dynamic and makes it easier for students that the competencies being studied can be mastered easily, simply and meaningfully 5) appearance makes student interest in learning. c. effectiveness of learning using products that are developed the effectiveness of teaching materials is measured using analysis of pretest and posttest student learning outcomes at the end of the learning activities that have been carried out. written test is taken after learning activities using module teaching materials with predict oberve explain (poe) models based on the concept of gamification on the material triangle completed. the effectiveness of a learning is achieved when learning material can be absorbed perfectly by students. the learning process occurs a good interaction between students and educators so that learning becomes active and more meaningful. awareness of the importance of social interaction gave birth to some in-depth studies, how should the teaching and learning process be applied in accordance with the plans that have been prepared. these problems are basically inseparable from the effectiveness factor in learning itself. the effectiveness of learning is part of the change in the learning process that has been prepared so that it provides appropriate and appropriate results in accordance with a plan that is designed to achieve all objectives in learning. agree with mulyasa stated that "effectiveness is related to the implementation of all the main tasks, the achievement of objectives, timeliness and the active participation of its members". (naning sutriningsih, 2015) the issue of effectiveness is usually closely related to the comparison between the level of achievement of objectives with a plan that has been prepared previously, or the comparison of real results with planned results. sutikno stated that "learning effectiveness is a learning that allows students to interact actively, fun, and can achieve the learning objectives as expected. the goals of mathematics learning include cognitive and effective goals. cognitive goals in the form of students' ability to master mathematical concepts that can be seen from the results of tests given, while the effective aspects are seen from attitudes when learning takes place ". (fitri sri sugesti, 2016). the importance of effectiveness in the learning process will have an impact on learning outcomes if in the learning process teachers find ways and always try to get students actively involved in learning with high learning time presentations, positive student responses to learning. the terms of a learning are said to be effective if the main requirements of effectiveness are fulfilled, namely in a learning process the percentage of students' learning time in kbm is related to the implementation of the planned learning plan, adapted to activities that make the learning process interesting, enjoyable and in accordance with the specified learning time so implementation can go according to the plan drawn up in the learning plan. 106 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej achieving the desired goals, needs to be strived for students to be motivated to learn independently, so they can follow changes in life patterns and can establish cooperation in harmony of life, where in the process of good learning interactions in effective learning as all efforts to help students to be able to provide the expected test results. teachers must be able to create an effective learning process so that students actively participate in learning activities. an effective learning process is able to provide space for students in their own learning students are guided and directed to the understanding of students in finding concepts so that learning outcomes are achieved optimally. the use of gamification to increase motivation and interest is an important development in learning. malone and lepper in meyhart (2016) analyzed the positive impact of game elements in the context of learning. some current research also shows that an approach with gamification can improve student learning environments and practice applications for customers. the potential of gamification for learning and gaining knowledge in business contexts has received little attention to date. but it can also be seen from other literature studies, some studies say the effect of gamification does not last long, but it can still be a new thing to learn. (muhammad takdir, 2017). the effectiveness of module teaching materials with predict oberve explain (poe) models based on gamification concepts on triangle material is shown by the effect size analysis obtained, . the results of the calculation of are further interpreted to see the effectiveness criteria of the magnitude of , which is in the range of , based on the category determined by the level of effectiveness of the magnitude of the class e_s applied to learning using module teaching materials with the predict oberve model explain (poe) based on the concept of gamification in the material triangle is quite effective with a classification classified as medium. conclusion based on the discussion and results of development in the process developed in research and development (research and development). so it can be concluded that in the development of module teaching materials with predict oberve explain (poe) models based on gamification concepts on segitigalayak material and effective in learning, the conclusions that can be drawn from this study are as follows: development of module teaching materials with predict oberve explain (poe) models based on gamification concepts on triangle material using addie research and development which has 5 stages including: analysis, analysis, design, development ), implementation (implementation) and evaluation (evaluation). this stage is supported by microsoft word 2010 and adobe photoshop. the resulting product is a module teaching material with a predict oberve explain (poe) model based on the gamification concept on triangle material. student responses to the appropriateness and attractiveness of module teaching materials with a predict oberve explain (poe) model based on the concept of gamification on the resulting triangle material are feasible to use and interesting for students. in the student response test that was tested on a small class tryout obtained an average value of 3.28 with a very feasible and very interesting category that was carried out on students of smp n 11 bandar lampung thus developing module teaching 107 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej materials with the predict model oberve explain (poe) based on the concept of gamification on the material triangle is feasible and very interesting for students. the effectiveness of learning using module teaching materials with predict oberve explain (poe) models based on the concept of gamification on the material triangle calculated with the effect size analysis formula obtained is . the results of the calculation of are further interpreted to see the effectiveness criteria of the magnitude of , which is in the range of , based on the category determined effectiveness level of the magnitude of the class applied in learning using module teaching modules with predict oberve explain models (poe) based on the concept of gamification in the material triangle is quite effective with a classification classified as medium. references adebayo, f & theodora b.“generative and predict-observe-explain (poe) instructional strategies: toward enchancing basic science practical skill of lower primary school pupils”. internasional journal of elementary education. 2015; vol 4 no. (4), halaman: 86-92. azhar arsyad. media pembelajaran. jakarta: pt grafindo persada. 2013: 101. bambang s. a. “pengembangan modul matematika dengan strategi problem solvin guntuk mengukur tingkat emampuan berpikir kreatif matematis siswa,”aljabar: jurnal pendidikan matematika. 2015; vol 6, no. 2, halaman: 122. hamndani hamid. pengembangan sistem pendidikan di indonesia. bandung: pustaka setia. 2013: 34. hamzah b. uno dan nurdin mohamad. belajar dengan pendekatan pailkem. cet. ke2.jakarta: bumi aksara, 2012:12. imas kurinasih dan berlian sani.implementasi kurikulum 2013 konsep dan penerapan. surabaya: kata pena. 2014: 3. ismail suardi wekke, ridha windi astuti.kurikulum 2013 di madrasah ibtidaiyah: implementasi “. tadris: :jurnal keguruan dan ilmu tarbiyah. 2017: vol.2 no.1,halaman: 33. matthew kearney and david f. (2001). treagust, constructivism as a referent in the design and development of a computer program usinginteractive digital video to enhance learning in physics, electronic australian journal of educational technology. 2001. vol 17 (1), halaman: 64-79. muhammad takdir. kepomath go penerapan konsep gamifikasi dalam pembelajaran matematika dalam meningkatkan motivasi belajar matematika siswa. jurnal penelitian pendidikan insani. 2017. vol 20, no 1. halaman: 1 – 6. sutriningsih, naning. pembelajaran lingkaran melalui strategi pemecahan masalah sistematis. jurnal kreasi. 2015. vol. xv no. 1.halaman 28-35. 108 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sugesti, fitri era. efektivitas pembelajaran statistika kelas ix smp melalui model pembelajaran kooperatif. jurnal e-dumath. 2015. vol 2 no. 1. halaman: 78-85. 177 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of game case media to increase students' interest in learning mathematics dita oktavihari1, nanang priatna2 1,2pendidikan matematika, universitas pendidikan indonesia, email : ditao@upi.edu abstract development research aims to develop game case media in order to increase student interest in the problem-solving-based mathematics learning process during the covid-19 pandemic. the method used is r & d (research and development) with the addie model. the research instrument used was a validation sheet and a questionnaire sheet. the data analysis used is descriptive quantitative to process data in the form of scores from validator assessments and student responses and uses purposive sampling technique in taking samples. the validation results obtained a score of 4 for the assessment of the material aspect which was categorized as good and a score of 4.56 for the assessment of the material aspect which was categorized as very good. based on the validation results, the game case learning media can be tested in the implementation phase. based on the results of the student response questionnaire obtained 75.25%. this resulted in learning media in the form of game cases to be well received. these results indicate that this game case media can be developed in order to increase students' interest in learning in the problem-solving-based mathematics learning process during the covid-19 pandemic. keywords: game; learning media; pandemic covid-19 introduction education is a tool used to prepare a new generation for the challenges of the next era. according to harta (2017), education also seeks to create quality human beings. advance the nation can do with an education that is the transfer of knowledge and character formation of human resources in order to increase (musanna, 2017). teachers seek to optimize education for students in order to create quality education. one of the efforts made is to develop learning media to attract interest and improve student learning outcomes. learning media can be used as an evaluation tool or used during learning (seftiani, 2019). mathematics learning can be regarded as learning that requires a lot of innovation so that its implementation is more effective (nugroho et al., 2017). this happens because teachers need students' interest to participate in learning activities (suryani & lestari, 2019). a fun learning process can increase student interest and be able to develop students' creativity (mustaqim & kurniawan, 2017). therefore, teachers play an important role in the learning process in order to create interesting learning so as to increase student interest in learning. in mid-march 2020, the government appealed to all schools to study from home. learning from home during the pandemic has many obstacles (prawanti & mailto:ditao@upi.edu 178 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sumarni, 2020). not only students who feel burdened in distance learning but teachers also have a big task in implementing the learning process (basar, 2021). teachers need to develop themselves and their abilities so that learning can be carried out properly. one of them is by developing learning media. learning media is needed to support success in learning because it can foster student interest in learning (nurrita, 2018). seen from its function, learning media can be used to motivate students to make it easier for them to understand the subject matter and increase students' interest in learning (sanjaya, 2014). based on the results of observations made at sman 5 mataram, several problems were found, one of which was the lack of student interest in the learning process during the pandemic. constraints experienced by students such as feeling bored in learning because it is done only through virtual, they feel they do not understand the material presented by the teacher. in addition, students also do not understand problem-solving-based learning because learning is not optimal. based on research conducted by rigianti (2020), the results of the obstacles experienced during online learning were learning applications, internet networks, learning management, assessment, and supervision. based on the research of huzaimah & risma (2021), the results show that the obstacles in online learning are internet facilities and networks. in addition, teachers are required to be more creative in the learning process so as not to cause boredom or laziness. research conducted by kunanti (2020) results that by applying pop up book learning media during home learning can improve student social studies learning outcomes. therefore, based on observations made and previous research, the researcher will develop a game case media to increase student interest in the problem-solving-based mathematics learning process during the covid-19 pandemic. research method the research method used is the development of r & d (research and development) with the addie model. the addie model consists of the analysis stage, design stage, development stage, implementation stage, and evaluate stage. the first stage is analysis. at this stage, it is done by looking at the problems that arise in learning. next is the design stage, where the researcher creates a framework for learning media that will be carried out at the development stage. at this stage the researcher also makes research instruments, making questions in game cases. in the third stage, namely development, researchers will make game case learning media. the media created are conventional media designed with the canva application. next, the media game case is submitted to the validator for design assessment and content assessment. then the implementation stage is an important stage because it is to determine the feasibility of the media to be used. after being declared valid by the validator, the game case was tested on class x and xi students. then the students filled out a response questionnaire to the learning media that had been used. the last stage is evaluate, in this stage the researcher can make improvements suggested by the validator. media that has been validated and used can be evaluated to find out its shortcomings. improvements are made so that the game case media is better for use in the learning process. 179 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the subjects of this study were students of class x and xi sma. sampling using purposive sampling technique. data collection techniques were carried out using a questionnaire. the instruments used were validation sheets and student response questionnaires. validation sheets are given to media validators and content validators to be tested for feasibility. while the response questionnaire sheet was given to students to see student responses after using the game case media. the data analysis technique used is descriptive quantitative to process data in the form of scores from the validator's assessment and student responses. the criteria for the validity of learning media are as follows: table 1. validity interval average score (�̅�) classification conclusion (�̅�) > 𝟒, 𝟐 𝟑, 𝟒 < (�̅�) ≤ 𝟒, 𝟐 𝟐, 𝟔 < (�̅�) ≤ 𝟑, 𝟒 𝟏, 𝟖 < (�̅�) ≤ 𝟐, 𝟔 (�̅�) > 𝟏, 𝟖 very good well enough not enough very less can be used as an example can be used without repair usable with minor improvements usable with many improvements can't be used yet (nugroho et al., 2017) the criteria for the results of the questionnaire using the likert scale are as follows: table 2. score interpretation criteria classification percentage 0 % 20% 21% 40% 41% 60% 61% 81% 81% 100% very weak weak enough strong very strong (riduwan, 2011) results and discussion this development research will produce game cases on 3 materials, namely absolute value equations and inequalities, linear programming and a system of three-variable linear equations. the development carried out using the addie model consists of the analysis stage, design stage, development stage, implementation stage and evaluate stage. at the initial stage, namely analyzing needs during learning through wa groups and zoom. students feel bored when learning through virtual only. according to some students, online learning results in them feeling tired to look at the screen continuously. a teacher also argues that many media are ict-based and easier for students to reach. however, this causes children to be addicted to cellphone or pc screens. distance learning also causes students' interest in learning to decrease. so that conventional-based learning media can be used to increase student interest in learning and reduce online activities. then the researcher wants to develop problem-solving-based case game learning media in order to increase students' interest in learning. the next stage is design. after analyzing the needs of students and teachers in learning during the pandemic, the researchers prepared the design of learning 180 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej media in the form of a game case. the researcher took three cases, where case 1 was intended for class x and case 2 and case 3 was intended for class xi. the first case discusses absolute value equations and inequalities, the second case discusses linear programming material, and the third case discusses the material of a threevariable system of linear equations. then do the design of stories and questions related to these materials. the stories chosen are in accordance with everyday life to make it easier for students to complete them. in addition, researchers also determine the design that will be used in the game case. at this stage, a questionnaire framework for student responses to learning media in the form of game cases was also made. in the development stage, researchers create and develop ideas that already exist at the design stage. researchers began to compose stories and questions in the game case. then the design of the game case is made using the canva application. the main display design and the theme used uses bright colors to arouse students' enthusiasm and interest in solving problems in the game case. game cases that have been made can be validated by several validators. the aspects assessed are the design aspects of the game cases and the material aspects of the game cases. in addition, the researcher developed a questionnaire framework for student responses to game cases that had previously been carried out at the design stage. the results of the validation by the validator for the game case media are as follows: table 3. media and material validation results media validation material validation validator 1 validator 2 validator 1 validator 2 results 4 4 4,56 4,56 average yield 4 4,56 good good very good very good based on the table above, it can be seen that the average result for the media assessment is 4 and the material assessment is 4.56. in accordance with the criteria in table 1, the media assessment is categorized as good and the material assessment is categorized as very good. so that the media can be used for testing at the implementation stage. in the fourth stage, namely implementation, researchers tested the media that had been made and assessed by the validator to the students of class x and xi. students were selected through purposive sampling technique. the trial was conducted to see the student's response to the development of media in the form of a game case. when the trial was conducted students were given a response questionnaire to assess the game case media. the following are the results of the student response questionnaire analysis: 181 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 4. results of student response questionnaire analysis respondent average score 1 3,1 2 3 3 3,1 4 3,3 5 2,9 6 3 7 2,8 8 3 9 3 10 2,9 jumlah 30,1 rata-rata 0,7525 based on table 4, it is known that the average result of the student response questionnaire analysis is 0.7525 or 75.25%. in accordance with table 2, it can be concluded that students' responses to learning media in the form of game cases are included in the strong category or can be said to be good. these results indicate that this game case media can increase students' interest in learning. the last stage is evaluation. at this stage it is very important to do so that researchers know the feasibility of the media after the trial is carried out. in addition, improvements are needed from validators and student responses so that learning media can be used in the learning process. the following is a display of the learning media in the form of a game case. pictures 1. main view pictures 2. rule of game pictures 3. case 1a 182 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pictures 4. case 1b pictures 5. case 2 pictures 6. case 3 pictures 7. final view the main view of the game case contains the title, material for each case, and the creator of the game. in pictures 2 contains the game rules of the game case. then case 1a and 1b are the first case of the game case which contains absolute value equations and inequalities. furthermore, pictures 5 is the second case which contains linear programming material. in pictures 6 contains the third case with the material of a three-variable system of linear equations. the final display contains a thank you note as in pictures 7. in line with the research conducted by hartanti (2019), learning using the kahoot application can increase students' learning motivation. factors that make students interested in the kahoot application learning media and game cases are because they are game-based. learning by using games will give the impression of playing and having fun. however, the difference between these two games is that the kahoot game can be used as an evaluation tool in learning while the game case is not used as an evaluation tool. game cases can be used as an evaluation tool if the problem solved covers the entire selected material. conclusion the development of learning media in the form of game cases has met the good criteria to be tested in the implementation phase. obtained an assessment for the media aspect with a score of 4 which is categorized as good and for the assessment of the material aspect a score of 4.56 is included in the very good 183 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej category. after distributing student response questionnaires to the development of learning media in the form of game cases, the percentage obtained is 75.25% which is categorized as strong or equivalent to good category. these results indicate that this game case media can be developed in order to increase student interest in the problem-solving-based mathematics learning process during the covid-19 pandemic. references basar, a. m. (2021). problematika pembelajaran jarak jauh pada masa pandemi covid-19. edunesia : jurnal ilmiah pendidikan, 2(1), 208–218. https://doi.org/10.51276/edu.v2i1.112 harta, i. k. (2017). pengembangan prototipe egg boiler sebagai media pembelajaran prakarya dan kewirausahaan untuk materi teknologi tepat guna kelas xi mia sma negeri 4 singaraja tahun ajaran 2016/2017. jurnal pendidikan teknologi dan kejuruan, 14(2), 178–187. https://doi.org/10.23887/jptk-undiksha.v14i2.11104 hartanti, d. (2019). pembelajaran interaktif game kahoot berbasis improving student learning motivation with interactive learning media of hypermedia-based game. september, 78–85. huzaimah, p. z., & risma, a. (2021). hambatan yang dialami siswa dalam pembelajaran daring matematika pada masa pandemi covid-19. jurnal cendekia: jurnal pendidikan matematika, 05(01), 533–541. kunanti, e. s. (2020). penerapan media pembelajaran pop up book di masa belajar dari rumah. didaktis 5: proseding seminar nasional pendidikan dasar 2020. musanna, a. (2017). indigenerasi pendidkan : rasionalitas revitalisasi praksis pendidikan ki hadjar dewantara. jurnal pendidikan dan kebudayaan, 2, 117–133. mustaqim, i., & kurniawan, n. (2017). pengembangan media pembelajaran berbasis augmented reality. jurnal edukasi elektro, 1(1), 36–48. https://doi.org/10.24252/lp.2018v21n1i6 nugroho, a. a., putra, r. w. y., putra, f. g., & syazali, m. (2017). pengembangan blog sebagai media pembelajaran matematika. al-jabar : jurnal pendidikan matematika, 8(2), 197. https://doi.org/10.24042/ajpm.v8i2.2028 nurrita, t. (2018). pengembangan media pembelajaran untuk meningkatkan hasil belajar siswa. misykat, 03(01), 171–187. https://doi.org/10.1088/17426596/1321/2/022099 prawanti, l. t., & sumarni, w. (2020). kendala pembelajaran daring selama pandemic covid-19. prosiding seminar nasional pascasarjana unnes, 286–291. riduwan. (2011). belajar mudah penelitia untuk guru-karyawan dan peneliti pemula. alfabeta. rigianti, h. a. (2020). kendala pembelajaran daring guru sekolah dasar di kabupaten banjarnegara. elementary school, 7(2), 297–302. https://online210.psych.wisc.edu/wpcontent/uploads/psy-210_unit_materials/psy210_unit01_materials/frost_blog_2020.pdf%0ahttps://www.economist.co 184 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej m/special-report/2020/02/06/china-is-making-substantial-investment-inports-and-pipelines-worldwide%0ahttp://www. sanjaya, w. (2014). media komunikasi pembelajaran. kencana prenada media group. seftiani, i. (2019). alat evaluasi pembelajaran interaktif kahoot pada mata pelajaran bahasa indonesia di era revolusi industri 4 . 0. prosiding seminar nasional bulan bahasa (semiba) 2019, 284–291. suryani, d. r., & lestari, n. (2019). penggunaan variasi media pembelajaran untuk meningkatkan motivasi dan minat belajar matematika siswa kelas xi ips 3 sma negeri 2 merauke. musamus journal of mathematics education, 1(2), 74–79. https://doi.org/10.35724/mjme.v1i2.1376 177 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej effectiveness of the application of quantum learning model in terms of students' written mathematical communication skills dimiati utari, dwi priyo utomo, zukhrufurrohmah department of mathematics education, faculty of teacher training and education, university of muhammadiyah malang e-mail : dimiatiutari@gmail.com abstract this research aimed (1) describe the implementation of learning in the classroom with the quantum learning model, (2) describe the students' written mathematical communication skills with quantum learning, and (3) describe the effectiveness of applying the quantum learning model to the written mathematics communication skills of junior high school students class viii. the research was conducted in the even semester of the 2019/2020 school year in class viii of smp muhammadiyah 2 malang. this research is a type of descriptive research with quantitative methods. the initial stage of the research is the planning stage starting from determining the location and time of the study up to the validation of the research instruments used. the next stage is the implementation stage which is held three times by giving a description test to measure the ability of written mathematical communication at the third or final meeting. the last step is analyzing data obtained from the field. the data analysis technique used descriptive statistics. the results showed the average overall implementation of learning was in the good criteria of 83.92%. the ability of written mathematics communication in grade viii a students of smp muhammadiyah 2 malang is a very good criterion of 3.04. therefore, it can be concluded that the application of the quantum learning model is effective to the written mathematics communication of junior high school students, especially in class viii a. keywords: effectiveness, quantum learning, the implementation of learning, written mathematics communication introduction the learning process in the classroom, teachers and students exchange ideas through communication in the form of the process of conveying, listening, writing, understanding, and evaluating. mathematical communication is one of the important to the success of the five basic abilities of students in learning mathematics (sari, 2017). basically, communication aims to convey messages and information that are useful to stimulate students' thoughts, feelings and interest in learning (haryoko, 2009). therefore, mathematics communication in learning between teachers and students must run optimally. mathematical communication skills are very important for students, because they can affect many things, including in everyday life (yaniawati, 2019). mathematical communication skills in the learning process are the teacher is able to make learning situations interesting and easy to understand. so that during situations like this students get the opportunity to develop their own independent concept understanding skills, how to solve problems, express their mind through writing or verbally, and accept the thoughts of other students and criticize them (supandi, rosvitasari, & kusumaningsih, 2017). 178 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students' mathematical communication skills in learning can be enhanced by implementing learning models that create an effective learning environment by directly involving students and using the learning environment as a forum for interaction between teachers and students (danaryanti & sari, 2014). the learning model that is expected to be able to develop students' mathematical communication is the quantum learning model (danaryanti & sari, 2014). the concept of the quantum learning model is to reconstruct themselves and knowledge based on students' experiences with a modified step called "triragajauh" improve/tingkatkan, feel/rasakan, identify/identifikasikan, demonstrate/peragakan, review/tinjau kembali, respect/hargai (deporter, reardon, & nourie, 2010). increase the need to know, identify, provide "learning information", as learning interest increases, demonstrate, give students the opportunity to associate the experience with new learning information, so that it becomes a new learning experience for students, review the learning material, if worth learning, worth celebrating too. quantum learning is a learning model that provides opportunities for students to reconstruct their abilities and build knowledge from student experiences with guide questions given by teachers so that students more easily understand the concepts taught and communicate their thoughts through writing and orally (darkasyi, johar, & ahmad, 2014; kusno & purwanto, 2011). the learning model is applied in class according to its effectiveness. effectiveness is an effort to achieve the goals that have been designed and in accordance with the initial objectives (agustina & sanjaya, 2016). a learning process is said to be effective in terms of student activities in the class during the learning process, teacher activities in the learning process, student responses to learning, mastery of concepts, and achievement of learning goals(lubis, sari, & cipta, 2017; marwoto saiman & slameto, 2008; rohmawati, 2015). the effectiveness criteria in this research were seen from the observation sheet of the implementation of learning which obtained a score of ≥ 70 which was in good criteria, and the ability to write mathematics communication of students who obtained an average of all indicators > 2 that were in good criteria. the results of observations from the third internship at smp muhammadiyah 2 malang, viii grade students tend to be passive during the learning process. active involvement of students in learning activities is needed (wigati, 2016). students are not good at writing mathematical symbols and notations, students are only able to mention mathematical symbols and notations. students also choose to be quiet when students do not understand the material. this incident is due to the selection of a learning model that is less precise and monotonous and is only teacher-centered. this makes it a habit that most students only receive learning information from the teacher without wanting to explore and find solutions to the problems of a material independently. students are not accustomed to expressing their thoughts verbally or in writing and even students have not been able to learn independently (tasaik & tausikal, 2018). therefore, the right solution is needed to involve students in the learning process in the classroom so that students' mathematical communication can be maximized during the learning process. based on research conducted by elli and manopo (2016), with classroom action research (car) or penelitian tindak kelas (ptk) learning activities carried out with two cycles that use the quantum learning model both to improve students' mathematical communication skills and improve student learning activities in class. the difference between this research and elli and manopo (2016) is that in this research, it didn’t use classroom action research and wasn’t cyclic. the instrument used in this research was the observation sheet of the implementation of learning and the test sheet. indicators of 179 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej success or effectiveness criteria in this research differ from previous studies, as seen from the observation sheet of the implementation of learning that scores ≥ 70 which are in good criteria, and the ability to write mathematical communication of students who get an average score of each indicator> 2 which is on the criteria good. therefore, research will be conducted on (1) how is the implementation of learning in the classroom with the quantum learning model ?, (2) what is the ability of students to write mathematics communication with quantum learning ?, and (3) how to effectively apply the quantum learning model to mathematics communication skills of junior high school students?. the purpose of the research is (1) describe the implementation of learning in the classroom with the quantum learning model, (2) describe the students' written mathematical communication skills with quantum learning, and (3) describe the effectiveness of applying the quantum learning model to the written mathematics communication skills of junior high school students class viii. research methods the research was conducted in the even semester of the 2019/2020 school year in class viii of smp muhammadiyah 2 malang. this research is a type of descriptive research with a quantitative approach. descriptive type is used by researchers to describe the implementation of learning in the classroom with quantum learning models, describe students 'written mathematical communication skills with quantum learning, and describe the effectiveness of applying the quantum learning model to students' written mathematical communication skills. while the quantitative method is used to collect research data in the form of numerical scores through the observation sheet of the implementation of learning, and tests. this research procedure consists of three stages. the first stage is, the planning stage, the second stage is the implementation, and the third stage is the analysis. the planning is carried out before the research is carried out starting from the determination of the location and time of the study until the validation of the research instruments to be used. the implementation is carried out in class three times by giving a description test to measure the ability of written mathematical communication at the third or final meeting. the last step is analyzing the results of students' written tests. after analyzing the test results, a conclusion can be drawn for the effectiveness of the quantum learning model on students' written communication skills with the criteria provided. data collection techniques were carried out to collect relevant data for this research, namely the quantum learning model and students' written communication skills. data analysis techniques and instruments used were tests and observations. the test is given in the form of a written test with a description of the problem. this written test aims to determine the extent of mathematics communication skills of students in class viii on the circle material after the implementation of quantum learning. the observation was carried out with a learning implementation observation sheet consisting of several indicators that would be analyzed with calculations that had been designed. the observation sheet is used to determine the feasibility of learning that takes place in class. 180 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion 1. implementation of the quantum learning model the learning process in class is contained in the rencana pelaksanaan pembelajaran (rpp). the implementation of learning is seen from the learning steps in the lesson plan as a reference in making an observation sheet of the implementation of learning. the results of the recapitulation of the observations score of learning achievement in class are in table 1: table 1: recapitulation of the result of the implementation of quantum learning no. implementation of learning score criteria 1 first meeting 77,6 good 2 second meeting 82,73 good 3 third meeting 91,43 very good average 83,92 good the first meeting on learning was 77.6% which was classified as good criteria. this is because there is one learning step that is not implemented, namely the group leader submits the exchange paper mechanism to each group member. this happened, because only a few group leaders understood the purpose of the learning mechanism the teacher explained. therefore, to re-condition the class, the teacher returns the exchange paper mechanism to all students without going through the group leader. re-clarification of this mechanism affects the next learning step because of the time allocation used. quantum learning method with the step "triragajauh" provides an opportunity for students to reconstruct learning from experience with the concept of "agunk" (apa gunanya untuk ku/what's in it for me). this is in line with research conducted by sudarman & vahlia (2016) that students are interested in mathematics after linking daily experiences with mathematics subject matter (sudarman & vahlia, 2016). the demonstration stage is very influential on students in explaining problems in everyday life by finding ways and discussions in their on language. a teacher in a constructive class will not teach students to solve problems in the way provided, but in ways and discussions that they find themselves (lusiana, hartono, & saleh, 2013; martunis, ikhsan, & rizal, 2014). the second meeting in the class was held well which was 82.73%. seen in the second meeting has a higher score presentation than the first meeting because all the steps of quantum learning with the "triragajauh" step have been implemented. learning is made interesting and fun with music playing and group discussions. quantum learning model as one of the fun learning models in the classroom (darkasyi et al., 2014; elli & manopo, 2016). the implementation of the learning of the third meeting or the last meeting carried out a written communication skills test was carried out very well by 91.43%. based on the average total score of observations of the feasibility of learning to run well by 83.92%. 181 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the results of observations of the implementation of learning in class viii a smp muhammadiyah 2 malang in the first to the third meeting using the quantum learning model implemented well. this is in line with rohim's research (2015) the application of the quantum learning model is well implemented, shortcomings in each meeting can be corrected by the teacher for the next meeting. 2. writing mathematics communication ability the students' written mathematics communication skills can be known from the results of the written test held at the third meeting. the results of the test can show the high or low ability of students' written mathematics communication. there are three indicators to measure students' written mathematical communication skills. the written mathematics communication indicators and the results of the score recapitulation are provided in table 2: table 2: recapitulation of written mathematical communication ability indicators no written mathematical score average communication ability indicators 0 1 2 3 4 1 states everyday events in language or mathematical symbols 3 7 14 3,46 2 write down mathematical concepts and ideas in the form of images and equations 5 1 18 3,27 3 3 1 4 16 4 write down mathematical information in the form of notations and symbols 5 2 13 4 2,40 5 5 1 6 5 7 total average 3,04 the first indicator is, stating everyday events in language or mathematical symbols are in very good criteria of 3.46. the second indicator, writing mathematical concepts and ideas in the form of pictures and equations, is very good at 3.27. the third indicator, which is to write mathematical concepts and ideas in the form of pictures and equations, has the lowest average of the two previous indicators, but it still falls to the good criteria of 2.40. seen from table 4, the overall indicator average of 3.04, which means students of class viii a of smp muhammadiyah 2 malang have excellent levels of mathematical communication skills. of the three indicators provided, there is one indicator that is below the total average, namely the indicator of writing mathematical information in the form of notations and symbols of 2.40. the indicator to write mathematical information in the form of notations and symbols is implemented in questions number 4 and 5. 182 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1 shows the results of student answers that are complete and correct. student 1 (s1) gets a maximum score of 4 by the scoring guidelines, because writing down complete answers ranging from mathematical information to notation and symbols correctly in accordance with the instructions given. the difference between figure 1 and figure 2 regarding the results of student answers. figure 2 shows the results of students' answers that are not right, this causes some scores to decrease in the third indicator. student 2 (s-2) does not write down mathematical information as it is known and asked. this is in line with the research of ramadhan & minarti (2018) that students are lazy in writing what is known and what is asked, whereas in completing a story problem it is necessary to see from the process of working on the questions (ramadhan & minarti, 2018). student 2 (s-2) also misplaced mathematical information in the final answer, it appears that students did not understand the problem because they wrote the unit of length on the final answer that should have been filled with the number of trees. this is in line with the results of ningrum's research (2013) that students have a deficiency in reading and understanding story problems and other errors that often occur are the drawing of inaccurate conclusions (ningrum, 2013). 183 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej problem number 5, there are still many students who are wrong in writing notation from circle elements. there is a difference between students 3 (s-3) who write the circle elements notation correctly. students 4 (s-4), students 5 (s-5), and students 6 (s-6) are not quite right in writing the notation of circle elements but the student understands that part of the circle elements can be seen from the answers which were written. like students 5 (s-5) who already understand parts of a chord but still write down the notation of a chord, s-5 writes a notation for a bow. while students 6 (s-6) understand well the parts of the circle elements but do not write the notation correctly. this is in line with research (supandi et al., 2017) that students are understand the material but are wrong in writing symbols and notations. this causes the average of the third indicator in question number 4 and number 5 to be lower than the other indicators. the first indicator is an indicator stating daily events in language or mathematical symbols have the highest average of 3.46. the first indicator is implemented in problem number 1 that reflects the quantum learning model, agunk (apa gunanya untuk ku /what's in it for me). students identify the shape of a circle that is in everyday life and give reasons that the object is chosen is a circle. in this way, students can benefit in daily life about circles after learning circle material in class. students prefer problem solving that involves experiences and ways in their own language. students prefer to find problems with their own ways and discussions (martunis, ikhsan, & rizal, 2014). the quantum learning model attracts students' interests because students feel related to their experiences and build knowledge with their own models (kusno & purwanto, 2011). the written mathematics communication skills of students of class viii a of muhammadiyah 2 malang junior high school have excellent written mathematical communication skills. this is in line with research from danaryanti & sari (2014). the results of students' mathematical communication skills are in very good criteria by using the quantum learning model, because danaryati's research says that mathematical communication skills can be improved by the quantum learning model compared to the direct learning model (danaryanti & sari, 2014). this causes the students' written mathematical communication skills to be in very good criteria with the quantum learning model. 184 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 3. effectiveness of the application of the quantum learning model to the mathematics communication skills of junior high school students the effectiveness of learning is a successful process to achieve learning objectives through a series of activities that have been designed. effectiveness is the success of a goal under the needs required (lubis et al., 2017). learning is said to be effective in this study seen from the observation sheet of the implementation of learning that obtained a score of ≥ 70 which is in good criteria, and the ability to write mathematical communication of students who obtain an average of all indicators> 2 that are in good criteria. therefore, it can be concluded that the application of the quantum learning model is effective in the written mathematics communication of students of smp muhammadiyah 2 malang, especially in class viii a. things obtained in this study are in line with some of the results of research that has been done regarding the effectiveness of quantum learning and the level of communication skills mathematics, but with different research methods as a differentiator in this research. the results of research conducted by nurbiah, halimah, & mustamin (2016) state that the effectiveness of learning with the quantum learning model in students of smp negeri 3 sungguminasa, gowa regency is very effective against mathematical communication skills, especially for students who have difficulty in expressing their ideas. mathematical communication skills of sungguminasa middle school 3 students with the use of the quantum learning model are at high criteria (nurbiah et al., 2016). the results of research that also supports research on the level of mathematical communication ability with the quantum learning model are the results of research from danaryanti & sari (2014). the results of research conducted by danaryanti & sari (2014). states that the use of quantum learning models can improve mathematical communication skills and student learning outcomes. mathematical communication skills of students are in good qualifications on each indicator of mathematical communication presented. learning outcomes using the quantum learning model have an average of an excellent qualification of 86.55 (danaryanti & sari, 2014). conclusion based on the results of the data analysis, it was concluded that the implementation of learning in class viii a, smp muhammadiyah 2 malang, in the first to third meeting, was carried out well in accordance with the learning implementation plan or rencana pelaksanaan pembelajaran (rpp), and the written test results of grade viii a students who were in the ability of written mathematics communication were very good. so that the application of the quantum learning model is effective against the written mathematical communication skills of students of smp muhammadiyah 2 malang. 185 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references agustina, t., & sanjaya, f. (2016). efektivitas penerapan model pembelajaran berbasis proyek pada pokok bahasan transformasi ditinjau dari hasil belajar dan motivasi belajar siswa kelas xi toi di smk n 2 depok tahun ajaran 2015 / 2016. journal universitas sanata dharma. danaryanti, a., & sari, d. p. (2014). pengaruh model pembelajaran quantum learning terhadap kemampuan komunikasi matematis dan hasil belajar siswa kelas xi sma. edu-mat jurnal pendidikan matematika, 2(1), 29–37. darkasyi, m., johar, r., & ahmad, a. (2014). peningkatan kemampuan komunikasi matematis dan motivasi siswa dengan pembelajaran pendekatan quantum learning pada siswa smp negeri 5 lhokseumawe. jurnal didaktik matematika, 1(1), 21–34. deporter, b., reardon, m., & nourie, s. s.-. (2010). quantum teaching. bandung: pt.mizan pustaka. elli, k., & manopo. (2016). meningkatkan kemampuan komunikasi matematis siswa menggunakan model pembelajaran quantum pada materi garis dan sudut di smpn 13 banjarmasin. edu-mat jurnal pendidikan matematika, 4(2), 118–125. haryoko, s. (2009). efektivitas pemanfaatan media audio-visual sebagai alternatif optimalisasi model pembelajaran. jurnal edukasi elektro, 5(1), 1–10. kusno, & purwanto, j. (2011). effectiveness of quantum learning for teaching linear program at the muhammadiyah senior high school of purwokerto in central java , indonesia. educare: international journal for educational studies, 4(1), 83–92. lubis, r. s., sari, r. f., & cipta, h. (2017). efektivitas pembelajaran model grashariechmann terhadap prestasi belajar matematika siswa. makalah disajikan pada seminar nasional matematika dan aplikasi 2017 , uin sumatera utara. lusiana, l., hartono, y., & saleh, t. (2013). penerapan model pembelajaran generatif (mpg) untuk pelajaran matematika di kelas x sma negeri 8 palembang. jurnal pendidikan matematika, 3(2). martunis, ikhsan, m., & rizal, s. (2014). meningkatkan kemampuan pemahaman dan penalaran matematis siswa sekolah menengah atas melalui pendekatan probingprompting. jurnal didaktik matematika, 1(2), 75–84. marwoto saiman, & slameto. (2008). model pembelajaran quantum teaching untuk meningkatkan hasil belajar ips kelas v sds kalam kudus kecamatan tebing tinggi, kabupaten bengkalis. jurnal ilmu-ilmu sejarah, budaya dan sosial, 89–117. ningrum, l. s. (2013). analisis kemampuan siswa menyelesaikan soal matematika dalam bentuk cerita pokok bahasan barisan dan deret pada siswa kelas xii sma al-islam 3 surakarta. skripsi s1 pendidikan. universitas muhammadiyah surakarta. nurbiah, halimah, a., & mustamin, s. h. (2016). efektivitas penerapan model pembelajaran quantum teaching terhadap kemampuan komunikasi matematis siswa. alauddin journal of mathematics education, 1(2), 33–36. ramadhan, i., & minarti, e. d. (2018). kajian kemampuan komunikasi matematik siswa smp dalam menyelesaikan soal lingkaran pembelajaran matematika yang memiliki ix smp pada materi lingkaran. journal of mathematics education ikip veteran semarang, 2(2), 151–161. rohmawati, a. (2015). efektivitas pembelajaran. jurnal pendidikan usia dini, 9(1), 15– 32. 186 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sari, i. p. (2017). kemampuan komunikasi matematika berdasarkan perbedaan gaya belajar siswa kelas x sma negeri 6 wajo pada materi statistika. jurnal nalar pendidikan, 5(2), 86–92. sudarman, s. w., & vahlia, i. (2016). efektifitas penggunaan metode pembelajaran quantum learning terhadap kemampuan pemahaman konsep matematis mahasiswa. al-jabar: jurnal pendidikan matematika, 7(2), 275–282. supandi, rosvitasari, d. n., & kusumaningsih, w. (2017). peningkatan kemampuan komunikasi matematis melalui strategi think-talk-write. jurnal kependidikan, 1(2), 227–239. tasaik, h. l., & tausikal, p. (2018). peran guru dalam meningkatkan kemandirian belajar peserta didik kelas v sd inpres samberpasi. metodik didaktik, 14(1), 45– 55. wigati, f. a. (2016). the effect of the implementation of quantum teaching strategy in teaching writing a descriptive text. jurnal pendidikan unsika, 4(1), 42–50. yaniawati, r. p. (2019). core model on improving mathematical communication and connection , analysis of students ’ mathematical disposition. international journal of instruction, 12(4), 639–654. 124 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of realistic mathematics learning tools to improve students' mathematical literacy ability riky prasetia wijaya1, mega teguh budiarto2, pradnyo wijayanti3 1programme on pasca educational mathematics, universitas negeri surabaya, 2,3 mathematic department, universitas negeri surabaya email : rikyprasetia55@gmail.com abstract the purpose of this research to: (1) describe the development process and produce realistic mathematics learning tools that are good for improving students 'mathematical literacy, (2) describe the effectiveness of realistic mathematics learning to improve students' mathematical literacy. the research population was class x students of seniour high school in the 2020/2021 academic year and teachers who teach mathematics in that class. the following conclusions were obtained: (1) the process of developing realistic mathematics learning tools using the plomp development model (2010) and the results of developing realistic mathematics learning tools for the matter system linear equation three variables (spltv) using the ploom development model resulted in learning tools (rpp, lks, and tlm) qualify the criteria of good quality equipment. (2) based on the results of descriptive analysis in the implementation class, it was found that realistic mathematics learning was effective in improving students' mathematical literacy. keywords: realistic mathematics learning; mathematical literacy; spltv. introduction based on the results obtained by indonesian students on pisa, they have conducted a survey since 2000 and it is be carried out every 3 years. it has always been a participant in every survey conducted by pisa and its participation, indonesian students have low mathematical literacy skills. based on the results of pisa (2015), indonesia is included in the 10 countries with low literacy skills with only 69 out of 76 countries surveyed by pisa (oecd, 2016). the average score of indonesian students for mathematical literacy skills is 375 (level 1) while the average international score is 500 (level 3). level 1 is the lowest level of the 6 levels of mathematical literacy skills applied by pisa. mathematical literacy is the ability of students to formulate, use and interpret mathematics in various contexts, including the ability to carry out mathematical literacy and use concepts, procedures, facts, as a tool to describe, explain and predict an everyday event wicaksana (2018). its use mathematical thinking in everyday solving to be better prepared for life's challenges. the thought that is meant includes problem solving mindset, logical reasoning, communicating and explaining. mathematical literacy in this research is the ability of students to formulate, apply and interpret mathematics in various contexts, including the ability to reason mailto:rikyprasetia55@gmail.com 125 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematically, and to use concepts, procedures, facts and tools to describe, explain, or interpret a contextual problem. mathematical literacy in this case the researcher focuses on mathematical literacy in writing, which is in the form of questions. in this study, the questions developed were focused on the category context societal and context-based question types using open-constructed responses. because so that students are able to develop their potential and can solve problems by themselves in their lives. so that students do not have a sense of despair, lazy nature, indifferent to people. the type of context-based questions uses an open-constructed response so that researchers know the steps taken by students or explain how the answers were obtained. based on first observations at senior high school which was carried out at the beginning of the even semester of the 2018/2019 academic year with an interview with a math teacher, it was found that several reasons have not been optimally implemented to improve students' mathematical literacy skills in learning mathematics, namely: (1) teacher limitations related to mathematical literacy, (2) there are no learning tools that support students' mathematical literacy skills, and (3) students have difficulty using mathematical literacy skills because most students only memorize formulas, making it difficult to apply these formulas in solving math problems. in an effort to improve students' mathematical literacy skills in mathematics learning is very important, so in designing learning teachers must be careful in choosing a learning model that can provide space for students to improve their mathematical literacy skills. a learning model that can emphasize the relationship between mathematical concepts and students' daily experiences. one way that can be done is by applying a realistic mathematics learning model. realistic mathematics learning is one approach in learning that links subject matter with the real life of students. it must start from something real so that students can be involved in the learning process in a meaningful way. in the learning process, the role of the teacher is only as a guide and facilitator for students in the process of building mathematical ideas and concepts (hadi, 2017). with this approach, students learn mathematical ideas and concepts through contextual problems related to everyday environments. the researcher focuses on students' mathematical literacy in the context category. because researchers develop realistic mathematics learning that uses contextual problems as a first step. contextual problems in this study are in the form of questions. the function of contextual questions in this study is contextual questions that function to help form concepts, characteristics, or ways of solving early learning. in the midst of learning, it serves to strengthen mathematical concepts that have been built, discovered or obtained by students. at the end of the lesson, contextual questions help students apply the concepts they have learned. realistic mathematics learning in this research is a learning that uses contextual problems (contextual problems) as the first step in the learning process by emphasizing the activeness of students in building and discovering their own knowledge until they find a concept. the purpose of realistic mathematics learning 126 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in this study is for students to build mathematical concepts and ideas based on the process of rediscovery through exploration of contextual questions. based on the background that has been stated, the research questions can be formulated as follows: (1) describe the development process and produce realistic mathematics learning tools that are good for improving students 'mathematical literacy, (2) describe the effectiveness of realistic mathematics learning to improve students' mathematical literacy. research method based on the first research purpose, this study includes the type of development research. this research, which is developed is a learning device. the learning tools in this study include learning implementation plans (rpp), student worksheets (lks), and test mathematical literacy (tlm). the development model used by researchers is the development model developed by plomp. the development model consists of three stages, namely preliminary research, prototyping phase and assessment phase. good quality learning tools are learning tools that meet the criteria of validity, practicality, and effectiveness. the second research purpose in this research is descriptive research. it describes the effectiveness of realistic mathematics learning in the matter of system linear equations three variables. the learning effectiveness referred to includes: 1) the ability of the teacher to manage learning well, 2) student activity during the effective learning process, 3) student response to positive learning, 4) classical student learning completeness attainment, and 5) increased students' mathematical literacy. the research population was class x students of seniour high school in the 2020/2021 academic year and teachers who teach mathematics in that class. during the covid-19 virus pandemic, the learning process continued with online learning through application the microsoft teams and whatsapp. the researcher took the subject of 20 students who were divided into 3 groups for the test class of learning devices and 35 which were divided into 5 groups for the implementation class. usefulness of the trial class for the process of developing learning tools in getting good quality learning tools and from the implementation class for the effectiveness of device development. data collection techniques in this study: validation, observation, student responses, mathematics literacy test. validation is used to obtain data about the results of expert validation regarding learning devices. this observation is used to obtain data on the teacher's ability to manage learning according to the lesson plans and student activities during the learning process. student responses to obtain data about student opinions about learning activities. the mathematical literacy test (tlm) was used to obtain information about the validity, reliability and sensitivity of the items. in addition, it is used to determine the completeness of classical learning and to see the increase in students' mathematical literacy skills. in this research, researcher used a one-group pretest-postest design and analysis description. it to find out that realistic mathematics learning can improve students' mathematical literacy. he only conduct research in the implementation 127 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej class. then analyzed using the n-gain formula. before the analysis is carried out with the n-gain formula, it is necessary to test statistically using the two-mean similarity test for paired data (dependent). it aims to determine the positive impact of realistic mathematics learning on students' mathematical literacy. results and discussion plomp (1997) menyatakan “we characterized educational design in short as method within which one is working in systematic way towards the solving of a make problem”, this means that the design characteristics of education as a method in which people work systematically towards solving problems are created. this development model has three stages, namely preliminary research, prototyping phase, and assessment phase. it activities carried out at the preliminary research stage are gathering information, analyzing information, and compiling a work plan. at the prototyping phase, the design of learning tools in the form of lesson plans, worksheets and tlm was carried out. at the assessment phase, field trial activities were carried out from the revised prototype. the revised learning tools were tested on 20 students of class x senior high school 3 surabaya for the 2019/2020 year. researchers tested the device on 20 students because of the effects of the symptoms of the covid-19 virus pandemic. during the covid-19 virus pandemic, senior high school 3 surabaya only conducted online learning using applications the microsoft teams and whatsapp. from this stage, a good learning tool is obtained. the recapitulation of the achievement of the criteria for good realistic mathematics learning tools for the material of system linear equation three-variable is presented in table 1. tabel 1 achievement of the criteria for good learning devices in the trial class no. criteria aspect explanation 1 valid expert validation question validity test reliability test test item sensitivity valid high moderate sensitive 2 practical teacher activities manage learning student activities good active 3 effective student response student learning completeness positive reached based on table 1, the validator's assessment states that each component in each device developed is in the minimal good category, based on the item eligibility criteria, the level of validity in the high category is presented in table 2. tabel 2 results of question item validity analysis number test 1 𝑟𝑥𝑦 0,7587 interpretation high based on the results of the calculation of the reliability of the test, it was obtained that the reliability coefficient of the questions was 0.453, so it had medium category test reliability. meanwhile, the test item is said to be sensitive if the 128 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sensitivity index meets the criteria s ≥ 0,30. the results of calculating the sensitivity of each item are presented in table 3. tabel 3 results of problem sensitivity analysis noumber test 1 sensitivity (s) 0,418 explanation sensitive based on the table above, it can be seen that the item sensitivity level is ≥ 0.30, so the item is said to be sensitive to learning and is suitable for use without revision. in the online learning process, students are grouped into 3 study groups, each group consisting of 6 and 7 students with different academic abilities, so that in each group there are students with high abilities, moderate abilities and low abilities. the grouping is based on the final semester assessment (pas) score and consultation with the math teacher who teaches the class. after students are grouped, students are asked to join the whatsapp application group so that student activities can be observed. teacher and student activity data were obtained through observations during learning by joining the microsoft teams application and carried out by one observer using the teacher activity observation sheet instrument managing learning during two meetings. student activities are observed by the researcher himself using student activity observation sheets. observations were made on a group consisting of four students with high, medium and low academic abilities in each meeting. the following are some pictures in the process of managing online learning in the trial class, which can be seen in figure 1 and figure 2. figure 1. the process of managing online learning figure 2. students discuss online learning 129 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej student response data were collected using a questionnaire via google form which was given to students at the end of learning activities. the instrument used was a student response questionnaire. classical learning completeness data and students' mathematical literacy data were collected by giving tlm questions in the form of descriptions before and after the learning took place. student learning outcomes in the trial class are presented in table 4. table 4 student learning outcomes in trial class no. description result 1 2 3 4 5 6 the highest score lowest value average value many students have finished studying many students do not complete their studies percentage of students completing their studies (%) 100 60 86 17 3 85% based on the data in table 4, the percentage of students who achieved completeness was 85%, it was concluded that the learning completeness of the students in the classical trial class was achieved. according to slavin (2009) the effectiveness of learning consists of four indicators, quality of instruction, appropriate level if instruction, incentive, and time. based on the opinion of kemp (1985), the effectiveness of learning emphasizes the achievement of learning objectives within a predetermined time. furthermore, according to djamarah (2002) interest affects the process and student learning outcomes. in addition, according to uno (2012) learning is considered effective if the goals that have been set can be achieved by students. based on the above opinion, the effectiveness of learning in research is a measure of the success of a learning that meets the indicators: (1) teacher's ability to manage good learning, (2) effective student activities, (3) classical student learning completeness, (4) student response to positive learning , (5) increasing students' mathematical literacy. based on the third research objective, the data obtained from the implementation class research: 1) the implementation of learning by teachers and students fulfills the criteria well done so that it can be concluded that the learning carried out is easy for students and teachers. 2) student response to learning is positive because the percentage of each aspect is more than or equal to 80%, 3) classical mastery of learning is achieved because the percentage of students who achieve completeness is 88.57%, 5) realistic mathematics learning to improve students' mathematical literacy is achieved. the data on the results of students 'mathematical literacy were obtained through the implementation of the pretest and posttest written tests in the form of tlm to students which were used to see whether realistic mathematics learning could train students' mathematical literacy. based on the results of the t-test statistical analysis, the results were obtained t hitung > t tabel (13,618> 2,032) with (𝛼=0,05 dan 𝑑𝑏 = 𝑛 − 1). these results can be said that the 130 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej initial hypothesis(h0) is accepted. it is concluded that realistic mathematics learning has a positive impact on students' mathematical literacy. furthermore, the description of the calculation of data on the improvement of students' mathematical literacy results for the implementation class can be seen in table 5. table 5 n-gain value of implementation class students explanation percentage of total students (%) n-gain ≥ 0,70 49 % 0,30 < n-gain < 0,70 49 % n-gain ≤ 0,30 3 % based on the data in table 5, realistic mathematics learning is said to be able to improve students' mathematical literacy if at least 70% of students who take part in learning get n-gain ≥ 0,3. it is concluded that realistic mathematics learning can improve students' mathematical literacy skills. conclusion the following conclusions were obtained: (1) the process of developing realistic mathematics learning tools using the plomp development model (2010) and the results of developing realistic mathematics learning tools for the matter system linear equation three variables (spltv) using the ploom development model resulted in learning tools (rpp, lks, and tlm) qualify the criteria of good quality equipment. (2) based on the results of descriptive analysis in the implementation class, it was found that realistic mathematics learning was effective in improving students' mathematical literacy. references anwar, nevi trianawaty, st. budi waluya & supriyadi. 2018. abilities of mathematical literacy based on self-confidence in problem based learning with dapic problem-solving process. unnes journal of mathematics education research. ujmer 7(2). 152-160 astuti, puji. 2018. kemampuan literasi matematika dan kemampuan berpikir tingkat tinggi. prisma 1 jurnal (https://journal.unnes.ac.id/sju/index.php/prisma). 263-268 hadi, sutarto. 2017. pendidikan matematika realistik. depok. pt rajagrafindo persada gravemeijer, k. 1994. developing realistic mathematics education. utrecht: fruedenthal institute nederkands oecd. (2016). pisa result in focus 2015. https://www.oecd.org/pisa/pisa-2015results-in-focus.pdf. diakses pada 4 maret 2019. plomp, t. 2010. educational design research: an introduction (plomp, t & nieveen, ed.) netherlands institute for curriculum development prastowo. 2015. paduan kreatif membuat bahan ajar inovatif. yogyakarta: diva press wicaksana y, wardono, & ridlo. 2018. analisis kemampuan literasi matematika dan karakter rasa ingin tahu siswa pada pembelajaran berbasis proyek https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf 131 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej berbantuan schoology. prisma 1 jurnal (https://journal.unnes.ac.id/sju/index.php/prisma). 416-425 murniati, dkk. 2017. pengembangan perangkat pembelajaran matematika realistik untuk menngkatkan kemampuan pemecahan masalah smp.jurnal pendidikan dan pengajaran, jilid 46, nomor 2, juli 2017, hlm.6 hadi, sutarto. 2017. pendidikan matematika realistik. depok. pt rajagrafindo persada sunisa sumirattana, aumporn makanong & siriporn thipkong. (2017). using realistic mathematics education and the dapic problem-solving process to enhance secondary school students mathematical literacy. kasetsart journal of social sciences. 307-315 109 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students 'ability to complete the problem of geometry and building side rooms based on van hiele geometry thoughts on class ix students of smp pgri poncokusumo malang nikodemus yiwa njurumana, muhammad baidawi, sri rahayuningsih program studi pendidikan matematika, universitas wisnuwardhana malang nikodemusnjurumana@gmail.com, m.baidawi@wisnuwardhana.ac.id, ning.rahayu.82@gmail.com abstract the purpose of this study was to describe the ability of students' level of thinking in solving geometry problems with curved side spaces based on van hiele's level of geometry thinking in class ix students of smp pgri poncokusumo malang. this research method is descriptive qualitative research. in this case the analysis of the description of the level of thinking of students in solving geometry problems arising from the curved side space based on van hiele's theory. the research subjects taken were grade ix students of poncokusumo middle school, totaling 11 students. the instruments used were test, interview and documentation instruments. the results of the geometry problem analysis test show that the curvature shows that students have improved from previous studies where at level 0 and 1 all students have been able to achieve it, for level 2 there are 2 students who have not been able and level 3 there are 3 people who did not reach this level while for level 4 there are 5 students who are unable to achieve it. researchers hope that the teacher who will teach the material to build curved side spaces to pay attention to methods that are suitable for students so that the student learning process does not experience complexity and pay attention to the process of working on problems and drawing conclusions. to increase the level of thinking students on geometry material, build curved side spaces can use teaching aids so that students easily understand. keywords : build curved side spaces; level thinking van hiele introduction learning is the responsibility of every student in seeking knowledge and the quality of learning is determined by the ability of the child himself. learning can be done by practicing or finding new experiences. thus students can bring change for themselves, both in the form of knowledge, attitudes and skills. in learning mathematics today there are still many students who think that learning mathematics is very difficult to understand, because students do not like calculations and do not try to solve these mathematical problems. mathematics is a language that functions to express a qualitative relationship with space and to make it easier to think as said by johnson and myklebusht (1967). this is the basis of mathematics as the basis of science specifically in exact science. the purpose of learning mathematics in school is to prepare students to be able to use mathematical mindsets in solving problems of everyday life. in the use of this mathematical mindset there are differences and the level of thinking of each student. geometry learning is basic learning in mathematics, some of the material contained in geometry, among others: lines, angles, triangles, rectangles, pythagorean mailto:njurumana@gmail.com mailto:m.baidawi@wisnuwardhana.ac.id mailto:ning.rahayu.82@gmail.com 110 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej theorems, tangents, cubes, beams, prisms, pyramid, and jajrgenjang, congruence and congruence, tubes, balls, balls and the cone and its elements that can help solve mathematical problems. research conducted by clements and bapttista (budiarto, 2002) on seventh grade junior high school students on learning geometry presents their findings as follows: 1. of the 52 students studied as many as 64% of students who know that rectangles are ladder level, 2. of the 52 people studied there are 26 people or as many as 50% of students who do not like the evidentiary problem, 3. most students prefer to solve problems more geometry that is presented visually rather than verbally. an understanding of learning geometry if students are able to visualize, draw, compare between other shapes and shapes in various positions so that students are quick to understand and easy to remember. kuswana (2013) argues that thinking is an effort of every individual to reconstruct or manipulate cognitive information that comes from the natural surroundings and from the understanding of symbols stored in human memory. student thinking activities occur automatically and become a very important element in the classroom as stated by saragih (2008). students in learning mathematics should be directed to think logically and systematically so that students are able to solve their own problems. mathematical thinking is the main goal of education and becomes a very important aspect in learning mathematics as stated by isoda and katagiri (2012). students who are familiar with the activity of thinking can be seen from the behavior or activities they do. arend (2009) mentioned in this study that students' thinking abilities will not develop without effort that explicitly and deliberately grows. a student will not be able to develop high-level thinking skills properly without being challenged to practice in the use of learning. based on the opinion of experts about thinking above, the researchers conclude that thinking is a process of recalling or constructing information from the surrounding environment and mental processes in solving a problem, someone who is accustomed to thinking activities can be seen from their behavior. curved side space is a shape that has a curved section called a blanket or surface surface. sri subarinah (2006) states that a space building is a three-dimensional space constrained by a curved shape. tubes, cones and balls are material that is included in the geometry of the curved side space. the tube is a structure that has 2 circles on the base and the same lid and is connected by a blanket line. the properties of the tubes according to sumanto et al. (2008) as follows: 1. a tube has three sides namely, a blanket of a tube, the side of the base and cover, 2. the tube does not have an angle, 3. the tube has two congruent sides, namely the base and the circle cover, 4. the tube has a blanket line, 5. the tube has a height that is the distance from the base of the lid, 6. the tube has two curved ribs. the cone can be defined as a curved side space that resembles a regular n-shaped field whose base is circular in shape and the sphere is a curved side space constrained by a curved plane. according to sumanto et al. (2008) a cone has the following properties: 1. cone has a circular base, 2. a cone has a curved side called a cone blanket, 3. cone has two sides, namely its circular base and a curved side or cone blanket, 4. cone has a curved rib, 5. cone has a peak point, 6. cone has a height that is the distance from the base and cover. 111 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the ball can be formed from a semicircular shape rotated 360 degrees at its center line. the van hiele theory developed by two dutch educators, pierre marie van hiele and dina van hiele-geldof, explains the development of students 'thinking in learning geometry (abdussakir, 2010). to improve students' thinking abilities on geometry there are three most important elements namely material learning, time and method of preparing learning. of the three main elements if applied to students in an integrated manner can help students to improve students' thinking stages than before. according to van hiele's theory, there are five stages in the development of students' thinking in learning geometry (abdussakir, 2010). the five stages of van hiele geometry thinking are as follows: 1. level 0 (visualization), students are said to be at level 0 if they only recognize shapes and visions visually, 2. level 1 (analysis), students are said to be at the level of analysis if students are able recognize the properties of arcing, 3. level 2 (abstraction), students are said to be at the level of abstraction if students are able to recognize the properties of arcs and their relationship with other geometries, 4. level 3 (deduction), students said to be able to reach the level of deduction if students are able to draw simple conclusions that are general towards those that are specific, 5. level 4 (rigor), students are said to be at the rigor level if able to draw conclusions and proof. based on an explanation of the level of geometry thinking above, the indicators used to measure the level of geometry thinking of van hiele in the material of curved side space are as follows: van hiele geometry thinking level indicator van hiele goemetry thinking level indicator van hiele level thinking geometry level : o level of visualization students are able to illustrate the picture model level : 1 level of analysis students are able to recognize the curved side spaces based on the characteristics of each shape. students are able to mention what is known from the test questions level : 2 level of abstraction understanding the relationship between one characteristic with another in the arising of side curvature. questions allow students to write down the question being asked such as drawing a sketch of a drawing model and being able to rewrite what is asked of the test questions level : 3 formal deduction leve students are able to work on problems based on formulas or definitions that apply in mathematics. answers from students are able to detail the completion process level : 4 level rigor students are able to find correct and appropriate conclusions according to mathematical completion procedures the relevant research related to the description of thinking geometry is a study conducted by lestariyani (2013) said that the van hiele geometry thinking stage of ambarawa 2 n middle school students is at level 0. only a small proportion of students are at level 2, amounting to 5% of students. there are 1.91% of students who are at level 0. there are 20.10% of students who do not think level can not be classified in the level of van hiele thinking geometry. overall junior high school students are at level 0 and 1 thinking geometry based on the van hiele theorem. 112 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the researcher chooses van hiele geometry as the basis for determining the level of thinking of students in solving geometry problems, another reason researchers choose van hiele geometry is as follows. 1. van hiele's theory focuses on material geometry 2. van hiele's theory examines the levels of students' level of thinking in learning geometry 3. van hiele's theory explains each level with a general description into a more specialized description. 4. van hiele's theory has a level of accuracy to describe each level of student thinking in learning geometry. based on the opinion of the experts above, the authors conclude that the ability to think mathematics is a person's ability to think logically and systematically in dealing with various problems both in mathematics and in solving everyday problems. this ability includes the ability to connect facts and evidence to draw appropriate conclusions. based on the above background, the author is motivated to conduct research under the title `` analysis of students' ability to solve geometrical problems arising from the side curvature based on the level of van hiele geometry thinking in class ix students of smp pgri poncokusumo malang. the background in this study is how the level of students' ability to solve geometry problems arises from the curved side space based on van hiele's level of geometry thinking. the purpose of this study is to describe the level of students' ability to solve geometry problems with curved side spaces based on van hiele's level of geometry thinking. research method this type of research used in this study is a qualitative descriptive study. in this case, the analysis that will be delivered is about the description of the level of thinking of students in solving geometry problems of curved side space based on van hiele's theory. this research was conducted at poncokusumo middle school pgri located on jl . raya paras, karangnongko, malang regency. the subjects used in this study were students of class ix poncokusumo malan middle school consisting of female and male students. the test sheet used by researchers is the van hiele geometry test (vhgt) consisting of 1 test question used as material to measure students' geometrical thinking abilities based on van hiele's geometry, the use of van hiele's geometry will indicate the level of student thinking in studying geometry results and discussion the data collection was carried out in poncokusumo malang junior high school, malang, on wednesday, march 20, 2019. the researcher gave a question about the geometry material test, especially building curved side spaces. the questions used in taking research subjects are as follows: 113 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pak niko will make a structure composed of cones, tubes and half balls. if the structure has a diameter of 42 cm, the height of the tube is half of the diameter of the structure, while the height of a cone is 30 cm. determine the drawing model based on what is known? calculate the wake up volume? after the researchers made further observations of the work of students on geometry material to construct curved side spaces, researchers found that students had reached levels 2, 3 and 4. this is the result of research that shows that there is an improvement from the results of previous studies, where previous research according to lestariyani (2014) is still at the level of analysis or level 2. subject thinking level 1 level 0 (visualization) from the results of the work of subject 1, it appears that students are already familiar with geometric shapes based on their appearance and can model their drawings 42 in accordance with what sri rejeki (2014) said where students are able to illustrate their drawing models in the level 0 or visualization category, as shown below. figure level 0 : s1 level 1 (analysis) from the results of student work that is subject 1 looks students have been able to write down what is known and look for the height of the tube, because in the test questions are not immediately known the height of the tube, so students are still looking for height based on the question. at this stage students already understand the questions given by researchers so that students easily work on these problems. figure level 1: s1 level 2 (abstraction) at this stage students are expected to understand the questions and be able to determine what is asked and write it down as the process of solving test questions. based on the work of students at this stage 43 are able to understand the questions and write down what is known and the formula as revealed by nur'ani (2008). 114 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure r level 2 : s1 level 3 (formal deduction) at this stage students are expected to work on problems according to formulas or definitions that apply in mathematics. after having corrected the work of subject 1, it seems that they have been able to do the test questions according to the rules that apply in mathematics, reinforced by the level of thinking indicators according to ferdianto (2010). like in the picture below figure level 3 : s1 level 4 (rigor) at this stage students are expected to be able to do the questions well and be able to draw conclusions from the results that have been obtained, if viewed from the work of subject 1 at this stage does not meet because subject 1 does not contain conclusions from the results obtained from the test questions as said by nur 'aeni (2008) where students to reach level 4 indicators or rigor must be able to show conclusions and be able to prove it. like in the picture below. figure level 4: s1 subject thinking level 2 level 0 (visualization) based on the results of the work written by subject 2, it can be seen that subject 2 has reached the level of visualization, because subject 2 has shown a drawing model in accordance with requests for test questions provided by researchers. as said by abdussakir (2010) in van hiele geometry level indicator, students say they reach the level of visualization if they can describe the picture model. as shown in the picture below, where subject 2 is able to illustrate the picture model. 115 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure level 0 :s2 level 1 (analysis) from the collection of data obtained it appears that subject 2 has understood the purpose of the test questions, in understanding the questions can not be separated from reading, because reading with focus then the questions will be easily understood. subject 2 seems to have reached the level of analytical thinking because of the answers to the test questions that have been tested subject 2 has understood the purpose of the questions and wrote down what is known and asked according to the sound of van hiele's geometry test questions in nur’aeni (2008). as shown in the picture below, where students are able to correctly understand the meaning of the question sound. figure level 1 : s2 level 2 (abstraction) based on data collected by researchers shows that subject 2 has shown an abstract way of thinking where students are able to write the relationships between the shapes in accordance with the applicable mathematical formula. subject 2 looks able to understand the problem and write the formula correctly nur’aeni (2008). like in the picture below. figure level 2 : s2 level 3 (formal deduction) from the results of data collection on subject 2 it can be seen that students are not able to correctly solve test questions such as indicators according to nur'aeni (2008), because students are not careful in calculating even though in writing the mathematical formula correctly but students are not able to describe the answers correctly . one of the factors that caused subject 2 to not be able to describe correctly was inaccuracy and assumed that the problem was easy to do so that subject 2 had forgotten to write down the answer of one of the volume of the curved side space. as in the picture below where. 116 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure level 3 : s2 level 4 (rigor) based on the answers written by s2, it can be seen that subject 2 is able to reach the rigor level but is wrong in determining the volume of one of the three structures so that the conclusion is also wrong (abdussakir, 2010). where subject 2 does not write in full the volume of the half ball which is actually but subject 2 only writes . looks like shown in the picture below. figure level 4 :s2 subject thinking level 3 level 0 (visualization) based on the results of the work of subject 3 on the test questions sheets that have been given by researchers, it appears that subject 3 has no difficulty in completing the questions. at the level of visualization subject 3 can illustrate the drawing model of the curved side space according to the sound problem given by nur’aeni (2008). as in the picture below which is the work of subject 3. figure level 0 :s3 level 1 (analysis) based on the work of subject 3 on the test questions given by researchers, it can be said to have been able to reach this level according to the indicators according to abdussakir (2010) where subject 3 is able to analyze the parts that exist in the curved side space and the characteristics of each shape. proven by describing the drawing model, and being able to understand the problem and mention what is known from the problem. as in the picture below shown by s3. 117 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure level 1 : s3 level 2 (abstraction) based on the work of subject 3 of the test questions it can be said that students are able to think of abstraction according to statements from abdussakir (2010) where in these indicators students are said to be able to think of abstraction if students can understand the questions and understand the relationship between the characteristics of the one with the other. like the results of student work shown in the picture above (level 1 s3 image). level 3 (formal deduction) based on the data obtained at the time of study, subject 3 was able to reach this level in accordance with what was said by abdussakir (2010) where students are said to be able to reach level 3 or formal deduction if students work on test questions in accordance with theorems or definitions on the geometry of side space geometry. curvature that applies in mathematics. as shown in the picture below. figure level 3 : s3 level 4 (rigor) based on the results of the geometry test on subject 3, the work of subject 3 has been corrected, based on data collected that subject 3 is able to reach level 4 or rigor according to the opinion of abdussakir (2010) where at this level students are said to be able to reach level 4 or rigor if the student able to complete the test questions correctly and can draw conclusions from the results of work on test questions that have been given by researchers. as seen in the picture below. figure level 4 : s3 conclusion based on the results and discussion of research in describing the level of students' ability to solve geometrical problems arising from the curved side space based on van hiele's level of geometry thinking, the researcher can conclude several things as follows: 118 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of the 3 subjects studied showed that students were able to understand and analyze the sound of questions and what was known from the test questions so that they reached level 1 or analysis or by 100%. subjects 1 and 3 at level 2 or abstraction were able to reach this level because they were able to show abstract definitions and can distinguish the relationship between geometric shapes in geometry and being able to write what is asked in the test questions. subjects 1 and 3 are able to reach level 3 (deduction) because they are able to write formulas, the completion process is in accordance with the procedures applicable in mathematics. subject 3 is able to reach level 4 or rigor because it is able to draw conclusions and reasoning from its work on test questions, while for subject 1 and subject 2 are not able to reach this level. references abdussakir. (2010). pembelajaran geometri sesuai teori van hiele. jurnal kependidikan dan keagamaan,vol vii nomor 2, januari 2010, issn 16931499. arend, b. (2009). mendorong berpikir kritis dalam diskusi berulir online. the journal of ferdianto, ferry. (2010). pembelajaran geometri berdasarkan tahap berpikir van hiele. http://ferrymath.blogspot.com. akses pada 21 agustus 2017 isoda, m., & katagiri, s. (2012).mathematical thinking: how to develop it in the classroom.journal for research in mathematics education. vol. 15, no. 1, 8995. johnson, d. j, & myklebust, h. r. (1967). learning disbilities, new york: grume & stratton.journal on mathematics education, 4(1), 75-94.kreatif mahasiswa dalam memecahkan dan mengajukan masalah matematika.(dissertation). kuswana, w. s. (2013). taksonomi berpikir. bandung: pt remaja rosdakarya. lestariyani, susi. (2013). identifikasi level berpikir geometri siswa smp negeri 2 ambarawa berdasarkan teori van hiele.uksw. skripsi tidak diterbitkan mega teguh budiarto. (2002). bentuk kesalahan dalam menyelesaikan permasalahan geometri.surabaya:pusat penelitian ikip surabaya. nur’aeni. (2008). teorivan hiele dan komunikasi matematika. materi semnas matematika dan pendidikan matematika. pgsd upi kampus tasikmalaya. rejeki, s. (2014).pembelajaran matematika dengan pendekatan teori van hiele untuk meningkatkan keterampilan dasar geometri siswa kelas vii c smp alirsyad surakarta pada materi segitiga. skripsi uns, surakarta , 21-22. saragih, s. (2008). mengembangkan keterampilan berfikir matematika. makalah disajikan dalam seminar nasional matematika dan pendidikan matematika, jurusan pendidikan matematika fmipa uny, jogyakarta, 28 desember 2008. sudarmanto. (2010). tahap berpikir siswa berdasarkanteori van hiele dalambelajar geometri di kelasvii smp negeri 1 sumber gempol tulungagung tahun ajaran 2011/2012progam studi pendidikan matematikajurusan tarbiyah, stain tulungagung sri subarinah. (2006). inovasi pembelajaran matematika sd. jakarta: depdiknas 126 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of learning tools by applying the master plan technique based on a scientific approach to improve student learning outcomes on number pattern material herni purnamawati, atma murni, sehatta saragih program studi magister pendidikan matematika, universitas riau herni.purnamawati7381@grad.unri.ac.id abstract this research is motivated by the lack of optimal learning outcomes of students due to the lack of learning devices that are considered being able to train students’ abilities in solving problems. the purpose of this study is to develop mathematics learning tools that meet the validity, practicality, and effectiveness requirements to improve the learning outcomes of grade viii students of smp / mts on material number patterns. the development model used is the addie model for designing learning systems. the instruments used were syllabus validation instruments, rpp, lkpd, practicality instruments and effectiveness instruments. the technique used is the technique of collecting observation data, interviews, questionnaire documentation and tests. mathematics learning to use the master plan technique based on a scientific approach is already valid with the results of syllabus validation 84.25%, rpp 90.30%, lkpd 86.50%. this learning device fulfills the practical requirements for large group trials with an average of 93.52% results and an average student questionnaire response rate of 95.66%. the use of effective learning tools to improve student learning outcomes for kkm achievement is 83.33%. keyword: learning tools, master plan techniques, learning outcomes. introduction education is a series of complex events, which are a series of communication activities between humans, so that humans grow as whole people. in law number 20 year 2003 it is stated that education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and skills that are it needs itself, society, nation and state. furthermore, the core of education is learning tools, so the quality of learning tools is one of the main factors determining the quality of education. the learning process in the concept of communication is basically a process of communication between the teacher and students, between students and students and between students and learning resources (widada et al., 2020); (akinloye et al., 2020). a learning process is said to be good, if the communication that occurs in learning is able to cause a high intensity of the learning process (li et al., 2020); (si et al., 2020). in other words, the communication that occurs must be able to provide facilities for students to carry out the learning process efficiently and effectively by implementing learning that is guided by a predetermined curriculum. in the 2013 curriculum, it was determined that 127 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej what was used was a scientific approach. a scientific approach is a basic concept that inspires or underpins the formulation of teaching methods by applying scientific characteristics (kemdikbud, 2013). the learning process touches three domains, namely attitudes, knowledge, and skills. the end result is an increase and balance between the ability to be good human beings (soft skills) and humans who have the skills and knowledge to live properly (hard skills) from students which include competency aspects of attitudes, skills, and knowledge (kemdikbud, 2013). the scientific learning approach is a learning activity that adapts the steps of scientists in obtaining attitudes, knowledge, and skills through scientific methods (persada et al., 2020). learning to use a scientific approach is not just a transfer of knowledge from the teacher to students, but students from their own knowledge (saylendra & danial, 2015). through a scientific approach, students obtain attitudes, knowledge, and skills as well as the scientific method carried out by scientists (asmawati & nurhayati, 2016). to implement the scientific approach in mathematics, learning requires learning methods and techniques that support so that learning activities with the scientific approach can be implemented well (tambunan, 2019); (erita, 2013). a teacher should be able to create conditions and situations that allow students to understand the meaning of learning materials through the learning process and store in memory that can be processed at any time and further developed (murda & purwanti, 2017). the success of a teacher in learning is expected, to meet these objectives requires a careful preparation. before teaching a teacher is expected to prepare materials to be taught, prepare teaching aids that will be used, prepare questions and directions to lure students to actively learn, learn the situation of students, understand the weaknesses and strengths of students, and learn the knowledge of students, all the implementation will be decomposed in the learning device (legendari & raharjo, 2016). teacher demands to develop the learning tool researchers conducted interviews with 7 junior high school mathematics teachers in pekanbaru. interviews conducted include aspects of developing learning tools used by teachers in the learning process. related to the rpp and lkpd tools, from the interview results obtained information that the difficulties felt by the teacher in compiling a device that is in accordance with the 2013 curriculum is that teachers find it difficult to link the scientific approach with the learning model to be used. the teacher prefers a practical way in compiling learning tools by downloading lesson plans from the internet, asking fellow mathematics teachers and using lesson plans from mgmp. in addition, teachers have difficulty in preparing lkpd that can encourage participants to find their own concepts from the material being studied in order to solve the given problem. one solution provided is to apply the master plan technique based on a scientific approach. the goal is to use appropriate learning techniques that are expected to increase learning outcomes, and motivation to learn can increase. 128 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej according to rose and nichol the master plan technique is also called accelerated learning (haris mudjiman, 2006). the master plan technique consists of six stages of learning: (1) motivate your mind, (2) acquiring the information, (3) searching out the meaning, (4) triggering the memory (lock facts in memory), (5) exhibiting what you know (show others), (6) reflecting on how you’ve learned (reflection) (muhammad tajuddin, endang siti astuti, hamdani husnan, 2015). the master plan technique based on a scientific approach was designed in this study as shown in table 1. table 1. the design of master plan techniques is based on a scientific approach learning curriculum 2013 scientific approach master technique plan preliminary activities step-1 motivate your mind (grow motivation) observe ask step-2 acquiring the information (gathering information) core activities collecting information reasoning step-3 searching out the meaning (find meaning) step-4 triggering the memory (lock facts in memory) communicating step-5 exibiting what you know (show others) step-6 reflecting on how youve learned closing activities widdiharto states students tend to use the ability to memorize formulas without understanding their intentions, including when learning number patterns (dina & arifatud dina, 2015). researchers hope that by applying independent learning with master plan techniques based on a scientific approach, especially in the material number patterns learners can not only memorize formulas but can also understand and interpret, apply the formula that has been observed and found to solve learning problems independently so that it can improve results learned learners. therefore, researchers are interested in developing learning tools by applying the master plan technique to improve student learning outcomes in the material of valid, practical and effective number patterns. 129 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method the development model used in this study is the addie model. addie development model is an abbreviation of analysis, design, development, implementation, and evaluation which is the stage of development of learning tools. the addie model is a model that can adapt very well in various conditions, the level of flexibility of this model in answering problems is quite high, effectively used, and provides a general and structured framework (n. w. siwardani, n. dantes, 2015). the subjects of this study were students of class viii smp / mts ummatan wasathan. the first stage of the addie model is the analysis phase. the analysis conducted is a performance analysis (performance analysis) and a needs analysis (need analysis). performance analysis is carried out to find out the difficulties encountered by the teacher in the learning process. needs analysis is done to find out the problems faced by students in learning. the second stage is the design stage. at this stage, collecting relevant references as material to design learning tools on the material number patterns. the design of learning tools is adjusted to the basic and secondary education process standards and applies the master plan technique based on a scientific approach. the third stage is the development stage, which is the stage of producing or realizing syllabus, rpp, and lkpd designs that have been determined. learning devices that have been produced are then validated by experts. the learning device validation was carried out by three mathematics education lecturers. the results of the validation carried out are further analyzed and revised according to the suggestions of the validator. the fourth step is the implementation phase or testing of learning tools. learning devices that have been said to be valid are then tested. the trial was conducted on a small group of 8 people with heterogeneous abilities aimed at seeing the readability of lkpd and large groups of 16 people who aimed to find out the practicality level of learning tools that had been developed. the fifth stage is the evaluation stage. the evaluation phase is carried out in two forms, namely formative and summative evaluation. formative evaluations are carried out at the end of each face-toface meeting and summative evaluations are carried out after the activity ends as a whole. analysis of the data in this study is the validation sheet analysis, response questionnaire analysis, and analysis of minimum completeness criteria test results. validation sheet analysis is obtained by determining the average percentage of validation from the validator. table 2 is a category of learning device validity (akbar, 2013). table 2. categories of validity of learning devices validity criteria validity level 85,01% − 100,00% very valid 70,01% − 85,00% valid 50,01% − 70,01% invalid 01,00 % − 50,00% invalid 130 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej response questionnaire analysis is obtained by determining the level of practicality, which is the score obtained divided by the highest score and multiplied by 100%. table 3 is a category of learning device validity (akbar, 2013). table 3. practicality categories of learning devices interval category 85,01 % − 100,00% very practical 70,01 % − 85,00% practical 50,01 % − 70,00% not practical 01,00 % − 50,00% not practical data on learning outcomes in this study were obtained from tests of students’ mathematical problem-solving abilities after using the learning tools developed. learning outcomes data are used to see the effectiveness and impact of the use of learning tools. the impact of the use of learning tools is seen from the difference in the average mathematical problem solving ability of students in the experimental class and the control class obtained from the results of the pretest and posttest. the effectiveness of learning devices is obtained by looking at the achievement of learning objectives. in the 2013 curriculum, the standard measure of the achievement of learning objectives is the achievement of the kkm. in line with that, the effectiveness of learning tools is based on the kkm achievement. the learning device is said to be effective if the percentage of student learning outcomes tests reaches the classical learning completeness criteria that is ≥75% (rahmadi, 2015). average different test is done to see the improvement of students’ mathematical problem-solving abilities as seen from the results of the pretest and posttest results. pretest and posttest data analysis was performed to find out whether there were differences in students’ mathematical problem-solving abilities before and after the use of the learning tools developed. difference test is done by t-test. the developed learning device is said to be able to improve students’ mathematical problem-solving abilities of the value of p <α = 0.05. results and discussion the learning tools produced in this study were in the form of syllabus, lesson plans, and lkpd on the material grade viii smp / mts numbers. the device developed was a learning device with a master plan technique based on a scientific approach. the development of mathematics learning tools for grade viii smp was designed using the addie model. this model, as the name implies, consists of five phases or stages, namely (a) analysis, (d) design, (d) e-development, (i) implementation, and (e) valuation. in the analysis phase, performance analysis and needs analysis are conducted. in the 131 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej performance analysis stage, the researchers conducted interviews with several mathematics teachers. based on the interview results it was found that the equipment used by the teacher was not in accordance with the 2013 curriculum, the teacher was still having difficulty in compiling learning tools that were in accordance with the 2013 curriculum, the model or method used had not been varied, the lkpd used had not been able to assist students in finding concepts from the material studied and student learning outcomes are still not achieving maximum results. at the needs analysis stage needs analysis is done by observing and interviewing students during the mathematics learning process of number pattern material. based on observations and interviews, it is known that the involvement of students in mathematics learning number pattern material is still low. in this study the learning tool was arranged for 4 meetings. the tools are arranged using the master plan technique. the chosen master plan technique is tailored to the needs of students who have not maximally studied independently. the design phase is the design phase of learning tools in the form of syllabus, lesson plans and lkpd. the syllabus and rpp designs are adjusted to the syllabus and rpp components of permendikbud no. 22 of 2016. learning activities on the syllabus and rpp are prepared based on master plan techniques based on a scientific approach. the draft lkpd is adjusted to the requirements of a good lkpd. lkpd was prepared using the steps of a master plan technique based on a scientific approach. the draft lkpd consists of a cover, lkpd contents and practice questions. the contents of lkpd are adjusted to the master plan technical steps. the designed lkpd begins with a problem that can motivate students to learn it because they know the benefits of the material to be learned. the problem is adjusted to the material learned at each meeting. the following covers lkpd that uses the master plan technique based on a scientific approach. figure 1. lkpd cover 132 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the development phase is the stage of developing learning tools that have been prepared. this stage is the stage for producing development products through expert validation followed by revisions. the results of the assessment of the validator on several aspects used in the syllabus, namely the aspect of the content of 87.93% which means valid, and the construction aspect 80.56% which means valid. so that obtained an average total assessment of the validator that is 84.25% means that the syllabus developed is in the category of “valid”. the syllabus developed is in accordance with the syllabus component of permendikbud no. 22 of 2016. however, there are some suggestions for improvement of the validator, namely the syllabus included in the school location, it should also be included in the 5 m learning activities, so that it looks based on a scientific approach. the results of the assessment of the validator of rpp-1 91.08% which means “very valid”, rpp-2 91.08% which means “very valid”, rpp-3 91.08% which means “very valid” and rpp-4 91.08% which means it is very valid. so the average total rating of the validator of the developed lesson plan is 91.08%, meaning that the developed lesson plan is in the “very valid” category. the rpp is in accordance with the rpp component in permendikbud no. 22 of 2016. however, there are a number of suggestions for improvement from the validator, one of them is that the lkpd words in the rpp are replaced with learning activities carried out in class and in the rpp the school location is included. the results of the assessment of the validator of lkpd-1 86.50% which means “very valid”, lkpd-2 86.50% which means “very valid”, lkpd-3 86.50% which means “very valid”, lkpd-4 86.50% which means “very valid”. in order to obtain an average total rating of the validator of the developed lkpd that is 86.50% it means that the developed lkpd is in the “very valid” category. the developed lkpd has fulfilled the requirements of a good lkpd. this is reinforced by the results of research that says that the quality of the product is seen from its validity, practicality, and effectiveness (musa thahir, yenita roza, 2018). lkpds that were prepared were of good quality if they met didactic, construction, and technical requirements (fitri nurhayati, joko widodo, 2015); (heni rahmadani, yenita roza, 2020) and (thahir et al., 2020). however, there are some suggestions for improvement of the validator, namely problems in lkpd, the words “can” be replaced with the words “how”, adjust the background color to the color of the writing, font size and writing improved. the implementation phase is the test phase of learning tools that have been developed. the trials conducted were small group trials to see the readability of the developed lkpd, while the large group trials were to see the practicality and effectiveness of the learning tools developed. based on the response questionnaire, it was found that the average assessment of students was 95.64% meaning that the readability of lkpd developed “very practical” was used by students. although the readability results show that the lkpd that was developed was very practical, but the researchers still made several revisions to facilitate students in working on lkpd. 133 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej after conducting small group trials, researchers conducted large group trials to see the practicality and effectiveness of the learning tools developed. learning tools are said to be good if the achievement of learning performance / teacher’s ability to manage learning is at least good enough (novrini, siagian, p., & surya, 2015). based on the results of practicality from the observation sheet the implementation of teacher activities in applying a scientific approach all aspects have been implemented well with an average yield of 93.06%. however, in the closing activity, namely the provision of formative tests which were planned to be conducted were not carried out well in several meetings, this was due to insufficient time. researchers also gave questionnaire responses to all students present to determine the practicality of lkpd. based on student response questionnaire obtained that the average student response questionnaire to the practicality of lkpd-1 was 91.3% meaning the device developed was “very practical” to be used, lkpd-2 was 93% meaning the device developed was “very practical” to be used, lkpd-3 is 95% meaning the device developed was “very practical” to be used, and lkpd-4 was 96.6% meaning the device developed was “very practical” to use. students state that the developed lkpd can help students in understanding problems and solving problems of number patterns in daily life. in addition, the developed lkpd can also assist students in finding a settlement strategy in the form of a number pattern formula. this is in accordance with the function of lkpd according to prastowo (isna rafianti, 2018) that this lkpd can facilitate students in understanding the material provided. after testing a large group to see the practicality of the learning device, the researcher then looks at the effectiveness of the learning device developed. this effectiveness test was conducted on two classes, namely class viii pi, which is an experimental class of 18 people with heterogeneous abilities, and class viii pa 2, which is a control class of 18 people with heterogeneous abilities. in the experimental class, the learning process uses learning tools that researchers have developed while the control class uses pre-existing devices. in this effectiveness trial the researcher gives pretest and posttest to students. pretests are given before students use the learning tools developed. posttest is given after the students use the developed learning tool. the effectiveness of learning tools developed can be seen from the completeness of students’ learning outcomes tests in a classical way. then the average difference in the ability to solve problems between the experimental class and the control class was carried out. this test is conducted to see an increase in students’ mathematical problem-solving abilities. based on the completeness of the test results obtained by the percentage of students who reach the kkm after the use of mathematics, learning tools developed was 83.33%. thus the learning tools developed are effective for improving student learning outcomes. 134 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in line with (kawiyah, 2015), it is shown that the development of scientific-based mathematics learning tools to improve student learning outcomes is considered effective for use with the percentage of students achieving kkm of more than 75%. research also shows that the results of effectiveness testing on learning tools to improve student learning outcomes are considered effective with completeness of student learning outcomes of 75% (simanungkalit, 2016). the researcher then conducted an average difference test to see the difference in the ability to solve mathematical problems of the experimental class and the control class. based on the t-test it was found that the significance level of p <∝ = 0.05. so it can be concluded that h0 is rejected or there is a difference in the ability to solve mathematical problems between students who use mathematical learning tools that are developed with students who do not use learning tools that are developed. based on the observation sheet of the implementation of teacher activities in the learning process towards the use of syllabus and lesson plans, as well as the questionnaire of students’ responses to the use of lkpd it can be concluded that the syllabus, lesson plans and lkpd meet the practicality criteria. based on student learning outcomes, it can be concluded that the learning tools developed are effective for improving student learning outcomes. based on the average difference test (t-test) it is known that there are differences in the ability to solve problems of students who use devices that are developed with those that do not use. evaluation stage is a stage to find out the strengths and weaknesses of learning tools that have been developed and implemented. one of the advantages gained from applying learning tools with the master plan technique is that students learn independently, explore for themselves information related to the material that has been learned and train students to infer the information that has been obtained with the help of mental maps. the weaknesses in the allocation of learning time. the time allocation provided tends to be inadequate, which results in the activity of communicating only a few people who have the opportunity to present. conclusion this development research produces learning tools by applying the master plan technique to improve student learning outcomes of material number patterns. learning tools are said to be very valid, very practical, and effective after going through the validation process by qualified experts, and grade viii students to ensure practicality and effectiveness after going through the testing phase so that the learning outcomes of students increase after using it. references akbar, s. (2013). instrumen perangkat pembelajaran. pt remaja rosdakarya. akinloye, g. m., adu, e. o., adu, k. o., & olawumi, k. b. (2020). information and communications technology (ict) and teaching-learning capacity: the classroom management interconnectivity. journal of social sciences and 135 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej humanities, 17(7), 13–30. asmawati, e., & nurhayati, l. (2016). penerapan pendekatan saintifik untuk meningkatkan keterampilan proses siswa pada konsep siklus air. jurnal pedagogi pendidikan dasar, 4(1), 73–86. dina, a., & arifatud dina, v. d. m. & r. s. (2015). implementasi kurikulum 2013 pada perangkat pembelajaran model discovery learning pendekatan scientific terhadap kemampuan komunikasi matematis materi geometri smk. jkpm, 2(1), 22–31. https://doi.org/https://doi.org/10.26714/jkpm.2.1.2015.%25p erita, s. (2013). beberapa model, pendekatan, strategi, dan metode dalam pembelajaran matematika. jurnal kependidikan, 1(1), 1–13. fitri nurhayati, joko widodo, e. s. (2015). pengembangan lks berbasis problem based learning (pbl) pokok bahasan tahap pencatatan akuntansi perusahaan jasa. the journal of economic education, 4(1), 14–19. haris mudjiman. (2006). belajar mandiri. lembaga pengembangan pendidikan (lpp) uns dan upt penerbitan dan pencetakan uns (uns press). heni rahmadani, yenita roza, a. m. (2020). design of information and technology based teaching materials in mathematics subjects of it high school pekanbaru students. mathematics education journals, 4(1), 17–28. isna rafianti, n. a. & k. i. (2018). pengembangan perangkat pembelajaran matematika dalam mendukung kemampuan abad 21. kalamatika jurnal pendidikan matematika, 3(1), 123–138. kawiyah, s. (2015). pengembangan perangkat pembelajaran matematika berbasis saintifik untuk meningkatkan kemampuan pemecahan masalah dan prestasi belajar siswa. pythagoras: jurnal pendidikan matematika, 10(2), 201. https://doi.org/10.21831/pg.v10i2.9163 kemdikbud. (2013). materi pelatihan guru: implementasi kurikulum 2013 smp/mts matematika. kemdikbud. legendari, m. a., & raharjo, h. (2016). pengembangan bahan ajar berbasis audio visual terhadap hasil belajar siswa pada materi pokok bangun ruang kubus dan balok kelas viii di smp n 1 ciledug. eduma : mathematics education learning and teaching, 5(1). https://doi.org/10.24235/eduma.v5i1.683 li, j., larsen, k., & abbasi, a. (2020). theoryon: a design framework and system for unlocking behavioral knowledge through ontology learning. mis quarterly, 1–48. http://ahmedabbasi.com/wp-content/uploads/j/li_theoryon_misq.pdf muhammad tajuddin, endang siti astuti, hamdani husnan, a. m. (2015). membangun master plan teknologi informasi berbasis needs assessment (tajuddin dkk.). prosiding snst fakultas teknik, 266–271. murda, n., & purwanti, p. d. (2017). penerapan strategi pembelajaran think pair shareuntuk meningkatkan kemampuan membaca intensif siswa. international journal of elementary education, 1(1), 11. https://doi.org/10.23887/ijee.v1i1.11434 musa thahir, yenita roza, a. m. (2018). validity of learning website of kapita selekta mathematics course at uin suska riau students. malikussaleh journal of mathematics learning (mjml), 1(1), 19. https://doi.org/10.29103/mjml.v1i1.667 n. w. siwardani, n. dantes, i. a. s. (2015). pengaruh model pembelajaran addie terhadap pemahaman konsep fisika dan keterampilan berpikir kritis siswa kelas x sma negeri 2 mengwi tahun pelajaran 2014/2015. jurnal administrasi pendidikan, 6(1), 1–10. novrini, siagian, p., & surya, e. (2015). pengembangan perangkat pembelajaran 136 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej berorientasi problem based learning untuk meningkatkan kemampuan visual thinking dalam pemecahan masalah matematis siswa kelas viii smp. jurnal paradigma, 8(3), 84–97. persada, y. i., djatmika, e. t., & degeng, i. n. s. (2020). pelaksanaan pendekatan scientific dalam pembelajaran tematik. jurnal pendidikan: teori, penelitian, dan pengembangan, 5(1), 114–120. rahmadi, f. (2015). pengembangan perangkat pembelajaran berbasis pemecahan masalah berorientasi pada kemampuan penalaran dan komunikasi matematika. jurnal pendidikan matematika, 10(2), 137–145. saylendra, n. p., & danial, e. (2015). implementasi pendekatan saintifik dan penilaian otentik dalam pembelajaran pendidikan pancasila dan kewarganegaraan di sman 7 bogor. jurnal ilmiah mimbar demokrasi, 15(1), 17–41. https://doi.org/10.21009/jimd.v15i1.9109 si, d., moritz, s. a., pfab, j., hou, j., cao, r., wang, l., wu, t., & cheng, j. (2020). deep learning to predict protein backbone structure from high-resolution cryoem density maps. scientific reports, 10(1), 1–22. https://doi.org/10.1038/s41598020-60598-y simanungkalit, r. h. (2016). pengembangan perangkat pembelajaran untuk meningkatkan kemampuan pemecahan masalah matematis siswa smp negeri 12 pematangsiantar. must: journal of mathematics education, science and technology, 1(1), 39. https://doi.org/10.30651/must.v1i1.96 tambunan, h. (2019). the effectiveness of the problem solving strategy and the scientific approach to students’ mathematical capabilities in high order thinking skills. international electronic journal of mathematics education, 14(2), 293–302. https://doi.org/10.29333/iejme/5715 thahir, m., roza, y., & murni, a. (2020). website design of capita selekta mathematics course for mathematics education students. journal of physics: conference series, 1470(1), 0–11. https://doi.org/10.1088/1742-6596/1470/1/012092 widada, w., herawaty, d., andriyani, d. s., marantika, r., yanti, i. d., & falaq dwi anggoro, a. (2020). the thinking process of students in understanding the concept of graphs during ethnomathematics learning. journal of physics: conference series, 1470(1), 1–7. https://doi.org/10.1088/1742-6596/1470/1/012072 187 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the effectiveness of problem based learning in terms of creativity and learning outcomes rohmah nila farida, dwi priyo utomo, zukhrufurrohmah study program of mathematics education, faculty of teacher training and education, university of muhammadiyah malang rohmahnilaf@yahoo.co.id abstract this study aims to describe the effectiveness of problem based learning in terms of student creativity and student learning outcomes. this research is located at prigen prosperous middle school in the even / odd semester of the 2019/2020 school year. this type of research uses the type of descriptive research with descriptive qualitative research methods with research subjects vii grade students of prosperous prosperous middle school. the steps in this research are determining the problem, conducting a literature study, determining the location, determining the method, data collection, and data analysis. in this study, the average percentage of the learning achievement in the preliminary activities was 92.21%, the core activities were 96.41% and the closing activities were 81.47% so that overall the learning implementation was categorized as very good. the average percentage of students' creativity is 82.0% with a very good category. the average percentage of student learning outcomes students 81.81% with a very good category. based on the description, problem based learning is effective in terms of students' creativity and learning outcomes. keywords: effectiveness, problem based learning, creativity, learning outcomes introduction mathematics is a subject that is considered difficult by students, this can lead to students' poor mathematical abilities (astriani et al, 2017). the purpose of learning mathematics is to improve the ability of students to think in solving problems in a realworld context. according to padmavathy & mareesh (2013), efforts in creating effective learning can be done by improving the quality of teaching. according to cahyaningsih & ghufron (2016), one of the important skills students must possess in learning is the ability to solve problems. in everyday life, the branch of mathematics that we often encounter is getting up flat. however, the material is material that is not popular for students. because students have difficulty in understanding the concept and its application (widiyanti, 2013). the aspect of creativity refers to the ability of individuals who favor the uniqueness and skills to produce new ideas so that they are of value to the individual (susana and supratik, 2010). this shows that students' creative thinking ability is very important to be the teacher's attention. according to munandar & utami (2009), several aspects can be considered in creativity which includes fluency, flexibility, originality, and detailing. 188 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej model problem-based learning is a problem based learning as a basis to help students to show or clarify creative ways of thinking in solving problems (surya et al, 2017). model is problem based learning suitable to be used in increasing student creativity because, in the learning process, students will be given problems related to daily life to stimulate students to think more creatively rizkia (2017). with problem based learning students can build new knowledge that is more meaningful because the problem raised is an event that exists in a real-world context (amalia et al, 2017). besides, during the process of learning problem-based learning students are given space to play an active role, students are given freedom in creative thinking and active participation in developing reasoning in learning activities and problem-solving (yustianingsih et al, 2017). the importance of problem-based learning that students can learn in problem-solving, and deepen mathematical concepts. research results padmavathy & mareesh, (2013) show that the model problembased learning can relevantly improve student learning outcomes in mathematics, besides, it can provide a positive attitude on learning mathematics. the research equation above with this research is, using the model problem-based learning. the difference in the above research is that research (padmavathy and mareesh, 2013) measures improving student learning outcomes while researchers increase student creativity and learning outcomes. the results of interviews with mathematics teachers at prigen prosperous middle school, especially in class vii c. information is obtained that students of class vii c have problems with flat material. class vii c students have a low level of creativity. besides, other problems were found, namely, students were not fluent in solving problems in time, in solving problems students could only work on problems in one way and students could only solve problems by looking at books or following the teacher's way. model problem based learning has never been applied in the class. there are factors in mathematics learning problems in the school, one of which is inaccuracy in choosing a learning model. based on the problems described above, the researcher wants to study a study entitled "effectiveness of problem based learning in terms of creativity and learning outcomes" the purpose of this study is to describe the effectiveness of problem based learning in terms of creativity in learning outcomes. research methods this research was carried out at prigen prosperous middle school, conducted in the even semester of the 2019/2020 school year. this type of research is descriptive with a qualitative approach. qualitative research is research that aims to understand the phenomena that occur and are experienced by research subjects (moleong, 2006). the purpose of this descriptive qualitative research here is to describe the effectiveness of problem based learning in terms of creativity and learning outcomes the subjects of this study were grade vii students of prigen prosperous middle school, totaling 33 students. the object of this research is the implementation of pbl learning, creativity, and student learning outcomes after using the model problem-based learning. the steps in this research are determining the problem, conducting a literature 189 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej study, determining the location, determining the method of data collection, and data analysis. the data collection techniques implemented in this study include (1) observation techniques to collect data by seeing and observing directly the implementation of pbl learning models, (2) the test is used to obtain data on creativity and student learning outcomes. the observation data analysis technique was analyzed with the following steps: giving a score in each answer according to the criteria that had been made; 2) determine the average score obtained for each creativity assessment format in one class; 3) change the score in the form of a percentage value; 4) determine the category of the results of the student creativity assessment format in one class. while the data techniques of the test are analyzed with the following steps: 1) giving a score on each answer under the criteria that have been made; 2) determine the average score that has been obtained for each student creativity assessment format; 3) change the score in the form of a percentage value; 4) determine the category of the results of the student creativity assessment format. the instruments that will be used in this research are the observation sheet of the implementation of models problem based learning and test sheets. the purpose of observing the implementation of the pbl model is to assess teacher performance when implementing the learning process using the pbl model. the components assessed are the ability to open learning, teacher attitudes during learning, mastery of teaching materials, implementation of learning steps, evaluation of learning, ability to close learning. while the test sheet is used to obtain the results of creativity and student learning outcomes. the student learning outcomes test sheet is obtained from the scores in the creativity test sheet. individual student learning outcomes are said to be complete if the overall value of individual students reaches 75. while the learning outcomes of students are classically said to be complete if the number of students who get a score of x 75 exceeds 80%. while the ability of students' creativity is measured through the fulfillment of creativity, namely: 1) aspects of fluency shown by students being able to solve problems correctly and on time that have been determined; 2) the flexibility aspect shown by students can solve problems in more than one way correctly; 3) the original aspect shown by students can solve the problem in their new way correctly; 4) the detailing aspects shown by students can students solve the questions in a detailed manner correctly. result and discussions the effectiveness of learning in this study in terms of learning outcomes and creativity. the problem based learning model is said to be effective if the results of the implementation of pbl learning, creativity, and student learning outcomes in this learning are at least categorized as good. while it is said to be less effective in learning outcomes and creativity if it does not meet the specified criteria. creativity is measured through aspects of fluency, flexibility, originality, and detailing. while the learning outcomes obtained from the scores in the creativity test sheet 190 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the results of research that have been done, show the percentage of students' creativity in the indicators of fluency to get an average percentage of 85.8% are in the very good category. for the flexibility indicator, an average percentage of 82.8% is in a good category. for the original indicator at the first meeting, the average percentage of 75.7% was in a good category. in a detailed indicator, the percentage of 87.8% is in the very good category. from the description of the data above it can be concluded that the implementation of learning with the model is problem based learning included in both categories of the criteria of student creativity. student learning outcomes data obtained from the results of student creativity test scores. student learning achievement tests are carried out after applying the model problem-based learning. on the test of student learning outcomes which is declared complete 27 students means that the scores obtained reach individual completeness standards with the acquisition of a score of 75, besides there are students whose scores have not yet reached individual completeness, meaning that the scores obtained <75. the percentage of student learning outcomes is classically shown in table 1 below. table 1 percentage of student learning outcomes classically value number of students percentage information ≥ 75 27 81,81% completed < 75 6 18,18% not completed in table 1 student learning outcomes there are 20% of students get a maximum score, besides, there are 18.18% of students in the less category where the student gets <75 from a maximum score of 100. this is because students are not careful in working on the problems and understanding the questions so get a value of less than <75. overall student learning outcomes get an average value of 81.81% this means that the results of learning mathematics with the model are problem based learning included in both categories of student learning outcomes criteria. the percentage of student learning outcomes classically is shown in table 2 below. table 2: achieving success problem-based learning effectiveness model no indicator percentage of success achievement effectiveness criteria 1 implementation of the problem based learning model a. preliminary activities a. 92,21 % a. very good b. core activities b. 96,41 % b. very good c. closing activities c. 81,47 % c. very good 2 creativity 82,0% good 3 student learning outcomes 81,81% good 191 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on table 2, the implementation of the problem-based learning model in the preliminary activities, core activities, and closing activities are categorized as very good. student creativity is categorized as good and learning outcomes are categorized as good. because the three aspects above meet the minimum good criteria so it can be concluded that the model of problem-based learning is effective in creativity and student learning outcomes. the effectiveness of using models in problem based learning terms of creativity and student learning outcomes. based on the results of research that has been presented pbl models are effective on creativity and student learning outcomes. this is indicated by the results of students' creativity ability by 82.0% in the good category and student learning outcomes by 81.81% in the good category. the results of this study are in line with research conducted by wulandari & surjono (2013) the use of problem-based learning models is more effective than conventional models in mathematics learning when viewed from student creativity. however, the research of wulandari & surjono (2013) aims to find out the problem-based learning model more effectively than conventional models in mathematics learning. while researchers measure the effectiveness of the pbl model in terms of students' creativity and learning outcomes. the results of the implementation of learning that obtained the highest average are in the aspects of core activities. in the third syntax guiding individual and group investigations have been carried out by the teacher very well. because in guiding individual and group investigations, the teacher allows students to dialogue and discuss one group with other groups and monitor discussion activities. so that learning outcomes occur student interaction in learning both within groups and with other groups so that problems can be resolved properly. this is in line with the statement (iskandar, 2009) group discussion activities can make students interact with each other so that they can solve problems well. based on the description of observations it can be concluded that overall the problem based learning model is categorized very well. this is in line with research (buyung, 2017) which states that the pbl model is categorized very well. measurement of the effectiveness of the model in problem based learning terms of student creativity that has been done by students after the learning. the average creativity of students is 82.0% in the good category. it can be concluded that the model is problem based learning effective in terms of student creativity. the results of this study are in line with research conducted by sari & angreni (2018) which states that the ppa model is effective in terms of student creativity. besides that, in sari & angreni's research (2018) the application of model problem-based learninglearning has an increase in student creativity. at the beginning of learning, the average percentage of students' creativity is 30%, then with the application of problem based learning, the average percentage rises to 80%, which is categorized as good. however, sari & angreni's research (2018) aims to increase student creativity while this research is used to determine student creativity. so it can be concluded the use of models problem based learning can encourage students to further develop their creative abilities. this happens because, in the learning process, the model problem-based learning emphasizes the active role of students to solve problems and associate ideas and find ways to solve mathematical problems 192 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (widyastuti and sujadi, 2018). research findings (samsinar and ibrahim, 2015) state that the model is problem based learning effective in student creativity. measurement of the effectiveness of the model in problem based learning terms of student learning outcomes that have been done by students after learning. the average percentage of student learning outcomes is 81.81% which is categorized as good. the results of this study are in line with research conducted by sujadi (2015) which states that indicators of the success of student learning outcomes are said to be classically complete if the percentage of completeness is 80% overall. however, sujadi's (2015) research aims to improve student learning outcomes while in this study it is used to determine student learning. it can be concluded that the model is problem based learning effective in terms of student learning outcomes. this research is supported by previous research conducted by (mayangsari, 2017) which states that by using the model problem-based learning student learning outcomes are higher than the lecture method applied to students so that, it can be concluded that problem based learning learning is effective in terms of learning outcomes. research conducted by (surya, 2018) also concludes that the model is problem based learning effective against student learning outcomes because there are> 80% of students getting good learning outcomes where students get grades above the specified kkm. this section presents research results that have been processed under the analysis of the data used. the presentation of research results can use tables or graphs as a means to explain the results of the study. the results of the study are in line with the problems raised so that the explanation in this section can be explained through subsections. conclusion based on the results of the above studies that have been carried out on the implementation of models in problem-based learning effective terms of student creativity and learning outcomes. this is indicated by the average percentage of learning accomplishment of 90.03% which means that it is implemented very well. the average results of creativity obtained by students get 82, 0% categorized as good. and also the acquisition of the average percentage of student learning outcomes obtained by students get 81.81%, which means more than> 75% of students get learning outcomes above kkm. references amalia, e., surya, e., & syahputra, e. (2017). the effectiveness of using problem based learning (pbl) in mathematics problem solving ability for junior high school students. ijariie-issn(o)-2395-4396, 3(2), 3402–3406. retrieved from www.ijariie.com astriani, n., surya, e., & syahputra, e. (2017). the effect of problem based learning to students ’ mathematical the effect of problem based learning to students ’ 193 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical problem solving. international journal of advance research and innovative ideas in education, 3(february), 3441–3446. cahyaningsih, u., & ghufron, a. (2016). pengaruh penggunaan model problem-based learning terhadap karakter kreatif dan berpikir kritis dalam pembelajaran matematika. jurnal pendidikan karakter, (1), 104–115. https://doi.org/10.21831/jpk.v0i1.10736 moleong, & lexy. (2006). metode penelitian pendidikan. bandung: remaja rosadakarya. munandar, & utami. (2009). pengembangkan kreativitas anak berbakat. jakarta: padmavathy, r. d., & mareesh, k. (2013). effectiveness of problem based learning in mathematics. international multidisciplinary e-journal, ii(i), 45–51. retrieved from www.shreeprakashan.com rizkia, s. a. (2017). the influence of ethnomathematics-contained problem based learning model and mathematical disposition skill toward mathematical representation. mathematics education journal, 1(2), 8. https://doi.org/10.22219/mej.v1i2.4624 surya, e., syahputra, e., yuniza eviyanti, c., & simbolon, m. (2017). improving the students’ mathematical problem solving ability by applying problem based learning model in vii grade at smpn 1 banda aceh indonesia. international journal of novel research in education and learning, 4(2), 138–144.retrieved from https://www.researchgate.net/publication/318529138 widayanti, l. (2013). peningkatan aktivitas belajar dan hasil belajar siswa dengan metode problem based learning pada siswa kelas viia mts negeri donomulyo kulon progo tahun pelajaran 2012/2013. jurnal fisika indonesia ugm, 17(49), 32–35. https://doi.org/10.22146/jfi.24410 wulandari, b., & surjono, h. d. (2013). pengaruh problem-based learning terhadap hasil belajar ditinjau dari motivasi belajar plc di smk. jurnal pendidikan vokasi, 3(2), 178–191. https://doi.org/10.21831/jpv.v3i2.1600 yustianingsih, r., syarifuddin, h., & yerizon, y. (2017). pengembangan perangkat pembelajaran matematika berbasis problem based learning (pbl) untuk meningkatkan kemampuan pemecahan masalah peserta didik kelas viii. jnpm (jurnal nasional pendidikan matematika), 1(2), 258. https://doi.org/10.33603/jnpm.v1i2.563 185 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej rme-based absolute value worksheet design as an effort to improve mathematical thinking ability of tribhuwana tunggadewi university students elita mega selvia wijaya 1, rudy setiawan 2 1,2 mathematics education program study, university of tribhuwana tunggadewi, email: 1elita.selvia@gmail.com, 2 rudiehabibi@gmail.com abstract the aim of this study was to produce a mathematics worksheet on absolute value material based on the realistic mathematical education (rme) approach. the location of this research is tribhuwana tunggadewi university. the development model in this research is designed based on addie, which includes: (a) analysis, which is about curriculum analysis and needs analysis; (d) design, containing the preparation of the worksheet; (d) development, intended in the process of developing an rme-based absolute value worksheet; (i) implementation, namely product testing conducted for small groups and for large groups with the aim of obtaining practical data and data on mathematical thinking skills; (e) evaluation, which is carried out in data analysis refers to the implementation stage. the results of product validation through a google form questionnaire conducted by media experts were 92%, material experts 87%, small group test 91%, large group test 88%, and students' mathematical thinking ability test results reached 83%. based on these data, it shows that the designed worksheet is feasible and practical in improving the mathematical thinking skills of tribhuwana tunggadewi university students. keywords: worksheet; rme; mathematical thinking ability; absolute value introduction mathematics is an exact science that is both theoretical and abstract. it is not wrong if students feel bored, bored and have difficulty in learning mathematics. tri wijayanti (2011) states that mathematics is the science of quantity, shape, arrangement, and size, most importantly a method and process of finding precise concepts and consistent symbols, the nature and relationship between quantity and size, abstractly, pure mathematics or in terms of benefits in applied mathematics. this is no exception also experienced by students of tribhuwana tunggadewi university, mathematics education study program who take the mathematics problem-solving strategy course. the main problem is when they learn about the absolute value problem. the mistake that happened to these students was that they mostly just memorized the formulas, but were not able to develop these mailto:1elita.selvia@gmail.com mailto:rudiehabibi@gmail.com 186 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej formulas further. if this is traced, the cause of the problem is that students lack the skills to think mathematically in answering problems conceptually and systematically. thinking is a medium to get an understanding of a material, or in solving problems clearly (setiawan, 2020). based on mason (2010), mathematical thinking is a dynamic process to expand the scope and depth of mathematical understanding. the laziness of students to think further in solving mathematical problems, illustrates that students have low mathematical thinking skills. as a result, lecturers must try harder in understanding mathematical problem solving, especially absolute value material. the problem of absolute value is very vital in calculating the value of a function. one of these extra efforts is that the lecturer provides additional guidance to students in the form of a worksheet based on realistic mathematics education (rme). according to majid (2013) the use of worksheets can provide an increase in student learning activities, and can direct students more optimally in concept development. based on this opinion, the use of worksheets will make students actively involved with the material being studied and make students' learning experiences more extensive in solving problems and students become more independent. this worksheet helps, the implementation of teaching and learning activities becomes more comfortable for students as well as for teachers. students will be more active in mathematical thinking while lecturers will be more flexible in conveying material to students. the worksheet design given by the researcher is a learning design that refers to a contextual learning approach in the form of a realistic mathematical education (rme) approach. based on the thoughts of ningsih (2013), rme is an approach that emphasizes the teaching process conceptually and tends to produce active students. so it can be concluded that the concept of the rme approach is learning that is built from real contextual conditions based on student experience. the characteristics of rme are that students are more active in thinking, the context and teaching materials are directly related to the school environment and students, the teacher's role is more active in designing teaching materials and classroom activities (wijaya, 2017). therefore, the problem raised in this research is to develop a worksheet with an rme approach that is reliable, valid and practical and aims to maximize the mathematical thinking ability of tribhuwana tunggadewi university students on absolute value material. research method in this study using the type of research development (research and development). as we know, research and development is a research method carried out with the aim of producing certain products, as well as by testing the effectiveness of these products (sugiyono, 2014). in addition, development research in education includes the type of research that aims to obtain products that support education and support learning by going through a needs analysis first, then undergoing product development, followed by evaluation and ending with revision and distributing the product. in this research, the product made is a worksheet for students based on the realistic mathematical education approach with the aim of improving the mathematical thinking skills of tribhuwana tunggadewi university students. this research did not reach the deployment stage, due to limited time for implementation. 187 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development style in this study using the addie model, endang mulyatiningsih (2012) describes the stages of addie development design through five stages in sequence, which include the analysis stage, design stage, development stage, implementation, and evaluation. (evaluation). the design of the addie learning model is as follows. figure 1. stages of the addie model development procedure starting with the analysis phase, which includes curriculum analysis and needs analysis. curriculum analysis aims to carry out a curriculum review in accordance with the subjects taught and think to make supporting teaching materials according to the material that is considered a problem, especially in improving critical thinking skills. the next stage is the design stage, namely the selection of worksheet designs, seeking reference input, identifying basic competencies and designing learning activities, identifying competency indicators and designing types of research that are suitable for the worksheet. entering the development stage, namely developing worksheets through the rme approach to improve students' mathematical thinking skills. this product was validated by several validators. the input from the validator serves as a reference for improving the development of the worksheet. when the validation phase is complete, the worksheet is tested on students. this worksheet was tested on a small group class of 5 students and a large group class of 20 students. students use the product and are required to provide input through student response questionnaires. the last stage is evaluation, which aims to obtain information on the strengths and weaknesses of the worksheet that has been developed to be applied. this evaluation is carried out by analyzing the feasibility and practicality of developing worksheets that were developed at the implementation stage and further revisions during field trials. a analysis needs analysis aims to find problems and solve problems according to student competence d design d developme i implementa e evaluation determine competency standards, methods, teaching tools, and the right learning method producing programs and teaching materials that will used in the learning process. implementing the learning process according to the design evaluating learning programs and evaluating learning outcomes that have been done. 188 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej data collection and data analysis techniques the data collection technique aims to support evaluation activities and worksheet validation activities consisting of questionnaires and tests. meanwhile, data analysis techniques were used to process the developed data which consisted of qualitative descriptive analysis and quantitative analysis. qualitative descriptive analysis based on criticism, input, and suggestions for improvement in the questionnaire. while quantitative analysis of data processing by systematically compiling data in the form of percentage numbers about the object under study, before drawing general conclusions. the presentation of the analysis of the results of the worksheet validity test is based on scoring answers according to the instrument with several criteria, namely: 5 (very good), 4 (good), 3 (good enough), 2 (poor good), and 1 (not good); the percentage assessment is obtained through the formula: validity = 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑥 100% furthermore, the data is interpreted according to the following provisions: table 1. interpretation of data validity worksheet based on rme approach no interval criteria 1 81% – 100% very valid 2 61% – 80% valid 3 41% – 60% quite valid 4 21% – 40% less valid 5 0% – 20% invalid source: riduwan (2012) meanwhile, the percentage of mathematical thinking ability is as follows: table 2. general criteria for qualifying students' mathematical ability no interval criteria 1 81% – 100% high 2 61% – 79% medium 3 <60% low source: riduwan (2012) results and discussion starting with the analysis stage, which includes curriculum analysis and needs analysis. the results obtained from the curriculum analysis and analysis of student needs are to produce worksheets with an rme approach that play a role in constructing knowledge independently and obtaining meaningful learning. the next stage is the design stage which contains the cover design, introduction, table of contents, concept map, pattern of learning activities, and worksheet assessment instruments about absolute values. the next step in the development stage is to develop a math worksheet on the absolute value material of the rme approach so that learning is more meaningful for students. after completion, the worksheet was validated by media experts and material 189 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej experts using a worksheet assessment questionnaire. the results of the validity by media experts are as follows: table 4. validity results by media experts no. validity assessment indicator worksheet validity value criteria 1 presentation technique 93% very valid 2 the use of language in a worksheet 91% very valid 3 communicative and interactive 94% very valid 4 worksheet view 90% very valid rata-rata 92% very valid based on table 4, the score for the worksheet assessment by media experts is 92% with very valid criteria, so the worksheet is feasible to be applied. furthermore, the results of the validity by material experts: table 5. validity results by experts no. validity assessment indicator worksheet validity value criteria 1 material suitability with sk and kd 92% very valid 2 material update 88% very valid 3 ease of digested material 86% very valid 4 rme characteristics 84% very valid 5 language aspect 90% very valid 6 time allocation 82% valid average 87% very valid according to the description of table 5, the worksheet assessment score by material experts is 87% with very valid criteria. so that the overall assessment can be shown in table 6 as follows: table 6. validity results in overall no. validity assessment indicator worksheet validity value criteria 1 media expert 92% very valid 2 material expert 87% very valid average 89,5% very valid based on table 6 the assessment of the worksheet by media experts and material experts is an average of 89.5% with very valid criteria. the conclusion obtained is that according to media experts and material experts, the worksheet is valid. furthermore, the worksheet was tested on two groups of students consisting of a small group and a large group. the following are the results of small group trials: 190 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 7. results of student response analysis of small groups no. practical assessment indicators worksheet value practicalities criteria 1 grain / structure 95% very practical 2 usage worksheet 89% very practical 3 the material consistency 87% very practical 4 language 93% very practical rata-rata 91% very practical in table 7 respondents from the small group 91% said it was very practical. after that, the experiment was carried out on a large-scale group. the results of the large group trial are: table 8. results of large group student response analysis no. practical assessment indicators practical value worksheet criteria 1 grain / structure 90% very practical 2 usage worksheet 87% very practical 3 the material consistency 85% very practical 4 language 89% very practical average 89% very practical based on table 8, the results of the large group were 88% with very practical criteria. students are given a posttest to work on questions with the aim of measuring mathematical thinking skills after applying the worksheets that have been developed. the effectiveness of the use of the worksheet is easily known through the comparison of the posttest results obtained by students by achieving a minimum score of b. the minimum b value for the unitri mathematics education study program is 69. the results of the effectiveness of the mathematics worksheet using the rme approach are: table 9. display of the effectiveness of mathematics worksheets through the rme approach no number of students interval criteria 1 17 person ≥ 69 minimal b 2 3 person < 69 less than b average (mathematical thinking ability) 83% high if you refer to table 9, information is obtained that 17 out of 20 students have achieved the minimum b score criteria in absolute value learning, while the value is greater than 69 with a percentage of 83% meaning that students have achieved mathematical thinking skills in the high category. the last step is evaluation to revise the developed worksheet. this is based on the assessment of the validator and student questionnaire. 191 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion the rme-based worksheet design on absolute value material has improved mathematical thinking skills for students of the mathematics education study program, tribhuwana tunggadewi university. references arifendi, rio, setiawan, r. (2019). upaya peningkatan penalaran matematis mahasiswa universitas tribhuwana tunggadewi melalui pendekatan cotextual teaching learning (ctl). jurnal prismatika, vol. 1, no. 2: 55-59. craft, a. (2003). the limits of creativity in eduacation: dillemas for educator. british journal of educational studies. volume 51. no. 2 (juni, 2003), 113-127. hwang, w.-y., dkk (2007). multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. educational technology & society, volume 10 (2), 191-212. kementrian pendidikan dan kebudayaan. (2012). kurikulum 2013. jakarta: kemendikbud. moleong, l. (2009). metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. majid, a. (2013). strategi pembelajaran. bandung : pt remaja rosdakarya. mason, j., l. burton, & k. stacey. (2010). thinking mathematically. wokingham, uk: addison wesley. ningsih, p. r. (2013). penerapan metode realistic mathematics education (rme) pada pokok bahasan perbandingan senilai dan berbalik nilai di kelas vii e smp ipiems surabaya. gamatika, iii(2), 177– 184. pehkonen, errki. (2007). the state of art in mathematical creativity. http://www.fiz.karlsruhe.de/fiz/publications/zdm zdm volum 29 (june 2007) number 3. electronic edition issn 1615-679x. riduwan. (2012). skala pengukuran variabel-variabel penelitian. alfabeta: bandung. setiawan, r., & mitasari, z .(2020). penerapan scaffolding sebagai upaya dalam meningkatkan level berpikir matematis siswa ditinjau dari taksonomi solo. must: journal of mathematics, education, science and technology, vol. 5, no. 1, juli 2020 hal 68-79. http://doi.org/10.30651/must.v5i1.4855 shimada. (2007). the significance of an open-ended approach, reston, the national council of teacher mathematics. silver. (2006). ‘an analysis of aritmetic problem posing by middle school students’, journal for research in mathematics education, vol. 27, no. 5, pp. 521-539. sugiyono. (2014). metode penelitian pendidikan kombinasi (mixed methods). bandung: al-fabeta. wijaya, e., & irianti, n. (2017). whole brain teaching sebagai desain pembelajaran matematika yang kreatif. must: journal of mathematics education, science, and technoloogy, 2(2), 196–207. 119 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis on written mathematical communication skills at system of linear equations in two variables (sletv) material viewed from student learning styles isnin cahyo pratiwi, siti inganah, octavina rizky utami putri mathematics education study program, faculty of education and teacher training university of muhammadiyah malang isninpratiwii@gmail.com abstract this research was to describe students’ mathematical communication skills based on their learning styles. this research was a descriptive research with qualitative approach. data was obtained in three steps, namely written test on sletv material, questionnaire on learning styles, and interviews. research subject was eighth grade students. the procedure in this research began with the pre-field stage. at this stage, the research was designed, starting from observation and interviews with the teacher, as well as discussion with the supervisor. the second was the field stage, which was the stage for conducting research. the final stage was writing the report, which was the stage where researchers have conducted the research, processed and analyzed data that has been obtained from the research. data collection techniques in this research were distributing questionnaire, giving test questions about sletv, and conducting interviews to find out the students’ mathematical communication skills more specifically. the instruments in this study were questionnaire on learning styles, test questions about sletv, and interview guide sheets. data analysis techniques in this research aimed to achieve data reduction by sorting out important answers from student results in the form of questionnaire, test, and interviews. data presentation was in the form of narrative texts. interviews were aligned with the test questions about sletv. finally, conclusions were formulated by describing each student’s written mathematical skill based on the 4 student learning styles. based on the results, students with interpersonal learning style had the ability to learn better through friendship, students with self-expressive learning style had the ability to learn by paying more attention to the final results and tended to use unusual ways to find the best results, students with understanding learning style had the ability to see facts and remember large amounts of knowledge, ideas, theories, or concepts, while students with mastery learning style were able to write to the point and focus more on results. keywords: student learning styles, written communication skills, sletv. introduction teaching and learning process is basically a communication activity. by communicating, students will be able to express ideas and understandings to teachers, friends, and school environment. based on the regulation of the minister of education and culture no. 58 of 2014 on the standard of mathematics learning content, mathematics learning aims to make students be able to communicate reasoning, ideas, and compile mathematical statements and convert them into sentences such as symbols, diagrams, tables, which will be used to analyze mathematical conditions or problems. 120 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical communication becomes very important since mathematics contains mathematical symbols in the symbolization process, which will be converted into a mathematical statement in the form of formulas, symbols, tables, and pictures (gordah & nurmangsih, 2015). mathematical communication is the ability to mathematically express an idea to others, in addition to that mathematical skill is the ability to understand mathematical ideas of others in a critical and evaluative manner in order to deepen their understanding (lestari & yudhanegara, 2014). written communication is an effective way to analyze students’ mathematical communication skills. it is relevant to the opinion of kosko (2012), who states that writing is the best way for individuals to think and write their knowledge in a detailed and precise way in providing mathematical ideas. according wardhana and lutfianto (2018), written communication is the process of conveying thoughts/ideas in writing. students have different ways of communicating their skills, according to sukadi (2009) who argues that learning styles are a combination of how one absorbs and processes knowledge/information, learning styles also vary from one student to another. according to mulyono (2012), every student has a learning style that is different from the other students, not everyone can follow and have the same way of learning. learning traits related to absorbing, processing, and expressing information are student learning styles. according to silver et al (2013), in learning, each student has a learning style that is different one to another. there are four student learning styles: (a) mastery, (b) understanding, (c) interpersonal, and (d) self-expressive. according to silver et al (2013), mastery learning style is a learning style of students who prefer to learn simple and coherent things according to the procedure. they like questions that are related to what has been done/completed before and will use any means to find the results. they are good at remembering things in detail, speaking and writing to the point, and paying attention to accuracy. understanding learning style is a learning style of students who are able to identify a problem by analyzing it well and remember a large amount of knowledge and information. they are excellent in learning existing ideas, concepts, and theories. they learn well when they are challenged to think and explain ideas, for example, mathematical problems that require them to explain or prove a matter and take attitude. interpersonal learning style is a learning style of students who prefer to solve a problem by discussing or speaking with peers. they like learning related to the real world (environment). it is difficult for them to solve a problem individually, but they learn well when the teacher pays attention to students who are smart and persistent in learning mathematics. self-expressive learning style is a learning style of students who prefer to explore mathematical ideas that they have. it is difficult for them to learn by practicing, exercising, and memorizing, but they enjoy mathematical problems outside the routine and those that are obtained from nature, which make them think “out of the box”. they learn well when it is related to imagination and when they are engaged in creative problem solving. sletv material is an important material. in this material, students need good communication to be able to solve questions about sletv. according to desmita (2009), through questions about everyday problems, students are required to be able to communicate and interpret everyday language into mathematical language and write down the results of calculations that have been carried out according to the problems to obtain a good and correct solution. based on the results of interviews that have been conducted by researchers with the mathematics teacher, it was found that each student 121 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej has different communication skills. each teacher gave students time to express their opinions about their answers as they have different communication skills. this is closely related to differences in student learning style that makes their mathematical communication skills vary. this opinion encouraged researchers to carry out research with the title “analysis on written mathematical communication skills at sletv material viewed from student learning styles”. thus, this study is to 1) describe students’ mathematical communication skills at sletv material with mastery learning style, (2) describe students’ mathematical communication skills at sletv material with understanding learning style, (3) describe students’ mathematical communication skills at sletv material with interpersonal learning style, and (4) describe students’ mathematical communication skills at sletv material with self-expressive learning style. research that are relevant to this research were the research by zainul (2016), entitled, analysis of mathematical communication skills in solving problems at linear equation system with two variables on class viii-c students at smp nuris jember; the research by novi (2017), entitled, analysis of students mathematical communication skills at statistics material viewed from visual, auditorial, kinesthetic (vak) learning styles; and the research by nur (2016), entitled, analysis of mathematical communication skills of class xi students viewed from learning styles in knisley learning model. the results of research by zainul (2016) state that there are high, medium, and low levels of communication skills among students. these differences imply that there are differences in students that can be seen from their mathematical skills, the higher the students’ mathematical skills, the higher their mathematical communication skills. in addition, the results of research by novi (2017) state that differences in student learning styles make student mathematical communication skills vary. students with visual learning style have successfully described the answers to the existing questions and they often use symbols. students with auditorial learning style gave good, long, and detailed answers to the questions. meanwhile, students with kinesthetic learning style wrote down the given and problem of the questions well then use their own language to explain it. although the language is difficult to understand, it is still in accordance with the problem of the question. finally, the results of research by nur (2016) state that the 34 students in the classroom have various learning styles. there were 16 students with visual learning style, 11 students with auditorial learning style, and 7 students with kinesthetic learning style. students with visual learning style answered to the written test by writing down the given and problem of the questions and converting problems into a diagram well. meanwhile, students with auditorial learning style converting problems in the test into a diagram well. they are able to explain mathematical problems by formulating them into good and correct arguments and definitions. students with kinesthetic learning style were able to listen and reflect in a group work. they also wrote down answers in student worksheets clearly. research method this research was a descriptive research. this research used qualitative approach since it aimed to describe students’ mathematical communication skills viewed from their mathematical learning styles. the subjects used in this study were 21 seventh grade students of smp muhammadiyah 2 malang. this research was conducted in the even 122 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej semester of the 2018/2019 school year. in order to find out each student’s learning style, questionnaire was given to 21 students to be filled out individually. then, test questions containing 2 questions about sletv were distributed to be filled out individually. after the students answered to the test questions, researchers began to analyze or process the data by data reduction. data reduction was sorting out data obtained in the form of questionnaires, tests, and interviews, whether it was primary data or unimportant data. primary data was chosen in accordance to the research objectives. primary data was related to the sheets of each test. steps of data reduction in this research were sorting out the answers into four learning styles: mastery, understanding, interpersonal, and selfexpressive. the results were analyzed by determining the score of the learning style, ranging from 1 to 4. determination of learning styles was based on the following criteria: table 1: determination of learning styles no determination of learning styles 1 if the score of mastery is larger than the 3 other learning styles, the student is categorized into mastery learning style. 2 if the score of understanding is larger than the 3 other learning styles, the student is categorized into understanding learning style. 3 if the score of interpersonal is larger than the 3 other learning styles, the student is categorized into interpersonal learning style. 4 if the score of self-expressive is larger than the 3 other learning styles, the student is categorized into self-expressive learning style. the answers to written test in the form of questions about sletv was assessed based on sub-indicators in the indicators of students’ mathematical communication skills in the appendix. there were 8 students chosen based on their answers to the questions and recommendations from the subject teacher. indicators of students’ written mathematical communication skills used in the research were as follows: table 2: indicators of student written mathematical communication skills no. indicators rubrics 1 write down mathematical ideas in accordance to mathematics questions do not write down the given and problem only write down the given or the problem write down the given and problem incorrectly write down the given and problem correctly 2 convert questions into mathematical equations do not write down any mathematical modeling most mathematical modeling are incorrect (incorrect formulation) most mathematical modeling are incorrect (correct formulation, incorrect answers) all mathematical modeling are correct 3 use mathematical terms, figures, and notations do not use any symbol all symbols are incorrect most symbols are incorrect all symbols are correct 4 write down the conclusions of completed questions do not formulate conclusions conclusions are not in accordance with the 123 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej problems (incorrect answers and conclusions) conclusiona are not in accordance with the problems (correct answers, incorrect conclusions) formulate conclusions correctly (correct answers and conclusions) interviews were conducted by sorting out students who had one of the 4 student learning styles. each learning style was represented by 2 students. interviews were conducted face-to-face with students using interview guidelines. after data reduction, the researcher presented the data. data presentation in this research was in the form of narrative texts. the texts in the form of interviews were concluded and harmonized with the results of students’ written test and assessed according to the written test. the next step was formulating conclusions. conclusions were formulated to describe students’ mathematical communication skills viewed from their learning styles, which were known based on the results of written test on students’ mathematical communication skills in the form of 2 questions about sletv and the results of interviews about the answers of the written test. result and discussion analysis of the student learning styles students who answered to the questionnaire of learning styles were classified into the 4 criteria of determining learning styles. the following are the 21 students and their respective learning styles. table 1: learning style categories of class viii-b students at smp muhammadiyah 2 malang no student name learning style electability 1 akp interpersonal selected 2 a self-expression selected 3 acz material mastery selected 4 ais understanding not selected 5 bhs material mastery not selected 6 ba self-expression selected 7 gav understanding not selected 8 ha material mastery not selected 9 kv self-expression not selected 10 la interpersonal not selected 11 lb interpersonal not selected 12 mrps interpersonal selected 13 mn understanding selected 14 nrzr interpersonal not selected 15 pfwk understanding not selected 16 prw self-expression not selected 17 rs material mastery selected 18 rfd understanding selected 19 rck interpersonal not selected 20 skq interpersonal not selected 21 wyn material mastery not selected note: in the electability category, the students were selected by recommendations from subject teacher and based on the students’ respective answers. 124 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the 21 students had different learning styles. there were 5 students with mastery learning style, 5 students with understanding learning style, 7 students with interpersonal learning style, and 4 students with self-expressive learning style. each learning style was represented by 2 students, so there were 8 students whose mathematical communication skills were analyzed based on the 4 learning styles. analysis of students’ mathematical communication skills based on learning styles mastery learning style subject f g : r ’ a w student rs with mastery learning style answered questions by writing down the given as in umur ayah (father’s age) and umur anak perempuan (daughter’s age) . however, the student did not write down the problem and some of the mathematical modeling were incorrect even though the student was able to convert the questions into mathematical modeling (correct formulation, incorrect answers). model made by the student were . most of the symbols used were correct, the student wrote down ( ) ( ) ( ) symbols in accordance with mathematical statements. the student did not formulate conclusions except for the question number 2. the student made correct conclusions: jadi, harga buku tulis dan harga buku gambar adalah rp 35.000,00 (so, the price of notebook and drawing book is rp 35.000,00). the write down mathematical ideas write down conclusion from the problem solved convert question into mathematical equation use terms, figures, and notations 125 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej student with mastery learning style wrote down incorrect the given and problem, for example, u ayah (father’s a) supposed to be umur ayah (father’s age) . students with mastery learning style have the ability to communicate appropriately. overall, it is in accordance with the indicators of students’ mathematical communication skills. correspondingly, jean (2015) states that students with mastery learning style are able to write to the point and focus more on results. this is also relevant to afnaria (2016) who states that students with this learning style can learn well when teaching focuses on modeling, feedback sessions, and training. understanding learning style subject f g : ’ a w student mn with understanding learning style answered questions by writing down the given and problem appropriately: harga buku tulis (price of notebook) = x and harga buku gambar (price of drawing book) = y. all formulation used were correct, the student wrote down x + y = rp. 8000.00 and 2x + y = rp. 11,000.00. all symbols used were correct, the student wrote down (+), (-), (=) symbols correctly. the formulation of conclusions was correct and matched with the answer: jadi, harga 5 buku tulis dan 4 buku gambar adalah rp 35,000.00 (so, the price of 5 notebooks and 4 drawing books is rp 35,000.00). students with understanding learning style do the test precisely use terms, figures, and notations convert question into mathematical equation write down conclusion from the problem solved write down mathematical ideas 126 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej according to indicators of written mathematical communication skills. students with understanding learning style learn better individually. as revealed by ramlan (2014), students experience learning difficulties in discussions, so it is better to learn independently. in addition, they like to explain and prove a problem. interpersonal learning style subject f g : akp’ a w student akp with interpersonal learning style answered the questions by writing down the given but not writing down the problem as in figure 3. the student wrote down u ayah (father’s a) = x and u anak perempuan (daughter’s age) = y, which were not the correct way to write variables. however, the studient gave an explanation during the interview that u meant usia (age) since the student was accustomed to abbreviate words when writing answers, formulas and modeling as in x + y = 44 and xy = 26. all symbols used were correct, the student wrote down (+), (-), (=) symbols correctly. the conclusions were formulated correctly (correct answers and conclusions): jadi, umur anak perempuan adalah 9 tahun dan umur ayah adalah 35 tahun (so, the daughter’s age is 9 and the father’s age is 35). the student formulated conclusions in accordance with the variables that have been provided. students with interpersonal learning style tend to write answers with a lot of scribbles, but the results are correct and in accordance with the indicators of mathematical communication skills. since the test questions were done individually, students with interpersonal learning style experienced difficulties as they learn better in groups. this is relevant to ramlan’s opinion (2014) that students with interpersonal learning style have difficulties in doing independent works since learning in the real world is lacking. convert question into mathematical equation write down conclusion from the problem solved use terms, figures, and notations write down mathematical ideas 127 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej self-expressive learning style subject f g : a’ a w student a with self-expressive learning style answered the questions by writing down the given and problem incorrectly. the student wrote down ayah (father) = x and anak perempuan (daughter) = y, which were supposed to be umur ayah (father’s age) = x and umur anak perempuan (daughter’s age) = y. formulation used were correct, the student wrote down x + y = 44 and xy = 26. all symbols used were correct, the student wrote down (+), (-), (=) symbols correctly. however, the student did not formulate any conclusions. overall, the student wrote down the answers correctly. however, the answers were not systematic. the student used brackets instead of equals sign (=) to write down the given and problem. this proves that students with self-expressive learning style tend to take new, unusual ways, as long as the results can be obtained. as stated by jean (2015), students with self-expressive learning style are able to express ideas in new ways and solve them in various ways. conclusion mathematical communication skills in mathematics learning were important to find out students’s ability. the results of analysis on students’ mathematical communication skills in completing sletv material viewed from the learning styles of class viii-b students at smp muhammadiyah 2 malang showed that students with mastery learning style only wrote down the given and did not wrote down the problem in solving mathematical problems. they used incorrect formulation, correct symbols, correct conclusions, and correct results. in line with that, students with mastery learning style focused more on the results. they were able to solve questions about sletv according to the four indicators of mathematical communication skills. students with write down mathematical ideas convert question into mathematical equation use terms, figures, and notations 128 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej understanding learning style experienced difficulties in learning by discussing with peers. they learned better individually. students with interpersonal learning style were able to solve questions about sletv, yet they did not wrote down the problem. they used correct formulation, correct symbols, correct conclusions that were in accordance with variables. students with interpersonal learning style learned better in groups. students with self-expressive learning style were able to wrote down the given, problem, formulation, and conclusions correctly. however, students with self-expressive learning style tended to solve a problem in many ways until they obtained the results. references afnaria. (2012). kemampuan komunikasi matematis dan pembelajaran interaktif. jurnal pendidikan matematika vol.1 no. 1 part 2 : 77-8 auliana, novi. (2017). analisis kemampuan komunikasi matematis siswa pada materi statistika ditinjau dari gaya belajar visual, auditorial, kinestetik (vak). jurusan pendidikan matematika. fkip. universitas nusantara persatuan republik guru indonesia. ferrara, jean. (2015). the effect of learning style strategies on benchmark eight grade middle school mathematics achievment. walden university gordah, e,k. nurmaningsih. 2015. analisis kemampuan komunikasi matematis mahasiswa pada materi kuliah geometri analitik di program studi pendidikan matematika ikip pgri pontianak. jurnal pendidikan informatika dan sains, vol. 4 (2) keliat, ramlan. (2014). perbandingan gaya belajar interpersonal dengan gaya belajar penguasaan terhadap hasil belajar matematika mahasiswa calon guru. jurnal matematika vol 2 no 1 hal 221-226 kosko, k. j,wilkins. 2012. mathematical communication and its relation to the frequency of manipulative use. international electronic journal of mathematics education, vol.2, no.5, hal.1-12. tersedia di http://www.mathedujournal.com/dosyalar/ijem_v5n2_2.pdf [diakses 26 desember 2015] lestari, karunia eka dan mokhammad ridwan yudhanegara. 2014. penelitian pendidikan matematika. bandung: pt refika aditama. mas’udah, a. nur. (2016). analisis kemampuan komunikasi matematis ditinjau dari gaya belajar pada model pembelajaran knisley. jurusan pendidikan matematika. fmipa. universitas negri semarang mulyono. 2012. strategi pembelajaran, (malang: uin-maliki press), hlm. 226-228 silver, h. f.dkk. 2013. pengajaran matematika, kurikulum inti bersama, seri pengajaran tematik integratif. jakarta: pt. indeks sukadi. 2008. progressive learning: learning by spirit. bandung: mqs wardhana, i. r., & lutfianto, m. (2018). analisis kemampuan komunikasi matematis ditinjau dari kemampuan komunikasi matematika siswa, surabaya, jurnal pendidikan matematika (vol. 6 nomor 2 tahun 2018). 129 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej zainul. (2016). analisis kemampuan komunikasi matematika dalam menyelesaikan masalah pada pokok bahasan sistem persamaan linier dua variabel siswa kelas viii-c smp nuris jember. jurusan pendidikan matematika. fmipa. universitas negri bandung. 54 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej application of core learning to improve mathematical connection capabilities and self-efficacy eka yanuar ramadhani*, anggun badu kusuma prodi pendidikan matematika, fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah purwokerto e-mail : yanuarekaramadhan@gmail.com abstract the study aimed to improve the skills of students mathematical connections and self-efficacy for grade vii d of smp n 3 sidareja in the 2018/2019 academic year through core (connecting, organizing, reflecting, and extending) learning on the topic of triangles and rectangles. the study was conducted in three cycles and each cycle consisted of planning, action, observation, evaluation, and reflection stages. the instrument used was a description test to measure the skills of students' mathematical connections given at the end of each cycle, while the instrument used to measure self-efficacy was self-efficacy questionnaire. based on the findings, each cycle obtained an improvement. the first cycle obtained mathematical connection skills by an average of 64.74, 77.24 in the second cycle, and 81.41 in the third cycle. the average results of students self-efficacy in grade vii d in the first the cycle was 69.67, 76.05 in the second cycle, and 79.85 in the third cycle. based on the data above, it can be drawn that there was an improvement of students' mathematical connection skills and self-efficacy from cycle i to cycle ii and from cycle ii to cycle iii through core learning (connecting, organizing, reflecting, and extending). keywords: mathematical connections; self efficacy; core (connecting, organizing, reflecting, and extending) learning introduction mathematical connection ability is one of the cognitive abilities that students must possess. according to nctm (2000) states that one of the basic abilities that must be possessed by students is the ability of mathematical connections. according to ruspiani (sumarmo, 2007) explained that mathematical connections are the ability to link between mathematical concepts both linking between mathematical concepts themselves and mathematics with other fields. according to lappan (2002) states that a mathematical connection is a learning activity where students can determine solutions by understanding or analyzing a problem related to daily life. according to sugiman (2008) that by having a mathematical connection, students will be able to link between mathematical topics, mathematics with other sciences, and mathematics with everyday life. this means that if students have good mathematical connections, students will be able to link sub-materials in the subject matter of mathematics, a link between concepts in the field of mathematics, and associate mathematics with everyday life. based on the explanation above, it can be concluded that the mathematical connection is the ability of students to recognize and understand the relationship between sub-material in the subject matter of mathematics, the relationship between concepts in the field of mathematics, as well as applying mathematics to everyday life. the mathematical connection indicators are as follows: (1) recognize and connect the relationships between sub-materials in one mathematical mailto:yanuarekaramadhan@gmail.com 55 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej subject matter; (2) understanding the relationships between concepts in the field of mathematics; (3) recognize and apply mathematics in everyday life the purpose of learning not only makes students able to understand the contents of the material, but there are other goals, namely students can develop mathematical connection skills and the existence of certain behavioral changes after learning mathematics (subandar, 2007). someone said to be successful in learning if there are changes in cognitive abilities and affective changes, especially in behavior. one of the affective aspects is self-efficacy. according to bandura (1997), self-efficacy is a belief that is a determining factor in human thought, motivation, and human action. according to santrock (2014) students who have low self-efficacy will avoid difficult tasks, while students who have high self-efficacy will feel challenged to complete these tasks. according to bandura (1997), self-efficacy is a belief that is a determining factor in human thought, motivation, and human action. self-efficacy is a key factor in someone's actions, what people think, believe, and feel will influence how a person acts. so self-efficacy is a belief in its ability to organize and carry out actions by predetermined goals. the indicators of self-efficacy are as follows: (1) able to complete tasks that are easy to difficult; (2) able to deal with mathematical tasks beyond ability; (3) able to persevere and be tenacious in doing math tasks; (4) influence of personal experience; (5) readiness to deal with situations. based on the results of an interview with a mathematics teacher at smp n 3 sidareja, it was found that the students' ability in connecting between the previous concepts and the concepts to be learned was still considered difficult by students. what is known in the problem? students are also troubled by story problems or problems related to daily life, the proof is that when teachers give to story questions there are still many students who have not been able to change these questions into mathematical models. aside from the results of the interview, this was also strengthened by the observation data in the form of the pretest giving showing that the mathematical connection ability in smp n 3 sidareja class vii d was still very low compared to other classes. the average grade of pretest grade vii d is 43.91. another problem faced by students is that the majority of students do not pay attention when the teacher explains the material, are lazy to practice, and do not have high motivation to learn. this causes 1) students do not have confidence in what they are doing, this is proven when the teacher asks about math problems, students are reluctant to answer for fear of being wrong, 2) easy to despair in working on difficult questions, for example when the teacher gives questions that are difficult and students can not answer, just leave it or even see the results of their friends' answers, 3) not ready to face the situation, for example when the teacher suddenly gives an evaluation test or daily tests without notifying them first. based on this it can be seen that students' self-efficacy is also still low. one effort to improve the ability of mathematical connections and self-efficacy is through learning core (connecting, organization, reflecting, extending). core learning is an abbreviation of four words namely connecting (connecting old information with new information or between concepts), organizing (organizing the information obtained), reflecting (rethinking information already obtained), extending (extending and deepening knowledge). according to lestari (2015), core is learning that emphasizes the students' experience by constructing their problems by connecting, organizing, and reflecting on learning that has been experienced and extending the learning experience. this core learning offers a learning process that gives space for students to think, practice their memory of a concept, build their knowledge. this will provide a different 56 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej experience so that it is expected to improve students' mathematical connection skills and self-efficacy. research method this research was conducted in class vii d of smp negeri 3 sidareja. the time of the research is 27 april 2019 until 18 may 2019 in the even semester of the 2018/2019 school year. the number of students in class vii d is 26 students. this study consisted of three cycles, each of which consisted of two meetings. at the first meeting, 2 x 40 minutes is used for the implementation of the learning process. the second meeting is 3 x 40 minutes, where 2 x 40 minutes is used for the implementation of learning and 1 x 40 minutes is used for evaluation tests to find out the mathematical connection ability and student's self-efficacy. data collection techniques in this study were using teacher activity observation sheets, student activity observation sheets, evaluation tests of mathematical connection ability, and self-efficacy questionnaires. data analysis techniques used in this study were analyzing the results of teacher activity observation, student activity observation, ability mathematical connection, and self-efficacy. result and discussion from the results of research in the first cycle, second cycle, and the third cycle can be described as follows: 1. teacher activities teacher activities during learning show that teachers always try to improve learning from cycle i, cycle ii, and cycle iii. the percentage of average scores for teacher activities can be seen in the table below: table 1.1 recapitulation of teacher activity results number cycle meeting implementation average yes no 1 cycle i p1 14 3 85,29 % p2 15 2 2 cycle ii p1 16 1 94,12 % p2 16 1 3 cycle iii p1 17 0 100 % p2 17 0 from table 1.1 above, it can be seen from cycle i to cycle iii an increase in teacher activity. based on table 1.1 the teacher has not fully carried out the activities contained in the teacher observation sheet. in the preliminary activities, some activities have not been done by the teacher, namely in the first cycle of meeting 1 the teacher has not conveyed the learning objectives, motivation, and has not invited students to conclude the learning that has been learned. then at meeting 2 in the preliminary activities the teacher has not submitted the learning objectives and has not concluded the material that has been learned. in cycle ii in the preliminary activities at the meeting 1 teacher has not conveyed the learning objectives, and at the meeting, 2 teachers have not motivated students. however, in cycle ii in the preliminary activities, the teacher has carried out all activities contained in the teacher activity observation sheet. 57 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the core activities, the teacher has carried out all learning activities from cycle i to cycle iii. in cycle i to cycle iii the teacher carries out the connecting phase where the teacher connects the material to be studied with daily life or connects the material to be learned with material that has been studied previously. then in the organizing stage, the teacher conveys the material to organize ideas from students. besides the teacher also organizes students into several groups to solve a problem in the worksheet with the guidance of the teacher, the teacher guides students to solve the problems that are in the worksheet. at the reflecting stage, the teacher allows students to make a presentation. at the extending stage, the teacher gives a question to deepen student knowledge. in the closing activities in the first cycle of meeting 1 and meeting ii, the teacher has not carried out one of the activities contained in the teacher observation sheet that is the teacher has not invited students to conclude the learning outcomes that have been learned. but in cycle ii and cycle iii the teacher has carried out all the activities contained in the teacher activity observation sheet. this shows that the teacher's activity increased quite well from cycle i to cycle iii. the teacher's activity in each cycle can be increased due to reflection so that the teacher can improve the deficiencies in each cycle. 2. student activities observation of student activities from cycle i to cycle iii has increased. the percentage of average scores for student activities can be seen in table 1.2 below: table 1.2 recapitulation of student activity results number cycle meet implementation average yes no 1 i p1 6 2 81,25 % p2 7 1 2 ii p1 8 0 100 % p2 8 0 3 iii p1 8 0 100 % p2 8 0 based on observations of student activities in cycle i, cycle ii, and cycle iii which can be seen in figure 1.2 above there is a good increase. this is because there is a discussion to discuss and correct deficiencies that make students less active in learning. from the table and graph above, the student activities from cycle i to cycle iii have increased. this can be seen students focus more attention on the teacher, students dare to present the results of the discussion, responding to their peers. in cycle i some students do not pay attention when the teacher explains the material, they are more cool to chat with friends and sleep in class, it can be seen in figure 1.1. 58 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1.1 students do not pay attention to teacher's explanation also, students still do not dare to present the results of their discussions, giving responses to other groups who have presented the results of their discussions in cycle i. in cycle ii there were still chatting with their friends when the teacher explained, this can be seen in figure 1.2. in cycle iii students are very enthusiastic in learning, they are confident to present the results of the discussion. students present the results of the discussion can be seen in figure 1.3. this is because students have been able to adjust to the learning used by the teacher, the core learning model. this model also encourages an increase in students' mathematical connection abilities and self-efficacy because then students will have confidence when working on the assignments of the teacher. figure 1.2 students do not pay attention to the teacher's explanation figure 1.3 students presenting discussion results 3. students' mathematical connection skills the ability of students' mathematical connections from cycle i to cycle ii and from cycle ii to cycle iii has improved. this can be seen in table 1.3 below: 59 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 1.3 recapitulation of mathematics connection capability test results indicator cycle i cycle ii cycle iii 1 24,68 28,85 29,81 2 17,95 21,79 24,36 3 22,12 26,60 27,24 average 64,74 77,24 81,41 from table 1.3 above it can be seen that the mathematical connection ability of students increases. in the cycle, the average value of students was 64.74. in cycle ii, there was an increase compared to cycle ii, with an average grade of 77.24. in cycle iii also increased compared to cycle ii, the average value for cycle iii was 81.41. with an increase in the average value from cycle i to cycle ii and from cycle ii to cycle iii has increased, it means that the ability of students' mathematical connections in class vii d increases. the first indicator that is recognizing and using the relationship between sub material in a subject matter mathematics from cycle i to cycle iii has increased. in cycle, i obtained an average of 24.68, in cycle ii obtained an average value of 28.85. and at the end of cycle iii obtained an average value of 29.81. this increase occurs because the indicator is supported by the connecting stage, where the teacher connects the previous material with the material to be studied. this makes students understand how the relationship between sub material in one subject matter mathematics. in the second indicator, understanding the relationship between concepts in mathematics from cycle i to cycle iii has increased. in cycle, i gained an average of 17.95, in cycle ii obtained an average value of 21.79. and at the end of cycle iii obtained an average value of 24.36. this increase occurs because in the extending stage students are accustomed to working on problems related to the previous material. so that makes students understand how the relationship between the material being studied with the previous material. the third indicator is to recognize and apply mathematics in everyday life from cycle i to cycle iii has increased. in cycle, i gained an average of 22.12, in cycle ii obtained an average value of 26.60. and at the end of cycle iii obtained an average value of 27.24. this increase occurs because in lks students are accustomed to dealing with questions in the form of stories related to everyday life so that students can understand how the relationship between mathematics in everyday life. also, from table 1.3 above it can be seen that there are indicators that have the lowest average compared to the others, namely the second indicator. the second indicator is still low because students can connect but in the calculation process students still find it difficult. in finding x and y grades, the student forgets how to operate it. students can not fully remember the material that has been studied previously. this can be seen from the results of students' answers in figure 1.4. this is consistent with the results of research from subekti, e et al (2016) that moderate-able students can connect between concepts but in their calculations still cannot be because students have completely forgotten about the previous material 60 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1.4 student answers are not right it can also be seen in table 1.3 that there are indicators that have the highest average value compared to the others, namely the indicators recognize and use the relationship between sub material in one subject matter of mathematics. the first indicator is the highest because students can understand the problem well. students can write what is known and asked about the problem. then students can connect between sub material, this can be seen when students look for the side of a square that has a known area, then students calculate the circumference of a square, and get the right answer at the end of the process. this is in line with the results of research from subekti, e.s et al., who explained that capable students can recognize and use the relationship between ideas in mathematics. the answer can be seen in figure 1.5. figure 1.5 student answers right mathematics learning is usually presented with conventional learning where the teacher still uses lecture methods that do not involve student roles. after applying the learning process in mathematics through the core learning model (connecting, organizing, extending, and reflecting), students become more enthusiastic to learn because there is a role for students, namely students can connect themselves between material and daily life, students make presentations which requires confidence, and students become more active in responding to the results of the discussion. based on the description that has been described, it can be concluded that the use of core learning makes students truly understand the subject matter being taught. 61 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 4. self-efficacy increased self-efficacy or student confidence in this study increased from cycle i to cycle ii and from cycle ii to cycle iii. this can be seen based on the results of observations through the self-efficacy questionnaire presented in table 1.4 below: table 1.4 recapitulation of average self-efficacy questionnaire classes indicator cycle i cycle ii cycle iii 1 12,36 14,61 15,25 2 13,42 14,61 15,15 3 17,54 18,45 19,96 4 14,06 14,45 15,25 5 12,32 13,83 14,47 average 69,67 76,05 79,85 from table 1.4 above shows that there is an increase in the average self-efficacy of students from cycle i to cycle ii and cycle ii to cycle iii. in the first cycle, the average self-efficacy of students reached 69.67, in the second cycle the average self-efficacy of students increased to 76.05, and in the third cycle, the average self-efficacy of students increased to 80.08. also, an increase in self-efficacy can be proven by the existence of a student named m jabbar who has a value in cycle i of 64.29, in cycle ii of 70.24, and at the end of cycle iii of 72.61. the first indicator that can complete tasks that are easy to difficult from cycle i to cycle iii has increased. in cycle, i obtained an average of 12.36, in cycle ii obtained an average value of 14.61. and at the end of cycle iii obtain an average value of 15.25. this increase occurs because it is supported by the extending stage, where students are given a problem and ask students to work on it. this can train students whether they can deal with easy or difficult problems. the second indicator that can deal with mathematical tasks beyond the ability of cycle i to cycle iii has increased. in cycle, i gained an average of 13.42, in cycle ii obtained an average value of 14.61. and at the end of cycle iii obtain an average value of 15.15. this increase occurs because it is supported by the extending stage, where students are given a problem and ask students to work on it. this can train students whether students can deal with mathematical tasks beyond their abilities or not. the third indicator that can survive and be tenacious in doing mathematical skills from cycle i to cycle iii has increased. in cycle, i obtained an average of 17.54, in cycle ii obtained an average value of 18.45. and at the end of cycle iii obtained an average value of 19.96. this increase occurs because at the organizing stage the teacher will ask students to discuss it, this can see how students do it, whether students can survive and tenacious in doing math problems or not. in the fourth indicator, the influence of personal experience from cycle i to cycle iii has increased. in cycle, i gained an average of 14.06, in the second cycle obtained an average value of 14.56. and at the end of cycle iii obtain an average value of 15.25. this improvement occurs because it is supported by core learning in the c onnecting phase, where students can connect between the previous material and the material to be studied so that students can strengthen aspects of mastering his personal experience. in the fifth indicator, the readiness to deal with situations from cycle i to cycle iii has increased. in cycle, i obtained an average of 12.32, in cycle ii obtained an average value of 13.83. and at the end of cycle iii obtained an average value of 14.47. this improvement 62 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej occurs because it is supported by the reflecting stage, where when one of the groups makes a presentation, students can discuss with their friends to evaluate their work, whether the answer is correct or not. this can train students to deal with any situation that occurs. besides, in table 1.4 it can be seen that there are indicators that have the lowest average values, namely indicators of readiness to deal with situations. the fifth lowest indicator among the other indicators because students are not ready to face the situation, for example when during the reflecting stage, there are still students who do not want to respond to the work of friends who have made presentations, then at the connecting stage when asked about the material will be studied, they are still hesitant in answering because they did not learn before starting learning. conclusion based on the results of research that researchers have done for three cycles to increase the ability of mathematical connections and self-efficacy through core learning in class vii d of smp negeri 3 sidareja it can be concluded as follows: 1. an increase in students' mathematical connection ability as indicated by an increase in the average grade of the mathematical connection test class in each cycle. besides, the average value of each indicator in the mathematical connection test also showed an increase. 2. an increase in students' self-efficacy is indicated by an increase in the average value of the self-efficacy questionnaire class in each cycle. also, the average value of each indicator in the self-efficacy questionnaire showed an increase. references bandura, a. self efficacy: the exercise of control. new york: w.h. freeman company. 1997: 33-55 lappan, g. dkk. getting to know connected mathematics : an implementations guede. upper saddle river, new jersey: prentice hall. 2002: 1-50 lestari, k.e dan yudhanegara, m.r. penelitian pendidikan matematika. bandung: pt.refika aditama. 2015: 49-52 national council of teacher mathematics. principles and standars for school mathematics. reston, va:nctm. 2000: 29-69 santrock j.w. psikologi pendidikan. jakarta: kencana prenada media group. 2014 sabandar, j. “berpikir reflektif”. makalah pembicara utama seminar nasional matematika. bandung. 2007: 1-17 subekti, e.f dkk. (2016). analisis kemampuan koneksi matematis siswa kelas vii smp negeri 1 kembaran materi bangun datar. prosiding seminar matematika dan pendidikan matematika. surakarta. 2016; 403-414 sugiman. koneksi matematik dalam pembelajaran matematika di sekolah menengah pertama. jurnal phytagoras. 4(1): 56-66 sumarmo, u dan permana, y. mengembangkan kemampuan penalaran dan koneksi matematis siswa sma melalui pembelajaran berbasis masala. jurnal educationist.2007; 1(2): 116-123 147 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research-based learning on student learning outcomes in statistics course mayang dintarini, adi slamet kusumawardhana mathematics education study program, faculty of teacher and training, university of muhammadiyah malang e-mail : mayangdintarini@umm.ac.id abstract this study aims to describe the application of research-based learning in statistics courses and determine its effectiveness on student learning outcomes in statistics. this research was an experimental research with a qualitative-quantitative approach. the research design used a post-test-only design, where there were two classes studied, one experimental class and one control class. the population of this study was 250 students of the department of governmental fisip umm who were taking the statistics subject. the sample was 100 students divided into two classes, namely class a, consists of 50 students as the control class, and 50 students in class c, as the experimental class. the treatment of research-based learning was given to the experimental class, while conventional learning was given to the control class. then both classes were offered a posttest to find out the learning outcomes—the analysis of research data using independent sample t-test. five aspects were observed of research-based learning implementation in experimental class, that is: the implementation of preliminary, core and closing activities, the presentation of the latest research results by lecturers relating to teaching material, the lecturer asks students to look for statistical data in the latest research, the lecturer asks students to look for issues of the latest research topics, and the lecturer asks students to do a little research in learning. the effectiveness of the application of research-based learning can be seen by comparing the average final work of experimental and control class students. based on the data processing with spss, the experimental group's average was better than the control group. it showed that research-based learning had an impact on the average final grades of experimental class students so that it becomes better than the average control class students. keywords: research-based learning, learning outcomes, statistics-course. introduction statistics is a branch of mathematics that studies the collection, processing, analysis, and drawing conclusions based on data analysis. statistics courses are subjects that are studied in many fields. statistics courses can be found on the list of courses in the faculty of engineering, science, health, literature, and social. however, in nonmathematics fields and faculties such as the faculty of social and political sciences, students are generally less enthusiastic about studying statistics (fitri, 2011), which of course, will also affect the spirit of learning and student's understanding of statistics material. though statistics is vital for undergraduate students because it will be advantageous when preparing theses. today also statistics is considered very important because studying statistics has many uses in many fields. according to (abdullah & suhartini, 2017), economic statistics are used for economic policy based on research data. health statistical, commonly known as biostatistics, which is useful in research related to 148 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej medicine, pharmacy, and other health sciences. statistics in education are also helpful when researching the effectiveness of learning, the effectiveness of learning models, the validity of learning instruments, and much more. the use of statistics in the social and political fields is apparent in the presidential election and the election of legislative candidates (zega, muda, masitho, & suharyanto, 2019). statistics is beneficial in many ways, such as exposure to the survey results, which, of course, uses statistical research methodologies. statistical data are also useful in mapping the area and population of voters and party sympathizers and candidates as well as being a reference for the government in determining state policies. the statistical data used are generally the results of bps surveys, ministry surveys, and internal surveys of parties or independent survey institutions concerned. so, it is essential to master statistics as a basis for conducting research in-depth knowledge and also as a reference for policy decisions in the social and political fields(astri, nikensari, & w 2013; eliza, 2015). according to parma & saparwadi (2015), assessment of the learning process needs to be routinely carried out in order to improve learning methods and adjust the demands of existing learning competencies. students of the government of muhammadiyah university of malang study programs are required to master the concepts and applications of statistics courses because this subject is one of the basic courses that are the foundation for taking further courses and the foundation in conducting thesis research. due to the importance of statistics courses so that learning methods are needed that can maximize student understanding of the material and applications of statistics courses and improve students' research abilities. according to charitas, prahmana, & kusumah (2016), one lesson that can improve students' academic skills and foster student skills in conducting research is a research-based learning model. based on these problems, it is necessary to do research-based learning in statistics courses. by using research-based learning, students are expected to be able to better understand the concepts and applications of statistics material and foster the skills of research students, especially government students. research-based learning is a model that connects such activities as analyzing, synthesizing, and evaluating and improving the assimilation of learners and lecturers (susiani, salimi, & hidayah, 2018). research-based learning (rbl), one of the outcomebased learning techniques, closes the gap between theory and application. it involves the learner to design, experience, and reflect the entire process of learning. inquiry forms one of the important elements of rbl, which also develops creativity and discovering new techniques breaking the monotonous process for solution development (herrmann et al., 2019). many researchers studied about research-based learning before (brew & saunders, 2020; herrmann et al., 2019; susiani et al., 2018); however, no one has yet described how to implement rbl in the classroom. likewise, discussions that link research-based learning with learning outcomes have not been widely studied. the formulation of the problem of this research is how is the application of research-based learning in statistics courses? and how is the effectiveness of researchbased learning on student learning outcomes in statistics courses? 149 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method this research uses a quantitative approach with a quasi-experimental type of research. the research design used was the posttest only control group design. table 1 research design group dependent variable posttest control o1 experiment x o1 explanation: x: application of research-based learning o1: post-test the population of this study was 250 students of the department of governmental fisip umm who were taking the statistics subject. the sample was 100 students divided into two classes, namely class a, consists of 50 students as the control class, and 50 students in class c, as the experimental class. the research steps taken are starting from research planning, implementing actions, analyzing, and evaluating activities. the research steps carried out in this study are described in the chart below. data analysis of the results of the study used two approaches, namely, qualitative and quantitative approaches. to answer the problem formulation of this study, researchers used a descriptive type of research to explain the problem formulation. the researcher used quasi-experiments, so the data analysis used spss software, namely by using the independent sample t-test. following is the hypothesis of this research, h0: there is no difference in the average learning outcomes of the control class and the experimental class, and h1: there are differences in the average learning outcomes of the control class and the experimental class result and discussion the study was conducted in a period of 2 months, april and may 2019. the study was conducted in two classes introduction to social statistics, namely class ii a and ii c. class ii a as an experimental class that was treated by research-based learning. in comparison, class ii c is a control class, which is given conventional learning. research-based learning is applied not only at one meeting but throughout the all meeting course. it is seen from the assignments given by lecturers when applying researchbased learning. first, the assignment was that students were asked to review the latest research using worksheets that had been compiled by researchers. second, the middle exam showed research data, and then students were asked to analyze it. third, assignments to the final exam, where students were asked to do a little research. the application of research-based learning was observed by two observers. the purpose of observation is to determine the achievement of research-based learning aspects that have or have not been achieved in statistics lectures. the following are the results of observations on the application of learning based on aspects of research-based learning. 150 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the first aspect observed was the implementation of preliminary, core, and closing activities. this aspect is considered to be implemented well. in the preliminary activities, the model lecturer reminds the learning material beforehand and illustrates the introductory material before entering the core material. the lecturer explained statistics material related to daily life, especially the use of statistics in education and social affairs. in the core activity, the model lecturer explained the material about compare means, which was followed by questions and answers and practicum of compare means in spss. this activity is in accordance with research conducted by usmeldi (2016), which applies research-based learning in learning through practicum activities. the second aspect observed was the presentation of the latest research results by lecturers relating to teaching material, namely compare means. the model lecturer has given and invited students to study the latest research journals. students are invited to look at research data and study the analysis of research data. by analyzing research data, lecturers hone students' problem-solving skills. this is in accordance with herrmann et al. (2019), which states that rbl contributes to the development of problem-solving, domain knowledge, language, and communication, communication & information technology, general learning, academic knowledge, attitude, ethics skills. in the third aspect, the lecturer asks students to look for statistical data in the latest research. students are asked to look for statistical data from journal articles provided by the lecturer. the second and third aspects are contained in the student worksheet as follows (see figure 1). it emphasizes on research process and problems underlying inquiry-based learning involving students as participants figure 1 students reviewed the research. in the fourth aspect, the lecturer asks students to look for issues of the latest research topics. in this aspect, the model lecturer asks students to look for the latest research issues via the internet, especially online journals. in the fifth aspect, the lecturer asks students to do a little research in learning. this is done at the end of the lecture, where students are given group assignments to do a small research. students are asked to determine the research theme, define the hypothesis, then take research data, and end analyzing the data. there are several obstacles to the implementation of research-based learning in statistics classes recorded by observers, namely some students who are absent, causing some groups to work less than optimal. in this condition, the model lecturer should adopt 151 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a policy of combining several groups into one. the position of group members also needs to be arranged by the model lecturer to make it easier for students to discuss. seen groups of students sitting in a circle are more active in discussions than groups of students who sit horizontally. some suggestions were also given by observers to improve further learning; namely, the task of reviewing data and analyzing the model lecturer could give quantitative data at the previous meeting. so that learning in the classroom can be more effective and varied. students can also be asked to search for articles or papers using quantitative data. the effectiveness of the application of research-based learning can be seen from the difference in the average of the control and experiment classes, where the lecturer control class does not implement aspects of research-based learning while in the experimental class, the lecturer implements research-based learning. learning outcomes are taken from the value of final student assignments. the normality test is done by shapiro wilk and liliefors test, spss output obtained: table 1 tests of normality group kolmogorov-smirnov shapiro-wilk statistic df sig. statistic df sig. score 1 .110 50 .179 .967 50 .173 2 .122 50 .062 .963 50 .123 a. lilliefors significance correction the table above shows the results of the kolmogorov_smirnov test. lilliefors pvalue (sig) 0.179 in group 1 and 0.062 in group 2. because both groups have p – values > 0.05, based on the lilliefors test, the data for each group is normally distributed. based on the shapiro wilk test p-value (sig), group 1 obtained 0.173, and group 2 obtained a pvalue of 0.123. because all > 0.05, both groups are equally normal. independent sample test with t-test, spss output obtained: since it is assumed that the two independent sample variants are homogeneous, then use the results in the first row (equal variances assumed). in the first row, the sig (2-tailed) value or p-value is 0,000, where 0,000 <0.05. because <0.05, then reject h_0, which means there is a difference in the average between the control class and the experiment class. viewed from the mean difference section with a positive value of 5,620, it means that the mean of the first group is better than the second group and showed that research-based learning has an impact on the average learning outcomes a class students 152 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej so that it becomes better than the average class c. this research were accordance to susiani et al. (2018) that implementation of the rbl can improve the quality learning process and make positive changes for the students in the intellectual and emotional. conclusion application of research-based learning in statistics class runs well according to five aspects of research-based learning, namely, covering preliminary, core, and closing activities, there is a presentation of the results of the latest research, the lecturer asks students to look for statistical data in the newest research, the lecturer asks students to look for issues the latest research topics and the lecturer asks students to do a small study in learning. the effectiveness of the application of research-based learning can be seen by comparing the average final work of experimental and control class students. from the data processing with spss, the mean of the experimental group is better than the control group and shows that research-based learning has an impact on the average final grade grades of class a students so that it becomes better than the average grade c. in research, of course, there are many limitations that researchers do. suggestions for further research is the need to develop instruments in the form of research-based learning tools to facilitate and support classroom learning for one semester. expansion of research variables is also needed, not only limited to student learning outcomes that are considered references abdullah, a. a., & suhartini. (2017). meningkatkan kemampuan berpikir kritis melalui pembelajaran statistika berbasis pendidikan politik di lingkungan sekolah, ii(1), 1–10. astri, m., nikensari, s. i., & w, h. k. (2013). pengaruh pengeluaran pemerintah daerah pada sektor pendidikan dan kesehatan terhadap indeks pembangunan manusia di indonesia. jurnal pendidikan ekonomi dan bisnis, 1(1), 77–102. brew, a., & saunders, c. (2020). making sense of research-based learning in teacher education. teaching and teacher education, 87, 102935. https://doi.org/10.1016/j.tate.2019.102935 charitas, r., prahmana, i., & kusumah, y. s. (2016). keterampilan mahasiswa dalam melakukan penelitian pendidikan matematika melalui pembelajaran berbasis riset, 9(1), 1–14. eliza, y. (2015). pengaruh investasi, angkatan kerja dan pengeluaran pemerintah terhadap pertumbuhan ekonomi di sumatera barat (yulina eliza). pekbis jurnal, 7(3), 200–210. fitri, a. (2011). problem-based learning. jurnal pp, 1(2), 159–165. herrmann, c., thiede, s., singh, k., singh, r., sangwan, c., thiede, s., … wernke, r. (2019). research-based learning for skill development of engineering researchbased learning for skill development of engineering graduates : an empirical study. procedia manufacturing, 31, 323–329. https://doi.org/10.1016/j.promfg.2019.03.051 parma, & saparwadi, l. (2015). pengembangan model pembelajaran kalkulus 153 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej berbantuan komputer melalui program maple di program studi pendidikan matematika. jurnal elemen, 1(1), 37–48. susiani, t. s., salimi, m., & hidayah, r. (2018). research-based learning ( rbl ): how improve critical thinking skills ? to, 00042. usmeldi. (2016). pengembangan modul pembelajaran fisika berbasis riset dengan pendekatan scientific untuk meningkatkan literasi sains peserta didik. jpppf jurnal penelitian & pengembangan pendidikan fisika, 2(1), 1–8. zega, m. a., muda, i., masitho, b., & suharyanto, a. (2019). pengaruh program rumah pintar pemilu terhadap partisipasi politik masyarakat pada kantor komisi pemilihan umum kota medan. perspektif, 7(2), 60–65. microsoft word a962-071b-6cc5-f4ed 15 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students' activity in online learning application using laps-heuristic model in geometry material anis farida jamil1, mayang dintarini2 1,2mathematics education program study, university of muhammadiyah malang, e-mail : anisfarida@umm.ac.id abstract during the covid-19 pandemic, learning was fully carried out online. however, the implementation of learning is still not optimal, especially in evaluating student activities.using online learning, lecturers have difficulty observing student activities, and mostly, online learning was done using assignments or even a teacher-centered. this research was expected to accommodate the application of online learning by the student center using the laps-heuristic model. this study aims to describe student activities in the application of online learning using the logan avanue problem solving (laps)-heuristic model on geometry material. this research uses a descriptive qualitative-quantitative approach. the research steps were carried out, starting from research planning, implementing the lapsheuristic model online, analyzing, and evaluating activities. student activity data were obtained from observations made by researchers and one observer. based on the findings in the study, student activities in the application of online learning using the laps-heuristic model on geometry material are described in 7 aspects. the seven aspects are visual, verbal, listening, writing, drawing, calculating / problem solving, and emotional aspects. in learning reflection material online by applying the laps heuristic learning model, the seven aspects of the activity appear very well. keywords: activity; lapsheuristic geometry introduction corona virus disease 2019, abbreviated as covid-19, is a new virus that appeared at the end of 2019 for the first time in wuhan, china (fauzi et al., 2020; rothan & byrareddy, 2020). in february 2020, covid-19 was declared a pandemic by who (mesa vieira, franco, gómez restrepo, & abel, 2020). the stipulation of the covid-19 pandemic has caused almost all countries in the world to implement social distancing (de vos, 2020; favale, soro, trevisan, drago, & mellia, 2020; mesa vieira et al., 2020; qazi et al., 2020). the application of social distancing affects various aspects, including the educational aspect. in the educational aspect, the application of social distancing has resulted in face-to-face learning being stopped in various countries and indonesia. during the covid-19 pandemic, face-to-face learning in indonesia was replaced by online learning (jamaluddin, ratnasih, gunawan, & paujiah, 2020; khasanah, pramudibyanto, & widuroyekti, 2020; zhafira, ertika, & chairiyaton, 2020). online learning is learning that is done through the internet. students learn 16 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej from their respective homes using a specific platform that is accessed through the internet network. this policy was carried out by the government to stop the spread of covid-19 (kemdikbud, 2020). but online learning has many obstacles (jamaluddin et al., 2020; rusdiana & nugroho, 2020). obstacles that arise in online learning are two main aspects, namely aspects of online facilities and the students themselves (hikmat, hermawan, aldim, & irwandi, 2020; jamaluddin et al., 2020). difficulties in implementing online learning in tertiary institutions from the aspect of facilities that not all universities have good online learning infrastructure. another obstacle to the aspect of online facilities is the sufficient quality of the internet network, both for students and lecturers. (jamaluddin et al., 2020; pangondian, paulus, & nugroho, 2019; windhiyana, 2020). inadequate campus infrastructure for the implementation of online learning will result in online learning not being carried out optimally. meanwhile, the obstacle to implementing online learning from the student aspect is the difficulty in knowing student activities. lecturers will have difficulty monitoring student activities because they cannot observe directly. in addition, based on research on student online activities conducted by (aswasulasikin, 2020) showed that students are getting boredso that lecturers must be creative and innovative in planning online learning. based on the results of observations on online learning that had been carried out during the covid-19 pandemic in the umm, chiefly in study program of mathematics education, it showed that the implementation of online learning did not facilitate activities which is focused on collaborative skills. online learning is implemented using assignments and tends to be teachercentered. there is no implementation of online learning by forming student discussion groups. group discussions between students are an effective way to increase student activities. student's discussions also make them have more understanding of the material (hastuti, nusantara, & susanto, 2016; juniar, rohyana, & rahmat, 2019). lecturers tend not to evaluate student activities in online learning. a learning model that can support student activities is the laps-heuristic model. laps -heuristic is a learning model that guides students in solving a problem through guiding questions (azwardi & sugiarni, 2019; rahman, murnaka, & wiyanti, 2018; suryani & iqbal, 2018). the laps-heuristic model is carried out by forming student discussion groups to solve a mathematical problem. in solving these math problems, students are given guiding questions or prompting. many study explained about the effect of implemantation of laps-heuristic in their learning (anggrianto, churiyah, & arief, 2016; chavez, 2007; husna, zubainur, & ansari, 2018; tambunan, 2018). but almost the researcher focused of its effect or impact related to the spesific skill of students, like creative thinking, problem solving, activity etc. in this study, the laps-heuristic model will be implemented in online learning using the lms platform (elmu.umm.ac.id). elmu is a learning management system (lms) supported by canvas. some research about implementation of canvas lms had been explained before. canvas lms is a simply tools for teaching and learning activities (duin & tham, 2020). canvas 17 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej lms could help teacher to obtain the academic information data of students, for improving the quality of the learning process (fernández, gonzález, merino, & kloos, 2017). on the elmu (e-learning muhammadiyah) platform, small discussion groups will be formed, which will be given a laps-heuristic based worksheet, which contains math problems and its prompting to help students solve the problems. the use of canvas lms to support group discussion had been studied by desai (2020), that explained group discussion in canvas lms have good impact to students’ grade. but, in his study, desai (2020) did not use a spesific learning model. so, the online learning using the laps-heuristic model is expected to make student cooperative and collaborative activities well carried out in this study. thecontent which used inthis research is geometry. geometry can be connected to the students’ daily life (baeti & murtalib, 2019; hidayati & riszal, 2019). in addition, to help students understand geometry problems, the problems need to be in their life. this content is a perfect matching to laps-heruristic model, that encourages the students to solve the problem by rethinking about what the problem is, looking for other solution, and looking for the effective method to solve the problems (anggrianto et al., 2016). based on these explanations, this study aims to describe student activities in applying the laps-heuristic online learning model to geometry material. research method this research used a qualitative-quantitative approach, using descriptive research. the subjects of this study were students of the mathematics education study program of the university of muhammadiyah malang, who were currently taking a geometry course. the application of the laps-heuristic learning model is carried out in online learning using the elmu platform. the learning model was seen by student grouping activities and student worksheets for discussions conducted in elmu’s forums using elmu. the research steps were carried out, starting from research planning, implementing the laps-heuristic model online, analyzing, and evaluating activities. the research steps carried out in this study are described in the chart contained in picture 1. picture 1. research procedure based on picture 1, this research procedure consists of seven stages. the first stage is observational analysis. in this first stage, observations were made on research subjects, also the online learning facilities provided. the second stage is literature study, where at this stage the collection of information and studies on similar previous studies is carried out. the third stage is designing the instrument. at this stage, the activities carried out are designing research instruments, including student activity observation sheets. in addition, at this stage, a learning observational analysis literature study designing instruments apllying lapsheuristics in online course observation data analysis evaluastion and reflection 18 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej implementation plan was made using the laps-heuristic model and student worksheets as learning media. the fourth stage is to apply the laps-heuristic model to lectures. the fifth stage is observation. at this stage, observations are made of student activities during learning. the observer fills in the observation sheet provided. the sixth stage is carried out after obtaining data from the results of observing student activities. this sixth stage is to analyze the observation data. the last stage is to evaluate and reflect. student activity data were obtained from observations made by researchers and one observer, a mathematics education lecturer. dierich in hamalik (2014: 288-209) states that learning activities are divided into eight groups, including visual, oral (oral), listening, writing, drawing, measuring, mental, and emotional activities. these eight aspects observed in discussion forums conducted by students in online learning. the data analysis used in this research is to examine the percentage of all observations. the results of the assignment were analyzed by describing each indicator in the activity aspect. results and discussion online learning was carried out on the lms platform with the address elmu.umm.ac.id in the course of transformation geometry meanly in concept of reflection. learning was done using the logan avenue problem solving (laps) heuristic model. this model is characterized by a problem-based and student center approach to learning (sanaki, 2020). the steps has been taken in online learning using the laps heuristic model, namely, 1) the lecturer delivers the material via google meet, 2) the lecturer divides students into nine groups randomly on the elmu.umm.ac.id platform where each group consists of 5 people, 3) students are given student worksheets (lkm) characterized by laps-heuristic that is problembased, 4) students discuss with their respective groups, 5) each group collects the results of the lkm work. the following picture showed the division of student groups on the elmu page. picture 2. grouping in elmu 19 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 3. group discussion menu in elmu the use of the laps-heuristic model can show seven aspects of student activity that happened in learning. the following is an explanation of each aspect of student activity. visual aspect the visual aspect of student activities in the laps-heuristic model of online learning was observed in three different activities. the three activities include when the lecturer conducts a web meeting via google meet on material explanationsfacilitating discussion among lecturers and other students. the observer fills in the online observation sheet using google form and provides notes on the results while observing. indicators of learning activities in the visual aspect which was students paying attention to explanations, pictures, or illustrations submitted by their lecturers/friends (oemar, 2011). in the laps-heuristic model learning, student activity on the visual aspect of the web meeting lecturer explanation reached in a good category. this is shown when the student web meeting turns on the video and observes the lecturer's explanation. in discussion activities in elmu either lecturers or group members, it was seen that students being active in providing question and responding the other answers, which were showed that students paid attention to their friends' explanations. student activities in the visual aspect of discussion activities with lecturers is in intermediete category, while discussions with friends are in a good category. the following picture showed a student using web meeting while the lecturer explains the material. 20 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 4. lecturer’s explanation on web-meeting in the picture 4, students turning on the video to pay attention to the lecturer's explanation. students respond to questions and ask regarding content that they did not understand well. it proved that they have been paid attention to the lecturer's explanation and do visual aspects of their learning activities. learning with the laps-heuristic model is continued to do lkm so that students can learn independently and discuss with friends to solve a problem. this makes learning student-centered. student-centered learning can increase activities, one of which is the visual aspect (sasmita, 2017). oral aspect the oral aspect of student learning activities is shown by students giving responses in the form of questions, statements, or answers to explanations given by lecturers or friends. oral aspects were observed in group discussion activities using elmu. the results of the observation showed that the student activity in the oral aspect was in the very good category. in the chat recordings between students and their group members, students can see the initiative to start a discussion with their group members to solve problems with the lkm. it was also seen that other group members gave responses in the form of comments and opinions in solving problems. the following is a chat excerpt from group 2. picture 5. student’s discussion, group 2 on elmu 21 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 6. student’s discussion, group 2 on elmu based on observations on student discussion activities for each group, all groups have active discussions, and some groups are very active in solving problems given in the worksheet. giving questions on reflection material with a problem-based approach to everyday life encourages students to be able to provide opinions and solve problems more easily. so that students can be more active in carrying out their learning activities, especially on the oral aspect. communication skills are important for articulating ideas, helping the process of formulating thoughts that form the basis for solving problems (aulia, suwatno, & santoso, 2018). the following picture illustrated an example of the display of question exercises in problem-based lkm on laps-heuristic learning. picture 7. the problem in the worksheet listening aspect student activities in the listening aspect were observed through the lecturer's explanation on web-meeting. the listening aspect cannot be separated from the visual aspect of the material explanation activities carried out by the lecturer. based on the results of the observations, it was found that both the listening aspect of student activities were categorized. this is indicated by the response in the form of questions and student answers to the explanations given by the lecturers. this 22 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej response showed that students listen to the lecturers' explanation of the material given. the laps-heuristic model in online learning facilitates student learning activities in the listening aspect by implementing learning through web meetings. students who listen to lecturers' explanations well through laps-heuristic learning can increase student learning activeness in accordance with research conducted by (rahayu, karso, & ramdhani, 2019). writing aspect the fourth aspect of the activity that is observed in this research was writing. students very well write their ideas or opinions about problems in discussion forums. in the group discussion, all students have participated actively in writing their opinions in discussion forums at lms. this is related to the previous research (anisah, 2018), which stated that laps heuristic can improve writing activities, which can be seen from the activity of writing notes, writing discussion results, and making discussion conclusions. the following is a screenshot of the student discussion on the discussion menu at lms. picture 8. student’s writing activities picture 8 illustrated the discussion that occurred in one group in the transformation geometry class. it can be seen that students actively write down what is not understood, as well as what has been understood. students also write down their ideas/opinions/answers on a sheet of paper to make it easier for them to express their ideas. it because lms was still limited in drawing and writing mathematical expressions. (chavez, 2007) stated that laps-heuristic contains fun and challenging activities so that students become interested in writing their opinions about the problems given. 23 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej drawing aspect the fifth aspect of student activity is drawing. students are able to describe problems in a graphic or a diagram. this can be seen in the discussion, where students describe the results of the triangle reflection well (anisah, 2018). in the discussion, it can be seen that at least one student displays the results of his work in the form of a triangle image to answer the problems given. in some groups, the drawing aspect is still dominated by certain students. not all students are involved in this aspect of drawing. it was rather difficult to see because this research was done online. when students do not upload their work, there are still two possibilities. that is, students are not active in drawing, or students have drawn but do not convey it in a discussion forum. (a) (c) (b) (d) picture 9. drawing aspect in the picture above, it can be seen that students have described the results of the reflection requested. some students draw well, as shown in pictures 9(a) and 24 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 9(d). students draw neatly using a ruler, write coordinates with a correctly scale, and write down the coordinate axes. whereas in pictures 9(c) and 9(d), the students describe not using a ruler, so the images that are formed are not neat and do not write information about the coordinate axes. measuring/calculating/solving problem aspect the sixth aspect is measuring/calculating/solving problems. in the aspect of solving this problem, it appears that students are active in solving problem number 1 regarding reflection. this is in accordance to the previous study (rahayu & suryakancana, 2019) which stated that in their laps-heuristic research, almost all aspects of activity were carried out very well. and less active in solving problem number 2. problem number 1 is relatively easier to solve than number 2. students tend to be active in solving and possibly calculating problems that are easier. only a small part of the group and students actively came up with ideas and tried to count or solve problem number 2. picture 10. example of student solve problem number 1 picture 11. example of student solve problem number 2 25 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej emotional aspect the last aspect of activeness discussed in this study is the emotional aspect. the first indicator of the emotional aspect of this student is that students are able to receive responses from lecturers/friends who have different responses from themselves (anisah, 2018). in this first indicator, students are doing very well. picture 12. screenshot of student's discussion that can describe the emotional aspect of them in the picture above, it can be seen that one has a difference in opinion from the answer his friend gave. and the students humbly discuss to get the results they think are most suitable. the picture also illustrates that students did not give up on solving problems and communicate well in discussions. 26 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the findings in research, student activities in the application of the lapsheuristic online learning model on geometry are described in 7 aspects. the seven aspects are visual, verbal, listening, writing, drawing, calculating / problem solving, and emotional aspects. in learning reflection material online by applying the laps heuristic learning model, the seven aspects of the activity appear very well. references anggrianto, d., churiyah, m., & arief, m. (2016). improving critical thinking skills using learning model logan avenue problem solving ( laps ) heuristic. journal of education and practice, 7(9), 128–136. anisah, f. (2018). the students ’ activity profiles and mathematic problem solving ability on the laps-heuristic model learning. unnes journal of mathematics education, 7(1), 72–77. https://doi.org/10.15294/ujme.v7i1.17087 chavez, j. a. (2007). enlivening problems with heuristics through learning activities and problem solving (laps) jerome a. chavez. learning science and mathematics, (2), 1–8. desai, u. (2020). student interaction network analysis on canvas lms. miami university. duin, a. h., & tham, j. (2020). the current state of analytics: implications for learning management system (lms) use in writing pedagogy. computers and composition, 55, 102544. https://doi.org/10.1016/j.compcom.2020.102544 fernández, a. r., gonzález, f. s., merino, p. j. m., & kloos, c. d. (2017). a data collection experience with canvas lms as a learning platform. ceur workshop proceedings, 1925, 109–123. husna, u., zubainur, c. m., & ansari, b. i. (2018). students ’ creative thinking ability in learning mathematics through learning model of logan avenue problem solving ( laps ) – heuristic students ’ creative thinking ability in learning mathematics through learning model of logan avenue problem solving (. journal of physics: conference series, 1088, 0–6. tambunan, h. (2018). impact of heuristic strategy on students ’ mathematics ability in high order thinking. international electronic journal of mathematics education e-issn:, 13(3), 321–328. aswasulasikin, a. (2020). persepsi mahasiswa terhadap kuliah daring dimasa pandemi corona virus disease (covid-19). salam: jurnal sosial dan budaya syar-i, 7(8). https://doi.org/10.15408/sjsbs.v7i8.15734 aulia, m., suwatno, s., & santoso, b. (2018). meningkatkan keterampilan komunikasi lisan melalui metode storytelling. jurnal manajerial, 17(1). https://doi.org/10.17509/manajerial.v17i1.9780 azwardi, g., & sugiarni, r. (2019). peningkatan kemampuan pemecahan masalah matematis melalui model pembelajaran laps-heuristik. pi: mathematics education journal, 2(2), 62–68. https://doi.org/10.21067/pmej.v2i2.3335 baeti, n., & murtalib, m. (2019). analisis keterampilan geometri siswa dalam memecahkan masalah geometri berdasarkan tingkat berpikir van hiele di 27 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mts muhammadiyah 1 malang. supermat (jurnal pendidikan matematika), 2(2), 39–50. https://doi.org/10.33627/sm.v2i2.96 chavez, j. a. (2007). enlivening problems with heuristics through learning activities and problem-solving (laps) jerome a. chavez. learning science and mathematics, (2), 1–8. de vos, j. (2020). the effect of covid-19 and subsequent social distancing on travel behavior. transportation research interdisciplinary perspectives, 5. https://doi.org/10.1016/j.trip.2020.100121 fauzi, a., husamah, h., miharja, f. j., fatmawati, d., permana, t. i., & hudha, a. m. (2020). exploring covid-19 literacy level among biology teacher candidates. eurasia journal of mathematics, science and technology education, 16(7). favale, t., soro, f., trevisan, m., drago, i., & mellia, m. (2020). campus traffic and e-learning during covid-19 pandemic. computer networks, 176. https://doi.org/10.1016/j.comnet.2020.107290 hastuti, i. d., nusantara, t., & susanto, h. (2016). constructive metacognitive activity shift in mathematical problem solving. educational research and reviews, 11(8), 656–667. https://doi.org/10.5897/err2016.2731 hidayati, d. w., & riszal, a. (2019). bahan ajar geometri analitik berbasis geogebra dan kreativitas belajar: dapatkah meningkatkan kemampuan pemecahan masalah? jnpm (jurnal nasional pendidikan matematika), 3(2), 191. https://doi.org/10.33603/jnpm.v3i2.2509 hikmat, hermawan, e., aldim, & irwandi. (2020). efektivitas pembalajaran daring selama masa pandemi covid-19 : sebuah survey online. digital library, uin sunan gung djati, bandung, 1–7. jamaluddin, d., ratnasih, t., gunawan, h., & paujiah, e. (2020). pembelajaran daring masa pandemik covid-19 pada calon guru : hambatan, solusi dan proyeksi. karya tulis ilmiah uin sunan gunung djjati bandung, 1–10. juniar, d. t., rohyana, a., & rahmat, a. a. (2019). pengembangan model pembelajaran diskusi kelompok dalam meningkat pemahaman dan aktivitas belajar mahasiswa. juara : jurnal olahraga, 4(1), 15. https://doi.org/10.33222/juara.v4i1.381 khasanah, d. r. a. u., pramudibyanto, h., & widuroyekti, b. (2020). pendidikan dalam masa pandemi covid-19. jurnal sinestesia, 10(1), 41–48. mesa vieira, c., franco, o. h., gómez restrepo, c., & abel, t. (2020). covid19: the forgotten priorities of the pandemic. maturitas, 136, 38–41. https://doi.org/10.1016/j.maturitas.2020.04.004 pangondian, r. a., paulus, s. i., & nugroho, e. (2019). faktor faktor yang mempengaruhi kesuksesan pembelajaran daring dalam revolusi industri 4.0. in seminar nasional teknologi komputer & sains (sainteks) (pp. 56– 60). pengelola web kemdikbud. (2020). kemendikbud dorong pembelajaran daring bagi kampus di wilayah terdampak covid-19. www.kemdikbud.go.id. qazi, a., qazi, j., naseer, k., zeeshan, m., hardaker, g., maitama, j. z., & haruna, k. (2020). analyzing situational awareness through public opinion to predict adoption of social distancing amid pandemic covid-19. journal of medical virology, 92(7). https://doi.org/10.1002/jmv.25840 28 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej rahayu, n., karso, k., & ramdhani, s. (2019). peningkatan kemampuan pemecahan masalah matematis dan keaktifan belajar siswa melalui model pembelajaran laps-heuristik. indomath: indonesia mathematics education, 2(2). https://doi.org/10.30738/indomath.v2i2.4536 rahayu, n., & suryakancana, u. (2019). peningkatan kemampuan pemecahan masalah matematis dan keaktifan belajar siswa melalui model pembelajaran laps-heuristik, 2(2), 83–94. rahman, i. s., murnaka, n. p., & wiyanti, w. (2018). pengaruh model pembelajaran laps (logan avenue problem solving)-heuristik terhadap kemampuan pemecahan masalah. wacana akademika: majalah ilmiah kependidikan, 2(1), 48. https://doi.org/10.30738/wa.v2i1.2556 rothan, h. a., & byrareddy, s. n. (2020). the epidemiology and pathogenesis of coronavirus disease ( covid-19 ) outbreak. journal of autoimmunity, 109(february), 102433. https://doi.org/10.1016/j.jaut.2020.102433 rusdiana, e., & nugroho, a. (2020). respon pada pembelajaran daring bagi mahasiswa mata kuliah pengantar hukum indonesia. integralistik, 31(1). sanaki, f. y. (2020). peningkatan kemampuan pemecahan masalah matematis siswa sma melalui model pembelajaran kooperatif tipe gi dan laps – heuristik. jurnal padegogik, 3(1). https://doi.org/10.35974/jpd.v3i1.2236 sasmita, s. (2017). penggunaan media permainan kartu kwartet pintar sejarah (kkps) dalam upaya peningkatan aktivitas dan hasil belajar pada siswa kelas x ipa 7 sma negeri 1 surakarta semester gasal tahun pelajaran 2017/2018. jurnal artefak, 4(2). https://doi.org/10.25157/ja.v4i2.905 suryani, s., & iqbal, i. (2018). pengaruh model pembelajaran logan avenue problem solving (laps-heuristik) terhadap hasil belajar siswa kelas vii smp negeri 2 langsa. al-qalasadi : jurnal ilmiah pendidikan matematika, 2(2), 50–56. https://doi.org/10.32505/v3i2.1203 windhiyana, e. (2020). dampak covid-19 terhadap kegiatan pembelajaran online di perguruan tinggi kristen di indonesia. perspektif ilmu pendidikan, 34(1), 1–8. https://doi.org/10.21009/pip.341.1 zhafira, n. h., ertika, y., & chairiyaton. (2020). daring sebagai sarana pembelajaran selama masa karantina covid-19. jurnal bisnis dan kajian strategi manajemen, 4(1), 37–45. https://doi.org/https://doi.org/10.35308/jbkan.v4i1.1981 89 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the effectiveness of course review horay learning model with adobe flash assistance to see interests aad abilities fina idamatul chilmi, ibnu sina, wikan budi utami pendidikan matematika, keguruan dan ilmu pendidikan, universitas pancasakti tegal finachilmi315@gmail.com, ibnusinaupstegal@gmail.com,wikan.piti@gmail.com abstract aim of this research to describe: 1) there are difference between math learning stake and ability solution to math problem which taught by course review horay method adobe flashes aided, 2) math learning stake and ability solution to math problem which taught by course review horay method adobe flashes aided better than only course review horay method. data analysis technique that used are right side proportion test, t-tes one right side, manova test, and τ^2 hotelling. result of this research are: 1) there are difference between math learning stake and ability solution to math problem which taught by course review horay method adobe flashes aided with only course review horay method, 2) math learning stake and ability solution to math problem which taught by course review horay method adobe flashes aided better than only course review horay method. keywords : course review horay, math learning stake, ability solution to math problem, adobe flash introductions according to kartana (2014), education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential. education is also believed to be a process of changing behavior in individuals, groups and organizations. the low quality of education at every level of education is a problem faced by the indonesian people. various attempts have been made, one of which is curriculum development, improvement of teacher competency, education management, use of media and teaching aids that are more maximized. one of the subjects taught to students in schools is mathematics. according to faz (2017), mathematics is one of the subjects taught in schools since elementary school (sd) or even preschool. therefore, students should be familiar and love mathematics. mathematics occupies an important role in the world of education, where mathematics is a subject that is the basis for other sciences so that mathematics is very important to learn. but in reality, many students find it difficult to complete mathematics so that not a few students who get grades are less satisfying. this can occur because interactions in the learning process are dominated by teachers which results in passive, non-creative and unmotivated students (amaliyakh & isnani, 2015). talang 1 junior high school is a school that applies the 2013 curriculum so that the learning model implemented is in accordance with the 2013 curriculum, which is the cooperative learning model. according to ms. nurfita rosmida s.pd as a grade viii mathematics teacher, some students were indifferent, had little interest in learning mailto:finachilmi315@gmail.com mailto:ibnusinaupstegal@gmail.com mailto:wikan.piti@gmail.com 90 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematics especially to read the material being studied and still liked to play with other friends so they paid less attention to learning. therefore, in the learning process sometimes teachers still use conventional learning models and questions and answers. the teacher also states that when students are given question exercises, the teacher must appoint students to work forward because that way students want to work on the questions given and only 2 to 3 students who dare to come forward to solve the problem. slameto (2010), states that interest is a sense of preferability and a sense of attachment to a thing or activity, without anyone asking. thus the statement of the mathematics teacher at smp negeri 1 talang which states that students must be appointed to move forward in order to work on the given problem, can be said that students' interest in learning mathematics is low. this is also shown from the average score below the minimum mastery criteria (kkm) and only 26% of students who exceeded the kkm is 70 at the odd end of semester (pas) school year 2018/2019. one of the goals of learning mathematics is understanding mathematical concepts, explaining the interrelationships between concepts or algorithms flexibly, accurately, efficiently and precisely in problem solving (duha, 2012). based on the purpose of learning mathematics, problem solving skills become an important component that must be possessed in learning. this is reinforced by husna (simanungkalit, 2016), that the ability to solve problems is something that is very important for students to have in achieving the curriculum. furthermore (anisa, 2014), that learning mathematics if successful, among others, will produce students who have problem-solving abilities, communication skills, reasoning abilities, understanding abilities and other abilities well and are able to take advantage of the usefulness of mathematics in life. based on the results of an interview with ms. diah ekawati s.pd as a mathematics teacher in class viii, that the ability of students in smp negeri 1 talang is classified as heterogeneous due to the influence of zoning on student acceptance. in addition, there are still many students who have difficulty in solving problems that are not routine, especially a matter of stories where students do not understand the problem so that it is not right in making plans that will be applied in solving problems that result in incorrect answers. the cube and the block are the material that class viii students learn in the even semester. based on the results of nurmavia's research (2011), that one of the difficulties experienced by students in learning the material of flat side space is: difficulty understanding and using the concept of comparison between volume and surface area. in addition, ms. nurfita rosmida s.pd said that students had difficulty in imagining a hollow cube so that it was difficult to understand the concepts taught and the material had been studied in elementary schools where students lacked understanding of the material of the cube and blocks which caused the students to be bored and not likes to relearn, which in the end the learning achievement on geometry material becomes low. this is what underlies the selection of cubes and beams as material to be studied. one way to overcome these problems is to use the course review horay learning model because the course review horay learning model can create a lively classroom atmosphere and can help students understand concepts well through group discussions (eliyah, isnani and utami, 2018). course review horay learning model is a learning model that requires the cooperation of students with other students to solve problems in which there is a test of students' understanding of concepts in solving problems by means of answers to questions written on cards that have been equipped 91 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej with numbers so as to create a classroom atmosphere fun that can make students active in the learning process because every group that gets the right sign must shout "horay" or yells that have been determined by the group beforehand. in the process of learning mathematics often learning media are needed in order to make it easier for teachers to deliver material to students. however, according to ms. diah ekawati s.pd the media used in learning are only modules without utilizing computer-related media even though the facility is in school. therefore, the use of adobe flash learning media is one alternative to facilitate students in understanding the concept of cubes and blocks which of course with interactive elements. this is reinforced by darari (2017), that adobe flash media can improve problem solving abilities and motivation of high students. according to previous research conducted by 1) risma nurul auliya (2013), it was found that there was an increase in students' mathematics learning achievement taught by the caurse review horay type cooperative learning model. 2) amelia, f., & siahaan, f. h. (2016) found that the crh learning model was effective in terms of student mathematics learning outcomes on the subject matter of prism and pyramid spaces in class viii of laksamana middle school batam. 3) eliyah (2018), the results show that the confidence and mathematics learning achievement of students taught using the course review horay learning model assisted by microsoft power point is better than those taught using conventional learning models. in contrast to previous studies, this study uses adobe flash learning media. the use of adobe flash as a learning medium is useful for teachers to prepare teaching materials and can be used as aids in the teaching and learning process. adobe flash media can stimulate students' stimulus to be able to manipulate existing concepts and can find out the real form of abstract mathematical concepts (umam and yudi, 2016). based on the problem that has been explained in the results of an interview with one of the teachers in smp negeri 1 talang and the results of the existing research, in this study further research will be conducted under the title "the effectiveness of adobe flash assisted course review horay assistance for interest and mathematical problem solving ability (research study on class viii students in semester ii middle school 1 talang, tegal regency, 2018/2019 academic year on cubes and beams) ". the objectives of this study are: 1) describe whether the mathematical problem solving abilities of students taught using the adobe flash course review horay learning model whose value is above 70 exceeds 53.125%, 2) describe whether the learning interest of students taught using the course review horay learning model adobe flashassisted is better than students taught using the course review horay learning model, 3) describe the mathematical problem solving ability of students taught using the course review horay learning model adobe flash-assisted better than students taught using the course review horay learning model , 4) describe whether there are differences in interest in learning mathematics and the ability to solve mathematical problems between students taught using the adobe flash course review learning model assisted by adobe flash and students taught using the p model course review horay learning, 5) describe interest in learning mathematics and mathematics problem solving skills of students taught using adobe flash course review horay learning models better than students taught using the course review horay learning model 92 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method the approach used in this study is a quantitative approach because the data obtained in the form of numbers and allows the use of statistical data analysis techniques. the population used was all students of class viii smp 1 talang odd semester 2018/2019 consisting of 9 classes with a total of 288 students. in this study the sample to be used consisted of 3 classes with a total of 96 students. the sampling technique was cluster random sampling obtained by class viii c as the experimental class i, class viii f as the experimental class ii, and class viii a as the experimental class. data collection techniques used were documentation, mathematics interest questionnaire and mathematics problem solving ability tests. in the data analysis technique there are 2 stages. first, before conducting the research, the analysis prerequisite test is carried out first, namely the sample equivalence test consisting of normality test, homogeneity test and one-way anova test. then the instrument of mathematical problem solving ability test is performed which consists of validity, reliability, different power and difficulty levels. the second step is testing the hypothesis. before a hypothesis test is performed, a prerequisite test is carried out, ie univariate normality and homogeneity tests as a condition in calculating the right handed one-t-test. after the data is normally distributed and univariate homogeneous, the right-party one-tailed test can be performed. in addition, the manova test requirements in the calculation must be normally distributed and homogeneous. in this study the normality and homogeneity tests used are multivariate normality and homogeneity tests. after the data is normally distributed and multivariate homogeneous, the manova test can be performed. then, proceed with the hypothesis test consisting of the right-party proportion test, right-party one-t test, manova test, and hotelling test. results this research was conducted at talang 1 junior high school, located on jl. projosumarto ii no. 11 talang district, tegal regency which took place on 18 march 2019 until 20 april 2019 during 5 meetings with materials of cubes and blocks. the sample in this study consisted of 3 classes, namely the experimental class (viii a), the experimental class i (viii c) and the experimental class ii (viii f) with 96 students. of the three classes having equal ability, this is evident from the grades obtained by students in the final assessment semester (pas) odd mathematics subjects in class viii of smp negeri 1 talang in the academic year 2018/2019. description of students' interest in learning mathematics between experiment class i and experiment ii is as follows: 93 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 1 data description of interest in learning mathematics no standard eksperiment i eksperiment ii 1 2 3 4 5 6 7 8 mean 78,935 70,656 median 80 73 modus 73 66 st. deviasi 8,714 8,495 variansi 75,929 72,168 max 93 86 min 58 49 cv 0,110 0,120 based on table 1, it can be seen the difference in data from each treatment. the description of mathematics learning interest data shows that the mean value of the experimental class i taught using the adobe flash assisted course review learning model is higher than the experimental class ii taught using the course review horay learning model of 78,903> 70,563. the cv value of mathematics learning interest in the experimental class i was also lower, 0.110 than the experimental class ii, which was 0.120. in addition, by looking at the median value and the experimental class i mode shows higher than the experimental class ii. the description of the data above shows that students taught using the adobe flash course review learning model assisted by adobe flash have a better interest in learning mathematics than students who are taught using the course review horay learning model. the data description of students' mathematical problem solving abilities between the experimental class i and experiment ii is as follows: table 2 data description of mathematical problem solving ability no standard eksperiment i eksperiment ii 1 2 3 4 5 6 7 8 mean 76,581 70,563 median 76 72 modus 78 64 st.deviasi 7,903 7,641 variansi 62,452 58,383 max 94 90 min 58 50 cv 0,103 0,108 based on table 2, it can be seen the difference in data from each treatment. the description of students' mathematical problem solving ability data shows that the mean value of the experimental class i taught using the adobe flash assisted course review horay learning model is higher than the experimental class ii taught using the course review horay learning model which is 76,581> 70,563. the cv value of the mathematical problem solving ability of the experimental class i was also lower, 0.103 than the experimental class ii, which was 0.108. in addition, by looking at the median value and the experimental class i mode shows higher than the median value and mode 94 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of the experimental class ii. the description of the data above shows that students who are taught using the adobe flash course review learning model assisted by adobe flash have better mathematical problem solving abilities than students who are taught using the course review horay learning model. results analysis of the ability to solve mathematical problems with the right one-part proportion test to determine whether the students' mathematical problem-solving abilities taught using the adobe flash-assisted course review horay learning model with a value above 70 exceeds 53.125%, then the right-one proportion test is conducted. the summary of calculations is as follows: table 3: data analysis results of mathematical problem solving capabilities with the right part one proportion test zcount ztable conclution 2,351 1,645 2,351 1,697 based on the calculation using the right one-part proportion test analysis, the value of zcount = 2.351 is obtained. the results were then consulted with ztable at the 5% significance level obtained ztable= 1.697. because zcount > ztable or 2.351> 1.697 it can be concluded that ho is rejected. so, the ability to solve mathematical problems taught using the adobe flash course review learning model assisted by adobe flash values above 70 exceeds 53.125%. results of analysis of interest in learning mathematics with the right-handed one-ttest to determine whether students' interest in learning mathematics taught using the course review horay learning model assisted by adobe flash is better than students who are taught using the course review horay learning model, then the right one-party t-test is conducted. the summary of calculations is as follows: table 4 results of data analysis of interest in learning mathematics with the righthanded one-t test tcount ttable conclution 3,891 1,671 3,891 1,671 based on the calculation using the right-handed one-tailed t-test analysis, the value of tcount = 3.891 was obtained. the results were then consulted with the distribution list t value with dk = (n1 + n2 2) and α = 5% obtained distribution table (0.975 (61)) = 1.671. 95 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej because tcount> ttable or 3.891> 1.671 it can be concluded that ho is rejected. so, the interest in learning mathematics of students taught using the course review horay learning model assisted by adobe flash is better than students who are taught using the course review horay learning model. results of the analysis of mathematical problem-solving abilities using the righthanded one-t-test to determine whether the mathematical problem-solving abilities of students taught using the adobe flash assisted course review horay learning model are better than those of students taught using the course review horay learning model, then the righthanded one-party t-test is conducted. the summary of calculations is as follows: table 5 results of data analysis of the ability to solve mathematical problems with the right-handed t-test tcount ttable conclution 3,073 1,671 3,073 1,671 based on the calculation using the right hand t-test analysis, the value of tcount = 3.073 is obtained. the results are then consulted with the distribution list value t with dk = (n1 + n2 2) and α = 5% obtained distribution table (0.975 (61)) = 1.671 with a real level α = 5%. because tcount> ttable or 3.073> 1.671 it can be concluded that ho is rejected. so, the mathematical problem solving ability of students taught using the adobe flash assisted course review learning model is better than students taught using the course review horay learning model. results of data analysis of interest in learning mathematics and the ability to solve mathematical problems with the manova test to determine whether there are differences in interest in learning mathematics and the ability to solve mathematical problems between students taught using the adobe flash course review horay learning model and students who are taught using the course review horay learning model the manova test is conducted. the summary of calculations is as follows: table 6 results of data analysis of interest in learning mathematics and ability to solve mathematical problems with the manova test source of variance db jk dan jkh treatment (h) galat (e) total (t) 1 62 63 h [ ] e [ ] t [ ] 0,802 0,903 96 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the results of calculations using the manova test obtained = 0,802. the results were then consulted with p (number of response variables) = 2, degree of free treatment = 1 and degree of error free = 63 and significance level of 5%, then obtained = 0,903. because or 0.802 <0.903 it can be that ho is rejected which means there is a difference between interest in learning mathematics and the ability to solve mathematical problems taught by the caurse review horay learning model assisted by adobe flash and those taught by the caurse review horay learning model. results of data analysis of interest in learning mathematics and the ability to solve mathematical problems with the hotellingtest to determine whether the interest in learning mathematics and the ability to solve mathematical problems taught by the adobe flash course review learning model assisted by adobe flash is better than the course review horay learning model, the ling hotelling test was conducted. the summary of calculations is as follows: table 7 results of data analysis of interest in learning mathematics and ability to solve mathematical problems with the manova test with hotelling test conclution 9,089 6,413 9,089 6,413 based on the results of calculations using the hotelling test obtained 9,089. the results were then consulted with p (number of response variables) = 2, vh (db treatment) = 1 and ve (db error) = 62, and significance level of 5%, then obtained = 6,413. because or 9,089> 6,413 then ho is rejected, meaning that the interest in learning mathematics and the mathematical problem solving ability of students taught using the caurse review horay assisted adobe flash model are better than those taught by adobe flash. using the caurse review horay learning model. based on the results of research conducted at talang 1 junior high school in class viii students in semester ii of the 2018/2019 academic year on cube and beam material shows that the mathematical problem solving ability taught by the adobe flash course review horay learning model reaches the target. this is because in learning course review horay aided by adobe flash the teacher facilitates students in making summaries, directing, and giving confirmation on the material that has been learned which of course with interactive elements. this is in accordance with darari (2017: 40), that adobe flash media can improve problem solving abilities and motivation of high students. based on the results of research interest in learning mathematics and mathematical problem solving skills taught using the adobe flash caurse review horay learning model is better than those taught using the caurse review horay learning model. this is because the course review horay learning model is a learning model that requires the cooperation of students with other students to solve problems from the problems that have been given by interspersed with entertainment that makes the atmosphere not tense. that way students are more eager to participate in learning and can generate interest in learning mathematics. in addition, the addition of learning media in the form of adobe flash media during the learning process can also create a more interesting learning 97 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej atmosphere and make it easier for students to understand the concept of cubes and blocks. based on the results of the study there is a difference between interest in learning mathematics and the ability to solve mathematical problems taught by the adobe flash caurse review horay learning model and those taught by the caurse review horay learning model. this is because of the different stages of learning in each learning model that is applied where in the experimental class i the addition of learning media. adobe flash caurse review assisted aims to increase interest in learning mathematics. with a high interest in learning mathematics, the learning process will go well so that students in learning do not get bored easily, can concentrate, easy to remember the material being learned and easy to communicate with other students who will eventually be excited if given a problem to find solutions to these solutions. that way students will be easier to solve a given problem. based on the results of research interest in learning mathematics and mathematical problem solving skills taught using the adobe flash caurse review horay learning model is better than those taught using the caurse review horay learning model. this is in accordance with eliyah, isnani and utami (2018: 132) that the course review horay learning model can create a lively classroom atmosphere and can help students understand concepts well through group discussions. in addition, it is also in line with umam and yudi (2016: 86) that adobe flash media can stimulate students' stimulus so that they can manipulate existing concepts and can find out the real form of abstract mathematical concepts. that way, students have no difficulty in understanding the material of cubes and blocks. according to sholikhakh, et al (2019: 33-39), effectiveness in the learning model is the result obtained from the learning process, which is good in completing the kkm, using a better model, and there are differences from the model with the previous model. based on the results of research conducted, it can be concluded that the learning model of adobe flash caurse review is more effective than the learning model of caurse review horay on cube and beam material. conclusion based on the results of data analysis and the results of the discussion in a study conducted on students of class viii semester ii middle school 1 talang academic year 2018/2019, the following conclusions are obtained: 1. mathematical problem-solving abilities of students taught using the adobe flash course review horay learning model whose scores are above 70 exceeds 53.125%. 2. the interest in learning mathematics of students taught using the course review horay learning model assisted by adobe flash is better than students who are taught using the course review horay learning model. 3. mathematical problem-solving abilities of students taught using the adobe flash course review horay learning model are better than those of students taught using the course review horay learning model. 4. there is a difference between the interest in learning mathematics and the ability to solve mathematical problems of students who are taught using the adobe flash caurse review horay learning model and students who are taught using the caurse review horay learning model. 98 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 5. the interest in learning mathematics and the ability to solve mathematical problems of students taught using the adobe flash caurse review learning model is better than that of students taught using the caurse review horay learning model. references amaliyakh, r., & isnani, i. (2015). efektivitas strategi pembelajaran student team heroic leadership (sthl) dan pemberian tugas terstruktur terhadap ketuntasan belajar mahasiswa dalam matakuliah analisis real di program studi pendidikan matematika fkip universitas pancasakti tegal. jurnal dialektika program studi pendidikan matematika, 2(2), 1-9. amelia, f., & siahaan, f. h. (2016). perbandingan model pembelajaran kooperatif tipe course review horay dengan time token arends terhadap hasil belajar matematika siswa kelas viii di smp laksamana batam tahun pelajaran 2014/2015. pythagoras: jurnal program studi pendidikan matematika, 4(2). anisa, w. n. (2014). peningkatan kemampuan pemecahan masalah dan komunikasi matematik melalui pembelajaran pendidikan matematika realistik untuk siswa smp negeri di kabupaten garut. jurnal pendidikan dan keguruan, 1(1). auliya, r. n. (2013). pengaruh model pembelajaran kooperatif tipe crh (course, review, hurray) terhadap kemampuan pemahaman matematis dan kecemasan matematika siswa smp (doctoral dissertation, universitas pendidikan indonesia). darari, m. b. (2017). penggunaan media adobe flash pada pembelajaran kesebangunan dalam meningkatkan kemampuan pemecahan masalah matematika siswa smp negeri 7 medan. jurnal handayani pgsd fip unimed, 7(2), 2937. duha, a. k. (2012). penerapan model think pair share terhadap pemahaman konsep. jurnal pendidikan matematika, 1(1). eliyah, s., isnani, i., & utami, w. b. (2018). keefektifan model pembelajaran course review horay berbantuan power point terhadap kepercayaan diri dan prestasi belajar. s-mat (jurnal edukasi dan sains matematika), 4(2), 131-140. faz, ahmad toha. 2017. matematika detik “insprirasi, fondasi, dan garis besar”. surakarta : pt. aksarra sinergi media. kartana, tri jaka. 2014. manajemen pendidikan. tegal: badan penerbitan universitas pancasakti. nurmavia, a. (2011). diagnosis kesulitan belajar dan pengajaran remidinya materi bangun ruang sisi datar siswa kelas viii smp negeri 4 kepanjen kabupaten malang. skripsi jurusan matematika-fakultas mipa um. simanungkalit, r. h. (2016). pengembangan perangkat pembelajaran untuk meningkatkan kemampuan pemecahan masalah matematis siswa smp negeri 12 pematangsiantar. must: journal of mathematics education, science and technology, 1(1), 39-56. 99 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sholikhakh, r. a., pujiarto, h., & suwandono, s. (2019). keefektifan model pembelajaran problem based learning terhadap minat dan prestasi belajar matematika. journal of medives: journal of mathematics education ikip veteran semarang, 3(1), 33-39. slameto. 2010. belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. umam, k., & yudi, y. (2016). pengaruh menggunakan software macromedia flash 8 terhadap hasil belajar matematika siswa kelas viii. kalamatika jurnal pendidikan matematika, 1(1), 84-92.) 159 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the effectiveness of implementation warmer apperception to construct the conceptual understanding on the learning material of vector riska nur rohmah, dwi priyo utomo, zukhrufurrohmah study program of mathematics education, faculty of teacher training and education, university of muhammadiyah malang riskanurrohmah28@gmail.com abstract one of the learning stages is apperception. warmer apperception is an activity that conducted to make the students’ knowledge to be stored in long-term memory. this research aimed at: 1) describing the learning implementation using warmer apperception to construct a conceptual understanding in the vector material, 2) determining the effectiveness of the implementation of warmer apperception to construct a conceptual understanding in the vector material. the effectiveness of learning using warmer apperception could be seen from: 1) the observation of learning implementation using warmer apperception that indicated a minimum of the sufficient category; 2) the students’ response questionnaire indicated a minimum of positive response category; and 3) the test results of students’ conceptual understanding indicated a minimum of quite a good category. the subjects of this research were the students of 10th grade of mathematics and natural science (mia) at senior high school (sma) of muhammadiyah 3 batu, in which it consisted of 21 students. based on the research conducted, it was obtained that the observation results of learning implementation using warmer apperception got a very good category, the questionnaire results obtained a positive response category, and the test results of students’ conceptual understanding got a quite good category. thus, the implementation of warmer apperception to construct a conceptual understanding of the vector material is effective.. keywords: effectiveness of warmer apperception, warmer apperception, conceptual understanding. introduction conceptual understanding is an ability that relates to an understanding of the overall mathematical thinking (fahrudhin et al., 2018). however, annajmi (2016) asserts that the students’ conceptual understanding ability at this time has not shown a good conceptual understanding. as for choosing appropriate learning, it can improve the students’ conceptual understanding ability. one of the learning stages is apperception. at the beginning of learning activities rarely implemented the apperception activities (introduction to facilitate in the understanding of the material by connecting the experiences or students’ conceptual that already owned by the students) (wijaya, 2015). according to herbart's concept (in saifudin, 2015), learning by using an implementation of apperception will also help the students in logical, systematic, and structural understanding. there are several sources of learning apperception that can be implemented include of warmer apperception. warmer is an activity that conducted to make knowledge to be stored in long-term memory (ulfiyani, 2017). the students need to have participated in the directed question and answer process and the search for solutions to various learning problems (marsantika & zulfajrin, 2017). through the 160 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej background explanation of the problem, the researcher takes the research problems regarding how the learning implementation and the effectiveness of the implementation of warmer apperception to construct the conceptual understanding of in learning especially on the vector material. the research objectives expected from this research are to describe and determine the effectiveness of the implementation of learning using warmer apperception to construct the conceptual understanding of the vector material. mathematical learning is a process of activities carried out by the teacher to the students in certain conditions to understand a concept so that it is easier to learn and implement it to real situations. according to government regulation of education and culture on the standard process for primary and secondary education unit no. 22 of 2016 explains that the implementation of lesson plan (rpp) includes preliminary, main, and closing activities. in the preliminary activities, the teacher can do an apperception. ningsih (2013) reveals that apperception is carried out in the preliminary learning activities between 5 to 10 minutes. then, according to nasution (in marisatunniyyah, 2016), there are several teacher guidelines in the implementation of apperception, namely: 1) distribution of brief information about the material to be carried out, 2) repetition of the material that has been carried out, 3) exposure to the relevance of the material to be carried out; 4) connecting the previous material with the material to be carried out. the activities of warmer apperception are carried out by giving questions of games and self-assessment. the warmer apperception indicators used in this research are: 1) delivering a brief information about the material to be studied, 2) explaining/ stimulating the students with phenomena or questions according to the material to be studied, 3) providing chances between students to give responses for each answer, 4) responding to the students' answers, 5) inserting an explanation of prerequisite material a review, and 6) providing and explaining the use of self-assessment sheets. one of the mathematics learning aspects is a concept. according to sari (2018), who postulates that the conceptual understanding is an ability to absorb the meaning of an abstract idea that can be used to classify the objects, in which those are included or not included in abstract ideas that are learned through the activities of recognizing, explaining, and drawing conclusions. as according to irwandani & rofiah (2015), the conceptual understanding has several indicators, namely: 1) interpreting, 2) exemplifying, 3) classifying, 4) drawing conclusions/inferring, 5) comparing, and 6) explaining. some indicators of conceptual understanding used in this research are: 1) interpreting, 2) exemplifying, 3) classifying, 4) drawing inference/inferring, and 5) explaining. the learning that has been implemented is expected to achieve the learning objectives. the learning is stated to be effective when achieving the desired goals so that the indicator of learning effectiveness is the ideal time used by the students to carry out every activity contained in the lesson plan, the ability of teacher to manage the learni ng and the students’ responses toward the positive learning can be achieved (pardomuan in erfian, 2011). the effectiveness of warmer apperception in this research will be seen through the implementation of learning, the students’ responses, and the results of the students' conceptual understanding test. the warmer apperception is said to be effective if the results of observation of the implementation of warmer apperception show a minimum of the sufficient category, the results of the students’ questionnaire responses show a minimum of positive response category, and the results of the students' 161 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conceptual understanding test of learning using warmer apperception show a minimum of quite a good category. the implementation of warmer apperception to construct the conceptual understanding of this research is by using the vector material. basic competencies (kd) of vector material used include of: 1) explaining vector, vector operation, vector length, the angle between vectors in two-dimensional and three-dimension spaces and 2) completing the problems related to the vector problems, vector operation, vector length, angle between vector in two-dimensional space (area) and three-dimensional. while the basic competencies’ achievement (kd) indicators used include : 1) interpreting the concept of vectors, 2) writing/giving vectors and not-vectors, 3) explaining vector operations on flat area in two-dimensional space (area) and three-dimensional space, 4) determining the results of vector length in two-dimensional space (area) and threedimensional, 5) determine the results of operations of addition, subtraction, and multiplication of vectors in two-dimensional space (area) and three-dimensional, and 6) solving the problems related to the vectors in two-dimensional space (area) and three dimensional space. research methods this research aimed at determining, describing, and analyzing the effectiveness of the implementation of warmer apperception to construct the conceptual understanding of the vector material. the type of research chosen was descriptive research. while this research approach used a quantitative approach. this research was conducted in the 10th grade of mathematics and natural science (mia) at senior high school (sma) of muhammadiyah 3 batu, in which it consisted of 21 students. the learning process was carried out for three times with a time allocation of 6 × 40 minutes. the stages in the implementation of this research were: 1) the preparation stage included the discovery of research problems, the literature study, the determination of the problems to be studied, the making of research instruments, and the implementation of instrument validation; and 2) the implementation stage included of the implementation of warmer apperception in the 10th grade of mathematics and natural science (mia) at senior high school (sma) of muhammadiyah 3 batu, observation on the implementation of warmer apperception by the observer, students’ questionnaire distribution, and conducting the conceptual understanding test of vector material. the analysis used in this research was sourced from the observation of the implementation of warmer apperception, the students’ questionnaire responses, and the test of the students' conceptual understanding ability. result and discussions the discussion in this chapter described the implementation and determined the effectiveness of learning using warmer apperception to construct the conceptual understanding on the vector material. th initial/preliminary activities with warmer apperception that had been carried out were in the form of questions of games and selfassessment. this research was conducted in three times. the questions of games conducted in this research included of several aspects, namely: 1) delivering the material to be studied, 2) explaining/stimulating the students with phenomena or questions 162 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej according to the material that would be studied, 3) providing a chance between the students to give responses to each other's answers, 4) responding to the students' answers, and 5) inserting an explanation of the prerequisite material as a review. whereas the self-assessment in this research included of: 1) giving and explaining the use of self-assessment sheets. 1. the implementation of warmer apperception to construct a conceptual understanding on the vector material a. the implementation description of warmer apperception to construct a conceptual understanding on the vector material at the first meeting, the questions of games were carried out by submitting the material that would be studied. after that, it continued to stimulate the students with phenomena or questions according to the material that would be studied. the stimulus that given was by showing a few pictures about the application of vectors in the surrounding life. the picture was a picture of an archery athlete, a bow athlete, and a picture of a boat that shifted from one land to another by passing a river current. after showing a few pictures, then random questions were given to the students. these questions included of the relationship of images with vector material. the students gave answers to each other related to the three images that had been shown. then, the teacher responded to the students' answers and inserted an explanation of the material, namely matrix and trigonometry as a review. it was expressed by the students that through the pictures that had been shown, the understanding of vectors could be better understood clearly. for example, in the picture of archery athletes when pulling a bowstring and preparing to release arrows on the target board, it meant that it had produced a large direction. so, it could be said that the archery activities were activities that implemented vectors. then, it was explained if the archery athlete's image was a vector, then also the angle could be calculated (including the trigonometric material). the matrix material was also not free from the explanation of the review. the use of matrix material was found in the writing of vector components. in the archery athlete's image, a matrix was written for vector writing from the direction of the archery (vector base) to the target board (vector end). at the first meeting, it was also given and explained the use of self-assessment sheets. based on the contents of the self-assessment sheet given at the first meeting, it could be concluded that the students did not remember and did not understand the matrix material, the students remembered and understood the trigonometric material, and the students knew the vector but did not know what was meant by the length of the vector. at the second meeting, the questions of games that were carried out were preceded by the delivery of material that would be studied by the teacher. then, stimulated the students with questions according to the material to be studied. these questions included of "could a vector be operated with another vector?", "how to calculate the angle between two vectors?". then, the teacher gave a chance between the students to respond to each other's answers. this activity was carried out by appointing the students randomly, continuing with the student appointed to another friend to get the right answer or almost approached to the right answer. the teacher then responded to the students' answers. the teacher also inserted an explanation pf the prerequisite material as a review at the first meeting (understanding vectors, vector notations, examples and notexamples of vector, drawing the vectors) and initial understanding of the multiplication of vectors in two-dimensional (area) and three-dimensional spaces. 163 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej it was not different to the first meeting, at the second meeting was also given and explained the use of self-assessment sheets. based on the contents of the self-assessment sheet given at the second meeting, it could be concluded that the students were able to explain and determine the length of the vector, but they were unable to explain and determine the material of vector operations. at the third meeting, the question of games that were carried out were started with the delivery of material that would be studied. then, the teacher gave stimulus to the students with questions about the material that would be studied as well as explanation of prerequisite material as a review. the stimulus was given by doing the game of applause. if the students did not clap in accordance with the direction given, then the students were required to answer the questions related to the review of the material at the second meeting (multiplication of vector in two-dimensional space and three dimensional space) and an initial understanding of the vector operation material on a geometrical plane in two-dimensional (area) and the three dimensional space. it was stated to clap one, then the students did the clap one. it was said clap two, then the students did the clap two. it was said clap three, then the students did the clap three. it was said clap of one package, then the students did in sequence one time of clap, two times of clap, and three times of clap. the direction given would be said quickly, so that the students who did not pay attention would surely make a clap. if the clap was wrong, the students were required to answer the questions given. through this question and answer, the students were given a chance to respond to each other's answers and the teacher gave feedback. at the third meeting, it was also given and explained the use of self-assessment sheets. through the self-assessment sheets, it could be concluded that the students had understood the matrix material, understood the length of the matrix, understood the vector operations, and were able to determine the value of a vector operation. based on the observation of the implementation of warmer apperception during three meetings in the 10 th grade of mathematics and natural science (mia) at senior high school (sma) of muhammadiyah 3 batu would be explained as follow. at the first meeting, the percentage of scores obtained from the two observers were 89.58% in the good category. but there were things that needed to be observed from the six aspects of warmer apperception, in which it was the delivery of the material that would be studied; moreover, it was still obtained a score of 3 from both observers. this was due to the lack of explanation of the material provided by the researcher. although the availability of a handout had included the concept of the material, but the delivery of the material still needed to be specified to increase the students' conceptual understanding. at the second meeting, the percentage scores obtained from the two observers were 91.67% which was in the very good category. despite an increase, one aspect of the implementation of warmer apperception was the aspect of giving and explaining the use of self-assessment sheets, in which it still got scores of 3 from both observers. the use of self-assessment sheets which were still rarely done by the students made the researcher had to explain in detail so that it required an additional time. this would certainly be the subject of future evaluations regarding to the use of self-assessment sheets to support the implementation of warmer apperception. after implementing the warmer apperception at the first meeting and the second meeting, at this third meeting, the percentage scores obtained from the two observers increased to 93.75% with a very good category. the average scores of the two observers at this third meeting got a score of 4. as for the average percentage of all meetings from 164 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej observations of the implementation of warmer apperception obtained a score of 91.67% with a very good category. the meaning of this very good category showed that the indicators or aspects (questions of games and self-assessment) of warmer apperception were done very well. b. the results of students’ response questionnaire to the implementation of warmer apperception to construct a conceptual understanding on the vector material the data of the students' responses to the implementation of the warmer apperception that carried out was obtained through a questionnaire that was distributed at the end of the third meeting. from the total number of students in the 10 th grade of mathematics and natural science (mia) at senior high school (sma) of muhammadiyah 3 batu, there were 21 students, but only 17 students who could fill out a questionnaire because 4 other students did not attend to the school. there were 26 statements on the students’ response questionnaire sheets containing 4 aspect indicators with 13 positive statements and 13 negative statements. based on the results of the students’ response questionnaire above, the indicators of interest and motivation for mathematics lessons using warmer apperception described through 10 statements obtained total sum 538 and the average students’ response reached to 2,56. hence, this response indicator was included in the positive response category. the meaning of this positive response category indicated that the students had good interest and motivation toward mathematics by implementing the warmer apperception. this was in line with apriyanto's research (2014), which stated that the research conducted also showed that there were differences in influence between the alfa zone apperception using scene setting to the motivation learning of natural science (ipa) in the 4 th grade students of sdta mta of gemolong sragen on 2014/ 2015. the indicator of usefulness in learning mathematics through warmer apperception which was described through 2 statements obtained the number of 108 and the average students’ response reached to 2,57. thus, this response indicator was included in the positive response category. the meaning of this positive response category showed that the students understood well the usefulness of mathematics learning through the implementation of warmer apperception. the indicator of conceptual understanding using warmer apperception that described in 8 statements obtained a total of 435 and the average students’ response reached to 2,59. hence, this response indicator was included in the positive response category. the meaning of this positive response category indicated that the students understood well the concept of implementation of warmer apperception. the indicator of working on the test of conceptual understanding using warmer apperception which described through 6 statements obtained total sum 326 and the average students’ response reached to 2,59. so, this response indicator was included in the positive response category. the meaning of this positive response category indicated that the students could do a conceptual understanding test well from the implementation of warmer apperception. as for the overall indicators, the number of 1407 were obtained and the average students’ response reached 2,57 so that it was included in the positive response category. the meaning of this positive response category indicated that the implementation of warmer apperception could increase the interest and motivation, increase the knowledge about the usefulness of mathematics and students’ conceptual understanding of the material. 165 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. the test results of students’ conceptual understanding after carrying out the warmer apperception, the researcher conducted a test to find out the students' conceptual understanding on the vector material. the test was given at the third meeting with a total of 5 questions. based on the results of the conceptual understanding test that had been carried out, it could be concluded that 13 students out of 17 total number of students got a value of more than 55. thus, the acquisition of the percentage of students with a minimum of conceptual understanding was categorized as quite good, in which it was 76,47. as for the percentage of 76,47, the learning based on the students' conceptual understanding test using warmer apperception was effective. 2. the effectiveness of implementation of warmer apperception to construct a conceptual understanding on the vector material the effectiveness of this research could be seen from: 1) the implementation of learning using warmer apperception, 2) the students' responses to the learning, and 3) the students' conceptual understanding. the implementation of learning using warmer apperception was seen from the results of observation. the students’ responses to the learning could be seen from the questionnaire that would be given. while the students’ conceptual understanding would be seen from the test that would be given on the vector material. the warmer apperception was said to be effective if the results of observation of the implementation of warmer apperception showed a minimum of the sufficient category, the results of the students’ questionnaire responses showed a minimum of the positive response category and the results of the students' conceptual understanding test of learning using warmer apperception showed a minimum of quite good category. as for the results of the study, it was found that the results of observation of the implementation of warmer apperception obtained a very good category, the questionnaire results obtained good category, and the results of the students' conceptual understanding test received a good category. so, it was said that the implementation of the warmer apperception to construct the conceptual understanding in the learning of vector material was effective. the effectiveness of apperception in learning was also stated in the research conducted by of musliman & hamidah (2008) which explained that "generate" as an apperception of physics learning was quite effective and had become one of the alternative methods or strategies for physics learning specifically for female students at senior high school (sma) of avicenna cinere. in addition, there was also a research from marisatunniyyah (2016), which revealed that the apperception activities through songs were more effective on learning outcomes of fiqih subject matter of dhikr and prayer in the students of 2 nd grade of islamic primary school (mi) of matholiul huda damarwulan keling jepara. conclusion based on the research implementation, it can be concluded as follows: 1) the implementation of learning using warmer apperception to construct the conceptual understanding on the vector material can run of by following the lesson plan (rpp); and 2) the observation results of the implementation of warmer apperception obtained a very good category, the questionnaire results obtain a good category, and the results of the students' conceptual understanding test receive a good category. then, it is found that the 166 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej implementation of warmer apperception to construct the mathematical conceptual understanding in the learning on the vector material is effective. the learning by implementing the warmer apperception to construct the conceptual understanding in the learning of vector material can be used as a first step to help the learning design. however, based on the experience of the researcher during the research, there are a few suggestions that need to be considered, namely: 1) the teacher creativity is needed in conducting the questions of game so that the students do not get bored while the learning; 2) the distribution of the use explanation of detailed selfassessment sheets; and 3) the time allocation arrangements provided for the implementation of warmer apperception. references annajmi. (2016). peningkatan kemampuan pemahaman konsep matematik siswa smp melalui metode penemuan terbimbing berbantuan software geogebra. jurnal mes, 1-9. apriyanto. 2014. studi komparasi penggunaan alfa zone dengan scene setting terhadap motivasi belajar muatan ipa siswa kelas iv sdit mta gemolong sragen tahun 2014/2015. skripsi s1 pendidikan. universitas muhammadiyah surakarta. arikunto, s. (2006). prosedur penelitian, suatu pendekatan praktik. jakarta: rineka cipta. asbiyati, f., murboyono, r., & arpizal. (2018, agustus). efektivitas model pembelajaran numbered heads together terhadap pemahaman konsep pada mata pelajaran ekonomi di sman 6 kota jambi. repository universitas jambi, pp. 2-21. dzilhijjah, s. p. (2016). implementasi pembelajaran berbasis multiple intelligences pada siswa kelas iii di sd jogja green school. jurnal pendidikan guru sekolah dasar. erfian, rahman. 2011. komparasi efektifitas pembelajaran kooperatif tipe numbered head together (nht) dengan pembelajaran konvensional terhadap hasil belajar pada mata pelajaran akuntansi siswa kelas xi is sma negeri 14 semarang. skripsi s1 pendidikan ekonomi. universitas negeri semarang. evi, s. (2011). pendekatan matematika realistik (pmr) untuk meningkatkan kemampuan berpikir siswa di tingkat sekolah dasar. (pp. 79-85). bandung: portal jurnal universitas pendidikan indonesia. fahrudhin, a. g., zuliana, e., & bintoro, h. s. (2018). peningkatan pemahaman konsep matematika melalui realistic mathematic education berbantu alat peraga bongpas. jurnal ilmiah pendidikan matematika, 15-20. fitri, r. (2014). penerapan strategi the firing line pada pembelajaran matematika siswa kelas xi ips sma negeri 1 batipuh. jurnal pendidikan matematika. gazali, r. y. (2016). pembelajaran matematika yang bermakna. jurnal pendidikan matematika. hakim, s. (2014). peningkatan hasil belajar matematika melalui model pembelajaran kooperatif tipe jigsaw. jurnal nalar pendidikan, 237-246. irwandani, & rofiah, s. (2015). pengaruh model pembelajaran generatif terhadap pemahaman konsep fisika pokok bahasan bunyi peserta didik mts al-hikmah bandar lampung. jurnal ilmiah pendidikan fisika al-biruni, 165-177. marisatunniyyah. 2016. efektifitas kegiatan apersepsi melalui lagu terhadap hasil belajar peserta didik mata pelajaran fiqih materi pokok zikir dan doa kelas 2 mi matholiul huda damarwulan keling jepara tahun ajaran 2015/2016. skripsi s1 pendidikan. universitas islam negeri walisongo. 167 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej marsantika, & zulfajri, m. (2017). efektivitas peningkatan pemahaman siswa terhadap materi sistem koloid dengan menggunakan model pembelajaran partner switch. jurnal edukasi kimia, 72-78. murizal, a. (2012). pemahaman konsep matematis dan model pembelajaran quantum. jurnal edukasi dan penelitian matematika. mushawwir, m. a., & umar, f. (2014). studi tentang keterampilan guru dalam melaksanakan pembelajaran ppkn di smp negeri 1 dan smp negeri 2 benteng kabupaten kepulauan selayar. jurnal pemikir, penelitian hukum dan pendidikan pancasila dan kewarganegaraan, 124-137. ningsih, mastuti, s. e., & aminuyati. (2013). perbedaan pengaruh pemberian apersepsi terhadap kesiapan belajar siswa mata pelajaran ips kelas vii a. jurnal pendidikan dan pembelajaran. nurcahyo, j., & munadi, s. (2014). pengaruh apersepsi visual dan minat belajar siswa terhadap prestasi belajar siswa pada mata pelajaran teori proses pembubutan dasar di smk n 2 pengasih kulon progo. e-jurnal pendidikan teknik mesin, 31-36. peningkatan pemahaman konsep matematika melalui realistic mathematic education berbantu alat peraga bongpas. (n.d.). jurnal ilmiah pendidikan matematika. priyambodo, s. (2016). peningkatan kemampuan pemahaman konsep matematis siswa dengan metode pembelajaran personalized system of instruction. jurnal pendidikan matematika stkip garut, 10-17. rengganis, willy. “kemampuan pemahaman konsep geometri siswa kelas vii antara pembelajaran model nht dan make a match”. skripsi s1 pendidikan. universitas negeri semarang rohaeti, e. e. (2012). analisis pembelajaran konsep esensial matematika sekolah menengah melalui pendekatan kontekstual socrates. jurnal ilmiah program studi matematika stkip siliwangi bandung, 186-191. rohmawati, a. (2015). efektivitas pembelajaran. jurnal pendidikan usia dini, 15-32. saifudin, m. f. (2015). optimalisasi apersepsi pembelajaran melalui folklor sebagai upaya pembentukan karakter siswa sekolah dasar. prosiding seminar nasional dan call for papers aktualisasi bimbingan dan konseling pada pendidikan dasar menuju peserta didik yang berkarakter (pp. 180-185). surakarta: pgsd universitas muhammadiyah surakarta. sari, e. f. (2017). pengaruh kemampuan pemahaman konsep matematika mahasiswa melalui metode pembelajaran learning starts with a question. jurnal mosharafa. sari, yulia purnama. 2018. meningkatkan pemahaman konsep matematika menggunakan pendekatan realistic mathematics education (rme) di kelas v c sdn no. 80/i muara bulian. skripsi s1 pendidikan. universitas jambi. situmorang, a. s. (2016). efektivitas strategi pembelajaran ekspositori terhadap pemahaman konsep matematika mahasiswa prodi pendidikan matematika universitas hkbp nommensen. jurnal suluh pendidikan fkip-uhn, 109-119. ulfiyani, s. (2017). karakteristik apersepsi mahasiswa progdi pbsi dalam praktik magang 3 di smp n 35 semarang. jurnal ilmiah pendidikan dasar. wijaya, a. (2015). penerapan variasi kegiatan apersepsi dan pembelajaran interactive learning untuk meningkatkan aktivitas pembelajaran dan kemampuan pronunciation mahasiswa dalam mata kuliah pronunciation practice. jurnal didaktis, 46-185. 63 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of smart binoculars learning for trigonometry materials in middle vocational school ferry kurniawan, moh. mahfud effendi, siti khoiruli ummah study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang e-mail : kurniawanferry78@gmail.com abstract the purpose of this research is to develop smart binoculars learning media for trigonometry material in vocational schools so that it can help and facilitate mathematics teachers in explaining one of the concepts of trigonometry material. the type of research used in this research is research and development (r&d) while the development of instructional media refers to the modified borg and gall model, namely research and collection, planning, product draft development, expert validation, small-scale trials. the development has three criteria, namely valid, practical and effective. the results showed that obtained from filling out the validation sheet by the material expert and media expert validators were in the valid category. furthermore, the practicality of smart binoculars learning media based on student response questionnaire the average student is satisfied with the learning experience using learning media and for the effectiveness of smart binoculars learning media get positive things because the evaluation of ten samples of students gets grades above minimal completeness criteria. ke ywords : manipulative learning media; smart binoculars; trigonometry introduction mathematics is one of the subjects that can improve thinking skills (fajriah and soraya 2017). besides mathematics can also be said as a language, which according to dantzig mathematics is a language of science and according to jacobs mathematics is a universal language (prayitno, suwarsono, and siswono 2013). one of the scopes of mathematics subject in vocational school covers trigonometry (ministry of education and culture 2013). based on the results of an interview with one of the teachers of vocational high school 11 malang, the majority of vocational high school students have difficulty in learning trigonometry, especially basic competencies applying the rules of sine and cosine, especially when it comes to the application of the use of trigonometric formulas. this results in student learning outcomes trigonometric basic competencies are still below the minimal completeness criteria. trigonometry is a branch of mathematics that deals with triangular angles and trigonometric functions such as sines, cosines, and tangents (kemendikbud 2013). the basis of trigonometry itself is the concept of the construction of right-angled triangles, the corresponding sides of two similarly built shapes having the same ratio (djumanta and susanti 2008). with euclid's geometry, if each corner of the two triangles has the same size, then the two triangles must be congruent (sari, suharsono, and ansori 2013). there are many applications of trigonometry especially the triangulation technique used in astronomy to calculate distances to nearby stars, in geography to count between certain points, and in satellite navigation systems. other fields that use trigonometry include 64 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej various branches in physics, land surveying and geodesy, architecture, phonetics, economics, electrical engineering, mechanical engineering, civil engineering, computer graphics, cartography, and many others (kariadinata 2013). based on this, students are expected to be able to solve every problem related to trigonometry. however, if viewed from the results of learning mathematics in indonesia, including trigonometric learning in vocational schools is still far from satisfying, it can even be said to be still disappointing. this can be seen from the results of the national exams from year to year, for mathematics in which trigonometry is included in the "low" category (al. krismanto 2008). this is in line with what was stated by zulkardi that the acquisition of the national examination at the vocational high school level is known to be still low and has not experienced significant improvement. these include trigonometry, which is a subject that is difficult for students to master (dwiatmoko, rosa, and gunawan 2015). one effort that can be done to improve the quality of learning, especially trigonometry in vocational schools, is to learn mathematics through media-based learning. learning by using the right media, will provide optimal results for students' understanding of the material being studied. sundayana (2014) states that with the learning media, students will take part in more mathematics lessons happily and happily so that their interest in learning mathematics is greater. teachers need effective and interesting teaching aids to facilitate students in learning trigonometry material. as stated by piaget, effective teaching aids can help students understand simple concepts that must be mastered so that they can link simple concepts into more complex concepts. budiani (2017) mentions that understanding the concept of trigonometric material is very important. one educational figure who is very concerned about the importance of using teaching aids for students is maria montessori. lillard mentions props based on characteristics: (1) interesting, (2) has gradations, (3) has error control, and (4) can teach students independently (nugrahanta et al. 2016). montessori argues that education must help children to overcome problems encountered in everyday life so that children can do everything independently. learning independently, children can construct their knowledge independently with the help of the surrounding environment (leong 2006). arsyad (2011) said that learning media is a tool in the learning process both inside and outside the classroom, further explained that learning media is a component of learning resources or a physical vehicle containing instructional material in the student environment that can stimulate students to learn. widyantini and sigit (2010) revealed that the same as smart binoculars clinometers are very efficient media in teaching trigonometry material. smart binoculars are tools used to measure the height and width of an object by utilizing the elevation angle. but in this modern era, the tools used to calculate an object have increasingly developed, to produce an accurate height, it needs to be supported by tools that have high accuracy as well, such as theodolite. unfortunately, this tool is too expensive and not practical if used by the community (hamalik 1982). smart binoculars is a simple tool, where its use is very practical, namely pointing the end of the smart binoculars at the object, see at what scale the thread falls, and the results will be read directly on the protractor in the smart binoculars. its simplicity and practicality make researchers interested in making smart binoculars a thesis research study. smart binoculars are the result of the development of a simple clinometer that already exists, the advantage of smart binoculars is that researchers can calculate the height and width of an object. smart binoculars are made from wood with a pipe attached 65 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to a protractor and wooden blocks as support. these smart binoculars was developed through several experiments, the first time it was made was a mini theodolite product that could be directly used to examine the elevation angle of the observer with an object but was limited to calculating the height of an object only (frick 1979), but after going through several trials and consultations with some colleagues found a weakness of the minitheodolite that is not its own advantages. smart binoculars that the authors have developed have advantages over a simple clinometer developed by other researchers, namely the addition of determining the width of an object. based on the background explanation above, the researchers wanted research aimed at developing smart binoculars learning media for trigonometry material in vocational high school. research method the type of research used is research and development (r&d) research. the research and development are used because researchers want to develop a learning product in the form of smart binoculars learning media. also, when collecting data in the field, namely in the initial research to collect more qualitative data, the next stage of product effectiveness testing is carried out experimental/quantitative methods. also, the acquisition of data will be analyzed qualitatively-narratively and in the form of quantitative calculations. this type of research and development is considered suitable to be used to assist researchers in developing smart binoculars learning media for trigonometry material in class x students and is used to test the effectiveness of the product. by research needs, the place used to develop appropriate learning media is at smkn 11 malang. in this research and development procedure, the researcher refers to the research design and development modification of the development model according to borg and gall (borg & gall 2003). this development model consists of ten steps of implementation. the ten steps are not standard things that must be followed, the steps taken can be adjusted to the needs of researchers, with changes as needed in this research and development using 5 stages due to limited time, energy, and cost. data collection was obtained from the instruments of the assessment of learning tools in the form of validation sheets, test results and student questionnaire responses. the purpose of data analysis is to describe the validity, practicality, and effectiveness of the media developed. validation is measured by using a validation sheet through the activity of providing a validation sheet to the validator and has the aim to find out how valid the media and material are developed so that it can be used by students. practical is measured by using a student response questionnaire through the activities of giving questionnaires to students and has the aim to determine the feasibility of the media. effectively measured by giving evaluation sheets to students through work on the evaluation questions and have the goal to achieve completeness of the value of trigonometric material. result and discussion media eligibility the research was conducted through a research and development (r&d) approach to researchers referring to the borg and gall models that have been modified into five phases: research and collection, planning, product draft development, validation, main field 66 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej testing. therefore, researchers will explain the results of media development by these stages: research and collection, from the results of observations conducted by researchers at smkn 11 malang. the results of indirect interviews and observations have been conducted, teaching materials used by teachers during the learning process in the classroom using only the package book. sourced from the results of the analysis, the development of learning media is needed to further streamline the mathematical learning process of trigonometric material in the classroom. one of the learning media developed in the mathematics learning of trigonometric materials is smart binoculars learning media. product planning is done through the following stages: planning materials and equipment planning and consideration of material and equipment selection are important in the manufacture of media products. smart binoculars was developed with the first step in the planning of the necessary materials and equipment. the materials used in the development of the smart binoculars media are as follows: plywood with a thickness of 15 mm to make the media have good durability, bow 360 degrees, and 2 bows 90 degrees. in order to have a low fault rate in the measuring of the researcher to use the finished arc (plastic arc), pipe paralon serves as a binoculars and also as a pole of this medium itself, cat wood and tiner as a smart media dyes, pylox clear is aimed to give more shiny effects and provide staining protection against water. the equipment needed in the development of the binoculars smart media is as follows: sawing, hammer, drill, nail, sandpaper, markers, brushes, scissors, and insulating papers. it is necessary to develop a mature development process, where the planning aims to make the development process smooth and obtain product results that are suitable for use. stages of planning the development process starting from planning the initial product development process to the feasibility test in the field. before the creation of the media, the preparation for the development of the product draft is to prepare the materials needed in the creation of media and content of materials to be used in the media that is trigonometric material (trigonometric comparison) on mathematics in class x. with media learning, teachers can explain trigonometric materials easily. this learning media can be used by students independently or tutored teachers. because the media is designed as interesting and easy as possible to understand students. this is different from the research that has been done by novi ariyanti (2017), the learning media developed has an advantage in practicality because the tools are very simple and easy to carry where while in terms of use is still lacking. some things that felt less is the difficulty of use because it requires a minimum of 2 people to use it, the lack of function of the clinometer itself and the accuracy of the value obtained has a relatively large fault rate than that in terms of the display is very simple as quickly make the students bored. validation of material experts is a lecturer in mathematics education faculty of teacher and education science umm. the material validity test aims to assess the feasibility of media in terms of material that will be presented in the implementation of learning. this validation is done using a material expert validation poll. the description of the assessment score is as follows. 1 = the assessment aspect does not correspond to the media (invalid/revised), 2 = the aspect of the assessment is less appropriate to the media (less valid/revised), 3 = assessment aspect according to the media (valid/not revised), 4 = the assessment aspect is very appropriate with the media (very valid/not revision) 67 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 5: validation by material experts aspect assessment score category media suitability with kd 3.7 3 valid media suitability with kd 3.8 3 valid media suitability with kd 4.7 4 very valid media suitability with indicator 3.7.1 3 valid media suitability with indicator 3.8.3 3 valid media suitability with indicator 4.7.2 4 very valid based on table 5, the relevance assessment gets the result 3.33 and is entered in a valid category. the validation of media experts is a lecturer in mathematics education faculty of teacher and educational sciences umm. media experts are instrumental in assessing the media feasibility of smart binoculars in terms of display, color, writing, association with the material, learning objectives, effective, and practical. the description of the judging score is as follows: 1 = the aspect of the assessment does not correspond to the media (invalid/revised), 2 = the aspect of assessment is less appropriate to the media (less valid/revised), 3 = assessment aspect according to the media (valid/not revised), 4 = valuation aspect is very compliant with the media (very valid/not revision table 6: validation by media experts aspect assessment score category interesting media display 3 valid selection of media colors according 3 valid number writing on media can be operated without constraints 3 valid media has relevance to the material 4 very valid media according to learning objectives 4 very valid concrete media to be used in the learning process 4 very valid effective media in small groups 3 valid durable media 4 very valid media can be brought anywhere 3 valid media can be used repeatedly 4 very valid according to table 6, the relevance assessment aspect gets the result of 3.5 and is entered into a valid category. this is different from the research done by ahmad sultoni (2018), in his research validation is only done on the media to his studies without validating the material that corresponds to his learning media. small scale trials. the first thing to do is that researchers ask teachers to determine which students will use smart media binoculars, because of the limited media, only 10 students will be selected from various majors in smkn 11 malang. furthermore, teachers convey learning objectives. the teacher introduces smart binoculars learning media and explains how to use it. students are allowed to exit the class to measure using the tools provided and give about 20 minutes. after the completion of observing the students are allowed to write the results of his research in the sheets and also work on and fill the instruments that have been given by the researchers and gathered to the teachers. teachers together with students conclude the outcome of the research that has been done. test data retrieval instruments using the enclosed poll (attached). the test of the media product is 68 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej done once, i.e. individual trials. individual trials were conducted in april 2019 with a test subject of 10 students with 2 learning media. the subject of trials was taken randomly from various majors in smkn 11 malang. this is different from the research done by ahmad sultoni (2018), the trial was conducted with 12 students from the same class and using only 1 learning medium. it is very inefficient as it will take a long time in the data retrieval process in the field. picture 2. product trial the purpose of this learning media development is to develop smart binoculars learning media for trigonometric material in a valid, practical and effective smk. kevalidan media and materials have been done in advance at the validation stage. furthermore, the practicality of this smart binoculars is measured using a student response poll. the following will be presented a table to discuss whether the developed learning medium is practical for students to use. the description of the assessment score is as follows: 1=very disagree, 2=disagree, 3=agree, 4=very agree. the results of the student response data analysis are presented in table 7: table 7: student response data analysis results aspect assessment score category interest 3,43 positive material 3,47 positive average 3,44 positive sourced from table 7 data, it can be concluded that the response presented by the students after using the smart media binoculars learning for trigonometric materials in smk entered the positive category. it was shown with the results of a response poll data that has been filled by 10 student samples, showing a value of 3.44 with good categories. furthermore, to determine the effectiveness of media, smart binoculars can be measured by looking at the results of the students ' work on the evaluation of a minimum of 80% above the minimum submission criteria 75. questions were taken based on the questions of national examination of vocational schools students. from the evaluation of 10 students samples, all got the value above 75. media development results research conducted on the subjects of mathematical trigonometric materials in vocational schools. media development research conducted at smkn 11 malang. respondents in this study were grade x students of 10 people from various majors. the implementation of this research was conducted in april 2019. the learning activity in this study was conducted in a 1-time meeting with the alloscation time of meetings, 2 hours of 69 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej study. as stated in implementation of learning teachers, the use of learning media is given 20 minutes. this research and development resulted in the media learning of smart binoculars that have been validated, tested and remedial. the final of this learning medium consists of manipulative media that can be used to calculate the height of an object and the width of an object with a specification of 2 bows 90° to the left and right to determine the angle formed when performing the high measurement of an object and a 360° bow is in the lower position to calculate the angle magnitudes formed when calculating the width of an object. the results of this research and development are data on the specific needs needed to develop a learning media, about the design and operation of learning media. the feasibility data of the learning media is derived from the poll calculations during validation by the media experts and the student response questionnaire. as a cosnsideration ingredient, this study refers to earlier studies. novi ariyanti (2017), which by applying clinometer learning media can provide improvement in student learning outcomes. next up is the study of ahmad sultoni (2018) showing results by applying smart binoculars learning can make an interest in learning and learning outcomes increased. by the two studies above research noor fajriah (2017) mentions that the results of his research students have activity in the very active criteria and the ability of mathematical communication of students on high criteria besides students ' responses of the student clinometer learning media is very satisfied conclusion the conclusion of this research and development is as follows. with the media learning of smart binoculars can help the learning process and have fungi to clarify the meaning of the message that you want to convey, to achieve the purpose of education or learning effective, efficient and this media itself has a high level of validity. the research and development procedures used are the modification of borg and gall's research and development procedures. development of smart binoculars learning media is done through the steps: research and collection, planning, development of product drafts, validation, and small scale trials. based on the results of the evaluation that has been done all students get the value above the kkm then the learning media is categorized very effectively. this use of learning media also helps students discover each step in their way to make students understand and easy to remember trigonometric materials. based on the results of the research and findings during the research, the researchers have some advice that other researchers can apply the mathematical projects in everyday life so that students better understand the mathematical applications in the daily life days and students are freed in resolving the problem to be resolved. references al. krismanto. 2008. pembelajaran trigonometri sma. yogyakarta: pppptk matematika. anitah, sri. 2009. media pembelajaran. surakarta: panitia sertifikasi guru rayon 13 fkip uns surakarta. arsyad, azhar. 2011. media pembelajaran. 15th ed. jakarta: rajawali pers. azizah, fathina rossy, imam sujadi, and henny ekana chrisnawati. 2018. “penerapan problem based learning pada materi luas permukaan serta volume prisma dan limas ditinjau dari kemandirian belajar siswa kelas viii smp negeri 2 banyudono.” jurnal pendidikan matematika dan matematika 2(4):298–306. borg & gall,2003. education research. new york : allyn and bacon. depdiknas. 2002. kamus besar bahasa indonesia. 3rd ed. jakarta: balai pustaka. 70 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej djumanta, wahyudin and dwi susanti. 2008. belajar matematika aktif dan menyenangkan. edited by t. s. purna inves. jakarta: pusat perbukuan. dwiatmoko, aris ig, paulina h. prima rosa, and ridowati gunawan. 2015. “analisis statistis data ujian nasional dan nilai sekolah menengah atas di daerah istimewa yogyakarta.” jurnal ilmiah widya teknik 14(2):1–7. fajriah, noor and selfina soraya. 2017. “penerapan outdoor learning dengan media klinometer terhadap aktivitas dan kemampuan komunikasi matematis siswa.” jurnal review pembelajaran matematika 2(1):28–39. frick, heinz. 1979. ilmu dan alat ukur tanah. 23rd ed. yogyakarta: kanisius. kariadinata, rahayu. 2013. trigonometri dasar. 1st ed. bandung: pustaka setia. kemendikbud. 2013. “peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 70 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah menengah kejuruan/madrasah aliyah kejuruan.” peraturan menteri pendidikan dan kebudayaan republikn indonesia nomor 70 tahun 2013 (standar penilaian pendidikan):1–220. leong, deborah j. 2006. the montessori method today. vol. 24. new york: frederick a. stokes company. nugrahanta, gregoriusari ari, catur rismiati, andri anugrahana, and irine kurniastuti. 2016. “pengembangan alat peraga matematika berbasis metode montessori papan dakon operasi bilangan bulat untuk siswa sd.” jurnal penelitian (edisi khusus pgsd) 20(2):103–16. prayitno, sudi, st suwarsono, and tatag yuli eko siswono. 2013. “komunikasi matematis siswa smp dalam menyelesaikan soal matematika berjenjang ditinjau dari perbedaan gender.” prosiding:seminar nasional matematika dan pendidikan matematika fmipa uny (november):565–72. rawa, natalia rosalina, akbar sutawidjaja, pendidikan matematika, and pascasarjana -universitas negeri malang. 2016. “pengembangan perangkat pembelajaran berbasis model learning cycle-7e pada materi trigonometri untuk meningkatkan.” 1042–55. rochmad. 2012. “desain model pengembangan perangkat pembelajaran matematika.” jurnal kreano 3(1):59–72. santyasa, i. wayan. 2007. landasan konseptual media pembelajaran. bali: workshop media pembelajaran. sari, lina ardila, suharsono, and muslim ansori. 2013. “hubungan kekongruenan dalam geometri terhingga.” prosiding semirata fmipa universitas lampung 313–18. setiawan. 2004. pembelajaran trigonometri berorientasi pakem di sma. y ogyakarta: pppg matematika. sugiantara, i. gusti putu ari, wayan sadra, and i. nengah suparta. 2013. “pengembangan perangkat pembelajaran matematika realistik dengan peta konsep pada materi trigonometri di kelas xi smk.” e-journal program pasca sarjana universitas pendidikan ganesha program studi matematika 2. sundayana, rostina. 2014. mengenal media dan alat peraga dalam pembelajaran matematika. bandung: alfabeta. widyantini and sigit. 2010. pemanfaatan alat peraga dalam pembelajaran matematika smp. yogyakarta: departemen pendidikan nasional. 37 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical construction of definite integral concepts by using geogebra widiya astuti alam sur program studi akutansi, politeknik negeri tanah laut jl ahmad yani km. 06, kec.pelaihrai, kab.tanah laut, kalimantan selatan e-mail: widiyasur@politala.ac.id abstract the need to visualize concepts and support the materials in mathematics learning by forming the pictures or by using existing draw, becoming what is needed by the students in improving their mathematical development and understanding. geogebra can combine dynamic visualization of geometry and the results of mathematical calculations simultaneously. the author examines the definite integral concept material of course, to then be explored with geogebra so that it is easily understood by students. the author studies the procedures for using geogebra, studies and constructs the concept of definite integral concepts, into a simulation and visualization in the form of geogebra files, which are ready to be used in the learning of definite integral concepts.. ke ywords : geogebra; definite integral; mathematical construction. introduction the use of technology in learning mathematics is not a new thing to use. at present, there are many mathematics software specifically designed to facilitate the learning of mathematics, both paid and which can be obtained free from the internet. computer algebra systems (such as derive, mathematica, maple or mupad), dynamic geometry software (such as geometer's sketchpad or cabri geometry), matlab, autograph, and geogebra are some examples of software that are widely used in mathematics learning. there is a need to visualize math concepts and materials by imagining, shaping the images (manually or with the help of technology) or by using existing images, which is the reason why in mathematics, we need media that can help the learning process. furthermore, to gain a deeper understanding, visualization must be represented. students must learn how mathematical ideas are represented by symbols, numbers, and graphics, as a form of understanding of mathematical concepts (caligaris, 2014). for the reasons mentioned above, it is very necessary for a teacher's creativity in choosing and using appropriate learning media to bridge the mathematical abilities of their students. along with the development of technology, there are many choices of media for learning mathematics that can be used for this. one of the software that can be obtained free from the internet is geogebra. geogebra is a dynamic mathematical software that can be used at various levels of education, from elementary school level to university level. the geogebra application combines geometry, algebra, spreadsheets, graphs, statistics, and calculus, in one package that is easy to use. this makes geogebra have quite a several users spread in almost every country throughout the world. nowadays, geogebra has become a provider of software leading mathematical that supports the 38 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej advancement of science, technology, engineering, and mathematics education, as well as providing innovation in teaching and learning processes throughout the world. in this study, the application of geogebra 5, which is a new edition of geogebra, is used because it is easily obtained, and its application can reach various domains of mathematics. besides being able to visualize mathematical concepts that are analytic geometrically, geogebra is also able to perform mathematical and statistical calculations and represent them. to facilitate users, geogebra facilitates users to have an account and community on the geogebra website, so it is very easy to share and access mathematics material that has been created by users in various countries. the user just has to choose the type of material and the desired material and can modify it according to what is needed. all of which are available completely and free of charge on the official geogebra website(caligaris, 2014). calculus is one of the mathematical materials that requires an understanding of concepts for students who study it, given the application and use of calculus that is very much needed in various branches of science (serhan, 2015). however, the concept of integral is certainly also difficult to understand and requires visualization to be able to imagine it, so it is appropriate if the writer chooses the topic of integral and its application, to design simulations and learning media the aim of this research is to construct the concept of definite integral, as well as design visualization and simulation of its material using geogebra. the number of errors in interpreting the meaning of integral is certainly good among high school students or college students, making the writer feel the need to visualize the concept of the integral of course. of course by exploring and then designing simulation material in the form of dynamic learning media with geogebra. this article will present the results of the conceptual integration of integral concepts with geogebra and visualization of concepts that are dynamic, interesting, easy to understand and provide a complete picture for understanding integral concepts. research method the method of this article is literature studies. data and documents obtained from various sources are compiled, analyzed, then the material produced is constructed and then visualized and simulated the material using geogebra. result and discussion the overview of geogebra geogebra is a computer application program that combines geometry, algebra, tables, graphs, statistics, and calculus in an easy-to-use package so that it can be utilized in learning mathematics at various levels of education. geogebra is a dynamic program that can visualize or demonstrate and construct mathematical concepts, into various forms, types, styles for all levels of mathematical material. besides being able to be obtained for free from the internet, geogebra is also easy to use and learn. there are many examples of material and tutorials that can be accessed on the official geogebra page. the files that are processed in geogebra can be saved in ".ggb" format, and or in the form of dynamic 39 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej web pages. geogebra can also produce ".png" or animated ".gif" files with quality illustrations. geogebra has received various educational software awards in europe and the usa. developed since 2001 by markus hohenwarter, a mathematician and professor of mathematics in austria, who examines the special use of technology in mathematics education. geogebra continues to develop until now. its inventors and designers continue to improve and add to the shortcomings of this geogebra program. the latest development is, geogebra 5., which can display images in 3-dimensional shapes. aside from being a computer application, geogebra also has a special version for tablet or android users. it can even be used online without having to install the application first on a pc / laptop. [3] with the development of applications and features on geogebra, its users are also expanding in various countries, ranging from students, students, teachers, and lecturers. each user can create their account on the geogebra page and can join various geogebra user communities around the world. users and owners of geogebra accounts can easily share and obtain a variety of materials or mathematical material in the form of geogebra, which can be downloaded and developed according to their learning needs. geogebra is formed on the cartesian coordinate system and can accept geometrical commands (drawing lines through two points, forming curved fields, algebraic commands (drawing curves with given equations). some of the advantages of geogebra compared to other mathematical software are (1) can produce paintings geometry paintings quickly and thoroughly, even complex ones (2) the ability to represent algebra, two-dimensional geometry, and 3-dimensional geometry at once so that changes in given equations or changes in images in geometry views will also change the shape of equations in algebra display and position on the 3d display. (3) the existence of animation facilities and manipulation movements can provide visual experience in understanding the concept of geometry (4) make it easy to investigate or show the properties that apply to a geometry object, (5) can be used to make into learning material acts as a web page, and can be directly distributed to the official geogebra web site, www.geogebra.org. with these advantages, a teacher can guide their students to know the relationship between an algebraic form and geometry. teachers can first design demonstrations for understanding students' concepts, and students can directly work from the materials needed and can see visually the meaning of the concepts being taught, thus helping them to be able to imagine the analytical meaning of a material being taught. when you open the geogebra application, graph and algebra displays and geogebra's standard menus will appear. worksheets for displaying applications that have been created on geogebra are called applets. on the right side, there is an arrow which if clicked will bring up a box in the geogebra math application dialog. the dialog box provides display options or screen forms to be displayed, according to user needs. where each view has its toolbar which contains a selection of tools and commands that allow 40 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej users to create dynamic constructions in representing mathematical objects. there are 6 views on geogebra, which can be selected based on user needs, namely: 1) graphing calculator it is an algebraic and graphical display, as a standard display on geogebra. the left side, which is the algebra display which is a place to display the algebraic object of the input object or equation, while the graph display will display the object geometrically 2) computer algebra system (cas) it is a computer algebraic system display that allows users to do mathematical calculations for symbolic calculations. the cas display consists of lines that each have an input. 3) geometry is a graphic display that only displays the geometric shapes of objects/equations that are inputted 4) 3d grapher almost the same as graphing calculator, it's just that the graph shown is a 3 dimensional graph, with the left side is an algebraic view. 5) spreadsheet it is a display form of a number processor table consisting of rows and columns. in this view, matrices, tables and other mathematical objects can be made that contain columns and rows. not only numbers, but all types of mathematical objects can also be inputted into spreadsheet cells, such as point coordinates, functions, and mathematical calculation commands supported by geogebra. if possible, geogebra will immediately display a graphical representation of the object entered in the spreadsheet cell. 6) probability is a display of statistical forms, which displays statistical distribution forms and statistical test calculations. (white, 2016). the following image is the home page of geogebra worksheet. figure 1 home page of geogebra worksheet 41 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej visualization of definite integral concepts with geogebra after knowing and exploring some basic material that is important to know in the understanding integral, of course, the following is given the construction of the presentation of the material of the concept of integral naturally by visualizing it on geogebra. two things that become the basic idea of defining and constructing integral of course are the mileage and space area under the curve as follows : a. the distance of moving objects in addition to the area under the curve, the integral idea is of course also based on the distance and speed of an object. departing from real problems, the integral idea is certainly based on observing the distance of an object that moves (moves) within a certain time interval. if an object moves with a fixed speed at a certain time interval, then the total distance traveled can be calculated using a formula that has been known, namely distance = speed × time for example, a train travels at a constant speed of 60km/ hour. then the total distance traveled by train between 02:00 and 06:00 is 60 x 4 = 240 km. calculation of the train's mileage, if visualized in the form of a speed function graph, can be seen in figure 2 (i). because distance can be obtained by multiplying speed and time interval, then the total distance traveled is nothing but the area of the rectangle formed from the velocity function at that time interval. with the length of the interval as the length of the rectangle and the velocity value as the width of the rectangle. calculation of the total distance in the interval of time taken by multiplying the speed and time used is if the object's speed remains (constant) 60 km/hour. but in reality, objects that move like the train, it is not possible to move at a constant speed within a certain time interval. there will be times when objects move slowly or quickly. if the velocity of the object changes within a certain time interval, then the visualization in the case of the train could be described as a function of speed in figure 2(ii) figure 2 visualization of the distance of moving objects with geogebra figure 2 (ii) shows that the distance of the train is the same as the product of time inteval with the speed of the train. therefore simply multiplying the length and width of the rectangle formed. however, in figure 2 (ii) the shaded part is no longer rectangular. so to calculate it also requires a different approach. the distance traveled 42 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej can be calculated with the approach that best approaches the actual mileage. the approach taken is to partition the area into small rectangles, then add up the total area of the resulting rectangles. the time interval [2,6] can be partitioned into a number of very small sub-intervals, so that each of sub-intervals will show a constant velocity, because of very small time intervals. geometrically, the subinterval division will produce small rectangles, along the area formed under the given speed function curve. figure 3 visualization of interval time partition of moving object for the case of a railroad in figure 3, the form of time interval division becomes area of the rectangles from this partition, then added up, so the results will approach the actual mileage. in this case, the area under the curve. if the train problem above is abstracted, then let's say an object moves continuously in the time interval [a, b], with a non-constant speed. time lapse [a; b] can be partitioned into smaller time intervals, namely: [𝑡0, 𝑡1],[𝑡1, 𝑡2], . . . [𝑡{𝑛−1}, 𝑡𝑛] with 𝑎� = 𝑡0 < 𝑡1 <.. .< 𝑡𝑛 = �𝑏 for each subintervals [𝑡𝑖−1, 𝑡𝑖], the object reaches 𝑀𝑖 maximum speed and reaches 𝑚𝑖�minimum speed. so, if the object moves constantly at a minimum speed, the object will travel a distance of 𝑚𝑖∆𝑡𝑖 unit of distance. conversely, if the object is constantly moving at maximum speed, then the object will travel a distance 𝑀𝑖∆𝑡𝑖 unit of distance. meanwhile, the actual distance, denoted 𝑠𝑖, 𝑡ℎ𝑒 distance must be located between the maximum distance and the minimum distance, to obtain: 𝑚𝑖∆𝑡𝑖 ≤ 𝑠𝑖 ≤ 𝑀𝑖∆𝑡𝑖 the total distance traveled along the time interval [a,b] called s, is the sum of the distance traveled at each sub interval [𝑡{𝑖−1}��,𝑡𝑖],�then: 𝑠 = 𝑠1 + 𝑠2 + ⋯+ 𝑠𝑛 𝑚1∆𝑡1 ≤ 𝑠1 ≤ 𝑀1�∆𝑡1 𝑚2∆𝑡2 ≤ 𝑠2 ≤ 𝑀2�∆𝑡2 ⋮ 𝑚𝑛∆𝑡𝑛 ≤ 𝑠𝑛 ≤ 𝑀𝑛�∆𝑡𝑛 43 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej which in turn, add up the obtained inequality: 𝑚1∆𝑡1 + 𝑚2∆𝑡2 + ⋯ + 𝑚𝑛∆𝑡𝑛 ≤ 𝑠 ≤ 𝑀1�∆𝑡1 + 𝑀2�∆𝑡2 + ⋯ + 𝑀𝑛�∆𝑡𝑛 (1) the sum of 𝑚1∆𝑡1 + 𝑚2∆𝑡2+�.. . +𝑚𝑛∆𝑡𝑛�𝑖𝑠 called the sum down for the velocity function and 𝑀1�∆𝑡1 + 𝑀2�∆𝑡2+�.. . +𝑀𝑛�∆𝑡𝑛 called the sum of the velocity functions. the inequality above shows that 𝑠 must be greater than or equal to each bottom sum, and smaller or equal to each top sum. as with the area, there is exactly one number that satisfies the inequality, and that number is the total distance traveled. b. area under the curve area under the curve becomes the basic idea of the formation of an understanding of definite integral. taking into account the following figure, suppose that a is the area under the curve 𝑦� = �𝑓�(𝑥) and above the axis 𝑥 − which is between the vertical lines 𝑥� = �𝑎 and 𝑥� = �𝑏, then the area can be estimated by dividing region 𝐴 into 𝑛� subregions 𝐴1, �𝐴2, . . . , �𝐴𝑛 as in the following figure, presented on the geogebra worksheet as: figure 4 estimation of area under the curve 𝑦 = 𝑓(𝑥) because 𝑓�𝑖𝑠 continuous at intervals [𝑎,𝑏], then 𝑓�𝑖𝑠 continuous at each subinterval [𝑥{𝑖−1} ,𝑥𝑖] on p. this means, 𝑓 reaches the maximum and minimum at the points that exist in the subinterval. therefore, there are numbers 𝑙𝑖 and 𝑢𝑖 in [𝑥{𝑖−1} ,𝑥𝑖] such that holds: 𝑓(𝑙𝑖) ≤ 𝑓�(𝑥)�≤ �𝑓(𝑢𝑖)��𝑤𝑖𝑡ℎ��𝑥{𝑖−1} ≤ 𝑥� ≤ 𝑥𝑖 denoted 𝑀𝑖, in this case as 𝑓(𝑢𝑖) is the maximum value 𝑓 in the subinterval [𝑥{𝑖−1} ,𝑥𝑖] , and 𝑚𝑖in this case as 𝑓(𝑙𝑖) is the minimum value 𝑓 in the subinterval [𝑥{𝑖−1} ,𝑥𝑖]. if taking any subinterval to-i from the interval [a,b] the function 𝑓 of the following figure, it can be formed rectangle-rectangle 𝑟𝑖 and 𝑅𝑖 as shown below: figure 5 rectangle area of maksimum and minimun values of a function 44 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej according to figure 5, rectangular area 𝑟𝑖 and 𝑅𝑖 are formed on subintervals [𝑥𝑖,𝑥{𝑖−1}], which is then compared to the area 𝐴𝑖�at the same subinterval. it is clearly known if 𝑟𝑖 ⊆ 𝐴𝑖 ⊆ 𝑅𝑖, so that it is obtained: area of 𝑟𝑖 ≤ area of area 𝐴𝑖 ≤ area of area 𝑅𝑖 because the area of a quadrilateral is a product of its length and width, we obtain 𝑚_𝑖(𝑥𝑖 − 𝑥{𝑖−1}) ≤ �𝐴𝑟𝑒𝑎�𝑎𝑟𝑒𝑎�𝐴𝑖 �≤�𝑀𝑖(𝑥𝑖 − 𝑥{𝑖−1}) with △ 𝑥𝑖 = 𝑥𝑖 − 𝑥{𝑖−1}, we get: 𝑚𝑖 △ 𝑥𝑖�𝐴𝑟𝑒𝑎�𝑜𝑓�𝐴𝑖 �≤ �𝑀𝑖 △ 𝑥𝑖 this inequality applies to every 𝑖� = �1.2�,. . . ,𝑛�. so, from the sum of the minimum values obtained 𝑚1 △ 𝑥1 + 𝑚2 △ 𝑥2 +.. . +�𝑚𝑛 △ 𝑥𝑛�𝑢𝑎𝑠𝑇ℎ𝑒�𝑎𝑟𝑒𝑎�𝑜𝑓�𝐴𝑖 and from the sum of the maximum values obtained� 𝐴𝑟𝑒𝑎�𝑜𝑓�𝐴𝑖 �≤�𝑀1 △ 𝑥1 + 𝑀2 △ 𝑥2 +. . .+�𝑀𝑛 △ 𝑥𝑛� the sum of the minimum values is referred to as the lowersum and the sum of the maximum values is called the uppersum. analytically, it can be proven that if 𝑓�𝑖𝑠 continuous at intervals [𝑎, 𝑏], then there is one number that satisfies the equation. using geogebra, it can be proven that with more partitions being formed, i.e. with 𝑛� → ∞, we will get exactly the same value from the uppersum and the lowersum. this same value is exactly the area of 𝐴𝑖. visualization of the lowersum ad uppersum can be seen in the following figure: figure 6 visualization of uppersum and lowersum of a function c. definite integral of continuous function based on the area of the curve and the area of the curve and the distance calculation, then the problem is then abstracted into a continuous function. it is assumed that a function 𝑓�(𝑥) is defined and continuous at a finite closed interval [a, b]. furthermore, given 𝑃 is a finite set of points arranged sequentially between 𝑎�and 𝑏, i.e 𝑃� = {𝑥0,𝑥1,𝑥2,𝑥3, . . . ,𝑥{𝑛−1} , 𝑥𝑛} with 𝑎� = 𝑥0 �<�𝑥1 < 𝑥2 < 𝑥3 <.. .< 𝑥{𝑛−1} < 𝑥𝑛 = �𝑏 the set 𝑃�𝑖𝑠 called the partition of the interval [a, b] which divides [a, b] into n subintervals, where the i-th subinterval is [𝑥{𝑖−1} ,𝑥𝑖]. this subinterval is called the subinterval of the p partition, which can then be formed into rectangular arrangements, with the length and width being the length of the subinterval on the axis 𝑋 and its functional value on the axis 𝑌 as shown in the following figure: 45 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 7 visualization of 𝑃 partition on interval [𝑎, 𝑏] the length of the i-th subinterval of p is ∆�𝑥𝑖 =�𝑥𝑖 �−�𝑥{𝑖−1}, for 1≤i≤ 𝑛. furthermore, for each subinterval [𝑥𝑖,𝑥{𝑖−1}], the function 𝑓 reaches the maximum value at 𝑀𝑖 and the minimum value 𝑚𝑖. definition (adams, 2010) lowersum 𝐿�(𝑓,𝑃) and uppersum 𝑈�(𝑓,𝑃) on partition 𝑃 to the function 𝑓, defined as: 𝐿(𝑓,𝑃) = 𝑚1𝛥�𝑥1�+�𝑚2𝛥𝑥2�+�.. .+𝑚𝑛∆𝑥𝑛 = ∑ 𝑚𝑖∆𝑥𝑖 𝑛 𝑖�=�1 𝑈(𝑓, 𝑃) = 𝑀1∆�𝑥1�+�𝑀2∆𝑥2�+�...+𝑀𝑛∆𝑥𝑛 = ∑ 𝑀𝑖∆𝑥𝑖 𝑛 𝑖�=�1 by using geogebra, we can calculate the lowersum and upersum of a function. we give the steps to calculate the lowersum and uppersum of a function by the following example will be calculated uppersum and lowersum value for the function f�(x)�= 1 x in the interval p� =�[1,2], which is divided into four subintervals with the same distance to know the value of its uppersum and lowersum. first defined the function 𝑓 at the input bar >> f (x) = 1 / x next, draw the boundary line interval, namely: >> x = 1 >> x = 2 if we want to find the partition in the interval [ 1,3], then register the partition points with the sequence command. the sequence command is useful for displaying values and visualizing those values on the cartesian axis. if partition points are displayed on the x-axis, the following command is used: >> sequence [<expression>, <variable>, <start value>, <end value>, <increment>] become >> sequence [(a + (i (b a)) / n, 0), i, 0, n] in this case, 𝑎� + 𝑖(𝑏−𝑎) 𝑛 is the 𝑛𝑡ℎ partition point formula, at intervals [𝑎,𝑏] with the same point distance. then in the algebra window, all partition points will be displayed in the form of coordinates on the x-axis in the graphics window. and its values in the algebra window. furthermore, if we don't want to know the interval first, then the lowersum and uppersum values can be directly calculated, namely: 46 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej >> lowersum [<function>, <start x-value>, <end x-value>, <number of rectangles>] >> uppersum [<function>, <start x-value>, <end x-value>, <number of rectangles>] becomes >> lowersum [f, 1,2,4] for the lowersum and >> lowersum [f , 1,2,4] for uppersum its calculation results can be seen in the window algebra, and its figure on the cartesian axes can be seen in the window graphics the results can be visualized as follows: figure 8 calculation of uppersum and lowersum by using geoebra according to the calculation of geogebra, then obtained points in the interval [1,2] can be seen on the algebra display in the list partition, namely: 𝑥0 = �1, 𝑥1 = �1.25, 𝑥2 = �1.25,�𝑥3 = �1.25,�𝑥4 = �1.25, obtained lower sums (lowersum) = 0.63 and upper sums (uppersum) = 0.76. meanwhile, using the definitio n of the lower and upper sum, 𝐿(𝑓,𝑃) = 𝑚1𝛥�𝑥1�+�𝑚2𝛥𝑥2�+�𝑚3𝛥𝑥3 + 𝑚4𝛥𝑥4� and 𝑈(𝑓,𝑃) = �𝑀∆�𝑥1�+�𝑀2∆𝑥2�+�𝑀3∆𝑥3 + 𝑀4∆𝑥4, but the function value is calculated first at each point. to make it easier to know the value of its function, then you can add the following command geogebra: >> sequence [<expression>, <variable>, <start value>, <end value>, <increment>] become >> sequence [(a + (i (b a)) / n, f (a + (i ( b a))), i, 0, n] then the points and function values given for each part of the point will be displayed, in algebra's view, in the list value function, namely: 𝑓�(𝑥0)�= �1, 𝑓�(𝑥1)�= �0.8, 𝑓�(𝑥2)�= �0.67,�𝑓�(𝑥3)�= �0.57,�𝑓�(𝑥4)�= �0.5 with the value of the function, you will be able to calculate the lower addition and top addition based on the definition. the results obtained will be the same as the lowersum and uppersum results in the figure above display. based on the above example, either by calculation lowersum and uppersum on geogebra or by using the definition, the difference between 𝐿(𝑓,𝑃) = and 𝑈(𝑓0.63,𝑃) =0.76, still fairly large. however, when the partitions of points added in this case 𝑛 gets bigger, the difference between 𝐿�(𝑓,𝑃) and 𝑈�(𝑓,𝑃) will be smaller. if more points are added to the interval, the bottom sum will increase, and vice versa the top sum decreases. besides, the more the partition points, the difference in value between 𝐿�(𝑓, 𝑃) and 𝑈�(𝑓,𝑃) on the partition 𝑃 of the function 𝑓�𝑖𝑠 getting smaller. 47 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej so the values of 𝐿�(𝑓,𝑃) and 𝑈�(𝑓, 𝑃) will approach the area under the curve at interval [𝑎,𝑏] that is known. visualization can be seen in the figure below: figure 8 calculation of uppersum and lowersum with different number of 𝑛 therefore, it can be proven that if 𝑓 is continuous on [𝑎,b], then there is exactly one number 𝐼 that satisfies the inequality 𝐿(𝑓,𝑃) ≤ 𝐼 ≤ 𝑈(𝑓,𝑃), for each partition 𝑃�in [𝑎,𝑏] analytically, inequality can be proven as: lemma: if 𝑃�and 𝑄 are partitions on [𝑎,𝑏], then 𝐿�(𝑓,𝑃)�≤ 𝑈�(𝑓,𝑄)[6] proof: take any 𝑃 ∪ 𝑄 partitions on [𝑎,𝑏] containing points the partition points at 𝑃 and 𝑄, so that they apply: 𝐿�(𝑓,𝑃)�≤ 𝐿�(𝑓,𝑃 ∪ 𝑄)�≤ 𝑈�(𝑓,𝑃 ∪ 𝑄)�≤ 𝑈�(𝑓,𝑄) it is clear that 𝐿�(𝑓,𝑃)�≤ 𝑈�(𝑓,𝑄) from the lemma, it can be said that 𝐿�(𝑓,𝑃)�𝑖𝑠 limited to the top and 𝑈�(𝑓,𝑃)�𝑖𝑠 limited to the bottom. since 𝐿�(𝑓,𝑃) limited to the above, there are a number 𝐿 so that if the result of the sum taken any number under 𝐿�(𝑓,𝑃) will always be less than or equal to a number. 𝐿�the in this case 𝐿�𝑖𝑠 called infimum from the sum below 𝐿�(𝑓,𝑃), where for any partition 𝑃� in [a, b], 𝐿�satisfies the inequality 𝐿�(𝑓,𝑃)�≤ 𝐿 ≤ 𝑈�(𝑓,𝑃) in the same way, because 𝑈�(𝑓, 𝑃)�𝑖𝑠 limited to the bottom, there is a u number so that if any number is added to the sum of u(𝑓, 𝑃)�𝑖𝑡 will always be greater than or equal to the number 𝑈.�in this case, 𝑈�𝑖𝑠 called as a supremum from the sum below 𝑈�(𝑓,𝑃), where for any partition 𝑃� in [a, b], 𝑈�satisfies the inequality 𝐿�(𝑓,𝑃)�≤ 𝑈 ≤ 𝑈�(𝑓,𝑃) furthermore, it would be proved that if 𝑓 is continuous on [𝑎,b], then there is exactly one number 𝐼 that satisfies the inequality 𝐿(𝑓,𝑃) ≤ 𝐼 ≤ 𝑈(𝑓, ) p, for each partition 𝑃�in [𝑎,𝑏] theorem: if 𝑓� is continuous on [𝑎,b], then for each partition 𝑃�in [𝑎,𝑏] there is exactly one number 𝐼 that satisfies the inequality 𝐿(𝑓,𝑃) ≤ 𝐼 ≤ 𝑈(𝑓,) proof: to prove the inequality, first demonstrated the existence of 𝑡ℎ𝑒�𝑓𝑖𝑟𝑠𝑡 number. based on (2) and (3), then for each partition 𝑃 applies 𝐿�(𝑓,𝑃) ≤ �𝐿 ≤ 𝑈 ≤ 𝑈�(𝑓,𝑃) 48 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej so there must be a number 𝐼 that satisfies, namely 𝐿 and 𝑈 itself. furthermore, to prove the singularity of the number 𝐼�, it will be proven that 𝐿� = �𝑈 taken any > �0 because 𝑓� is a continuous function, then 𝑓� continuous is uniform at [𝑎, 𝑏]�𝑤ℎ𝑖𝑐ℎ means, there is𝛿 > �0, so ∀𝑥,𝑦 ∈�[𝑎,𝑏], with |𝑥𝑦| < 𝛿, then |𝑓(𝑥)− 𝑓(𝑦)| < taken the partition 𝑃� =�{𝑥0,𝑥1, . . . . ,𝑥𝑛} with a maximum of ∆𝑥𝑖 < 𝛿 so, for this partition 𝑃 applies 𝑈(𝑓,𝑃) − 𝐿(𝑓,𝑃) = ∑ 𝑀𝑖∆𝑥𝑖 − ∑ 𝑚𝑖∆𝑥𝑖 𝑛 𝑖=1 𝑛 𝑖=1 = ∑ 𝑓(𝑢𝑖)∆𝑥𝑖 − ∑ 𝑓(𝑙𝑖)∆𝑥𝑖 𝑛 𝑖=1 𝑛 𝑖=1 = ∑(𝑓(𝑢𝑖) − 𝑓(𝑙𝑖))� 𝑛 𝑖=1 ∆𝑥𝑖 < ∑ 𝑏 − 𝑎 � 𝑛 𝑖=1 ∆𝑥𝑖 = 𝑏 − 𝑎 ∑ � 𝑛 𝑖=1 ∆𝑥𝑖 = 𝑏 − 𝑎 �(𝑏 − 𝑎) = retrieved 𝑈(𝑓,𝑃) − 𝐿(𝑓,𝑃) < and since 𝐿�(𝑓,𝑃)�≤ 𝐿 ≤ 𝑈 ≤ 𝑈�(𝑓,p), the obtained 0 ≤ 𝑈𝐿 ≤ �𝑈(𝑓,𝑃) − 𝐿(𝑓, 𝑃) < in other words, 0 ≤ 𝑈𝐿� < it applies to every > �0, the obtained 𝑈𝐿� = �0 ⟺ 𝑈� = �𝐿 retrieved 𝑈� =l, which means the number 𝑓𝑖𝑟𝑠𝑡 that satisfies the inequality 𝐿(𝑓,𝑃) ≤ 𝐼 ≤ 𝑈(𝑓,𝑃) is single. from the evidence of the existence and one number, 𝑓𝑖𝑟𝑠𝑡 of the evidence that there are a number 𝐼,� which meets 𝐿(𝑓,𝑃) ≤ 𝐼 ≤ 𝑈(𝑓,𝑃) in geogebra, we can show numbers 𝐼� that meet these inequalities, by moving the slider 𝑛. the greater the value of 𝑛, the uppersum value will be smaller and the lowersum value will be greater, so that at a𝑛� certain, the uppersum and lowersum value will be closer to the same value. the closer the same value is, the closer the area under the curve is. this area of the same value will then become an integral value of the function 𝑓 at intervals [𝑎,𝑏]. from the numbers that satisfy the inequality, then it is defined integral. definitions of definite integral: known 𝑓�𝑖𝑠 continuous at intervals [𝑎,𝑏].single number 𝐼 that satisfies the inequality 𝐿(𝑓,𝑃) ≤ 𝐼 ≤ 𝑈(𝑓, ) p, for each partition 𝑃 in [𝑎,𝑏] called fefinite integral (integral) function 𝑓 from 𝑎�to 𝑏 and is denoted as ∫ 𝑥 𝑏 𝑎 �𝑓(𝑥)𝑑𝑥 (adams, 2010) if it exists with a single i that satisfies the inequality, then the continuous function 𝑓�𝑖𝑠 called the function integrated in [𝑎,𝑏]. the symbol ∫ is an integral symbol that represents the letter 𝑆 from the word sum or sum, which indicates that the integral is a representation of the sum as has been explained in the visualization and construction of definitions of the integral certainly above. numbers 𝑎 and 𝑏 are integral limits (𝑎 lower limit and 𝑏 upper limit of the integral). the function 𝑓 integrated is called the 49 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej integrant, 𝑥 is the variable integrated, 𝑑𝑥 as a derivative of 𝑥� which replaces the position ∆𝑥 in the lower and upper sums. if the integrand is a function that has more than one variable, the symbol is 𝑑𝑥 used as a reference to the variable to be integrated. for the function of one variable ∫ 𝑓(𝑥)𝑑𝑥 𝑏 𝑎 �, the variable 𝑥 can be replaced by another variable, as well as with 𝑑𝑥, even though some also write integral symbols without using 𝑑𝑥. the examples of definite intergal writing of a single variable function are: ∫ 𝑓(𝑥)𝑑𝑥 𝑏 𝑎 ,�∫ 𝑓(𝑡)𝑑𝑡 𝑏 𝑎 ,∫ 𝑓(𝑡)𝑑𝑡 𝑏 𝑎 ,∫ 𝑓(𝑧)𝑑𝑧 𝑏 𝑎 ,atau∫ 𝑓 𝑏 𝑎 saja. visualization of definite integral properties acording to definition of definite integral, then we get the properties of definite integral which are generally used in calculating the integral of a function. these integral properties are based on the sum of the top and bottom of a function. because the steps are quite long and use a lot of calculations (especially for partitions and high boundaries), then originally, the calculation of the integral value is certainly based on the following properties that are clearly by the results of the sum calculation above and below. the following will be presented with a visualization of the definite integral properties of course, by using geogebra. the visualization presented combines the calculation of the integral value of course based on the sum of the top and bottom sum of the functions. in geogebra, the calculation of integral values can certainly be done by inputting the values in the following command: >> integral[ <function>, <start x-value>, <end x-value> ] property 1: if any constant k,then ∫ 𝑘�𝑑𝑥 𝑏 𝑎 = 𝑘(𝑏 − 𝑎)�[7] with geogebra, the ilustration as the following figure: figure 9 visualization of definte integral property 1 property 2 : let 𝑓�be integrable function,the definite integral over an interval of zero length is zero ∫ 𝑓(𝑥)�𝑑𝑥 𝑎 𝑎 = 0 50 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej with geogebra, the ilustration is figure 9 visualization of definte integral property 2 property 3 reversing the limits of integration changes the sign of integral ∫ 𝑓(𝑥)�𝑑𝑥 𝑎 𝑏 = − ∫ 𝑓(𝑥)�𝑑𝑥 𝑏 𝑎 with geogebra, the ilustration is figure 10 visualization of definte integral characteristic 2.3 property 2.1 let f and 𝑔 integrable on [𝑎,𝑏] and k is any constant, then 𝑘𝑓 and 𝑓 + 𝑔 integrable on [𝑎,𝑏] : 2.4.1 ∫ 𝑘𝑓(𝑥) 𝑎 𝑏 �𝑑𝑥 = 𝑘 ∫ 𝑓(𝑥) 𝑏 𝑎 �𝑑𝑥 2.4.2 ∫ [𝑓(𝑥)+ 𝑔(𝑥)] 𝑎 𝑏 �𝑑𝑥 = ∫ 𝑓(𝑥) 𝑎 𝑏 �𝑑𝑥 + ∫ 𝑔(𝑥) 𝑎 𝑏 �𝑑𝑥 with geogebra, the ilustration is 51 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 11 visualization of definte integral characteristic 2.4.1 figure 12 visualization of definte integral characteristic 2.4.2 (𝑥) and 𝑔(𝑥) the picture shows the results of the integral of the function f (x) and g (x), then the following is given a visualization of the integral results of the function f (x) + g (x) 52 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 13 visualization of definite integral characteristic 2.4.2 f(𝑥) + 𝑔(𝑥) the properties that have been visualized with geogebra above are some of the traits that are often used in solving problems in determining integral values of course. it is also from these properties that theorems relating to integral will emerge. for evidence in analysis, it may be usual to teach students, but not necessarily students understand the analytical meaning. by making the visualization on geogebra, it is expected that students' understanding of the meaning and things underlying the integral is certainly. in addition to a clear picture, geogebra is also able to display dynamic visualization, thus allowing users to see a variety of changes in values that occur, as well as animations that make students more understanding and interested in understanding mathematics. students not only memorize the integral formula given and then use it, but students know how to construct the material and what lies behind the appearance of the formulas and properties used. conclusion the concept of integral can certainly be abstracted from the problem of the area under the curve and the calculation of the distance of an object. understanding the concept of definite integral using visualization of mathematical software such as geogebra will be able to interpret the meaning of the concept of mathematical material specifically definite integral. with the visualization of geogebra, it will be obtained that the integral can certainly be constructed from the lowersum and uppersum sum values of a continuous function f at intervals [a, b]. where the integral certainly is a single value i that satisfies the inequality l (f,p) ≤i≤u (f,p), where l (f,p) is the lowersum and u (f,p) is uppersum. from the integral value, then comes the properties and theorems in calculus which are then used as formulas in solving integral problems references m. r. caligaris, m.graciela; schivo, m.elena; romiti, “calculus & geogebra, an interesting partnership,” procedia-social behav. sci., vol. 174, no. sakarya university, pp. 1183–1188, 2014. d. serhan, “students’ understanding of the definite integral concept,” int. j. res. educ. sci., vol. 1, no. 1, pp. 84–88, 2015. 53 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej contributors of geogebra, “geogebra manual the official manual of geogebra,” wiki.geogebra. 2015. allan white, “geogebra a freeware program (geogebra handout),” sidney, 2016. c. adams, robert a.; essex, calculus single variable 7th edition. usa: pearson, 2010. w. r. taylor, a.e.; mann, advanced calculus. usa: john wiley, 1983. g. . salas, s.; hille, e.; etgen, calculus one and several variables,10th edition, 10th ed. usa: john wiley&sons, 2007. 137 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej digital worksheet design based on steam to develop students' problem-solving skill dhea andryos yuntiaji, hamidah suryani lukman, aritsya imswatama mathematics education, faculty of teacher training and education, university of muhammadiyah sukabumi e-mail: dheayuntiaji@gmail.com abstract the low ability of students to solve problems in solving problems, especially math problems, needs to be a concern for all. this study aims to produce a steam-based digital worksheet design to develop students' problem-solving abilities. the research method used is r&d research with the addie development model which is limited to the design stage. the design process of this student worksheet through two stages, namely the analysis (analyze) which includes (1) needs analysis, (2) analysis of student characteristics, (3) curriculum analysis aims to determine students' abilities, determine the limitations of the material, and whether or not to develop this worksheet. the second stage is the design (design), the researcher designs the digital worksheets after the worksheets compilation map is carried out, the preparation of the lks content design, and also the collection of references. the result of this design is the design of the presentation of problem-solving problems in the form of problem themes that contain mathematical concepts with the stages of the problem-solving process using the steam approach aimed at meeting problem-solving indicators. keywords : design, digital worksheet, steam, problem solving introduction the 21st century or known as the knowledge age era is an era in which efforts to fulfill the needs of society are based on knowledge. efforts to meet this need can be found in the fields of education, economy, human resource development, and industry (wijaya et al., 2016). changes in the pattern of human life in the 21st century as science and technology require people to have skills, one of which is learning and innovation skills so that they are able to participate in the development of the era in this 21st century. based on the formulation of the assessment and teaching of 21st century skill (atc21s) project, the framework for thinking skills which is a necessary competency in the 21st century consists of problem-solving, creativity and innovation, critical thinking, and decision making (haryono, 2017). in permendikbud no. 22 of 2016, it is explained that the purpose of learning mathematics is one of which is to encourage students to have problem-solving abilities through observing, asking, trying, reasoning, presenting, and creating (bsnp, 2016). problem-solving is the ability to find an answer to solve a problem. bransford and stein (himmatul, 2016) state that indicators in problem-solving ability are ideal problem solving which consists of (1) identifying problems, (2) defining objectives, (3) investigating problem-solving strategies, (4) implementing problem-solving strategies, (5) review and evaluate the impact of the effect of the determined problem-solving strategy. students' problem-solving ability is also important because they are capable of high-level intellectual skills of students (rosiani et al., 2019). in addition, it is able to hone thinking 138 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej skills, accustom students to have a diligent attitude, self-confidence, and curiosity when faced with situations in everyday life (naimnule et al., 2018). based on the mathematics performance results obtained from pisa data, there is a decrease in the average score in the average ability of indonesian students in learning mathematics from 386 in 2015 to 378.5 in 2018 (oecd, 2019). in addition, in the results of the analysis of the results of the national examination, the mean score of national examination scores for students, especially at the national, provincial, district/city levels, and education units for smp / mts levels are still below the average passing standard score of 55. the cause of the decline in the average score this average is due to the students' low problem-solving abilities (fauziah et al., 2018). based on the results of interviews at one of the state junior high schools in sukabumi, there are still students who have not been able to meet several indicators of problem-solving, namely identifying problems and determining goals. lack of habituation in solving analytical problems and a lack of student motivation in working on questions are other factors that cause students to have low problem-solving abilities. one of the materials in mathematics that is still considered difficult by students is the circle, especially in the sub-material of the elements of circles, the area and circumference of the circle, and the relationship between the angles. the reason students find it difficult to solve problems related to circles, one of which is that students still cannot understand the problems that are presented in the questions. another research that supports this is research by hesty narwani siregar at smp negeri pekanbaru, where there are still many students who have not been able to exceed the problem-solving indicators in this circle material (siregar, 2019). the learning approach that can be used as a means of developing problem-solving abilities in circle material is the steam approach. steam is an approach that emphasizes "education that shapes students" in order to be able to motivate, encourage understanding of science and technology and foster literacy in the steam field based on science and technology and solving problems in the real world (thuneberg et al., 2018). the concept of the steam approach is education based on scientific technology and problem-solving abilities in the real world, especially in mathematics and science (kofac, 2018). the stages in the steam approach consist of (1) context presentation, namely understanding the problem, (2) creative design, namely creative problem-solving design, and (3) emotional touch, which is giving motivation in the form of evaluation and drawing conclusions (kofac, 2018). with technological developments and the increasing number of competencies that students need to have, a learning process is needed in accordance with this. one way to overcome this problem is by holding e-learning (situmorang, 2016). e-learning has its own advantages, especially for students, namely with e-learning learning, students will find it easy to carry out the learning process anywhere and anytime (wardani et al., 2018). however, in the implementation of e-learning learning, teaching materials are needed that are easy to access and also effective for e-learning. one of the teaching materials that are generally used in schools is lks. trianto explained that the student worksheet (lks) is a guide for students to carry out problem-solving activities (prabawati & herman, 2019). in general, the worksheets used in schools are still in the form of printed worksheets, and only contain a summary of the material, examples of questions and practice questions used as enrichment materials 139 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to complement the material in the textbook (nurmiwati, 2020). with the characteristics of these worksheets, it has not been effective in being able to develop students' skills, knowledge, and attitudes (gazali, 2016). one way to develop these teaching materials, especially to develop problemsolving skills in circular materials using the steam approach, is the development of digital worksheets. with the rapidly developing information technology and also the implementation of distance learning by e-learning, the development of digital worksheets is one of the strategies that teachers and students can use. in addition to containing a collection of activities or tasks that students can do with the internet and the sophistication of technological devices, students can carry out activities in the lks wherever and whenever. given the above background, this study aims to be able to produce digital worksheets with the steam approach to develop students' problem-solving abilities. research method the research method used in this research is the r&d development research method with the addie model. the stages in the addie research model consist of the analysis stage, the design stage, the development stage, the implementation stage, and the evaluation stage. in the discussion in this article, the research is limited only to the planning stage (design) which aims to produce designs from digital worksheets with the steam approach for developing students' mathematical problem-solving abilities. when this research was conducted in february until june 2020. based on the results of a preliminary study conducted previously, the student's solving ability was still low, so this study used the research subjects of class viii students of smp negeri 1 sukaraja in the even semester of the 2019/2020 academic year. in the analyze stage, the researcher carried out direct observation using unstructured interview techniques to mathematics subject teachers and students to obtain some data, namely (1) needs analysis, the data obtained from the results of this analysis were in the form of analyzing the availability of teaching materials in schools, analyzing the characteristics and circumstances of the student worksheets used (2) analyzing student characteristics, the data obtained from this analysis were data on students' problem-solving abilities (3) curriculum analysis, the aspects analyzed were core competencies, basic competencies, and competency achievement indicators according to the circle material as a reference for the worksheets being developed. the instrument used in this stage is to use an interview guide. so that the data obtained from this analysis stage is qualitative data in the form of respondents' answers to the questions asked by the researcher. the next stage is the planning (design) of researchers to design digital worksheets after the preparation of the worksheets map, preparation of the content design of the worksheets, and also a collection of references. results and discussion the process of developing steam-based digital student worksheets to develop students' problem-solving abilities consists of the analysis, design, development, implementation, and evaluation stages. however, the discussion in this article is limited to the analysis and design stages which aim to produce designs or designs from digital 140 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej worksheets with the steam approach to develop students' problem-solving abilities. furthermore, it will be continued at the development, implementation, and evaluation stages. this worksheet was developed to help train students with low levels of ability in problem-solving skills specifically for math problems. so that when students are given problems related to mathematics students are able to solve these problems. in previous research conducted by haifaturrahmah, the results of the analysis showed that the teaching materials or worksheets used to study circle material at school were still in the form of printed worksheets or books. then the lks design is less attractive, lacks variation in design colors, material that is still general in nature, then, and the questions presented include structured questions (khadijah et al., 2020). this is in accordance with the results of the needs analysis carried out by researchers where the lks design is still less varied, then there is still no digital form of learning materials available. based on the results of interviews conducted with mathematics subject teachers in schools, it is known that students' problem-solving abilities are still low, this is supported by research conducted previously by fauziah (fauziah et al., 2018). the curriculum analysis carried out by researchers aims to identify the circle material used in schools. the curriculum used by schools uses the k-13 curriculum. based on permendikbud number 37 of 2018, it explains that the core competencies and basic competencies which are in accordance with the circle material based on these regulations are as follows: basic competence in circle material no core competencies basic competencies 1 2 3 4 appreciate and live up to the teachings of his religion appreciate and live honest behavior, discipline, responsibility, care (tolerance, mutual cooperation), courteous, self-confidence, in interacting effectively with the social and natural environment within the range of association and existence. understand and apply knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, art, culture related to visible phenomena and events 3.7. describe the center angle, perimeter, arc length and area of the circle, and their relationship. 3.8. describe tangents to outer and communion in two circles and how to paint them. processing, presenting, and reasoning in the realm of the concrete (using, parsing, arranging, modifying, and making) and the abstract realm (writing, reading, counting, drawing, and composing) are appropriate. 4.7. solves problems related to the center angle, perimeter, arc length, and area of the circle and its relationship. 4.8. solve problems related to the tangent of the outer community and the partnership in two circles. (source: kemendikbud, 2018) 141 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the competency achievement indicators in accordance with the circle material and basic competence above are deriving the formula related to the circumference, area of the circle, tangent to the inner and outer communion of the circle, determine the relationship of the center angle to the arc length and area of the circle, find the formula for the commonality in two circles, solve problems related to the central angle, perimeter, area and tangent to the inner and outer communion of the circle (as’ari et al., 2017). figure 1. example display of steam-based digital worksheets to develop students' problemsolving abilities the next stage is the design stage, the researcher compiles and designs digital worksheets with the steam approach to develop students' problem-solving abilities by modifying, adapting, and collaborating on existing worksheets and workbooks with the steam approach published by the korean foundation for the advancement of science and creativity packaged in the form of digital worksheets that can be accessed via a browser. student worksheets (lks) are sheets containing assignments or projects that must be done by students (sagita, 2016). in this lks presents questions that are divided into several themes that are able to motivate and increase students' knowledge of several applications of circle material in everyday life. this is adjusted to the learning model based on the steam approach where there are two main fields of science that are highlighted, namely mathematics and science, which include the fields of technology, engineering, and art. steam is an approach that is one way to be able to develop students' abilities to understand problems, describe designs for problem-solving related to the steam field of science so that students can get a thorough understanding of the learning experience in the 21st century (hadinugrahaningsih et al., 2017). in addition, in accordance with the provisions of the lks making, this lks also contains the lks title, the lks identity, the instructions for use, and also the learning objectives. an example of the display of steam-based digital worksheets to develop students' problem-solving abilities can be seen in figure 1. in general, lks only contains enough questions and sample questions for students to work on and complete the material in the textbook (nurmiwati, 2020). in the development of these worksheets, the tasks or problems presented are divided into several main themes containing each predetermined kd and gpa as seen in figure 2. each theme has different competency achievement indicators, according to the objectives of the learning contained in basic competencies as in the first theme, ain dubai. the ain dubai theme contains kd 3.7 and 4.7 where the purpose of learning in this theme is that students are expected to be able to explain and solve problems related to the center angle, the perimeter, the arc length, and the area of the circle and its relationships. then in a theme, 142 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej there will be two sub-sciences that are different but have a relationship with the theme raised, these sub-sciences are the sub-sciences and mathematics. figure 2. display design of main themes of steam-based digital worksheets to develop students' problem solving ability figure 3.examples of presenting problems in the ain dubai theme in science sub material. in the sub-science that is presented in this lks in the form of story questions with included pictures that are adjusted to the themes provided. an example is like the first theme in figure 3. the topic that is the main theme of the ain dubai theme is about the giant ferris wheel named ain dubai so that the questions presented are in the form of physics concepts found in ain dubai. this science problem is presented to help attract students' curiosity or interest in learning before solving math-related problems, as well as to provide new information to students for examples of applying math and science concepts in everyday life. in general, the presentation of the questions contained in the worksheets is only in the form of examples of questions and questions that students must work on without determining the stages in each structured problem-solving (khadijah et al., 2020). in accordance with the stages of the steam approach used, the presentation of this problem is divided into three stages. the first stage in presenting the problems in this lks is understanding the problem (context presentation) which aims to meet the problem 143 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej solving indicators in the ideal problem-solving model, namely knowing the problems presented and the objectives of the problem. the sub-mathematics presented in this worksheet is presented in various ways, one example is in figure 4. the questions presented are in the form of short field questions using the comic strip concept to describe the problems that will be solved by students on this theme. the mathematical concept carried out in this sub-mathematics is the concept of the arc length and also the area of the circle's circle figure 4.examples of presenting problems in the ain dubai theme stage of understanding the problem (mathematics) presentation of the problem-solving process in mathematical material is usually seen in working on a problem. there is no clear division regarding the structured problemsolving process (sholekah et al., 2017). the second stage of presenting the problem according to the steam stage is the problem-solving design (creative design). this stage aims to meet the problem-solving indicators in the ideal problem-solving model, namely investigating problem-solving strategies and also implementing problem-solving strategies according to the results obtained in the first stage. in figure 5, the questions posed at this stage are in the form of short questions designed by applying the relationships of the concepts from the circle related to the derivation of the formula that can be used to solve problems according to the results of the first stage. figure 5.problem solving design process presentation design (mathematics) the last process contained in a worksheet is the evaluation process. the existence of this evaluation fulfills the criteria for a good indicator in the development of an lks (sagita, 2016). the final stage in the worksheets using the steam approach is emotional touch (emotional touch) which contains the evaluation of problem-solving results. this stage is still connected with the previous stages. the purpose of this stage is to meet the last indicator in student problem-solving in the ideal problem-solving model, namely reviewing and evaluating the impact of the effect of the specified problem-solving strategy. the design of the presentation of this stage is in the form of evaluation questions 144 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to find out how students understand the concepts that have been used in the first and second stages then students are directed to determine what conclusions are obtained from the problems that have been solved. figure 6.display design of the ain dubai theme emotional touch stage (mathematics) conclusion in this study, the design of teaching material, namely digital student worksheets with the steam approach, is used to develop students' problem-solving abilities that can be used by grade viii students who at the next stage will enter the development stage which includes the stage of being validated by a validator (expert), implementation (implementation), and evaluation (evaluation). the stages of the lks development process are the analysis stage which includes (1) needs analysis, (2) student characteristic analysis, (3) curriculum analysis. also whether or not the development of this lks is necessary. the next stage is planning (design) researchers design digital worksheets after a map of the preparation of worksheets is carried out, preparation of the content design of the worksheets, and also a collection of references. the presentation of questions or problems in this worksheet is in the form of a problem packaged in a theme that contains one application of mathematical concepts in everyday life. from this concept, the problem is divided into two parts, namely the subscience, which aims to attract students' interest and curiosity in continuing learning before solving problems in the mathematics sub-mathematics and the second part is the mathematics sub. in the presentation of questions in sub-mathematics, the presentation of the problem is presented in a variety of ways either using comic strips, stories, or image analysis. in the problem-solving process, it is divided into three stages according to the steam approach used, these stages consist of the stage of understanding the problem (context presentation) which aims to meet the problem-solving indicators of the ideal problem-solving model, namely understanding problems and determining problem objectives, the second stage designs. problem-solving (creative design) which aims to investigate problem-solving strategies and implement problem-solving strategies. the final stage of this stage is evaluation and conclusion (emotional touch) which aims to review and evaluate the impact of the effect of the specified problem-solving strategy. the 145 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej types of questions presented are in the form of short questionnaires containing questions based on the objectives of each stage presented in the lks. it is hoped that there will be more research on the development of steam-based teaching materials and it is hoped that there will be further research related to steam-based development. references as’ari, a. r., tohir, m., valentin, e., imron, z., & taufiq, i. (2017). buku guru matematika kelas viii edisi revisi 2017 (lukito agung; ali mahmud; dedi hidayat (ed.); 2nd ed.). pusat kurikulum dan perbukuan, balitbang, kemendikbud. https://www.ayomadrasah.id/2017/08/buku-kurikulum-2013-revisi-2017-viii.html bsnp. (2016). lampiran permendikbud no. 22 tahun 2016 (vol. 2002, issue 1). https://doi.org/10.1109/ciced.2018.8592188 fauziah, r., maya, r., & fitrianna, a. y. (2018). analisis hubungan kemampuan pemecahan masalah matematis dan self confidence siswa smp. jpmi (jurnal pembelajaran matematika inovatif), 1(5), 881. https://doi.org/10.22460/jpmi.v1i5.p881-886 gazali, r. y. (2016). pengembangan bahan ajar matematika untuk siswa smp berdasarkan teori belajar ausubel. pythagoras: jurnal pendidikan matematika, 11(2), 182. https://doi.org/10.21831/pg.v11i2.10644 hadinugrahaningsih, t., rahmawati, y., & ridwan, a. (2017). developing 21st century skills in chemistry classrooms: opportunities and challenges of steam integration. aip conference proceedings, 1868(august). https://doi.org/10.1063/1.4995107 haryono. (2017). teknologi pendidikan dan pembelajaran abad 21. seminar nasional teknologi pendidikan, 425–436. http://blog.unnes.ac.id/fransharyono/wpcontent/uploads/sites/2969/2017/07/teknologi-pendidikan-dan-pembelajaranabad-21.pdf himmatul, u. (2016). profil kemampuan pemecahan masalah siswa bermotivasi belajar tinggi berdasarkan ideal problem solving. konseling gusjigang, 2(1), 90–96. https://doi.org/https://doi.org/10.24176/jkg.v2i1.561 kemendikbud. (2018). salinan permendikbud nomor 37 tahun 2018. in kemendikbud. https://publikasi.polije.ac.id/index.php/j-dinamika/article/view/527 khadijah, s., ismail, s., & resmawan, r. (2020). pengembangan bahan ajar berbasis penalaran pada materi sudut pusat dan sudut keliling lingkaran. al-khwarizmi: jurnal pendidikan matematika dan ilmu pengetahuan alam, 8(1), 1–12. https://doi.org/10.24256/jpmipa.v8i1.838 kofac. (2018). steam 교육으로 채우는 즐거운 수업 선생님을 위한 교육으로 채우는 즐거운 수업 선생님을 위한 (j. y. o. s. e. k. m. s.-s. m. p. byung ho (ed.); 1st ed.). korean science foundation (한국과학창의재단). https://steam.kofac.re.kr/?page_id=11269 naimnule, m., kartono, & asikin, m. (2018). peran peer feedback dalam pembelajaran model problem based learning pada pencapaian kemampuan pemecahan masalah. seminar nasional pendidikan matematika ahmad dahlan, 6, 309–316. http://seminar.uad.ac.id/index.php/sendikmad/article/view/487 nurmiwati, h. r. h. s. m. (2020). pengembangan lembar kerja siswa berbasis steam untuk siswa sekolah dasar. jurnal kependidikan, 6(2), 310–318. https://doi.org/https://doi.org/10.33394/jk.v6i2.2604 oecd. (2019). mathematics performance (pisa) indicator. pisa. 146 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej https://doi.org/10.1787/04711c74-en prabawati, m. n., & herman, t. (2019). pengembangan lembar kerja siswa berbasis masalah dengan strategi heuristic untuk meningkatkan kemampuan literasi matematis mosharafa : jurnal pendidikan matematika mosharafa : jurnal pendidikan matematika. mosharafa, 8(1), 37–48. https://doi.org/https://doi.org/10.31980/mosharafa.v8i1.383 rosiani, anggo, m., & sudia, m. (2019). pengaruh pembelajaran berbasis masalah kontekstual dengan pendekatan metakognisi terhadap kemampuan pemecahan masalah matematika siswa kelas viii smp. jurnal pembelajaran berpikir matematika, 1(1), 71–82. https://doi.org/http://dx.doi.org/10.33772/jpbm.v1i1.5419 sagita, d. (2016). peran bahan ajar lks untuk meningkatkan prestasi belajar matematika. seminar nasional pendidikan matematika ahmad dahlan, 1, 37–44. http://seminar.uad.ac.id/index.php/sendikmad/article/view/10 sholekah, l. m., anggreini, d., & waluyo, a. (2017). analisis kesulitan siswa dalam menyelesaikan soal matematika ditinjau dari koneksi matematis materi limit fungsi. wacana akademika, 1(2), 151–164. siregar, h. m. (2019). analisis kesalahan siswa dalam menyelesaikan tes kemampuan berpikir kreatif matematis materi lingkaran. aksioma, 8(3), 497–507. https://doi.org/10.1017/cbo9781107415324.004 situmorang, adi suarman. (2016). model pembelajaran e-learning berbasis web terhadap kemampuan pemecahan masalah mahasiswa prodi pendidikan matematika fkip universitas hkbp nommensen t.a 2015/2016. jurnal suluh pendidikan fkip-uhn, 3(jurusan pendidikan matematika fkip universitas hkbp nommensen issn: 2356-2595), 15. akademik.uhn.ac.id/portal/public_html/jurnalsuluhpendidikan. thuneberg, h. m., salmi, h. s., & bogner, f. x. (2018). how creativity, autonomy and visual reasoning contribute to cognitive learning in a steam hands-on inquirybased math module. thinking skills and creativity, 29(april), 153–160. https://doi.org/10.1016/j.tsc.2018.07.003 wardani, d. n., toenlioe, a. j. e., & wedi, a. (2018). daya tarik pembelajaran di era 21 dengan blended learning. jurnal kajian teknologi pendidikan (jktp), 1(1), 13–18. http://journal2.um.ac.id/index.php/jktp/article/view/2852 wijaya, e. y., sudjimat, d. a., & nyoto, a. (2016). transformasi pendidikan abad 21 sebagai tuntutan. jurnal pendidikan, 1, 263–278. http://repository.unikama.ac.id/840/32/263-278 transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global.pdf. diakses pada; hari/tgl; sabtu, 3 november 2018. jam; 00:26, wib. 132 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of student learning difficulties on number pattern material reviewed from student learning independence kintan utari rusmawati program studi pendidikan matematika universitas muhammadiyah sukabumi email : kintanrusmawati@gmail.com abstract this study aims to analyze students' learning difficulties in the number pattern material based on their level of learning independence and to look for factors that cause students to have learning difficulties. the method used in this research is descriptive qualitative. the subjects of the study were students of class viii d, totaling 3 people, selected based on their level of learning independence. the instruments in this study were a learning independence questionnaire, interview test, and a test instrument consisting of 4 questions related to the number pattern material to analyze students' learning difficulties. the results showed that: 1) students with high learning independence did not experience learning difficulties, 2) students with learning independence were having learning difficulties in determining concepts, and relating concepts to material (principles), 3) students with low learning independence had learning difficulties. in determining concepts, linking concepts with material (principles), and converting verbal problems into mathematical language. keywords: learning difficulties; number patterns; independent learning introduction mathematics is a universal science that underlies the development of modern technology, plays an important role in various disciplines, and advances the power of human thought. to advance the ability of human thinking power, it is necessary to have strong mathematical abilities from an early age and learning that can make students learn and make mathematics learning more meaningful. but in fact, there are still many students who think that mathematics is a difficult subject (abdurrahman, 2012). so that learning difficulties arise in learning mathematics. learning difficulties are a condition where students cannot learn properly, due to threats, obstacles , or disturbances in learning (al fath, 2015). learning difficulties are often associated with failure to achieve student achievement. students who have learning difficulties will find it difficult to understand the learning material delivered by the teacher. as a result, students become lazy to learn and even avoid learning, ignore the tasks given by the teacher, and there is a decrease in learning outcomes and low learning achievement. basically, students' learning difficulties in mathematics are not due to students' inability to learn, but several conditions that cause students not to be ready to learn. the difficulties faced by students in general, are inactivity and the low test mailto:kintanrusmawati@gmail.com 133 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej scores of students are caused by the lack of mastery of basic mathematics (agustina & patimah, 2019). so that students' difficulties can be seen from students' mistakes in working on questions. in this study, indicators of learning difficulties used are indicators of learning difficulties according to cooney ((abdurrahman, 2012) where difficulties are categorized into 3 types, namely: a) difficulty in learning the concept (difficulty in learning the concept of a material) ; b) difficulty in applying principles (difficulty in applying concepts where students find it difficult to associate concepts with a material) ; c) difficulty in solving verbal problems (difficulty in solving problems related to verbal problems or story problems). based on the results of interviews conducted with one of the mathematics teachers in one of the junior high schools, grade viii students still have learning difficulties. one of the materials that many students still have difficulty with is the number pattern material. number pattern material is one of the prerequisite materials for studying sequences and series material at the high school level. therefore, it is very unfortunate if there are still many students who have difficulty in this number pattern material. therefore, it is necessary to take steps in analyzing the learning difficulties experienced by students so that steps can be taken to solve the problem. according to syah (syah, 2007) there are two factors that cause students to have learning difficulties, namely internal factors , and external factors. internal factors come from within the students themselves while external factors come from outside the students. internal factors include interest, attention, motivation , and study habits. while external factors include learning methods, learning media , and learning resources. based on internal factors, one way that can help students to reduce difficulties is to increase their learning independence. many research data show that learning independence has a positive influence on learning and achievement of learning outcomes. such as the findings from the study of darr and fisher (sugandi, 2013) which shows that learning independence is highly correlated with a student's learning success. in contrast, the results of studies conducted by schloemer and brenan, as well as by borkowski and thorpe (izzati, 2017) show that failure to independence in the learning process is the main cause of low learning achievement. according to haris mujiman (mujiman, 2011) learning independence is defined as the nature and ability of students to carry out active learning activities that are driven by the motive to master a competency. learning independence is defined as a learning activity that takes place more driven by their own will, their own choice, and accompanied by a sense of responsibility from the learner (rahardja & umar dan, 2005) then, based on permendikbud no. 65 of 2013 concerning process standards, student independence in learning becomes an important thing. according to research by susilo & kharisudin (susilo & kharisudin, 2010), it is said that the indicators of learning independence are (1) self-confidence, (2) not relying on others, (3) willing to do it yourself, (4) being responsible, (5) always 134 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej wants to be high achievers, (6) uses careful judgment in making judgments, making decisions, and solving problems and wants freedom, (7) always having new ideas. based on the problems mentioned above, the authors are interested in conducting a study to find out the difficulties of students in solving number pattern problems based on their learning independence with the title "analysis of student learning difficulties in number pattern materials because of student learning independence". research method the research method used is descriptive qualitative. the subjects of this study were students of class viii d of smpit adzkia, sukabumi regency, for the 2020/2021 academic year. the sampling technique used is purposive sampling and snowball sampling. the subject of this study was taken based on the results of a questionnaire regarding student learning independence. the researcher took one student based on the teacher's consideration from each level of independent learning, then the students were given questions on the number pattern material to see the type of student learning difficulties that the researcher would analyze. data collection techniques used in this study are questionnaires, interview test instruments. the questionnaire given is a student learning independence questionnaire to see the level of student learning independence which is categorized into three, namely the level of high, medium, and low learning independence. the test instrument in this study consisted of 4 descriptive questions regarding the number pattern material to see the types of student learning difficulties, then classified according to the indicators of learning difficulties. meanwhile, interviews were conducted to strengthen the analysis of students' answers on the learning difficulties test as field notes in the study. data analysis in this study was conducted by examining all data obtained from various sources, namely the results of questionnaires, tests, interviews, and documentation. after that, data analysis was carried out through data reduction. after being reduced, the presentation of the reduced data is made in the form of a narrative, table, or graph so that the data is organized, arranged in a relationship pattern so that it is easier to understand. the last step is to conclude from the data that has been reduced and presented so that conclusions are found regarding student learning difficulties. results and discussion learning independence questionnaire results this learning independence questionnaire was given to 20 students of class viii d smpit adzkia sukabumi. from the results of the completed questionnaire, students are categorized into 3 levels based on their learning independence, namely high learning independence, moderate learning independence , and low learning independence. the following is a graph of the results of the student learning independence questionnaire. 135 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 1. student learning independence questionnaire results based on the results of the learning independence questionnaire, then 3 students were taken consisting of 1 student who had high learning independence, namely fh students, 1 student who had moderate learning independence, namely ag students and 1 student who had low learning independence, namely rf students. below is a table of the final results of the learning difficulties test given to 3 students as research subjects based on their level of learning independence. table 1. final result of learning difficulty test learning independe nce level subject learning difficulty indicator difficulty in learning the concept difficulty in applying principles difficulty in solving verbal problems 1 2 3 4 1 2 3 4 1 2 3 4 high fh student medium ag student √ √ √ √ low rf students √ √ √ √ √ √ √ √ √ √ √ √ based on the table above, it can be seen that fh students with high learning independence do not experience learning difficulties, ag students with learning independence are having difficulty in learning a concept and applying the principles in questions number 2 and 3, while rf students with low learning independence have difficulty in learning concepts, apply principles and difficulties in solving problems related to verbal problems. analysis of students' answers for each item the following is a table of learning difficulty test questions given to 3 students based on their level of learning independence. 0 2 4 6 8 10 12 low medium high low medium high 136 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 2. learning difficulty test questions for number pattern materials no. soal 1. andi has several marbles, he arranges them to form a pattern like the picture below! a. can you determine the number of marbles for the next pattern? try to draw! b. write down the number of marbles in each pattern and determine the 6th term of the above pattern! c. does the picture above form a certain pattern? mention the type of pattern! 2. in every 20 minutes, the amoeba divides into two. at first, there are 30 amoebae, if for 3 hours then how many amoebae? 3. it is known that the 5th term of the geometric sequence is 243, the quotient of the 9th term by the 6th term is 27. find the 2nd term of the sequence! 4. every week ahmad keeps money in a drawer. in the first week, ahmad saved rp. 500.00, second week rp. 700.00, third week rp. 900.00, fourth week rp. 1,100,000, and so on every week. how much money did ahmad save after 36 weeks? (explain in detail) fh (high learning independence) students based on the overall work on the questions and the results of interviews, fh students with high learning independence did not experience difficulties in this number pattern material. factors that affect fh students have high learning independence and have no difficulty learning on this number pattern material, fh students have a daily study schedule not only relying on study hours at school, have supporting facilities for learning such as stationery, textbooks, and the like, when having school assignments, fh students always try to do it themselves and when they have a little difficulty, they will ask the math teacher. the following are the results of fh students' answers with high learning independence. analysis of answers number 1 students with code fh picture 2. answer number 1 students with code fh 137 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the results of student answers and interviews that have been conducted, fh students with high learning independence can answer question number 1 correctly, even though in their own way without using the proper formula. he can understand the concept of question number 1, it can be seen from the answers displayed by fh students who can determine the 1st term is 2, the 2nd term is 6 , and so on according to the pattern shown in the question. can relate a concept to the material, as can be seen from the results of fh students' answers at points 1b and 1c. can determine the 6th term of the displayed pattern, and can determine the type of pattern displayed, and be able to change verbal problems into mathematical language. this can be seen from the work of fh students displaying mathematical symbols such as u1 is the 1st term, u2 is the 2nd term , and so on. so it can be said that fh students have no difficulty in answering question number 1. analysis of answers number 2 students with code fh picture 3. answer number 2 students with code fh fh students with high learning independence can answer question number 2 correctly and according to the question request. he understands the concept that is bythe question request, it can be seen from the answers displayed by fh students writing down what is asked in the problem, namely looking for u10, so that he can relate it to what formula should be used, namely using the formula for the nth term of a geometric series. so it can be said that fh students can relate a concept to the material and can change verbal questions into mathematical language. it can be seen from how fh students display what they know from the questions and calculations that are displayed according to the results requested in the questions. based on the work on the questions, fh students can be said to have no difficulty in working on question number 2. 138 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of answers number 3 students with code fh picture 4. answer number 3 students with code fh independence were able to answer question number 3 correctly according to the question request. he understands the demand for the questions displayed, fh students can understand the concept of question number 3. seen from the answers displayed, fh students can determine the question request, namely looking for the 2nd term by first finding the ratio of each term from the 6th term. and the 9th term that is known in the problem and looks for the 1st term of the information displayed on the question, namely u5 = 243. can relate the concept to the material (principle) in this problem, it can be seen from the students' work in determining the 2nd term, using formulas that are by the request for questions and can change verbal questions into mathematical language. this can be seen from how fh students determine what things are known in the questions, question requests , and calculations that are displayed according to the desired results in the questions. so it can be said that fh students have no difficulty in working on question number 3. 139 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of answers number 4 students with code fh picture 5. answer number 4 students with code fh the results of fh students' answers with high learning based on the work on questions and interviews, fh students were able to answer the questions correctly. he understands the concept according to the question request. this can be seen from the answers of fh students who can determine the difference and the first term of the questions displayed, namely 200 and 500, can relate a concept to the material in the question. it can be seen from the formula used by the request for questions and can change verbal questions into mathematical language. this is indicated by the answers written by fh students displaying what is known in the problem and performing calculations with the sn formula correctly according to the desired answer to the question. so, it can be said that fh students have no difficulty in working on question number 4. ag students (medium learning independence) based on the results of the questions and interviews, ag students with moderate learning independence still have difficulty in determining concepts and linking concepts into a material (principle), but when given verbal questions, they can convert them into mathematical language. factors affecting ag students still have difficulty, because they easily forget the material that has been taught and do not repeat it at home. does not have a special time to study every day outside of school hours, if there is a test he only studies the night before the test takes place. when having school assignments, especially math subjects, parents are usually assisted at home when experiencing difficulties. the atmosphere at home is sometimes not conducive to learning and the internet network is often disrupted. the following are the results of the answers of ag students with moderate learning independence. 140 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of answers number 1 students with code ag picture 6. answer number 1 students with code ag based on the results of working on question number 1 and interviews, ag students with learning independence are understanding the meaning of the questions given, so it can be said that ag students understand the concept of this question. it can be seen from the answers shown that ag students can determine the 1st term, 2nd term , and so on, when linking concepts with material (principles) ag students can determine the 6th term using their own way. ag students can change verbal questions into mathematical language, this can be seen from the answers displayed, ag students can determine the 1st to 4th terms of the displayed pattern and ag students can calculate correctly in determining the 5th and 6th terms of the request. question. so it can be said that ag students have no difficulty in working on question number 1. analysis of answers number 2 students with code ag picture 7. answer number 2 students with code ag ag students in answering question number 2 cannot answer correctly. he had difficulty in understanding the concept, this could be seen from the answers given were not by the required work steps. in linking the concept to the material, ag students had difficulty because the answers given were not appropriate and during the interview, they felt confused. but he can change verbal questions into mathematical language, as can be seen from the answers displayed by ag students writing down what is known in the questions. thus, it can be said that ag students have difficulty understanding concepts and linking concepts to material (principles). 141 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of answers number 3 students with code ag picture 8. answer number 3 students with code ag ag students in answering question number 3, cannot answer correctly. ag students do not understand the demands of the questions, so they have difficulty in determining concepts and relating them to the material (principles). this can be seen from the answers displayed by ag students only writing down what is known in the problem, but to change verbal questions into mathematical language, ag students can already do it. it can be seen from the answers displayed, ag students write what they know in the questions. so it can be said that ag students have difficulty understanding the concept and linking the concept to the material in the problem. analysis of answers number 4 students with code ag picture 9. answer number 4 students with code ag ag students in answering question number 4 are by what is asked in the question. it's just that during the interview he felt confused about doing it even though the answers given were correct. so it can be said that ag students have learning difficulties. rf students (low learning independence) based on the results of rf students' answers and interviews that have been conducted, rf students with low learning independence still have learning difficulties. he finds it difficult to define concepts, relates concepts to the material 142 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej that should be used, and find it difficult to convert verbal problems into mathematical language. factors that cause rf students to have learning difficulties, when the teacher discusses the number pattern material, rf students cannot follow the lesson because of illness or other obstacles so that they do not understand this material. rf students do not have a special time to study every day outside of school hours, when they are going to test they only study at night before the test takes place, rf students experience internet network problems during learning. the following are the results of rf students' answers with low learning independence. analysis of answers number 1 students with code rf picture 10. answer number 1 students with code rf rf students with low learning independence can understand the request for question number 1, but the answers given are less precise for answers 1b and 1c. question 1a answers are by the question request. answer 1b is not complete because the request from the question mentions the 1st to 4th terms. after that, they were asked to determine the 6th term without being asked to describe the pattern. answer 1c is not correct because the pattern presented in the problem is a rectangular pattern. so that the answer to question number 1 can prove that rf students still have difficulty in determining concepts, linking concepts with material (principles) , and changing verbal questions into mathematical language. analysis of answers number 2 students with code rf picture 11. answer number 2 students with code rf 143 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej rf students were less precise in answering question number 2. when the interview was conducted, rf students had not been able to determine concepts and relate concepts to the material (principles) on this question and had not been able to change verbal questions into mathematical language. so the answer given is not by the question request analysis of answers number 3 students with code rf picture 12. answer number 3 students with code rf rf students in answering question number 3 are bythe question request. it's just that, during the interview, he worked on question number 3 with the help of other people. because he did not understand the request of the question. it can be said that rf students still have difficulty understanding concepts, linking concepts with material (principles) , and converting verbal questions into mathematical language. analysis of answers number 4 students with code rf picture 13. answer number 4 students with code rf rf students answered question number 4 using manual calculations. because during the interview he felt confused about the formula that should be used. the answer given to question number 4 is still not quite right. rf students have difficulty answering question number 4, he is difficult to understand the concept for question number 4, relates concepts to material (principles) , and has not been able to change verbal questions into mathematical language. so it can be said that rf students have difficulty in working on question number 4. 144 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej after doing research, it can be seen if learning independence affects whether students have learning difficulties or not. this is in line with research conducted by schloemer and brenan, as well as by borkowski and thrope (izzati, 2017) that failure to independence in the learning process is the main cause of low learning achievement. conclusion fh students with high learning independence have no difficulty in answering the questions given. ag students with moderate learning independence still have difficulty in determining concepts, and linking concepts to the material (principles) in questions number 2 and 3. rf students with low learning independence have difficulty answering the questions given, rf students have difficulty determining concepts, linking concepts with material (principles) , and converting verbal problems into mathematical language. references abdurrahman, m. (2012). anak berkesulitan belajar. jakarta: rineka cipta. agustina, s., & patimah, s. (2019). analisis hasil belajar matematika siswa kelas viii pada materi pola bilangan di kota cimahi. union: jurnal ilmiah pendidikan matematika, 7(2), 201–208. al fath, a. m. (2015). pengaruh motivasi, lingkungan, dan disiplin terhadap prestasi belajar siswa pada mata pelajaran ipa kelas v sdn 19 banda aceh. visipena, 6(1), 1–11. izzati, n. (2017). penerapan pmr pada pembelajaran matematika untuk meningkatkan kemandirian belajar siswa smp. jurnal kiprah, 5(2), 30–49. mujiman, h. (2011). manajemen pelatihan berbasis belajar mandiri. yogyakarta: pustaka pelajar. rahardja, t., & umar dan, s. l. (2005). la sulo, pengantar pendidikan, jakarta: pt. rineka cipta, 2(3), 24–45. sugandi, a. i. (2013). pengaruh pembelajaran berbasis masalah dengan setting kooperatif jigsaw terhadap kemandirian belajar siswa sma. infinity journal, 2(2), 144–155. susilo, b. e., & kharisudin, i. (2010). improving the autodidact learning of student on kalkulus through cooperative learning “student teams achievement division” by portfolio programmed. jurnal penelitian pendidikan, 27(1). syah, m. (2007). psikologi belajar. jakarta. rajawali press. microsoft word fec7-2cf4-389e-a81d 29 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej effectiveness of mathematics learning using scientific approaches assisted by powerpoint media nika fetria trisnawati1, ruslan hasyim2, mulyono3, arie anang setyo4, m fathurrahman5 1mathematics education, universitas muhammadiyah sorong 2english education, universitas muhammadiyah sorong 3mathematics education, iain sorong 4mathematics education, universitas muhammadiyah sorong 4mathematics education, universitas muhammadiyah sorong e-mail: nfetristrisnawati@gmail.com abstract this research is a pre-experimental research with one-group pretest-posttest design that aims to determine the effectiveness of statistical learning through the scientific approach assisted by powerpoint media. the population of this research is the eighth-grade students even semester of 2017/2018 academic year, which consists of 10 classes. the sampling technique is cluster random sampling. data about the feasibility of learning and student activities were obtained by using an observation sheet, data about students' responses to learning were obtained using a questionnaire sheet, and to find out the learning outcomes of statistical material a learning achievement test was used. analysis of the data used is descriptive analysis to describe the implementation of learning, student activities, student responses, and student learning outcomes and inferential analysis to test the research hypothesis. the results showed that: (1) the implementation of learning using the scientific approach assisted by powerpoint media for 5 meetings in the excellent category, (2) student activities in the very effective category, (3) students' responses to learning tended to be positive, (4) learning outcomes students achieve mastery learning 87.88%, an average value of 78.58. thus from the results of the study it can be concluded that mathematics learning with the scientific approach assisted by powerpoint media in sorong city junior high school students on statistical material is effective in improving student learning outcomes. keywords: effective; scientific; power point. introduction innovation in learning has a major effect on the achievement of the success of learning objectives in the classroom (mulyono. et al., 2020; & trisnawati, 2020). the use of the learning approach has a significant effect on student success. the scientific approach is one of the learning approaches that is highly recommended in the 2013 curriculum. learning with a scientific approach is a learning process designed to stimulate students to be able to actively build their own knowledge through the stages of observing, asking questions, gathering information, associating / reasoning, and communicating. scientific learning is learning that 30 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej adopts scientific steps in building knowledge through scientific methods (sariningsih & gida, 2016). besides the scientific approach is considered important in learning, because in addition to developing knowledge can also develop students' attitudes and skills (untayana & idris, 2016). therefore the expected learning conditions created are directed to encourage students to find out from various sources through observation, and not just being told. in addition to the learning approach, learning media also have an important role in teaching success. learning media can prevent students from experiencing boredom in learning because it only focuses on the blackboard so students can better understand and be motivated in learning (sundayana, 2016; & siti eliyah. et al., 2018). one of the learning media that can support learning is powerpoint. powerpoint is one software specifically designed to be able to display multimedia programs with an attractive, easy to use and relatively inexpensive (suprianto. et al., 2016). powerpoint has features that not only present text, but also images, animations, sound effects, songs, graphics and films that can trigger children's focus and avoid boredom. powerpoints are easily created and replaced according to the material to be taught. scientific learning is learning that requires students to be able to construct their knowledge in learning through 5 learning steps, namely observing, asking questions, gathering information, reasoning, and communicating. for students to be able to collect information properly, learning media are needed that can support the learning process. powerpoint is one of the learning media that can support, facilitate and make students interested in observing the learning material properly. power points have several advantages, namely that they are easy to create and replace content by teachers to suit all material. its appearance with various images, colors, audio, and video can provide enthusiasm and interest for students in listening and understanding learning. this has been proven by research conducted by eka & saleh (2019) entitled the influence of a scientific approach with powerpoint media on the mathematical disposition of students of smp negeri 6 bengkulu city, which states that there is an effect of applying a scientific approach assisted by powerpoint media on the ability of mathematical disposition. the first treatment of mathematical disposition was 66.1%. based on the description above, then the researchers conducted research on "the effectiveness of learning mathematics with a scientific approach assisted by powerpoint media in class viii f smp negeri 2 sorong ". this research is limited to statistical material. research method the population in this study were all eighth grade students of smp n 2 sorong city in the 2017-2018 academic year consisting of 10 parallel classes. the ability to grade 10 is homogeneous. with class viii f as a research sample. this research is categorized as a pre-experimental design research with onegroup pretest-posttest design, namely research with one experimental class. the class is given a pretest, then given a treatment using a scientific approach assisted by powerpoint media, then given a posttest to see the effectiveness of the treatment given. the research design scheme is presented in the following table: table 1 research design 31 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pre-test treatment post – test o1 t o2 source: (sugiyono, 2015) with: t : treatment with scientific approach o1 : pre-test score o2 : post-test score the instrument used in this study is the teacher activity observation sheet is an instrument used to collect data about the implementation of learning, student activity observation sheet is used to capture student activities during mathematics learning, student questionnaire response sheet is used to obtain information from students about the implementation of mathematics learning with using a scientific approach assisted by powerpoint media, and learning outcomes tests in this study were developed in the form of a description in accordance with the material. while the learning tools used namely the lesson plan (rpp) are made based on the syntax of learning with a scientific approach, student worksheets made in this study are in accordance with the application of the scientific approach, and the student book is a student handbook used in learning with a scientific approach to the material class viii statistics. analysis of the data used is descriptive analysis to describe the implementation of learning, student activities, student responses, and student learning outcomes and inferential analysis to test research hypothesis. with the following hypothesis: hypothesis mayor and hypothesis minor. (1) hypothesis mayor :tsts type cooperative model with a scientific approach assisted by effective powerpoint media to be applied in mathematics learning in class viii of smp n 2 sorong. (2)hypothesis minor: (a)hypothesis minor 1: the average student learning outcomes after applying the cooperative model tsts type with a scientific approach assisted by powerpoint media is greater than 69.9. to test statistically, this hypothesis is formulated as follows: h0 : � ≤ 69,9 against h1 : � > 69,9. (b). hypotesis minor 2: the average gain of student learning outcomes after applying the tsts type cooperative model with a scientific approach assisted by powerpoint media is greater than 0.29. for statistical testing, this hypothesis is formulated as follows: h0 : �g ≤ 0,29 melawan h1 : �g > 0,29. (c) hypotesis minor 3: mastery learning students by applying the tsts type of cooperative learning model with a scientific approach assisted by powerpoint media is classically greater than 0.749. to test the hypothesis of 'classical students completion more than 74.9%', the inferential statistics used were proportion test. the statistical hypothesis for the purposes of statistical tests is formulated as follows: h0 : � ≤ 0,749 against h1 : � > 0,749, with: π : parameters of mastery learning classical. the statistic use is statistic z with formula (ilyas, b & tiro, m. a: 2007): z = � �� �� (��� )� , the criteia of testing are: if z > z(0,5-α), so h0 rejected and if z ≤ z(0,5-α), so h0 accepted. 32 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion a. descriptive analysis the research data analyzed descriptively in the form of learning implementation data, student activities, student responses, average pree test post test and average gain. for data on the implementation of learning, student activities and responses can be seen in table 2 as follows: table 1 average observation and questionnaire results no aspec average category 1 learning implementation 3,73 very good 2 student activities 3,74 very effective 3 student responses 3,26 tend positive table 1 shows about the average results of observations of the implementation of learning that are categorized very well, this means that each of the steps of scientific learning in class is done very well. student activities in scientific learning also seem to be very effective in the category, this can be interpreted that the scientific approach assisted by powerpoint media is very effective in supporting student activities in learning. scientific learning steps consisting of observing, asking, gathering information, associating / reasoning, and communicating can trigger students to be more active in the teaching and learning process (windy zarina agustina. et al., 2016; & trisnawati, 2017). while the results of the questionnaire responses of students to the scientific approach assisted by power points, worksheets, and books students get an average response that tends to be positive, this shows that students have good acceptance of the learning applied. this is in line with the application of the scientific approach to the fifth grade students of sd negeri 12/30 kanaungan, pangkep regency who received a "positive" response or to the categories (happy, new, interesting, and yes); (nur alamsyah, 2016). while the average results of pre-test, post-test and gain from the application of the scientific approach assisted by powerpoint are shown in table 3 below: tabel 2 averages of pre test, post test dan gain result no activities average category 1 pre-test 27,18 very low 2 post-test 78,58 medium 3 gain 0,72 high table 2 shows the differences that are markedly higher than the average pretest and post-test values with the average gain reaching a high category. this can be interpreted that the application of a scientific approach assisted by powerpoint 33 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej media increases the learning outcomes of grade viii f students in statistical material. the success of improving learning outcomes is due to the application of a scientific approach in the classroom that is very good, which causes students to be more active in learning, students construct their own knowledge through learning steps in a scientific approach so that students' experience and understanding of the material become good (untayana & idris, 2016; & trisnawati, 2017). powerpoint media also has an equally important role in learning, because the application of powerpoint media makes it easier for students to understand the material, especially those related to pie charts. powerpoint also makes the atmosphere more interesting and avoids boredom from students because it only focuses on the blackboard, so that students' attention to the material becomes better (sundayana, 2016; & siti eliyah. et al., 2018). b. analysis inferensial 1. normality test student learning outcomes data were tested with normality testing for posttest data and students normalized gain data obtained that the student learning outcomes normality test data obtained p-value = 0.200 for the kolmogorov-sminov normality test. p-value greater than α = 0.05 means the learning outcome data comes from normally distributed data. 2. hypotesis test a scientific approach assisted by effective powerpoint media to be applied in mathematics learning in class viii f of smp n 2 sorong. to test the hypothesis also formulated h0 dan h1 as follows: h0 : the scientific approach assisted by powerpoint media is not effective to be applied in mathematics learning in class viii f smp n 2 sorong h1 : a scientific approach assisted by effective powerpoint media to be applied in mathematics learning in class viii f of smp n 2 sorong major hypotheses in this study will be tested based on the results of testing minor hypotheses. the results of testing the minor hypotheses in this study are as follows: 1) result of hypotesis minor 1 test h0 : µ1 ≤ 69,9 against h1: µ1 > 69,9 where: µ1 = the parameters of the average score of student learning outcomes, the results of testing the minor hypothesis 1 can be seen in table 2. table 3 result of minor hypothesis 1 one-sample test one-sample test test value = 69.9 t df mean difference 95% confidence interval of the difference 34 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sig. (2tailed) lower upper postest 5.760 32 .000 8.67576 5.6075 11.7440 based on table 3 seens that p-value < 0,001 < α = 0,05 so h0 rejected while h1 daccepted for hypotesis minor 1. 2) hipotesis minor 2 the minor hypothesis 2 is related to the average normalized gain of students taught with a scientific approach to students of class viii f of sorong city middle school 2 must be greater than 0.29. for the purposes of statistical testing, a working hypothesis is formulated as follows: h0 : µg ≤ 0,29 against h1: µg > 0,29 where µg = paramether of score average gain ternormalisation students. the results of testing the minor hypothesis 2 can be seen based on table 3 about the normalized gain value. hypothesis testing using spss 20 using the following onesample t test: table 4 result of hypothesis minor 2 one-sample test one-sample test test value = 0.29 t df sig. (2tailed) mean difference 95% confidence interval of the difference lower upper n_gain 48.557 32 .000 .42667 4088 4446 based on table 4 seen that p-value < 0,001 < α = 0,05 so h0 rejected while h1 accepted for hypotesis minor 2. 3) hypotesis minor 3 to test the hypothesis 'students over classical 74.9%', the inferential statistics used are proportion test. the statistical hypothesis for the purpose of statistical tests is formulated as follows: h0 : � ≤ 0,749 against h1 : � > 0,749, with: π : parameters of mastery classical learning. statistic z obtained is z = 1,67, with ztable=(0,5-α) = 0,45 = 1,645. seen that 1,67 bigger than ztable = 1,645, cause zcount> ztable, so h0 rejected. because h0 rejected, so h1 accepted. the application of a scientific approach assisted by powerpoint media in the classroom will produce a positive and effective process in classroom learning. 35 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion the activity of implementing the learning process by using a scientific approach assisted by powerpoint media is very appropriate and effective. student activities in achieving statistical learning with a scientific approach assisted by powerpoint media are in the very effective category. the class when learning becomes very lively and active with the steps of learning in a scientific approach, students try to solve the problems given which they will present in front of the class, thereby spurring students to be active in learning. student responses in statistics learning with a scientific approach assisted by powerpoint media are in the positive tendency category. seen when students actively communicate the findings to each other friends, so that all students have a role that they must be responsible for each of them. the average score of students' mathematics learning outcomes in statistics learning with a scientific approach assisted by powerpoint media achieves an average score of 78.58 with around 87.88% of students meeting the minimum completeness criteria (kkm) so that learning reaches classical completeness. all students can understand each problem given, each student has a role so that each student tries to solve the problem that is given which they will share with other friends and will be presented in class, thus encouraging students to work. references eka novrianti prana putri & saleh haji. 2019. pengaruh pendekatan saintifik berbantuan media power point terhadap disposisi matematika siswa smp negeri 6 kota bengkulu. jurnal pendidikan matematika raflesia, 4(1) ilyas, b & tiro, m. a. 2007. statistika terapan untuk ilmu ekonomi dan ilmu sosial edisi kedua. makassar: andira publiser. mulyono, et al. 2020. efektivitas pembelajaran virtual dalam meningkatkan hasil belajar statistik pendidikan di masa pandemi covid-19. union: jurnal ilmiah pendidikan matematika, 8(2), 411-422. nur alamsyah. 2016. penerapan pendekatan saintifik untuk meningkatkan kreativitas dan hasil belajar siswa dalam mata pelajaran ipa. jurnal pendidikan, 1(1), 81-88 sariningsih, ratna & gida kadarisma. 2016. meningkatkan kemampuan berpikir kreatif matematis dan kemandirian belajar siswa smp melalui pendekatan saintifik berbasis etnomatematika. jurnal ilmiah upt p2m stkip siliwangi, 3(1), 53-56 siti eliyah, isnaini, & wikan budi utami. 2018. keefektifan model pembelajaran course review horay berbantuan powerpoint terhadap kepercayaan diri dan prestasi belajar. jurnal edukasi dan sains matematika, 4 (2) sugiyono. 2015. metode penelitian pengembangan. bandung: alfabeta. 36 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sundayana, r. (2016). media dan alat peraga dalam pembelajaran matematika. bandung. alfabeta. suprianto, s. ida kholida, & herman jufri andi. 2016. pengaruh pendekatan contextual teaching and learning (ctl) berbantuan media powerpoint terhadap peningkatan hasil belajar ipa. jurnal penelitian dan pembelajaran ipa, 2 (2), 166-175. trisnawati, n. f. (2020). efektifitas model problem based learning dan model group investigation dalam meningkatkan karakter anti korupsi. mosharafa: jurnal pendidikan matematika, 9(2), 203-2014 trisnawati, nika fetria. (2017). efektivitas model pembelajaran kooperatif tipe two stay two stray dengan pendekatan saintifik dalam pembelajaran matematika pada siswa smp negeri 2 kota sorong. jurnal median, ix(3), 36-42 untayana, juliana rakoni & idris harta. 2016. pengembangan perangkat pembelajaran limit berbasis pendekatan saintifik berorientasi prestasi belajar dan kemampuan komunikasi matematika. jurnal riset pendidikan matematika, 3(1), 45 54. windy zarina agustina, titik sugiarti, & nanik yuliati. 2016. penerapan pendekatan saintifik untuk meningkatkan aktivitas dan hasil belajar pokok bahasan kesebangunan bangun datar siswa kelas v sdn tegalgede 01 jember. jurnal ilmu pendidikan sekolah dasar, 4(3), 139-148. 139 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of student’s conceptual understanding on visualization phase in learning geometry by using spinning wheel media riny sulfiyah, baiduri, agung deddiliawan ismail study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang rinysulfiyahriny@gmail.com abstract this research aimed to describe the result of using the spinning wheel with steps based on van hiele theory, and to know student’s conceptual understanding in visualization phase through spinning wheel media and to describe the effectiveness of spinning wheel in improving student level of thinking from visualization phase to analysis phase. this research was descriptive research on experimental teaching which the research subject was seventh grade students at junior high school 4 pamekasan consisted of 26 visualization phase students. the data collection techniques used in this research were observation, test, and interview. the resulting research showed that the learning process by using van hiele learning theory and spinning wheel media could attract student’s interest in the learning process, so students had the good conceptual understanding. besides, the result showed the student’s understanding level at smp 4 pamekasan, it divided into two categories which were very good; and good. in the very good category, the average score was 89,5%. then, a student’s conceptual understanding in the good category has 70,99% as the average score. it also stated that the spinning wheel that had been used was effective. it stated as effective because the spinning wheel media could improve from student’s visualization thinking to student’s analytical thinking level. keywords: conceptual understanding, van hiele learning theory, spinning wheel media introduction geometry is a part of mathematics that is related to the relationship between points, lines, angles, plane geometry and solid geometry (salim k &tlawa, 2015). geometry learning can help develop logical thinking skills, deductive thinking, analytical thinking and problem solving (armah, cofie, &okpoti, 2018). the geometry ability that students need to possess is to be able to describe geometric shapes, be able to analyze the character and nature of geometric shapes, and be able to make comparisons of each geometric shapes (al-ebous, 2016). geometry learning will be understood easily by students if they understand the concept of geometry. understanding the concept is the main requirement for the further learning process, without understanding the concept it will be difficult to make students understand the next material. based on that thing, the understanding of geometry concept is very important in learning mathematics to understand another field in mathematics (jelatu, sariyasa & ardana, 2018). understanding the geometry concept can help students think logically and deductively about some mathematical objects and their relationships (alqahtani & powell, 2016). mailto:rinysulfiyahriny@gmail.com 140 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on observation and interview on november 10th, 2017 at smp 4 pamekasan, students were still got difficulty in understanding the concepts of geometry. the cause of student’s difficulties in understanding geometry concepts was because of the geometry learning process still used conventional methods such as the teacher only use blackboard to draw. when students were asked to solve a question or asked to mention the elements of geometric shapes, students were still confused. some teachers used media in learning activities, but they have not succeeded yet. it has not succeeded mean that students have not fully absorbed the material conveyed by the teacher using the existing media. according to the results of the interview with the teacher, this happened because the media used were not suitable with the level of student’s thinking. each a student has different level of thinking. thus, the media, models and methods that used must suitable with the level of student’s understanding. safrina (2014) said that difficulties in learning geometry were still experienced by students. one of the reasons is the learning strategy used is not appropriate with the level of thinking of students, so that the proper strategy is needed. the strategy is designed based on the level of student’s thinking in learning geometry. van hiele's theory is a theory that learning about the level of student’s thinking. the level of thinking in this theory is called a phase or stage. there are five phases of thinking, starting from the simplest phase to the highest phase. van hiele's theory consists of five thinking phases namely visualization phase, analysis phase, sequencing phase, deduction phase, and accuracy phase (alex &mammen, 2015). yadil (2009) said that van hiele's learning model was able to improve student’s understanding of concepts, because on his theory they studied stages of thinking, so we can understand in advance what student’s need, thus the material can be conveyed to students according to the stages of their thinking. the statement was also supported by (alex &mammen, 2015) who said that van hiele's theory could provide an understanding of geometry and could develop an understanding of geometry concepts. the level of thinking development according to van hiele's theory is visualization or recognition phase, at this level new students know what geometry is. for example, at this stage new students recognize rectangles as rectangular objects such as doors, books, etc (ketut, 2014). susanti (2011) stated that mathematics learning in the educational world is still very far from what is expected, there are still many students who do not understand what the teacher wants to say. for example on plane sides, students recognize that a square is a shape that has four equal sides. yadil (2009) research also stated that students were generally in the first stage, namely visualization stage or phase, this could be seen from the results of tests performed on junior high school students in palu, in his research students only recognize the name of a plane, students cannot mention the properties that are in a plane. the researcher could finally conclude that media was the right tool to solve the problems above, because media plays an important role in the learning process, by using media students will be easier to understand the material presented. learning by using media could also make students more enthusiastic about learning, so the material delivered can be accepted and understood easily. karim (2011) analyzed the understanding of student’s concept by using guided discovery, the data analysis in his study concluded that mathematics learning with guided discovery methods was better than conventional learning in improving student understanding of concepts and critical thinking skills in high, medium, and low level and 141 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej most students showed positive attitudes towards learning mathematics through guided discovery methods. according to susilana & riyana (2009) media could attract student’s interest in the learning process, students experienced direct interaction between students and learning resources. it allowed students to learn independently based on their visual, auditory and kinesthetic talents and abilities, and provided stimuli to students. yeni (2011) said that manipulative objects can improve student’s understanding of concepts, because with manipulative objects students can receive stimulation of learning material easily, especially in geometry. based on the explanation above, the researcher designed a learning media in the form of spinning wheel that used as a tool for the student in learning and helped students understand geometry material, so students were easier to understand the basic concepts in geometry material. the existence of the spinning wheel media aimed to make students who were initially in the visualization phase could increase to analysis phase by looking at the level of concept understanding. spinning wheel media could be stated as effective media in learning if the goal was achieved perfectly. research method this research used a descriptive experimental teaching type. experimental teaching research was a type of research that was used to see the development of research subject through the learning process provided by the teacher. the approach used in this study was a qualitative and quantitative approach. the qualitative approach was used to describe the implementation of learning through media by looking at the level of student’s thinking used van hiele's theory and to describe the student’s understanding of concepts in learning geometry. the subjects in this study were seventh grade (vii) students at junior high school 4 pamekasan, in the odd semester of academic year 2018/2019, which were at visualization thinking phase. he data collection on student’s conceptual understanding was done by observing students activities in learning and student’s answers on sheets of the test. data analysis technique included the analysis data of observations. the researcher tried to find data about a student’s conceptual understanding of the learning by using the spinning wheel media that students learned. when learning took place, observations were held regarding conceptual understanding. the test was also used to see the level of student’s conceptual understanding that could be seen from the way students answered the questions test which was given by researchers after operating the spinning wheel media in the learning process. result and discussion the steps used in this learning are using the wheel turning media and the stages of learning van hiele's theory in the visualization phase students. this learning process is used to see the ability to understand the concept of students in the visualization phase, here are the student learning outcomes at meeting 1 and meeting 2: 1. 1 st meeting a. information stage students listened to the teacher's explanation of how to use the spinning wheel media. the teacher informed or introduced students to plane, so students try to think about the shape of a plane and anything that has plane shape. students tried to find information about the square. in this stage students began to know the type of quadrilateral from the 142 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej student’s book. this could be seen from the results of the dialogue between the teacher and students in the classroom, the following were student’s dialogue in seeking information: teacher students teacher student teacher student : “today we are going to learn about plane geometry, do you know the kinds of a plane? " : (simultaneously students answered) "no, ma'am." : "the example of a plane in daily life is the floor you step on, look at the shape of each unit, it is called a square." : "then the asbestos is also a square ma’am?" : "yeah, it's also square, but asbestos is a rectangle. does anyone know what is the difference between square and rectangle? " : "square has 4 equal sides, while rectangles have two equal sides." b. guide orientation stage students began to apply the spinning wheel media and began to understand the plane to draw the media. in this case, students found out the characteristic of each plane (triangles and squares). students were required to be active in observing the spinning wheel media. in this stage, students already understood the quadrilateral. students had been able to classify the type of quadrilateral by using media. this could be seen from the class activities. they were very active in their group. students were able to expla in the quadrilateral concept. it could be seen from the results of the question and answer activity that the teacher carried out in the middle of the observation process, such as the following conversation: teacher student teacher student : “please mention the type of shape you know? " : "quadrilateral." : "what are the types of the quadrilateral?" : "square, rectangle, trapezoid, rhombus, kite, parallelogram. c. explication stage in this stage, students wrote their observations on the spinning wheel media. students had know about quadrilateral, including the definition of shape and the basic characteristics of shape. at this stage students have been able to reach the learning indicator with the rotating wheel media. students are able to write down the results of the rotating wheel media. students were able to clarify objects based on certain characteristics with the concept. it was known by student’s ability in understanding the sides, angles and diagonals in plane figure sequentially. students were able to give examples and not examples of the geometry concept. for example, students were able to give an example of geometry including quadrilateral. it was seen based on the results of group discussions observed by the researcher during the learning process through the spinning wheel media. the following table was the result of spinning wheel media regarding quadrilateral sub-material: 143 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej note: the typing word was the affirmation writing from the researcher the hand writing was the original writing of the subject the following was the student’s conceptual understanding which students were able to give examples and not examples of a concept as an indicator: teacher students teacher students teacher students : "have you ever heard about the circle?" : "yes, ma'am!" : "is circle one of quadrilateral types?" : "no, ma'am!" : "why?" : "because, the thing that included to quadrilateral has four sides" d. free orientation stage in this stage, students did exercise in the second sheet of the observation sheet. it can be seen from the student’s discussion and the student’s answer that they have been understood the concept of the quadrilateral. at this stage, students had been able to develop the necessary requirement and sufficient requirements of a concept on their own way. students were able to complete a concept correctly based on certain steps. 144 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej note: the typing word was the affirmation writing from the researcher the hand writing was the original writing of the subject e. integration stage the last stage is the integration stage, at this stage students were able to choose a concept and explain it directly. they also could conclude the results of learning about the plane (quadrilateral). the very last stage was students gave conclusions about the characteristics of the plane that they had learned by using the spinning wheel media which was combined with the van hiele learning model. the role of the teacher here was to straighten out the conclusions that the students stated. it was because the teacher was a facilitator. the table following were the results of the way students conclude learning outcomes of the 1 st meeting: note: the typing word was the affirmation writing from the researcher the hand writing was the original writing of the subject the results of observations at the 1 st meeting were assessed by 2 observers as follows: 145 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 6 results of 1 st meeting observation analysis assessed aspects percentage (%) average category observer (1) (2) information stage  finding information 100% 100% 100% very good guide orientation stage  re-stating a concept 85% 80% 82,5% very good explication stage  clarifying an object based on a certain characteristic  giving examples and not examples of concepts 87,5% 75% 81,3% very good free orientation stage  presenting concepts in the form of representation  developing sufficient requirements and necessary requirements.  using, utilizing and choosing procedures or operations 81,25% 81% 81,1% very good integration stage  students are able to apply concepts or algorithms to solve mathematical concepts 91,6% 85% 88,3% very good 2. 2 nd meeting related to the results of the 1 st meeting evaluation that the researcher used, the second meeting applied the following learning stages: a. information stage at the second meeting the students observed the rotating wheel media again but in this meeting the sub-material was a triangle. the students did not need to be redirected, because students already understand what they should do in the information stage. in the information stage in this second meeting, students had understood the type of triangle. it showed when the researcher conducted the dialogue in the classroom, as follows: teacher students teacher student : "as we learned yesterday, today we will learn about plane geometry again, yesterday we learned about quadrilateral, but today we will learn other types of plane geometry. have you ever heard about the triangle? " : (simultaneously students answered) "yes, ma'am." : "triangle is one of plane geometry too. can you explain the difference between the triangle and quadrilateral? : "the triangle has three sides, while a quadrilateral has four sides." b. guide orientation stage students started to apply the spinning wheel media again and started to understand the geometry that existed in the media, in this case students could find out the characteristic of each plane geometry (triangle). students were required to be active in observing the spinning wheel. students already understood about quadrilateral. students could classify the type of quadrilateral used media. this could be seen from class activities. they were very active in their group. at this stage, students were able to explain the concept of the triangle. it showed in the results of the question and answer activity that the teacher did in the middle of the observation process, such as the following conversation: teacher student teacher student : "please mention the type of geometry that you know." : " quadrilateral and triangle." : "what is the example of the triangle?" : "equilateral triangle, isosceles, and scalene." 146 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. explication stage students in this step started writing their observations on the spinning wheel. at this stage, students had already known about the triangle, including the definition of the plane and the basic characteristics of the plane. in this stage students had been able to achieve the learning indicator by using the spinning wheel. students were able to write down the results of observations of the spinning wheel. besides, students were able to clarify objects based on certain characteristics with the concept. it was known by student’s ability in understanding the sides, angles and diagonals in plane figure sequentially. students were able to give examples and not examples of the geometry concept. for example, students are able to give an example of the triangle. it was seen based on the results of group discussions observed by the researcher during the learning process through the spinning wheel media. the following table was the result of spinning wheel media regarding quadrilateral sub-material: note: the typing word was the affirmation writing from the researcher the hand writing was the original writing of the subject the following the was student’s conceptual understanding which students were able to give examples and not examples of a concept as the indicator: teacher students teacher students teacher students teacher student : "have you ever heard about pentagon or hexagon?" : "yes, i ever, ma'am!" : "which type of plane geometry is it?" : (silent) : "are they classified as triangle or quadrilateral?" : "no, ma'am!" : "why?" : "because the elements they have do not match the elements of triangle and quadrilateral." d. free orientation stage in this stage students answered questioned practice in the second sheet of the observation sheet. it can be seen from the student’s discussion and student’s answer that they have 147 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej been understood the concept of the triangle. at this stage, students had been able to develop the necessary requirement and sufficient requirements of a concept on their own way. students were able to complete a concept correctly based on certain steps. the image following was the results of the student’s work: note: the typing word was the affirmation writing from the researcher the hand writing was the original writing of the subject integration stage the last stage is the integration stage, at this stage students were able to choose a concept and explain it directly. they also could conclude the results of the learning about the plane (triangle). the very last stage was students gave conclusions about the characteristics of plane that they had learned by using the spinning wheel media which was combined with the van hiele’s learning model. the role of the teacher here was to straighten out the conclusions that the students stated. it was because the teacher was a facilitator. the table following were the results of the way students conclude learning outcomes of the 2 nd meeting: note: the typing word was the affirmation writing from the researcher the hand writing was the original writing of the subject 148 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the results of the study were analyzed based on the data obtained through observations, tests and interviews given to seventh (vii) grade students of smp 4 pamekasan which were 26 students. the results of observations, tests, and interviews were student’s conceptual understanding in visualization phase is good, this could be seen from the results of observations when learning took place as follows: a. table 7 the analysis result of observation in 2 nd meeting assessed aspects percentage (%) average category observer (1) (2) information stage  finding information 100% 100% 100% very good guide orientation stage  re-stating a concept 100% 100% 100% very good explication stage  clarifying an object based on a certain characteristic  giving examples and not examples of concepts 87,5% 87,5% 87,5% very good free orientation stage  presenting concepts in the form of representation  developing sufficient requirements and necessary requirements.  using, utilizing and choosing procedures or operations 87,5% 88% 87,8% very good integration stage  students are able to apply concepts or algorithms to solve mathematical concepts 91,6% 91,6% 91,6% very good based on the results of these observations, it could be stated that the level of student’s conceptual understanding had been very good. student’s conceptual understanding was measured from the steps of van hiele's learning theory which involved indicators of conceptual understanding in the learning process. conceptual understanding in this study was not only seen based on observation, but also involved the results of tests and interview, the following are the results of written tests on 26 students in the visualization phase: b. table 8 the analysis result of test no indicators average (%) category 1. re-stating a concept 80.26 very good 2. clarifying object based on certain character according to the concept 81.63 very good 3. giving an example and not example of the concept 79.63 good 4. presenting concepts in various forms of mathematical representation 82.74 very good 5. developing necessary requirements and sufficient requirements in a concept 78.78 good 6. using and selecting certain procedures or operations 71.96 good 7. applying concepts or algorithms for solving mathematical concepts. 71.78 good total 78.11 good the test results of 26 students in the visualization phase could be stated that student’s conceptual understanding is good with the average was 78.11%. student’s conceptual understanding was assessed through tests which carried out when the learning process had done. the material that had been discussed was quadrilateral and triangle. test results showed that students had the good level of conceptual understanding. on indicators 1,2 and 4 the student’s conceptual understanding had been very good. the other indicators were good. the student’s conceptual understanding was good because more than 70% of students had been able to answer the seven indicators. 149 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the analysis results of conceptual understanding were based on a test consisted of 7 questions analyzed by using achievement indicators of conceptual understanding. however, to prove the results of the test whether the students worked individually or in groups, the researchers took 5 students randomly to be interviewed. based on the results of the interview, it can be seen the level of student’s conceptual understanding about the quadrilateral and triangle shapes. in the interview, some students could distinguish the characteristics of each plane. thus, it can be stated that by using van hiele's learning theory and the spinning wheel media, students in the visualization phase can understand the concept. it was supported by evidence which was the test results used questions from van hiele. the students average scores were > 70, which meant that the students were already in the second phase, namely the analysis phase where students not only recognized the name of the plane, but students already knew the definition and characters of the plane. it could also be said that the student’s understanding skills were very good. table 9 the result of pre-test dan post-test by using spinning wheel media no the result of the test average score phase category 1 before 2,88 visualization 2 after 7,44 analysis based on the results of the pre-test and post-test, it could be concluded that the spinning wheel media used in the learning process towards the visualization phase combined with van hiele's learning theory was effective. when students were tested before using the spinning wheel media and learning process, students were still in the category of visualization thinking level, but after the learning process took place the results showed that the student’s average score was already in the second category of van hiele's thinking level, which was analysis level / phase. discussion based on the results of research conducted at smpn 4 pamekasan about student’s conceptual understanding who were at in visualization phase level of thinking, using the spinning wheel as learning media and applying van hiele's learning theory could be said as successful. this was proofed by the final results of students who had succeeded in increasing their understanding of concepts and increasing their level of thinking, from the visualization phase to the analysis phase. the spinning wheel media designed based on the student’s level of thinking. it could attract a student’s interest in learning and curious about the plane (triangles and rectangles), so the learning process can be understood perfectly. this also could be proven from the results of observations, which was 89.50% of students had been able to understand the concept. they could achieve the “very good” category in understanding the concept plane. in addition, the results of tests conducted on 26 students who had a good category of conceptual understanding with average were 78.11%. it also supported by the interview conducted after the tests. the last was the van hiele test which was implemented to prove the effectiveness of the spinning wheel media. based on the final test results, it could be stated that the media designed was effective and feasible to be used, it was because students who were initially in visualization phase, after going through the learning process and the application of media, could increase to the analysis phase. 74.4% of them were in the analysis phase. 150 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej this research finding was in line with the research conducted by halim (2015) which stated that learning media could help students in the learning process, why? because learning media could attract the student’s learning interest, so students could enjoy the learning process. it also supported by mariani (2016), in the results of his research he said that media could easily stimulate the brain's performance of students, so everything that teacher said will enter perfectly into student’s brains, student’s understanding of a basic concept could easily get into student’s minds by using learning media. conclusion the implementation of van hiele's learning theory and spinning could make students in the visualization phase know about plane, elements, and types. students also knew and understood about plane and its parts. this can be seen from the student’s observation and discussion results held when learning took place. most of the seventh (vii) grade students of smpn 4 pamekasan had fulfilled indicators of conceptual understanding. this was known from the results of tests and interview given by the researcher, which each indicator had a different average. in test analysis, it could be seen that 100% of students were able to answer van hiele test questions in the visualization phase very well, and 90% of students were able to answer the van hiele test questions in the analysis phase. students could be stated that they increase their level of thinking to the analysis phase. this proved that the student’s conceptual understanding was good. it also supported also by the results of interview tests for several students to support student’s answers on the test. the level of student’s conceptual understanding of in junior high school 4pamekasanwas classified into two categories, namely very good and good. therefore, the spinning wheel media could be said as effective in this learning process. it could be proven by the results of previous tests that students in the visualization phase did not know about the plane. after used the spinning wheel media and applied the van hiele’s learning theory, the test results stated that students go up to the second phase which was analysis phase. in this phase students already knew, recognized, and understood the type of plane along with its parts or traits. thus, the spinning wheel media could be stated as effective media to be used in learning plane geometry.. references al-ebous, t. (2016). effect of the van hiele model in geometric concepts acquisition : the attitudes towards geometry and learning transfer effect of the first three grades students in jordan, 9(4), 87–98. alex, j. k., & mammen, j. k. (2015), lessons learnt from employing van hiele theory based instruction in senior secondary school geometry classrooms. eurasia journal of mathematics, science & technology education, 2016, 12(8), 2223-2236 doi: 10.12973/eurasia.2016.1228a alqahtani, m.m. & powell, a.b. (2016). instrumental appropriation of a collaborative,dynamic-geometry environment and geometrical understanding. internationaljournal of education in mathematics, science and technology, 4(2), 72-83 arikunto, suharsimi. (2013). prosedur penelitian suatu pendekatan praktik. jakarta: pt. rineka cipta 151 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej armah, r.b., cofie, p.o., & okpoti, c.a. (2018). investigating the effect of van hiele phasebased instruction on pre-service teachers’ geometric thinking. international journal of research in education and science (ijres), 4(1), 314-330. doi:10.21890/ijres.383201 asrul, karim. (2011). penerapan metode penemuan terbimbing dalam pembelajaran matematika untuk meningkatkan pemahaman konsep dan kemampuan berfikir siswa sekolah dasar. jurnal pendidikan universitas negeri surabaya, vol.2 no.1, hal 20-39 gravemeijer, k & cobb, p. (2006). design research from a learning design perspective. educationaldesign research. gravemeijer, k & cobb, p. (2008). experimenting to support and understand learning processes. handbook of design research methods in education. halim, abdulllah. (2015). the effects of van hiele's phases of learning geometry on student’s degree of acquisition of van hiele levels. international journal procedia social and behavioral sciences volume 102, pages 251-266 ketut, sutama. (2014). pengembangan perangkat pembelajaran geometri berdasarkan teori van hiele berbantuan wingeom dalam upaya meningkatkan aktivitas dan hasil belajar siswa. e-journal program pascasarjana universitas pendidikan ganesha program studi matematika, vol.6 no.2, hal 11-21 mariani, andi. (2016). the effect of van hiele learning model toward geometric reasoning ability based on self-efficacy of senior high school students. internation journal of mathematics education, vol 1 no 2 safrina, khusnul. (2014). peningkatan kemampuan pemecahan masalah geometri melalui pembellajaran kooperatif berbasis teori van hiele. jurnal didaktik matematika, vol.5 no.1, hal 57-69 salim, k. &tiawa d.h. (2015). implementation of structured inquiry based model learning toward student’s understanding of geometry. international journal of research in education and science (ijres), 1(1), 75-83. susanti, wiwi. (2011). efektivitas model pembelajaran van hiele dengan alat peraga untuk meningkatkan hasil belajar siswa pada materi pokok bangun ruang sisi datar. jurnal pendidikan matematika iain, vol.1 no.4, hal 24-41 susilana, rudi. (2009).”media pembelajaran”. bandung: cv wacana prima usiskin, z. (1982). van hiele levels and achievement in secondary school geometry. (final report of the cognitive development and achievement in secondary school geometry project.) chicago: university of chicago. (eric document reproduction service no. ed220288) yadil, nur. (2009). penerapan model pembelajaran van hiele untuk meningkatkan pemahaman siswa smp karunadipa palu terhadap konsep bangun-bangun segiempat. journal matematika fmipa uny, vol.1 no.4, hal 19-27 yeni, ety. m. (2011). pemanfaatan benda-benda manipulatif untuk meningkatkan pemahaman konsep geometri dengan kemampuan tilikan ruang siswa kelas v sekolah dasar. jurnal pendidikan matematika provinsi aceh, vol.2 no.4, hal 26-43 microsoft word e029-3163-6932-824d 66 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej optimization of production benefits through the linear program graph method: a case study zentha meubel hersiyati palayukan pendidikan matematika, fkip, universitas kristen indonesia toraja e-mail : hersiyati@ukitoraja.ac.id abstract production at zentha meubel is experiencing constraints due to the availability of wooden planks and the time spent making cabinets and tables. meanwhile, the company wants to get optimal profit. to solve this problem, this study aims to utilize a linear graphical method program to optimize production profits at mr. andarias' zentha meubel. this research is a qualitative research type of phenomenology. the process carried out in optimizing the production is collecting data by interview and observation. furthermore, a mathematical model is made and then optimizes the production profit using the graphical method. the results with the graph method show that production at zentha furniture will achieve optimal results if it produces 15 units of cabinets with a profit of rp. 18,750,000. the results of the optimization calculation using the graph method will increase the profit of rp. 2,250,000. keywords: linear programming; graph method; profit optimization introduction in everyday life, many people need household items that include all items such as cupboards and desks. this product functions as a place to store goods, a place to study, and so on. seeing this opportunity, a small company, one of which is zentha meubel, produces cabinets and tables. in producing cabinets and tables, the zentha meubel company has limited resources. limited resources are indeed often a problem for many companies, especially in determining production strategies (tannady, 2017). limitations experienced by these companies, such as the quantity of production of cabinets and tables, depending on the availability of the main material (boards/wood) and the time it takes to make cabinets and tables. meanwhile, in production, it is expected that the product that is made will get optimal profit through a production plan in order to maximize profits (merlyana & bahtiar, 2008); taha, 2003). planning in terms of production certainly has an important role in the industrial world (sinaga, 2016). the planning is related to fulfilling product demand, quality, use of existing sources, and profits (anwar & afrizalmi, 2015). the observation results show that the zentha meubel company is still less able to analyze the availability of raw materials, namely how many cabinets and tables should be produced to get maximum results without reducing the supply of raw materials needed. other information obtained that the problem experienced by the company zentha meubel is how to determine the amount of production that should be made to get maximum income by taking into account the predetermined working time/hours. in producing the company's cabinets and desks, zentha meubel needs 67 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to adjust the time spent in producing cabinets and tables with the amount of production it makes each month. many people think that the higher a person's skills, the higher his knowledge. however, in reality in the field there are still companies that have not carried out proper production planning (hilman, 2019; indah & sari, 2020), especially in producing cabinets and tables through simple observations, it is obtained that some msmes also do not understand the application of mathematics. due to someone's lack of knowledge, the place of production has not applied mathematics. the furniture business owner makes cupboards and tables only by following his instincts. the problem experienced in producing cabinets and tables is a lack of understanding or ignorance of using limited basic materials in order to get optimal benefits by calculating the time (working hours) required. based on the description above, the zentha meubel company will produce the number of cabinets and tables that are not made to obtain optimal profit. therefore, one solution to solve the above problems is to apply mathematics. mathematical science is one of the important sciences that uses a mindset with reasonable (logical) proof, helping humans to prevent and understand problems that occur in various fields such as optimization problems in the production of cabinets and tables above. the mathematical science that will help someone in solving the above problems is a linear program. a linear program is a method or method in mathematics that is used in allocating limited resources in order to achieve the desired goal, such as how to produce a limited material but the income obtained from this business is increasing or obtaining optimal benefits (purba, 2012). with the linear program, the small company has good decision-making techniques in solving the problems it faces in allocating limited resources among various interests as optimally as possible. according to prawirosentono (2007) problem-solving methods in linear programming can be done in 4 ways, namely: 1) graphs (graphical approach), 2) mathematics (mathematical approach), 3) algebra (algebra approach), 4) simplex method (simplex method). the method used in this research is graph (graphical approach). the graph method is one of the methods in linear programming that will help someone solve the problem of profit from production, namely by using the graph method which is carried in the form of linear equations and inequalities. the graphing method is a technique for solving linear programs that only involve two-variable linear equations to get the maximum possible benefit. this graphical method is one of the simpler methods because it tends to be easier to understand than other linear programming methods. solving linear programs using the graphical method in this study using the corner point test. according to ba'ru & remme (2019), the linear program is a method that can be used in solving the optimization problem of a linear model in various constraints or objectives. linear programs are designed to assist humans in planning the allocation of resources used in achieving goals. the concept of linear programming is based on the concept of linear equations and the linear inequality system of real numbers so that these properties are widely used as a guide in solving a linear programming problem. a linear program is a general model that can be used in solving the allocation of finite resources optimally. 68 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej there are three main ingredients in linear programming, namely the objective function, the set of constraints, and the set of non-negative constraints (chiang & wainwright, 2005). linear programs are part of mathematics that is widely used in various fields, namely in the fields of economy, agriculture, industry, and trade with the intention of calculating the profit a person gets. the linear program discusses the constraints that occur, such as available resources. the constraint function is a limit to the available capacity. to solve the problem, optimization is needed to achieve a balance value of a goal. to optimize a goal to be achieved, we make the value of a function from several variables a maximum or minimum value by paying attention to existing limitations or constraints. completion of linear programs can be done using the graphical method ((hartama et al., 2020). the graphic method is one of the methods used in solving optimization problems in linear programs. the graphical method is used to solve problems where there are only two decision variables. someone in understanding the meanings that arise in a linear program. according to ba'ru & remme (2019), solving optimization problems that contain two variables can be done using the graph method. the amount of optimal solution can be found at an extreme point in a feasible area the extreme point is the intersection of at least two constraint lines, while the feasible area is the area on the graph that contains the points and satisfies all problem constraints (a collection of all feasible solutions). as for the steps to solve linear program problems with the graph method (arief, 2014): 1) determine the decision variables of the problem, 2) determine the objective function and express it in a mathematical model in the form of an equation with the general form f (x, y) = ax + by or z = ax + by, 3) identify the constraints and express them in a mathematical model in the form of a two-variable linear inequality, 4) draws all identified constraint functions on one coordinate axis, 5) find the area of the set of solutions that satisfies all linear inequalities, 6) determine the coordinates in the area of the set of solutions, and 7) substitute these points that have been obtained into the objective function to determine the optimum value. an optimization problem is a problem in determining the variable value of an optimal function (maximum or minimum) by looking at existing limitations such as factors that affect the production process. several studies have utilized linear programming in production optimization problems including the application of linear programs to optimize production quantities (christian, 2013); (marzukoh, 2017) and benefits (kelvin & jobiliong, 2015; supriyadi et al., 2017); (hasmi, 2018). in addition, several researchers have used graphic methods to optimize the benefits of pt mega karya helmet products (kelvin & jobiliong, 2015), optimization of production at the house of leather bandung (nur'safara, 2015), based on the existing constraints at the zentha meubel store to be able to solve the problem. optimization problems with the constraints that exist on the zentha furniture then use a linear design technique with the graph method. research method in this study, the approach used by the researcher is a qualitative approach with the intention of studying and understanding more deeply the optimization of the production benefits of cabinets and tables at zentha meubel through a linear graphical method program. the type of qualitative research carried out is 69 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej phenomenology with the aim of this research, the researcher pays attention to the data and focuses on the phenomenon under study by conducting in-depth interviews to extract clearer and more accurate data. in this qualitative research, the presence of researchers is needed, namely acting as an instrument and collecting data in research. the presence of researchers in this study is very important and the main thing is because the researchers themselves will collect or analyze the data that has been obtained in the study and report the results of the research. the research location is located at zentha meubel jalan. tikualu / ariang, makale city, tana toraja regency, south sulawesi province. researchers conducted research at these locations because of the suitability of the selected topic and interesting to get a clearer source of information. the data sources used by researchers in this study are : 1. primary data or data directly (original source) obtained by researchers from the research location 2. secondary data or data indirectly obtained by a researcher such as books, the internet, journals, and other sources are used as input to support this research. the data collection technique used by researchers is through in-depth interviews (interviews) and observations. the data analysis was carried out, namely describing the data obtained in the field by providing a description of the situation understudy in the form of a narrative description. the data analysis used by researchers is descriptive quantitative. the data analysis tool used is the graph method using the corner point test. results and discussion based on the results of an interview with mr. andarias as the owner of the furniture production site, it was found that the company was founded in 2006 the industry was named zentha meubel. the products produced at zentha furniture are 2-door cabinets and ½ biro table. the main type of material (wooden planks) used in the production is agathis wood planks obtained from the surrounding area and luwu with a price of rp. 85,000 / sheet with a length of 4 meters, a width of 25 cm and a thickness of 2 cm. the results of the interview also showed that each month the zentha meubel company produces 9 units of 2-door cabinets and 15 units of bureau ½ tables with each production price of rp. 3,100,000 / unit of cupboard and rp. 1,100,000 / unit of table. the monthly income earned by the company is idr 44,000,000. in the production process, mr. andarias as the owner of zentha meubel employs 6 employees with a salary for each employee, namely for 3 employees rp. 3,500,000 / person and 3 other employees rp. 1,200,000 / person. the expenses other than employee salaries that are incurred by the company each month are the cost of wood planks for making furniture rp. 12,750,000 and rp. 1,000,000 for other necessities. the maximum monthly net profit obtained by mr. andarias is idr 16,500,000. the net profit obtained from each of these products is rp. 1,250,000 / unit of 2-door cupboard and rp. 350,000 / unit of desk ½ the bureau. 70 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in addition, an important point obtained from the results of interviews and observations is that in producing a 2-door wardrobe it takes 10 pieces of wooden planks / unit and in producing a ½ table bureau it takes 4 pieces of wooden planks. the size of the 2-door wardrobe for each unit made is 180 cm x 125 cm x 50 cm, while the ½ bureau table for each unit made is 120 cm x 60 cm x 75 cm. the following is a table showing the number of wooden planks used to make furniture: table 1. use of wooden planks in production type of production wooden planks per unit production every month wooden planks every month 2 door wardrobe 10 sheet 9 unit 90 sheet ½ bureau table 4 sheet 15 unit 60 sheet total wooden planks used 150 sheet the number of wooden planks provided each month is 150 pieces of wooden planks or 3m3. producing these cabinets and tables also takes a long time. the time spent making a 2-door wardrobe for each unit was 13 hours, while the time spent making a ½ bureau table was 6 hours. the company works a maximum of 26 days per month with the length of time working each day is 8 hours/day, so the total time needed is 208 hours/month. the results of observations that have been obtained by researchers are that the wooden planks used to make furniture are agathis wood planks. after the researcher observed that the wooden planks used to produce the furniture were one of the strongest grade quality woods. the wooden planks are white to brown, smooth wood, and straight fiber. data from interviews and observations using the graphical method are described as follows: 1. determine the decision variables from the problems discussed above. the decision variables of the problem, namely a. two-door cabinets made at zentha meubel are given the symbol x b. the desk ½ bureau made at zentha meubel is given the symbol y 2. define the objective function and express it in a mathematical model in this stage the objective function is intended to be related to the net profit obtained by each of these products. the production profit that has been obtained at zentha furniture is idr 1,250,000 / unit of two-door cupboard and idr 350,000 / unit of ½ desk. the mathematical model of the objective function of the problems discussed is z = 1,250,000x + 350,000y. 3. identify constraints and express them in a mathematical model in the form of a two-variable linear inequality. after the data is identified from the various sources above, the constraints of these problems are the problem of the availability of wooden planks and the time needed to work on the furniture. the mathematical model of the problem, namely : wooden board = 10� + 4� ≤ 150 time = 13� + 6� ≤ 208 � ≥ 0 71 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej � ≥ 0 4. draw all constraint functions that have been identified on one coordinate axis 5. determine the area of the solution set that satisfies all linear inequalities and determine the coordinates of the area that is feasible for the set of solutions. based on the figure above, the corner points that have been obtained in the area of the settlement set are substituted into the objective function. the results of the substitution can be seen in the table below: table 2. corner point test results angle point purpose function ( � = 1.250.000� + 350.000 �) a (0,0) 1.250.000 (0) + 350.000 (0) = 0 b (15 ,0) 1.250.000 (15) + 350.000 (0)= 18.750.000 c (17/2, 65/4) 1.250.000 (17/2)+350.000( 65/4) = 16.312.500 d (0, 208/6) 1.250.000 (0) + 350.000(208/6) = 12.133.300 72 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the results of the calculation of profit optimization using the graph method, namely the corner point test above, the maximum value are obtained, namely the industrial company zentha furniture will produce 15 units of cabinets and 0 units of tables to get a profit of rp. 18,750,000. the results of processing the optimization model on production at zentha meubel show that the production carried out at the industrial company is not yet optimal. we can see this in the total production that is different from the optimal conditions when tested using the graphical method based on existing constraints. although the industrial company zentha meubel mr. andarias in factual conditions is different from its optimal conditions, profitably it is close to optimal profits. we can see these results in the table. table 3. production level variable production rate faktual optimal x 9 15 y 15 0 based on the table above, it shows that the number of production in fact at zentha meubel is 9 units of cabinets made per month and 15 units of tables that are made each month. but based on optimal processing results using the graph method shows that to achieve optimal results, the company will produce 15 units of cabinets to achieve the actual production profit optimization. if the company wants to produce furniture according to optimal conditions, then it should produce 15 units of cabinets to get a profit of idr 18,750,000. the increase in profits was rp. 2,250,000. the optimal solution size is found at an extreme point in the feasible region. the feasible area in the research results is the shaded area that contains the points and meets the equation constraints. the results of optimizing the production profit of cabinets and tables at zentha furniture have obtained a feasible solution, namely at point (0.0), (15.0), (17/2, 65/4) so that the extreme point that produces the greatest objective function or the maximum is in b (15.0), which means that the company reaches the optimal point when producing 15 units of 2-door cabinets only. in the previous discussion of linear programs, we discussed the graph method. it is stated that the linear graphical method program can only be used to solve optimization problems involving two variables. so the linear graph method program is very helpful in producing optimization decisions in the problems that exist in zentha meubel. conclusion based on the results of data analysis that have been described previously, it can be concluded that optimizing the production profits of cabinets and tables at zentha 73 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej meubel can be done by using the graph method. this can be seen from the results of the research where the calculation using the graphical method will obtain optimal results when the company produces 15 units of 2-door cabinets without having to make ½ desk bureau. the optimal profit that will be achieved by mr. andarias is idr 18,750,000. recommendations from the results of the above research, namely the zentha furniture company has not achieved the optimization of production profits, it is better if to achieve the optimization, the company uses the graph method to get more optimal results, to reduce the risk of loss, the owner of zentha furniture should pay attention to the supply of wooden planks in making furniture whether the goods are in stock according to the manufacture of the desired production quantity. for the owner of zentha furniture to get maximum results, employees should pay attention to their working hours. references abbas, b. s. (n.d.). robert. t. h, shinta. 2008. analisa produksi menggunakan model optimasi linear programming pada pt. mast. jurnal piranti warta, 11(3), 469–482. anwar, s., & afrizalmi, l. (2015). optimization of production planning using goal programming method (a case study in a cement industry). int. j. appl. math. electron. comput, 3(5), 90–95. arief, u. w. (2014). analisis kemampuan siswa dalam menyelesaikan soal pokok bahasan program linear dalam mata pelajaran matematika kelas iv mi ddi kalukuang kec. tallo kota makassar sulawesi selatan. universitas islam negeri alauddin makassar. ba’ru, y., & remme, b. v. (2019). penerapan metode grafik dalam merencanakan produksi kue ibu patrisia di rantelemo. jurnal keguruan dan ilmu pendidikan, 8(1), 21–25. chiang, a. c., & wainwright, k. (2005). dasar-dasar matematika ekonomi. sudigno s, nartanto, penerjemah. christian, s. (2013). penerapan linear programming untuk mengoptimalkan jumlah produksi dalam memperoleh keuntungan maksimal pada cv cipta unggul pratama. the winners, 14(1), 55–60. hartama, d., andani, s. r., pradana, t. a. y., ayu, e. m., & solikhun, s. (2020). riset operasi: optimalisasi produksi menggunakan metode simpleks & metode grafik. yayasan kita menulis. hasmi, r. a. (2018). optimasi perencanaan produksi dengan menggunakan metode linear programming pada cv. aceh bakery. jurnal optimalisasi, 1(1). hilman, m. (2019). optimasi jumah produksi produk furniture pada pd. surya mebel di kecamatan cipaku dengan metode linier programming. indah, d. r., & sari, p. (2020). penerapan model linear programming untuk mengoptimalkan jumlah produksi dalam memperoleh keuntungan maksimal (studi kasus pada usaha angga perabot). jurnal manajemen inovasi, 10(2). kelvin, s., & jobiliong, e. (2015). optimasi keuntungan produk helm pt mega karya mandiri dengan menggunakan metode linear programming. seminar 74 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej nasional teknik industri, 44–54. marzukoh, a. (2017). optimasi keuntungan dalam produksi dengan menggunakan linear programming metode simpleks (studi kasus ukm fahmi mandiri lampung selatan). uin raden intan lampung. merlyana, m., & bahtiar, s. a. (2008). sistem informasi untuk optimalisasi produksi dan maksimasi keuntungan menggunakan metode linear programming. jurnal piranti warta, 11(03), hal-370. nur’safara, u. m. (2015). optimasi produksi dengan menggunakan metode grafis untuk menentukan jumlah produk yang optimal (kasus pada house of leather bandung). fakultas ekonomi dan bisnis (unisba). prawirosentono, s. (2007). manajemen operasis dan studi kasus. jakarta: penerbit bumi aksara. purba, r. (2012). penerapan logika fuzzy pada program linear. fakultas keguruan dan ilmu pendidikan universitas musamus merauke. sinaga, p. (2016). perancangan optimasi produksi sarung tangan menggunakan linear programing pada pt. smart glove indonesia. informasi dan teknologi ilmiah (inti), 4(1), 44–50. supriyadi, s., muslimat, a., pratama, r., & ramayanti, g. (2017). implementasi linear programming untuk memaksimalkan keuntungan. prosiding seminar nasional riset terapan| senasset, 183–189. taha, h. a. (2003). operation research: an introduction, 7th. tannady, h. (2017). optimasi produksi meubel menggunakan model pemrograman linear. business management journal, 10(1). 192 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej easy multiplication from left to right and al khwarizmi method: hypothesis testing against median values endro tri susdarwono ilmu komunikasi, universitas peradaban email : midas999saniscara@gmail.com abstract this study aims to provide an overview of easy multiplication using the left-to-right method and also the right-to-left method (al khwarizmi method). furthermore, the easy multiplication method from left to right and also from the right to left method was tested to determine the level of ease in its application to the two multiplication methods. the method used in this research is experimental. while the approach in this study used is quantitative. the quantitative approach used includes hypothesis testing on the median value. the conclusion of this study is that the median value of the posttest scores for easy multiplication from left to right and easy multiplication from right to left are indeed the same. because the median is also an average value, it can also be concluded that the average number of easy multiplication posttest scores from left to right and easy multiplication posttest scores from right to left are the same. as an implication, the two easy multiplication techniques are able to produce the same level of convenience. keywords: median value, multiplication from left to right, multiplication method al khwarizmi introduction human life cannot be separated from mathematics, almost everything in this world is related to a very important science known as mathematics. mathematics is an important tool in various fields of science, including engineering, medical, natural sciences, and even social sciences need it as an analytical tool such as economics and psychology. in the original language, mathematics is known as latin regina scientiarum, while in german it is known as konigin der wissenchaften, these two terms are interpreted as words that are related to science (alisah and dharmawan, 2007). even carl friedrich gauss explicitly says that mathematics is the queen of science (suwarsih, 2018). learning mathematics is especially touching in terms of how teachers are able to help students understand mathematics, and provide encouragement for students to apply the use of mathematics when solving problems of daily life. teachers must create conditions for students to be able to enjoy learning mathematics. mathematics learning itself is defined as a learning experience process that is given to students by involving a series of planned activities so that students gain competence regarding the mathematical materials provided (purwanti, 2015). the teaching process in learning mathematics will be more mailto:midas999saniscara@gmail.com 193 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej successful and organized if it is directed to the structure and concepts of the mathematics subject being taught (anwary, 2017; bito, 2014). at the elementary school level, multiplication operation material is given. this material is very demanding how every teacher is able to instill the concept of multiplication as a whole, so teachers must have their own strategy or method by adjusting to the conditions that exist in students and their environment. the stages of learning activities in elementary schools should also pay attention to what is described by bruner, namely: 1) enactive (concrete), 2) iconic (semi-concrete), and 3) symbolic/abstract (youtube, 2021). regarding the multiplication concept applied in class v, in general it is actually a continuation of the material from integers that was previously taught in class iv including addition and subtraction of integers (wahyuningtyas & ladamay, 2016). the introduction to multiplication arithmetic operations has actually been found in class ii, although it is still very basic (sulistiawati, 2014). so that students should be able to apply the multiplication concept to other higher-level materials in grades iv, v, and vi. however, it can be seen that in fact students in class v which incidentally belongs to the high class, there are even students who have not memorized the basic multiplication so that doing multiplication of two or more numbers has difficulty (lelawarna, 2017). the situation that occurs is presumably because the initial learning provided is not contextual, in the sense that there is no association of problems with the real-life context that students live in their daily lives (raharjo et al., 2009). whereas multiplication is a basic thing that requires absolute mastery because it serves to lead students to understand the next material and to deepen the material across fields of study (oktafiani et al., 2018). the right strategy is needed in making students able to master and understand correctly number operations. this learning strategy must be able to touch the stages of concrete, semi-concrete to abstract (suwarto, 2017). the concept of number operations such as addition, standard multiplication taught in schools is generally calculated from right to left. the concept in this method teaches that the units are multiplied first and then the tens and so on. this is actually reasonable because the arithmetic technique was discovered by one of the most famous persian arab scientists, muhammad bin musa al-khwarizmi. because of his great service, al-khwarizmi was nicknamed the father of algebra (arryawan, 2011). there is nothing wrong with counting from right to left as taught in schools whose origin is the al khwarizmi method. but, actually for those of us who are used to writing from left to right, al khwarizmi's method, can be modified into a calculation from left to right. the advantage is that because we write latin letters from left to right and also count in the same way, namely from left to right, we don't have to guess how many digits we have to provide so that the paper we need is enough. 194 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej this study aims to provide an overview of easy multiplication with the leftto-right method and also the right-to-left method. furthermore, from easy multiplication with 2 methods, testing is carried out to determine the level of ease in its application to the two multiplication methods. research method the research method is a natural way to obtain data with specific uses and purposes (lestari & yudhanegara, 2012). in this study the method used is experimental. while the approach in this study used is quantitative. the quantitative approach used includes hypothesis testing on the median value. research design research design is the whole of planning to answer research questions and anticipate some difficulties that may arise during the research process. this is important because research design is a strategy to get the data needed for hypothesis testing or to answer research questions, and as a tool to control variables that influence research (sugiyono, 2010). the paradigm in research is illustrated as follows: figure 1. research design information: x = the treatment given (independent variable) o = posttest (observed dependent variable) the sampling technique used for this design is purposive sampling. purposive sampling is a sampling technique with certain considerations. the consideration in taking the sampling is that the research is intended specifically to examine the fifth grade elementary school students in pemalang regency. data analysis technique x o easy multiplication method from left to right posttest to measure students' knowledge ability x o easy multiplication method from right to left posttest to measure students' knowledge ability 195 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej this study seeks to ensure the similarity of the median value of two or more populations from the sample, this is done through hypothesis testing of the median value (median test). the median or also called the middle value is the middle value of a series of data that has been arranged regularly, i.e. in order from the smallest value to the largest value or vice versa. by calculating the median value in a data series, the distribution of the data is divided into two equal parts, i.e. half is below the median value and the other half is above the median value. to determine the median value, it must first be determined by applying a formula. 𝑃 = 𝑁 + 1 2 where p is the location of the median and n is the amount of data. besides being intended to determine the similarity of the population from which the sample originates, hypothesis testing on the median is also carried out to determine whether or not the difference in the median value of two or more populations is significant. in this case, the null hypothesis states that the two populations from which the sample originates have the same median value. while the alternative hypothesis states the opposite, that is, the two populations from the sample have different median values. previously, the median value derived from the combined sample distribution or the combined median value needed to be calculated first. furthermore, from each group, the frequency of values that lie at or above the combined median value and the frequency of values that lie below it must also be calculated. if n1 and n2 are the number of observations in the two sample groups, we can use the 2 x 2 table as follows: table 1. table 2 x 2 for hypothesis testing on the median value value frequency sample group i sample group ii total above the combined median value a b a + b below the combined median value c d c + d total a + c = n1 b + d = n2 n1 + n2 = n if the null hypothesis is proven, the two populations from which the sample originates have the same median value. thus, this situation can also be interpreted that half of the frequency value of each sample group will lie below it and the other half above it. based on the appearance of the table, it can be symbolically stated that: a = c = 0,50 n1 b = d = 0,50 n2 then, the sum of n1 plus n2 is greater than 20 and the expected frequency in a cell is at least 5, the test by means of a chi-square distribution is applied. the formula to find out the value is: 196 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 𝑥2 = 𝑛 𝑥 [(𝑎 𝑥 𝑑) − (𝑏 𝑥 𝑐) − ( 𝑛 2 )] 2 ( 𝑎 + 𝑏) 𝑥 (𝑐 + 𝑑) 𝑥 (𝑎 + 𝑐) 𝑥 (𝑏 + 𝑑) where x2 is the chi-square value, a is the frequency of values above the combined median value of sample group i, b is the value above the combined median value of sample group ii, c is the frequency of values above the combined median value of sample group i, and d is the frequency values below the combined median of the sample groups. results and discussion the following are the differences in the easy multiplication method from right to left and from left to right which are used as treatments. suppose we want to calculate 234 x 567? figure 2. multiplication from left to right and multiplication from right to left the long way what is described above is the calculation of the long way, without saving. this method can be taught to children who are not yet proficient in multiplication. 197 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the advantage of the long way for children is that mistakes tend to be easier to see. it's easy to check where the fault is. the drawback of course requires a longer paper the two ways above: the multiplication of left right or left right, both are true and have their respective advantages. of course, because it produces answers that are both correct, both methods can be used. two ways that seem to be opposite from left to right and from right to left when placed in a row form a symmetrical rung of the ladder, which results in both correct answers. after discussing the long way of calculating multiplication both from right to left and from left to right, now we discuss the short way. to calculate multiplication in a short way using the school method (from right to left), the method is to multiply the rightmost number by the rightmost number, if the result is tens of units, the tens are written down and stored for later added to the units of multiplication of the numbers on the left. for multiplication from left to right, just reverse it. first, multiply the leftmost number by the leftmost number, if the result is tens of units. the tens are written, the units are stored to be added to the tens of multiplication numbers to the right. the short way figure 3. multiplication from left to right and multiplication from right to left the short way the steps are described below: • multiplication from left to right 5 x 2 = 10 the number 1 is written on the left, the number 0 is stored 5 x 3 = 15 1 plus deposit 0, the amount = 1 is written to the right, the number 5 is stored. 5 x 4 = 20 2 plus deposit 5, sum = 7 is written. 198 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the number 0 is also written because there are no more numbers on the right. if necessary, attach a dot or a 0 below the leftmost number to form a ladder. do the multiplication for 6 in the same way. and so on and then the ladder are added up. • multiplication from right to left 7 x 4 = 28 the number 8 is written to the right of the number 2 is stored. 7 x 3 = 21 1 plus deposit 2, the amount = 3 is written to the left, the number 2 is stored. 7 x 2 = 14 4 plus deposit 2, sum = 6 is written. if necessary, attach a dot or a 0 below the rightmost number to form a ladder. do the multiplication for 6 in the same way. and so on and then the ladder are added up. the following is an example of student work figure 4. example of student work results multiplication from right to left in a short way 199 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 5. example of student work results multiplication from left to right in a short way the following table contains the posttest scores of students, these scores were obtained by giving tests to both groups after receiving treatment or treatment according to the material above. table 2. posttest scores student name for each group easy multiplication post-test score from left to right from right to left student 1 82 80 student 2 84 83 student 3 83 84 student 4 86 86 student 5 82 87 student 6 93 88 student 7 91 90 student 8 89 87 student 9 92 94 student 10 93 95 if we want to know whether or not the median value of the easy multiplication posttest from left to right and from right to left, we can determine it through the hypothesis testing step. the test procedures that must be applied to determine the truth of the allegation are: formulating the null hypothesis and alternative hypothesis, in this experimental study, the null hypothesis essentially states that the median value of the total posttest scores for easy multiplication from left to right and from right to left is the same. while the alternative hypothesis states that the median value of the number of posttest scores of easy multiplication from left to right and from right to left is not the same. thus, the formula for the null hypothesis and the alternative hypothesis are: 200 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej h0 : md value of easy multiplication post-test from left to right = md value of easy multiplication post-test from right to left h1 : md value of easy multiplication post-test from left to right ≠ md value of easy multiplication post-test from right to left md value of easy multiplication post-test from right to left determining a certain level of significance, for the context of this study, the significance level is determined at 5% or 0.05. if the applied significance level is 5% and the degree of freedom is 1, the chi-square value in the distribution table is 3.841. formulating the test criteria, the test criteria applied in this experimental research is that the null hypothesis is accepted if 𝑥2 ≤ 3,841 while the null hypothesis is rejected if 𝑥2 > 3,841 calculating the chi-square value, before the chi-square value is calculated, the data regarding the easy multiplication posttest scores from left to right and from right to left must be sorted first so that the combined median value can be known. the order of posttest scores is not sorted by easy multiplication from left to right or easy multiplication from right to left, but rather a combination of the two. after sorting from the smallest to the largest number, then the order of the values is as follows: table 3. order of easy multiplication posttest values from left to right and from right to left order 1 2 3 4 5 6 7 8 9 10 score 80 82 82 83 83 84 84 86 86 87 order 11 12 13 14 15 16 17 18 19 20 score 87 88 89 90 91 92 93 93 94 95 then, the location and the median value must be found. the location of the median in the data series is: 𝑃 = 𝑁 + 1 2 𝑃 = 20 + 1 2 = 10,50 the median location based on the above calculation is 10.50. this means that the value is between the 10th and 11th data sequences. in the array of values, the 10th and 11th data values are 87. next, a 2 x 2 table must be arranged to show the frequency of values that are above and below the combined median value. 201 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 4. frequency of values above and below the combined median value value frequency easy multiplication post-test score from left to right easy multiplication post-test score from right to left total above or at the combined median value 5 6 11 below the combined median value 5 4 9 total 10 10 20 the next step is to calculate the chi-square value. in this experimental study, the magnitude of the chi-squared value is: 𝑥2 = 𝑛 𝑥 [(𝑎 𝑥 𝑑) − (𝑏 𝑥 𝑐) − ( 𝑛 2 )] 2 ( 𝑎 + 𝑏) 𝑥 (𝑐 + 𝑑) 𝑥 (𝑎 + 𝑐) 𝑥 (𝑏 + 𝑑) 𝑥2 = 20 𝑥 [(5 𝑥 4) − (6 𝑥 5) − ( 20 2 )] 2 ( 5 + 6) 𝑥 (5 + 4) 𝑥 (5 + 5) 𝑥 (6 + 4) = 8000 9900 = 0,81 formulating the final conclusion, the conclusion is formulated by comparing the chi-square value in the distribution table with the chi-square calculation results and then aligning it with the applicable test criteria. from the calculations that have been done, the chi-squared value is 0.81. this value is much smaller than the chisquare value in the table of 3.841. based on the testing criteria applied in this experimental study, if the chi-square value of the calculation result is less than the chi-square value in the distribution table, the null hypothesis is accepted. conclusion in this experimental research, the null hypothesis is accepted. thus, the median value of the posttest scores for easy multiplication from left to right and easy multiplication from right to left are indeed the same. because the median is also an average value, it can also be concluded that the average number of easy multiplication posttest scores from left to right and easy multiplication posttest scores from right to left are the same. the median is called the positional average because it divides the data set into two equal parts. as an implication, the two easy multiplication techniques are able to produce the same level of convenience. references alisah, evawati dan prasetyo, eko. (2007). filsafat dunia matematika: pengantar untuk memahami konsep-konsep matematika. jakarta: prestasi pustaka publisher. anwary, nurlis. (2017). meningkatkan pemahaman konsep hitung perkalian dengan menggunakan kelereng sebagai media pembelajaran di kelas iii pada tema 7 (perkembangan teknologi) sd negeri 66/iv kota jambi. skripsi program studi pendidikan guru sekolah dasar, fkip universitas jambi. 202 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej arryawan, e. (2011). matematika yin yang (jurus hitung sakti dari barat dan timur). jakarta: pt elex media komputindo. bito, gregorius sebo. (2014). aktivitas bermain sebagai konteks dalam belajar matematika di sekolah dasar dengan pendekatan matematika 110 realistik. jurnal pemikiran dan pengembangan sd, 1(4). http://www.youtube.com/watch?v=gdtfzvr-raw, diakses tanggal 28 maret 2021. lelawarna. (2017). effort increasing learning result of communication operations calculating methods using napier bone students class students in basic schools 12 tebatkarai. jurnal pgsd: jurnal pendidikan guru sekolah, 11(2), 112-119. lestari, karunia eka & yudhanegara, mokhammad ridwan. (2015). penelitian pendidikan matematika. bandung: pt refika aditama. oktafiani, wilda; budiarti, miladi rizkyah; solekha; yulistia, tia fuja; oktaviani, oriza mutia & widodo, suprih. (2018). trans model mathematics education (t2me) untuk meningkatkan keterampilan operasi hitung perkalian berbantuan teknik subatsaga di sekolah dasar. jurnal metodik didaktik, 14 (1), 1-7. purwanti, kristi liani. (2015). pembelajaran perkalian pecahan biasa berbantu media benda konkret: studi kasus perbedaan gender terhadap kemampuan matematika siswa kelas v sdn sambiroto 3 semarang. jurnal sawwa, 10 (2), 193-208. raharjo, marsudi; waluyati, astuti & sutanti, titik. (2009). modul matematika sd program bermutu: pembelajaran operasi hitung perkalian dan pembagian bilangan cacah di sd. jakarta: departemen pendidikan nasional direktorat jenderal peningkatan mutu pendidik dan tenaga kependidikan. sugiyono. (2010). metode penelitian bisnis (pendekatan kuantitatif, kualitatid dan r&d). bandung: alfabeta. sulistiawati, (2014). pembelajaran perkalian bilangan 1-10 dengan matematika gasing untuk meningkatkan hasil belajar siswa sd. prosiding seminar nasional matematika viii, fkip universitas negeri semarang, 99-112. suwarsih, sri. (2018). meningkatkan hasil belajar siswa tentang perkalian dan pembagian bilangan cacah melalui alat peraga. mosharafa: jurnal pendidikan matematika, 7(3), 433-444. wahyuningtyas, dyah tri & ladamay, iskandar. (2016). meningkatkan pemahaman konsep perkalian dan pembagian bilangan bulat menggunakan media wayangmatika. jurnal pancaran, 5(3), 51-60. http://www.youtube.com/watch?v=gdtfzvr-raw 166 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of mathematical communication capabilities in completing problems in matrix materials based on solo taxonomy sulis setyowati, yus mochamad cholily, rizal dian azmi study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang e-mail : sulis.styowti@gmail.com abstract the purpose of this study is to describe written mathematical communication skills based on solo taxonomy for class xi mipa students in solving problems on the matrix material. this type of research is descriptive qualitative, where the subject is 17 students of class xi mipa. the research data collection method used a test instrument. based on the results of data analysis, it can be concluded that there are 4 students with the criteria of written mathematical communication skills very good, 6 students with good written mathematical communication skills criteria, 7 students with enough written mathematical communication skills criteria and students. meanwhile, students with the written mathematical communication ability criteria are lacking. students are in very good criteria, able to solve thelevel questions unistructural relational on solo taxonomy. meanwhile, students with the criteria of good written mathematical communication skills are able to solve questions on thelevel unistructural and thelevel multistructural in the solo taxonomy. then students with the criteria of written mathematical communication skills are enoughly able to solve questions on thelevel unistructural in solo taxonomy. the average written mathematical communication skills are in good criteria with an average written mathematical communication ability score of 61.95, so that the average student is able to solve questions at the unistructural multistructural level in solo taxonomy keywords: writing mathematical communication, matrix, solo taxonomies introduction mathematical communication skills are the ability to express a mathematical idea in writing or orally (nctm, 2000). mathematical communication skills can be developed through the mathematics learning process (hodiyanto, 2017). mathematical communication must be a concern that focuses on learning mathematics, because through communication students are able to organize their mathematical thinking (lanani, 2013). the important role of communication in mathematics learning, because through mathematical communication students are able to explain, express, and listen which can lead students to deeper insights into mathematics (waluya, 2017). communication is needed to understand mathematical ideas correctly, one of which is communication in writing. students who have good mathematical communication skills are able to produce a variety of understandings and find it easier to solve problems (qohar, 2011). research conducted by lamonta, tandiayuk, & puluhulawa (2016) states that stating communication ideas in writing is able to bring students deeper feelings. therefore, written mathematical communication can be used as a way of conveying students' thoughts through writing (mandasari & chandra, 2018). 167 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students' written mathematical communication skills tend to be weak due to the lack of ability to write formulas and symbols which causes students to be lazy to discuss further mathematical concepts (supandi, rosvitasari, & kusumaningsih, 2017). based on preliminary observations made at sma muhammadiyah 3 batu, students have problems related to their written mathematical communication skills such as: 1) students are still not trained and forget when students write down the core questions as asked and known, and 2) students still often have difficulty in writing examples or modeling or equations of a problem. students who have good written or oral mathematical communication skills are able to produce various understandings and make it easier to solve problems (qohar, 2011). it is still often found that students still have difficulty solving problems (pertiwi, 2018). one of the reasons is because the ability of students is still not used to being trained to solve problems with more complex solutions than developing a concept (lingga, 2013). one of them is the matrix material, the matrix is a branch of algebra taught in high school. sukayasa (2019) that students still often make mistakes in solving matrix problems. research conducted by krismantono (2017) and firdaus (2019), students' mistakes that are often done, namely lies in the misunderstanding of the concept of rows and columns in the matrix, errors in multiplication operations between rows and columns, formula errors to determine the inverse of the 3 × 3 order matrix, errors in working on determinants and inverse matrices, as good as errors in calculating the value of the matrix, resulting in less than optimal student work and decreased student achievement. students have different levels and abilities when solving a problem (azizah, 2015). therefore, the way to recognize students' abilities when solving problems is the solo taxonomy. supported by research biggs (1978) states that solo taxonomy can be used to determine the quality of student responses to an assignment. solo stands for the word "structure of the observed learning outcome" which means the structure of the observed learning outcomes. the classification of students' abilities to problems in solo taxonomy consists of five different levels and is hierarchical in nature, namely prestructural, unistructural, multistructural, relational, and extended abstrack (putri, 2013). according to tampi, subanji, & sisworo (2017), a theory known as the structure of the observed learning outcome (solo) is based on student responses to a problem. based on the description above, the researcher will conduct research with the title "analysis of mathematical communication skills in solving problems on the matrix material based on solo taxonomy". the purpose of this research is to describe the mathematical communication skills in solving problems on the matrix material based on the solo taxonomy. the analysis of the results of this study is expected to be useful in learning mathematics and be able to become a benchmark in improving and maintaining students' mathematical communication. research method this research is a qualitative-descriptive research. this study describes the mathematical communication skills of students in solving a matrix problem based on solo taxonomy through tests or giving questions. this research was carried out through 3 stages, namely (1) preparation; (2) implementation and; (3) end. the study was conducted at sma muhammadiyah 3 batu in the even semester.the research subjects 168 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej were students of class xi mipa muhammadiyah 3 batu high school in the academic year 2019/2020. the instruments used in this study were the researchers themselves, written test sheets, and interview guidelines. test sheets are prepared based on solo taxonomy superitem test. superitem contains a problem and four different levels of difficulty. items that represent the four levels are defined by solo's taxonomy which includes unistructural, multistructural, relational, and extended abstract. so, with this superitem, the correct response or answer indicates students' mathematical communication skills at each level based on solo taxonomy. before the test sheet is tested on students, the questions are checked for validity and validated by lecturers and teachers. furthermore, the results of these tests were analyzed by students' written mathematical communication skills in terms of written mathematical communication skills indicators including;write down the core questions that are known and asked from the questions given; (2) finding an idea by writing an example / modeling and the form of the equation; (3) write a formula to draw up a settlement plan or completion strategy to get a solution; (4) determine strategies or resolve problems in the form of writing or drawing properly and correctly and able; (5)make conclusions using your own language in the form of writing from the results of problem solving.while the interview guidelines are adjusted to the indicators that have been made, namely: 1) students are able to mention information obtained from questions, 2) students know the methods used to solve problems; 3) students are able to explain the methods used to solve problems and; 4) students are able to deduce from the answers they get. the sincere test questions were adapted from (jamil, 2017) used in this study as follows. writing test problems a factory produces footwear such as shoes and sandals located in malang. the factory produces two kinds of footwear only for children and adolescents. in 2020 the factory produced 50 pairs of shoes for children and 40 pairs of shoes for teenagers. as for the production of sandals for children as many as 60 pairs and 50 pairs for teenagers. 1. unistructural level form a matrix "m", where m is a production matrix with the first row showing the number of shoes and the second row showing the number of sandals and the first column showing for children and the second column showing for teens! 2. multistructural level determine much of the production of sandals and shoes in matrix form by 2021 if shoe production increases by 25 pairs and production of sandals is five times the production of shoes! 3. relational level if the factory has a target for each year, production of shoes increases by 25 pairs and sandals production is five times the production of shoes. form a new formula in the form of a matrix that shows how many shoes and how many sandals are produced! 169 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 4. extended abstract level "in 2020, the factory will get 25,000,000 million of shoes and 30,500,000 million of sandals". develop a mathematical problem from the story and then solve it as before using the matrix! data collection in this study begins with giving individual problem solving tests to research subjectsand continued with the interview according to the interview guidelines. furthermore the data analysis technique is a continuation of the data collection technique. data analysis technique aims to answer the problem formulation in a study that has 4 aspects in qualitative data analysis, namely: 1) data collection by conducting written tests of 4 questions and interviews with students; 2) data reduction by categorizing into 4 categories of written mathematical communication skillsbased on assessment criteria which already contain indicators of written mathematical communication skills and levels in the solo taxonomy. followingthe written mathematical communication ability criteria can be seen in table 1; 3) the presentation of data obtained from the results of written test answers and interviews conducted by students will then be described in the form of sentences or descriptions, and; 4) drawing conclusions containing a brief description of the results of the analysis of mathematical communication skills based on solo taxonomy. table 1. criteria for written mathematical communication skills no. score criteria for students' mathematical communication skills 1 76 < 𝑛𝑖𝑙𝑎𝑖 ≤ 100 very good 2 51 < 𝑛𝑖𝑙𝑎𝑖 ≤ 75 good 3 26 < 𝑛𝑖𝑙𝑎𝑖 ≤ 50 enough 4 0 < 𝑛𝑖𝑙𝑎𝑖 ≤ 25 less result and discussion this study examines written mathematical communication skills based on solo taxonomy. the study was conducted at muhammadiyah 3 batu high school. the study was conducted in mipa xi class with 17 students as research subjects who had taken matrix material in odd semester. the study was conducted by administering tests containing questions in accordance with solo taxonomy indicators that must be completed by students who numbered 4 questions. the test was conducted to determine students' mathematical communication skills based on written mathematical communication indicators. students' written test results are divided into 4 written mathematical communication ability criteria including those with very good, good, enough, and less criteria. as many as 4 students with written mathematical communication ability criteria are very good. a total of 6 students with good written mathematical communication skills. then, as many as 7 students with enough written mathematical communication ability criteria and as many as 0 students with poor written mathematical communication ability 170 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej criteria or no students were in less criteria. thus, the average results of the xi mipa grade x muhammadiyah 3 batu high school written test results show that mathematical communication skills written on the matrix material are included in both criteria with an average score of 61.95. this can be seen in table 2. table 2. criteria for students' mathematical writing ability communication no criteria frequency student's name 1 very good 4 sa, em, n, abg 2 good 6 mm, auh, jd, na, ma, ab 3 enough 7 alb, br, s, rts, mah, ns, zrs 4 less 0 total student grades 1053.13 average 61.95 criteria good a. students' written mathematical communication skills very good written mathematical communication skills are very good and have written mathematical communication scores ranging from more than 75 to 100. after carrying out a matrix problem solving analysis, there are 4 students who occupy very good criteria, namely sa, em, n, and abg. the results of the work of sa, em, abg and n students were able to write down the core questions that were known and asked at the unistructural level -level questions relational. however, at the level of extended abstract , sa, em, abg and n students were not precise in writing down the core questions that were known and asked about the questions given. the second indicator is that students are able to find ideas by writing down the example / modeling and the form of the equation. sa and abg students are less precise on the second indicator at the multistructural level. at the level extended abstract, abg and n students are less precise on the second indicator. then, in the third indicator, students write a formula to develop a completion plan or a settlement strategy to find a solution. students. sa, em, abg and n are able to complete up to the level relational. however, at the level of extended abstract, abg, n and em students were not precise in writing formulas to develop a settlement plan or a settlement strategy to find a solution. the same thing is also found in the fourth indicator where students determine strategies or problem solving in writing or pictures properly and correctly. sa, em, abg and n students are able to complete up to the level relational. at the level extended abstract, abg, n and em students are less precise in the fourth indicator. for the fifth indicator, students make conclusions using their own language in the form of writing from the results of problem solving. there is one student, namely sa students at the level unistructural who did not write their conclusions. at the level extended abstract,students were abg, n and em not precise in writing conclusions. 171 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students with very good criteria are able to work up to the level relational in solo taxonomy. this means that students are able to use all the information and determine extra information in the problem that can be used to find a final solution. however, there are students on very good criteria trying to complete at the level extended abstract according to the written communication ability indicators. students who are able to solve problems at the level are extended abstractable to work on questions at the levels unistructural, multistructural and relational. students who have not been able to solve problems at the level are extended abstract due to not being able to use general abstract principles from the questions and build hypotheses that are derived from the information on the questions. based on the results of tests and interviews with students with very good criteria, it shows that errors in student work on test questions are caused by: a) students have difficulty understanding and reading information on questions. b) students are not used to writing what they know and ask. c) students are lacking in managing strategies in finding solutions. d) students are rushed in working on the questions afraid because time runs out, so students tend not to reexamine answer b. students' written mathematical communication skills good good written mathematical communication skills have written mathematical communication scores ranging from more than 50 to 75. after conducting matrix problem solving analysis, there were 6 students who occupied good criteria, namely mm, auh, jd, na, ma, and ab. the results of the student work on the indicators wrote down the core questions that were known and asked, mm, auh, jd, na, ma, and ab students were able to complete at the unistructural level the multistructural level. while the first indicator at the relational and extended abstract level of students mm, auh, jd, na, ma, and ab was not correct and correct in completing it. the indicator finds ideas by writing down the example / modeling as well as the form of the equation mm, auh, jd, na, ma, and ab students are able to complete at the unistructural level the multistructural level. at the relational and extended abstract levels students of mm, auh, jd, na, ma, and ab have not been able to write the examples / modeling or the form of the equation. the indicator writes a formula for preparing a completion plan or a settlement strategy to get a solution. at the level relational, there are several students with good criteria who have not been able to complete correctly, one of which is the work done by mm students. the fourth problem with the level extended abstract, all students with good criteria have not been able to complete correctly so that they cannot meet the indicators of their written mathematical communication skills. students with good criteria are able to solve questions at the level multistructural in taxonomy solo. even though at this level there are some students who are still not precise in their written mathematical communication skills. at the level of multistructural, 172 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students are able to use more than two pieces of information on a problem to find a solution. students at the level are multistructural only able to solve questions at the level unistructural. at the level unistructural, students have the ability to use information contained in a problem to get a solution. students with the criteria of good written mathematical communication skills have not been able to solve problems at the level relational. even though at the level relational there are some students who have done it even though they do not meet the indicators of their written mathematical communication skills, they are said to have not been able to finish correctly. in the level problem, the extended abstract four students were not able to use general principles abstract from problems and build hypotheses that are derived from information to solve problems. based on the test results and the results of interviews with students with good criteria, it shows that errors in student work on test questions are caused by: a) students have difficulty understanding the information on questions b) students are not used to writing what they know and ask c) students are less trained to work on similar questions so that students are not able to understand the questions givenstudents are less trained d) lack of students' training in finding strategies to sample and model the information on the questions c. students' written mathematical communication skills enough mathematical communication skills with nough criteria have written mathematical communication values ranging from more than 25 to 50. after analyzing matrix problem solving, there are 7 students who are in the criteria of enough delivery between alb, br, s, rts, mah, ns, and zrs. students with enough criteria are able to work on unistructural level problems. at the multistructural level there are two students namely alb and rts which is not quite right on the second and third indicators. in the first indicator, one of the students, alb, does notwrite down the core of the question that is known and asked from the problem incorrectly. the second indicator is mfind ideas by writing down examples / modeling and the form of equations and the third indicator writing formulas for developing a solution plan or completion strategy to find a solution.but there are some students who try to work on relational level problems, one of them is ns students. then, a matter of the level of extended abstrac studentsalb, br, s, rts, mah, ns, and zrs did not complete at all so that the indicators of communication skills he wrote was not met at all. students with enough criteria are able to complete up to the level unistructural at solo taxonomy and able to meet all indicators of mathematical communication skills. at the level unistructural , students are only able to use the information contained in the problem to find a solution. meanwhile, at the level of questions multistructural, there are still students who are still inaccurate in the process so that some indicators of their mathematical communication skills cannot be met accurately and correctly. at the level, relational students with the criteria of written mathematical communication skills are still 173 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej not able to finish correctly so that these students have not been able to solve using all the information and determine extra information in problems that can be used to enable final solutions. errors tend to be problems with the level extended abstract because all students on the criteria for written communication skills do not complete at all according to the indicators of their written mathematical communication skills, so that these students have not been able to use general abstract principles from problems and build hypotheses that are derived from information on questions to solve problems. based on the test results and the results of interviews with students with enough criteria indicate that errors in the workmanship of students on test questions caused by: a) students have difficulty understanding and reading information on questions b) students are not used to writing what they know and ask c) students are not able to find strategies to find solutions d) lack of students' ability to interpret data e) students are less trained to work on similar questions so that students are unable to answer the questions given f) lack of students' training in finding strategies to sample and model the information in question d. students' written mathematical communication skills less the ability to write mathematical communication with the criteria less the value of written mathematical communication ranging from more than 0 to 25. after analyzing the matrix problem solving, there are no students who are at the less level. based on the results of the analysis that the average student is in the criteria of good mathematical communication skills so that students are able to solve the level questions unistructural and multistructural on solo taxonomy. students with written mathematical communication ability criteria are very good at being able to work on problems at the unistructural, multistructural and relational levels. students with very good written communication skills are able to complete according to indicators of written mathematical communication skills. at the level of extended abstract, students with very good criteria are still not able to finish correctly so that their written communication skills are also less. students with written mathematical communication ability criteria are very good at the relational level, so students are able to use all the information and determine extra information in the problem that can be used to find a final solution. research conducted by putri (2013) states that students with high abilities in solo taxonomy are able to finish up to the level of unistructural, multistructural and relational. in line with research conducted by romlah (2017), students with high mathematical abilities then their mathematical communication skills are very good written. so students with high abilities have very good mathematical communication skills and are able to solve problems up to a high level in solo taxonomy. students with good written mathematical communication skills are able to work on problems at a level unistructural and multistructural. research conducted by putri 174 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (2013) also stated that students with moderate ability in solo tasksonomics were able to finish up to the unistructural and multistructural stages. students with good written mathematical communication ability criteria able to complete in accordance with indicators of mathematical communication skills written. research conducted bymandasari & chandra (2018) that students with good criteria have mathematical abilities while solving problems according to indicators of mathematical communication written ability. so students with mathematical abilities are having mathematical communication skills with good criteria and are able to solve problems until unistructural and multistructural on solo taxonomy . students with written mathematical communication ability criteria are quite capable of working on problems at a level unistructural . which is at the unistructural level where students are only capableuse the information contained in the problem to find a solution. mathematical communication skills written in terms of: a) students are able to write the core of the questions that are known and asked from the questions given, b) students are able to find ideas by writing examples / modeling and the form of equations, c) students are able to write formulas to draw up plans for completion or completion strategy to find a solution, d) students are able to determine the strategy or solution of problems in written or picture form properly and correctly and able, e) students are capable of make conclusions using their own language in the form of writing from the results of problem solving. in research conducted by putri (2013) states that students with low criteria are able to finish up to the unistructural level. students with written mathematical communication criteria have quite a low ability. in line with researchlutfianannisak & sholihah (2018) students with written mathematical communication skills have quite a low ability. so it was concluded that students' written mathematical communication skills with enough criteria had low mathematical ability andstudents with low ability are able to solve level questions unistructural on solo taxonomy. research conducted by romlah (2017) states that students with high mathematical abilities then written mathematical communication skills are in very good criteria, in line with research conducted by putri (2013)that students with high ability on solo taxonomy are able to solve problems at the unistructural relational level. so it can be concluded that students with very good written communication skills criteria, the level of solo taxonomy is at the unistructural relational level. in contrast to the research conducted bymandasari & chandra (2018)that students with good mathematical communication criteria have students having moderate mathematical abilities. research conducted byputri (2013) also stated that students with moderate abilities in solo taxonomy were able to finish up to the unistructural and multistructural stages. so it can also be concluded that students with good written communication skills criteria then the level of solo taxonomy is at the unistructural level and multistructural level. 175 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion referring to the results of the research that has been obtained, the researcher obtained the following conclusions. students' written mathematical communication skills based on solo taxonomy are divided into 4 written mathematical communication skills criteria, which are very good mathematical communication skills criteria, good mathematical communication skills criteria, written mathematical communication skills criteria are enough, and mathematical communication skills criteria are less. a total of 4 students with very good mathematical communication ability criteria are very good, 6 students with good mathematical communication ability criteria, 7 students with enough mathematical communication ability criteria and students. whereas for students with written mathematical communication skills criterialessnone. students are in very good criteria, able to solve unistructural relational level problems in solo taxonomy. meanwhile, students with good written mathematical communication skills are able to solve unistructural level questions and multistructural levels in solo taxonomy. then students with written mathematical communication ability criteria are quite capable of solving unistructural level problems in solo taxonomy references azizah, f. r. (2015). analisis kemampuan pemecahan masalah matematika berdasarkan taksonomi solo pada sub pokok bahasan balok siswa kelas viii-h smp. 1–241. biggs, john;kevin collis. (1978). evaluating the quality of learning the solo taxonomy (structure of the observed learning outcome). analytical chemistry, 50(3), 394a-394a. https://doi.org/10.1021/ac50025a791 firdaus. (2019). analisis kesalahan mahasiswa dalam menyelesaikan soal aljabar linier pada. 2(1). hodiyanto, h. (2017). kemampuan komunikasi matematis dalam pembelajaran matematika. 7(1). jamil, a. f. (2017). peningkatan level berpikir aljabar siswa berdasarkan taksonomi solo pada materi persamaan linier melalui pemberian scaffolding. jurnal ilmiah mandala education, 3(1), 1–13. https://doi.org/10.1017/cbo9781107415324.004 krismantono, r. r. (2017). analisis kesalahan dalam menyelesaikan soal matematika. 177–181. lamonta, p. a., tandiayuk, m. b., & puluhulawa, i. (2016). analisis kemampuan komunikasi matematis siswa kelas viii smp negeri 19 palu dalam memahami volume balok. jurnal elektronik pendidikan matematika tadulako, 03(04), 464– 477. lanani, k. (2013). belajar berkomunikasi dan komunikasi untuk belajar dalam pembelajaran matematika. infinity journal, 2(1), 13. https://doi.org/10.22460/infinity.v2i1.21 lingga, a. ; w. s. (2013). pengaruh kemampuan berpikir aljabar terhadap kemampuan pemecahan masalah matematika (studi kasus di kelas viii smp negeri 1 kaliwedi kabupaten cirebon) alif. lutfianannisak, l., & sholihah, u. (2018). kemampuan komunikasi matematis siswa 176 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej dalam menyelesaikan soal materi komposisi fungsi ditinjau dari kemampuan matematika. jurnal tadris matematika, 1(1). https://doi.org/10.21274/jtm.2018.1.1.1-8 mandasari, r., & chandra, t. d. (2018). kemampuan komunikasi matematis tulis siswa smp dalam menyelesaikan masalah. jurnal pendidikan, 3(1), 838–850. nctm. (2000). principle and standards for school mathematics. pertiwi, w. (2018). analisis kemampuan berpikir kritis matematis peserta didik smk pada materi matriks. 2(c), 821–831. putri, l. f. ; j. t. m. (2013). identifikasi kemampuan matematika siswa dalam memecahkan masalah aljabar di kelas viii berdasarkan taksonomi solo. mathedunesa, 2(1), 29–30. qohar, a. (2011). mathematical communication: what and how to develop it in mathematics learning? international seminar and the fourth national conference on mathematics education. department of mathematics education, yogyakarta state university., 1–12. retrieved from https://core.ac.uk/download/pdf/11058861.pdf romlah, s. ; g. k. ; w. s. (2017). analisis kemampuan komunikasi matematik siswa smp. ikip siliwangi bandung, 01(02), 37–46. sukayasa, f. g. s. (2019). profil kesalahan siswa dalam menyelesaikan soal matriks berdasarkan jenis kelamin di. supandi, rosvitasari, d. n., & kusumaningsih, w. (2017). peningkatan kemampuan komunikasi tertulis matematis melalui strategi think-talk-write. jurnal kependidikan, 1(2), 227–239. tampi, w., subanji, , & sisworo, ,. (2017). proses metakognisi siswa dalam pemecahan masalah aljabar berdasarkan taksonomi solo. jurnal matematika, 7(1), 30. https://doi.org/10.24843/jmat.2017.v07.i01.p80 waluya, p. ; b. (2017). analysis mathematical communication skills students in the matter algebra based nctm. iosr journal of mathematics, 13(01), 60–66. https://doi.org/10.9790/5728-1301056066 115 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the learning skills : an educational implication on students’ performance in secondary school mathematics onoshakpokaiye, e. odiri institute of education, delta state university, abraka, delta state, nigeria email : onos68@yahoo.ca abstract there is poor performance in mathematics among secondary school students in delta state, nigeria. teachers, parents, the government are all complaining about the poor performance of students in mathematics, and they are trying to find out how this problem can be solved. many kinds of research have been carried out trying to find out the real cause of students’ poor performance in secondary mathematics, but they fail to focus much attention on the variable ‘study skills’ as one of the causes. the study is a survey type. five hundred (500) students were sampled from 25 government secondary schools, delta state of nigeria, through random sampling. the instrument used in gathering data for this study were the students’ learning skills questionnaire (sssq) and centrally set examination results from the state ministry of education. the result from the state ministry of education was used to gather data on the students’ performance in mathematics, while the questionnaire was used to gather information on students’ learning skills. two hypotheses were stated to guide the study, which was tested at a 0.05 level of significance using the spss and t-test statistic to analyze the data obtained. the result shows that there is a significant influence on students’ learning skills and their performance in mathematics. there was a significant difference between students who possess good learning skills and those with poor learning skills. keywords: learning kills; students’ performance; mathematics introduction the learning skills differ from one student to another and also from place to place. learning skills is a very vital part of learning that is being overlooked. students’ performance depends greatly on study skills. learning has been regarded as so complex in the educational system all over the world. different studies have been carried out to ascertain the exact factors that influence the academic performance of students in mathematics, which have aroused the interest of researchers, teachers, counsellors, parents, psychologists, school administrators and many others who have concerns for the improvement of students’ performance in mathematics. many researchers have made different attempts to investigate how learning skills influence students’ performance in mathematics in schools, but the problem still persists. no one study skills work for every situation, and it depends on the individual’s choice of study. an individual student needs to carry out his 116 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej own responsibility to acquire the desired knowledge to enable him/her develop positive values, reasoning skills, critical thinking, attitudes and other skills to excel in the academic. effective learning skills and strategies are necessary in tackling or carrying out learning tasks independently and systematically. and so, having effective learning skill is the key to achieving success in school mathematics. having an effective learning skill will assist students in preparing for schoolwork and being able to cope easily, thereby achieve more success in school mathematics. much attention is not being paid to students’ learning skills in the school, and the teachers focus more on teaching, neglecting this important aspect of learning. the way the students’ study has been neglected, not minding the outcome of neglecting their learning skills. according to shetty & srinivasan (2014), learning skills are critical for student’s academic success, and that competency in academic is connected to the knowledge and application of effective learning skills. there are numerous ways for students to study, but not all methods are effective; some may not promote learning. shetty et al. (2014), stated further “learning skills include the competencies associated with acquiring, recording, organizing, synthesizing, remembering, and using information. these competencies contribute to success in both non-academic (e.g., employment) and academic settings.” most students are often not aware of some of their habits, such as studying while playing music; this may affect their learning and thereby hinder them from comprehending, most especially in mathematics which needed quietness, more concentration to grasp the concepts and skills. concept of study skills learning skills are strategies students used to achieve the stated learning objectives. according to wikipedia, the free encyclopedia (2020) approaches applied to learning are academic skills, study skills or study strategies. these approaches are generally critical to school success, considered essential for getting good grades and which is very useful throughout someone’s learning in life. ezeani and ibegbulem (2009) cited in ossai (2012) stated that study skills are very vital to the success of students in school and important in obtaining good scores. it is considered to be very important in school learning. to develop the ability of students’ skills on how to read, search and effectively use this to solve an academic problem and thereby make a decision with it has turned to a major problem and topic of discussion among researchers and educationist. dunn, (1991) cited in ossai(2012), view learning skills as when each student begins to focus, process, and retain difficult information. any skill a student used, which help him to boosts and improve his study ability and excel or pass examinations, can be regarded as a learning skill. there are various ways a student can study to boost or increase his ability to reason, retain information and has critical thinking (ossai,2012). study skill is very important, and it is a transferable life skill. learning skills are the skills that everyone, every student needed to have for effective study and efficient learning. wikipedia (2020) stated further that study skills are a series of skills that handle the process of organizing and taking new information, retaining the information or dealing with an assessment. ossai(2012) refers to study skills as those things students do when they have to search, organize, and retain information. according to wikipedia 117 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (2020), study skills include mnemonics which assist students in retaining information, have effective reading, note-taking efficiency and concentration techniques. it is an application to all the field of study, and it is also a technique that students can usually learn in the shortest possible time. according to mutsotso and abenga (2010) “the behavioural perspective of study skills address the environment, external conditions, and observable behaviours of students. time management, note-taking skills, and the time and place of study are factors that can affect learning. the cognitive perspective of study skills examines the process by which students acquire, store, and recall information from memory.” the study skills development plays a vital role in the academic performance of students’ learning process. these skills are very important in judging the overall potential and attainment levels of students (nuthana & yenagi, 2009; samia, gladson, udayakumari & dhafra, 2018). in attaining academic excellence, students need to have these essential learning skills such as organization, time-management, note-taking, reading and critical thinking. there are some studies which asserted that academic success of student lies on the type of learning skills adopted to acquire the outcomes expected (maribeth & jill, 2002; meneghetti, de beni, & cornoldi, 2007, samia et al, 2018). mathematics and study skills for an effective study to take place in mathematics, the students need good study skills, need to be patient, use of acronyms and mnemonics, good time management, practicing during the class lesson and effective working of given exercises or assignment at home. this approach can help in increasing students study skills in mathematics since mathematics needs practicing. as they say, “practice makes perfect”, it is impossible for a student to excel in mathematics without working out or solving problems after school lesson. mathematics being a subject that deals with deep reasoning and critical thinking, need patient; otherwise, such student will be frustrated and decided not to work or solve the mathematics problems again. there are some topics that needed acronyms and mnemonics for easy recall or understanding. for effective study skills to take place in a topic like trigonometrical ratios, the students can decide to make use of the acronyms and mnemonics ‘sohcahtoa”, which means sine=opposite divided by hypotenuse, cosine=adjacent divided by hypotenuse and tangent= opposite divided by adjacent for easy recall and understanding. there are other methods that can also be used. in studying mathematics, the students should be able to manage their time well; otherwise, nothing will be achieved, and it will result in to a waste of effort. according to ossai (2012), study skills refers to the methods, strategies, techniques and approaches which the students adopt in achieving the stated learning objectives. learning skills referred to the general methods of learning and skills for specific subjects of study (ossai,2012). every student has his own unique approaches to learning, and every subject has its own unique way of studying it. study skills a student will use in studying the english language may not work or applicable in mathematics since mathematics involve calculation while the english language does not. when students adopt a good number of skills for study, the resultant effect is a good performance in mathematics. on the other hand, when the 118 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students’ learning skills are faulty, it results in poor performance. learning skills are very vital to student’s performance in secondary school mathematics. the study skills of students differ from one student to another and also varies from one place to another. it is very vital as per student’s success in school because students’ performance depends greatly on their learning skills for good performance in mathematics (onoshakpokaiye, 2015). according to onoshakpokaiye (2015), students learning skills play a tremendous role in reflecting the education standard and the students’ performance in mathematics. students cannot learn all that is required in the subject from their teachers in the classroom alone, it is the combination of both learning in the classroom and out of classroom learning that entails learning skills. the general belief is that a student who lacks effective and efficient study skills is eventually laying and building on a shaking foundation, which will eventually result in a weak foundation. despite that, the students are taught together, but all do not get the same grades or scores; there are underachievers and high achievers in mathematics. these outcomes get the teachers worried about the situations and then do their best by trying or push too much (riaz, asma, & niaz, 2002; onoshakpokaiye, 2015). this reason for not doing well maybe that students fail to study what they were taught during the school lesson and also fail to expend good effort to practice mathematics assignment at home or due to ignorance about the importance of learning skills to their mathematics performance students who complete their homework on time may perform well and excel academically. to enhance the mathematics academic performance of students, they need a course in study skills that will examine their study skills and their effectiveness as pivotal to the performance of students in mathematics. the students’ success in academic is dependent on the study methods that individual student applies. there is no specific method of studying for all students. the secret of student success depends on his ability to identify a personal way of studying that will work for him, and this depends on the subjects, environment, conditions and circumstances. there are some methods that may be applied to study a particular subject that cannot be used to study mathematics. for example, mathematics needs constant solving and practicing exercises to be perfect in the subject. this requires knowing oneself so as to make the best decisions on how to study and know the various strategies that may be best and applied. students confident towards mathematics influence and motivate them to study the subject and so the aspect of study skills became imperative to be considered when evaluating the affective factors which influence students’ performance in mathematics (hannula, 2002; zimmerman, 1998, alberta, 2015). alberta (2015) stated that “perhaps students’ development, the use of study skills strategies contributes to students’ confidence in studying mathematics because they are afforded an opportunity to gain insight into how they learn mathematics. “ according to samia, et al (2018) “lack of learning skills placed the students at a disadvantage position and suffered tremendously at various different stages during their student journey. such students are often victims of procrastination, overconfidence, mismanagement, and stress.” the use of effective learning skills leads to positive outcomes in all the school subjects. students who are taught 119 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej different study strategies and able to apply them in the right way usually achieve more (meneghetti et al, 2007, samia et al, 2018). study skills and students’ performance according to mutsotso and abenga (2010) “high school students who are motivated by achievement, have coping skills, and have high educational and occupational expectations perform better in school.” tucker (1999) cited in mutsotso et al (2010), found out that ineffective study skills lead to student’s failure in academic; therefore, it suggested that parents and schools should try to implement learning skills throughout the education of their children. from different studies conducted by different researchers, it was discovered that learning skills could promote students’ performance in secondary school mathematics. entwistle (1960) cited in mutsotso et al (2010) reported that learning skills improved the student’s performance level, especially when the student volunteered to participate in a study skills course. according to shetty & srinivasan (2014) “learning skills are important for better academic performance.” the poor performance of students in mathematics is consistently drawing attention in various countries educational system due to its importance to the development of science and technology and its role in national development and national growth. the skills and knowledge of students acquired in mathematics are very important in helping them overcome the difficulties they may face in their daily lives (mohamed & waheed, 2011, reylan, renante, jonathan, raymond, gengen, ramil,2015). that is to say; the teacher should ensure students are guided to enable them to acquire good learning skills for good performance. lack of good learning skills is among the factors that could also largely influence students’ performance in mathematics, and if urgent attention is not taken or corrected, its resultant effect may be detrimental to the nation and students’ academic performance or success (ebele & olofu, 2017, reylan et al, 2015). students need to have good learning skills in order to excel in their academic life because it will assist them in acquiring the needed mathematical skills and knowledge that is applicable in their academic work and everyday living. therefore, a lack of these skills may lead to the poor performance of a student in school (kaur & pathania, 2015, reylan et al, 2015). ogochukwu (2002) stated that students spend much time in the course of their studies, but when an examination or test is given to them, their performance is very poor. the poor performance of student in the subject may be due to the study methods they adopted, or they do not pay much importance to how they study and also it can be that the student learning skills are very poor. ansari (1980) stated that learning skills are a significant variable that determines the academic performance of students. in most secondary schools in delta state and nigeria as a nation, students do not know how to utilize effective methods, and this has become an obstacle to the progress of students’ performance in mathematics. most of them are not motivated as a result of a lack of effective learning skills, and it has resulted in the situation of having hatred for mathematics, exhibiting nonchalant attitudes towards the subject. many teachers and researchers do not pay much attention to the students’ learning skills so as to correct it; hence it has resulted in a general problem. this anomaly often results in students exhibiting mathematics anxiety, indulging in 120 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej examinations malpractices and consequently poor academic performance in mathematics. purpose of the study : 1) to examine the influence of learning skills on students’ performance in secondary school mathematics, 2). to examine the difference between students who possess good learning skills and those with bad study skills in mathematics performance. the following hypotheses were stated to guide the study hypotheses : 1). there is no significant influence of learning skills on secondary school students in mathematics performance, 2). there is no significant difference between students who possess good learning skills and those with bad learning skills in mathematics performance. research method this study is a correlational study that was used to determine how study skills influence students’ performance in mathematics. some senior secondary school (sss 2) students in a public secondary school in delta state, nigeria were selected for the study. the sample was 500 students drawn from twenty-five (25) government secondary schools within the state using random sampling techniques. the instrument used for data collection was a questionnaire on students’ study skills to collect information on students’ study skills, while a centrally set examination result from delta state ministry of education was used to collect data on the students’ performance in mathematics. the reliability of the instrument was tested using the pearson product-moment, and the correlation coefficient of 𝑟 = 0.75 was calculated. the hypotheses were tested at a 0.05 level of significance using the spss and t-test. hypothesis 1: there is no significant influence of learning skills on secondary school students in mathematics performance. table 1: the influence of students’ study skills and mathematics performance model sum of squares df mean square f sig regression residual total 104.672 125766.136 125870.808 1 498 499 104.672 252.542 0.414 0.520 table 1 reveals that the p-value (0.520) was greater than fvalue (0.414) at 0.05 level of significance. hence the null hypothesis is rejected. this implies that there is significance influence of students’ learning skills on their secondary school performance in mathematics. hypothesis 2: there is no significant difference between students who possess good study skills and those with bad learning skills in mathematics performance. 121 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table: 2 summary of t-test analysis between students who possess good study skills and those with bad study skills in mathematics performance variables n mean sd df t-cal t-crit decision at p<0.05 students with good study skills students with bad study skills 260 240 18.35 8.11 5.94 4.87 498 1042.895 3.002 significant from table 2 above, it shows that there is a difference in mean between students with good study skills and those with bad learning skills in mathematics performance. the mean of students with good learning skills is (18.35), while that of students with bad study skills is (8.11). the difference in the mean shows that there is a difference between students with good study skills and those with bad learning skills. from table 2 also, the t-calculated value (1042.895) is greater than the critical value (3.002). hence the null hypothesis is rejected. this implies that there is a significant difference between students who possess good learning skills and those with bad learning skills in mathematics performance. it therefore indicated that those students who possess good learning skills do better than those with bad study skills in mathematics. results and discussion the result in table 1 revealed that there is a significant influence on student’s study skills and mathematics performance. this study supported the view of ogochukwu (2002), which states that students spend much time during their studies, but when an examination or test is given to them, their performance still very poor. the poor performance may be due to poor study skills they adopted, and also it may be they do not pay much attention to how to study. according to ansari (1980) study skills are a significant variable that determines students’ mathematics academic performance. most students do not solve or practice mathematics problems after school because they view mathematics as time-consuming subject and the consequence is poor performance. shetty & srinivasan (2014), stated that learning skills are very important to student’s academic success and that their competency in academic is connected to the knowledge they acquired and the application of effective learning skills. from the findings, it was discovered that learning skills are a predictor of students’ performance in mathematics; hence students cannot do without the learning skills; otherwise, their performance in mathematics will continue to be poor. the findings in hypothesis 2 showed that there is a significant difference between students with good learning skills and those with bad study skills in mathematics performance. the mean of the students with good learning skills was greater than that of students with bad study skills, which indicates that students with good learning skills perform better in mathematics than that of students with bad learning skills, which is in line with mutsotso and abenga (2010), they found out that ineffective learning skills lead to failure in academic. from the findings, we conclude that good learning skills are a predictor of students’ performance. 122 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej entwistle (1960) cited in mutsotso et al (2010) reported that learning skills improved student’s performance level, especially when the student volunteered to participate in a learning skills course. according to ezeani and ibegbulem (2009) in ossai(2012), study skills are very vital to students success in schools and important in obtaining good scores. students with poor study skills usually struggle to solve mathematics problems, and since there is no effective study skills, the result is poor performance. onoshakpokaiye (2015), stated that students study skills play a tremendous role in reflecting the education standard of the students’ performance in mathematics. for students to perform well in mathematics, they must use the appropriate methods to study the subjects; that is to say, their study skills must be effective. conclusion mathematics is a mandatory subject in all schools and also the basic foundation for all science courses and mathematics-related courses. there is a need for teachers and others in the education sectors to pay proper attention to the teaching and learning of the subject. students’ study skills should not be overlooked since it contributes to their good performance in mathematics. from this study findings, it shows that students with effective study skills excel in their academic and also students who possess good study skills performed significantly better than those students with bad study skills in mathematics. for this reason, students should be well guided in order for them to excel in mathematics. references alberta, d. b. (2015). effects of embedded study-skills instruction on high school students' attitudes toward mathematics. unpublished doctoral dissertation walden university. ansari, z.a. (1980). study habits and attitudes of students: development and validation of questionnaire measures, islamabad, national institute of psychology. dunn, r. (1991). teaching secondary students through their individual learning. allyn and bacon, london. ebele, u. f., & olofu, p. a. (2017). study habit and its impact on secondary school students’ academic performance in biology in the federal capital territory, abuja. educational research and reviews,12(10), 583-588. https://doi.org/10.5897/err2016.3117 entwistle d (1960). evaluation of study skills courses: a review. j. educ. res., 53(7): 243 51. ezeani, c.n. & ibegbulam, i.j. (2009). “term paper and study skills” in:omekwu, c.o, okoye m.o, ezeani c.n. (eds);introduction to the use of the library and study skills, (147 -160) nsukka: liberty. hannula, m. (2002). attitude towards mathematics: emotions, expectations and values.educational studies in mathematics. 49, 25-46. doi:10.1023/a: 1016048823497 https://doi.org/10.5897/err2016.3117 123 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kaur, a., & pathania, r. (2015). study habits and academic performance among late adolescents. studies on home and community science, 9(1), 33-35. https://doi.org/10.1080/09737189.2015.11885430 maribeth, g. & jill, s. k. (2002) contributions of study skills to academic competence. school psychology review, 31(3), 350-365. meneghetti, c., de beni, r., & cornoldi, c. (2007). strategic knowledge and consistency in students with good and poor study skills. european journal of cognitive psychology, 19(4/5), 628-649. mohamed, l., & waheed, h. (2011). secondary students’ attitude towards mathematics in a selected school of maldives. international journal of humanities and social science, 1(15), 277-281. retrieved from http://bit.ly/2vu1iva mutsotso, s. n and abenga, e. s. b. (2010). study methods for improving quality learning and performance in higher education. educational research and review. 5 (12), 808-813. nuthana, p.g., and yenagi, g.v. (2009) influence of study habits, self-concept on academic achievement of boys and girls. karnataka journal of agriculture science, 22 (5), 1 135-1 138. ogochukwu, j.l (2002) everyday academic key. agbor, progress printing press. onoshakpokaiye e. o. (2013). self-efficacy and study habit as correlates of students’ achievement in senior secondary school mathematics. unpublished m.ed mathematics dissertation, delta state university, abraka, nigeria. onoshakpokaiye, e. o. (2015). relationship of study habits with mathematics achievement. journal of education and practice, 6(10), 168-170. ossai, o. v. (2012). influence of study skills on test anxiety levels and achievement of senior secondary school students in english language. unpublished master’s degree research project, university of nigeria, nsukka. reylan, c., renante, n., jonathan, o.e., raymond, e., gengen, p. & ramil, m. (2019). attitudes, study habits, and academic performance of junior high school students in mathematics. international electronic journal of mathematics education. 14(3), 547-561 undergraduate students at a private university college in oman mediterranean journal of social sciences 9(2), 139-147riaz,a., asma,k.and niaz, h.n.(2002). relationship of study habits with educational achievements. international journal of agriculture and biology.4(3) 369-371 samia, n., gladson ,c., udayakumari, m.& dhafra, a. k.(2018). study skills assessment among shetty, s.s.and srinivasan (2014). effectiveness of study skills on academic performance of dental students. j educ ethics dent 4: 28-31 http://www.jeed.in/text.asp?2014/4/1/28/143175. tucker c (1999). african american children. a self-empowerment approach to modifying behavior problems and preventing academic failure. boston: allyn and bacon. wikipedia(2020). study skills. https://en.wikipedia.org/wiki/study_skills https://doi.org/10.1080/09737189.2015.11885430 http://bit.ly/2vu1iva http://www.jeed.in/text.asp?2014/4/1/28/143175 145 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the reflection strategies on students' thinking structures in the mathematical problem solving steps elly susanti universitas islam negeri maulana malik ibrahim malang email : ellysusanti@mat.uin-malang.ac.id abstract thinking is a process of understanding various things encountered in everyday life, finding certain opinions or ideas, making judgments, and solving problems. one of the tasks teachers must do in learning mathematics is to help students convey the cognitive processes experienced when solving issues. the thinking errors are and the algorithms that are not yet complete in solving student problems. but in reality, students still have difficulties that cause errors in solving mathematical problems. this study describes the reflection strategy on thinking to correct students' misconceptions in solving mathematical problems. this type of research is descriptive research with a qualitative approach. research data consists of student answers, results think aloud, and the results of semi-structured interviews. the results showed that students with low problem-solving abilities experienced assimilation at the stage of understanding the problem only. in contrast, at the scene of developing strategies and implementing plans, accommodation occurred. the students will attack because students can decompose problems into simpler ones but require reflection to connect mathematical material to solve problems. in addition, students also need thinking to correct errors and complete incomplete algorithms when carrying out plans for solving mathematical problems. keywords: reflection strategy; thinking structure; mathematical problem solving introduction problem solving is the activities as a series of actions that allow students to find solutions to problems (tambunan, 2019; tippmann et al., 2017). problem solving is also a process that students do to overcome or solve a problem through stages, including defining the problem, finding out the main factors causing the pain, finding solutions, and applying these solutions so that existing problems can solve (gog et al., 2020). problem solving is very important to master because students will encounter various learning process types and everyday life (mathew et al., 2019). problem solving is a competency that must prioritize for students to apply and adapt strategies to solve other problems in different contexts (halpern, 2014). in solving mathematical problems, students' thinking processes occur when processing data or information to solve problems (hamdani et al., 2021). the thinking process includes receiving information, managing, storing, and recalling that information through students' memories (demirel et al., 2015; rochana, 2018). 146 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej it is clear that students certainly do a process to make decisions and resolve internal thinking (dorko, 2019). the thought or thinking process involves understanding the things encountered in everyday life, finding certain opinions or ideas, making judgments, and resolving the problem early, one of the tasks that must perform a mathematics teacher. i need to help students convey cognitive processes experienced during situation solving to know where the mistake of thinking is. the algorithm is not yet complete on solving the problem of students (bormanaki, 2017). but in reality, students still have difficulty in solving mathematical problem solving problems. this refers to evidence by the results of an initial study conducted by researchers in class xi ma daruttauhid malang ma islam sabilurrosyad showing that many students make mistakes. based on the interviews, mathematics teachers at the school informed that errors cause because students had difficulty understanding the problem, creating a settlement plan, lack of knowledge of the prerequisite material, and not describing the reasons in detail regarding the solutions found. thus, this problem is a factor causing students' thinking process errors. based on the above issues, treatment needs can stimulate students to correct thinking process errors in solving mathematical problems. one possible solution to correct the mistakes and complete students' thinking processes is through reflection. reflection is an activity that aims to thoroughly review students' problem solving processes (muhtadin, 2020). reflection provides feedback in questions that stimulate students to study problem solving (muhtadin, 2020; ainurrohmah, 2016). the student can also reflect by giving students individual assignments in the form of questions that provoke students to find appropriate and accurate thinking steps (wahyudi, 2020). therefore, reflection is one of the solutions to develop students' problem-solving abilities because there is a critical effort by looking back at the mental processes that have been passed (muhtadin, 2020). reflection can positively impact students' thinking stages to be structured and systematic (muhtadin, 2020; ainurrohmah, 2016). through the review, students can also apply the theory gained from learning and practice it according to the problem's context (muhtadin, 2020). in addition, reflection makes students understand the issue entirely and make plans well to get the correct answer (mailani, 2017; muhtadin, 2020; stronge, 2009). several studies related to reflection have been carried out, including (muhtadin 2020) research on defragmenting students' thinking structures through thinking to correct students' mistakes in solving story problems. listiyani's research 2018. conducts reflections to measure the effectiveness of inquiry learning on student learning outcomes and activities. ismayanti and muhammad arsyad's research worked reviews to improve students' creative thinking processes. nuryana's research 2018 conducts reflection to stimulate students to improve the stages of problem solving. the reflection in this study aims to reflect the structure of students' thinking to correct errors in solving mathematical problems by providing feedback that stimulates students to improve and complete the stages of thinking to be more optimal. there is no research on giving reflection to students' thinking structure to correct errors in solving math problems. 147 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method this research method is a descriptive qualitative approach. subjects were students of class senior high school. the purposive sampling technique makes the subject selection. research data in the form of student answers, think aloud, and the results of semi-structured interviews. prospective subjects are 98 students who have obtained linear programming material. all students do a problem-solving test related to linear programming. then the researchers grouped students based on problem-solving abilities, which referred to the problem-solving categorization of samo (2017). the research subjects taken were two students who had low problemsolving abilities coded with s1 and s2. then the researcher gave a test in the form of questions adopted from pisa linear programming material, validation tests carried out to material experts and learning experts, and readability tests. the test contains questions used are as follows. picture 1. pisa problems for linear program material data analysis aims to determine the shortcomings of students' thinking processes. it was known through errors and incomplete algorithms to become a guideline for researchers to do reflection. furthermore, the data of students' thinking processes before and after reflecting on mathematical problem solving were reanalyzed through piaget's (1959) theory of change in thinking schemes, namely accommodation and assimilation. the analysis technique carries through stages which include data reduction, data presentation, and concluding. results and discussion a. student thinking structure in problem solving and mathematical reflection s1 is a subject that has common problem solving abilities. s1 can describe the issue more straightforwardly, but s1 cannot relate the problem to mathematical 148 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej material to solve the problem. the s1 thinking structure does not match the given situation. more details can see in picture 2. . picture 2. subject 1 work before reflection based on picture 2, at the stage of understanding the problem, s1 does not describe the information in the answer, but through the results of think-aloud s1 illustrates that the income of indopos workers is rp. 1.500.00, a bonus of rp. 10.000.00 per newspaper, the rest is sold from 210 newspapers. in addition, s1 also explained that the income of kompas workers was rp. 500,000.00 and a bonus of rp. 300.00 per newspaper sold. by comparing the salaries of workers in the two newspapers. then s1 also explained the information that asks, namely a graph depicting the income of indopos and kompas workers. furthermore, in formulating the strategy, s1 did not make an objective function first, but s1 immediately made a mathematical model and graph that described the income of indopos and kompas workers. however, s1 made a mistake where the income model of indopos workers obtained 1,500 selling 210 newspapers and 11,500 selling >210 newspapers. in contrast, the income of kompas modeling workers was rp. 500,000.00 per week plus a bonus of rp. 300.00 per newspaper. it explains that s1 cannot connect the problem with mathematical material obtain previously to solve the problem. at the stage of implementing the plan, s1 also made an error, namely the shape of the income graph of indopos and kompas workers, which was incorrect because the cut line formed was linear. the error is, of course, caused by previous students' mistakes in formulating strategies. in addition, s1 does not conclude the answer regarding a graph that describes workers' income from the two mass media newspapers. the following scheme describes the undergraduate thinking process in solving mathematical problems: 149 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej information: • a: problem • b: information is known • b1: information known about indopos • b2: information know regarding kompas • c: information in question picture 3. thinking structure of undergraduate mathematics problem solving before reflection based picture 3 informs that s1 can describe the problem but cannot connect the problem with mathematical material or concepts to solve the problem. it impacts s1's error in determining the graph cut line and the revenue function of the two newspapers. therefore, the researcher provided a reflection that stimulated s1 to correct the mistakes and complete the thinking structure described as follows. the researcher started by reflecting mathematical connections to stimulate s1 to recognize patterns in the problem so that s1 could recall mathematical concepts to build solutions. researchers provide reflections related to s1 knowledge of linear programming and solve problems related to linear programming. through this reflection, s1 can remember that the function must be objective in making a graph in a linear program. then the researcher asked s1 to solve the problem by looking for the objective function following s1's knowledge of the understood linear programming material. the results of student work after being given a reflection are as follows. picture 4. s1 answers after reflection through mathematical connections based on picture 4, s1 can connect the concepts studied with the problem after being given reflection. s1 realized that to create a graph, the first thing to find was the objective function of the worker's income. the hypothesis supported by the interview results that s1 assumes f(x) is the income per week, with x as the number c b b1 b2 a 150 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of newspapers sold. in addition, s1 realizes that before finding a graph, the first is to determine the income objective function of each indopos and kompas worker. s1 creates an indopos worker's income function, including 𝑓(𝑥) = 1,500𝑥 ; 𝑥 ≤ 210, 𝑎𝑛𝑑 𝑓(𝑥) = 315,000 + 10,000 (𝑥 − 210); 𝑥 > 210. s1 also creates a function for the income of kompas workers, which is 𝑓(𝑥) = 500,000 + 300𝑥. however, in applying the s1 pattern, an error occurred in determining the intersection point of the second indopos income graph. s1 only drew one straight line so that the graph cut line formed from the two indopos income functions was linear. s1 also made an error in making the intersection point of the kompas graph, namely the income graph of kompas workers that s1 found did not match the example made. as for the mistakes made by s1 in graphing the incomes of indopos and kompas workers, the researcher reflects through cognitive conflicts regarding the difference in workers' pay when selling 210 newspapers and 211 newspapers. through this reflection, s1 can stimulate s1 to find out the difference in the intersection points of the graph formed so that s1 can conclude that the diagram depicting the income of indopos workers has two straight lines with different slopes. the results of the repair of s1 can see in the image below. picture 5. s1 answers graphing the functions and income of indopos workers next, the researcher gives a reflection, namely how to determine the kompas worker's income graph based on the information contained in the advertisement. the thought given is in the form of questions related to how s1 did the previous example to create a function that describes workers' income. through the reflection given can stimulate s1 to correct the error shown in the image below. picture 6. s1 answers create functions and income graphs for indopos workers 151 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej after correcting s1's errors, the researcher gave a reflection aimed at s1 making conclusions about the solutions found. through these questions, s1 can briefly describe that the income graph of indopos workers has two different slopes, while the graph of workers' income is linear. the improvement of s1's answer show in picture 5. picture 7. s1 answer pieces make conclusions based on the reflection process that has been described, the following scheme describes the s1 thinking process during the reflection process: information: • problem • b: information is known • b1: information known to indopos • b2: information that compass knows • c: information in question • d: making an example • e: create revenue function • f: indopos revenue function • f1: indopos 1 revenue function • f2: indopos revenue function 2 • g: compass income function • h1: determine the point of intersection of indopos 1 • h2: determine the point of intersection of indopos 2 • i: determine the point of intersection of the compass • j1: creating indopos 1 intersection line • j2: creating indopos 2 intersection line • k: make a combination of indopos 1 and 2 . intersection lines • • l: draw the line of intersection of the compass : subject line • : subject step is correct : subject step is wrong : reflection picture 8. s1 thinking scheme on solving mathematical problems during reflection e f f2 h2 j2 k g i l f1 h1 j1 e h2 2 j2 k m i l c b b1 b2 a r r r r r 152 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej b. s2 thinking structures in problem solving and mathematical reflection s2 is a subject that has common problem solving abilities. s2 can describe the issue more simply but cannot relate the problem to mathematical material to solve the problem because the thinking structure possessed by s2 is not following the given situation. more details can see in picture 8. picture 9. s2 answers before reflection based on the picture above, it can see that when understanding master's problem, she described the problem by comparing the salaries and bonuses of the two mass media newspapers. s2 explained that workers' income at indopos is rp. 1.500.00 if they sell 210 newspapers and a bounty of rp. 10,0000.00 per newspaper for the remainder sold. s2 also found that the weekly income of kompas workers was rp. 500.000,00, and there is a bonus of rp. 300.00 per newspaper. in addition, the results of postgraduate interviews describe the information asked, namely a graph depicting the income of indopos and kompas workers. furthermore, in formulating the master's strategy, he immediately made mathematical models and graphs describing workers' income in indopos and kompas. s2 determines the points and intersections on the chart by simply matching the workers' pay and the number of newspapers sold in one week without creating an objective function. it proves that s2 cannot recognize patterns in the questions because s2 cannot relate the questions to the mathematical concepts or materials studied. the teacher's inability to relate the problem to mathematical concepts or material to solve the problem ensures that the teacher makes mistakes in carrying out the plan. s2 determines the intersection point of the graph by performing the addition operation between the salary and bonus of the worker. in addition, the graph formed has parallel lines that depict the wages of indopos and kompas workers remain the same. the following is a schematic that describes the s2 thinking process in solving math problems: 153 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej information: • a: problem • b: information is known • b1: information known about indopos • b2: information regarding kompas • c: information developed picture 10. s2 thinking structure on mathematical problem solving before reflection based on picture 9, it knows that s2 cannot connect problems with mathematical material or concepts to solve problems. it also impacts s2's error in determining the cut line of the graph and the revenue function of the two newspapers. therefore, the researcher provides stimulating reflections on the master's degree to correct errors and complete the thought structure described below. the researcher started by reflecting on s2 to do pattern recognition. reflection is through mathematical connections. the researcher demonstrates a master's knowledge about the steps of solving linear programming problems. through these reflections, s2 can recall that in solving linear programming problems, what must do is to determine the sample variables followed by creating an objective function to draw graphs. the snippet of the answer below evidences it. picture 11. s1 answers after reflection through mathematical connections based on picture 10, s2 assumes weekly revenue as f(x) and the number of newspapers sold as x. then s2 determines the objective function and then draws a graph of the income of indopos and kompas workers. s2 makes the income function of indopos workers, including 𝑓(𝑥) = 1,500𝑥; 𝑥 ≤ 210, 𝑎𝑛𝑑 𝑓(𝑥) = c b b1 b 2 a 154 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 315,000 + 10,000 (𝑥 − 210); 𝑥 > 210. the compass income function found by s2 is 𝑓(𝑥) = 300𝑥 + 500,000. s2 can find characteristic equations and connect the problems found with the material obtained previously, namely a linear program, after being given reflection. furthermore, in implementing the plan, s2 makes a graph that describes the income of indopos workers per week. s2 replaces the value of 𝑥 = 210 with 𝑓(𝑥) = 1500𝑥 to make the intersection between the worker's income and the number of newspapers sold 210 newspapers. then s2 is substituted again to determine the cut-off point on the second indopos income function to know the change in the cut-off point if selling newspapers more than 210, but s2 makes an error so that the intersection line of the graph formed from the two indopos income functions is linear. in addition, after finding two forms of diagrams that describe the incomes of indopos and kompas workers, s2 does not conclude the answers obtained. therefore, researchers reflect cognitive conflicts by asking questions in the form of examples that lead to mental conflicts with teachers. the researcher reflects on the difference in workers' income if they sell 210 newspapers and 215 newspapers. through these questions, s2 can find out that the difference in income earned by workers also impacts the difference in the cut line that form, so that s2 can correct the error that the graph depicting the income of indopos workers has two straight lines with different slopes. the results of the increase in s2 can see in the following snippet of answers. figure 12. answers to master's degree in graphing the functions and income of indopos workers after giving reflections s2’s error can correct; the researcher reflects scaffolding to stimulate s2 to make conclusions about the solution so that s2 can explain that the income graph of indopos workers has a different slope. in contrast, the income graph of kompas workers is linear. for more details, see the following snippet of s2's answer. 155 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 13. master's answers making conclusions on answers after giving reflections based on the reflection process that has been described, the following schematic illustrates the master's thought process during reflection: information: • problem • b: information is known • b1: information known to indopos • b2: information that compass knows • c: information in question • d: making an example • e: create revenue function • f: indopos revenue function • f1: indopos 1 revenue function • f2: indopos revenue function 2 • g: compass income function • h1: determine the point of intersection of indopos 1 • h2: determine the point of intersection of indopos 2 • i: determine the point of intersection of the compass • j1: creating indopos 1 intersection line • j2: creating indopos 2 intersection line • k: make a combination of indopos 1 and 2 . intersection lines • l: draw the line of intersection of the compass : subject line : step subject is correct : subject step is wrong : reflection figure 14. s2 thinking scheme of solving mathematical problems during reflection c b b1 b2 e f f2 h2 j2 g i l f1 h1 j1 h2 2 j2 k m e a r r r r 156 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the study results, it can seem that students who have standard problem-solving abilities represented by s1 and s2 experience changes in thinking schemes with the same tendency to solve mathematical problems. there is an assimilation of students' thinking processes to understand the problem because their system follows the situation. according to bormanaki (2017), when assimilated, students do not replace the existing schema because the structure of the problem found is following the available schema. students can describe the issue directly but not wholly, both in answers and verbal expressions conveyed when problemsolving student's description of the problem is related to know during interviews. as gog et al. (2020) and halpern (2014) revealed, the stage of understanding the problem includes the ability to describe essential elements related to information that is known and asked in the situation. furthermore, at the strategy formulation stage, students experience accommodation. this is because students need reflection to connect material or mathematical concepts to build solutions to problems. zhiqing (2015) and dorko (2019) state that accommodation is a cognitive structure adapted from new experiences, resulting in new schemes or changing old systems based on the given stimulus. researchers reflect mathematical connections to stimulate students to recall knowledge related to solving linear programming problems. it is in line with the theory of connection knitting (subanji, 2015), which creates a relationship between thinking structures to develop strategies. haseski et al. (2018) and king (2019) say that formulating a process is a step to interpret procedures based on concepts or materials that are mastered and allow them to be used to solve problems. at the stage of implementing the plan, there is accommodation to the thinking process of students. students' cognitive schemes are not following the planned strategy, so students need reflection. hamdani et al. (2021) and bormanaki (2017) state that accommodation changes students' cognitive structures caused by the treatment given, giving rise to new schemes. students initially experienced an error, namely misapplying a procedure because it was not according to their strategy, so the researcher reflected through cognitive conflict to correct the mistake. according to mathew et al. (2019), when students carry out plans, they will be significantly influenced by the strategies or techniques that they have prepared previously. after correcting students' thinking errors, the researcher reflected scaffolding on what conclusions could be drawn from the solutions found. through these reflections can stimulate students to transform their thinking by making conclusions about answers. as for the students' problem-solving steps, there is accommodation to students' thinking processes. compromise occurs because, at first, students cannot build solutions, and there are unstructured steps due to mistakes made, so it requires reflection from the researcher. hamdani (2021) refers to accommodation as a cognitive structure adapted through new experiences resulting from the given stimuli. meanwhile, after review, students can perform transformations by correcting errors and completing steps reasonably and structured 157 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the results and discussion, reflection can stimulate students to correct errors in solving mathematical problems the evidenced by changing the problem-solving steps taken by students to be more logical and systematic. students with low problem-solving abilities experience assimilation to understand the situation while strategizing and implementing accommodation plans. students can describe the problem more straightforwardly but require reflection to connect mathematical material to solve problems. in addition, students also need to review to correct errors and solve incomplete algorithms when carrying out mathematical problem solving plans. references bormanaki, h. b. (2017). the role of equilibration in piaget's theory of cognitive development and its implication for receptive skills: a theoretical study. 8(5), 996–1005. demirel, m., derman, i., & karagedik, e. (2015). a study on the relationship between reflective thinking skills towards problem solving and attitudes towards mathematics. procedia social and behavioral sciences, 197(february), 2086–2096. https://doi.org/10.1016/ j.sbspro.2015.07.326 dorko, a. (2019). generalization, assimilation, and accommodation. 28(2), 33– 51. gog, t. van, hoogerheide, v., & harsel, m. van. (2020). the role of mental effort in fostering self-regulated learning with problem-solving tasks. halpern, d. f. (2014). thought and knowledge: an introduction to critical thinking. (5 ed.). psychology press. hamdani, d., subarinah, s., & triutami, t. w. (2021). construction scheme of proof based on assimilation and accommodation processes: theorem of number theory. https://doi.org/10.1088/1742-6596/1776/1/012004 haseski, h. i., ilic, u., & tugtekin, u. (2018). defining a new 21st century skillcomputational thinking: concepts and trends. in international education studies (vol. 11, nomor 4, hal. 29). https://doi.org/10.5539/ies.v11n4p29 ismayanti, muhammad arsyad, d. h. m. (2019). penerapan strategi refleksi pada akhir pembelajaran untuk meningkatkan keterampilan berpikir kreatif peserta didik pada materi fluida. jurnal pendidikan fisika dan terapannya, 3, 27–31. king, b. (2019). using teaching through problem solving to transform inservice teachers' thinking about instruction. merga, 1(april), 169–189. listiyani, l. r. (2018). implementasi model pembelajaran inkuiri berbasis refleksi kelompok pada materi reaksi redoks. jipva (jurnal pendidikan ipa veteran), 2. mailani, e. (2017). refleksi dalam meningkatkan kompetensi guru menuju indonesia emas tahun 2045. seminar nasional pendidikan dasar universitas negeri medan, 314–320. mathew, r., malik, s. i., & tawafak, r. m. (2019). teaching problem solving 158 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej skills using an educational game in a computer programming course. 18(2), 359–373. https://doi.org/10.15388/infedu.2019.17 muhtadin, a. (2020). defragmenting struktur berpikir melalui refleksi untuk memperbaiki kesalahan siswa menyelesaikan soal cerita. jurnal primatika, 9, 25–34. novita ainurrohmah, & n. m. (2016). refleksi kritis terhadap pandangan matematika dari perspektif siswa dan pendidik sekolah dasar. jurnal pendidikan guru sekolah dasar, 6, 1706–1717. nuryana, d. a. n. dan. (2018). pengaruh pemberian refleksi tugas individual siswa terhadap hasil belajar pada mata pelajaran sosiologi di madrasah aliyah putri pui kabupaten majalengka. jurnal edueksos, vii(1), 33–48. piaget, j. (1959). the origins of intelligence in children. samo, d. d. (2017). kemampuan pemecahan masalah mahasiswa tahun pertama pada masalah geometri konteks budaya problem solving ability of first year university student in cultural context geometry problem. 4(2), 141–152. siti rochana, u. m. (2018). proses berpikir mahasiswa dalam menyelesaikan soal kalkulus. 6(2). stronge, j. l. h. & j. h. (2009). reflecting on teaching examining your practice is one of the best ways to improve it.virginia journal of education. subanji. (2015). teori kesalahan konstruksi konsep dan pemecahan masalah matematika. tambunan, h. (2019). the effectiveness of the problem solving strategy and the scientific approach to students' mathematical capabilities in high order thinking skills. international electronic journal of mathematics education, 14(2), 293–302. tippmann, e., scott, p. s., & parker, a. (2017). boundary capabilities in mncs : knowledge transformation for creative solution development. journal of management studies, june. https://doi.org/10.1111/joms.12253 wahyudi, s. &. (2020). refleksi pembelajaran matematika smk muhammadiyah 1 ponorogo pada materi persamaan dan pertidaksamaan linear mutlak. jurnal cendekia: jurnal pendidikan matematika, 04(02), 746–755. microsoft word 9cd0-042d-31b9-6b91 1 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students' ability to think mathematically in solving pisa mathematics problems content change and relationship wisnu siwi satiti1, kartika wulandari2 12program studi pendidikan matematika, fakultas ilmu pendidikan, universitas kh. a. wahab hasbullah e-mail : siwi.wisnu@gmail.com abstract this article describes students’ mathematical-thinking process in solving pisa-model mathematics -problems. mathematical-thinking is not only important for academic succes, but is also esssential for developing mathematical reasoning and critical thinking habits in sustainable development for creating better life. in order to achieve the research aims, we used a qualitative approach with descriptive methods. data were collected using mathematical activities adapted from pisa items. three students’ works that represent each level of mathematical ability were selected for in-depth analysis. the findings shows that students’ mathematical-thinking ability in solving pisa-model mathematicsproblems is determined by how the students go beyond phases of mathematical-thinkng proses (entry, attack, review). students can solve problems correctly if they are able to go through all phases, although not all aspects of each phase are fulfilled. if students fail in the entry phase, it is certain that they cannot go through the next two phases properly (attack and review). keywords: mathematical thinking; pisa items; change and relationship introduction in order to develope students’ mathematical abilities and enhance their performance, mathematics education should not only emphasize on mastery mathematics content, but it shouls also help students developing their ability in thinking mathematically (breen & o’shea, 2010). this is in accordance with the goal of mathematics education in indonesian, that is preparing students with mathematics understanding and develope students’ ability to think mathematically (anwar, budayasa, amin, & de haan, 2012). moreover, the ability to think mathematically is one of the literacy needed to build reasoning and critical thinking habits in sustainable development for the creation of a better life (seameorecsam, 2017). thus, the ability to think mathematically is not only important for academic life, but it is also needed to support our role in social life. apart from the importance of students’ ability in thinking mathematically, several previous studies have shown that mathematics learning in indonesia has not been sufficient in helping students to develop their mathematical thinking skills (anwar et al., 2012; khamidah & suherman, 2016; fatimah, muhsetyo, & rahardjo, 2019). this is due to the learning activities at schools mostly about solving problems that needs routine procedures, students’ proficiency in routine algorithms or counting ability, and it is declared that students understand 2 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematics if they are able to memorize and apply mathematical formula (anwar et al., 2012; sepeng, 2013; devlin, 2019; satiti & verdianingsih, 2019). whereas, the ability to think mathematically emphasizes on cognitive processes, not just being proficient in routine algorithms or arithmetic (fatimah et al., 2019). one of the mathematical activities that support students’ ability in thinking mathematically is pisa mathematics problems. cognitive processes in solving pisa problems occur through the activity of formulate real-world contexts into mathematical problems, employ concepts, facts, procedures and mathematical reasoning in solving mathematical problems, and interpreting mathematical solutions obtained into the context of problems and re-examining whether these solutions are suitable for the given the context (oecd, 2014; stacey, 2015). however, based on the results of the 2018 pisa assessment, performance of indonesian students in mathematics was less than satisfactory. the performance of indonesian students is still at level 1 and is in 17th place out of 20 countries that are at level 1 (oecd, 2019). based on pisa assessment, achievements of each participating country are classified into six levels, in which level 6 is the highest achievement. this shows that indonesian students’ ability in thinking mathematically is still low compared to students’ from other countries. therefore, it is crucial to increase the use of pisa-like mathematics problems as learning activities in order to facilitate the development of students’ ability in thinking mathematically. pisa mathematics problems that focus on mathematical literacy are classified d based on content, context, and process category (oecd, 2013; stacey, 2015). content in pisa problems is interpreted as a mathematical structure and topic that underlies a given problem or situation (stacey, 2015). one of contents in pisa mathematics problems is change and relationship (oecd, 2013). change and relationship content can be found in various contexts or situations, such as social arithmetic, function, and calculus (stacey, 2015). however, many students have difficulty in solving pisa mathematics problems with change and relationship content, especially in building an understanding of the mathematical concepts that underlie the problems so that the students find it difficult to solve or answer the given questions (nasriadi & sari, 2017). the same result was also found in a study conducted by pratiwi, trapsilasiwi, oktavianingtyas, sunardi, & murtikusuma (2019) which showed that students’ ability in solving pisa mathematics problems in change and relationship category was still low, in which the majority of the students were at level 2. therefore, it is necessary to conduct a study to determine students’ ability in thinking mathematically and the process of it in solving pisa-like mathematics problems in change and relationship category. this is important because by understanding students’ ability in thinking mathematically and the process of it, teachers and educators will be able to determine which aspects of students’ mathematical thinking process which are needed to be maintained and which aspects should be improved so that students can solve mathematics problems properly and correctly. cognitive skills employed in solving pisa mathematics problems (oecd, 2014; stacey, 2015) aligned with framework of thinking mathematically initiated by mason, burton, & stacey, (2010). therefore, in this study researcher applies thinking mathematically framework initiated by (mason et al., 2010) as a 3 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej foundation for conducting the study. the fundamental process of thinking mathematically are specializing and generalizing (mason et al., 2010). this process integrates into three phases of thinking mathematically; (1) entry phase (what do i know, what do i want, what can i introduce) – that is how do students get information / facts and make a plan in order to solve the mathematics problems, (2) attack phase (try, maybe, why), and (3) review phase (check, reflect, extend) that is when results are obtained and to be checked. the three phases are related to each other and it is possible that the flow of the three phases is back and forth, which means that working on a phase is very likely to return to the previous phase or maybe it will jump to the final phase (fatimah et al., 2019). the relationship between process and phases in thinking mathematically can be seen in figure 1 below. figure 1. process and phases of thinking mathematically based on the explanation above, this study is aimed to obtain a detailed and comprehensive understanding of students’ ability to think mathematically (mathematical thinking) and the process of it in solving pisa-like mathematics problems category change and relationship. research method the method employed in this study is qualitative approach with descriptive methods (sugiyono, 2018). this study is aimed to obtain a detailed and comprehensive understanding of students’ ability to think mathematically (mathematical thinking) and the process of it in solving pisa-like mathematics problems. the study was conducted on 30 students of class ix at mts salafiyah syafi'iyah jombang. data collection began with students working on the pisa-like mathematics problem (figure 2). the results of the students' work were then examined. based on the results of this examination, students’ works were arranged into three categories. the mathematics problem comprised of two sub questions. the arrangement of students’ work was carried out based on the number corrcet answers. the three categories are pd-k1, pd-k2, and pd-k3. pd-k1 means a student is not able to answer correctly all of the two sub questions; pd-k2 means a student is able to answer correctly one question only, and pd-k3 means a student answer both sub questions correctly. from each category, there would be selected one students’s work randomly for in-depth analysis. the students whose work were selected hereinafter referred to as selected subjects. in-depth analysis was carried out againts the frameworks of thinking mathematically initiated by mason et al. (2010). this in-depth analysis was supported by deep interviews. thus, the data collected in this study were students' work and recordings of deep interview. the researchers composed a rubric of thinking mathematically that contained indicators adapted from the thinking mathematically framework initiated by mason et al. (2010). this rubric was employed as a guideline for analyzing 4 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students' mathematical thinking processes and their ability to think mathematically. this rubric was also employed as deep interview guideline to detect indicators that arose from each aspect and phase of thinking mathematically. table 1. rubric of thinking mathematically phase aspect code indicator entry a. i know 1.a.1 read the question carefully 1.a.2 specialize to discover what is involved 1.a.3 what ideas/skils/facts seem relevant to be applied in solving the problems 1.a.4 do i know any similar or analogous questions b. i want 1.b.1 classify and sort information 1.b.2 be alert to ambiguities 1.b.3 specialize to discover what the real question is and what should be determined/found c. introduce 1.c.1 represents facts and information that is known from the problem into pictures, diagrams or symbols 1.c.2 organizing known facts and information from problems, representing them in mathematical notation. attack a. try dan maybe 2.a.1 make a guess/allegation 2.a.2 check the guesswork (allegations) through the process of problem solving / answering questions from the problems b. why 2.b.1 check whether the guesswork (allegations) is correct or wrong 2.b.2 if the allegations submitted are wrong, then the allegations can be rejected, or how to modify the allegations so that they are true 2.b.3 confirming by providing logical reasoning related to acceptance or rejection of an allegation review a. check 3.a.1 check on calculation 3.a.2 check on formula or procedure employed to ensure that the techniques are appropiate 3.a.3 check that the resolution fits the questions and context of the problems b. reflect 3.b.1 reflect on key ideas on the problem solving process 3.b.2 reflect on the resolution; can it be made clear c. extend 3.c.1 extend the result to a wider context by generalizing 3.c.2 extend by seeking a new path or different technique in solving problems or answering questions. in order to make it easier to refer to a certain indicator in carrying in-depth analysis, indicator codes were used as shown in table 1 above. the following are mathematical activities used in this study. mathematical activities are adapted from pisa mathematics problems category change and relationship (oecd, 2013). 5 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2a. pisa-like mathematics problems figure 2b. pisa-like mathematics problems results and discussion there were three selected students' work for in-depth analysis. researchers determined several references in analyzing the work of selected subjects. a subject (student) was declared successful in one phase of mathematical thinking if his/her works fulfilled all aspects of the related phase and the answer was correct. a student was declared to have fulfilled an aspect of mathematical thinking if his/her works met at least one indicator of each related aspect. following are the results and discussion of the selected students’ works. students’ thinking mathematically in solving sub activity/question “a” pd-k2 and pd-k3 have answered sub-questions-a correctly. meanwhile, pd-k1 could not complete this activity properly. the following is the work of the pd-k1. 6 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 3. pd-k1’s works on sub activity/question-a as shown in figure 3, pd-k1 wrote relevant information in order to answer the questions. this shows that pd-k1 has fulfilled indicators 1.a.1 and 1.a.2 in i know-aspect. then, pd-k1 determined 20% of the normal price of each item. however, pd-k1 made a mistake in determining the price of goods after discount. pd-k1 assumed that 20% of the normal price was the item price after discount. in fact, 20% of the normal price is the discount value. this shows that pd-k1 did not understand the meaning of discount and the relationship between normal selling price, discount value and goods price after discount. pd-k1 did not understand correctly what the question was about. thus pd-k1 has failed to go through the entry phase properly. until the end of problem solving process, pd-k1 still comprehended 20% of the normal price as the price of the goods after discount. this shows that pd-k1 did not re-check or reflect on whether the concept applied was correct or not. so that pd-k1 failed in the attack phase. it also shows that pd-k1 did not do the check or reflect aspects in the review phase. in addition, it seems that the pd-k1 only did computation on the numbers listed in he problem without realizing the mathematics concepts should be applied. referring to the pd-k1’s work above, the failure in the attack and review phase was caused by pd-k1 failing in the entry phase, especially pd-k1 could not meet the indicator 1.b.3 in i want-aspect. even though the calculation results are correct, these results are not the right solution for the given problem. thus, it can be concluded that the failure in the entry phase might hinder students to go through the next two phases properly and correctly. pd-k2 and pd-k3 were able to do sub activity/question a correctly so that they got the right answer/solution. following are pd-k2 and pd-k3’ works and the analysis of their mathematical thinking processes. 7 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4a. pd-k2’s works on sub activity/question-a figure 4b. pd-k2’s works on sub activity/question-a 8 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 5. pd-k3’s works on sub activity/question-a as shown in figures 4 and 5, pd-k2 and pd-k3 wrote information derived from the problem correctly, completely and relevant. both pd-k2 and pd-k3 have met indicators 1.a.1 and 1.a.2 in i know-aspect. pd-k2 also classified the informations and sorted them into "diketahui" and "ditanya". this shows that pdk2 has fulfilled indicator 1.b.1 in i want-aspect. furthermore, pd-k2 and pd-k3 had determined the discount value of 20% from the normal price. pd-k2 and pd-k3 understood the concept of discount correctly. therefor they had determined the price of the goods after discount (purchase price) by subtracting the normal price from the discount value (in rupiah). thus, the pd-k2 and pd-k3 have fulfilled indicator 1.b.3 in i want-aspect. pdk2 also organized the facts / information and what to look for into a table. this shows that the pd-k2 has fulfilled the introduce-aspect. whereas in pd-k3’s works, the introduce-aspect appears in the use of the inequality sign to compare the price of goods after a discount with nadia's money. this shows that pd-k3 has met indicators 1.c.1 and 1.c.2 in introduce-aspect. based on pd-k2 and pd-k3’s works above, it can be deduced that pd-k2 and pd-k3 have fulfilled all aspects of the entry-phase. pd-k2 and pd-k3’s solutions and answers are also correct. thus, pd-k2 and pd-k3 have gone through the entry-phase properly and successfully. in the next section, both pd-k2 and pd-k3 examined which purchases that nadia could make with rp. 200,000,-. this shows that pd-k2 and pd-k3 have met indicator 2.a.2 in try and maybe-aspects. both pd-k2 and pd-k3 have always provided a clear and logical reasoning to support their arguments on whether a purchase could be made or not. thus, pd-k2 and pd-k3 have fulfilled indicators 2.b.1 and 2.b.3 in why-aspect. based on pd-k2 and pd-k3’s works, each students has fulfilled all aspects of the attack-phase. pd-k2 and pd-k3’s solutions and answers are also correct. thus, pd-k2 and pd-k3 have gone through the attackphase properly and successfully. both pd-k2 and pd-k3 did the calculation correctly and the computation was also correct. researchers suspected that the two students have met the indicators 3.a.1 and 3.a.2 in the check-phase. the researcher explored this through the deep interviews, and it was revealed that pd-k2 and pd-k3 had already doublechecked their formula, computation and calculation results. thus, the researchers' allegations have been proved correct. 9 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej at the end of the problem solving process, both pd-k2 and pd-k3 clearly wrote down which statements or purchases that nadia could make. they also provided logical reasoning to support their answers. this shows that pd-k2 and pd-k3 have met indicator 3.b.2 in reflect-aspect. the extend-aspect did not appear in pd-k3’s works. but it was emerged in pd-k2’s works through the use of different methods in solving the given problem. figure 6. pd-k2’s works employing different method students’ thinking mathematically in solving sub activity/question “b” only pd-k3 has answered sub activity/question b correctly. meanwhile, pd-k1 and pd-k2 could not complete this activity properly. the following are pdk1 and pd-k2’s works. figure 7. pd-k1’s works on sub activity/question -b figure 8a. pd-k2’s works on sub activity/question –b 10 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 8b. pd-k2’s works on sub activity/question –b in figures 7 and 8, pd-k1 and pd-k2 wrote down information derived from the given problem. pd-k1 and pd-k2 have met indicators 1.a.1 and 1.a.2 in i know-aspect. pd-k2 classified the information into “diketahui” and “ditanya”, so that pd-k2 has fulfilled indicator 1.b.1 in i want-aspect. the introduce-aspect appeared in pd-k2’s work through the use of table in organizing informations (what is known). it can be seen on pd-k1 and pd-k2’s works, each student determined the profit of sales by multiplying the percentage of profit (37.5%) with the normal selling price (j). however, the questions states that profit is calculated from the wholesale price (g). therefore, pd-k1 and pd-k2 did not understood correctly what the problem was about, and unfortunately they could not go through the entry phase properly. pd-k1 did not continue the process of solving problem (figure 7). pd-k1 discontinued the works at determining the value of profit in which pd-k1 also made a mistake. based on deep interviews with pd-k1, it was obtained that pd-k1 did not continue the work due to the confusion about what to do. this strengthen the evidence that pd-k1 did not understand the questions. meanwhile, pd-k2 tried to check the formula (figure 8). however, due to the incorectly applied of mathematics concept of profit, the result obtained could not be used as a correct and logical reasoning in answering the question. in addition, this also shows that pdk2 did not do double-check on mathematical concepts wether it was correct or not. therefore, pd-k2 has failed in check-aspect in the review phase. based on pd-k1 and pd-k2’s works, it can be deduced that the failure of pd-k1 and pd-k2 in the entry phase initiated their failure the next two phases, attack and review phases. thus, it can be concluded that students' work on the entry phase will affect the problem-solving process in the next two phases. 11 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pd-k3 is the only student who is able to solve sub-question-b correctly and properly. moreover, pd-k3 has obtained correct solution/answer. the following is pd-k3's work and it’s analysis. figure 9. pd-k3’s works on sub activity/question –b it can be seen in figure 9, pd-k3 wrote relevant information to solve the questions/problems. it means that pd-k3 has fulfilled indicators 1.a.1 and 1.a.2 in the i know-aspect. pd-k3 also represented the relationship between selling price (j), wholesale price (g), and profit (l) into a mathematical equation j l = wholesale (g). this shows that pd-k3 was aware of mathematics concepts underlying the questions. so that, pd-k3 has fulfilled indicator 1.a.3 in the i knowaspect. then, pd-k3 determined the profit by multiplying the profit percentage 37.5% with the wholesale price (g). this is true, so that the pd-k3 has met indicator 1.b.3. in the i wantaspect. through a simple operation, pd-k3 has obtained an equation for the value of profit, that is l = 0.375g. pd-k3 also expressed most of information derived from the problem into mathematical equations and notations. this shows that pd-k3 has fulfilled the indicators 1.c.1 and 1.c.2 in the introduce-aspect. pd-k3 has fulfilled all aspects in the entry phase and pd-k3’s works are also correct. thus, pd-k3 has gone through the entry phase properly and successfully. in the next section, pd-k3 determined which formula states the correct association for wholesale price (g), normal selling price (j) and profit percentage (l) 37.5%. this shows that pd-k3 has fulfilled indicator 2.a.2 in the try and maybe-aspects. pd-k3 has provided logical and appropriate reasoning to support the answers, so that pd-k3 has also fulfilled indicators 2.b.1 and 2.b.3 in the whyaspect. therefore, pd-k3 has fulfilled all aspects of the attack phase and pd-k3’s works are also correct. so that pd-k3 has been through the attack phase properly and correctly. 12 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pd-k3 also did the calculation correctly and obtained correct result. researchers suspected that pd-k3 has met indicators 3.a.1 and 3.a.2 in the check phase. the researcher verified this assumption during deep interview. based on the deep interview it was revealed that pd-k3 had rechecked the formula, calculation and the result obtained from the computation. therefore, the researchers' allegations has been proved correct. in pd-k3’s works, the student clearly stated which formula shows the correct relationship between wholesale price (g), normal selling price (j) and profit (l). this indicates that pd-k3 has met indicator 3.b.2 in the reflect-aspect. in pdk3’s works, there is no extend-aspect emerged. however, pd-k3 has fulfilled the check and reflect-aspects of the review phase properly. based on the discussion above, it can be seen that students’ failure in initial stage of the mathematical thinking process, that is entry phase, might impede students’ performance in the next two phases (the attack and review phase). this will inhibit students’ ability to answer the questions and solving the problems. this is in accordance with the findings of fatimah et al. (2019) which reveals that students can go through the attack and review phase if the student is able to go beyond the entry phase first. in addition, students are able to solve problems properly and correctly after they are able to complete all phases, although not all of aspects of each phase are fulfilled. however, it can be seen that indicator 1.b.3; "specialize to discover what the real question is and what should be determined/found ", in i want-aspect, determines whether the students will be able to answer the questions and solve the problem correctly or not. this is in line with the results of study conducted by wijaya, van den heuvel-panhuizen, doorman, & robitzsch (2014) which shows that difficulties in answering mathematical problems are generally caused by the difficulty in understanding the problem or the purpose of the problem itself. as shown in pd-k1’s work on sub-question-a, pd-k1 only performed computation on numbers listed in the problems. pd-k1 multiplied the 20% discount with the normal price (j) and interpreted the result as price of the item after the discount. supposedly, the price of the item after the discount is = j20%j. several previous studies have also shown similar case, that is in solving mathematics problems students tend to focus on computing the given number only without realizing and employing the relevant concepts which underlies the problem (sepeng, 2013; nasriadi & sari, 2017; satiti & verdianingsih, 2019). conclusion based on the discussion in the above section, it can be concluded that: 1) the students’ ability to think mathematically in solving pisa-like mathematics problems is determined by how students go beyond the phases of the mathematical thinking process (entry, attack, review phase). 2) students can go through the attack and review phase if the students are able to go beyond the entry phase first. if students fail in the entry phase, it can be ascertained that these students are not 13 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej able to go through the next two phases (attack and review phases). 3) students are able to solve problems properly and correctly after they are able to go through all phases, although not all aspects of each phase are met. however, the indicator " specialize to discover what the real question is and what should be determined/found ", in the i want-aspect determines whether the students are able to solve the problem or not. 4) in solving mathematics problems, there are still many students who only do calculation on numbers without comprehending the mathematics concept underlying the problem. this research employes results of pisa assessment as a basis and uses mathematics problems adapted from pisa items as an instrument. pisa-like mathematics problems are not the only activity to determine students’ abilities and performances in mathematics. therefore, in further research, the broader scope must be taken into account to determine the students’ mathematical thinking process and ability. in addition, only change and relationship content was selected from pisa items. so that the discussion and analysis of the students’ mathematical thinking process is limited to the content used in the mathematics problem. further research can be developed for other content and contexts on pisa mathematics problems. references anwar, l., budayasa, i. k., amin, s. m., & de haan, d. (2012). eliciting mathematical thinking of students through realistic mathematics education. indoms, j.m.e, 3(1), 55–70. breen, s., & o'shea, a. (2010). mathematical thinking and task design. irish mathematical society bulletin, (66), 39-49. devlin, k. (2019). how technology has changed what it means to think mathematically. in interdisciplinary perspectives on math cognition (pp. 53-78). springer, cham. fatimah, s., muhsetyo, g., & rahardjo, s. (2019). proses berpikir tingkat tinggi siswa smp dalam menyelesaikan soal pisa dan scaffoldingnya. jurnal kajian pembelajaran matematika, 3(1), 24–33. kahar, m. s. (2017). analisis kemampuan berpikir matematis siswa sma kota sorong terhadap butir soal dengan graded response model. tadris: jurnal keguruan dan ilmu tarbiyah, 02(1), 11–18. khamidah, k., & suherman. (2016). proses berpikir matematis siswa dalam menyelesaikan masalah matematika ditinjau dari tipe kepribadian keirsey. al-jabar: jurnal pendidikan matematika, 7(2), 231–248. mason, j., burton, l., & stacey, k. (2010). thinking mathematically (2nd ed.). pearson education limited. nasriadi, a., & sari, i. k. (2017). kemampuan siswa memecahkan soal setara pisa konteks pekerjaan : studi pengembangan soal pisa konten change and relationship. jurnal pendidikan matematika rafa, 3(2), 223–238. oecd. (2013). pisa 2012 assessment and analytical framework: mathematics, 14 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej reading, science, problem solving and financial literacy. paris. https://doi.org/10.1787/9789264190511-en oecd. (2013). pisa 2012 items for release. paris: oecd publishing. oecd. (2014). pisa 2012 result in focus: what 15-years-olds know and what they can do with what they know. paris: oecd publishing. pratiwi, d. a., trapsilasiwi, d., oktavianingtyas, e., sunardi, & murtikusuma, r. p. (2019). level literasi matematika siswa dalam menyelesaikan soal pisa konten change and relationship berdasarkan gaya kognitif. kadikma, 10(3), 1–14. satiti, w. s., & verdianingsih, e. (2019). penggunaan scaffolding untuk mengatasi kesulitan problem solving mahasiswa calon guru. jmpm: jurnal matematika dan pendidikan matematika, 4(2), 113–127. https://doi.org/https://doi.org/10.26594/jmpm.v4i2.1680 seameo-recsam. (2017). seameo basic education standards (sea-bes): common core regional learning standards (ccrls) in mathematics and science. (d. d. mangao, n. j. ahmad, & m. isoda, eds.). penang, malaysia: unit publikasi seameorecsam. sepeng, p. (2013). use of unrealistic contexts and meaning in word problem solving: a case of second language learners in township schools. international journal of research in mathematics, 1(1), 8–14. stacey, k. (2015). the international assessment of mathematical literacy: pisa 2012 framework and items. in the 12th international congress on mathematical education (pp. 771–790). springer, cham. sugiyono. (2018). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r & d). bandung: alfabeta. wijaya, a., van den heuvel-panhuizen, m., doorman, m., & robitzsch, a. (2014). difficulties in solving context-based pisa mathematics tasks: an analysis of students’ errors. the mathematics enthusiast, 11(3), 541–554. 81 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of junior high school student’s error in solving mathematical connection problems on quadrilateral topics hanne ayuningtias elsa 1 , suhendra 2 12 mathematics education, universitas pendidikan indonesia email: hanneelsaa@upi.edu abstract mathematical connection is one of the abilities that need to be possessed by students because it can help students in obtaining meaningful knowledge. however, there are still some junior high school students who have difficulty in solving problems related to mathematical connections on quadrilateral topics, thus allowing errors to occur. the purpose of this study was to obtain a description of the errors of junior high school students in solving mathematical connection problems on quadrilateral topics. this type of research is qualitative research with a case study design. this research was conducted by giving mathematical connection test questions to class viii junior high school students consisting of three essay questions on quadrilateral topics and the topic of broad expansion in science lessons, as well as conducting interviews with nine selected students. the results showed that there were four types of errors made by students based on newman's error analysis, namely misunderstanding the problem, transformation errors, process skills errors, and writing answer errors. this is caused by the wrong strategy, illogical, carelessness, miscalculation, and misunderstanding of the concept of the quadrilateral. keywords: errors, mathematical connection, newman’s error analysis, quadrilateral introduction mathematics. one of the things that can cause students' difficulties in learning mathematics is the difference in the abilities of each student which allows errors to occur in solving a problem (kamila & adirakasiwi, 2021). in addition, this can be due to the wrong thinking strategies used, inaccurate algorithm processes, and lack of understanding of the concepts (nurhasanah, turmudi, & jupri, 2021). errors in solving math problems can be used to detect math learning difficulties so that they can find alternative solutions in solving math problems (farida, 2015). it is important for teachers to know the location of student errors so that they can identify and anticipate learning difficulties experienced by students. based on research conducted by makhubele, nkhoma, and luneta, professional teachers need to analyze student errors in the learning process so that they can examine student errors in various ways (sudihartinih, 2018). there are several ways that can be used to analyze student errors, one of which is newman's error analysis (nea) (halim & rasidah, 2019). nea is a system developed by m. anne newman that is used to analyze student errors in solving problems in the form of story questions (ardianzah & wijayanti, 2020). in addition, nea can be used to find out the underlying causes of difficulties in students, help teachers to determine the location of student errors, and determine effective learning 82 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej strategies to overcome them (karnasih, 2015). newman classifies five types of errors, namely reading errors, problem understanding errors, transformation errors, processing skills errors, and writing answers errors (clements, 1980). in this study, mathematical connection questions were used on the quadrilateral topics in the form of word problem. mathematical connection ability is one of the abilities that must be possessed and developed so that students can connect mathematical concepts, with other fields of science, and apply mathematical concepts in real life (lestari & yudhanegara, 2018). this ability requires students to think at a higher level so that meaningful knowledge will be obtained in learning mathematics. according to piaget, learning is a process of processing information to build knowledge (karwono & mularsih, 2017). so that is not just remembering but can integrate knowledge, analyze, make hypotheses, evaluate, and experiment to create new knowledge (endrayanto, 2021). therefore, without the ability of mathematical connections, students will find it difficult to understand mathematical concepts and procedures (ramdhani, widiyastuti, & subekti, 2016). geometry is important to learn because it can develop logical thinking skills, elaborate spatial instincts, and impart knowledge for the next material. one of the geometry materials studied at the junior high school level is quadrilaterals. the topic of quadrilaterals is important for students to learn because this will have an impact on students' understanding of the next topic, namely solid figure. however, there are still students who make mistakes in solving quadrilaterals (malinda & zanthy, 2019). the research from ardianzah and wijayanti (2020) stated that. in addition, the author conducted a preliminary study by providing a mathematical connection question on the topic of a quadrilateral which stated that there were still students who made errors. based on this description, the authors need to examine the errors of junior high school students in solving mathematical connection problems on the topic of quadrilaterals. this study aims to describe the types of student errors in solving mathematical connection problems on quadrilateral topics based on nea. research method this research uses a qualitative approach with a case study research design. the existence of errors made by students in solving mathematical connection problems on quadrilateral topics, this design was chosen to observe and obtain an explanation of the phenomenon and analyze to obtain conclusions. the participants in this study were 28 junior high school students in class viii consisting of 13 male students and 15 female students in a junior high school in bandung, west java. this research was conducted online using research instruments consisting of researchers, test questions, interviews, and documentation. the steps in this research are (1) conducting tests in the form of description questions consisting of three questions based on mathematical connection indicators, (2) classifying student errors according to nea, (3) conducting interviews with nine selected students because the student’s answer need to be reconfirmed and from the twelve people selected they are willing to be interviewed, and (4) documentation student work. data obtained from tests and 83 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej interviews were grouped based on newman's error analysis using atlas.ti software. this software could help researchers to organize, code, and analyze research data in a systematic, efficient, and structured way, such as audio, video, or written data (afriansyah, 2016). to distinguish correct, incorrect, or no answers, the author makes a code. the following is the code used to mark the results of student answers. table 1. student answers code code description code group f1 reading errors mean that students make mistakes because they have not been able to interpret the meaning, symbols, or terms that exist in solving a problem. newman’s error analysis f2 misunderstanding the problem mean that students make mistakes because they do not understand the commands in the questions. newman’s error analysis f3 transformation errors mean that students have not been able to determine what steps to take or create a mathematical model from the information obtained to solve a problem. newman’s error analysis f4 process skills errors mean that students make mistakes in performing arithmetic operations. newman’s error analysis f5 writing answers errors mean that students have not able to explain the answer correctly. newman’s error analysis na did not answer the question on the question mean that students have not been able to understand and solve a problem. tr the correct answer means that the student is able to understand and solve a problem. after giving the code to each students’ answer, then a descriptive analysis is carried out to find out the errors and their causes in solving mathematical connection questions on quadrilateral topics. the questions in this study were arranged based on indicators (1) students were able to make connections between mathematical topics, namely using the concepts of rectangles and rhombuses in solving problems, (2) students were able to relate and apply mathematical concepts to other disciplines, namely applying the concept of a rectangle and the concept of area expansion in solving problems, and (3) students were able to apply the principle of tiling to everyday problems, namely applying the concept of a rectangle with a square. the following questions are arranged based on these indicators in sequence (questions in indonesian). take a look at the illustration below! 1. a rectangular plot of land with a length of 16 𝑚 and a width of 11 𝑚 will be made a rhombus-shaped pool with a diagonal of 8 m. if the remaining land area is to be planted with grass, what is the area of the land? 84 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2. an aluminum piece with a length of 40 𝑐𝑚 and a width of 30 𝑐𝑚 wide is heated from 40⁰𝐶 to 140⁰𝐶. if the coefficient of expansion is 0.000005/⁰𝐶, what is the area of the aluminum plate after heating? 3. the floor of a house is rectangular with a size of 30 𝑚 × 15 𝑚. the floor will be covered with ceramic tiles measuring 30 𝑐𝑚 × 30 𝑐𝑚. if the price of one ceramic tile is rp7.800,00 then what is the total cost of tiling the floor of the house? results and discussion based on the results of tests and interviews, there are still some students who still make errors in solving mathematical connection questions on the topic of quadrilaterals. the following are the results of grouping student answers based on nea using atlas.ti software. there are 84 codes are consisting of 43 tr codes which mean the answer is correct, three na codes which mean not answering, eight f2 codes which mean problem understanding errors, nine f3 codes which mean transformation errors, 15 f4 codes which mean process skill errors, and six f5 codes which mean writing answers errors. when student has been given a one code, for example f3 which is a transformation error, it means that student also make error in process skills and writing answers. thus, there’s no student is given two or more codes at once. in this section, some answers of students who made errors based on nea will be presented. figure 1 raa’s answer figure 1 shows that the student made an error in solving question number one because he was incorrect when calculating the surface area of a rhombic pool. based on the nea, the student's answer includes a transformation error which means that the student uses the wrong method or formulation in solving the problem. this error is caused because students use the concept without knowing how to do it. figure 2 szp’s answer 85 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2 shows that students made an error in solving question number two. based on the nea, students misunderstood the concept which meant that students lacked understanding of rectangular shapes and the concept of area expansion. students are only able to calculate the initial area of a rectangular aluminum chip and written "don't understand" (in indonesian) on the answer sheet after calculating the initial area of the aluminum chip. even after conducting interviews, students could not explain how to solve the problem. figure 3 riw’s answer figure 3 shows that students made an error in solving question number two because in the steps to solving the problem the student was correct but was wrong in writing the final result of the aluminum chip area after being heated. based on the nea, students made an error in writing an answer, which means that they wrote the wrong answer according to the order of the questions. this error is caused because students are careless in doing calculations. figure 4 nnh’s answer figure 4 shows that students made an error in solving question number three because they were wrong in calculating the area of a square ceramic tile. according to the nea, the student's answer was a process skill error. after the interview, the student realized that he had miscalculated the area of the ceramic tile when he took the test. then he explained again the steps of the process. however, the student's answer was still categorized as a process skill error because he made an error in converting 𝑐𝑚 to 𝑚 . based on the test results presented above, it was found that the errors made by students based on nea in solving mathematical connection questions on the topic of a quadrilateral were, misunderstanding the problem, transformation errors, process skill errors, and writing answers errors. first, the cause of students misunderstood the problem, there are, students' lack of understanding of the concept of quadrilaterals and broad expansion (physics), not understanding how to solve a problem, and not getting used to working on mathematical connection 86 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej problems. second, the cause of students making transformation errors is not using the right method or formula in solving a problem. third, the cause of students making errors in processing skills is incorrect in doing calculations and changing units of length or area. and the last one, the cause of students making mistakes in writing answers, namely, incorrect in writing information that is already known on the problem, writing down the results of calculations, writing the right formula in solving problems, writing down the right area unit, and not being accustomed to working on problems by writing down what is known. asked, and the final answer or conclusion. based on the characteristics of ways of thinking and ways of understanding, students have the wrong way of thinking by understanding the wrong way in solving mathematical connection problems in quadrilateral topics. this means that students use thinking strategies that are wrong, illogical, or not careful with the algorithm process, miscalculate, and do not understand well the concepts that have been learned (nurhasanah, turmudi, & jupri, 2021). hence, students cannot optimize the use of knowledge related to mathematical ideas, procedures, or facts from a quadrilateral. the following are the types of errors found in students and their characteristics are presented in the form of the table below. table 3. student errors and their characteristics no. type of errors characteristics 1. misunderstanding the problem student do not understand well a concept and do not understand the commands in the problem 2. transformation errors student using a wrong formula, wrong strategies, and illogical 3. process skills errors student miscalculated and changed units incorrectly 4. writing answers error student not careful with the algorithm process the results of research related to student errors based on the nea are in accordance with the research of ardianzah and wijayanti (2020), but there are things that distinguish the research, namely the authors did not find reading errors in students and used test questions with mathematical connection indicators. then, errors were still found in solving mathematical connection problems on the topic of quadrilaterals, especially on indicators connecting mathematics with everyday life. this is in line with the research found by malinda and zanthy (2019). conclusion based on the discussion of the study, it was concluded that there were still some students who were wrong in solving mathematical connection problems on the topic of quadrilaterals. errors made by students based on nea are problem understanding errors, transformation errors, processing skills errors, and writing 87 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej answers errors. the type of error that is often found is processing skill error, where students make incorrect calculations and change the unit of length or area. this is caused by the wrong strategy, illogical, carelessness, miscalculation, and misunderstanding of the concept of the quadrilateral. in addition, many errors occur in indicators of the application of mathematics in real life. there are several suggestions that can be used for further research and professional practitioners related to student error analysis, including (1) students need to practice hots questions, especially on mathematical connection skills because it can train students to have more wide and open thinking towards mathematics; (2) it is necessary to explore the concept of a quadrilateral before making mathematical connection test questions in order to find possible errors made by students; and (3) teachers should use error analysis to identify the location of student errors as a source of information in the learning process so that they can find out the causes of errors to overcome students who make error. references afriansyah, e. a. (2016). penggunaan software atlas.ti sebagai alat bantu proses analisis data kualitatif. jurnal mosharafa, 5(2), 53-63. ardianzah, m. a., & wijayanti, p. (2020). analisis kesalahan siswa smp dalam menyelesaikan soal cerita berdasarkan tahapan newman pada materi bangun datar segiempat. mathedunesa, 9(1), 40–47. clements, m. a. (1980). analyzing children's errors on written mathematical task. educational studies in mathematics, 11 (1), 1-21. endrayanto, h. y. s. (2021). strategi menilai keterampilan berpikir tingkat tinggi (hots). yogyakarta: pt. kanisius. farida, n. (2015). analisis kesalahan siswa smp kelas viii dalam menyelesaikan masalah soal cerita matematika. jurnal pendidikan matematika fkip univ. muhammadiyah metro, 42-52. halim, f. a., & rasidah, n. i. (2019). analisis kesalahan siswa dalam menyelesaikan soal cerita aritmatika sosial berdasarkan prosedur newman. jurnal pendidikan matematika, 02(01), 35–44. kamila, n. s., & adirakasiwi, a. g. (2021). analisis kesalahan siswa dalam menyelesaikan masalah matematika dengan menggunakan prosedur polya. jurnal pembelajaran matematika inovatif, 4(4), 749–754. https://doi.org/10.22460/jpmi.v4i4.749-754 karnasih, i. (2015). analisis kesalahan newman pada soal cerita matematis (newman’s error analysis in mathematical word problems). jurnal paradikma, 8(1), 37–51. karwono & mularsih, h. (2017). belajar dan pembelajaran serta pemanfaatan sumber belajar. depok: rajagrafindo persada. lestari, k. e., & yudhanegara, m. r. (2018). penelitian pendidikan matematika. bandung: refika aditama. malinda, p., & zanthy, l. s. (2019). analisis kesalahan siswa dalam menyelesaikan soal kemampuan koneksi matematis siswa mts. journal on education, 1(2), 105-119. nurhasanah, h., turmudi, & jupri, a. (2021). karakteristik ways of thinking 88 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (wot) dan ways of understanding (wou) siswa berdasarkan teori harel. journal of authentic research on mathematics education. 3(1). 105-113. ramdhani, m. r., widiyastuti, e., & subekti, f. e. (2016). analisis kemampuan koneksi matematis siswa kelas vii smp negeri 1 kembaran materi bangun datar. prosiding seminar matematika dan pendidikan matematika. 403-414. sudihartinih, e. (2018). analisis kesalahan siswa dalam konsep titik dan garis pada bidang. erudio journal of educational innovation, 5(1), 12–18. https://doi.org/10.18551/erudio.5-1.2 102 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej online teaching and learning within the context of covid-19: exploring the perceptions of postgraduate mathematics education students jayaluxmi naidoo1, asheena singh-pillay2 1mathematics and computer science education, school of education, university of kwazulunatal, south africa 2 science and technology education, school of education, university of kwazulu-natal, south africa 1email: naidooj2@ukzn.ac.za abstract the covid-19 pandemic has resulted in education institutions using online pedagogy instead of face to face pedagogy to limit the virus’s spread. this study aimed to explore postgraduate mathematics education students’ perceptions of online teaching and learning within the context of covid19. for this qualitative, interpretive case study, forty-seven participants were purposively selected from one university in south africa. the theoretical lens of virtual communities of practice was used to generate data via three interactive online discussion forums. all data were analysed thematically, and the results revealed two main findings. these findings are that the participants perceived strengths and challenges to online teaching and learning within the ambits of covid-19. further in-depth analysis of these two main findings reveals the sub themes of unequal access to data and devices, limited connectivity, access to recordings of lectures and resources at any time and support provided by the virtual communities of practice. this study concludes with suggestions and implications for online teaching and learning for universities in developing countries. these suggestions include that to avoid the challenges of online teaching and learning, the lecturer needs to verify that students have equal access to technology-based devices, data and students require stable internet connections to participate equally in online teaching and learning. the strengths of collaboration and accessing uploaded content, resources, and material conveniently were also revealed in this study keywords: covid-19; developing country; fourth industrial revolution; mathematics; virtual communities of practice introduction the fourth industrial revolution (4ir) is depicted as integrating the physical and online domain, creating a transformed and globally connected society (schwab, 2016). within the fourth industrial revolution’s ambitions, on a global level, technology is being used in all spheres of life (hoosain et al., 2020). however, there has been criticism of the 4ir whereby research (gera & singh, 2019) maintains that society is becoming compliant with machine learning, technological changes, artificial intelligence and robotics. research has also been done on the anxiety that people are exposed to due to the need to accomplish more because of rapid technology advancements (coldwell, 2019). mailto:naidooj2@ukzn.ac.za 103 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej moreover, there has been some critique of the 4ir and the impact of this era on underdeveloped and developing countries. many countries that are underdeveloped or developing do not have access to technological devices, stable internet services, or sufficient infrastructure to ensure that all society can access the basic and essential devices to participate equally within a technologically advanced community (zervoudi, 2020). apart from access to the necessary devices and infrastructure to be successful within the 4ir, an essential prerequisite is training and development in the use of technology (hoosain et al., 2020; zervoudi, 2020). students and lecturers need to practice using technology within educational contexts, and they need to be exposed to and encouraged to participate in online teaching and learning. however, in most developing countries, for example, south africa, preparing lecturers and students for online teaching and learning is barely underway, and we now find ourselves amid an unparalleled global pandemic covid-19. the covid-19 pandemic has changed our everyday routines, and we are undergoing a new normal of social distancing, sanitising frequently and wearing a fabric face mask in public. the learning environment for the covid-19 pandemic is mainly online and remote. hence, in these global lockdown settings, higher education institutions (heis), which are also tasked with encouraging graduates to transform and improve society (belaineh, 2017), are endeavouring to complete the academic year via online teaching and learning (valverde-berrocoso et al., 2020). the change to online teaching and learning is based on many assumptions, such as all members of society have access to numerous devices (for example, desktop computers, laptops, tablet computers and cell phones), efficient and unlimited internet connectivity. bolton (2019) indicated that technologies, such as e-learning and m-learning, combined with current content material for mathematics, need to be used in developing countries like kenya, ethiopia, malawi, rwanda, nigeria, south africa, uganda, zimbabwe and zambia. e-learning refers to learning that incorporates technology-based tools to work with educational content beyond a traditional face-to-face educational context. m-learning is also known as mobile learning, refers to the learning of educational content by using personal devices, for example, cell phones, tablets, laptops and i-pads. this may be considered as a means of remote or online learning where m-learners can use mobile devices at any time and at a location that is convenient for them. this is a change from the traditional face-to-face learning approach. however, in the south african context and the contexts of many other developing countries, the reality is that due to poverty, many members of society do not have access to the internet, data and devices (united nations, 2019) to participate equally within an online environment. furthermore, many people do not have stable internet connectivity, especially those who live in rural areas (woolley et al., 2020). hence, in this article, the focus is on a study that sought to respond to the question: what are postgraduate mathematics education students’ perceptions of online teaching and learning within the context of covid-19? 104 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej online teaching and learning research (harris et al., 2016) revealed that using technology for teaching and learning has enhanced student performance. online teaching and learning using the internet is perceived to circumvent the spread of covid-19 (murgatrotd, 2020). thus, substantial national strategies that promote the use of technologybased devices (for example, desktop computers, laptops, tablet computers and cell phones) to support online teaching and learning in south africa during the global covid-19 pandemic are evolving quickly. within this study, technology-based devices include online platforms and internet-based tools used with computers or portable devices that transmit text, audio-visuals and images to support online teaching and learning (peachey, 2017). thus, many heis are proceeding to incorporate technology-based devices (for example, tablet computers, laptops, cell phones, netbooks and collaborative online platforms such as zoom, google meet and google drive/classroom) within online teaching and learning. zoom is a software application (app). this app allows one to network virtually with colleagues, family, friends, and students when communication through face-to-face means is impossible. however, while online teaching and learning strategies have existed for many years (gillett-swan, 2017), to succeed with online teaching and learning requires that both students and lecturers access the internet, data and technologybased devices. additionally, they need to be adequately trained to use these technology-based devices (johnson et al., 2016). online mathematics teaching and learning technology has led to advancements in society; however, many students are not competent users of technology (johnson et al., 2016) or do not have access to the required technology-based devices essential to participate in online teaching and learning. moreover, in a developing country like south africa, students’ access to technology-based devices is diverse, and problems endure as students continually learn new skills in a technologically advanced society (ng'ambi et al., 2016). for online mathematics teaching and learning, pope and mayorga (2019) maintain that numerous websites and a large number of technology-based applications can support students’ learning and performance. in addition, the beneficial effects of using technology-based devices for mathematics education have been supported by other research (fabian et al., 2018; mlotshwa & chigona, 2018). also, for the teaching and learning of mathematics, technology-based devices can provide access to numerous problem-solving approaches compared to using the traditional paper and pencil method (umugiraneza et al., 2018). moreover, mathematics teacher education within the era of the 4ir requires that teachers be sufficiently prepared to incorporate technology-based devices effectively within their educational contexts (naidoo, 2020). 105 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej inequality in opportunities and outcomes in south africa online teaching and learning have consequences for students living in contexts that are not conducive to online learning. for example, using a generic online teaching and learning approach can affect learning outcomes, and the level of student performance reached. all south african students do not have access to technology-based devices, the internet, data, and other resources required to participate equally in online teaching and learning. in addition, a student’s social background may influence achievement in mathematics (panthi, 2016) due to the unequal educational opportunities available to members of south african society (ndimande, 2016). most south african university students are from rural contexts and have limited access to essential services such as water, housing, sanitation, electrification, and internet connectivity (the world bank, 2018). thus, students who live in rural contexts are hindered from participating equally in online learning. some of these inequalities experienced by students in rural contexts are presented in table 1 that follows. table 1: inequalities experienced by students living in rural contexts factors that limit students who live in rural contexts from participating equally in online learning limited access to essential services limited access to water limited access to food limited access to housing limited access to electricity limited access to sanitation limited access to technology-based devices limited access to data limited access to the internet unstable internet connectivity while research (schuck, 2016) has been focused on using technology-based devices within mathematics education, limited research has been done focusing on the implications of online teaching and learning strategies for mathematics within unequal social contexts. virtual communities of practice the communities of practice (cop) theory is a social theory of learning, whereby the fundamental unit of enquiry is the cop (farnsworth et al., 2016). communities of practice progress around meaningful experiences of members within the cop (wenger, 2009). wenger’s (1998) cop theory is established on four principles: people are social beings; knowledge includes significant initiatives; knowing revolves around engaging in the world, and learning supports constructing meaning. the theory upholds that cop is shaped by individuals who participate in the process of shared learning within a community realm. thus, cop comprises individuals sharing a common interest in a phenomenon, and by collaboration, they 106 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learn to develop and construct in-depth meaning concerning what they undertake (wenger & wenger-trayner, 2015). virtual communities of practice are different from communities of practice (cop) because of their technological element and online platform (peñarroja et al., 2019). through collaboration via the internet, technology-based devices and online platforms, cops become progressively virtual communities of practice (vcops). this vcop diminishes space and time constraints for collaboration, participation, and communication. thus, members of vcop and members of cop experience different settings and different realities due to the environment through which they predominantly communicate. virtual communities of practice may be described as cohorts of professionals who come together by common aims and shared interests concerning participation or exchanging ideas, thereby adding to their knowledge base, meaning-making, and improving their professional practice (mohajan, 2017). in addition, virtual communities of practice within formal education settings support members of the communities of practice with both professional and content development (ekici, 2017). as the vcop under focus collaborated virtually, they created knowledge and developed a community that supported learning and development (schieffer, 2016). also, vcop proposes a flexible structure for collaboration with peers, sharing ideas, knowledge and best practice (mohajan, 2017). the link between vcop theory and this study is explained as follows: vcop has a shared area of interest; in this study, the shared interest focuses on the participants’ perceptions of online teaching and learning. within vcop, community members engage in shared activities and critically reflect on, think and discuss the presented content (ekici, 2017). in the study under focus, members of the vcop used the internet and technology-based devices to interact and collaborate via moodle, zoom and whatsapp. the learning management system (lms) that is being used at the participating university is moodle. this lms is an open-source e-learning/online platform. whatsapp is a free messenger application (app) that uses the internet to receive and send calls and messages. whatsapp was unofficially used as an online platform at the university under study. this app was used as an online platform to send images, messages, video and audio files during the covid-19 era. in addition, members of a vcop are professionals; in this study, the members of the vcop were mathematics teachers. thus, this study which focused on postgraduate mathematics students’ perceptions of online teaching and learning within the context of covid19, was framed adequately by the theory of vcop. research method this qualitative, interpretive case study was conducted during the first semester (15 weeks) of the 2020 academic year within the context of covid-19. the population for the study were 47 bachelor of education honours students registered at the participating university. ethical clearance and gatekeeper access were obtained from the participating university’s research office. also, each participant was provided with an informed consent sheet explaining the study’s process and purpose. this information sheet also included the participants’ right to withdraw from the research. in addition, the participants provided consent for the 107 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej recording of the online discussion forums. only students who volunteered were included in the pilot and main study selection. the study was an in-depth qualitative case study, and 33 postgraduate mathematics education (pme) students agreed to participate in the study. ten participants (10 pme students) were selected randomly to participate in the pilot study. through the pilot study, the research instruments were revised. although 23 pme students agreed to participate in all three discussion forums, due to personal reasons, only 15 of the 23 pme students participated in all three discussion forums. to ensure the reliability of the data analysis, only the analysed data generated from the 15 pme students who participated in all three discussion forums are presented and discussed. to assure participants of their anonymity and confidentiality, pseudonyms, as shown in table 2, were used. table 2: pseudonyms used for the pme students who participated in three online discussion forums for the main study pme student # pseudonym pme student # pseudonym 1 2 3 4 5 judy 9 nozipho vusi 10 anne cephu 11 msizi bongani 12 rani lerato 13 owen 6 thulani 14 pranesh 7 khethiwe 15 david 8 sandile the discussion forums were randomly staggered during the semester to explore postgraduate mathematics education (pme) students’ perceptions of online teaching and learning during covid-19. the reason for selecting interactive online discussion forums was so that responses for each question could be probed for clarity. the online discussion forums focussed on the following key question: what were the participants’ perceptions of online teaching and learning within the context of covid-19? the discussion forums included the following sub questions: what are some of your experiences of online teaching and learning in the context of covid-19? are there any issues that affected your participation in online teaching and learning during covid-19? do you think that online teaching and learning is beneficial for you in the context of covid-19? do you have possible suggestions for improving students’ experiences of online teaching and learning in the context of covid-19? all discussion forum responses were transcribed before conducting a thematic analysis of the generated data. data analysis that encompassed coding and categorising themes was established on the research’s conceptual framework, i.e., virtual communities of practice. during the data analysis process, codes for describing participants’ responses to questions on the discussion forum were identified. these codes were carefully reviewed and noted as themes. thus, 108 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej inductive coding was used to generate themes. the two main themes identified within the context of covid-19 were the challenges of online teaching and learning and the strengths of online teaching and learning. the data and themes were analysed further to determine sub themes within each central theme. the sub themes included unequal access to data and devices, limited connectivity, access to recordings of lectures and resources at any time and support provided by the virtual communities of practice. the main themes and sub themes are discussed in detail in the results and discussion section that follows. results and discussion while the participants engaged interactively within the online educational context, they did indicate that they experienced both challenges and strengths with online teaching and learning. the participants’ responses for each main theme and sub theme are described as follows. the challenges of online teaching and learning although the participants did participate in this study within their virtual communities of practice, all 15 pme students who participated in all stages of the main research indicated that they experienced challenges of various complexity with online teaching and learning in the context of the covid-19 pandemic. the participants’ perceptions concerning the challenges they experienced have been categorised in two sub themes as follows. unequal access to data and devices participants indicated that they experienced challenges with online teaching and learning due to unequal access to data and devices in this study. this is reflected in the following discussion forum transcripts. cephu:…the university said we students would get data for online lectures…i still did not get my data…i don’t have a computer…i am struggling to cope… david:…i don’t have a computer, so i use my phone…hard to write assessments using the phone… msizi:…i use my phone most of the time…i don’t have a computer…i used the computers at university…hard now…university is closed… owen:…i didn’t receive my data until the end of the first month of online lectures…i used my home internet…very expensive because we have online lectures on most days… sandile:…i received my data late from the university…i was buying data and using my phone… it’s costly…online lectures take lots of data… it was evident that the unequal access to data and devices influenced postgraduate mathematics education (pme) students’ equal participation in online teaching and learning. the participants believed that they need to have the essential supplies for online teaching and learning (for example, technology-based tools, access to data and stable internet connectivity) to participate actively and equally in online teaching and learning (johnson et al., 2016). also, access to the necessary resources for teaching and learning is important for promoting independent learning (belaineh, 2017). furthermore, the participating pme students indicated that the 109 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej virtual communities of practice (vcop) fostered active interaction (langley et al., 2017) and supported and promoted new knowledge using different online platforms. limited connectivity to ensure success with online teaching and learning, the lecturer needs to ensure that all students have an equal opportunity to succeed within the online setting. unfortunately, this was not the case in this study since participants indicated that they experienced online teaching and learning challenges due to limited internet connectivity. this was evident in the following excerpts from the discussion forums. anne:…we have poor network in my area…i couldn’t attend all the online lectures… khethiwe:…i don’t have internet at home…i use my phone for the internet…it is expensive, and sometimes the reception is not good… msizi:…in my area, we only have a café for the internet…but because of lockdown, i have to use my phone now… owen:…i have internet, but the connection is not stable…i am logged out of online lectures most times…takes time to reconnect…i miss important information… sandile:…i need to buy data for my phone to have internet…gets finished quickly in online lectures…we don’t have good internet connections in my area… thulani:…my home is far out of town…rural…no internet connection…i can only look at recordings sometimes using my phone…can’t attend online lectures most of the time… participants were inhibited by limited internet access and connectivity, which hindered their equal participation in online teaching and learning. research (johnson et al., 2016) maintains that access to a stable internet connection is important to participate equally in online teaching and learning. however, many developing countries have inadequate infrastructure, which creates obstacles for regular internet access and connectivity (united nations, 2019). the strengths of online teaching and learning in the main study, 11 pme students (73%) indicated that they perceived online teaching and learning’s specific strengths. the main theme of strengths of online teaching and learning have been categorised into two sub themes as follows. access to recordings of lectures and resources at any time the participants valued the uploaded recordings of classes and resources, as reflected in the following discussion forum excerpts. bongani:…i don’t have space at home to study…so i don’t attend all my online lectures…but i can look at the recordings anytime to catch up… judy:…i can view the lectures at any time…if i don’t understand, i can go back to the lecture or ask the group… 110 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej lerato:…i use the resources all the time to help me…i can catch up with the lectures at night when my children are asleep…it is better this way for me… pranesh:…i can’t attend all my online lectures, so i view the recordings… which helps me keep up… sandile:…we don’t have good internet connections where i live…i can’t connect to all my online lectures…seeing the recordings when i have time and when the internet is good works for me… vusi:…my home is noisy…so i look at the recordings at night when the house is silent…the videos and worksheets help me… the recording and uploading of lectures and resources (for example, worksheets, examples of good practice and teaching notes) did provide support to the participants as they engaged with online teaching and learning. the participants in this study were comfortable viewing the uploaded material when it was convenient for them. it was evident in this study that the pmes were engaging with content, material and resources online at different times. it was apparent that online platforms encouraged and established helpful interactions within the vcop in this study (mlotshwa & chigona, 2018). support provided by the virtual communities of practice the participants valued the online interaction and support provided by members of the virtual communities of practice. this was evident in the following discussion forum excerpts. anne:…i can only study late at night…if i have problems solving maths questions, i can talk to the group at any time…someone responds and helps me… cephu:…i struggled, but the group supported me…they sent me data on my phone…this was a lifesaver to me… david:…i don’t have a computer…i rely on my phone…but sometimes i miss things…i can always ask the group…instead of looking at the recordings which cost lots of data…also i need to practice the maths examples…the group checks and gives me pointers… judy:…sometimes i need to speak to someone…i can count on the group…they help me all the time with maths and other problems i am having during lockdown… khethiwe:…sometimes it’s hard to follow the maths questions and solutions…so i chat to the group, and they can explain to me…maths must be taught face to face…i am struggling to cope with online learning for maths…sometimes, they call me to explain… lerato:…i need someone to explain only for me at my level…the group helps me with problem-solving…they show me step by step…they send photos of the steps… pranesh:…sometimes i need help, so i ask the group…they help me…i can’t attend all the online lectures…the group fills me in if i don’t understand something in the lecture recording… rani:…maths problems need to be taught with many examples and explanations…in the recordings, we can’t see the step by step explanations…the group helps me and we talk about each step… 111 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the data analysed from the discussion forums, it was apparent that the participants received support from members of the vcop under focus. it was through shared interests and collaboration (wenger, 1998) that the pmes interacted virtually. the participants encompassed the ideas of a vcop by sharing thoughts and giving assistance to other vcop members. when the participants had difficulties, they did pursue support from the vcop, as was evident in the discussion forums. as a result, the discussion forums created an additional level of mathematics assistance for the vcop members. conclusion this research study aimed to explore postgraduate mathematics education students’ perceptions of online teaching and learning during the covid-19 pandemic era. the participating postgraduate mathematics education students’ perceptions indicated both challenges and strengths to online teaching and learning. the article concludes with possible ideas for lecturers wanting to use online teaching and learning. these thoughts are based on the participants’ perceptions as elicited in this study. the challenges of online teaching and learning within the covid-19 pandemic era are essential for lecturers to note. to avoid these challenges, the lecturer needs to confirm that students have equal access to technology-based devices and data for using the internet. the participants also indicated that they required stable internet connections to participate equally in online teaching and learning. the participants in this study were comfortable accessing the uploaded content, resources, and material conveniently. also, they valued the collaborative and supportive online discussions and reflected on and discussed their challenges with members of their vcop. through this collaboration, participants were supported during online teaching and learning. due to the study’s importance, opportunities for further research on a larger scale based at other universities nationally and globally could provide different perceptions on the topic. future research opportunities may also help determine additional noteworthy perceptions of postgraduate students in general and perceptions of mathematics students specifically on online teaching and learning. the results, implications and limitations as discussed in this article add new knowledge to the field. this new knowledge is of value to lecturers globally as we embrace online pedagogy within the context of the covid-19 pandemic era. acknowledgements the authors are grateful to the south african national research foundation, which partially funded this study: nrf grant number: ttk170408226284, uid: 113952. 112 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references belaineh, m. s. (2017). students’ conception of learning environment and their approach to learning and its implication on quality education. educational research and reviews, 12(4), 695-703. https://doi.org/10.5897/err2017.3258 bolton, l. (2019). foundational mathematics education in developing countries. institute of development studies retrieved on april 10 2020. https://resourcecentre.savethechildren.net/node/16285/pdf/657_foundation al_mathematics_education_in_developing_countries.pdf coldwell, d. a. l. (2019). negative influences of the 4th industrial revolution on the workplace: towards a theoretical model of entropic citizen behavior in toxic organizations. international journal of environmental research and public health, 16(2670), 1-13. https://doi.org/10.3390/ijerph16152670 ekici, d. i. (2017). the effects of online communities of practice on pre-service teachers’ critical thinking dispositions. eurasia journal of mathematics science and technology education, 13(7), 3801-3827. https://doi.org/10.12973/eurasia.2017.00759a fabian, k., topping, k. j., & barron, i. g. (2018). using mobile technologies for mathematics: effects on student attitudes and achievement. educational technology research and development, 66(1), 1119–1139. https://doi.org/https://doi.org/10.1007/s11423-018-9580-3 farnsworth, v., kleanthous, i., & wenger-trayner, e. (2016). communities of practice as a social theory of learning: a conversation with etienne wenger. british journal of educational studies, 64(2), 139-160. https://doi.org/https://eprints.whiterose.ac.uk/92950/3/repository11.pdf gera, i., & singh, s. (2019). a critique of economic literature on technology and fourth industrial revolution: employment and the nature of jobs. the indian journal of labour economics, 62(1), 715–729. https://doi.org/10.1007/s41027-019-00191-8 gillett-swan, j. (2017). the challenges of online learning supporting and engaging the isolated learner. journal of learning design, 10(1), 20-30. https://files.eric.ed.gov/fulltext/ej1127718.pdf harris, j. l., al-bataineh, m. t., & al-bataineh, a. (2016). one to one technology and its effect on student academic achievement and motivation. contemporary educational technology, 7(4), 368-381. https://files.eric.ed.gov/fulltext/ej1117604.pdf hoosain, m. s., paul, b. s., & ramakrishna, s. (2020). the impact of 4ir digital technologies and circular thinking on the united nations sustainable development goals. sustainability, 12(10143), 1-16. https://doi.org/10.3390/su122310143 johnson, a. m., jacovina, m. e., russell, d. e., & soto, c. m. (2016). challenges and solutions when using technologies in the classroom. in s. a. crossley & d. s. mcnamara (eds.), adaptive educational technologies for literacy instruction (pp. 13-29). taylor & francis. langley, a., patel, h., & houghton, r. j. (2017). fostering a community of practice for industrial processes. in s. grösser, a. reyes-lecuona, & g. https://doi.org/10.5897/err2017.3258 https://resourcecentre.savethechildren.net/node/16285/pdf/657_foundational_mathematics_education_in_developing_countries.pdf https://resourcecentre.savethechildren.net/node/16285/pdf/657_foundational_mathematics_education_in_developing_countries.pdf https://doi.org/10.3390/ijerph16152670 https://doi.org/10.12973/eurasia.2017.00759a https://doi.org/https:/doi.org/10.1007/s11423-018-9580-3 https://doi.org/https:/eprints.whiterose.ac.uk/92950/3/repository11.pdf https://doi.org/10.1007/s41027-019-00191-8 https://files.eric.ed.gov/fulltext/ej1127718.pdf https://files.eric.ed.gov/fulltext/ej1117604.pdf https://doi.org/10.3390/su122310143 113 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej granholm (eds.), dynamics of long-life assets (pp. 151-168). springer. https://doi.org/10.1007/978-3-319-45438-2_9 mlotshwa, n., & chigona, a. (2018, 15-18 october 2018). using moodle to enhance mathematics learning in grade 10 classrooms in south africa. elearn 2018 conference, las vegas. united states. http://digitalknowledge.cput.ac.za/bitstream/11189/6936/1/mlotshwa_n_ chigona_a_edu_2018.pdf mohajan, h. k. (2017). roles of communities of practice for the development of the society. journal of economic development, environment and people, 6(3), 1-23. https://mpra.ub.unimuenchen.de/82954/1/mpra_paper_82954.pdf murgatrotd, s. (2020). covid-19 and online learning. retrieved on april 14 2020. https://www.researchgate.net/publication/339784057_covid19_and_online_learning naidoo, j. (2020). postgraduate mathematics education students’ experiences of using digital platforms for learning within the covid-19 pandemic era. pythagoras, 41(1), 1-11. https://doi.org/10.4102/pythagoras.v41i1.568 ndimande, b. s. (2016). school choice and inequalities in post-apartheid south africa. global education review, 3(2), 33-49. http://africainequalities.org/wp-content/uploads/2016/04/203-1134-1pb.pdf ng'ambi, d., brown, c., bozalek, v., gachago, d., & wood, d. (2016). technology enhanced teaching and learning in south african higher education-a rearview of a 20 year journey. british journal of educational technology, 47(5), 843-858. https://doi.org/10.1111/bjet.12485 panthi, r. k. (2016). socially just pedagogy in the mathematics classroom. first international conference on transformative education research and sustainable development (p.140), dhulikhel, nepal. https://files.eric.ed.gov/fulltext/ed573754.pdf peachey, n. (2017). digital tools for teachers. peacheypublications.com. peñarroja, v., sánchez, j., gamero, n., orengo, v., & zornoza, a. m. (2019). the influence of organisational facilitating conditions and technology acceptance factors on the effectiveness of virtual communities of practice. behaviour & information technology, 38(8), 845-857. https://doi.org/10.1080/0144929x.2018.1564070 pope, s., & mayorga, p. (2019). enriching mathematics in the primary curriculum. in exploring the primary curriculum. sage. schieffer, l. (2016). the benefits and barriers of virtual collaboration among online adjuncts. journal of instructional research, 5(1), 109-124. https://files.eric.ed.gov/fulltext/ej1127636.pdf schuck, s. (2016). enhancing teacher education in primary mathematics with mobile technologies. australian journal of teacher education, 41(3), 125139. https://doi.org/10.14221/ajte.2016v41n3.8 schwab, k. (2016). the fourth industrial revolution: what it means, how to respond. https://www.weforum.org/agenda/2016/01/the-fourth-industrialrevolution-what-it-means-andhow-to-respond https://doi.org/10.1007/978-3-319-45438-2_9 http://digitalknowledge.cput.ac.za/bitstream/11189/6936/1/mlotshwa_n_chigona_a_edu_2018.pdf http://digitalknowledge.cput.ac.za/bitstream/11189/6936/1/mlotshwa_n_chigona_a_edu_2018.pdf https://mpra.ub.uni-muenchen.de/82954/1/mpra_paper_82954.pdf https://mpra.ub.uni-muenchen.de/82954/1/mpra_paper_82954.pdf https://www.researchgate.net/publication/339784057_covid-19_and_online_learning https://www.researchgate.net/publication/339784057_covid-19_and_online_learning https://doi.org/10.4102/pythagoras.v41i1.568 http://africainequalities.org/wp-content/uploads/2016/04/203-1134-1-pb.pdf http://africainequalities.org/wp-content/uploads/2016/04/203-1134-1-pb.pdf https://doi.org/10.1111/bjet.12485 https://files.eric.ed.gov/fulltext/ed573754.pdf https://doi.org/10.1080/0144929x.2018.1564070 https://files.eric.ed.gov/fulltext/ej1127636.pdf https://doi.org/10.14221/ajte.2016v41n3.8 https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-andhow-to-respond https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-andhow-to-respond 114 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the world bank. (2018). overcoming poverty and inequality in south africa. an assessment of drivers, constraints and opportunities. world bank publications retrieved on september 10 2020. http://documents.worldbank.org/curated/en/530481521735906534/pdf/124 521-rev-ouo-south-africa-poverty-and-inequality-assessment-report2018-final-web.pdf umugiraneza, o., bansilal, s., & north, d. (2018). exploring teachers’ use of technology in teaching and learning mathematics in kwazulu-natal schools. pythagoras, 39(1), 1-6. https://doi.org/10.4102/pythagoras.v39i1.342 united nations. (2019). digital economy report 2019. value creation and capture: implications for developing countries. https://unctad.org/system/files/official-document/der2019_en.pdf valverde-berrocoso, j., garrido-arroyo, m. d. c., burgos-videla, c., & moralescevallos, m. b. (2020). trends in educational research about e-learning: a systematic literature review (2009–2018). sustainability, 12(5153), 1-23. https://doi.org/10.3390/su12125153 wenger, e. (1998). communities of practice. learning as a social system. systems thinker, 9(5), 1-10. wenger, e. (2009). communities of practice a brief introduction. 1-5. retrieved 25 september 2020, from https://neillthew.typepad.com/files/communities-ofpractice-1.pdf wenger, e., & wenger-trayner, b. (2015). communities of practice: a brief introduction. 1-8. retrieved 28 september 2020, from https://wengertrayner.com/introduction-to-communities-of-practice/ woolley, s., sattiraju, n., & moritz, s. (2020). u.s. schools trying to teach online highlight a digital divide. bloomberg businessweek, 1-6. retrieved 24 october 2020, from https://www.bloomberg.com/news/articles/2020-0326/covid-19-school-closures-reveal-disparity-in-access-to-internet zervoudi, e. k. (2020). fourth industrial revolution: opportunities, challenges, and proposed policies. in a. grau & z. wang (eds.), industrial robotics. new paradigms. (pp. 1-25). intechopen. https://doi.org/10.5772/intechopen.90412 http://documents.worldbank.org/curated/en/530481521735906534/pdf/124521-rev-ouo-south-africa-poverty-and-inequality-assessment-report-2018-final-web.pdf http://documents.worldbank.org/curated/en/530481521735906534/pdf/124521-rev-ouo-south-africa-poverty-and-inequality-assessment-report-2018-final-web.pdf http://documents.worldbank.org/curated/en/530481521735906534/pdf/124521-rev-ouo-south-africa-poverty-and-inequality-assessment-report-2018-final-web.pdf https://doi.org/10.4102/pythagoras.v39i1.342 https://unctad.org/system/files/official-document/der2019_en.pdf https://doi.org/10.3390/su12125153 https://neillthew.typepad.com/files/communities-of-practice-1.pdf https://neillthew.typepad.com/files/communities-of-practice-1.pdf https://wenger-trayner.com/introduction-to-communities-of-practice/ https://wenger-trayner.com/introduction-to-communities-of-practice/ https://www.bloomberg.com/news/articles/2020-03-26/covid-19-school-closures-reveal-disparity-in-access-to-internet https://www.bloomberg.com/news/articles/2020-03-26/covid-19-school-closures-reveal-disparity-in-access-to-internet https://doi.org/10.5772/intechopen.90412 microsoft word 5c18-5316-87e3-5e5f 37 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improving collaboration abilities and students’ learning outcomes through presentation based cooperative arif djunaidi department of mathematics education, state islamic institute of jember e-mail : arifdjunaidi881@gmail.com abstract students need to be optimally facilitated in expressing ideas and ideas in their minds through collaborative activities in the learning process. the purpose of this study was to explore the improvement of collaboration skills and student learning outcomes through presentation-based cooperative learning in the mathematics learning strategy subject. the research approach is qualitative and a type of classroom action research. the subjects in the study were 37 students who took the mathematics learning strategy course. data collection was carried out through observation, tests, and field notes. the results showed that the collaborative abilities of students from the first cycle to the second cycle increased. the ability to interact effectively with fellow students, the ability to guide and lead peers, work effectively in groups, and the ability to manage tasks systematically increased, but the ability to be responsible did not show any improvement. the completeness of student learning outcomes at a predetermined minimum completeness score of 75 has increased, 76% of students complete in the first cycle and 84% of students complete in the second cycle. keywords: cooperative learning; collaborative skills; learning outcomes. introduction collaborative abilities really need to be possessed by prospective mathematics teacher students in solving problems in professional development and in life in society. collaboration is a learning process by planning and working together, interacting with others, and participating in discussions that pay attention to differences of opinion to gain knowledge (grenstein 2012; woolfolk, 2007). this shows that in a collaborative classroom, students will work and learn together and be involved in meaningful tasks to generate ideas. student collaborative abilities can be developed in the learning process in higher education through the application of a learning model that is oriented towards student activity. the cooperative learning model is a learning model that facilitates students to take an active role and collaborate with fellow students in the learning process. cooperative learning is facilitating students to learn and work in small heterogeneous groups collaboratively, cooperative learning is not the same as group learning (slavin, 2008; lie, 2010). the active role of students in cooperative learning can be realized in the form of responsibility for making presentations to convey ideas and ideas. mathematics learning strategy is one of the subjects that must be taken by students of mathematics education study program. in this course, students are 38 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej expected to be able to master the concepts and principles of mathematics learning strategies and be able to apply them in mathematics learning in schools. through cooperative activities in diverse groups and presentations, conveying ideas in their minds to others can provide opportunities for students to build and develop their understanding of concepts. initial abilities and material topics have an important role in forming diverse groups in cooperative learning (pons, prieto, lomeli, bermejo, & bulut, 2014). learning outcomes are one of the parameters for measuring student success in taking a course. mastery of prospective mathematics teacher students of mathematics learning strategies properly is an asset to innovate in the implementation of learning in schools, which focuses on solving problems, improving student reasoning, and using the basics of mathematics needed in everyday life. the five standards of basic mathematical abilities that students must possess include: problem solving, reasoning and evidence, communication, connection, and representation (nctm, 2000). several studies on collaborative abilities have been conducted. katz & stuple (2015) found the potential for student involvement in creative mathematical work that demands meta-awareness, self-regulation, and selfefficacy. the belief to work mathematically is communicated by students, many students show a change in attitude towards mathematics and are more involved in unknown or challenging math tasks. yuan, xiao, and liu (2019) reveal that problem solving is one of the important skills of the 21st century, collaborative problem solving has led to extensive innovation in assessment. the reality in the field shows that learning still does not pay attention to student activities that are mediated through presentations in developing collaborative abilities. this research is important and different from previous research that has been described above and has the opportunity for further development. the objective of this research is to explore the improvement of collaborative skills and student learning outcomes through presentation-based cooperative learning in the mathematics learning strategy subject. research method this study uses a qualitative approach and classroom action research. the subjects in this study were a class of students who took the mathematics learning strategy course, totaling 37 students, namely the 3rd semester of the mathematics class. this research was conducted collaboratively between a lecturer in the mathematics learning strategy subject and another lecturer in a mathematics education study program. data collection methods were carried out through observation, tests, and field notes. observations were made by two people to observe presentation-based cooperative learning activities using observation guidelines that have been developed based on indicators of student collaborative abilities and learning implementation. indicators of collaborative ability used in this study were developed from greenstein (2012) and trilling & fadel (2009), including: 1) interacting with fellow students, 2) working in diverse student groups, 3) managing assignments systematically, 4) guiding and leading other people, and 5) responsible. field notes are used to record unique events that occur during learning. the test is 39 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej used to measure student learning outcomes against the mathematics learning strategy course. the test used in this study was in the form of descriptive questions consisting of five questions. this research was conducted in two cycles, each cycle includes four stages of activity, namely: 1) planning, 2) implementation, 3) observation, and 4) reflection. the data that has been collected from the results of this study were analyzed using qualitative techniques. the stages in data analysis include: data reduction, data presentation, drawing conclusions from unique and interesting research findings. data analysis in this study is equipped with scoring on each indicator of collaborative ability and student learning outcomes obtained from tests at the end of each cycle. results and discussion the first stage in the first cycle is planning, namely the preparation of learning tools and research instruments. the results of the lesson plans (rpp) that have been compiled in this study use a presentation-based cooperative learning model. the worksheet that students must complete in groups of four or five people and then present them in class discussions, as well as test questions in essay. the topic of the material presented in this lesson plan is about the basic concepts of mathematics learning strategies and their application with a time allocation of two meetings and each meeting 2 x 50 minutes so that the overall time allocation is 4 x 50 minutes. in the action stage, presentation-based cooperative learning is carried out on the basic concepts of mathematics learning strategies and their application in two meetings. the implementation of this learning is in accordance with the cooperative learning steps which are based on the presentation of the results of the worksheet that have been completed in groups. in the preliminary activity, the lecturer conveys the learning objectives and conditions and motivates students. then, in the main activity, students sit in groups according to the provisions of the groups that have been formed, namely four or five students with various abilities to work collaboratively to complete the worksheet that has been prepared by the teaching lecturer. in this worksheet, students discuss in groups the types of learning mathematics theories and their applications. students are given the opportunity to find references related to the types of mathematics learning theories and their application via the internet from their respective smartphones. then, students were asked to write down the results of their group discussions in writing by making power points. the following is a snippet of the results of group i student discussions that have been outlined in the power point video that looks like in figure 1. 40 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1. results of group i discussion in cycle i furthermore, the group representatives appointed by the lecturer, namely group three, presented the results of the discussion by presenting the writing results in power points that had been prepared in the previous step. students in other groups are given the opportunity to provide questions, comments or suggestions for improvement. snippets of student discussion conversations can be presented as follows. am: learning techniques as a way to implement a specific and unique method. please explain the meaning of this technique or give an example to better understand? tp: here i want to ask the speaker, which learning strategies are suitable for sma class x students using what strategies and why? al: according to your group, which component is the foremost and most decisive in creating an effective learning strategy? please explain, thank you. md: we invite the speakers to answer questions from the audion pm1: ok, here i will answer the question, ms. tp. in my opinion, the strategy that is suitable for learning in class x high school children is to use indirect learning strategies (inquiry). pm2: yes, the reason is because this strategy can encourage creativity and development of interpersonal skills and other abilities, can also express understanding, and encourage interest and desire of students. md: how can you understand your tp? tp: ok, miss, thanks for the answer md: good, we invite the speakers to answer the next question pm3: here we will answer questions from ms. am. what is meant by implementing a specific method is the way someone does it according to the student's condition. so specific steps are used so that students can understand the material presented by the teacher. in order to better understand, of course the teacher must also provide unique techniques so that students can easily understand them. in the closing activity, a reflection is carried out in which the lecturer and the students make conclusions and provide reinforcement and rewards to all students. furthermore, a final written test is carried out for all students which is done individually. the completeness of learning outcomes with the minimum 41 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej completeness criteria of 75 based on the final test in cycle i can be described as shown in table 1. table 1. completeness of learning outcomes based on the final test in cycle i criteria for learning outcomes number of students graduating students score ≥ 75 28 76% score < 75 9 24% source: primary data, 2020 based on table 1 shows that student learning outcomes through presentation-based cooperative learning in the first cycle in this study 76% of students complete, that is, get a score above 75. the results of this study support the findings of karali and aydemir (2018) who found that cooperative learning type stad which is supported by the play tournament team is effective in improving student academic achievement in mathematics material. in addition, it also supports the findings which state that cooperative learning improves student achievement in mathematics and attitudes towards mathematics (zakaria, chin & daud, 2010). the observation stage, when the presentation-based cooperative learning takes place, is observed by two mathematics education lecturers regarding the implementation of the learning. the results of the observations of the two observers indicated that the implementation of presentation-based cooperative learning was carried out well. in addition, during the learning process, there were also observations of student collaborative activities. observation of student collaborative activities in the study was focused on four groups, each observer observing two groups. the results of the observation of the collaborative ability of students in group i and group iv were generally still in the sufficient criteria, while groups ii and ii were generally in good criteria. the findings of this study are in accordance with the research findings which state that the assessment of student activeness during cooperative problems solving learning can be carried out in detail and carefully (yuan, xiao and liu, 2019). in detail, the scores of the observations on the collaborative abilities of the two observers can be presented in table 2 below. table 2. observation results on student collaborative ability in cycle i collaborative ability components group score i ii iii iv interact effectively with fellow students 60 70 75 60 work effectively in diverse student groups 60 67 73 60 manage tasks systematically 65 70 75 65 manage tasks systematically guide and lead other 60 67 70 65 to be responsible 75 75 80 75 total 320 349 375 325 source: primary data, 2020 the reflection stage, evaluating and reflecting on the results of observations of the implementation of learning in cycle i, student collaborative abilities, and the results of the final test. the results of reflection show that the learning has been carried out well, but the collaborative ability of students in group i is still in sufficient criteria. students need to be motivated to interact more effectively, work better in groups, and be more enthusiastic in guiding and leading friends. the 42 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej percentage of students who complete or get a score above 75 is good, namely 76%. therefore, it is necessary to take further action in cycle ii. the first stage in the second cycle is planning based on the results of the first cycle of reflection, namely rpp with a presentation-based cooperative model that prioritizes more effective student interaction. the topic of the material presented in this learning tool is material on innovative learning models. the worksheet related to the learning model material that students must complete and present, as well as test questions. the time allocation in this rpp is two meetings and each meeting is 2 x 50 minutes. at the action stage, presentation-based cooperative learning is carried out on material on innovative learning models in two meetings. the implementation of this learning is in accordance with the steps of cooperative learning which is based on the presentation of the results of the worksheet results with the lecturers to further motivate the emergence of interaction between students in understanding the material. during the discussion in small groups, each student before expressing questions or ideas to other friends is asked to find references about learning models via the internet and understand them. then, students are asked to write down the results of their group discussions in writing by making power points according to the given worksheet. the following is a snippet of the results of the group iv student discussion which has been outlined in the power point video that looks like in figure 2 below. figure 2. results of group iv discussion in cycle ii furthermore, the group representatives appointed by the lecturer, namely group four, presented the results of the discussion by presenting the writing results in power points that had been prepared in the previous step. students in other groups are given the opportunity to provide questions, comments or suggestions for improvement. snippets of student discussion conversations can be presented as follows. rr: in addition to discovery learning, there is training students to work together between students and there is also learning to solve problems by themselves, i ask how does discovery learning train cooperation between students, whereas discovery learning is essentially solving problems by themselves? aw: in the characteristics described in the second point, namely learning activities based on student interests. my question is what about a student, 43 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej who has a low interest in learning? md: alright, please for the presenter to answer questions from ms. rr pm2: in discovery learning students are only faced with something that raises questions, and the teacher does not provide ideas or conclusions so that it raises the desire for students to investigate for themselves. pm1: whereas in experimental learning, the teacher needs an explanation of what will be passed in the experiment, for example explaining the tools for the material objectives to be carried out in the experiment md: alright, how did you understand, miss rr? rr: yes, moderator, thank you md: please, the speaker will answer the next question pm3: in discovering learning, problem solving can be done in groups so it can train student cooperation in the closing activity, lecturers and students make conclusions and provide reinforcement and rewards to all students as in the first cycle. furthermore, the final test is carried out on all students. the completeness of learning outcomes with the minimum completeness criteria of 75 based on the final test in cycle ii can be described as shown in table 3 below. table 3. completeness of learning outcomes based on the final test in cycle ii criteria for learning outcomes number of students graduating students score ≥ 75 31 84% score < 75 6 16% source: primary data, 2020 the observation stage, as in the first cycle, when the presentation-based cooperative learning takes place, two lecturers are observed. the results of the observation showed that the implementation of presentation-based cooperative learning was carried out well and the collaborative abilities of students in groups i, ii, iii and iv were in good criteria. the findings of this study are in accordance with the results of research which found that through cooperative learning can assess student involvement in solving mathematical problems creatively by involving metacognition (katz & stupel, 2015). in detail, the scores of the observations on the collaborative abilities of the two observers can be presented in table 4 below. table 4. observation results on student collaborative ability in cycle ii collaborative ability components group score i ii iii iv interact effectively with fellow students 75 75 80 80 work effectively in diverse student groups 75 75 75 75 manage tasks systematically 75 75 77 75 manage tasks systematically guide and lead other 77 78 75 75 to be responsible 75 75 80 75 total 377 378 387 380 source: primary data, 2020 44 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the reflection stage, evaluating and reflecting on the results of observations of the implementation of learning in the second cycle and student collaborative abilities, as well as the final test results. the results of reflection show that learning has been carried out well, students' collaborative abilities have increased from the first cycle, which is in good criteria. the results of this study support the research findings which state that 60% of students' collaborative abilities can work productively, 85% have a respectful attitude, 65% can compromise, and 65% are responsible (anantyarta & sari, 2017) and show a positive influence on students in the process. study and work (onrubia, rochera, & engel, 2015). the percentage of students who completed or scored above 75 also increased from the first cycle, from 76% to 84%. the results of this study support the research findings which state that through cooperative learning the ability to understand mathematics and students' selfconfidence increases (zakaria, solfitri, daud & abidin, 2013). cooperative learning has a positive effect on mathematics learning achievement in higher education (turgut & turgut, 2018). conclusion student collaborative abilities can be improved through presentation-based cooperative learning. students present their work and discussion in small groups in the form of power points. interaction between students can run effectively and students can express their ideas about the concept of learning strategies well. student learning outcomes for the learning strategy course increased from cycle one to cycle two, namely from 76% to 84% of students who had completed. references anantyarta, p & sari, rl. 2017. ketrampilan kolaboratif dan metakognitif melalui multimedia berbasis means. jurnal biologi dan pembelajaran biologi. volume 2 nomor 2 (p-issn 2527-7111; e-issn 2528-1615). greenstein, l. 2012. assessing 21st century skills: a guide to evaluating mastery and authenthic learning. california: corwin a sage comany. karali, yalçin & aydemir, hasan. 2018. the effect of cooperative learning on the academic achievement and attitude of students in mathematics class. academic journal. vol. 13(21), pp. 712-722, doi: 10.5897/err2018.3636. issn: 1990-3839. katz, s. & stupel, m. 2015. promoting creativity and self-efficacy of elementary students through a collaborative research task in mathematics: a case study. journal of curriculum and teaching. vol. 4, no. 1. lie, anita. 2010. cooperative learning. jakarta: pt grasindo widia sarana indonesia. onrubia, j., rochera, m.j, & engel, a. 2015. promoting individual and group regulated learning in colaborative settings: an experience in higher education. electronic journal of research in educational psychology. vol. 13. issue: 1. page: 189-210 45 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pons, r.m., prieto, m.d., lomeli, c., bermejo, m.r., & bulut, s. 2014. cooperative learning in mathematics: a study on the effects of the parameter of equality on academic performance. anales de psicología. vol. 30, no. 3, 832-840. slavin, robert e., 2008. coooerative learning, research and practice. trilling, b., & fadel, c. 2009. 21st century skills: learning for life in our times. new york: jossey-bass. turgut, s. & turgut, i.g.2018.the effects of cooperative learning on mathematics achievement in turkey: a meta-analysis study. international journal of instruction. vol.11, no.3 woolfolk, anita. 2008. educational psychology, active learning edition, 10th edition. yuan, j., xia, y., & liu, h. 2019. assessment of collaborative problem solving based on process stream data: a new paradigm for extracting indicators and modeling dyad data. frontiers in psychology. volume 10. zakaria. e., chin, l.c & daud, y. 2010. the effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. journal of social sciences. 6 (2): 272-275. zakaria, e., solfitri, t. , daud, y., & abidin. z.z. 2013. effect of cooperative learning on secondary school students’ mathematics achievement. creative education. vol.4, no.2, 98-100. 169 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej optimizing student conditions in pre-implementation of project-based learning in the junior high school mathematics curriculum moh. mahfud effendi1*), windy tunas putri2) 1*,2) mathematics education program, university of muhammadiyah malang email : 1*) mahfud@umm.ac.id abstract the purpose of this study is to describe the optimization of students' conditions (sc) pre-implementation of project-based learning (pjbl) in the junior high school (jhs) mathematics curriculum, and how the teacher's efforts to optimize it. optimizing student conditions is focused on activities, communication, and formulating mathematical concepts. the subjects are students and math teacher in three jhs in batu – malang – indonesia. this research includes ex-post-facto with a causal comparative study, because the incident happened in the past, and tries to find information about causal relationships in the implementation of pjbl in the jhs mathematics curriculum. data was obtained from documents, questionnaires, and interviews, then analyzed and described qualitatively. based on the results of the analysis that the sc which includes activities, communication, and linking concepts, is a good category with optimality of 69.2%, and the lowest is relating mathematical concepts (63.0%). this affects the achievement of learning objectives (lo), with an optimality of 87.3%. to improve this optimality, teachers develop teaching materials, mathematics learning objectives, and utilize school facilities and environment in learning. keywords: jhs mathematics curriculum; optimization, pre-projectbase learning; student condition introduction the 2013 curriculum (c-13) suggests a scientific approach in the learning process, this approach can develop students' knowledge, attitudes, and skills simultaneously. in scientific activities, it has the same characteristics as constructivist learning in solving problems, therefore pjbl as learning with a constructivist approach in problem-solving (agustina, 2016), can be used in the c-13. pjbl is student-oriented, and students must be active in learning (movahedzadeh, patwell, rieker, & gonzalez, 2012). thus, pjbl implementation can encourage students to connect knowledge, skills, values, and attitudes and to build knowledge through various learning experiences (sari, 2018) . previous research stated that the implementation of pjbl can create effective learning (movahedzadeh et al., 2012), increase student creativity (lindawati, fatmariyanti, & maftukhin, 2013), increase students' positive attitudes towards mathematics (koparan, 2014) , improve communication skills students' mathematics and students' positive attitudes (kusumawati, 2012) (susilawati, hernani, & sinaga, 2017), and can foster student motivation (remijan, 2016). however, there has been no study on sc that must be met before implementing pjbl. mailto:mahfud@umm.ac.id 170 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej before the learning process, the teacher must pay attention to the reasons for choosing the learning model, media and learning resources, and evaluation. good learning management can develop students' abilities to the maximum, by creating good situations and conditions, removing obstacles in learning, providing and arranging appropriate learning facilities for learning, and creating a socioeconomic-cultural atmosphere (darmadi, 2017). the selection of learning models needs to consider teaching materials, lo, student abilities, teacher abilities in using learning models, using and supporting facilities (darmadi, 2017) (mukra & nasution, 2016). therefore, the non-achievement of lo may be caused by inappropriate conditions of pre-implementation of the model. this condition is a foundation which is an initial requirement that must be met before implementing the model (supriadi, 2011). sc must comply with the requirements for the implementation of pjbl. students must be actively involved in learning, actively thinking, actively formulating concepts, and giving meaning to what is learned (sugrah, 2020). constructivists assume that students have abilities before acquiring new knowledge, and constructing their own knowledge. in pjbl students must build their own knowledge based on previously acquired knowledge. students are asked to acquire new knowledge through their own efforts, so that each student gets different results. therefore, pjbl can meet student learning styles, because the completion of project assignments is determined by the students themselves (agustina, 2016). the lo are not in accordance with the learning model if the teacher does not understand the model and knows the students' initial conditions. the teacher must master the pjbl model that will be used by knowing the purpose of the model, the steps, the weaknesses and strengths of the model. in addition, pjbl uses authentic assignments, therefore teachers must be creative and productive (kristanti, subiki, & handayani, 2016). pjbl uses group learning, collaboration between students and teachers. the teacher must understand the task, helping each student produce a superior project by facilitating learning. in addition, teachers must be able to choose the media and learning resources that will be used. pjbl based on active students, able to build and relate concepts that are adapted to the characteristics of the material (dwi ariani, addiin, & redjeki, 2014). if the teacher understands the sc then he can determine the appropriate material in pjbl. if the requirements for implementing pjbl in learning are fulfilled and well prepared, it will achieve results in accordance with the lo (yulianto aris, fatchan a, 2017). the implementation of pjbl in mathematics learning will be successful if the sc is supportive or optimal. based on this description, the purpose of this study is to describe the optimization of sc pre-implementation of pjbl in mathematics learning in jhs, and how the teacher's efforts to optimize it. research method in accordance with the purpose of this study, the approach used is qualitative and the type of research is ex-post-facto with a causal comparative study (mcmillan, 2004) (gay, l., mills, g., & airasian, 2006). this research was conducted in three jhs in batu, malang, indonesia, with 111 students and 4 171 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematics teachers at the jhs as respondents. apart from being favorite schools, these schools implement pjbl. data obtained from documents include learning design and math ability scores, and questionnaires from teachers and students, related to sc pre-implementation of bjpl, and their efforts. the questionnaire instrument was developed to explore sc pre-implementation of bjpl, including activities following activities, communication, linking concepts, and efforts to optimize them (darmadi, 2017) (mukra & nasution, 2016). mathematics score data (m) shows the percentage of achievement of lo using pjbl which is categorized into 5, namely not good, less, enough, good, very good, with intervals: 0 ≤ m ≤ 20; 20 < m ≤ 40; 40 < m ≤ 60; 60 < m ≤80; and 80 < m ≤ 100. the questionnaire instrument for activities (a), communication (c), and linking concepts (g), uses a likert scale and is categorized into 5 categories, as shown in the following table: table 1: intervals and category sc intervals category a/c/g =100 very active/communicative/good/optimal 66,7 ≤ a/c/g < 100 active/communicative/good/optimal 33,3 ≤ a/c/g < 66,7 active enough/communicative enough /good enough /optimal enough 0 < a/c/g < 33,3 less active/less communicative/less good/less than optimal a/c/g = 0 inactive/not communicative/not good/not optimal for the validity of the data using triangulation of techniques and sources (mcmillan, 2004). after the data has been collected, it is analyzed and described qualitatively (mcmillan, 2004)(gay, l., mills, g., & airasian, 2006) (sugiyono, 2019). results and discussion a. students condition (sc) and learning outcome (lo) the success of bjpl implementation depends on the pre-implementation conditions. therefore, this condition must be a major concern, especially the sc. sc pre-implementation of bjpl that must be fulfilled is participation in learning activities, and communication. in general, the results of this study stated that the sc pre-implementation of pjbl was good with an optimality of 69.2%. students are used to scientific activities, discussing, expressing opinions, communicating, so that activity and communication are higher than activity linking concepts, where activity linking concepts is the lowest element, with an average of 63%, as well as in each school. linking concepts is not easy, because it requires the ability to classify objects based on concepts, and link between concepts and present concepts. 172 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 2: sc and lo in percent no aspect jhs1 jhs2 jhs3 average 1. sc 1.1. activity 75 74 68 72,3 1.2. communication 76 74 67 72,3 1.3. linking concept 69 64 56 63,0 average 73,3 70,7 63,7 69,2 2. lo 88 90 84 87,3 success in learning depends not only on the teacher but also on the students. the appropriate pre-implementation conditions must also exist for students before the pjbl model is applied. if these conditions are met, it will affect the lo of pjbl (figure 1), meaning that the more optimal the sc, the more optimal the lo (sawawa, solehudin, & sabri, 2018). for this reason, efforts must be made to fulfill these conditions. teachers must find ways for students to actively carry out activities, actively think, formulate concepts and give meaning to the things being studied (sugrah, 2020). pjbl requires students to have initial abilities or mastery of prerequisite material, so that it is easy to acquire new knowledge. in pjbl students must build their own knowledge, by linking concepts so that they find new concepts or knowledge. this is easier if done in groups and collaborate in completing project tasks (almulla, 2020). project-based learning can address a variety of student learning styles because the completion of project assignments is determined by the students themselves (agustina, 2016). if these conditions are met, then bjbl's goals will be easily achieved figure 1: graph on relationship between sc and lo b. teacher's efforts to optimize sc optimizing sc is not easy, because many factors affect it. teachers are designers and managers in learning, so teachers must be creative, communicative, and productive. teachers must understand what and how pjbl is, so that they understand the conditions that must be met in implementing pjbl. there are three aspects that are sought so that sc becomes optimal, two of which are very optimal (100%), namely: 1) designing teaching materials that contain facts, concepts, principles, and procedures; 2) develop mathematics 173 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning objectives which include communication skills, reasoning, problemsolving, linking ideas, and forming positive attitudes. meanwhile, the utilization of school facilities and environment in learning mathematics is quite optimal (66.3%). the following is the optimality of the teacher's efforts in optimizing sc in the pre-implementation of pjbl table 3: optimality of teacher effort in pre-pjbl percent no aspect jhs1 jhs2 jhs3 average 1. designing materials 100 100 100 100 2. develop lo 100 100 100 100 3. use of facilities and environment 70 68 61 66,3 pjbl is problem-solving based so that material development must include facts, concepts, principles, and procedures. problem-based learning requires mathematical communication skills, reasoning, linking ideas, and a positive attitude towards mathematics. mathematical communication ability is the ability to communicate mathematical ideas orally and in writing (choridah, 2013) (hodiyanto, 2017) (ramellan, musdi, & armiati, 2012) . the pjbl model can stimulate students to think and convey their thoughts well (r, dwijanto, & p, 2015) (fitrina, ikhsan, & munzir, 2016) (kusumawati, 2012). learning to reason is learning to think creatively, communicate ideas, and solve problems (fitrina et al., 2016). learning to solve problems in the pjbl model is that students are active in learning, work together to solve problems using their knowledge, then present the results (kusumawati, 2012) .in addition to these four abilities, learning mathematics can also build students' positive attitudes in mathematics (koparan, 2014) (remijan, 2016). students dare to express their respective ideas, ideas or opinions when completing project assignments with their groups (kusumawati, 2012). optimal design of teaching materials and development of learning objectives, has not been able to optimize sc. the low utilization of school facilities and environment in the three jhs makes the average of this aspect also low (63.3%). the low level of this aspect indicates that the school has not paid attention to this aspect. whereas the provision and use of appropriate learning facilities can facilitate the process and improve student learning outcomes (maradona, 2016). conclusion based on the results and discussion above, it can be concluded that sc, which includes participation in activities, communicating, and linking concepts, is categorized as good but not optimal, and the element with the lowest optimality is the activity of linking concepts. this affects the achievement of learning objectives, pjbl which is also not optimal. to improve the optimality of the sc, there are three aspects that must be done, namely developing a learning design that meets the characteristics of teaching materials, the objectives of learning mathematics, and the use of school facilities and environment. of these three aspects, the lowest optimality is the utilization of school facilities and environment in learning. 174 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references agustina, n. (2016). assessment of project-based learning in science class. jurnal siliwangi, 2(2). almulla, m. a. (2020). the effectiveness of the project-based learning (pbl) approach as a way to engage students in learning. sage open, 10(3). https://doi.org/10.1177/2158244020938702 choridah, d. t. (2013). peran pembelajaran berbasis masalah untuk meningkatkan kemampuan komunikasi dan berpikir kreatif serta disposisi matematis siswa sma. infinity journal, 2(2). https://doi.org/10.22460/infinity.v2i2.35 darmadi. (2017). pengembangan model dan metode pembelajaran dalam dinamika belajar siswa darmadi google buku. deepublish. dwi ariani, s. r., addiin, i., & redjeki, t. (2014). penerapan model pembelajaran project based learning (pjbl) pada materi pokok larutan asam dan basa di kelas xi ipa 1 sma negeri 2 karanganyar tahun ajaran 2013/2014. jurnal pendidikan kimia universitas sebelas maret, 3(4), 7–16. fitrina, t., ikhsan, m., & munzir, s. (2016). peningkatan kemampuan berpikir kreatif dan komunikasi matematis siswa sma melalui model pembelajaran project based learning berbasis debat. jurnal didaktik matematika, 3(1), 87–95. https://doi.org/10.24815/jdm.v3i1.4753 gay, l., mills, g., & airasian, p. (2006). educational researchcompetencies for analysis and applications (8th edition). upper saddler river, new jersey: pearson education inc. hodiyanto, h. (2017). kemampuan komunikasi matematis dalam pembelajaran matematika. admathedu : jurnal ilmiah pendidikan matematika, ilmu matematika dan matematika terapan, 7(1). https://doi.org/10.12928/admathedu.v7i1.7397 koparan, t. (2014). the effect on the 8th grade students’ attitude towards statistics of project based learning. european journal of educational research, 3(2). https://doi.org/10.12973/eu-jer.3.2.73 kristanti, y., subiki, s., & handayani, r. (2016). model pembelajaran berbasis proyek (project based learning model) pada pembelajaran fisika di sma. jurnal pembelajaran fisika universitas jember, 5(2). kusumawati, n. (2012). pengembangan perangkat pembelajaran matematika model project based learning (pbl) untuk meningkatkan kemampuan komunikasi matematik. pena jurnal ilmu pengetahuan dan teknologi, 23(1). lindawati, fatmariyanti, s. d., & maftukhin, a. (2013). penerapan model pembelajaran project based learning untuk meningkatkan kreativitas siswa man i kebumen. radiasi, 3(1). maradona. (2016). faktor-faktor yang mempengaruhi keaktifan belajar siswa kelas 175 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej iv b sd. jurnal pendidikan guru sekolah dasar, 17(5). mcmillan, j. h. (2004). educational research: fundamental for consumer. harpercollins collegepublishers. movahedzadeh, f., patwell, r., rieker, j. e., & gonzalez, t. (2012). project-based learning to promote effective learning in biotechnology courses. education research international, 2012. https://doi.org/10.1155/2012/536024 mukra, r., & nasution, y. m. (2016). perbedaan hasil belajar siswa menggunakan model project based learning dengan problem based learning pada materi pencemaran dan pelestarian lingkungan hidup. jurnal pelita pendidikan, 4(2). r, a., dwijanto, & p, h. (2015). keefektifan model project-based learning berbasis gqm terhadap kemampuan komunikasi matematis dan percaya diri siswa kelas vii. unnes journal of mathematics education, 4(2). https://doi.org/10.15294/ujme.v4i2.7601 ramellan, p., musdi, e., & armiati. (2012). kemampuan komunikasi matematis dan pembelajaran interaktif. jurnal pendidikan matematika, 1(1), 77–82. remijan, k. w. (2016). project-based learning and design-focused projects to motivate secondary mathematics students the interdisciplinary journal of problem-based learning voices from the field project-based learning and design-focused projects to motivate secondary mathematic. 11(1). sari, n. (2018). the implementation of project based learning to improve students responsibility in social studies learning. international journal pedagogy of social studies, 3(2), 19–32. https://doi.org/10.17509/ijposs.v3i2.14468 sawawa, d., solehudin, a., & sabri, s. (2018). pengaruh faktor internal dan eksternal siswa terhadap hasil belajar pada mata pelajaran mekanika teknik dan elemen mesin. journal of mechanical engineering education, 5(1). https://doi.org/10.17509/jmee.v5i1.12615 sugiyono. (2019). metode penelitian pendidikan. in bandung:alfabeta. sugrah, n. u. (2020). implementasi teori belajar konstruktivisme dalam pembelajaran sains. humanika, 19(2), 121–138. https://doi.org/10.21831/hum.v19i2.29274 supriadi, a. (2011). analisis prakondisi implementasi kebijakan peningkatan kompetensi guru. jurnal pendidikan dan pembelajaran (jpp), 18(1). susilawati, a., hernani, h., & sinaga, p. (2017). the application of project-based learning using mind maps to improve students’ environmental attitudes towards waste management in junior high schools. international journal of education, 9(2), 120. https://doi.org/10.17509/ije.v9i2.5466 176 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej yulianto aris, fatchan a, k. a. (2017). penerapan model pembelajaran project based learning berbasis lesson study untuk meningkatkan keaktifan belajar siswa. jurnal pendidikan, 2(3). 116 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the effect of react model assisted fable-math book media on mathematical problem solving of elementary school students destiana dian arfiani1, himmatul ulya2, savitri wanabuliandari3 1 pendidikan guru sekolah dasar, 2,3 pendidikan matematika fakultas keguruan dan ilmu pendidikan universitas muria kudus destiana.arfi@gmail.com, himmatul.ulya@umk.ac.id, savitri.wanabuliandari@umk.ac.id abstract this study aims to analyze (1) the average mathematical problem solving ability of students who can achieve the kkm, (2) the proportion of students who can complete classical completeness of 75%, (3) differences in students' mathematical problem solving abilities before and after the react model assisted by fable-math book media is applied, (4) increasing mathematical problem solving abilities. the research method used is quantitative research with a pre-experimental design trial design in the form of one group pretest posttest. sampling was done by means of purposive sample. the sample in this study were iv grade students in academic year 2019/2020. collecting data using interview techniques, documentation, and tests. the data that has been collected is then analyzed using statistical analysis in the form of one sample t-test, z-proportion test, paired sample t-test, and n-gain test. after applying the react model assisted by the fable-math book media the results of the study showed that the average score of the student's problem-solving ability test got more than 70, the proportion of students who completed the test could achieve classical completeness above 75%, there were significant differences in the pretest and posttest results, and there is an increase in students' mathematical problem solving abilities with the medium category. keywords: mathematical problem solving ability, fable-math book media, react models. introductions learning mathematics have important effects in improving the quality of education because mathematics as a source of various sciences. mathematics as an important part of everyday life in all human activities and social matters. agree with kusmanto and marliyana (2014), which states that mathematics is a fundamental science in the development of science and technology that can advance thinking skills and human disciplinary attitudes, mathematics also has an important role in solving all problems in life, therefore basic knowledge needs to be given to students as an understanding of mathematics. the purpose of learning mathematics in schools according to permendiknas (2006) is that students have the ability to understand mathematical concepts, solve problems, using reasons, communicate ideas, and respect the usefulness of mathematics. in addition, with regard to the importance of solving mathematical problems, the research of the national council of teachers of mathematics (nctm) explains that in mathematics learning activities in schools, there are five mathematical abilities, namely: reasoning, problem solving, connection, communication, and representation (sumartini, 2016: 149 ). the explanation of the importance of learning mathematics shows one of the important components to improve the quality of education is the ability solving the problems in mathematic. problem solving is a process of finding a solution to a problem. according to 117 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej siregar and syafari (2017) solving mathematical problems is a strategy to solve problems or questions on mathematical problems that involve students' abilities and in solving problems are not obtained directly. therefore, the role of the teacher is an important thing that supports the improvement of student problem solving starting from increasing the ability of the students themselves and the choice of learning methods as well as various mathematical problem solving exercises. according to nctm cited by ulya (2016: 92) mathematical problem solving has several indicators of solving, including (1) understanding new mathematical problems, (2) planning appropriate problem solving strategies, (3) doing problems solving, (4) monitoring and reflecting. the fact occurs shows that in mathematics learning, activities related to problem solving have not been used as activities that must be carried out. the results of research from the program for international students assessment (pisa) in 2018 showed the low problem-solving ability of indonesian students in mathematics learning, this can be seen from the acquisition of an average test score for indonesian students of 379 in the 74th rank of 79 countries that have researched. regarding non-routine problems such as problem solving and proof in mathematics that require reasoning, students still need various guidance from the teacher in solving them (fauziah, 2010). the main cause of the low ability of mathematical problems is the unenthusiastic attitude of students towards mathematics and the learning process which too often uses in learning methods directly, so that as a result, in solving math problems students only refer to the method given by the teacher (siregar and syafari, 2017). in general, learning mathematics in school, the teacher gives material and non-problem solving exercise. the results of interviews conducted with iv grade students of sdn gembong 01 pati showed that most of students were not enthusiastic about taking mathematics lessons. students feel mathematics is not a fun learning because it deals with numbers and calculations. if students are faced with problems related to problem solving, students are unable to understand these problems. students need to be explained the meaning of each sentence in problem solving so that students understand the meaning of the problem so that they can present it in mathematical sentences. students' lack of readiness in solving mathematical problems can be seen in the results of the problem solving ability test which was attended by 21 fourth grade students of sdn gembong 01, it is known that there are 17 students who did not complete the kkm or the equivalent of 80.95% and there were 4 students who were declared complete or equal to 19, 05% in doing questions. the average value obtained by students in the problem-solving test was 44.71. the description of the test results shows that students have not been able to solve mathematical problem solving problems in accordance with the correct solving steps. the low ability of students' problem solving is due to their unenthusiastic and lack of motivation towards learning mathematics in the classroom. it makes the students are not serious in learning mathematics caused in less meaningful learning. less meaningful learning makes it difficult for students to remember what the teacher teaches. if students do not master the previous material, it is possible that students will have difficulty with the next material, because the first students' abilities are the basic of the next material. efforts that can be applied to these problems are applying a learning model that provides direct experience to students so that learning can be easily remembered. one model that can be applied is the contextual model of relating, experiencing, applying, cooperating, and transferring or more easily called the react model. react learning model is a learning strategy that is contextual or real. the development of a contextual model proposed by crawford (2003: iii) the react 118 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning model has five main related stages, that are relating, experiencing, applying, cooperating, and transferring. relating is a pre-learning activity by linking concepts in everyday life experiences. experiencing is the activity of finding new concepts to be learned. applying is the activity of applying concepts in the question in form of problems. cooperating is an activity to collaborate students with each other to solve problems. transferring is using a concept into a new situation such as a class discussion. this react learning model has a gradual model step, from basic understanding to deep understanding that can help students' thinking skills (anas and fitriani, 2018: 160). contextual learning invites students to be present in real life and encourages them to apply their knowledge. contextual learning with the react model will make students more active in constructing their knowledge, not only accepting concepts from the teacher (novri, et al, 2018). in accordance with the react model, learning will be a meaningful experience for students when they imagine the context presented through the media. the media that is used as a complement in this learning is the fable-math book media. according to haidar (2018) learning by presenting pictures in stories in the form of a math fable book is in accordance with the early stage group in the high class which is easy to understand and meets the needs of children. fable books can develop reading interest in students and motivate students in learning (oktaviani and prihatin, 2019). the combination of the react model and fable-math book media will attract students' interest in learning mathematics by providing meaningful experiences. the react model which is contextual is suitable for the fable book media which contains realistic problems so that students are able to solve problems in life. in line with fatmala, et al. (2016) suggest that the react contextual model directs students to learn to relate material concepts to their surrounding life, making it easier for students to find solutions to various problems. according to kristianti, et al. (2013) in their research, they stated that the use of the react model as contextual learning of students' mathematical problem-solving abilities has increased significantly. the use of fable-math book media is an effort to make learning more optimal than before. therefore, the researcher wishes to conduct research on the effect of the react model assisted by fable-math book media on problem solving of elementary school students. this research has problem formulations including, (1) whether the average mathematical problem solving ability of students through learning with the react model assisted by fable-math book media can achieve kkm? (2) is the proportion of students completing the react model assisted by the fable-math book media can achieve 75% classical completeness? (3) is there a difference in the average ability of students' mathematical problem solving before and after the application of the react model assisted by fable-math book media? and (4) is there an increase in students' mathematical problem solving abilities through react model learning assisted by fablemath book media? research method the method used in this research is quantitative research. the research design used pre-experimental design in the form of one group pretest posttest. this research uses two variables, that are the independent variable and the dependent variable. the independent variable in this research is the react model assisted by the fabel-math book media, while the dependent variable is the students' mathematical problem solving ability. the sample 119 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej selection technique is through purposive sampling technique. the sample used for this research were iv grade students of sdn gembong 01 pati in the 2019/2020 even semester learning. the number of class iv are 21 students, 10 male students and 11 female students. the design in this research is shown in table 1 as follows. table 1 research design group pretest treatment posttest experimen o1 x o2 (source: sugiyono, 2016) information: o1 = pretest (before treatment) o2 = posttest (after treatment) x = given treatment (independent variable) based on table 1, the research design was initially given a pretest test to determine first ability, then the sample was given treatment using the react model with the help of the fable-math book media, and after that the sample was given the final test, is posttest to determine its effect on mathematical problem solving abilities. the techniques used in collecting research data are interview techniques, documentation techniques, and tests. the research instruments used were test and non-test, the test instrument used was in the form of pretest and posttest questions and the non-test instrument in the form of an interview sheet. the data that has been known in the test results are then analyzed using statistical calculations in the form of a one-sample t-tets test to determine the average individual completeness of the student's test results, the proportion z test is used to determine the level of the proportion of students who completed the test on the classical student learning completeness, the paired sample t-test was conducted to determine the difference between the average ability of students before and after being treated, and ngain was used to determine the increase in students' mathematical problem solving abilities. results before testing the hypothesis with the statistical test, the data is analyzed first using the data normality test. the data normality test in this research used the kolmogorovsmirnov test with the help of the spss 25 application. based on the data normality test, it was concluded that the experimental group had normal distribution data. achievement of students' completeness in mathematics test results refers to the minimum completeness criteria (kkm) that have been determined by the education unit, which is more than equal to 70. individual learning completeness the results pretest of the problem-solving abilities of iv grade students showed that 19.05% of the students had completed the kkm, and 80.95% of the students did not complete the kkm. while the results of the posttest or final test after treatment obtained different mastery results. grade iv students who passed the kkm in the posttest were 76.19% of students, for students who did not complete the kkm were 23.81%. this shows that the difference in student learning completeness has increased. after knowing the 120 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results of the students' initial and final tests, then the average individual learning completeness test was carried out on the student's test scores to determine the kkm completeness achievement. the results of the calculation of completeness with the one sample t-test are clarified in the following table. table 2 the results of the one sample t-test test value = 70 t df sig. (2-tailed) 2.900 20 .009 based on table 2, it shows that the results of the one sample test show that the sig (2-tailed) result is 0,009 with a test value of 70. testing on this data uses one-part test, so to determine the sig value, namely yaitu 1 2 x 0,009 = 0,0045. so that the results obtained sig <0,05 namely 0,0045 <0,05, which means that h0 is rejected and ha is accepted. so it can be concluded that the average result of the test results of students' mathematical problem solving abilities with the react model assisted by the fable-math book media gets more than 70. the react learning model invites students to find material concepts, collaborate, apply the knowledge gained in students' lives, and share in new situations, so that not only teach concepts but students are directed to find meaning in learning. according to jelatu, et al. (2018) innovative learning with the react strategy can strengthen students' memory because they have experience concrete concept discovery. in addition, the fablemath book media used in this learning contains material on the circumference and wide of a flat shape which is packaged in the form of a pictorial story and used as a contextual tool. this fable-math book media is associated with the local excellence of the pati area, making it easier for students to understand what material is being studied and obtained. this is in accordance with the opinion of ulya (2016) that ethno-mathematics learning makes it easier for students to understand the concept of material because it provides direct experience related to local culture. in line with wanabuliandari and purwaningrum (2018), stated the use of the environment in the form of a surrounding culture that is associated with student knowledge can make learning more enjoyable and meaningful. classical learning completeness classical learning completeness in this research to determine the number of students who completed the test could reach 75% of the total number of students who received the react learning model assisted by the fable-math book media. this test uses the z test of proportions assisted by microsoft excel 2010. data from the students' pretest and posttest results are used to analyze classical learning completeness. the calculation of the z test proportion at the pretest value is clarified in the following table. table 3 z-test results for pretest zhitung -ztabel conclusion -5,921 -1,645 h0 rejected based on table 3 shows the results of the pretest value data test shows zhitung <ztabel that is -5,921 <-1,645. so that h0 is rejected and ha is accepted. so it can be concluded that the proportion of students who completed the test of students' mathematical 121 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej problem solving abilities classically was less than 75% of the total number of students who took the pretest. there is also a proportional z test on the posttest tilapia in the following table. table 4 z-test results for posttest zhitung -ztabel conclusion 0,126 -1,645 h0 accepted based on table 4, the z test results are obtained on the posttest value data, namely zhitung> -ztabel with a value of 0.126> -1.645. so that h0 can be accepted. then the conclusion is drawn that the proportion of students who complete the test of students' mathematical problem solving abilities classically is more than equal to 75% of the total number of students who take the posttest. for this reason, the use of the react learning model assisted by the fable-math book media has an effect on the mathematical problem solving abilities of iv grade students of sdn gembong 01 pati. judging from the z test of classical student learning completeness on the final test results it can be concluded that the final score (posttest) of students can reach the predetermined minimum completeness criteria (kkm). in accordance with the research of fatmala, et al (2016) that students' problem-solving abilities in mathematics after applying the react contextual learning model can increase with a classical average in cycle 1 of 58%, while in cycle ii the classical average is 74%. learning activities with the react model students are formed in heterogeneous groups to improve the development of students' abilities and skills. herlina, et al (2012) stated that learning with the react strategy can develop problem-solving skills, present ideas and concepts from all perspectives through group learning as an effort to shareresponding-communicating with other students effectively. at the stage of cooperating activities or in groups, students' social care attitudes in learning were also seen. students who have high understanding are more concerned with their group mates who do not understand the meaning of the material concept and problem solving problems, so that students can develop their abilities. this is reinforced by the statement of asmahasanah, et al. (2018: 58) that react learning is good for elementary school social education because it is able to form an attitude of togetherness between students, form caring around, and deepen student understanding. difference in average the effect on the application of the react model assisted by the fabel-math book media on students' mathematical problem solving abilities can be seen through the analysis of the mean difference. this average difference test is through the t test (paired sample ttest) with the help of the spss 25 application. the t test (paired sample t-test) is clarified in the following table. table 5 paired sample t-test results t df sig. (2-tailed) -15.338 20 .000 based on table 5, it shows that the results of this data test are sig (2-tailed) <0.05, namely 0.000 <0.05, then h0 is rejected and ha is accepted. so it can be concluded that the use of the react learning model assisted by the fable-math book media has an effect 122 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej on the mathematical problem solving abilities of the fourth grade students of sdn gembong 01 pati. the application of the react model assisted by the fable-math book media shows that after being treated with the react model and the fable book media, the results of the students' mathematical problem solving abilities test are better than before being given the treatment. when learning with this model students have enthusiasm and enthusiasm which can be seen in the seriousness of students in paying attention to and following the learning steps that have just been received. this can make students' confident attitude to solve problems. in accordance with the opinion of putri and santosa (2015), courage and self-confidence in students can have an influence in solving problems related to life around them. the fable-math book media presented in the form of pictorial stories is used as a concrete form in learning, because grade iv students find it easier to digest something real. in line with meylana, et al. (2019) stated that elementary school students have a way of thinking on the basis of concrete things, they need something real in the form of stories and pictures that can be found in their daily lives. in addition, the use of fable-math book media has an effect by making learning more fun and meaningful so that it can make it easier for students to understand and solve problems. for this reason students are able to solve problems starting from the stage of understanding the problem, planning solutions, and solving the problem. in gunzel and binterova's research (2016), it explains that media in the form of images can make it easier for students to understand mathematics learning and at the same time foster students' interest in learning. improving problem solving ability the analysis used to determine the increase in student ability is the n-gain test carried out in the microsoft excel 2010 application. the use of the n-gain test is to see the comparison of the results of the pretest and posttest scores of fourth grade students with the predetermined ideal maximal score (smi). in detail, the results of the calculation of the n-gain test on the students' mathematical problem-solving ability test are described in the following table. table 6 n-gain test results pretest posttest n-gain criteria 55,83 77,34 0,512 moderate in table 6, it is found that the results of the calculation of the n-gain test of students have increased the students' mathematical problem solving abilities by 0.512. this means that the increase in students' mathematical problem solving abilities is in the medium category. the analysis of improvement is in accordance with the criteria for improvement in the following table. table 7 student improvement analysis criteria banyak siswa presentase high 2 9,52% 123 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej criteria banyak siswa presentase moderate 16 76,19% low 3 14,23% there was no improvement 0 0% there was a decline 0 0% table 7 explains that the increase in problem-solving abilities most often occurs in moderate criteria, namely 76.19% of 16 students. the increase in the low category was 3 students with a percentage rate of 14.23%. the increase in the high category was obtained by 2 students or the equivalent of 9.52%. in addition, there are no student gains who are in the category where there is no decline and there is a decrease. the increase in students' mathematical abilities in the circumference and wide flat shapes was due to the use of the react contextual model assisted by the media of a fable-math book containing pictures with stories of local excellence. the learning model and new learning media they receive make enthusiasm and high motivation. according to ardianti, et al. (2019: 8) learning media associated with local culture can make it easier for students to understand the concept of the material then make the learning they receive more meaningful, as well as teacher teaching skills related to classroom management can be improved. in addition, it is reinforced by the results of haidar's research (2018) that the media in learning mathematics in the form of fable story books can improve mathematics learning outcomes in grade iv students of sdn 2 tulungagung. at the time of implementing the react model, which is accompanied by the fable-math book media, students seem to find it easier to catch and follow the steps to solve the problem, because in the mathematics fable book there are stages for problem solving. agree with pardimin and widodo (2016) suggesting that learning will be more effective by providing guidance to students differently, one of which is the development of additional books such as story books that are equipped with stages in problem solving. conclusion based on the results of the research above, the following conclusions were obtained: (1) the use of the react model assisted by the fable-math book media on the average mathematical problem solving ability of the fourth grade students of sdn gembong 01 to reach the kkm, (2) the proportion of students completness with the react model assisted by the the fable-math book media can achieve 75% classical completeness, (3) the mathematical problem solving abilities of the fourth grade students before and after the implementation of the react learning model assisted by the fablemath book media experience significant differences, (4) through the react model assisted by the fable-math book media in class iv learning can improve students' mathematical problem solving abilities. some things that can be suggested are that the teacher should be more optimal in class management so that learning can fulfill what is wanted to be achieved, teachers who use this model must pay more attention to the syntax so that students can easily find the meaning of learning, and teachers should remind and 124 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej provide directions to students to do it. questions carefully and carefully read the commands in the questions. references anas, a. & a. fitriani. (2018). penerapan model pembelajaran react dalam peningkatan pemahaman konsep siswa. al-khwarizmi, vol. 6 no. 2, 157-166. ardianti, s.d., wanabuliandari, s., wanabuliandario, s., & alimah, s. (2019). respon siswa dan guru terhadap modul ethno-edutainment di sekolah islam terpadu. edukasia, vol. 14 no. 1, 1-24. asmahasanah, s., ibdalsyah, & sa’diyah, m. 2018. social studies education in elementary schools through contextual react-based on environment and sociopreneur. international journal of multicultural and multireligious understanding, vol. 5 no. 6, 52-61. crawford, michael l. 2001. teaching contextually research, rationale, and techniques for improving student motivation and achievement in mathematics and science. texas: cci publishing inc. fatmala, k., churiyah, m., & nora, e. (2016). meningkatkan kemampuan pemecahan masalah dan hasil belajar siswa melalui model pembelajaran kontekstual react (relating, experiencing, applying, cooperating, dan transferring). jurnal pendidikan bisnis dan ekonomi, vol. 2 no. 1, 27-40. fauziah, a. (2010). peningkatan kemampuan pemahaman dan pemecahan masalah matematik siswa smp melalui strategi react. forum kependidikan, vol. 30 no. 1, 1-13. gunzel, m. & binterova, h. (2016). evaluation of nonverbal elements in mathematics textbooks. universal journal of educational research, vol. 4 no. 1, 122-130. haidar, s.r. (2018). pengembangan buku ajar matematika melalui cerita fabel untuk memperkuat karakter siswa menggunakan problem based learning kelas iv sekolah dasar. tesis program magister keguruan guru sd tidak diterbitkan, universitas lampung. herlina, s., turmudi, & dahlan, j.a. (2012). efektivitas strategi react dalam upaya peningkatan kemampuan komunikasi matematis siswa sekolah menengah pertama. jurnal pengajaran mipa, vol. 17 no. 1, 1-7. jelatu, s., sariyasa, & ardana, i.m. (2018). effect of geogebra-aided react strategy on unsderstanding of geometry concepts. international journal of instruction, vol. 11 no. 4, 325-336. kristianti, n.k.h., sudhita, i.w.r., & riastini, p.n. (2013). pengaruh strategi react terhadap kemampuan pemecahan masalah matematika siswa kelas iv sd gugus xiv kecamatan buleleng. ejournal undiksha, 1, tanpa halaman. kusmanto, h. & marliyana, i. 2014. pengaruh pemahaman matematika terhadap kemampuan koneksi matematika siswa kelas vii semester genap smp negeri 2 kasokandel kabupaten majalengka. eduma, vol. 3 no. 2, 61-75. 125 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej meylana, d.a., pujiastuti, p. & sartono, k.e. 2019. lift the flap story book based on child-friendly: improving the ability of students mathematical connection. journal of pshysics: international conference series, 1157 052065, 1-7. novri, u.s., zulfah, & astuti. (2018). pengaruh strategi react (relating, experiencing, applying, cooperating, transfering) terhadap kemampuan pemahaman konsep matematis peserta didik kelas vii smp negeri 1 bangkinang. jurnal cendekia, vol. 2 no. 2, 81-90. oktaviani, d. & prihatin, i. (2019). pengembangan bahan ajar matematika berbasis buku fabel berkarakter untuk siswa smp. jurnal sap, vol. 3 no. 3, 182-189. organization for economic coperation and development (oecd). (2019). pisa 2018 results combined executive summaries volume i, ii & iii. pardimin, & widodo, s.a. 2016. increasing skills of student in junior high school to problem solving in geometry with guided. journal of education and learning (edulearn), vol. 10 no. 4, 390-395. permendiknas salinan lampiran menteri pendidikan nasional nomor 22 tahun 2006 tentang standar isi untuk satuan pendidikan dasar dan menengah (2006). jakarta: permendiknas. putri, r.i. & santosa, r.h. (2015). keefektifan strategi react ditinjau dari prestasi belajar, kemampuan penyelesaian masalah, koneksi matematika, self efficacy. jrpm, vol. 2 no. 2, 262-272. siregar, n.h. & syafari. (2017). kemampuan pemecahan masalah matematis siswa dalam pembelajaran matematika menggunakan model pembelajaran pbl dan tps. semnastika unimed. sugiyono. (2016). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sumartini, t.s. (2016). peningkatan kemampuan pemecahan masalah matematis siswa melalui pembelajaran berbasis masalah. jurnal mosharafa, vol. 5 no. 2, 148-158. ulya, h. (2016). pembelajaran matematika berbasis etnomatematika untuk membangun karakter cinta tanah air dan kreativitas belajar matematika. prosiding, 29-39. ulya, h. (2016). profil kemampuan pemecahan masalah siswa bermotivasi belajar tinggi berdasarkan ideal problem solving. gusjigang, vol. 2 no. 1, 9096. wanabuliandari, s. & purwaningrum, j.p. (2018). pembelajaran matematika berbasis kearifan lokal gusjigang kudus pada siswa slow learner. eduma, vol. 7 no. 1, 63-70. 168 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej an analysis of students' errors to find the result reflection in coordinate plane based on in the newman error analysis nints-grade students of junior high school 2 sampit ayu amelia sari, dwi priyo utomo, zukhrufururrohmah mathematics education, faculty of teacher training and education, university of muhammadiyah malang e-mail: ayuamalia9@gmail.com abstract this study aimed to determine the types and the causes of students' errors in finding the results of reflection in the field of coordinates based on the newman problem-solving. this research used descriptive research with a quantitative approach. the data collection techniques were written test and a structured interview with the research subjects were nints-grade students of junior high school 2 sampit. based on the results of the data analysis, there were errors made by students, namely: (1) there were no mistakes in the problem of reading stage, (2) students were not able to write down the known and asked even though students understood the questions presented in the stage of understanding the problem, (3) did not change the questions into a coordinate field in the stage of transformation problem, (4) misplaced of the result reflection and miscalculating the result of reflection on the process skill stage, (5) did not writing down the answers or conclusions in the writing answers stage. keywords: analysis, coordinate plane, newman error analysis, reflection, students introduction education is a conscious effort by someone to become a person both in increasing their potential to be useful for themselves or others in every life. the purpose of education itself is to help students to develop their potential to become differentiators from one another in terms of knowledge, abilities, and skills that will improve the welfare of a country (rosalina, 2016). rosalina (2016) stated that the welfare of a country in terms of the educational system and the quality of education both in terms of the quality of educators and their students. therefore, education is an important thing that everyone needs as a teaching or training process to achieve the goals of education itself. mathematics is one of the fields of study that has an important role in achieving educational goals because mathematics is an abstract science that has characteristics as a problem solver and can provide ways to model problems that exist in real life (chambers in tias, 2015). in line with the statement of the ministry of national education (2007) who states that mathematics should be given starting at the elementary school level to provide students with the ability to think rationally, structured, and critically also can work together in solving existing problems. it was proven by the time of mathematics lessons longer than others and also strengthened by the content standards for elementary and secondary education units of mathematics. solving a mathematical problem is not easy, this is precisely the reason why the students do not really like mathematics. one of the materials that students not interested in or like is the transformation with the reflection section (albab, 2014). reflection or 169 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej shadow is one of transformation that moves each point on a field (geometry) by using the properties of the object and the axis as the mirror, so we get the result of reflected shadow. finding the reflection shadow in the coordinate field depends on the type of axis (mirror) as well as remembering the characteristics of the shadow after it is reflected. the types of axes as the mirror are the axis , axis , line , the point ( ), line , and line . there are several characteristics of the shadow formed by reflection, which is: (a) the result of the shadow will have the same shape and size as the original, (b) the distance from the shadow to the mirror has the same distance as the original distance to the mirror, (c) the result of the shadow will face each other with the original. according to morris and paulsen (2011), some students can complete a transformation in a simple geometric form but still have difficulty in solving problems related to more complex rotations and reflections such as combinations. besides, students have difficulty in proving a transformation result in more detail, for example, students cannot state that point ( ) if reflected on the x-axis which produces a shadow at point ( ). it is because of the teacher only explained briefly about the concepts of the changing on reflection point up to learning obstacle. it is proved by morris and paulsen (2011), the researchers tried to observe at smp negeri 2 sampit and it turned out that the problem was also experienced by students who often made mistakes in looking for the results of the reflection shadows in the coordinates. error analysis is an activity of investigating, deciphering, and tracing an error to find out the type of error and the causes. according to watson in nurkhimah (2016), the categories of errors often occur by the students which include the data obtained from the field that are incorrect, the missing data, no conclusions drawn, inappropriate responses, and the problems in the skill stage so need to be analyzed in order to get an illustration (picture) about the weaknesses of students to be tested. the purpose of analyzing students' errors are include: (1) to find out the mistakes that occur when completing math problems, (2) to help the teachers know about the students' understanding of the subject matter, (3) to evaluate the extent of students' understanding of the subject matter that has been taught, (4) as a benchmark in applying appropriate learning models and methods to avoid mistakes in learning (nurkhimah, 2016). there are two causes, which make the student made mistakes in solving mathematics problem namely, the concepts mistakes and the procedurals mistakes (sahriah, 2013). the concept mistakes are in interpreting vocabulary, design, and beliefs. the indicators of conceptual mistakes based on kastolan in sahriah (2013) which are defining the pattern, inappropriate pattern in some conditions to use its pattern, do not write down the pattern in solving the problems. while procedural mistakes are the mistakes in preparing the step of answering the questions. the indicators of procedural mistakes based on kastolan are incomplete steps in solving problems and unable to sort the steps properly to solve the problems. one of the methods in analyzing errors is by using the solving problems of newman. in the newman solving problem stage not much different from the polya solving problems stage, it's just the step of polya solving problem there is no reading problem step even though it is an initial factor in determining students' ability to solve mathematical problems. newman describing the steps in solving the problems namely, (1) read the problem which is when the students read the question will be processed the question that has been read become understand the concepts, (2) understanding the problems (comprehension) in which the students can understand the question also 170 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej showing the ideas of the problem like what have been known and asked, (3) problem transformation where the students change the question into mathematical solving forms also defining the procedural used to solve the problems, (4) skill process where the students answered the question based on the mathematical procedural which have been made in the transformation problem stage, and (5) writing down the answers (encoding) which is the students write down the answer which has been asked appropriately (amalia, 2017). in this study, the researcher identified student errors based on newman with the following indicators: table 1: student error indicators based on newman error phase indicators errors in reading problems students incorrectly read symbols or interpret important information in problems error in understanding the problem students do not write and explain knowing what is known and asked the problem. error forming information so that it cannot complete the next process. error in processing the transformation students cannot change questions into the proper form of mathematical operations. students incorrectly recognize a mathematical operation or series of operations. error in processing the skills students are wrong in the process or algorithm to solve problems. students cannot solve the problem even though they can determine the procedure correctly. error in writing the answer students do not write the final answer requested on the problem. students cannot deduce answers according to mathematical sentences. source: (singh, 2010) apart from the five stages of errors that have been raised by newman, clements (in rindayana, 2012) states that there are two indicators of errors that can influence the occurrence of newman errors, namely carelessness and motivation, which means that both of these errors can occur at all stages. to newman. based on the background, the researcher is interested in raising the title of the study: "analysis of student errors in finding the results of the reflection of transformation reflections in the coordinating field based on the resolution of newman errors in class ix of smp negeri 2 sampit". based on the explanation that has been delivered, the problem formulation in this research is how the analysis of students' mistakes in looking for the results of the reflection of the transformation in the field of coordinates in class ix smp negeri 2 sampit. based on the formulation of the problem, the goal to be achieved is to find out the types and causes of students' mistakes in searching for the reflection results of the transformation in the coordinate plane in class ix of smp negeri 2 sampit. 171 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research methods in this study, the approach used is a qualitative approach to the type of research used is descriptive research. this research was conducted at smp negeri 2 sampit in the even school year 2018/2019. the data collected in the study are data from the results of written tests and interviews about looking for reflection shadow results in the coordinate plane given to grade ix students in the school. researchers used a 6 item description problem and were done in 60 minutes about finding the results of the reflection image in the coordinate plane. furthermore, researchers grouped data based on student error indicators to make it easier to conclude. after a written test conducted, the researcher conducts an interview to help further describe the students' mistakes about looking for the results of the reflection image in the coordinate plane to ascertain the mistakes made by students. the study was conducted in a structured manner and was conducted on six students drawn from two students with the highest grades, two students with a median score, and two students with the lowest grades based on written results. technical data analysis by (1) data reduction stage: (a) correcting and scoring student answer sheets to determine students who were subjected to interviews, (b) interview results are simplified into descriptive form, (2) presenting data that has been categorized in types the same mistakes in order to give a clearer picture of the mistakes made by students. the procedure is as follows: (a) analyzing written test errors, (b) grouping students who make the same mistakes based on problem solving newman, (c) conducting interviews with 6 students who have been selected (d) presenting complete data and analysis so that they can be used in drawing conclusions, (3) drawing conclusions from the data that has been analyzed namely regarding the errors of students in looking for the results of reflection in the field of coordinates by comparing the analysis of the results of work and student interviews. results and discussion following is the explanation of the results of the analysis of the mistakes made by students based on solving the problem of newman after the written test and interview as follows: a. the problem reading stage all students have no errors in reading symbols or important information contained in the questions. figure 1 the result of students' written tests number 4 172 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1 is the results of students' written tests that show students did not make mistakes in the reading stage of the problem because in the work of students did not make mistakes writing symbols or mistakes in retrieving important information to solve the problem. it can be seen that students are correct in writing coordinate points on problems like ( ). b. stage of understanding the problem at this stage, there are several factors that cause students to make mistakes, including: (a) students do not write what is known and asked about the problem. figure 2 the result of students' written tests number 1 figure 2 shows the mistakes made by students in the stage of understanding the problem, clearly seen students do not write what is known and asked to the problem even though during the interview students know what is known and asked about the problem. that is because students are not accustomed to writing what is known and asked and indicated as carelessness because they are not careful in reading the instructions of existing questions (clements in rindayana, 2012). (b) in question number 1, some students are only able to write two of the three that are known in the problem. figure 3 the result of students' written tests number 1 figure 3 shows the student's mistake, which only mentioned two of the three statements in the problem, namely the student did not write the statement of the distance of the two lines to the same mirror. this also results in students' transformation not being precise in depicting illustrations related to the questions in the questions. (c) in question number 2, some students did not draw a known illustration. figure 4 the result of students' written tests number 2 figure 4 shows students' mistakes because they did not illustrate known illustrations in the problem. this can be caused by two factors due to the lack of enthusiasm or motivation of students in working on students so that the students are in a 173 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej hurry and are not careful enough to think that illustrations do not need to be illustrated and can be arranged together with words. this is in line with research conducted by clement (in rindayana, 2012) which states that lack of motivation and lack of accuracy can be a factor in students' mistakes. c. problem transformation stage at this stage, almost all students make a transformation error by not changing the questions in the form of coordinate fields. here are some factors that cause students to make these mistakes, among others: (a) in problem number 2, some students misinterpret the illustrations in the questions. figure 5 the result of students' written tests number 2 figure 5 shows students wrong in interpreting the illustrations in the problem even though the illustrations are a reflection. (b) students incorrectly place the known coordinate points. figure 6 the result of students' written tests number 4 figure 6 shows students wrong in placing the known coordinate points on the problem even though in writing the coordinate points are correct. this can be caused by two factors due to lack of enthusiasm or motivation of students in working on students so that in a hurry in placing the coordinates. this is in line with research conducted by clement (in rindayana, 2012) which states that lack of motivation can be a factor in student error. (c) in question number 6, students are only able to transform one of the two statements into the shape of the coordinate plane. 174 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 7 the result of students' written tests number 6 figure 7 shows students are only able to make one of the two coordinate fields in the statement of the problem that is the result of reflection on the x-axis and continued with a reflection on the (repeated reflection). (d) students do not transform questions into the form of coordinate fields. figure 8 the result of students' written tests number 4 figure 8 shows students not transforming questions into the form of coordinate fields. then the errors in the transformation stage of this problem can be categorized into the lack of motivation of students because they already know the answer so that they no longer need to change it into the form of coordinates and carelessness because they are not careful in reading the workmanship instructions. this is in line with research conducted by clement (in rindayana, 2012) that motivation and carelessness can be a factor in the occurrence of student mistakes. d. process skills stage in this stage, almost all students made mistakes because students also made mistakes at the stage of problem transformation. as for some other factors that cause mistakes made at the process skills stage, there are (a) wrong in writing the results of reflection images. figure 9 the result of students' written tests number 3 175 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 9 shows students made mistake in placing the coordinates of the results of the reflection of ( ) because the distance between the mirror to the original point is not the same as the distance between the mirror to the reflection image. (b) in problem number 2, students were only able to write two of the three properties of objects if reflected. figure 10 the result of students' written tests number 2 figure 10 shows students can only write two of the three properties of objects if they are reflected namely the shape, size of the objects that are reflected the same and the distance of the original image of the mirror, and the distance of the result of reflection to the mirror are the same. students do not write one more object if they are reflected, that is, objects will face each other if they are reflected. (c) in question number 5, some students only completed one of the two results of reflection (repeated). figure 11 the result of students' written tests number 5 figure 11 shows students were able to complete one reflection ie to the line and unable to continue the next reflection. (d) in problem number 6, students only completed one of the two coordinate fields related to the results of reflection. 176 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 12 the result of students' written tests number 6 figure 12 shows students did not complete one plane of the coordinate reflection which towards the origin ( ). this is because in question number 3 also looks for the result of the shadow with respect to the origin point ( ) with any point so that students who have solved problem number 3 correctly already know the result of the shadow to the point of origin which is ( ). e. the stage of writing answers at this stage, almost none of the students made mistakes because they could write the answers correctly. on the other hand, some students have not written answers correctly. as for some of the causes of errors as follows: (a) in question number 6, some students did not write the final answer in full. figure 13 the result of students' written tests number 6 figure 13 shows the incomplete answers of students. if the results are the same, then the particular coordinates are located at the two coordinate fields if they have the same reflection results. in question number 6 the results of the reflection of the two coordinate fields are ( ). (b) students did not write the final answer. 177 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 14 the result of students' written tests number 5 figure 14 shows students were not writing down the results of the answers after completing the questions. this can be caused by a lack of student motivation to write answers because they have been answered at the process skills stage (clement in rindayana, 2012). based on the results obtained by the researcher, the biggest error factor made by students was the lack of understanding of the material about looking for reflection results in the coordinate plane, both by definition and the nature of objects after being reflected which was caused by several factors: (1) student handbooks contain too brief material so students tend to practice and practice working on the problems, (2) the teacher explained the reflection too quickly because the transformation has several sub-chapters which still need to be explained again to students, (3) lack of time for students to work on problems so that researchers and teachers do not know whether students understand the reflection material well, (4) students often had less of enthusiasm or motivation and also sometimes being not careful in working on problems. so, researchers and teachers sometimes misinterpret these students into not understanding the material. this is in line with several studies which discuss error solving based on newman, namely: (1) amalia's research (2017) states that the cause of errors is the lack of accuracy of students in working on problems due to rush, not understanding the questions properly so that in writing what is known and asked the questions students tend not to write it down. also, lack of time written test work so that it becomes the obstacle of the analysis of errors because researchers cannot know whether students master the material under study, (2) islamiyah research (2017) which mentions the biggest error factor made by students is at the stage of understanding the problem with a percentage of 55.65% including students' mistakes in writing incorrect, precise but incomplete answers, not writing so that it is directly at the stage of problem transformation. however, at the stage of reading problems there is research that is not in 178 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej line with research oktaviana (2017) states that there are errors in reading problems with a percentage of 24% this is because students do not know the important information contained in the problem so that confusion when working and cannot proceed to the stage next. conclusion based on the exposure to the results and discussion of the study, a conclusion is made about the mistakes made by students in searching for reflection results based on the completion of the newman: (1) there are no errors in the problem reading stage, (2) students are not able to write the known and asked questions even though students understand the questions presented at the stage of understanding the problem, (3) do not change the problem into a coordinate plane at the problem transformation stage, (4) incorrectly place the results of the reflection shadow and do the calculation of the reflection results at the process skills stage, (5) no write answers or conclusions at the stage of writing the answers. the cause of students' mistakes is carelessness due to inaccuracy, lack of motivation in working on problems, lack of time working on questions, little material contained in the student handbook, and the teacher is too fast in explaining reflection due to transformation has several sub-chapters that still need to be explained again to students. references agusta i. teknik pengumpulan dan analisis data kualitatif. jurnal studi komunikasi dan media. 2014; 2(1998): 1–11. albab iu, hartono y, darmawijoyo d. kemajuan belajar siswa pada geometri transformasi menggunakan aktivitas refleksi geometri. jurnal cakrawala pendidikan. 2014; 33(3): 338-348 amalia sr. analisis kesalahan berdasarkan prosedur newman dalam menyelesaikan soal cerita ditinjau dari gaya kognitif mahasiswa. aksioma. 2017; 8(1):17. badan penelitian dan pengembangan pusat kurikulum. kajian kebijakan kurikulum mata pelajaran matematika. jakarta:depdiknas, 2007. gunawan i. metode penelitian kualitatif. malang: universitas negeri malang, 2016. guven b. using dynamic geometry software to improve eight grade students’ understanding of transformation geometry. australasian journal of educational technology. 2012; 28(2): 364–382. h sumarjo. analisi data kualitatif dalam penelitian teknik arsitektur. inersia. 2010; vi(1): 41–51. hartati s, hartono y. belajar pencerminan dengan menggunakan permainan bomboman di kelas vii. jurnal review pembelajaran matematika. 2007; 3(1): 49– 61. iryana, kawasati, r. teknik pengumpulan data metode kualitatif. al riwayah jurnal kependidikan. 1990; 4(1); 56–79. islamiyah, anna citra. analisis kesalahan siswa smp pada penyelesaian masalah sistem persamaan linier dua variabel. jurnal didaktik matematika. 2018; 5(1): 66-76 komarudin. analisis kesalahan pemecahan masalah matematika pada materi peluang berdasarkan high order thinking. jurnal pendidikan, komunikasi dan pemikiran hukum islam. 2016; 8(1): 202–217. 179 mathematics education journals vol. 3 no. 2 august 2019 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kurniasih md, handayani i. tangkas geometri transformasi. jakarta: universitas muhammadiyah prof.dr.hamka, 2017. lipianto d, budiarto mt. analisis kesalahan siswa dalam menyelesakan soal yang berhubungan dengan persegi dan persegipanjang berdasarkan taksonomi solo plus pada kelas vii. mathedunesa. 2013; 2(1): 1–8. nilamsari, s. 2014. memahami studi dokumen dalam penelitian kualitatif. wacana, 12(2), 5. nurhikmah s, febian. analisis kesalahan siswa dalam menyelesaikan permasalahan integral tak tentu. jurnal pemikiran dan penelitian pendidikan. 2016; 14(2): 218–237. oktaviana d. analisis tipe kesalahan berdasarkan teori newman dalam menyelesaikan soal cerita pada mata kuliah matematika diskrit. edusains: jurnal pendidikan sains & matematika. 2017; 5(2): 1-11. pusat bahasa departemen pendidikan nasional. kamus besar bahasa indonesia. jakarta: depdiknas, 2008. rahardjo m. metode pengumpulan data penelitian kualitatif. malang: universitas islam negeri malang, 2009. rahmat sp. penelitian kualitatif. equilibrium.2019; 4(9):1-8. rini ys. pendidikan : hakekat, tujuan dan proses. jogyakarta : pendidikan dan seni universitas negeri jogyakarta, 2013. rosarina g, sudin a, sujana a. penerapan model discovery learning untuk meningkatkan hasil belajar siswa pada materi perubahan wujud benda. jurnal pena ilmiah. 2016; 1(1): 371–380. sahriah s, muksar m, lestari t. analisis kesalahan siswa dalam menyelesaikan soal matematika materi operasi pecahan bentuk aljabar kelas viii smp negeri 2 malang. online universitas negeri malang. 2012; 1(1):1. satoto s, sutarto h, pujiastuti e. analisis kesalahan hasil belajar siswa dalam menyelesaikan soal dengan prosedur newman. unnes journal of mathematics education research. 2013;2(1):76–83. subchan, winarni, dkk. buku guru matematika. jakarta: kemendikbud, 2010. suryana. metodologi penelitian : metodologi penelitian model prakatis penelitian kuantitatif dan kualitatif. jakarta: universitas pendidikan indonesia, 2010. suryana, a. tahap-tahap penelitian kualitatif. jakarta: universitas pendidikan indonesia, 2017 102 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej test instrument validation in plane geometry using rasch model eyus sudihartinih, sufyani prabawanto department of mathematics education, universitas pendidikan indonesia email: eyuss84@upi.edu abstract the purpose of this study was to describe the results of the analysis of the quality of the students' initial mathematical ability in the concept of plane geometry through the rasch model. the benefit of this research is to provide knowledge about the validation of geometrical instruments with the rasch model. this research is descriptive quantitative research. the study population was all students who attended two classes of analytic geometry at a university in bandung. the sample was selected by purposive sampling so that one class of students was selected, consisting of 44 students studying analytic geometry (30 women and 14 boys). the research instrument was an essay that consisted of four geometry concepts. based on the research results, it is known that all items meet the standard criteria as a measuring tool so that these questions can be used as instruments in further research.. keywords: instrument validation, plane geometry, descriptive quantitative, rasch model. introduction research on instrument testing plays an important role in data collection. the main indicators of the quality of research instruments are reliability and validity (kimberlin & winterstein, 2008). a valid instrument means that it can be used to measure what should be measured so that validity is an absolute requirement to produce valid research (hidayati, 2012). a valid instrument is needed by a writer in research on geometry so that it needs the design and analysis of the instrument on the concept of geometry, especially the concept of plane geometry. it is because geometry has an important role to play. volderman stated that geometry plays a role in our lives (kambilombilo & sakala, 2015); geometry plays a role in the concepts of astronomy, chemistry, biology, algebra, statistics, and calculus (luneta, 2014). in indonesia, research on instrument validation has been carried out, including the rasch model (khumaeroh, susongko, & m. shaefur rokhman, 2017; nisa, susongko, & wikan budi utami, 2017; purnomo, 2016; susdelina, perdana, & febrian, 2018). the development of analysis using the rasch model is one of the theory response items that has been carried out since the 1960s by george rasch (rasch, 1968). this mathematical model was later popularized by benjamin wright and geoff masters (wright & masters, 1982). data analysis with the rasch model can be helped by winstep software developed by linacre (linacre, 2006). the advantage of the rasch model is that it can determine the reliability and validity of research instruments (bond & fox, 2007; razali & shahbodin, 2016). the rasch model can produce preferred and more precise measurement instruments (sumintono & widhiarso, 2014). the advantages of rasch modeling can provide linear scales at the same interval, predict missing data, provide more precise estimates, detect 103 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej inaccurate models and produce replicable measurements (sumintono, b.; and widhiarso, w., 2014). thus in this article explained about the validation of the instrument geometry problems using the rasch model. research on the rasch model for instrument validation has been carried out by several researchers (khumaeroh et al., 2017; maseko, luneta, & long, 2019; nisa et al., 2017; purnomo, 2016; susdelina et al., 2018). meanwhile, several other researchers studied the rasch model for ability analysis (folastri, rangka, & ifdil, 2017; sari, sekarwana, hinduan, & sumintono, 2016; sudihartinih, purniati, & rohayati, 2019; sudihartinih & wahyudin, 2019a, 2019b; widhiarso & sumintono, 2016). in this study, instrument validation on plane geometry was not found. research method this research is descriptive quantitative research. the study population was all students who attended two classes of analytic geometry at a university in bandung, indonesia. the sample was selected by purposive sampling so that one class of students was selected, consisting of 44 students studying analytic geometry (30 girls and 14 boys). the instrument in this study was four problems in the concept of plane geometry. three experts consulted questions before being tested on students. here are the test instruments. 1. a segment a.b. with 𝐴(3, −6) and 𝐴(−5, −8) is known. determine the distance of the midpoint of the segment to the line 3𝑥 − 4𝑦 = −8. 2. look for the point p which lies on the line through 𝑃1(2, −5) and 𝑃2(−3,10) so |𝑃1𝑃)⃗⃗⃗⃗⃗⃗⃗⃗ ⃗| = 3|𝑃𝑃2)⃗⃗⃗⃗⃗⃗⃗⃗ ⃗|. 3. find the equation of a line through (7, −3) intersect on coordinate axes at the intersection point of the same axis. 4. find the equation of the circle whose center is at 3𝑥 − 5𝑦 = 8 and offends its coordinate axis the question is tested during the midterm student in two hours. then the students' answers were given a score of 0-4. the scoring is as follows. table 1. score information score no answer 0 can define graph 1 can write the first equation 1 can solve the first equation 1 can write the second equation 1 then the data were analyzed using the rasch model with winstep version 4.4.6. the steps are to analyze unidimensionality, person-item maps, item analysis, student's ability analysis, and instrument analysis. 1. unidimensionality of measurement can be proven if raw variance explained by measures ≥ 20% (note: general criteria for interpretation are: enough if 20 − 40%, good if 40 − 60%, and excellent if above 60%) and if unexplained variance in 1st to 5th contrast of residuals < 15% each (bambang sumintono & widhiarso, 2014). 104 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2. the person-item map is above the average logit item, which is 0.00, which means that the average participant's ability is above the average item standard difficulty level. 3. for analysis items with criteria for checking the suitability of the item (item fit) or item mismatch (outliers or misfit) (boone, staver, & yale, 2014) are as follows: (1) mnsq outfit value is greater than 0.5 and smaller than 1.5 and closer to 1 the better; (2) zstd outfit value greater than −2.0 and smaller than +2.0 the closer to 0 the better; and (3) the value of pt measure corr is more than 0.4 and less than 0.85. an item can be considered fit if it meets at least 1 of the three criteria. 4. analysis of students' abilities is by grouping them into high, medium, and high ability categories. instrument analysis, namely, analyzing the mean, standard deviation, separation, reliability, and cronbach alpha values. results and discussion 1. unidimensionalitas unidimensionality analysis is needed to identify whether the instrument developed can measure what should be measured. figure 1. unidimensionalitas the results of data analysis in figure 1 show that raw variance explained by measures was observed at 57.2%, including the good category (sumintono & widhiarso, 2014). whereas unexplained variance in 1st to 5st contrast of residuals were 16.6%, 14.3%, 11.8%, 0.2%, and 0.0% respectively. 2. analysis of wright map (person-item map) wright map analysis can be seen in figure 2. 105 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2. variable map 106 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on figure 2, it is known that the student's ability map spreads in a range of -1 to 2 logits. students' abilities are at -3 logit to 3 logits. the position of n2 and n3 questions is between -sd and + sd so that the item items are within the student's ability while the n3 item items are above + sd so that they are above the student's ability. while the item n1 is under -sd so it has a difficulty level of items that are below the ability of students. 3. item analysis this item analysis includes the level of difficulty (item measure), the level of suitability of item items (item fit), and the detection of item bias items. 2.1 item difficulty level the level of difficulty items can be examined in figure 3: item measure. figure 3. item measure from figure 3, it is known that the sd value is 0.67. this sd value if combined with the average value of logit then the level of difficulty of items can be grouped into very difficult categories (greater +1 sd), hard categories (0.0 logit + 1 sd), easy categories (0.0 logit 1 sd), and very easy categories (less than -1 sd). thus, the limit value for the very difficult category is more than 0.67, the hard category is 0.00 to 0.67, the easy category is -0.67 to less than 0.00, and the very easy category is less than -0,67. based on figure 3 in sequence based on the level of difficulty (from the most difficult item to the easiest item), it is known that there is one item that is categorized as very difficult, namely item n3. the hard category is one item, n4. the easy category is one item, n2. while the category is very easy, there is 1 item, namely the question n1. 2.2 item match level untuk melihat item yang berfungsi normal untuk pengukuran dapat ditinjau berdasarkan data pada gambar 4: item fit order yaitu kolom outfit mean square (mnsq), outfit z-standard (zstd), dan pengukuran titik (pt measure corr). 107 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4. misfit order based on criteria 1, 2, and 3, there are no misfit items (boone, staver, & yale, 2014). thus, all items of students' mathematical initial ability test items are declared fit in the sense of functioning normally and can be understood correctly by students and can measure what must be measured in this case is the initial mathematical ability. 2.3 rating scale diagnostic this diagnosis is carried out to determine whether participants have different answers in scores 0, 1, 2, 3, and 4. figure 5. diagnostic differences in answers made by respondents if the observed average and andrich threshold values in figure 5 show suitability and are equally increased in alternative answers 0, 1, 2, 3, 4. thus it can be stated that students have answers on scores 0, 1, 2, 3, 4. 108 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2.4 detection of bias items an item statement is said to contain bias if the probability value of the items, as listed in figure 6, is below 0.05 (sumintono, b.; and widhiarso, w., 2014). in the context of this study, bias can only be seen from the perspective of gender. figure 6. bias item the results of the analysis of bias based on gender note there is no single item that is biased. an overall picture of the logit position for each item by gender can be seen in the following figure. figure 7. dif measure from the picture, it appears that each item can be worked out by male and female students. 4. analysis of student ability this analysis is carried out on two things, namely the level of individual ability (person measure) and the level of individual suitability (person measure). 4.1 analysis of individual ability data on individual student's ability can be found in person measure from this figure. sd values are 1.19. this sd value when combined with an average logit (mean) value of 0.47 means that individual students' abilities can be grouped into the category of high ability (greater than 0.47 + 1.19 = 1.66), medium ability category (between 0.47 1.19 = -0.72 and 0.47 + 1.19 = 1.66 or -0.72 and 1.19), and the category of low ability (less than 0.47 1.19 = -0.72). thus, the logit value limit for the high ability category is more than 1.66, the category of moderate ability from -0.72 to 1.66, and the category of low ability is less than -0.72. 109 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 8. person measure in figure 8, it is known sequentially based on ability level, it is known that six people are included in the high ability category, 32 people are in the medium ability category, and six people are in the low ability category. 4.2 level of individual suitability the suitability of individual responses based on their abilities can be examined based on the data in figure 9, namely outfit mean squire column (mnsq), z-standard outfit (zstd), and point measuring correlation (pt measure corr). 110 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 9. person fit order based on criteria (boone, staver, & yale, 2014) is known that all students are declared fit in the sense of giving answers according to their level of ability. 111 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 5. instrument analysis for instrument analysis, the information presented in figure: summary statistics are used. figure 10. summary statistic based on figure 10, the following information is known. table 2. summary statistic mean sd separation reliability cronbach alpha person 0,41 1.12 1,36 0,65 0,67 item 0,00 0.67 3.54 0,93 based on table 2, a person measures 0.41 logit shows the average score of all participants working on items of initial student ability. the average value of a person that is greater than the average item (where the average item is 0.00 logit) shows that 112 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the ability of participants is generally greater than the difficulty of the item items of the instrument. cronbach alpha value, which represents the interaction between person and item items as a whole, is 0.67, including enough category. furthermore, the person reliability value is 0.65 as an indicator of the consistency of the respondents' answers, including the sufficient category. item reliability of 0.93 as an indicator of the quality of the items on the instrument belongs to the very good category (sumintono, b.; and widhiarso, w., 2014). other data in a table that can be used are mnsq infit and mnsq outfit, both in table person and table item. based on the table, it is known that the average value of mnsq infit and mnsq outfit are 0.98 and 0.98, respectively. meanwhile, based on table item, it is known that the average value of infit mnsq and outfit mnsq are 0.99 and 0.98, respectively. the criteria, the closer to number 1 the better, because the ideal value is 1 (sumintono, b.; and widhiarso, w., 2014). thus, the average person and item approach the ideal criteria. meanwhile, related to infit zstd and outfit zstd, the average values for the person, are -0.04 and 0.01, respectively. in contrast, the value of infit zstd and outfit zstd for each item are -0.05 and -0.05. the ideal value of zstd is 0, the closer it is to 0, the better (sumintono, b.; and widhiarso, w., 2014). thus it can be said that the quality of the person and items is good. thus it can be said that the quality of people and items is the latest when it comes to separation or grouping of people and items. distinct separation shows how well a set of items in a student's geometry level thinking instrument spreads along with the range of logit skills. the greater the individual's separation, the better the instruments are arranged because the items in it can reach individuals with high to low levels of ability. in contrast, item separation shows how large the sample subject to measurement is spread along a linear interval scale. the higher the separation of items, the better the measurements are made. this index is also useful for defining the significance of the construct being measured. in figure 10, it is known that the separation for one person is 1.36, and one item is 3.54. the greater the separation value, the better the overall quality of the person and instrument. separation values are calculated more precisely through the formula: h = {(4 x separation) + 1} / 3. thus the separation value for a person is 2.15 rounded to 2, while the separation for an item is 5.05 rounded to 5. this implies that the study participants have a variety of abilities that can be categorized into two groups. meanwhile, the difficulty level items are spread out into five groups, from the easiest to the most difficult groups. based on information on measurement results, the picture is obtained, as shown in the following figure. 113 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 11. measure on latent variable the figure indicates that items about the level of geometrical thinking of students are more likely to produce great information on individuals with moderate levels of ability. based on the findings, it is known that the instrument developed is valid so that this instrument will be able to measure the initial mathematical ability of the twodimensional geometry concept. although rasch's analysis is very quantitative, it is clear that rasch's analysis is also rich in qualitative (boone, townsend, & staver, 2011). the first analysis shows the test instrument to have a good conceptual basis and be well targeted to groups, with a variety of items, so that students who have lower abilities can now answer a set of questions relatively easily. in contrast, while students with high ability skills will experience several things that are challenging (maseko et al., 2019). the research can be continued with capability analysis (folastri et al., 2017; sari et al., 2016; widhiarso & sumintono, 2016). conclusion all items meet the standard criteria as a measuring tool. the cronbach alpha value, which represents the interaction between the item person and the item as a whole is in the sufficient category. the value of person reliability as an indicator of the consistency of respondents' answers is in the sufficient category. in contrast, item reliability as an indicator of the quality items on the instrument is classified as very good. items are more likely to produce high levels of information about individuals of moderate ability. all students are declared fit in the sense of giving answers according to their level of ability, meaning that students are serious in giving answers. the position of the difficulty level is 114 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej one item that is categorized as very difficult, namely the item n3 question. the hard category is one item, n4. the easy category is one item, n2. while the very easy category has 1 item, namely question n1. acknowledgments we would like to thank all students who have helped in the completion of this research well. references bond, t. g., & fox, c. m. (2007). applying the rasch model: fundamental measurement in the human sciences. mahwah, n.j.: lawrence erlbaum associates publishers. boone, w. j., staver, j. r., & yale, m. s. (2014). rasch analysis in the human sciences. springer dordrecht heidelberg new york london. boone, w. j., townsend, j. s., & staver, j. (2011). using rasch theory to guide the practice of survey development and survey data analysis in science education and to inform science reform efforts: an exemplar utilizing stebi self-efficacy data. science education, 95(2). folastri, s., rangka, i. b., & ifdil. (2017). student's self-concept profile based on gender: a rasch analysis. advances in social science, education and humanities research, volume 118 9th international conference for science educators and teachers (icset). hidayati, k. (2012). validasi instrumen non tes dalam penelitian pendidikan matematika. prosiding jurusan pendidikan matematika. kambilombilo, d., & sakala, w. (2015). an investigation into the challenges in-service student teachers encounter in transformational geometry, "reflection and rotation". the case of mufulira college of education. journal of education and practice, 6(2), 139–149. khumaeroh, s. u., susongko, p., & m. shaefur rokhman. (2017). penyusunan skala sikap peserta didik terhadap matematika dengan penerapan model rasch. jurnal pendidikan mipa pancasakti, 1(1), 35–42. kimberlin, c. l., & winterstein, a. g. (2008). validity and reliability of measurement instruments used in research. american journal of health-system pharmacy, 65(23), 2276–2284. linacre, j. m. (2006). a user's guide to winstep ministep raschmodel computer programme. retrieved from www.winstep.com. luneta, k. (2014). errors displayed by learners in the learning of grade 11 geometry. 12, 26– 44. maseko, j., luneta, k., & long, c. (2019). towards validation of a rational number instrument: an application of rasch measurement theory. pythagoras, 40(1), a441. nisa, k., susongko, p., & wikan budi utami. (2017). penyusunan skala minat belajar matematika dengan penerapan model rasch. jurnal pendidikan mipa pancasakti, 1(1), 35–42. purnomo, s. (2016). pengembangan soal matematika model pisa konten space dan shape untuk mengetahui level kemampuan berpikir tingkat tinggi berdasarkan model rasch. rasch, g. (1968). a mathematical theory of objectivity and its consequences for model construction. european meeting on statistics, econometrics and management science, amsterdam 2-7 september 1968. razali, s. n., & shahbodin, f. (2016). questionnaire on perception of online collaborativelearning: measuring validity and reliability using rasch model. proceedings of the 4th international conference on user science and engineering. melaka, malaysia, 1. sari, d. r., sekarwana, n., hinduan, z. r., & sumintono, b. (2016). analisis tingkat kepuasan masyarakat terhadap dimensi kualitas pelayanan tenaga pelaksana eliminasi menggunakan pemodelan rasch. jsk, 2(1). 115 mathematics education journals vol. 4 no. 2 august 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sudihartinih, e., purniati, t., & rohayati, a. (2019). analisis sikap mahasiswa calon guru matematika dalam perkuliahan geometri analitik dengan model rasch. knpm 8 – ikip siliwangi – cimahi, 1 agustus 2019, 182–191. sudihartinih, e., & wahyudin. (2019a). analysis of students' self efficacy reviewed by geometric thinking levels and gender using rasch model. journal of engineering science and technology, 14(1), 509–519. sudihartinih, e., & wahyudin, w. (2019b). pembelajaran berbasis digital: studi penggunaan geogebra berbantuan e-learning untuk meningkatkan hasil belajar matematika. jurnal tatsqif, 17(1), 87–103. https://doi.org/10.20414/jtq.v17i1.944 sumintono, b., & widhiarso, w. (2014). aplikasi model rasch untuk penelitian ilmu-ilmu sosial. cimahi, indonesia: trim komunikata publishing house. susdelina, perdana, s. a., & febrian. (2018). analisis kualitas instrumen pengukuran pemahaman konsep persamaan kuadrat melalui teori tes klasik dan rasch model. jurnal kiprah, 6(1), 41–48. https://doi.org/10.31629/kiprah.v6i1.574 widhiarso, w., & sumintono, b. (2016). examining response aberrance as a cause of outliers in statistical analysis. personality and individual differences, 98, 11–15. https://doi.org/10.1016/j.paid.2016.03.099 wright, b. d., & masters, g. n. (1982). rating scale analysis benjamin d. wright geofferey n. masters. chicago: mesa press. microsoft word 1cd6-c1a6-5c77-0fb8 46 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej jerome bruner's theory of learning to improve basic school students' understanding of numbers by learning in stage dewi netta febrianti1, jayanti putri purwaningrum2 1mathematics education study program student mathematics education 2lecturer mathematics education teacher training and education faculty muria kudus university e-mail : dewinetta78@gmail.com abstract mathematics is a subject that is disliked by most students. this has resulted in a lot of children who are not enthusiastic about this lesson since elementary school. elementary school is a place where children start knowing what numbers are, what numbers are and how a number looks. numbers become the basis for children before learning about mathematics. there are so many branches in numbers that children need to know, starting from the basics of numbers, namely natural numbers, developing into whole numbers, whole numbers, and fractions. this is why the methods of learning mathematics must be well determined, at this time many learning methods have emerged with various criteria. because of this, the writer tries to find the right theoretical solution according to the number material which has developing properties, the method that can be used is the bruner theory, which is to learn by understanding the basics first before proceeding with something that is more difficult because mathematics is an abstract concept. keywords: jerome bruner's theory; kinds of numbers introduction elementary school (sd) is a level of education that is held to provide basic skills in reading, writing, arithmetic, knowledge and basic skills which are closely related to their application in everyday life. various efforts and methods have been made to produce the best graduates so that they can continue to higher education. however, the results obtained are still far from expectations. according to data from the central statistics agency (bps) there were at least 20.450.382 workers who graduated from high school and equivalent as of february 2019. this can be based on many factors such as not having sufficient grades to continue to the next higher level. the way students learn in class can affect student learning outcomes, when in the classroom when learning the method given by the teacher only provides concepts in abstract form, the teacher only provides examples of these concepts, and students are required to be able to work on problems as exemplified by the teacher (hasil et al., 2010) . this is what causes children to not be able to improve their thinking because they think that mathematics is only memorizing formulas, and will continue to find it difficult if they get questions that do not match the examples given. 47 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a teacher is always faced with classroom conditions with students who have the ability to think, behave, and have various skills. the things that most influence students 'thinking abilities are the learning methods used, the need for appropriate methods according to the characteristics of students, and students' environmental conditions so that they can easily understand the material that has been delivered. the learning model is very influential in the educational process to achieve educational goals through learning. however, there are a lot of difficulties experienced by students in learning in every subject. because each student has different characteristics and different abilities in solving a problem. (marogi et al., 2016). in the field of education, mathematics plays a very important role in life in the future, because mathematics teaches students to think scientifically and foster abilities from what they know before. (priatna & yuliardi, 2019) however, many students have difficulty learning mathematics. one of the difficulties is the low ability of students because in general students prefer to memorize than practice and analysis. in fact, mathematics is a formula that students must understand to find out the meaning and purpose of the formula. however, most students only memorized the formula without knowing the meaning and purpose of the formula. another problem regarding student learning outcomes, due to the lack of activeness of students which makes the class passive and has low abilities. (rijal, 2016) the ability to count is the ability to master mathematics which is considered very important and is closely related to its application in everyday life in society. numbers or what is also called numbers cannot be separated from mathematics. without realizing it, in everyday life you will definitely need numbers, for example when watching tv and wanting to change channels using the remote, you will see a row of numbers written on the remote. this is one example of the existence of numbers in everyday life. the introduction of number symbols in children needs to be given as early as possible using the right way and according to the child's development stage. the introduction of symbols in mathematics plays a very important role in understanding mathematical concepts, because learning mathematics really requires number symbols until when you will use mathematics. learning mathematics may be a lesson that most students think that mathematics is difficult. the result is reduced interest and attention from students in learning mathematics. to overcome this, the teacher must introduce basic material that is easier, after the child understands the new basic material to continue deeper into the material. because, anyone will feel difficult if they do not understand the basic material first. likewise in elementary school, of course, before introducing addition, subtraction, multiplication, and division, teachers need to introduce numbers and numbers, the kinds of numbers that students must understand before learning mathematics. number is a mathematical concept that is used for enumeration and measurement as a form of depiction or abstracting the number of members of a set, and is a number that cannot be seen, written, read and said because it is an idea that can only be lived or thought about, so a symbol is needed. or a symbol used to 48 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej represent a number called a number or number symbol. sudaryati (2006) states that numbers are used as a number symbol used to denote a number. number by number expresses two different concepts, number represents a quantity, while the number symbol (number) is the notation of the number. numbers have many types, such as natural numbers, whole numbers, whole numbers, and fractions that must be mastered as a basis for learning mathematics. the ability to recognize number symbols in children is very important to develop in order to obtain readiness in participating in learning at a higher level, especially in mastering mathematical concepts. understanding the concepts of mathematics regarding the kinds of numbers cannot be separated from the method given by the teacher to learn the kinds of numbers. one of the teachings that is oriented to planting basic concepts, then develops to find something new but still in one concept. with new discoveries, children can select, retain, and transform new information. so that it is hoped that students can understand a basic number, then can develop to recognize other numbers. the way students learn numbers is by giving them the opportunity to metematise themselves with realistic problems, so they can construct or build their own knowledge. giving problems to initiate learning so that students can try to solve problems in their own way, because most students are given information using mathematics that is ready to answer a problem. students are given the freedom to think in solving a given problem, so that there will be many possibilities created by each student to solve the same problem. jerome bruner's theory jerome bruner's learning is also called discovery learning, which is student-centered learning to actively seek and find knowledge of the events he has experienced. by learning to seek knowledge actively by students, students automatically give results to themselves, and seek solutions to problems with their own efforts so as to produce truly meaningful knowledge. (sutiadi, 2013) in carrying out a learning system, discovery has several advantages. this advantage makes a lot of people believe in the theory of discovery learning. this advantage is that knowledge can last a long time in memory, or it is easy to remember compared to knowledge learned in other ways, discovery learning has a higher success rate of student understanding compared to other learning outcomes, improves reasoning and has the ability to think freely. in an effort to solve problems, students learn to train cognitive skills in finding an invention without the help of others. bruner argues that "mathematics is a science that can be learned through the concepts and structures that already exist in mathematics, from these mathematical concepts and structures it can be searched for the relationships contained in the material" in improving education, especially education. mathematics, bruner suggests 4 themes, namely the importance of knowledge structures, readiness to learn, emphasizing the value of intuition in the educational process, and motivation and desire to learn. this theory makes a person work to internalize events into a storage system according to the environment. bruner stated that the most important thing in learning is how people actively choose, retain, and transform information. this means that students can understand the importance of the structure of knowledge, because the structure of knowledge will help students to see how facts that seem unrelated, but in fact are 49 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej very related facts. students not only receive information from the teacher, but students learn to find information from objects that are around them. bruner's approach to learning is based on the assumption that people construct knowledge by relating incoming information to previously stored information. everyone when facing various problems in the environment will certainly form a structure or model that presents a grouping of certain things and connects with things we already know. with this, one can formulate hypotheses to incorporate new knowledge into our structures, by expanding those structures or building new structures can develop expectations that will occur. the teaching application of bruner's theory of discovery is viewed in terms of methods and objectives. learning is not only about gaining knowledge by training students 'intellectual abilities and stimulating their curiosity and motivating students' abilities. according to bruner, learning involves three ongoing processes. the three processes are obtaining new information in the form of discovering something new, this new thing can be contrary to the information we previously stored, and there is also a refinement of previous information. information transformation, making someone when they find something new will definitely transform new knowledge with the knowledge they already have. and testing the relevance and accuracy of knowledge can be done by assessing whether the way we have done with new information is in accordance with the information we expect. students will find mathematics difficult if the learning is not in accordance with the student's learning style. because, students' different learning styles should be given the opportunity to find their own ideas, through their own ways with their own real life experiences. this will be very useful for teachers to find good strategies for how children can learn by considering students' conditions. there are so many things that need to be paid attention to for the progress of education, attention can be in the form of development. first is the structure of knowledge, knowledge is needed by students to make it easier to understand material that does not seem to have a relationship between the information students already have. second, readiness to learn, readiness is needed to learn in mastering skills. third, the value of intuition in learning, intuition is needed for the conclusions of the learning that students have done while gathering information with the analysis step. and fourth, the motivation of the desire to learn, the desire of students to encourage students to participate actively in learning. (buto, 2010) research method the method used is literature review related to jerome bruner's learning theory in fostering the ability to find new knowledge from the events he experienced. the data findings in this literature review are sourced from various related literatures. the primary source used in this literature review comes from references related to jerome bruner's learning theory, material on numbers, and problem solving from new discoveries that are obtained. meanwhile, secondary sources used are learning activities and child psychologists. 50 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion learningin bruner's learning theory there are many efforts that can be made to improve mathematics learning, such as upgrading teachers, evaluating curriculum, having adequate teacher education qualifications, research on learning failures that are experienced, and selecting methods in learning that are suitable for students. in this case jerome bruner states that students will build historically containing the conceptual structure of the ideas that exist in their minds. that's why students must be able to build and develop their thoughts about mathematics. in the number material, students can learn the types of numbers starting from the simplest numbers, namely the original numbers that contain sets starting from number 1. if this number has been fully understood, then continue to understand other numbers. because of the linkages in numbers, students can relate the information obtained to previously stored information. with this, students are able to develop what they know, develop knowledge about new facts that are related to each other. natural numbers are one of the simplest mathematical concepts of numbers and are among the first concepts and the first types of numbers that students can learn and understand. lesson 1: natural numbers are numbers that start from the number 1 and continue with the addition of 1 from the previous number. with this, natural numbers can calculate the number of objects. with situational activities, students can imitate and demonstrate the stories of hare and snails that compete with the aim of introducing students to the sequence and sequence of numbers where the position of the small and the snail starts a competition, with this students can understand the position of numbers. activity model of, an overview of mouse deer and snails to find out how students count and compare a lot of data through writing many different columns and rows. the arrangement of numbers can be initialized with a different color bead for every 5 numbers. this is to make it easier for students to compare numbers by observing the group of beads that are formed. formal activities that can be done is to write lots of mouse deer and snails with numbers. students are given random numbers of paper to hang in the right order. this activity has the aim of arranging and comparing numbers. in the position of kancil and snails doing a competition, students can observe a number sequence form, that is, when following the sequence of numbers the more to the right, the bigger it is. with this, students are able to be given a question to count the number of groups of snails. (kampung et al., 2020) the set of natural numbers can be applied to a symbol of the number of objects, with this the student is able to calculate the number of objects with a number symbol. 51 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the set of natural numbers is: {1, 2, 3, 4, 5, 6, 7, 8, 9, ...} learning 2 : the obstacles experienced by students in learning numbers are they cannot write the symbols of numbers correctly, and they cannot read properly. good. so that the teacher must guide students in writing by giving examples of writing, which will then be followed by students. here, students already have new thoughts and abilities about a number, students can save these thoughts and then continue to study other numbers according to the problems they will face. zero (0) is a number as a delimiter between positive and negative numbers. zero is used to represent numbers in numbers in the form of numbers and numeric digits. in learning the meaning of a zero number, it is necessary to illustrate the data to make it easier for students to recognize zeros. (m.primasti, 2019) for example, when students have ice cubes in molds and are stored in the refrigerator. every day the students took the ice cubes from the mold. over time the ice cubes will run out and not remain in the refrigerator. this is what can be said that the ice cubes in the refrigerator is 0 (zero). (priatna & yuliardi, 2019) if students have learned about zeros, and have additional knowledge of information about zeros, then students have learned about counted numbers. because, whole numbers are numbers that start from the number 0 and continue by adding the number 1 from the previous number. when studying whole numbers students can relate the information they get with the previous information. if the students have previously understood natural numbers, then students can connect whole numbers with natural numbers, so that students can find new information that the difference between the two types of numbers is the existence of a zero (0). the set of whole numbers: {0, 1, 2, 3, 4, 5, 6, 7, 8, ...} the relationship between natural numbers and whole numbers: figure 1. natural number anda count number lesson 3: every student who gets something they just got the teacher will definitely have difficulty conveying this material. as in the introduction of integers. the difficulty experienced by the teacher is finding a way to introduce for the first time to students what zero and negative integers are. approaches that are still used today are to use a number line, use a number back and forth, and use an initialization, namely debt. however, in this way it is not yet able to make children understand natural number {1,2,3,4,5, … } zero number {0} count number {1,1,2,3,4,5,…} 52 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the meaning of zero and negative integers, due to an abstract nature of the material and not in accordance with concrete students' thoughts. the way that can be done to make it easier for students to learn zeros and negative integers is to find an imitation of a real situation and can make it easier for students to imagine an event. an example that can be illustrated is a water transportation, namely a ship with a position at sea level, which is expressed on a vertical number line. through the depiction of an integer zero right at sea level, if it rises one unit above the water level it will show a positive number of one, if it rises two units above sea level it shows a positive number two, and so on. (marogi et al., 2016) likewise, if it falls one unit below sea level it will show a negative number of one, if it drops two units below sea level then it is negative two, and so on. figure 2. surface and seabed after understanding the concept of integers on a vertical line, students then learn to change the vertical number line to horizontal. the position of the changed number that was originally on the upper side of zero, now changes to the right side of zero. likewise, the position of the number which was initially below zero, becomes the number on the left side of zero. figure 3. vertical lines and horizontal lines 53 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej lesson 4: all student activities when studying must have an outcome that belongs to the student in the form of mastery / understanding level. meanwhile, the results of students' mathematics learning activities were obtained daily tests. after students understand all the material being taught, it is hoped that students will be able to do the questions correctly and correctly. the learning model that can be done is with a game that is carried out in class, namely making number lines on cardboard and students can sort numbers by completing number lines where some numbers have been written on the number line. another learning activity is by group learning, with group learning to help students complete assignments in a way that students who have high abilities can help students who have moderate and low abilities. the purpose of group work is to give opinions to others about critical and logical thinking, to learn actively, and to help other students to understand material that has not been understood. (nurisa, 2018) problems math 1. 3 – 5 = … 2. 1 – 4 = … 3. -3 + 6 = … how do you find the sum of the subtractions? the work of the questions is done after the students understand what an integer is. integer has a relationship with the previous number. an integer is a number consisting of whole and negative numbers which can be written without a decimal or fraction component. if students do not understand what a whole number is, and immediately learn about integers, it will definitely confuse students. because, integers have to do with whole numbers. after understanding the material obtained, students can determine the method that is suitable and suitable for each of them. in bruner's theory, something material will be easier to understand if the material exists in a real form, such as the game method. figure 4. positive and negative direction figure the introduction of integers to students is indeed a difficult thing, this recognition can be done with an activity or event around us that can illustrate a positive integer and a negative integer, so that students can understand the concept in real form, for example: 54 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 1. if walking towards the north is called a positive direction, then walking towards the south is called a negative direction. 2. if doing good is defined as positive action, then doing bad is defined as negative action. 3. debt is defined as a negative number, for example a debt of 100 rupiah is the same as having -100 rupiah in cash. in the problems faced by students, there will definitely be many ways out of the 1 existing problem. problem solving becomes a press when students are faced with a problem until the problem can be resolved. in the process of solving the problem, there are 3 phases that exist, namely reading and understanding the existing problem, compiling the right solution to the problem, and confirming an answer that has been obtained and the process that has been done. (tambychik et al., 2010) how to answer the question: 1. 3 – 5 = …. positive direction to the right shows an arrow up to number 3, in subtraction the arrow will point 5 digits to the left until it passes zero and meets the number -2. 2. 1 – 4 = … positive direction to the right in number 1, in subtraction the arrow will point 4 to the left until it passes 0 and ends at -3. 3. -3 + 6 = … the number -3 points to the left as a negative number, the addition will point to the right, so that 6 digits to the right are in number 3.if the 55 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej student already has facts about the group of numbers, and learns integers, then the student will relate the information he got. previous. it turns out that integers have a relationship with the previous numbers, it can be seen from the differences seen in the previous group. gambar 5. natural number, count number and integers number the difficulties that students often experience in learning about integers are numbers that contain a negative sign, students' understanding of problems in the form of mathematical sentences, difficulty understanding equals and parentheses as symbols of number operations, and difficulty in division operations. (sidik & wakih, 2006) the ability to think in mathematics is an important thing. learning will continue to develop if students are late in learning and there is always an active data management process by carrying out discovery activities to get new information based on previous knowledge. with this, students are able to make decisions based on themselves through selecting and changing information. (evi, 2011) the stages in learning something should be learning starting from understanding basic concepts. like numbers, before studying mathematics with other materials, it is better to learn about numbers. if students do not understand what numbers are and their operations, students will definitely feel confused. the ability of students to understand numbers can be seen from the ability of students to determine the correct number operations with reasons and how to solve problems given by the teacher. understand problems by connecting actual calculations with problems of everyday life. and always have a high level of accuracy after getting the data results. (safitri et al., 2017) in learning mathematics not only can be understood through numbers, numbers are an abstract thing, so an act of interacting with the environment is given through the exploration and manipulation of objects, conducting an experiment regarding a number of questions, and preparing a flash. required in learning. (andi yunarni yusri & sadriwanti arifin, 2018) students will learn from the ideas they already have so they can construct with new ideas. so that it can connect existing ideas with new ideas, so that the many concepts you have will have better understanding and will create new ideas in the thinking process. natural number {1,2,3,4,5, … } zero number {0} count number {1,1,2,3,4,5,…} negative number { … , -4, -3, -2, -1 } integers number {…, -2, -1, 0, 1, 2, 3, … } 56 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej understanding will not always produce a developing form because it depends on creating a relationship between new ideas and existing ideas with precise and meaningful procedures. in this case understanding is divided into 2 types, namely (1) instrumental, understanding mathematics without understanding what the initial concept of mathematics is, so that students can only work without knowing the origin of a concept. (2) relational, having a real concept, understanding a concept, and doing it efficiently and understanding what to do. (zuliana et al., 2019) conclusion the ability of students to be active in learning is very necessary, using jerome bruner's learning model which assumes that learning is how people choose, retain, and transform new information. so that with this students will be more active in thinking and easier to understand the problems at hand, students will find new ideas through pengelama, and then be able to combine them with old ideas and produce an extraordinary idea. likewise with numbers, which can develop into new knowledge. references andi yunarni yusri, & sadriwanti arifin. (2018). desain pembelajaran kooperatif berbasis teori bruner untuk meningkatkan kualitas pembelajaran matematika. histogram : jurnal pendidikan matematika, 2(2), 147–158. buto, z. a. (2010). implikasi teori pembelajaran jerome bruner dalam nuansa pendidikan modern. millah : edisi khusus, 55– 70. evi, s. (2011). pendekatan matematika realistik (pmr) untuk meningkatkan kemampuan berfikir siswa di tingkat sekolah dasar. jurnal penelitian pendidikan, edisi khus(2), 154–163. hasil, p., siswa, b., menggunakan, d., pembelajaran, m., learning, a., quiz, t., pada, t., pelajaran, m., dasar, k., di, k., & negeri, s. m. k. (2010). peningkatan hasil belajar siswa dengan menggunakan metode pembelajaran active learning tipe quiz team pada mata pelajaran keterampilan dasar komunikasi di smk negeri 1 bogor – maisaroh dan rostrieningsih. ekonomi dan pendidikan pendidikan, 8(2), 157–172. kampung, d. i., pu, r., muliani, m. m., makur, a. p., kurnila, v. s., & sutam, i. (2020). journal of honai math. 3(1), 57–76. m.primasti. (2019). nol. computers in human behavior, 63(may), 9–57. http://dx.doi.org/10.1016/j.chb.2016.05.008 marogi, a., hidayat, s., guru, p., dasar, s., pendidikan, u., kampus, i., & pendahuluan, a. (2016). pengembangan multimedia pembelajaran interaktif 57 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej berbasis flash model simulasi pada materi pengenalan konsep bilangan bulat. 292–302. https://ejournal.upi.edu/index.php/pedadidaktika/article/viewfile/5160/3623 nurisa. (2018). meningkatkan hasil belajar matematika dengan menerapkan teori bruner di kelas iii a sdn 005 batu gajah kabupaten indragiri hulu. jurnal mitra guru, iv(3), 453–467. priatna, n., & yuliardi, r. (2019). pembelajaran matematika untuk guru sd dan claon guru sd (n. n. muliawati & p. latifah (eds.); 1st ed.). pt remaja rosdakarya. rijal, s. (2016). efektivitas pembelajaran matematika siswa melalui penerapan teori belajar bruner. prosiding seminar nasional, 02(1), 489–495. safitri, a. s., mulyati, s., & chandra, t. d. (2017). kemampuan number sense siswa sekolah menengah pertama kelas vii pada materi bilangan. prosiding si manis (seminar nasional integrasi matematika dan nilai islami), 1(1), 270–277. sidik, g. s., & wakih, a. a. (2006). kesulitan belajar matematika siswa sekolahdasar pada operasi hitung bilangan bulat. naturalisitic : jurnal kajian penelitian dan pendidikan dan pembelajaran, 4(1), 461–470. sutiadi, a. (2013). pembelajaran jerome bruner untuk meningkatkan hasil belajar siswa. jurnal geliga sains, 2(1), 1–6. https://ejournal.unri.ac.id/index.php/jgs/article/view/1581 tambychik, t., subahan, t., & meerah, m. (2010). students’ difficulties in mathematics problem-solving: what do they say? procedia social and behavioral sciences, 8, 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020 zuliana, e., retnowati, e., & widjajanti, d. b. (2019). how should elementary school students construct their knowledge in mathematics based on bruner’s theory? journal of physics: conference series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012019 186 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej effects of cooperative learning model send greetings and problems type activity and results of learning farah yogi kustantini1, dwi priyo utomo2, zuhkrufurrohmah3 123mathematics education, faculty of teacher training and education university of muhammadiyah email: farahyogi91@gmail.com abstract this research is an experimental study whose purpose is to determine whether there is an effect of the cooperative learning model type sending greetings and sending questions on the activities and learning outcomes of vocational students' mathematics. the subjects of this study were students of x-kpw 1 and x-kpw 2 of smk muhammadiyah 1 malang city in the 2020/2021 academic year as many as 20 people in each class. to collect data about mathematics learning activities, students use observation sheets during learning activities and learning outcomes tests are used to determine students' mastery of learning materials. then the data obtained were analyzed with a quantitative approach. based on the manova test, the significance value of activity and learning outcomes is 0.000, which means that h0 is rejected. the conclusion is that the cooperative learning model of sending greetings and questions has a significant influence on student activities and learning outcomes there are differences in the average activity and learning outcomes of students using conventional learning. keywords: activities; sending greetings and sending questions; learning outcomes; cooperative learning model introduction the teacher is an intermediary for the success of educational goals (way, sihkabuden, & susilaningsih, 2016). in the learning process, teachers should encourage activity, enthusiasm, and cooperation of students through a variety of teaching methods appropriate to the learning objectives (baeti & mikrayanti, 2018). likewise, with the opinion of bey & asriani (2013), teacher activities are oriented toward student activity by presenting learning materials and creating conducive learning conditions for the best learning. while nurzalbiah, djalil, and asnawati (2013) say that the activity of students in the class is just to listen and criticize the teacher's explanation, and there is no other activity when the learning process takes place. therefore, high learning activities affect the learning process. based on their opinions, utami, arcat, & hardianto (2015) required a good learning model to develop student learning outcomes. the result of learning is learning goals already achieved by the students. learning outcomes evaluate students' attitudes, values, and skills at the end of each class (monica & octavia, 2019). meanwhile, according to susilowati (2017), at the end of the learning process, you will see changes in the behavior of students who refers to the learning outcomes. mailto:farahyogi91@gmail.com 187 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on observations conducted by researchers at one vocational school in malang, during the learning process, teachers use only conventional learning models, and student learning outcomes do not yet meet the standards of completeness in learning. according to yahya & bakri (2020), mathematics teaching and learning activities for smk students are less enthusiastic when learning, this shows that the learning activities of smk students are still low. while bungsu et al. (2018) said that the problems of vocational students learning mathematics thought that mathematics was difficult and stressful, which resulted in a decrease in learning outcomes seen from the results of the midterm exam. it can be concluded that the model of learning in vocational high school was less effective, and the results of students' mathematics learning need to be improved. from the problems described, the researcher intends to apply the cooperative learning model types of sending greetings and sending questions to improve the activities and learning outcomes of smk students. the cooperative learning model of the type of sending greetings and questions is a cooperative learning model that encourages students to create questions related to the material given, then the questions are sent to other groups accompanied by greetings or yells (mariyanti, 2019). meanwhile, pudjantoro (2016) also stated that greetings or yells could make a large enough contribution to foster cohesiveness when in groups. meanwhile, setiyorini (2014), said that the cooperative learning model of sending greetings and sending questions aims to make learning active and not boring to improve learning outcomes. in addition, in this type of cooperative learning model, sending greetings and questions can optimize student activities and learning outcomes so that teaching and learning activities are more fun (sumarni, 2016). the previous study using the model application pembe l teachings cooperative send greetings and questions result in positive student learning outcomes. according to mariyanti's research (2019), the application of the learning model of sending greetings and questions can improve students' understanding and learning outcomes using the car method, the difference with this study using experimental research methods and focusing on student activities and learning outcomes. the study by baeti & mikrayanti (2018) showed that the cooperative learning model sends an l am and sends about the impact on the ability of students' understanding of mathematics, the difference with this study will focus on the activity and student learning outcomes. in another research by anwar & haris (2011), the cooperative learning model sending greetings and questions can improve student activities and learning outcomes using the ptk method in basic chemistry courses, the different research that researchers will use experimental research methods and mathematics subjects for students smk. based on previous research, researchers will research the effect of the cooperative learning model type sending greetings and sending questions to improve the mathematics learning activities and outcomes of vocational high school students by using experimental methods, observation sheet instruments, and test sheets. according to the background that has been described, the problems in this study are; 1) is there any effect of the cooperative learning model of sending greetings and sending questions on the mathematical activities of smk students? 188 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2) is there any effect of the cooperative learning model of sending greetings and sending questions on the mathematics learning outcomes of smk students? 3) is there any effect of the cooperative learning model of sending greetings and sending questions on the activities and learning outcomes of smk students' mathematics? the objectives of this study are 1) to determine whether or not the application of the cooperative learning model of sending greetings and sending questions to the mathematical activities of smk students has an effect, 2) to determine whether or not the application of the cooperative learning model of sending greetings and sending questions to the mathematics learning outcomes of smk students, 3) determine whether or not the application of the cooperative learning model of sharing and sending questions has an effect on the activities and learning outcomes of vocational students in mathematics. research method the method used in this research is the method of quasi-experimental or quasi-experimental approach by using quantitative methods. while the experimental research design to be carried out in this study is a posttest-only control design. this research was conducted at smk muhammadiyah 1 malang city by taking two samples of class x-kpw 1 and x-kpw 2. this study attracted the subject by studying the characteristics of students with the same treatment. the instruments used were in the form of observation sheet instruments for student learning activities and test sheet instruments with a total of seven items describing the purpose of knowing how active and how capable the students were in learning the material. the sample class is a class that has an average learning outcome that is almost the same as seen in the uts learning outcomes. data were analyzed in the form of student activity data in the form of a datasheet, student activity observation time of learning, the data in the form of learning outcomes of students, and the matter is done, inferential statistics. inferential statistics are statistics used to analyze sample data where the results will be generalized to the selected sample population (sugiono, 2010: 23). this study uses the manova test as the prerequisite test stage in the form of the normality test (kolmogorov-smirnov test form) and homogeneity (in the form of box's test n). if the data obtained showed average results and was homogeneous, then followed by the manova test. this test is used to determine the impact of independent variables on the dependent variable by comparing the average part of the population. results and discussion this research was conducted at smk muhammadiyah 01 malang city to know the effect of the cooperative learning model type greeting and questions on the activities and learning outcomes of experimental class students with the control class using direct or conventional learning models. two classes of the sample is x 189 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kpw1 class as a class experiment with 20 people and the number of students of class x-kpw2 by the number of students 20 people. this study was run for 3 sessions twice a day for learning and post-test. figure 1. the researcher describes the material to the students of class x-kpw1 the activity in figure 1. occurs in the experimental class where the researcher explains the material related to the subject of function first and then continues with the division of several groups. each group consists of four to five members. furthermore, group representatives were appointed to take a paper presented by the researcher which contained names including codomain, arithmetic, domain, and function that would be used as a name for each group. after getting a paper containing the group’s name, each group has the right to create identical yells from the name of the group and the questions according to the subject described by the researcher at the beginning. each group sends questions that have been made by chanting greetings or yells that are identical to their group to other groups, group 1 asks questions and greetings to group 2, then group 2 asks questions and greetings to group 3, then group 3 throws questions and greetings in group 4 and group 4 convey questions and greetings to group 1. figure 2. group 2 sending greetings and questions to other groups figure 2. shows group 1 sending greetings as follows "codomain of spirit, spirit, spirit!". group 2 sends greetings as follows "arithmetic definitely can!". 190 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej group 3 sends greetings as follows "there is an mtk formula domain to the left of the original number, not imitation like this heart. group 3 is a bribe, yak". group 4 sends greetings as follows "function god willing!". then each group discusses the questions obtained from the other groups to find solutions and then presents them at the end of the activity and matches them with the answers from the original group. this activity runs equally at the second meeting in the experimental class. meanwhile, at the first and second meetings in the control class, the researcher only explained and asked questions to the students. figure 3. diagram of the average student activity observation of experiment class x-kpw1 and control class x-kpw2 figure 3 shows the results of the observation of learning activities, the data that has been processed has an average of 87% in the experimental class and 53% in the control class. and with the results of the hypothesis testing between subjects effects on activity observation shows that the significance value of the observation of student learning activities is 0.000. if the significance value is < 0.05, the first hypothesis, h0 is rejected. based on the significant value, it can be concluded that the cooperative model of the type of sending greetings and questions has an effect on activity. in the experimental class, students pay more attention to the teacher during learning, then students also pay attention to other students who present the results of sending greetings and sending questions. some students in the experimental class also asked other groups who were still confused. students work together to solve a problem related to the material presented. as for the control class, students tend to just listen to what the researcher explains and take notes on what the teacher presents on the blackboard. control class students also rarely asked the teacher or other students. and some students pay less attention to the teacher when delivering the material. 87% 53% 0% 50% 100% aktivitas siswa kelas eksperimen xkpw 1 aktivitas siswa kelas kontrol xkpw 2 rata-rata persentasi aktivitas siswa 191 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4. learning outcomes diagram of experiment class and control class it can be seen in figure 4. the learning outcomes of the experimental class and control class students from uts scores are 40.5 and 40.55. while, student learning outcomes have an average in the experimental class after using the cooperative learning model of sending greetings and questions, namely 54.65, and the control class 39.5. and statistical data of the hypothesis testing between subjects effects on learning outcomes showed that the significance value of the observation of student learning activities was 0.012. the significance value is <0.05, so the second hypothesis, h0 is rejected. based on the significance value, it was concluded that the cooperative model of sending greetings and questions had a significant effect on student learning outcomes. both classes prove differences in activities and learning outcomes in mathematics subjects for smk students, which are much higher in the experimental class or x-kpw 1. implementation of the learning model of sending greetings and sending questions, the researchers missed or forgot when conveying learning motivation to students. this is inversely proportional to mariyanti's research (2019), which carried out the model activities of sending greetings and questions well, especially in conveying learning motivation at the beginning of the activity. the results of the research on the effect of the cooperative learning model type sending greetings and questions on learning activities prove that there is a significant effect on students' mathematics learning activities. this is to research by anwar & haris (2011), namely the cooperative learning model of the type of sending greeting and questions has a significant influence on students' mathematics learning activities. this is also to susilowati's research (2017), namely an increase in student learning activities. the results of the research on the effect of the application of the cooperative learning model of sending greetings and sending questions on learning outcomes showed a significant influence on students' mathematics learning outcomes. this is the same as the research by utami, arcat, & hardianto (2015), namely, there is a comparison of the cooperative learning model of sending greetings and questions to students' mathematics learning outcomes. this is also in line with research by chandra (2014). namely, the use of cooperative learning models of the type of 40,5 40,55 54,65 39,5 0 20 40 60 eksperimen (kpw 1) kontrol (kpw 2) kelas uts post test 192 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sending greetings and questions has a significant influence on student learning outcomes in mathematics. from the results of the hypothesis test in the explanation above, it shows that the research using the cooperative learning model of sending greetings and questions in mathematics learning in functions in class x-kpw 1 and x-kpw 2 at smk muhammadiyah 1 malang city has a significant influence on activities and learning outcomes. mathematics for high school students. the results of this study only apply to students of classes x-kpw 1 and x-kpw 2 smk muhammadiyah 1 malang city and do not apply to other classes and also do not apply to other schools. conclusion the research was conducted in class x-kpw1 and x-kpw2 smk muhammadiyah 01 malang city. the control class (class x kpw 2) applies direct or conventional learning models, while the experimental class (class x kpw 1) applies the cooperative learning model of sending greetings and sending questions for vocational students. conclusions: a) the application of the cooperative learning model of sending greetings and sending questions to class x function material has a significant influence on the mathematics learning activities of students in class xkpw1 smk muhammdiyah 01 malang city seen from the significance value of observing student learning activities is 0.000. the significance value is < 0.05, then the first hypothesis h0 is rejected. b) the application of the cooperative learning model type greeting and sending questions on the function operation material has a significant influence on the mathematics learning outcomes of students in class xkpw1 smk muhammdiyah 01 malang city seen from the value the significance of the observation of student learning outcomes is 0.012. the significance value is < 0.05, so the first hypothesis h0 is rejected. c) the application of the cooperative learning model type greeting and sending questions to the function operation material has a significant influence on the activities and learning outcomes of mathematics students in class x-kpw1 smk muhammdiyah 01 malang city seen the sig value of pillai's trace, wilks' lambda, hotelling's trace, roy's largest root procedures, obtained a significance value of 0.000 < 0.05, so h0 is rejected. on the school side, it is hoped that the teacher or teacher will be more varied in choosing learning with models that are able to attract students' activities during teaching and learning activities. for the teacher, it would be better to pay attention to the classroom atmosphere when learning activities are carried out and be able to find solutions to attract the attention of students with various innovations in which the option can use varied learning models. meanwhile, suggestions for further researchers are that it is hoped that the learning model of sending greetings and sending questions can be innovated again and can pay attention to the length of research time so that the learning model of sending greetings and sending questions can be used in several meetings during learning so that the research is more leverage. 193 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references amirullah, a. (2015). peningkatan mutu pendidikan. jurnal studi islam, 10(2). retrieved from http://ejournal.kopertais4.or.id/tapalkuda/index.php/pwahana/article/view/26 88/1972 anwar, y. a. s., & haris, m. (2011). pembelajaran kooperatif berkirim salam dan soal untuk meningkatkan aktivitas dan hasil belajar mahasiswa pendidikan matematika fkip unram pada mata kuliah kimia dasar. jurnal pijar mipa, vi(1), 5–8. retrieved from http://www.jurnalfkip.unram.ac.id/index.php/jpm/article/view/118 baeti, n., & mikrayanti, m. (2018). pengaruh penerapan model pembelajaran kooperatif teknik berkirim salam dan soal terhadap kemampuan pemahaman matematis siswa smp. jurnal ilmiah mandala education, 4(2), 189–194. https://doi.org/http://dx.doi.org/10.36312/jime.v4i2.474 bey, a., & asriani. (2013). penerapan pembelajaran problem solving untuk meningkatkan aktivitas dan hasil belajar matematika pada materi spldv. jurnal pendidikan matematika, 4(2). https://doi.org/https://dx.doi.org/10.36709/jpm.v4i2.2035 bungsu, titin, k., akbar, p., & bernard, m. (2018). pengaruh kemandirian belajar terhadap hasil belajar matematika di smkn 1 cihampelas pengaruh kemandirian belajar terhadap hasil belajar matematika di smkn 1 cihampelas. journal on education, 01(02), 382–389. https://doi.org/https://doi.org/10.33373/pythagoras.v9i1.2293 indy, ryan, waani, f. j., & kandowangko, n. (2019). peran pendidikan dalam proses perubahan sosial di desa tumaluntung kecamatan kauditan kabupaten minahasa utara. holistik, journal of social and culture, 12(4). retrieved from https://ejournal.unsrat.ac.id/index.php/holistik/article/view/25466 mariyanti, s. (2019). penerapan model pembelajaran berkirim salam dan soal untuk meningkatkan pemahaman matematika materi barisan bilangan siswa kelas ix d smpn 3 kediri. 5(1), 21–31. https://doi.org/https://doi.org/10.29407/pn.v5i1.12866 monica, l., & octavia, e. (2019). pengaruh model pembelajaran cooperative berkirim salam dan soal terhadap hasil belajar pkn siswa kelas vii smp negeri 20 pontianak. 3, 144–152. https://doi.org/http://dx.doi.org/10.31571/pkn.v3i2.1437 nurzalbiah, s., djalil, a., & asnawati, r. (2013). pengaruh model pembelajaran kooperatif tipe tgt terhadap aktivitas dan hasil belajar matematika. jurnal pendidikan matematika unila, 1–9. retrieved from https://core.ac.uk/download/pdf/295479442.pdf pudjantoro, p. (2016). penerapan metode debat guna mengembangkan sikap kritis dan keterampilan berargumentasi mahasiswa. jurnal ilmiah pendidikan pancasila dan kewarganegaraan, 137–144. https://doi.org/http://dx.doi.org/10.17977/jppkn.v28i2.5455 sakti, n. k., sihkabuden, & susilaningsih. (2016). teknik pembelajaran talking stick untuk meningkatkan aktivitas dan hasil belajar ipa. edcomtech jurnal kajian teknologi pendidikan, 137–142. http://ejournal.kopertais4.or.id/tapalkuda/index.php/pwahana/article/view/2688/1972 http://ejournal.kopertais4.or.id/tapalkuda/index.php/pwahana/article/view/2688/1972 http://www.jurnalfkip.unram.ac.id/index.php/jpm/article/view/118 https://doi.org/http:/dx.doi.org/10.36312/jime.v4i2.474 https://doi.org/https:/dx.doi.org/10.36709/jpm.v4i2.2035 https://doi.org/https:/doi.org/10.33373/pythagoras.v9i1.2293 https://ejournal.unsrat.ac.id/index.php/holistik/article/view/25466 https://doi.org/https:/doi.org/10.29407/pn.v5i1.12866 194 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej setiyorini. (2014). penerapan model pembelajaran kooperatif tipe berkirim salam dan soal untuk meningkatkan hasil belajar mata pelajaran sosiologi kelas xi ips 3 sma batik 2 surakarta tahun pelajaran 2013/2014. antropologi, pendidikan sosiologi. retrieved from https://core.ac.uk/download/pdf/290565143.pdf sumarni, n. (2016). pengaruh penggunaan model pembelajaran kooperatif dengan metode resitasi (pemberian tugas) terhadap hasil belajar matematika siswa kelas viii mts menaming. pasir pengarain: universitas pasir pengarain. retrieved from https://www.neliti.com/publications/110139/pengaruhpenggunaan-model-pembelajaran-kooperatif-dengan-metode-resitasipemberi susilowati, i. (2017). peningkatan aktivitas dan hasil belajar materi fungsi komposisi dan fungsi invers menggunakan model pembelajaran kooperatif teknik berkirim salam dan soal ( studi kasus pada kelas xi ips 3 sma negeri 1 cepiring semester 2 tahun pelajaran 2015/2016). majalah ilmiah inspiratif, 2, 1–13. retrieved from http://jurnal.unpand.ac.id/index.php/inspi/article/view/632 utami, s., arcat, & hardianto. (2015). penerapan model pembelajaran kooperatif teknik berkirim salam dan soal terhadap hasil belajar matematika siswa kelas ix smp muhammadiyah rambah. universitas pasir pengaraian, 1–5. retrieved from https://www.neliti.com/publications/110072/penerapanmodel-pembelajaran-kooperatif-teknik-berkirim-salam-dan-soal-terhadap yahya, a., & bakri, n. w. (2020). pembelajaran kooperatif tipe rotating trio exchange untuk meningkatkan aktivitas dan hasil belajar matematika siswa. jurnal analisa, 6(1), 69–79. https://doi.org/https://doi.org/10.15575/ja.v6i1.8399 microsoft word e1ef-7e9f-fff5-aaba 91 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of student's mathematic communication ability in solving problems of pattern procedures in pythagoras theorem rizka abdillah, yus mochamad cholily, rizal dian azmi department of mathematics education, faculty of teacher training and education, muhammadiyah university of malang e-mail : rizkaabdillah99@gmail.com abstract this study aims at knowing and describing students' mathematical communication skills in problem-solving on pythagorean theorem material based on polya's procedure. the polya's problem-solving phase consists of the stage of understanding problems, planning problem solving, implementing problem-solving plans, and re-examining. the subject of this study were 6 students from eighth-grade of junior high school which was selected based on good, sufficient, and poor mathematical communication criteria. moreover, this study employed a descriptive qualitative method where the data was collected by using a test and interview. the results of the study revealed that the students with good mathematical communication capabilities criteria were able to solve the problems based on polya's procedure. meanwhile, students with sufficient criteria of mathematical communication capability unable to solve the problem based on polya's procedure at the stage of making plans by altering mathematical information in the form of picture, students did not realize the need for design actions first, students just go ahead and didn 't see the results of completion that have been made. additionally, students with poor mathematical communication capabilities were unable to solve the problems based on polya's procedure, students were not meet at the stage of making plans by changing mathematical information in the form of picture, making plans by using and selecting mathematical information or images to solve the problems, and the students did not look back at the completed results. keywords: mathematical communication; problem solving; polya procedure introduction education basically has two objectives, namely to make humans smart and smart, and to make humans into good and moral humans (sudrajat, 2011). in an effort to improve the quality of education in indonesia through learning(raehang, 2014). learning is a person's change due to experiences(khomsiatun & retnawati, 2015). according to lanani (2013), learning includes a process in which students are transformed by educational messages about material from learning resources. at the time of transformation activities there is a communication process, both between teachers and students or students and students. communication in mathematics is very necessary because there are so many symbols and mathematical concepts that are rarely understood by students. in mathematics communication is also called mathematical communication. mathematical communication is a student's ability to convey mathematical ideas in written or oral 92 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej form(hodiyanto, 2017). through communication, there is the delivery of ideas or ideas orally or in writing so that understanding will be created during learning (asnawati, 2017). students who have difficulty communicating mathematically will find it difficult to solve problems in mathematics. problem solving ability as an indicator of learning objectives is a very important ability to be developed(mariam, rohaeti, & sariningsih, 2018). mathematics includes subjects that are used to obtain mathematical problem solving(p. wulandari, mujib, & putra, 2016). the steps in solving problems in mathematics according tog. polya (1973), there are 4 steps that must be considered in problem solving including: (1) understanding the problem; (2) compiling completion planning; (3) carry out planning; (4) review the results of the settlement made. the final stage in the g. polya procedure is a process of checking all information back with calculations that have been carried out which aims to produce a solution to solving a problem. one of the activities to solve problems is by presenting the questions in the form of meaningful sentences or so-called story questions (pritananda & yusmin, 2016) and (wahyuddin, 2017). one of the ways to solve problems in mathematics is to use polya's problem-solving steps to solve a mathematical problem. according tohasan (2019)there are many problems in mathematics, including the pythagorean theorem, in the form of aspects based on conceptual, procedural, and computational errors. often students solve problems in the absence of clear stages that begin by writing down what is known and what was asked. when students do not write down what is known, students often experience errors in entering values and conceptual errors can occur. at the assessment stage, students will be judged wrong in solving the problems that have been given. junior high school (smp) is a school level, to be precise in grade viii there is material for the pythagorean theorem. in this material students must be able to solve problems on problems using creativity in calculating and using understanding of the concepts that have been taught. according tokhomsiatun & retnawati (2015), to get to math proficiency how to reason a student must be trained, creativity and problem solving abilities of a student must be developed, ways of conveying mathematical information in writing and orally must also be developed. based on the results of observations made at a junior high school in malang district, it was found that students' mathematical abilities in solving story problems were relatively low. according torimilda (2015), junior high school students' proficiency in mathematical reasoning, communication and connection, as well as problem solving is felt to be lacking. problem-solving abilities have attracted a lot of mathematics researchers and educators because of the weak abilities of each student. according toartana (2014), the causes of the low ability of problem solving for each student include: students tend to take the examples given by the teacher without any attempt to ask if anything is not understood or understood so that the effort in solving the problem itself is lacking and students do not work on problem solving in a structured manner. things like that ultimately lead to less student learning outcomes and doubtful students' mathematical communication because it is not optimal. in this research, the communication that will be analyzed is written and oral communication. written and oral communication was chosen because the delivery 93 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of information between students and teachers is not through one of them only, sometimes there are some students who understand problem solving but cannot write in mathematical symbols or in clear sequences. according toaminah, wijaya, & yuspriyati (2018), in his research, mathematical communication in junior high school students, comparative material is still low in terms of expressing everyday events into the language of mathematics or mathematical symbols. on researchyuwono, sup sophisticated, & ferdiani (2018), shows the problemsolving analysis in solving story problems based on the poly theory theory states that many students are still not in accordance with the pattern theory. based on the description above, the formulation of the problem is how the students 'mathematical communication skills in problem solving based on polya's procedures for class viii students of smp aisyiyah muhammadiyah 3 malang .. so that this study has the aim of knowing and describing the results of the analysis of students' mathematical communication skills both written and oral. by solving problems based on the polya procedure on the material problem of the pythagorean theorem class viii. the benefit of the results of this study is expected to be a comparison of teachers to further improve or maintain mathematical communication to students both orally and in writing using the polya procedure. research method research seen from the approach has two types, namely a qualitative approach and a quantitative approach. in the research that has been done, which is used includes a qualitative approach with descriptive research type. qualitative research aims to explain the events that occur thoroughly through the collection of data obtained(lutfianannisak & sholihah, 2018). this study is to determine and describe the results of the analysis of students' mathematical communication skills at smp aisyiyah muhammadiyah 3 malang in solving problems based on polya's procedures on the pythagorean theorem. this research is about the analysis of written and oral mathematical communication in problem solving based on polya's procedure on the pythagorean theorem which was carried out at smp aisyiyah muhammadiyah 3 malang. the research was carried out on january 29, 2020 in accordance with the pythagorean theorem material presented. pythagorean theorem material entered in the even semester of class viii using the 2013 curriculum. on the 2013 curriculum for mathematics subjects is designed for class viii with the pythagorean theorem material in the even semester. so that the subjects in this study were class viii students at smp aisyiyah muhammadiyah 3 malang. data collection techniques in this study used tests and interviews. the test is used to obtain primary data with the mathematical communication skills of viii grade junior high school students. the instruments used in this study were a test sheet of mathematical communication skills in the form of an essay, amounting to 3 questions, and an interview guideline sheet. before being used for research, the questions and interview guide sheets had been tested for validity by one lecturer and one mathematics subject teacher. based on the assessment of the validator, it was found that the research instrument was valid with a total average for the test instrument of 3.21. as for the interview instrument, it was 3.23. so that the research 94 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej instrument is valid and suitable for use. interviews are used to observe and determine students' mathematical communication skills verbally by explaining the questions that have been completed and looking for more complete information. interviews were conducted after the written test using the subject of 6 students from the criterion level of ability which included 2 students from good criteria, 2 students from sufficient criteria, and 2 students with poor criteria. with the above calculations, the students' written mathematical communication skills test scores were obtained. then determined the category of student ability level for further interviews conducted. to critique students' written mathematical communication skills with value intervals from 0 to 100 with referencelaksananti, putri, setiawan, toto, & setiawani (2017), so it looks like the following table. table 1. criteria for level of communication capability after being matched with the level of categories that have been provided, then the next interview is to take 6 students from class viii using the interview question guide. results and discussion research on mathematical communication skills was conducted at smp aisyiyah muhammadiyah 3 malang on january 29, 2020 aimed at grade viii students. viii grade students who have studied the pythagorean theorem material that has been taken at the beginning of the even semester. the results can be obtained by carrying out a written test with a total of 3 questions that contain questions about the pythagorean theorem that must be solved by students. written mathematical communication skills the written test in this study was attended by 21 students of class viii with the provisions previously described in the research method. this written mathematical communication has 4 indicators to achieve these 4 indicators, given 3 problems about the pythagorean theorem material in the form of test questions. students must solve 3 problems so that it can be seen that students' written mathematical communication skills are in accordance with each indicator no. score students' mathematical communication ability criteria 1 75 <value ≤ 100 good 2 50 <value ≤ 75 enough 3 value ≤ 50 less no. score frequency criteria 1. 75 ≤ value ≤ 100 2 good 2. 50 ≤ value <75 9 enough 3. 0 ≤ value <50 10 less total student score 1093 average 52.07 enough table 2. written mathematical communication ability test results 95 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej so that the results can be averaged, namely students of smp aisyiyah muhammadiyah 3 malang class viii of students' written mathematical communication skills on the pythagorean theorem material occupy the sufficient category. the following is a table of students who meet each indicator of the problems that have been given. the table shows that many of the 21 students have written on each indicator. a. written mathematical communication skills good students' mathematical communication is considered good if the written mathematical communication result scores are from more than 66 to 100.after the pythagorean theorem problem solving analysis is carried out, there are 2 students who get good criteria, 1 of them gets the highest score 91.30, mf and rj get 80 , 43. mf gets the highest score in written mathematical communication skills, mf is able to write down known and asked problems correctly from all questions, rj does not have the same thing. the ability to change mathematical information in the form of an image can be solved by rj, because rj is able to solve the indicator well even though there is an error solving one of the problems. furthermore, written mathematical communication skills with indicators of choosing mathematical information to solve problems are owned by both students with good ability criteria, but there is one problem that cannot be resolved properly by them. this is similar to indicators making conclusions in their own language, because when they are wrong in solving problems, the conclusions written are not correct. in written mathematical communication problems students with good criteria average problems when changing mathematical information in the form of pictures that are not understood by students this is similar to the indicators making conclusions in their own language, because when they are wrong in solving problems, the conclusions written are not correct. in written mathematical communication problems students with good criteria average problems when changing mathematical information in the form of pictures that are not understood by students this is similar to the indicators making conclusions in their own language, because when they are wrong in solving problems, the conclusions written are not correct. in written mathematical communication problems students with good criteria average problems when changing mathematical information in the form of pictures that are not understood by students indicator problem 1 problem 2 problem 3 1 20 students 19 students 15 students 2 21 students 15 students 15 students 3 19 students 20 students 19 students 4 10 students 10 students 12 students table 3. number of students fulfilling each indicator 96 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej b. written mathematical communication ability sufficient students 'written mathematical communication is categorized as sufficient if the students' written mathematical communication result score is more than 50 to equal to 75. after the pythagorean theorem problem solving analysis was carried out, there were 9 students who occupied sufficient criteria. of the 9 students with sufficient criteria, the highest score was kg with a value of 69.57 and there was the lowest score in the sufficient criteria, namely am with a value of 54.35. students with sufficient criteria in the first indicator state the situation or information in the form of symbols or language, there are 7 students who state correctly on problem 1, 5 students with problem 2, and 6 students on problem 3.in the second indicator, which is changing a mathematical information in the form of an image no one has been able to pinpoint, there were 9 students who wrote it down but it wasn't quite right. in the third indicator, which is using and selecting mathematical information or images to solve the problem, there are 2 students who state correctly on problem 1, and 6 students on problem 3.in the fourth indicator, which is making conclusions in their own language that is in accordance with the correct solution, there are 2 students stated correctly in problem 1, no one stated correctly on problem 2, and there were 6 students who stated correctly on problem 3. students with sufficient criteria were unable to write correctly when changing mathematical information in the form of pictures. c. poor written mathematical communication skills students' written mathematical communication is criticized for being deficient if the student's written mathematical communication result score is less than 50. after the pythagorean theorem problem-solving analysis was carried out, out of 21 students there were 10 students who were in poor criteria. the value of 10 students has the lowest score of 19.57. students with insufficient criteria in the indicators state the situation or mathematical information in the form of symbols or language, 1 student wrote correctly, 6 students wrote it incorrectly and 3 students did not write it on problem 1.in problem 2 there were 3 students wrote correctly, 5 students wrote incorrectly, and 2 students did not write them down. in problem 3 there were 4 students writing correctly, 4 students writing incorrectly and 2 students writing not. on the indicator of changing a mathematical information in the form of an image with problems 1, 2 and 3 no one wrote it correctly, on problem 1 all students wrote it incorrectly, problems 2 and 3 there were 4 students wrote it incorrectly and 6 students did not write it on indicators use and select mathematical information or pictures to solve problems on problems 1 and 2, no one is able to write correctly, problem 3 there are 3 students who write correctly. on the indicators of making conclusions in their own language according to the solution, no one was able to write correctly, there were 2 students who wrote incorrectly on problems 1,2 and 3. oral mathematical communication skills retrieval of data from oral mathematical communication through interviews that were conducted on february 3, 2020 to six students, namely rj, mf, hd. am, pr, and rb. in oral mathematical communication analysis refers to the answers of six students in answering questions when asked and refers to four indicators of oral 97 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical communication. in oral mathematical communication, there is some information that is not known when solving problems by writing, namely in changing mathematical information in the form of images, there are students who are reluctant to use pictures when working on it. in the indicator, looking back at the results of the completion that has been made, only a few students are capable of this indicator because students are not familiar with the stages of working on such questions. the following is a table of oral mathematical communication skills when students conduct interviews. based on the results of interviews with 6 students with the assessment as shown in the table, it shows that students with good writing criteria do not necessarily get good oral criteria either. students with good writing criteria excel at indicators stating mathematical situations or information and use and select mathematical information or images to solve problems. likewise for students with sufficient writing criteria. while the written criteria are not good in terms of stating mathematical situations or information and seeing the results of the solutions that have been made. based on the research results, a discussion of the research results from descriptive data analysis will be presented. written mathematical communication skills have 4 indicators, as well as oral mathematical communication has 4 indicators. this indicator fulfills the ability to solve mathematical problems based on steps according tog. polya (1973), which consists of four stages, namely: 1) understanding the problem by writing down what information is known and asked, 2) planning and formulating strategies to be used in this study using pictures, 3) completing the mathematical planning stage, 4) checking the results of completion . the following is a discussion of the results of tests and interviews about mathematical communication skills in problem solving with polya procedures based on each criterion. 1. students' mathematical communication ability good criteria based on the data obtained through the test results, students on good criteria in written mathematical communication are able to state mathematical situations or information in the form of symbols and language. in the indicator of changing a mathematical information in the form of a picture, there is one student with the right good criteria in changing the information, while in the picture for students other good criteria are less able to fulfill the second indicator. in the third indicator no. write criteria initial name indicator 1 indicator 2 indicator 3 indicator 4 average oral criteria 1 good mf 100.00 33.33 75.00 50.00 64.58 enough 2 good rj 91.67 58.33 75.00 33.33 64.58 enough 3 enough hd 91.67 33.33 75.00 0.00 50.00 enough 4 enough am 75.00 50.00 66.67 0.00 47.92 less 5 less homework 75.00 25.00 33.33 66.67 50.00 enough 6 kuramg rb 58.33 8.33 8.33 0.00 18.75 less table 4. results of oral mathematical communication ability 98 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej using and selecting mathematical information or images to solve problems students with high criteria are able to solve correctly. in the fourth indicator, making conclusions in their own language, students with good criteria are able to complete them correctly. at the time of the interview, students with good criteria were able to meet all four indicators even though they did not perform them correctly. good criteria students are able to write the three stages in the polya procedure even though there are some inaccuracies in the completion. in the fourth stage, about reviewing the results of the completion that can be seen during interviews with students, one student has obtained one student who checks again at all stages and checks the calculations he has made, while another student only checks the final calculation. polya-based problem solving has been met by students with good criteria with correct solutions, although not all problems can be resolved correctly. 2. students' mathematical communication ability with sufficient criteria based on the data obtained through the test results, students on sufficient criteria in written mathematical communication are able to correctly state mathematical situations or information in the form of symbols and language, while the indicators change mathematical information in the form of pictures, students with sufficient criteria are less able to fulfill because in the solution is not quite right. in the third indicator, using and selecting mathematical information or images to solve student problems with sufficient criteria, there are 6 students out of 9 students who are able to solve it correctly while the rest finish incorrectly. in the fourth indicator, the criteria for making conclusions in their own language are sufficient that students are not able to complete them correctly. at the time of the interview, students with sufficient criteria were able to convey the first indicator but not fluently. on the second indicator, students with sufficient criteria assume that changing mathematical information in the form of images does not need to be done. when choosing mathematical information when solving problems, students with the criteria are sufficient to do it directly without drawing. at the stage of checking again the students are unable to do it. criteria students are quite capable of writing both stages in the polya procedure even though there are some inaccuracies in the completion. in the second stage aboutdevelop a strategy that will be used by using a picture of students with criteria that are quite less capable of fulfilling these indicators even though all students have written them but are not right. whilein the fourth stage, it is about looking back at the results of the completion which can be seen during the interview that no one has carried out this stage in the polya procedure. the problem solving based on polya's procedure with the criteria of mathematical communication ability is not sufficient to fulfill the stages in polya. 3. students' mathematical communication ability criteria lack based on the data obtained through the test results, students on the criteria lacking in written mathematical communication are less able to state mathematical situations or information in the form of symbols and language, while the indicators 99 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej change mathematical information in the form of pictures of students with inadequate criteria. in the third indicator, using and selecting mathematical information or images to solve problems, students with poor criteria are unable to solve them correctly. in the fourth indicator, the criteria for making conclusions in their own language are that students are less able to complete them properly. students with inadequate criteria have not been able to change mathematical information in the form of pictures appropriately and on other indicators cannot be met by students with lack of criteria. at the time of the interview, students with poor criteria in conveying the first indicator of students were not fluent. in the second indicator, students with less criteria think that changing mathematical information in the form of images is not necessary because they do not understand the problems given. when choosing mathematical information in solving problems, students with the criteria of less work without drawing. at the stage of checking again the students are unable to do it. students with less criteria, oral mathematical communication skills are better than written mathematical communication skills. the criterion student is not able to write down the stages in the polya procedure. the four stages in problem solving of the pattern are an important unit to implement(netriwati, 2016). the criteria for students are good, sufficient, not all students have met the polya stage, but many cannot complete it correctly, while in this study those who are considered fulfilling are students who are able to correctly write the completion with the polya stage because they see the quality of mathematical communication skills. students too. in this study, the students' mathematical communication skills in solving problems based on polya's procedure resulted in 1) at the understanding stage of the problem, many students had understood the situation or mathematical information in the form of symbols or language, but some did not write down 2) at the planning stage, by changing a mathematical information in the form of pictures to strategize many students who do not do it, 3) planning, using and selecting mathematical information or images to solve problems, there are students who work without changing mathematical information into pictures, 4) re-checking stage , by looking back at the results of the completion that have been made by many students who did not do so, there are students with high criteria who meet this stage. conclusion there are three criteria for mathematical communication skills in smp aisyiyah muhammadiyah 3 malang. students' mathematical communication skills on good criteria are able to solve problems based on polya's procedures in the pythagorean theorem material. for students with sufficient criteria students are not able to solve problems based on polya's procedures in the pythagorean theorem material, students cannot fulfill them properly at the planning stage by changing mathematical information in the form of images and reviewing the results of the solutions that have been made. in students' mathematical communication skills with inadequate criteria, students are unable to solve problems in the pythagorean 100 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej theorem material with polya's procedures, students are not able to fulfill correctly at the stage of making plans by changing mathematical information in the form of images. references aminah, s., wijaya, t. t., & yuspriyati, d. (2018). analisis kemampuan komunikasi matematis siswa kelas viii pada materi himpunan. jurnal cendekia : jurnal pendidikan matematika, 1(1), 15–22. artana, i. k. b. dkk. (2014). pengaruh strategi pembelajaran react terhadap kemampuan pemecahan masalah matematika siswa kelas iv sd 2 paket agung. e-jurnal mimbar pgsd universitas pendidikan ganesha, 2(1). asnawati, s. (2017). peningkatan kemampuan komunikasi matematis siswa smp dengan pembelajaran kooperatif tipe teams-gamestournaments. euclid, 3(2), 561–567. g.polya. (1973). how to solve it: a new aspect of mathematical method. princeton university press. hasan, n. (2019). analisis kesalahan siswa kelas viii dalam menyelesaikan soal cerita terkait teorema pythagoras. jurnal pendidikan, 4(4), 468–477. hodiyanto, h. (2017). kemampuan komunikasi matematis dalam pembelajaran matematika. admathedu : jurnal ilmiah pendidikan matematika, ilmu matematika dan matematika terapan, 7(1), 9. karman, l. (2013). belajar berkomunikasi dan komunikasi untuk belajar dalam pembelajaran matematika. infinity:jurnal ilmiah program studi matematika stkip siliwangi bandung, 2(1), 13–25. khomsiatun, s., & retnawati, h. (2015). pengembangan perangkat pembelajaran dengan penemuan terbimbing untuk meningkatkan kemampuan pemecahan masalah. jurnal riset pendidikan matematika, 2(1), 92. laksananti, putri, m., setiawan, toto, b., & setiawani, s. (2017). analisis kemampuan komunikasi matematis dalam menyelesaikan masalah pokok bahasan bangun datar segi empat ditinjau dari kecerdasan emosional siswa kelas viii-d smp negeri 1 sumber malang. kadikma, 8(1), 88–96. lutfianannisak, & sholihah, u. (2018). kemampuan komunikasi matematis siswa dalam menyelesaikan soal materi komposisi fungsi ditinjau dari kemampuan matematika. jurnal tadris matematika, 1(1). mariam, s., rohaeti, e. e., & sariningsih, r. (2018). analisis kemampuan pemecahan masalah matematis siswa madrasah aliyah pada materi pola bilangan. journal on education, 01(02), 156–162. netriwati. (2016). analisis kemampuan pemecahan masalah matematis berdasarkan teori polya ditinjau dari pengetahuan awal mahasiswa iain raden intan lampung. 7(2), 181–190. pritananda, r., & yusmin, e. (2016). kemampuan berpikir kritis siswa pada aspek inference dalam menyelesaikan soal cerita teorema pythagoras. 1– 8. putri, w., mujib, & ganda, p. f. (2016). pengaruh model pembelajaran investigasi kelompok berbantuan perangkat lunak maple terhadap kemampuan pemecahan masalah matematis. al-jabar:jurnal pendidikan matematika, 101 mathematics education journals vol. 5 no. 1 february 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 7(1), 101–107. raehang. (2014). pembelajaran aktif sebagai induk pembelajaran koomperatif. jurnal al-ta’dib, 7(1), 149–167. rimilda. (2015). analisis kemampuan komunikasi matematika siswa dalam menyelesaikan soal melalui pendekatan problem solving pada materi limas kelas viii mtsn model banda aceh. stkip bina bangsa getsempena, ii(2), 123–131. sudrajat, a. (2011). mengapa pendidikan karakter. jurnal pendidikan karakter, 1(1), 47–58. yuwono, t., supanggih, m., & ferdiani, r. d. (2018). analisis kemampuan pemecahan masalah matematika dalam menyelesaikan soal cerita berdasarkan prosedur polya. jurnal tadris matematika, 1(2), 137–144. 12 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students' perceptions of the use equation editors in completing papers calculus i class mitra permata ayu stimikom stella maris sumba email: ayumitra94@gmail.com abstract perception is an individual's ability to respond, interpret, and distinguish a view of any information to a stimulus. so the aims of this study was to find out: (1) students' perceptions of the use of an equation editor in writing mathematical notation as assignments for calculus class i papers, (2) students' perceptions of writing calculus i paper assignments using the manual method (handwriting). the research subjects consisted of 16 students majoring in extension informatics engineering (afternoon class) semester i. the type of research was descriptive qualitative. data collection techniques are interviews. the analysis stage is to analyze the results of the interviews. the results of the study concluded that: (1) 11 (eleven) students agreed to use the equation editor in writing calculus i paper assignments,the rest were still confused about the use of the equation editor; and (2) all students do not agree if the paper is written using the manual method (handwriting) because the results are not neat and take a long time. keywords: student perception, equation editor introduction the development of science and technology has brought a very strong change to human life, one of which is in the field of education,(mudani, 2008; budiman, 2012). information technology and computer-based learning relates to all situations where activities and learning materials are delivered via a computer as a tool to make it easier to complete assignments,(suendri; & novita, 2018). ictbased learning (information and communication technology) which can be in the form of e-learning, virtual libraries, learning using software such as macromedia flash, microsoft excel, microsoft power point, microsoft word,(andriani, 2009). in microsoft word there is an equation editor feature that can make it easier for students to insert mathematical symbols/notations,(uminingsih, 2020). so that students are not confused in the use of mathematical symbols that are not available on the keyboard. according to webster (1997), perception is an individual's ability to feel, understand, realize something based on concepts, ideas and the ability of the five senses to understand something, in(harisah & masiming, 2008). therefore, perception cannot be separated from the process of the five senses which isthe first place the stimulus is received by the individual, so it will create various positive and negative perceptions. the negative perception raised by students towards the use of the equation editor must be minimized by lecturers and campuses in order to mailto:ayumitra94@gmail.com 13 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej create a positive perception. lecturers should familiarize students with using the equation editor by frequently giving assignments related to writing mathematical notation/symbols in ms.word. because not infrequently during school they have never been introduced to the use of an equation editor which is very helpful in inserting notations/symbols in making papers or article assignments. equation editor plays an important role in facilitating the insertion of mathematical notation correctly and correctly. according to(primary, 2016; eldin et al., 2013), the equation editor is one solution in overcoming problems in the insertion of mathematical symbols in microsoft office. the field of mathematics cannot be separated from notations, symbols, and symbols; as well as the importance in the representation of all these things, (sutra, 2009), so that the use of an equation editor in writing scientific notation in student assignments, papers, articles, and even the manufacture of teaching materials is very necessary. although it is absolutely very important, the reality on the ground shows that the majority of students are still lacking in the equation editor. students are accustomed to writing/typing mathematical notation by copy-pasting other people's papers, just typing normally without paying attention to the correct use of mathematical notation/symbols. based on the results of observations on the calculus i paper assignment, it was found that almost 90% of students in informatics engineering in the extension class (afternoon class did not use the equation editor feature in inserting mathematical notation as well as the results of interviews with several students showed that students were not aware of the equation editor feature and were accustomed to copy-pasting or inserting symbols directly on the keyboard. in line with previous research by(primary, 2016), show basic concept errors in the use of the equation editor, notation in the multiplication operator, and habits that are difficult to eliminate in using the equation editor features. conceptual errors made by students are due to a lack of student understanding in maximizing the features contained in microsoft word, especially the equation editor, as well as previous habits that are difficult to eliminate in compiling standard papers without paying attention to mathematical notation and symbols, namely using symbols on the keyboard oraccustomed to copy-pasting directly on the reference taken without paying attention to the symbol/notation that has changed or has a wrong value. the errors found from the results of task observations and interviews lie in the writing of mathematical notation and the lack of understanding regarding the use ofequation editor. based on the explanation above, the author feels the need to reveal and identify student perceptions regarding the writing of a calculus i paper assignment by utilizing the featuresequation editor.so the purpose of this research is to find out:(1) how are students' perceptions of using the equation editor in writing mathematical notation as assignments for calculus class i papers, (2) how are students' perceptions of writing calculus paper assignments i using the manual method (handwriting). the benefits of the results of this study are expected to be considered by lecturers to further improve students' abilities in utilizing the equation editor feature in inserting correct and appropriate mathematical symbols/notations. 14 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method this study uses a descriptive qualitative approach. qualitative research is research that produces descriptive data in the form of speech and writing and the behavior of the people observed.(bogdan & bilken, 1992). this study was conducted to determine student perceptions of the use of the equation editor in compiling papers in calculus class i. the study was carried out after the 2021 midsemester examination (uts) in the calculus i course. the subjects in this study were 16 students of informatics engineering extension class (afternoon class) semester i, because based on the results of interviews and student observations, extension students still lacked understanding in utilizing the equation editor feature compared to the regular class. data collection techniques in this study are interviews. interview is a means of proof of information or or information obtained previously,(rahmat, 2009). the interview guide was prepared to ask and find out things related to students' perceptions of the equation editor in compiling papers in calculus class i. in addition, it is also to make it easier for researchers to conduct direct questions and answers about how students respond so that they can reveal answers freely and in depth. data analysis includes analysis of the results of interviews with first semester students in calculus class i by researchers, which will then be described descriptively to describe the perception of equation editors in compiling papers in calculus class i. results and discussion research on student perceptions of the use of the equation editor in calculus i class, which was conducted after the 2021 odd semester uts was aimed at 16 extension students (afternoon class). the interview test was carried out after the uts by interviewing 16 extension students with reference to the results of the uts calculus i paper. each student was asked about the papers they collected with the interview indicator guide that had been prepared previously. the following are the results of the interviews which are described and described in detail. 1. student understanding of the equation editor features in ms.word students' understanding is still very low on microsoft word where what they understand is only how to operate in general, start typing, layout and paragraph preparation. while the use of existing features on ms. word is very lacking, for example the equation editor feature. of the 16 students interviewed, only 5 students were aware of the equation editor feature in ms.word, but were still confused about how to use it. their ignorance of the features in ms.word and accustomed to using makeshift symbols/notations or those that are only found on the keyboard. the following is a transcript of an interview with a student (afm) who does not know: equation editor. p : does (afm) know the features of ms.word, one of which is the equation editor? 15 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej afm : no, mother. p : have usethe equation editor feature for high school to make a paper? afm : nevermother. handwritten assignments (manual). p : then this (shows a calculus i paper with mathematical notation used), afm type mathematical notation using what? afm : toyes type it with the symbol on the keyboard and i copy and paste it from internet. p : good. the following is a transcript of an interview with a student who knows the equation editor. p : does (sj) know the featuresms.wordone of them is equation editor? try explained. sj :she is mother. the equation editor is for inserting math symbols on assignments paper, if i see on the keyboard there are no symbols that i want to type, i use the equation editor. p : good.yesterday's uts paper was pretty good at using symbols/notations math, just some math symbols are not quite right. based on the results of interviews with students, it can be concluded that not all students know the existence of the equation editor feature, although there are some who know that it is not optimal. students who are not accustomed to using microsoft word will be increasingly confused by the features in it, because those who often use microsoft word do not fully understand. there needs to be a habit from students, especially lecturers as class facilitators to give article assignments and papers as training in order to improve students' ability to master the use of microsoft word by utilizing the equation editor feature. as research conducted by(uminingsih, 2020)this shows that the training carried out at the berbah national vocational school in sleman was quite successful, as evidenced by almost all participants being able to complete a minimum of 9 questions with the correct answers from 11 questions given using microsoft equation. in addition to (uminingsih, 2020), research conducted by(kunartinah, 2010), shows that education and training have a positive effect on competence and performance.this shows that training in the use of the equation editor feature is able to provide new knowledge for students who are not aware of the equation editor feature and provide additional knowledge for students who are still not optimal in using the equation editor. 2. difficulties encountered when using the equation editor. the difficulties faced by extension students are not only not getting used to when high school is in high school in using the equation editor feature to 16 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej compile papers or articles, not all college assignments are related to the equation editor feature, but internal obstacles where students come from poor families and school infrastructure that does not have a lab. computers and electricity are very minimal, so not all students know how to use a computer, let alone operate all kinds of features and other applications. the following is a transcript of an interview with a student (ylk) p : ylk working on calculus papers using a laptop or pc at home? ylk : to i don't have a mother yet, this is my uts assignment, i'm borrowing a friend who has a laptop p : means new operating laptop/computer while studying here? or? ylk :she, mother. when i was in school, i didn't know my mother's computer. sam's house isn't there either electricity, and the school didn't have a computer practice. p : this is my uts assignmentwhat does he do? ylk :tobut helped by a friend who borrowed my mother's laptop. p : good. based on the results of interviews with extension students, it was concluded that facilities and infrastructure were the main factors for effective learning. how can the goals of education be achieved if many schools do not get proper facilities, inadequate electricity, difficult access, so it is not surprising that education, especially in the eastern region, is lagging behind in terms of human resources and the ability to use technology, one of which is computers. according to(jamila et al., 2021;dzaljad, 2020;fitri et al., 2020), schools and students who do not have adequate facilities have difficulty continuing the teaching and learning process. in research by(handoyo, 2019), revealed several factors that cause the quality of education in indonesia to be low, one of which is the lack of physical facilities, in the form of school buildings, learning media, inadequate facilities and libraries with minimal references. this is in line with the condition of extension students while studying at school. 3. students' perceptions of using the equation editor in the calculus i paper showing 11 extension students expressed various perceptions that they conveyed starting from being confused about how to use it, some only knew the function but couldn't operate it, some didn't know about the equation editor feature, some were not used to operating the equation editor until some just use a computer/laptop when studying. while the rest argue that the equation editor helps in writing mathematical notation, so that the desired paper is mathematically appropriate and correct, the paper is neater, although the time spent in inserting paper notation using the equation editor is quite long so it requires more patience. the following is a transcript of interviews with students (sp and ym). 17 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej p : what is your perception of the use of equation editors in composing calculus class i paper? sp : equation editorhelp me in completing paper assignments in class calculus i, besides that the resulting paper is neater and more beautiful when viewed from an aesthetic point of view, all the notations desired in the calculus i paper assignment are provided by the equation editor, for example limit formulas, absolute prices, etc. however, i admit that it takes longer, especially since i am not used to using an equation editor and will even be confused by the choice of mathematical notation in the equation editor because of the many variations. ym : in using the equation editor i often ignore it and insert it right away of the symbols on the keyboard. this is because i am still confused about the appropriate mathematical notation and i admit that i am not used to compiling papers using the equation editor. the papers i often write are papers that are more theoretical in high school, while for this new lecture i get a paper assignment on the condition that i use an equation editor and must comply with the notation that applies to mathematics. based on the results of interviews with extension students, it was concluded that the inability of students to use the equation editor feature was due to a lack of knowledge about mathematical notation in the preparation of mathematical papers or articles. mathematical notation is a mathematical communication tool both orally and in writing. mathematical communication is very important in terms of understanding the processes, discussions and decisions taken,(viseu & oliveira, 2012). so that mathematical communication in this study in the form of writing in a calculus paper i is one way for students to express the language of mathematics in written form. as research conducted by,(ayu & supriadi, 2021)found that mathematical communication skills in writing, especially in the aspect of writing mathematical notation, were categorized as adequate. there is a need for continuous training in terms of introducing mathematical notation by providing training as well as assignments and papers related to mathematical notation by utilizing the equation editor feature. 4. student perceptions in compiling calculus i papers manually shows that 16 extension students agree that in writing papers they do not use the manual method (handwriting) because in terms of time it will take longer and the writing of mathematical notation is less neat. even though the lecturers allow the writing of papers manually, because they see the condition of the students, not all of them have laptops/computers. however, all students prefer to use a computer (write in microsoft word). this shows that students' thinking is more advanced towards technological developments, in this case the selection of paper writing prefers to use a computer rather than using a manual. the following is a transcript of interviews with students (sp) and (ym) 18 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej p : what is your perception of writing a calculus i paper with using manual method? sp : in my opinion, writing a paper using manual (handwriting) is not neat in terms of aesthetics, especially if the writing is bad, the paper produced is bad, while the mathematical symbols are not in accordance with the rules in mathematics and it will take a long time if you use the manual method in compiling the paper. ym : in my opinion, if i write a paper manually, i will be more tired and certain the writing on the paper will be less neat, because there may be 2 or 3 students who write in one paper. lecturers and teachers become facilitators for students and students to better take advantage of technological advances, especially related to the college majors they take, because it will be one of the benchmarks when working later, besides that lecturers and teachers can provide assignments or training directly while teaching in class. as an introduction for students. research conducted by,(alhaddad, 2015), revealed several technologies used in learning mathematics, namely (1) computers which have advantages as a medium for learning mathematics in writing papers, one of which is the use of the equation editor feature in ms.word; (2) calculators as calculating tools, scientific calculators, calculators that can be used to create programs or calculators that can be used to create graphs. based on the types of calculators available, in learning mathematics, the right type of calculator can be selected according to the learning objectives, in line with point (2), research conducted by(tajudin et al., 2011) showed that the graphical calculator strategy was instructionally more efficient, superior to the conventional instruction strategy. keep in mind that the equation editor is one of the learning media that is used as a tool in writing mathematical notations and formulas on calculus i paper assignments. learning calculus i by giving paper assignments and using the equation editor will train students' abilities in utilizing media that has developed at this time and also practice their mathematical skills. moreover, for students majoring in it, it is fitting that understanding related to it developments that are currently developing can be used and utilized as well as possible. currently, the task as a teacher is not only to introduce it developments, far from that, apart from introducing teachers, they must also actively provide tasks related to learning media related to information technology. conclusion based on the description described above, it can be concluded that 11 students agreed to use the equation editor in writing papers because all the desired mathematical notations were already available in the equation editor, besides that the equation editor made it easier to write mathematical formulas such as limits, integrals and some of them. meanwhile, 5 students thought that they did not understand how to use the equation editor in inserting notations or formulas on their calculus i paper assignments. however, 16 students also admitted that using the 19 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej equation editor took a long time because they had to choose and then insert, especially if students did not understand the notation or formulas that are in accordance with mathematical rules will take even longer. references alhaddad, i. (2015). perkembangan pembelajaran matematika masa kini. jurnal matematika dan pendidikan matematika, 4(1), 13–26. andriani, p. (2009). penggunaan microsoft math 3.0 dalam pembelajaran matematika. prosiding seminar nasional penelitian, pendidikan dan penerapan mipa, 493–496. ayu, m. p., & supriadi. (2021). kemampuan berpikir kreatif dan komunikasi matematika pada mahasiswa melalui pembelajaran open-ended dengan pendekatan kontekstual. qalam, ilmu pendidikan, 10(2), 82–88. bogdan, b., & bilken, s. k. (1992). quality research for education: an introduction to theory and methods (3rd ed.). allyn and bacon, 1982. budiman, h. (2012). peran teknologi informasi dan komunikasi dalam pendidikan. al-tadzkiyyah: jurnal pendidikan islam, 8(1), 75–83. https://media.neliti.com/media/publications/177430-id-peran-teknologi-informasidan-komunikasi.pdf dzaljad, r. g. (2020). transformasi sosial dalam proses pendidikan di masa pandemi covid-19. maarif, 15(2), 305–324. eldin, n., elshaiekh, m., elmazeri, m., & eldin, g. (2013). arabic mathematical symbol insertion application system using arabic pack for math type software. international journal on islamic applications in computer science and technology, 1(3), 24–31. fitri, w., octaria, m., irvanaries, suwanny, n., sisilia, & universitas, f. (2020). tantangan dan solusi terhadap ketimpangan akses pendidikan dan layanan kesehatan yang memadai di tengah pandemi covid-19. jurnal syntax transformation, 1(10), 766–776. handoyo, a. d. dan z. (2019). faktor-faktor penyebab pendidikan tidak merata di indonesia. “menjadi mahasiswa yang unggul di era industri 4.0 dan society 5.0,” 1(1), 21–24. https://bimawa.uad.ac.id/wp-content/uploads/paperseminar-nasional-2.pdf harisah, a., & masiming, z. (2008). persepsi manusia terhadap tanda,simbol dan spasial. smartek, 06(01), 29–43. jamila, ahdar, & natsir, e. (2021). problematika guru dan siswa dalam proses pembelajaran daring pada masa pandemi covid-19 di uptd smp negeri 1 parepare. jurnal pendidikan sosial dan budaya, 3(2), 101–110. kunartinah, f. s. (2010). pengaruh pendidikan danpelatihan, pembelajaran organisasi terhadap kinerja dengan kompetensi sebagai mediasi. jurnal bisnis dan ekonomi (jbe), 17(1), 74–84. mudani, s. (2008). implementasi transformasi teknologi dalam meningkatkan kualitas pembelajaran kejuruan bidang teknik. (p. ). seminar internasionaloptimasi pendidikan kejuruan dalam pembangunan sdm nasionaldan konvensi nasional ke iv aptekindo pratama, r. a. (2016a). pemanfaataan equation editor dalam penulisan notasi matematika mahasiswa pendidikan matematika universitas balikpapan. admathedu : jurnal ilmiah pendidikan matematika, ilmu matematika dan matematika terapan, 6(2), 201–210. https://doi.org/10.12928/admathedu.v6i2.5451 pratama, r. a. (2016b). pemanfaataan equation editor dalam 20 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej penulisan notasi universitas balikpapan ryan angga pratama program studi pendidikan matematika fkip universitas balikpapan. admathedu, 6(2). rahmat, p. saeful. (2009). penelitian kualitatif. equilibrium, 5(9), 1–8. https://doi.org/10.31227/osf.io/wtncz suendri;, & novita, n. (2018). equation interaktif pada media pembelajaran matematika berbasis web menggunakan. axiom, vii(1), 10–17. tajudin, n. m., tarmizi, r. a., wan ali, w. z., & majid konting, m. (2011). the use of graphic calculator in teaching and learning of mathematics: effects on performance and metacognitive awareness. american international journal of contemporary research, 1(1), 59–72. uminingsih. (2020). pemanfaatan equation dari ms word untuk pembelajaran penulisan notasi matematika. dharma bakti-lppm ist akprind, 3(2), 196–204. viseu, f., & oliveira, i. b. (2012). open-ended tasks inthe promotion of classroom communication in mathematics. elementary education, 4(2), 287–300. 17 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej design of information and technology based teaching materials in mathematics subjects of it high school pekanbaru students heni rahmadani, yenita roza*, atma murni program studi magister pendidikan matematika, universitas riau *e-mail : yenita.roza@lecturer.unri.ac.id abstract this research is based on the low mathematical representation ability of students and the lack of textbooks used by teachers in presenting teaching material. this study aims to describe the results of the development of information technologybased teaching materials to improve the mathematical representation ability of students in class x trigonometry function materials that are valid, practical, and effective. the model used in this research development is the addie development model, namely analysis, design, development, implementation, and evaluation. the research instruments used in this article are validation sheets (validity aspects), teacher assessment sheets and student assessment sheets (practical aspects), and mathematical representation ability tests (effectiveness aspects). analysis of the data used in this research is parametric statistics, the t-test with the help of spss 18.00 using the independent-sample t-test. this research resulted in a product of teaching materials based on information and technology in valid mathematics (87.11%), practical (90.81%) and effective (0.043 <0.05). ke yword: teaching materials; information and technology; discovery learning models; mathematical representation ability. introduction teaching material is one of the important factors in supporting the successful implementation of the 2013 curriculum. teaching material is a set of systematically compiled learning tools containing learning material, methods, strategies, approaches, limitations and ways of evaluating systematically and attractively designed in order to achieve expected goal (erna yayuk, 2019). teaching material is also defined as any form of material or material arranged systematically that is used to assist teachers in implementing the learning process to create an environment or atmosphere that allows for learning (saluky, 2016). this understanding illustrates that a teaching material should be designed according to the rules of instructional and existing curriculum. however, at present, the availability of teaching materials in accordance with the 2013 curriculum is considered being very lacking. based on the experience of researchers as teachers, some information is obtained that: 1) teaching materials available do not help students’ understanding; 2) the teacher has difficulty in making teaching materials in accordance with the 2013 curriculum (heni rahmadani, yenita roza, 2018). based on the results of interviews with several students at al-bayyinah it high school in december 2017, it can be concluded that: 1) teachers sometimes give lkpd students; 2) students have difficulty using existing media / books; 3) textbooks in circulation are difficult for students to understand; 4) students have difficulty in understanding abstract mathematical material (heni rahmadani, yenita roza, 2018). 18 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the weaknesses of the teaching materials mentioned above, the teacher needs to develop teaching materials that are in accordance with the 2013 curriculum. teaching materials that are developed must be complete, both in terms of activities undertaken by students, sample questions and practice questions, especially for abstract material. , able to facilitate students in understanding the concept. permendikbud 2016 explains the standard content of primary and secondary education for students, must show the positive attitude in mathematics, namely: logical, critical, careful and thorough, honest, responsible, and not easily give up in solving problems, as a form of implementing habits in inquiry and mathematical exploration. one of the objectives of learning mathematics in the 2013 curriculum is that students are expected to have the mathematical representation, this is stated in minister of education and culture regulation no. 58 of 2014 (herlina, edy yusmin, 2017). in the 2013 curriculum the ability of mathematical representation is very much needed by students given that today science and technology are developing very rapidly and allows anyone to obtain information quickly and easily with abundant resources from various places and anywhere in the world. the ability of mathematical representation is very important and must be instilled early on both at school, at home and in the community. the representation is done in supporting students’ understanding between various mathematical concepts that are related, and in applying mathematical concepts to situations of realistic problems through modeling (septia wahyuni, 2012). mccoy, baker, and little suggested that one of the best ways to help students understand mathematics is through mathematical representation (kartini hutagaol, 2013). the ability of mathematical representation is also very important for students and is closely related to communication skills and problem solving (muhamad sabirin, 2014). the ability of mathematical representation is needed by students to find and make ways of thinking in communicating mathematical ideas from abstract to concrete, so that it is easier to understand (leo adhar effendi, 2012). a problem that is considered complex and complex can be simplified if the strategy and utilization of mathematical representations are used in accordance with the problem. therefore, the selection of representation models possessed by students plays an important role in decision-making strategies for solving mathematical problems that are appropriate and accurate. the results of the preliminary study show that the mathematical representation ability of students is still relatively low, seen from several indicators: 1) students have not been able to express mathematical ideas into one form of images, mathematical notation; and 2) students tend not to be able to answer questions that are not in accordance with the example given by the teacher. there are several studies which state that students’ mathematical representation abilities are very limited (syarifah fadillah, 2011), the ability of representation of students in general is still low (sri rezeki, 2017), learners tend to imitate teacher procedures (amri, 2009). based on these conditions a learning model is needed that helps students to discover their own concepts of mathematics learning. many factors can affect the improvement of students’ mathematical representation ability in learning, one of them is the use of teaching materials, learning resources, learning strategies and learning models. with the development of technology, currently starting to develop various teaching materials that follow the development of technology including it-based teaching materials. it-based teaching materials are technology-based teaching materials as a tool in processing data consisting of efforts to process, obtain, compile, store, manipulate data in various ways to produce quality information (anggita maharani, 2017). in learning 19 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej activities, the use of it teaching materials enables students to learn a basic competency in a coherent, systematic, interactive and innovative way. some studies suggest that: 1) the use of geogebra and microsoft mathematics software can help educators deliver abstract mathematical material and can improve the ability to think logically (aminah ekawati, 2016); and 2) the use of microsoft mathematics applications can help students find mathematical calculus concepts and students are able to present solutions and provide feedback to educators in the learning process (rina oktaviyanthi, 2014). through the use of it-based media, students are prepared to interpret all information and create it into knowledge so that they can then use and evaluate those created by others (hasan mahmud halidi, 2015). based on these explanations, it can be understood that it-based teaching materials are all materials that can be learned by students independently and displays a complete figure of competencies and sub-competencies that will be mastered by students through a learning process that encourages the involvement of students in an actively pleasing. in addition to aspects of it-based teaching materials, efforts that need to be made by teachers to improve students' mathematical representation ability are to improve the effectiveness of mathematics learning through the use of learning models. at present many learning models are used in the 2013 curriculum, one of which is the discovery learning model. discovery learning model is a learning model that is defined as a learning process that occurs when students are not presented with a lesson in its final form, but it is expected that students organize themselves through teacher guidance (yusem ba’ru, 2016). previous research related to the use of discovery learning models revealed that there is a positive effect of learning by using discovery learning models in improving mathematical, critical thinking skills (yusmanto, 2017). discovery learning has advantages, namely: helping students to improve and enhance skills and cognitive processes so that the knowledge gained through this method is a very personal and powerful because it strengthens understanding, memory, and transfer (salo, 2017). mathematical concepts that they find themselves will be very useful to find other concepts in learning mathematics. students can apply mathematical concepts to more complex things, including applying mathematical thinking patterns in everyday life. some development researches on the development of teaching materials has been done before. research on developing teaching materials based on a scientific approach improves students’ mathematical literacy abilities (elly mardiana, 2018), development of computer-based mathematics teaching materials for students (ruslan saputra, irham falahudin, 2016), and the development of problem-based mathematics teaching materials oriented towards mathematical problem-solving abilities and mathematics learning achievement (jeaniver yuliane kharisma, 2018). to help teachers implement the 2013 curriculum, development of valid, practical and effective teaching materials is needed. researchers are interested in developing information and technology-based teaching materials with discovery learning models in order to obtain valid, practical, and effective teaching materials to improve the mathematical representation ability of students in class x sma. research method the research method used is the addie model, namely analysis, design, development, implementation, and evaluation. products developed in this study have good quality measured through validity, practicality, and effectiveness. the components 20 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of validity are content eligibility, linguistics, presentation, and graphics (depdiknas, 2008). sukardi stated that practicality can be seen in aspects of: 1) utility; 2) time; 3) attraction; 4) easily interpreted by the teacher; and 5) equality (sukardi, 2008). van den akker stated "effectiveness refers to the level of consistency of experience and results of interventions with the intended objectives" (rochmad, 2011). based on this explanation, the development of this teaching material can be implemented well if it meets the criteria of validity, practicality, and effectiveness. the steps in this study include: the analysis phase, the efforts made: analyzing the need for the development of teaching materials and analyzing the feasibility and development requirements that include teacher performance analysis, student character analysis, and curriculum analysis. process: through interviews, observation and documentation. expected results: follow up on the development of it-based teaching materials to improve students’ mathematical representation abilities. the design phase, the efforts made: compiling it-based teaching materials that include material and technology, collecting references, and compiling instruments in the form of a questionnaire of validity, practicality and tests of mathematical representation abilities. process: source or reference and use of macromedia flash and ms power point software. expected results: neatly arranged teaching materials and initial drafts of teaching material development. the development phase, the efforts made: producing or making products and the validatory to assess the material and design of teaching materials. process: validation sheet for material experts and technology experts. expected results: valid material and design of teaching materials. implementation phase, the efforts made: conducting a trial of small groups (9 people) and large groups (17 people). expected results: students’ responses stating the material and design of practical teaching materials. evaluation phase, the efforts made: utilizing teaching materials during 9 meetings to see the mathematical representation ability of students. then, at the last meeting a written test was conducted to see the effectiveness of the use of teaching materials. process: test instrument for students’ mathematical representation ability. expected results: there are differences in the ability of mathematical representation of students who use teaching materials that are developed and those that do not use teaching materials. the research instrument used was a validation sheet (the aspect of validity) involving 3 lecturers and 1 mathematics teacher, a student assessment sheet (practicality aspect) involving 9 people on a small group trial and 17 people on a large group trial, and a representation ability test mathematical students (aspects of effectiveness) involving 38 people. questionnaire and test of students’ mathematical representation ability were analyzed using quantitative descriptive test and parametric statistics with t-test using spss 18.00. results and discussion in developing this teaching material, the development procedure that has been carried out consists of five stages. following are the results of the five stages of the development of teaching materials with the addie model. the analysis phase at this stage several activities were carried out, namely teacher performance analysis, student characteristics and curriculum. teacher performance analysis includes three aspects, namely: 1) aspects of the type of teaching materials possessed by teachers; 21 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2) aspects of the use of teaching materials in learning; and 3) aspects of the use of technology in learning. the results of teacher performance analysis show that: 1) some teachers only use teaching materials from the government and some use additional resources; 2) teaching materials have not been developed independently; and 3) some teachers have not utilized the facilities provided by schools such as invocations and computer laboratories. based on this information, teachers have not fully used it-based teaching materials that support students’ mathematical abilities which are characterized by a lack of use of technology in learning activities. therefore, researchers developed itbased teaching materials to improve the ability of mathematical representation in the trigonometry function graph material. at this stage, the researcher also analyzes the characteristics of the students which include two aspects, namely: 1) the aspect of mathematical representation ability; and 2) aspects of student activities in the learning process. the results of the analysis of student characteristics through observation and interviews illustrate that: 1) students’ mathematical representation ability is still low; 2) the involvement of students in learning mathematics is still low; and 3) students are less interested when working on the matter of drawing the trigonometry function graph. the results of these observations and interviews encourage the author to improve students’ mathematical representation abilities through it-based teaching materials. researchers conducted a curriculum analysis phase that included three aspects, namely: 1) developing indicators of competency achievement; 2) material in mathematics learning; and 3) the mathematics learning model used. the results of curriculum analysis are obtained through observation and documentation which provides information that: 1) the cpi has not been able to measure the achievement of kd; 2) learners need material about unit circles to match the kd 3.10 sound, which is to explain trigonometric functions using unit circles; and 3) the learning model applied has not varied. the design phase at this stage, researchers design it-based teaching materials based on the results of teacher performance analysis, student characteristics analysis, and curriculum analysis that has been done. the teaching material designed is it-based and packaged in a power point and uses a number of flash movies and geogebra applications in the trigonometry function graph material for nine meetings with complete material that has been adjusted to the gpa that has been developed so that learning objectives are achieved. this it-based teaching material consists of the front page / cover, home, main menu, info, basic competencies and indicators of competency achievement, concept maps, apperception, motivation, activities, evaluation, discussion, and author profile. the development phase at this stage, researchers develop it-based teaching materials that are adapted to designs that have been made previously using microsoft office power point and macromedia flash software. the following is the development of information and technology-based teaching materials. 22 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1. results of development of information and technology based teaching materials in figure 1.a, home, there are three buttons, the soundbutton which functions to activate and deactivate the sound, the start button which if clicked will go to the main menu page, and the exit button which if clicked will go to the exit page. besides this page is also accompanied by the words "home" which indicates that this page is named "home". in figure 1.b, shows the basic competencies (kd) and competency achievement indicators (gpa) that researchers have compiled in accordance with the syllabus. students can find out what indicators must be achieved in this trigonometry function graph material. in figure 1.c, the main menu page contains the menus contained in teaching materials, including the profile button, kd and gpa, info, material, discussion, evaluation, and profile. to go to a page on a menu, the user must click on the menu button. the menu page is displayed so that students know what is contained in this it-based teaching material. in figure 1.d, a concept map that contains a description of the material contained in teaching materials for five meetings. the concept map presentation aims to make it easier for students to know the titles and subtitles to be studied. in figure 1.e, the value slide will appear automatically when the user has answered all the questions contained in this teaching material. in figure 1.f, the motivation page contains pictures gambar 1.a gambar 1.b gambar 1.c gambar 1.d gambar 1.e gambar 1.f gambar 1.g gambar 1.h gambar 1.i 23 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej along with a brief explanation related to the material. in figure 1.g, this page contains material to be studied by users consisting of several activities and in accordance with the subtitles studied at each meeting. in figure 1.h, the evaluation page contains the questions that will be tested at the end of the lesson. in figure 1.i., this page contains alternative answers to all questions contained in this it-based teaching material and is designed for five meetings. teaching materials that have been developed are then validated by 4 (four) validators. the validator consisted of three mathematics education lecturers with s2 and s3 education criteria, and one high school mathematics teacher with s2 education criteria. product viability can be seen based on the rating of the validator. the results of the validation of it-based teaching materials are presented in table 1 below. table 1. results of validation of information and technology based teaching materials no material aspects percentage criteria media aspects percentage criteria 1 preliminary aspects 88,33% valid display aspects 83,70% very valid 2 content aspect 84,44% very valid usage aspects 85,56% very valid 3 learning aspects 88,72% very valid utilization aspects 84,76% very valid 4 task / exercise and evaluation aspects 90,48% very valid 5 summary aspects 77,78% valid mean 85,95% very valid 84,67% very valid based on table 1 above it can be seen that the average validity for it-based teaching material as a whole is 85.95% with the criteria of “very valid”, while the average validity for media or technology for it-based teaching materials as a whole is 84, 67% with the criteria “very valid”. thus, the average value of the validity of it-based teaching materials meets the criteria of “very valid”. thus, it-based teaching materials and research instruments are appropriate to be used in a small group and large group trials. implementation phase after making improvements according to the suggestions of the validator, then a small group and a large group test is performed. this legibility test was conducted in a small group of 9 xib grade students at al bayyinah pekanbaru it high school who had never received a trigonometric function graphic material and had heterogeneous abilities. this small group trial was conducted on 9-11 october 2019 outside school hours. this stage is carried out by distributing response questionnaires and then filling in according to their respective opinions. the results of the assessment of students on readability in table 2 follows: table 2. small group trial results rated aspect percentage criteria ease of use 91,11% very practical appearance aspects 80,74% practical presentation aspects 91,62% very practical readability aspects 91,85% very practical mean 87.80% very practical 24 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on table 2, the average practicality value of teaching materials developed reaches a value of 87.80% with the category "very practical". the category indicates that overall teaching materials are considered good. after testing the readability and revising teaching materials, the researchers conducted a large group trial on the xid grade students of sma it al bayyinah pekanbaru, totaling 17 students with heterogeneous abilities. this trial was carried out on 15, 18, 22, 25, and 28 october 2019. by using the same student response questionnaire on the readability test, students were also asked to fill in the questionnaire according to their respective understandings. the results of the assessment of students regarding practicality in table 3 follows: table 3. results of large group trials rated aspect percentage criteria ease of use 97,26% very practical appearance aspects 81,59% very practical presentation aspects 97,80% very practical readability aspects 98,57% very practical rata-rata 93.81% very practical based on table 3 above, obtained an average value of developed teaching material practicality of 93.81% with the category “very practical”. the teaching material used as a whole is considered being good and based on comments and suggestions from students. based on the results of the analysis obtained information that practical teaching materials to be developed. evaluation phase evaluation is carried out to measure the achievement of the objectives of developing teaching materials that are developed. one of the goals of the development is to see the effectiveness of the use of teaching materials through increasing the mathematical representation ability of students after using teaching materials. the test results of the mathematical representation ability of the experimental class and the control class were analyzed by parametric statistical techniques, namely the t-test using the help of spss program version 18.00 for windows. however, before conducting the t-test, a normality and homogeneity test is first performed. in the normality test, both data from the experimental class and the control class meet the normality assumption (0.145>, 05 and 0.168> 0.05). in the homogeneity test, the variance of the experimental group and the control group is the same or homogeneous (0.387> 0.05). prerequisite analysis has been fulfilled so that the difference test is done using the independent sample sample t-test. the results of the analysis of mathematical representation ability tests are presented in table 4 below. table 4. t-test of experiment class and control class class n mean standard deviation t df sig. (2-tailed) eksperiment control 20 18 21.20 20.83 1.989 1.654 12.614 36 0.043 based on table 6 above obtained data that a significant value of 0.043 <𝛼� = 0.05, which means 𝐻�0 rejected or 𝐻�1 accepted. that is, there are differences in mathematical representation capabilities between students who use it-based teaching materials and students who do not use it-based teaching materials. thus, it can be concluded that the 25 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results of the mathematical representation ability of the experimental class students are better than the results of the mathematical representation ability of the students of the control class. based on the results of the explanation above, this research produces technologybased teaching materials and information through discovery learning models to improve students’ mathematical representation ability in class x trigonometric functions that are valid (average overall aspects of material validation are 87.27% with criteria “very valid”; and the average overall aspect of technology validation is 87.11% with the criteria “very valid”). information and technology-based teaching materials with this discovery learning model are appropriate and can be said to be feasible to use. teaching material is said to be valid, if expert judgment shows that the development of the device is based on a string theory and has internal consistency, is there is an interrelation between the components in the device being developed (muhammad khalifah mustami, 2015). in addition, according to the ministry of national education that the criteria assessed by experts include a component of content eligibility, a linguistic component, a presentation component, and a graphic component. (musa thahir, yenita roza, 2018). teaching materials that have met the validity aspects and after being corrected according to the advice of the validator, then readability and practicality tests are carried out. in small group trials shows the average practicality value of teaching materials developed reached a value of 87.80% with the category “very practical”. while large group trials show the average value of the practicality of teaching materials developed by 93.81% with the category “very practical”. these results are in line with research which says that practical computer-based mathematics teaching materials are used in mathematics learning on the pythagorean theorem material conducted by (ruslan saputra, irham falahudin, 2016). based on the results of validation and practicality shows that it-based teaching materials have met the requirements of valid and practical teaching materials. it-based teaching materials must also meet the requirements of effective teaching materials. the effectiveness test results obtained that the significance value is smaller than 𝛼� = 0.05 (0.043 < 0.05). that is, an experimental class that uses it-based teaching materials has better mathematical representation capabilities than a control class that does not use itbased materials. the results of this study are strengthened by previous research that learning mathematics with discovery learning models there is an increase in the mathematical representation ability of class ix-g students in smp negeri 2 bandung (siti tuti alawiyah, 2019). the mathematical representation ability of junior high school students who get discovery learning is better than students who use conventional learning (widya kusumaningsih, 2017). based on these results it can be concluded that the discovery learning model can influence the students’ mathematical representation ability. the results of this study indicate that the application of ict-based mathematics teaching materials produced is effective in achieving minimum completeness criteria and students’ responses to ict-based mathematics teaching materials are interesting and easy to understand (oktaria, sugeng sutiarso, 2016). in addition, the results of this study are also strengthened by the results of studies that show that the development of geogebra-based teaching materials on the android version has been categorized as valid, practical and has a potential effect on student achievement and activity levels (heri budiman, 2017). development of it-based teaching materials using discovery learning models in mathematics, especially trigonometric functions graphic material in accordance with the problems found and in accordance with the characteristics of students and development 26 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej needs such as the applicable curriculum and learning objectives in the graphic material trigonometric functions. in addition, this success is due to the discovery learning mo del which is a learning model that involves students actively mobilizing all their abilities to search and investigate systematically, critically, and logically so that students can find their own concepts of material (shofura farah diba, haninda bharata, 2018). thus, the discovery learning model is expected to be able to direct students to find the concepts and principles of the material that are expected to influence the ability of students to represent things that are found in the learning process. the development of information and technology-based teaching materials on a trigonometric function graphic material conducted in this research is one of the efforts to develop teaching materials in mathematics, especially on a trigonometric function graphic material. therefore, information and technology-based teaching materials with discovery learning models are very well used and is a solution to help students and teachers in learning mathematics that aims to improve the mathematical representation ability of students in solving mathematical problems. conclusion based on the results of the research and discussion in this article which has been stated previously, it can be concluded that the research produced it-based teaching materials that are: 1) valid (the average overall aspect of material validation is 87.27% with the criteria "very valid"; and average average overall aspects of technology validation by 87.11% with the criteria "very valid"); 2) practical (average overall aspects obtained from the assessment of students by 87.80% with the category "very practical" at the readability test stage and by 93.81% with the category "very practical" on the practicality test); and 3) effective (sig value 0.043 <sig value (2-tailed) 0.05). thus, the mathematical representation ability of students after using it-based teaching materials is better than before using information-based teaching materials and technology. based on the results of development research that has been done, the researcher suggests the following: 1) for teachers, it should consider the use of it-based teaching materials with the application of discovery learning models in mathematics learning to improve mathematical representation abilities; 2) for students, it is hoped that they will be more active and more diligent in learning in order to be able to improve the ability of students' effective mathematical representation; 3) for school principals, as input for fostering teachers and students to expand the development of teaching materials, especially teaching materials in mathematics learning; and 4) for other researchers, they should be able to minimize the limitations of the researchers so that they are better and continue to develop teaching materials for other aspects of research in a broader study, such as in different materials, populations, and other mathematical abilities. references aminah ekawati. (2016). penggunaan software geogebra dan microsoft mathematic dalam pembelaran matematika. math didactic: jurnal pendidikan matematika, 2(3), 148–153. https://doi.org/https://doi.org/10.33654/math.v2i3.43 amri. (2009). peningkatan kemampuan representasi matematik siswa smp melalui pembelajaran dengan pendekatan induktif-deduktif. universitas pendidikan indonesia. 27 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej anggita maharani. (2017). pengembangan bahan ajar matematika berbasis macromedia flash materi operasi bilangan real smk teknologi & rekayasa. jurnal teori dan riset matematika (teorema), 2(1), 1–10. depdiknas. (2008). panduan pengembangan bahan ajar. jakarta: direktorat pembinaan sma. elly mardiana. (2018). pengembangan bahan ajar berbasis pendekatan saintifik meningkatkan kemampuan literasi matematika siswa. in prisma, prosiding seminar nasional matematika (pp. 87–91). erna yayuk. (2019). pengembangan bahan ajar pembelajaran matematika untuk mahasiswa pgsd semester 6. scholaria: jurnal pendidikan dan kebudayaan, 9(2), 171–182. https://doi.org/https://doi.org/10.24246/j.js.2019.v9.i2.p172-182 hasan mahmud halidi, s. n. h. dan s. s. (2015). pengaruh media pembelajaran berbasis tik terhadap motivasi dan hasil belajar ipa siswa kelas v sdn model terpadu madani palu. e-jurnal mitra sains, 3(1), 53–60. heni rahmadani, yenita roza, a. m. (2018). analisis kebutuhan bahan ajar matematika berbasis teknologi informasi (ti) di sma it al bayyinah pekanbaru. juring (journal for research in mathematics learning), 1(1), 91–98. https://doi.org/http://dx.doi.org/10.24014/juring.v1i1.5230 heri budiman, s. r. (2017). pengembangan bahan ajar matematika sma berbasis geogebra versi android. jurnal science tech, 3(2), 75–80. https://doi.org/http://dx.doi.org/10.30738/science%20tech.v3i2.1607 herlina, edy yusmin, a. n. (2017). kemampuan representasi matematis siswa dalam materi fungsi di kelas viii smp bumi khatulistiwa. jurnal pendidikan dan pembelajaran untan, 6(10), 1–9. jeaniver yuliane kharisma, a. a. (2018). pengembangan bahan ajar matematika berbasis masalah berorientasi pada kemampuan pemecahan masalah matematis dan prestasi belajar matematika. indonesian journal of mathematics education, 1(1), 34–46. kartini hutagaol. (2013). pembelajaran kontekstual untuk meningkatkan kemampuan representasi matematis siswa sekolah menengah pertama. infinity, 2(1), 85–99. https://doi.org/https://doi.org/10.22460/infinity.v2i1.p85-99 leo adhar effendi. (2012). pembelajaran matematika dengan metode penemuan terbimbing untuk meningkatkan kemampuan representasi dan pemecahan masalah matematis siswa. jurnal penelitian pendidikan, 13(2), 1–10. muhamad sabirin. (2014). representasi dalam pembelajaran matematika. jurnal pendidikan matematika uin antasari, 1(2), 33–44. https://doi.org/10.18592/jpm.v1i2.49 muhammad khalifah mustami, m. i. (2015). pengembangan lembar kerja peserta didik (lkpd) berorientasi pendekatan saintifik pada mata pelajaran biologi sma. lentera pendidikan: jurnal ilmu tarbiyah dan keguruan, 18(2), 236–247. https://doi.org/https://doi.org/10.24252/lp.2015v18n2a8 musa thahir, yenita roza, a. m. (2018). validity of learning website of kapita selekta mathematics course at uin suska riau students. malikussaleh journal of mathematics learning (mjml), 1(1), 19–25. https://doi.org/https://doi.org/10.29103/mjml.v1i1.667 oktaria, sugeng sutiarso, a. (2016). pengembangan bahan ajar matematika berbasis teknologi informasi dan komunikasi bagi siswa smk. jurnal pendidikan matematika unila, 4(7). 28 mathematics education journals vol. 4 no. 1 february 2020 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej rina oktaviyanthi, y. s. (2014). pembelajaran kalkulus berbantuan microsoft mathematics. admathedu, 2(2014), 173–190. rochmad. (2011). model pengembangan perangkat pembelajaran matematika. unnes. ruslan saputra, irham falahudin, g. t. (2016). pengembangan bahan ajar matematika berbasis komputer untuk siswa kelas viii di smp negeri 19 palembang. jurnal pendidik an matematik a jpm rafa, 2(249–268). salo, y. a. (2017). pengaruh metode discovery learning terhadap keaktifan belajar siswa (studi quasi eksperimen kelas vii smpn 6 banda aceh). jurnal penelitian pendidik an, 16(3), 297–304. saluky. (2016). pengembangan bahan ajar matematika berbasis web dengan menggunakan wordpress. jurnal eduma, 5(1), 80–90. https://doi.org/10.24235/eduma.v5i1.685 septia wahyuni. (2012). peningk atan kemampuan representasi matematis dan self esteem siswa sek olah menengah pertama dengan menggunak an model pembelajaran arias. univeritas pendidikan indonesia. shofura farah diba, haninda bharata, w. (2018). pengaruh model discovery learning terhadap kemampuan representasi matematis siswa. jurnal pendidik an matematik a unila , 6(3), 236–247. siti tuti alawiyah, j. a. d. (2019). peningkatan kemampuan representasi matematis siswa kelas ic-g smp negeri 2 bandung pada materi persamaan kuadrat dengan discovery learning model. jurnal penelitian dan karya ilmiah, 1(1), 38–46. https://doi.org/https://doi.org/10.33592/pe lita.vol19.iss1.72 sri rezeki. (2017). meningkatkan kemampuan representasi matematis siswa melalui penerapan model pembelajaran novick . jurnal sap, 1(3), 281–291. https://doi.org/http://dx.doi.org/10.30998/sap.v1i3.1203 sukardi. (2008). metodologi penelitian pendidik an, kompetensi dan prak tik nya . jakarta: pt. bumi aksara. syarifah fadillah. (2011). meningkatkan kemampuan representasi multipel matematika siswa smp melalui pembelajaran dengan pendekatan open ended. jurnal pendidik an matematik a, 2(2), 100–107. https://doi.org/http://dx.doi.org/10.36709/jpm.v2i2.1966 widya kusumaningsih, r. p. m. (2017). pengaruh pembelajaran berbasis masalah dan discovery learning terhadap kemampuan representasi matematis siswa smp. jurnal ilmiah pendidik an matematik a, 1(2), 202 – 209. https://doi.org/http://dx.doi.org/10.26877/jipmat.v1i2.1247 yusem ba’ru. (2016). pengaruh penerapan model pembelajaran terhadap hasil belajar matematika ditinjau ari minat siswa kelas vii smp negeri di kota rantepao. jurnal daya matematis, 4(1), 83–89. yusmanto, t. h. (2017). pengaruh penerapan model pembelajaran discovery learning terhadap peningkatan kemampuan berpikir kritis matematis dan self confidence siswa kelas v sekolah dasar. eduhumaniora, 8(1), 140–151. https://doi.org/https://doi.org/10.17509/eh.v7i2.2705 167 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej profile of students' creative thinking in solving mathematical problems in terms of gender kharisma isrozia kusumawardhany1, mega teguh budiarto2, raden sulaiman3 1 programme on pasca education mathematics, state university of surabaya, 2,3 mathematics department, state university of surabaya email :isroziakharisma@gmail.com abstract creative thinking is a person's mental activity related to sensitivity to problems, considering new information and unusual ideas with an open mind, generating alternative answers, and fulfilling the components of fluency, flexibility, and novelty. so far, gender differences have been referred to as one of the factors that affect students' creative thinking skills in solving problems. the purpose of this study was to describe students' creative thinking in solving math problems in terms of gender. this research is a qualitative descriptive study. the subjects of this study were 2 junior high school students in grade vii, where one student was male and one female student. the instrument in this study was a test of mathematical ability, problem-solving assignments, and interview guidelines. this study began by determining the research subject using a mathematical ability test then the researcher gave problem-solving tasks and interviews to each subject. the results obtained are a description of the creative thinking of male students and a description of the creative thinking of female students in solving math problems. keywords: creative thinking; math problems; problem solving; gender introduction in the application of education in indonesia, one of the subjects taught in schools is mathematics. learning mathematics certainly cannot be separated from problems because the success or failure of a person in learning can be seen from the ability to solve a problem. the problem itself is a question or problem that indicates a challenge, is not easy to solve using known procedures, and requires proper planning in the completion process first. so that math problems can be solved. problem-solving skills depend on the level of difficulty encountered. krulick and rudnick (1988) stated, “problem-solving is how an individual uses previously acquired knowledge, skills, and understanding to satisfy the demands of an unfamiliar situation” (p.4). problem-solving is a method that individuals use before acquiring knowledge, skills, and understanding to meet the demands of unfamiliar situations. in other words, before acquiring knowledge, skills, and understanding, students can use problem-solving to explore knowledge, gain skills and understand the situation in question. a person's experience can be used as a tool to solve problems. according to sari (2017), in his research, found that teachers did not give students freedom in solving math problems and teachers only gave one definite mailto:isroziakharisma@gmail.com 168 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej answer, so students were not trained in creative thinking. talking about creative thinking is certainly not an easy thing to fulfill. siswono (2018) states that creative thinking is a series of actions taken to create new ideas from memories containing various conceptual thoughts, experiences, and knowledge. this understanding shows that the characteristic of creative thinking is to create something new from the results of various ideas, concept information, experience, and knowledge that is in the mind. silver (siswono, 2018: 33) stated that to measure the creative thinking ability of children and adults used "the torrace test of creative thinking (ttct).” essential indicators in measuring a person's creative thinking ability include fluency, flexibility, and novelty. one of the factors of students' creative thinking in solving math problems is sex. sex in this study was male and female. based on some of the descriptions that have been described above, to find out how far the creative thinking skills are of male and female students in solving math problems. therefore, researchers are interested in conducting research to describe the profile of students' creative thinking in solving math problems regarding gender. research method based on the objectives to be achieved, this research includes qualitative descriptive research that produces descriptive data, where the data obtained are written or spoken words. this research concerns the creative thinking of students with high mathematical abilities in solving mathematical problems based on sex. the sample in this study was 20 students of class vii smp al falah surabaya, which consisted of 8 male students and 12 female students. students are given a mathematical ability test (tkm) to see if students abilities are equivalent. two volunteer students with high mathematical ability were selected as research subjects and given a problem solving task (tpm). task-based interviews were conducted individually to explore students' creative thinking profiles. to identify the profile of students' creative thinking in solving mathematical problems, the indicators of creative thinking are used in table 1. table 1. activities and indicator creative thinking to solve problems krulik and rudnick stages creative thinking criteria indicators you want to know read and explore fluency students can understand the problem smoothly about what is known and asked. flexibility students use several alternatives in collecting data from the problems given. novelty students use their own alternative language and are different from other friends in explaining the problems. select a strategy fluency students think of ideas for solving problems directly or spontaneously. flexibility students think of several problem-solving ideas smoothly. 169 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej novelty students think of unique or different ideas in choosing problem-solving strategies. solve the problem fluency students solve problems smoothly and correctly by writing down the steps for solving them. flexibility students solve problems with various problemsolving ideas correctly. novelty students solve problems with unique ideas (different from other friends) correctly. review and extend fluency students review the results of problem-solving smoothly. flexibility students review the results of solving problems with several ways of solving them smoothly. novelty students review the results of problem-solving in a way that is unique or different from usual. results and discussion a total of 20 students have taken the math ability test and have been successfully analyzed and presented in table 2 as follows: table 2. results of class vii mathematics ability test (tkm) at smp al falah surabaya no name sex tkm score category 1 apms pr 40 low 2 npa pr 30 low 3 rtb pr 50 low 4 sy lk 45 low 5 artp pr 74 currently 6 dmon pr 72 currently 7 hzal pr 70 currently 8 kgyw pr 65 currently 9 naha pr 70 currently 10 ay lk 74 currently 11 eka lk 60 currently 12 fsi lk 70 currently 13 rjh lk 72 currently 14 aas pr 88 tall 15 cai pr 95 tall 16 iqn pr 85 tall 17 iki pr 90 tall 18 us lk 94 tall 19 dap lk 86 tall 20 smes lk 89 tall 170 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the data obtained by the researchers above, the subjects who met the criteria were students with the initials cai with female sex and as with male, and both subjects had the same tkm score. the difference in the scores of the two acquisitions is less than 10. this difference is quite small, so it can be considered that their mathematical abilities are equal. furthermore, the selected students can also communicate well and are willing to be interviewed. so based on the selection series of class vii subjects above, two research subjects were obtained, namely: subject with initials as and subject with initials cai. data collection is done by giving problem solving tasks (tpm) and interviews, it can be seen that problem solving related to number material with male and female sex is as follows. 1. profile of male students' creative thinking in solving math problems figure 1. results of problem solving task 1 (tpm 1) male subject figure 2. results of problem solving task 2 (tpm 2) male subject 171 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej male subjects in solving mathematical problems use the stages of problemsolving in sequence. in the stage of reading and exploring, male subjects find essential elements in the problem, including elements that are known and asked. after knowing what was asked in the question, the subject also knew and explained orally that each element in the information that was known and asked had a relationship. in the stage of selecting a strategy and the stage of solving the problem, male subjects know the various ideas used in solving tpm and can explain well why using the idea so that it meets the flexibility indicator. furthermore, the subject presented various strategies to solve the problem, namely by combining the rules of subtraction with the multiplication of integers and using a number line. after knowing the ideas and strategies used, the subject implements the ideas and strategies in solving the tpm problem to show that the subject meets the fluency and novelty indicators. because the subject meets all three indicators of creative thinking, in the stage of review and extension, the subject verbally said that the problemsolving was done correctly by checking the answers. the strategy used in checking the answers with the operation rules for counting integers is to see the results of changes in the temperature of each city and make a number line so that, in this case, it meets the indicators of flexibility and fluency. 2. profile of female students' creative thinking in solving math problems figure 3. results of problem solving task 1 (tpm 1) female subject 172 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4. results of problem solving task 2 (tpm 2) female subject in examining the profile of students' creative thinking, female subjects in solving mathematical problems using the stages of problem-solving in sequence. at the stage of reading and exploring, female subjects can find important elements in the problem, including elements that are known and asked. it can be seen that the female subject wrote down the required information, and the subject could explain it orally well. after knowing and explaining orally what information was known and asked in the question, the subject also knew and explained each element in the information that was known and asked had a relationship. furthermore, in the stage of selecting a strategy and the stage of solving the problem, female subjects know one idea used in solving tpm and can explain well the reasons why using that idea. the subject suggests a strategy to solve the problem, namely by combining the rules of subtraction with the multiplication of integers, which fulfills the indicator of novelty. after knowing the ideas and strategies used, the subject implements these ideas and strategies in solving tpm problems. but the calculation of female subjects is less thorough, so there is an error in determining the results. at the stage of review and extension, the subject verbally said that the problemsolving that was carried out was correct even though there were errors in the results due to the subject's lack of accuracy. the female subject checks the answers on her work by following the flow of solving the problem or recalculating the results found from the initial steps of her work to make sure the answer is correct. the strategy used in checking the answers with the operation rules for counting integers 173 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the study results, we conclude that there is no significant difference between the creative thinking profile of male students and female students with high mathematical abilities in solving mathematical problems. the difference is found when choosing a strategy, solving problems, and reviewing the results of problem-solving. at the stage of choosing strategies and solving problems, male subjects know the various ideas used in solving tpm and can explain well the reasons why they use these ideas and in contrast to female subjects who only know one idea used in solving tpm but can explain it well. reasons why use the idea. furthermore, male subjects put forward a variety of strategies used in solving problems, namely by combining the rules of subtraction with the multiplication of integers and using a number line, while female subjects suggested a strategy used in solving problems, namely by combining the rules of subtraction with the multiplication of integers only. after knowing the ideas and strategies used, male and female subjects implemented these ideas and strategies in solving tpm problems. furthermore, in reviewing the results of problem-solving, there are significant differences in checking the correct or incorrect answers they are working on. the male subject, while the female subject, suggested a strategy used in solving the problem, namely by combining the rules of subtraction with the multiplication of integers only. after knowing the ideas and strategies used, male and female subjects implemented these ideas and strategies in solving tpm problems. furthermore, in reviewing the results of problem-solving, there are significant differences in checking the correct or incorrect answers they are working on male subject, while the female subject suggested a strategy used in solving the problem, namely by combining the rules of subtraction with the multiplication of integers only. after knowing the ideas and strategies used, male and female subjects implemented these ideas and strategies in solving tpm problems. furthermore, in reviewing the results of problem-solving, there are significant differences in checking the correct or incorrect answers they are working on. male subject furthermore, in the stage of reviewing the results of problem-solving, there are significant differences in checking the correct or incorrect answers they are working on. male subject furthermore, in the stage of reviewing the results of problemsolving, there are significant differences in checking the correct or incorrect answers they are working on. male subjects operation rules for counting integers in checking for errors in their work. after the male subjects got the results of the temperature changes in each city, the subjects made a number line to sort the temperature changes from the smallest to the largest. meanwhile, female subjects checked for errors in their work by following the flow of problem-solving from the initial steps of their work to making sure the answers were correct. based on the explanation that has been stated, there are several similarities and differences between male and female subjects. however, the researcher concludes that the creative thinking profile of male students is superior to female students in solving math problems. 174 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references aminah, s., & abdul, j. (2018). gender dalam perspektif budaya dan bahasa. jurnal al-maiyyah. 11(2): 170. andiyana, m. a., maya. r., & hidayat, w. (2018). analisis kemampuan berpikir kreatif matematika siswa smp pada materi bangun ruang. jpmi (jurnal pembelajaran matematika inovatif), (daring), vol.1(3): 239-248. artaria, m. d. (2016). dasar biologis variasi jenis kelamin, gender, dan orientasi seksual. jurnal biokultur, 5(1), 157–165. astuti, r. & aziz, t. (2019). integrasi pengembangan kreativitas anak usia dini di tk kanisius sorowajan yogyakarta. jurnal obsesi: jurnal pendidikan anak usia dini. volume 3 issue 2 (2019) pages 294-302. benbow, c. p., & stanley, i. c. (1980). sex differences in mathematical ability: fact or artifact?. science. 210, 1262-1264. bernadi, r. (2017). peningkatan kreativitas siswa kelas iv sd melalui pembelajaran tematik integratif dengan pendekatan open-ended. jurnal prima edukasia, 5(1), 91-101. butts, thomas. (1980). posing problem property, problem solving in school mathematics. reston, va: nctm. campbell, n. a., j. b. reece, dan l. g. mitchell. (2017). biology eleventh edition. california: pearson education inc. depdikbud. (2014). peraturan menteri pendidikan dan kebudayaan, nomor 58, tahun 2014, tentang kurikulum 2013 sekolah menengah pertama (smp) / madrasah tsanawiyah (mts). diunduh dari https://kelembagaan. ristekdikti.go.id/wp-content/upload/2016/08/uu no 20 th 2003.pdf pada 20 juli 2020. depdiknas. (2003). undang-undang ri no.20 tahun 2003 tentang sistem pendidikan nasional. diunduh dari https://kelembagaan.ristekdikti. go.id/wpcontent/upload /2016/08/uu no 20 th 2003.pdf pada 20 juli 2020. farida, l. (2018). the influence of application argument driven inquiry model to junior high school studen’t argumenttion skills based on difference of gender. journal of physics and science learning, 2(3), 25–36. febryana, devi. (2018). profil kreativitas siswa dalam menyelesaikan soal segitiga dan segiempat ditinjau dari gender. journal: mathematics education, vol.4 no.1. firmanti, p. (2017). penalaran siswa laki-laki dan perempuan dalam proses pembelajaran matematika. journal of gender studies, 2(1), 73–85. hassoubah, zaleha izhab. (2008). mengasah pikiran kreatif dan kritis. nuansa: bandung. huda, m. (2017). model-model pengajaran dan pembelajaran. yogyakarta: pustaka pelajar. hudojo, h. (2005). pengembangan kurikulum dan pembelajaran matematika. malang: um press. krulik, s., & rudnick, j. a. (1988). problem solving: a handbook for elementary school teachers. boston, ma: allyn and bacon, inc. krulik, s., rudnik, j., & milou, e (2003). teaching mathematics in middle schools. a practical guide. boston:pearson education inc. 175 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej munandar, utami. (2012). pengembangan kreativitas anak berbakat. jakarta: rineca cipta. novianti, f., & yunianta, t.n.h. (2018). analisis kemampuan berpikir kreatif siswa smp dalam menyelesaikan soal matematika pada materi bentuk aljabar yang ditinjau dari perbedaan gender. mayu. 5(1): 120-132. nur, a. s., & palabo, m. (2018). profil kemampuan pemecahan masalah matematika siswa ditinjau dari perbedaan gaya kognitif dan gender. jurnal matematika kreatif-inovatif, 9(2), 139–148. parantika, i. w. a. (2020). differences in academic procrastination attitude between fifth grade male and female students. journal of psychology and instruction, 4(1), 10–15. polya, g. (2004). how to solve it: a new aspect of mathematical method. princeton, nj: princeton university press. santrock, j. w. (2009). remaja. jakarta: erlangga. siswono. t.y.e. (2018). pembelajaran matematika berbasis pengajuan dan pemecahan masalah fokus dapa berpikir kritis dan berpikir kreatif. bandung: pt remaja rosdakarya. solso, r. l., maclin, o. h., & maclin, m. k. (2014). cognitive psychology, 8th ed. essex: pearson education limited. stanic & kilpatrick. (1988). historical perspective on problem solving in mathematics curriculum. diunduh dari https://tlsilveus.com/portofolio/documents/edc1327 _problemsolving. pada 18 september 2020. steinthorsdottir, o. b., & sriraman, b. (2007). gender and strategy use in proportional situations: an icelandic study. nordic studies in mathematics education, 12 (3), 25-26. doi:10.1.1.485.1625. sugiyono. (2017). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. suharna, h. (2018). teori berpikir reflektif. yogyakarta: depublish. sumarmo, u., hidayat, w., zukarnaen, r., hamidah, m., & sariningsih, r. (2012). kemampuan dan disposisi berpikir logis, kritis, dan kreatif matematik (eksperimen terhadap siswa sma menggunakan pembelajaran berbasis masalah dan strategi think-talk-write). jurnal pengajaran mipa, 17(1), 17-33. surya, muhamad. (2015). strategi kognitif dalam proses pembelajaran. bandung: alfabeta. west, c., & zimmerman. (2007). doing gender. gender and society, vol.1 no.2. zheng zhu. (2007). gender differences in mathematical problem solving patterns: a riview of litterature. international education jornal, 8 (2), 187203. https://tlsilveus.com/portofolio/documents/edc1327%20_problemsolving 21 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej statistical simmulation of definite integral based on uppersum and lowersum random partitions using geogebra widiya astuti alam sur politeknik negeri tanah laut email: widiyasur@politala.ac.id abstract this paper aims to demonstrate the ability of geogebra application in presenting statistical model simulations. statistical simulation on geogebra is based on the value of the random partition of the upper sums and lower sums on definite integral concepts. random partitioning of the upper sums and lower sums in determining a definite integral value is used to determine the statistical distribution of the resulting random variables. because the partition value data is obtained randomly, statistical tests can be carried out to determine the type of distribution on the random data obtained. based on the kolmogorov smirnov test, the data for the subinterval partition random variables at the upper sums and lower sums using goegebra follow a specific statistical distribution. it was found that the statistical simulations of random partitions of the upper sums and lower sums are based on definite integral concepts following the burr 4, log-pearson 3, and pearson 6 distribution parameters. the results of this statistical test simulation show that apart from being an application for visualizing mathematical concepts geometrically, geogebra can also analyze mathematical concepts statistically. keywords: uppersum; lowersum; integral; geogebra introduction the need to visualize mathematics concepts by forming the images (either manually with pencil and paper or with technology) or using such images has effectively discovered the understanding of mathematics (caligaris, 2014). to achieve deep understanding, the students have to learn how can represent their ideas. the teacher's creativity is needed to choose and use the appropriate learning media to bridge the student's mathematical ability. milovanović (2011) showed that using multimedia in math classes about definite integral is highly interesting for students and showed better theoretical, practical, and visual knowledge because it can give visualization possibilities, animations, and illustrations. along with the development of technology, many choices of mathematics learning media can be used. the software that can be obtained from the internet freely is geogebra. geogebra is a dynamic mathematical software that can be used for all the education levels from the primary to the university (hohenwarter, 2007). geogebra is already used by more than 100 million students around the world. geogebra can minimize the difficulties of students who get calculus subjects, especially students majoring in natural sciences and engineering. arini (2019) stated that the advantages of using geogebra are helping convey the mailto:widiyasur@politala.ac.id 22 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej calculus concept material to be more interesting. the material, especially concepts of functions, limits, derivatives, and integrals, provides a more realistic image, especially for more complex calculus material, and provides a faster and more accurate solution. caligaris (2014) stated that understanding the definite integral definitions and theorems in mathematics takes symbolic representation or graphics to describe. with geogebra, an interactive application can illustrate the mathematics materials that require visualization, especially on calculus material. furthermore, serhan (2015) stated that most students only knew the procedure and calculation steps to solve the calculus problem, especially the indefinite integral problem. in fact, to understand the concept of definite integral, many things that students can explore and get a piece of additional knowledge, both its relationship with calculus itself or its relationship with the other science, for example, statistics. nur’aini (2017) used geogebra to draw and calculate the geometries mathematically as a catalyst to make mathematics learning to be more realistic. the implementation of geogebra can be used to visualize and determine: the application of the pythagoras theorem, the angle of the clock, and geometric transformation. sari (2016) did the research about geogebra-assisted learning media (module) that was developed received an assessment for the interesting category and was worthy of being used as a learning media for derivative. integrating educational technology in the teaching and learning of definite integral creates a conceptually rich learning environment. kado & dem (2020) found that geogebra software can enhance and significantly improve students’ conceptual understanding of definite integral. the computer-assisted instruction method using geogebra was found to contribute to teaching the definite integral topic positively. because all the study about using geogebra to visualize the materials of mathematics gives the preliminary study about visualizing the definite integral concept, this study gives the exploration in using geogebra to construct the definite integral concept. two things that become the basic idea to define and construct the definite integral are the case to calculate the traveled distance of a moving object with the velocity and the case to calculate the area. calculating the traveled distance of an object that moves at certain time intervals will provide how to calculate the area under the curve. caligaris (2015) used geogebra to illustrate the integral function depends on the upper limit o integration and constructed the value changes to improve the presentation of content taught, allowing dynamic visualization. the paper concludes that incorporating the geogebra applets is a much more effective teaching methodology than traditional one to facilitate the learning of the fundamental concepts of calculus. defining the definite integral concept is based on the partition of the interval as the lower sum and upper sum with the same and random subinterval length. calculation of the area under the curve becomes the basic idea for understanding the definite integral materials. the results of the exploration and material design of the definite integral are expected to form new knowledge about concepts and 23 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej application of the definite integral concept material by visualizing it on geogebra (sur, 2020). geogebra can design the same and random subinterval to present the definite integral dynamically. the length of the same or random subinterval of the integral concept was the basic idea in this research. since geogebra can create the partitions randomly with an unlimited number of partitions, the authors were interested in knowing whether the random partitions in geogebra statistically have a particular distribution. this study illustrates and presents definite integral concepts with analytical and statistical approaches by using geogebra. exploration of the concepts is related to the comparation of the lower sum and upper sum of the integran function based on the subinterval length. exploration is presented to construct and discover new things in understanding the definite integral concepts, particularly about the statistical model of an upper sum and lower sum partitions of the definite integral concept. research method this research appropriates the definite integral concept materials to make the simulation, illustration, and then analyze the comparison between upper sum and lower sum geometrically by using geogebra 5.0 version. after the simulation, illustration, and analysis, we perform the statistical test of upper sum and lower sum random partition associated with the definite integral concepts to find out the statistical distribution of its generated random variable. to obtain the numerical statistic of random partitions, we used with kolmogorov smirnov test. based on the test results, we will determine if the random partition data follows the specified distribution or does not follow the specified distribution. this anaysis uses the following hypothesis: 𝐻0: data follows the specified distribution 𝐻1: data do not follow the specified ditribution if data follows the specified distribution, then the distribution of random variable data in every subinterval partition can be determined using easyfit version 5.5. results and discussion elementary concepts about uppersum and lowersum by using geogebra in case to define the definite integral concepts, let the definition of uppersum and lowersum of a function. given p is a finite ordered points between a dan b, 𝑃 = {𝑥0, 𝑥1, 𝑥2, … , 𝑥𝑛−1, 𝑥𝑛}, with 𝑎 = 𝑥0 < 𝑥1 < 𝑥2, … , < 𝑥𝑛−1 < 𝑥𝑛 = 𝑏. the set 𝑃 is said a partition of interval [𝑎, 𝑏], that devides [𝑎, 𝑏] into 𝑛 subinterval,with 𝑖𝑡ℎ subinterval is [𝑥−1, 𝑥𝑖]. the length of 𝑖 𝑡ℎ from 𝑃 is ∆𝑥𝑖 = 𝑥𝑖 − 𝑥𝑖−1, for 1 ≤ 𝑖 ≤ 𝑛. (salas, 2007) based on theorem adams (2010) about minimum and maksimum value of a function, we know if 𝑓: [𝑎, 𝑏] → ℝ is continu on [𝑎, 𝑏], then in every subinterval 24 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej [𝑥𝑖−1, 𝑥𝑖], there exist 𝑙𝑖, 𝑢𝑖 ∈ [𝑥𝑖−1, 𝑥𝑖], such that 𝑓 minimum at 𝑓(𝑙𝑖) and maximum at 𝑓(𝑢𝑖) defining the definite integral based on the partision of the interval as the lower and the upper limit with the same and random subinteval length, can be explored by using geogebra. consider the region a is an area bounded by the graph of a continuous function 𝑦 = 𝑓(𝑥),the 𝑥-axis and between vertikal line 𝑥 = 𝑎 , and 𝑥 = 𝑏. region 𝐴 can be estimated by dividing region 𝐴 into 𝑛 subregion 𝐴1, 𝐴2, … , 𝐴𝑛. by the worksheet of geogebra, we can draw the following ilustration fig. 1. ilustration of dividing region a into n subregions interval [a,b] is divided into a finite number of subintervals [𝑎 = 𝑥0, 𝑥1]; [𝑥1, 𝑥2]; … [𝑥𝑛−1, 𝑥𝑛 = 𝑏]. because 𝑓 continu on interval [a, b], then f continu on every subintervals [𝑥𝑖−1, 𝑥𝑖], with 𝑖 = 1,2, … , 𝑛 . it means f maksimum and minimum at every points on that subinterval. because of that, there exist the numbers 𝑙𝑖 and 𝑢𝑖 at [𝑥𝑖−1, 𝑥𝑖], such that 𝑓(𝑙𝑖) ≤ 𝑓(𝑥) ≤ 𝑓(𝑢𝑖) with 𝑥𝑖−1 ≤ 𝑥 ≤ 𝑥𝑖 (bartle, 2000). let’s denote 𝑀𝑖 = 𝑓(𝑢𝑖) the maximum value of f on [𝑥𝑖−1, 𝑥𝑖], and 𝑚𝑖 = 𝑓(𝑙𝑖) the minimum valueof 𝑓 on[𝑥𝑖−1, 𝑥𝑖]. if we take any 𝑖 𝑡ℎsubitervals on [𝑎, 𝑏], then we can consider the rectangles 𝑟𝑖 and 𝑅𝑖, with 𝑟𝑖 ⊆ 𝐴𝑖 ⊆ 𝑅𝑖. it means area of 𝑟𝑖 ≤ area of 𝐴𝑖 ≤ area of 𝑅𝑖. since the area of regctamgle is the length times the width, then 𝑚𝑖∆𝑥𝑖 ≤ area of 𝐴𝑖 ≤ 𝑀𝑖∆𝑥𝑖, with ∆𝑥𝑖 = (𝑥𝑖 − 𝑥𝑖−1). it holds for 𝑖 = 1,2, … , 𝑛. the sum of the minimum value approaches 𝑚1∆𝑥1 + 𝑚2∆𝑥2 + ⋯ + 𝑚𝑛∆𝑥𝑛 ≤ area of 𝐴, and the sum of the maximum value approaches area of 𝐴 ≤ 𝑀1∆𝑥1 + 𝑀2∆𝑥2 + ⋯ + 𝑀𝑛∆𝑥𝑛 (stewart, 2010). the sum of minimum values on every subintervals is defined as lowersum, and the sum of maximum values one every subintervals is defined as uppersum. by using geogebra, we can prove that the more particies we make, the more we can reach one and only one number between the uppersum and the lowersum value. this such number will be an area of a, which is defined as definite integral. in case to determine the uppersum and lowersumm of a function, the subinterval length of partition 𝑃 can be divided not only into 𝑛 subinterval with the same length ∆𝑥𝑖 = 𝑏−𝑎 𝑛 , ∀𝑖 = 1,2, … , 𝑛 , but also with the difference or random subinterval length(stewart, 2008). by using geogebra, we can make a simmulation 25 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej that is compare the integral function based on the uppersum and lowersum between the same subinterval length with random subinterval length. simmulation of integrable function based on lowersum and uppersum partition the bounded function of definite interval, can be defined as integrable function if the supremum of its lowersum is equal to infimum of its uppersum. by using geogebra, we can make the simmulation that is presenting for all ε>0, the bounded function f:[a,b]→r is integrable on [a,b] if the difference of its uppersum and lowersum less than ε. integrable function based on uppersum dan lowersum partitions with the same subinterval length we created a simulation for a bounded function 𝑓: [1,2] → ℝ, with 𝑓(𝑥) = 1 𝑥 ; ∀𝑥 ∈ [1,2]. the simulation by geogebra is divided into 2 cases, i.e the same subintervals, and random subintervals. we compare the minimum partition obtained of uppersum and lowersumt, with 𝜀 = 1 100 , 1 200 , … , 1 1000 . suppose π[1,2] is the set of all partitions 𝑃 at [1,2] with π[1,2] = {𝑃1, 𝑃2, … , 𝑃10}. 𝑈(𝑓, 𝑃) and 𝐿(𝑓, 𝑃) are uppersum and lowersum of 𝑓 = 1 𝑥 , 𝑥 ∈ [1,2] on partition 𝑃. then, for all the same subinterval length with ∆𝑥 = 1 𝑛 we obtain : a. given 𝜀 = 1 100 = 0,001 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃1) − 𝐿(𝑓, 𝑃1) = 0, 6981 − 0,6883 = 0, 0098 < 𝜀, with the number of minimum partition is n = 51. partition 𝑃1 𝑜𝑛 [1, 2 ]when 𝑛 = 51 is written by 𝑃1 = {1, 1.02, 1.03, … ,1.98, 1.99, 2}. b. given 𝜀 = 1 200 = 0,005 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃2) − 𝐿(𝑓, 𝑃2) = 0, 6956 − 0,6907 = 0, 0049 < 𝜀, with the number of minimum partition is n = 102. partition 𝑃1 𝑜𝑛 [1, 2]when 𝑛 = 51 is written by 𝑃1 = {1, 1.02, 1.03, … ,1.98, 1.99, 2}. c. given 𝜀 = 1 300 = 0,0033 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃3) − 𝐿(𝑓, 𝑃3) = 0,6948 − 0, 6915 = 0, 0032 < 𝜀, with the number of minimum partition is n = 154. partition 𝑃3 𝑜𝑛 [1, 2]when 𝑛 = 154 is written by 𝑃3 = {1, 1.01, 1.01, . .1.98, 1.99, 1.99, 2}. d. the same process is continued till for partition 𝑃10, with 𝜀 = 1 1000 e. given 𝜀 = 1 1000 = 0,001 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃10) − 𝐿(𝑓, 𝑃10) = 0,6936 − 0, 6927 = 0, 0009 < 𝜀, with the number of minimum partition is n =527. partition 𝑃10 on [1, 2]when 𝑛 = 527 is written by 𝑃10 = {1,1,1,1,1, 1.01, 1.01, … , 1.99,2,2,2, 2}. simulation for the integrable function based on any value 𝜀 > 0 𝑜𝑛 𝑓(𝑥) = 1/𝑥 ; 𝑥 ∈ [1,2], with the same subinterval length is presented by figure 2 (s, 2018) 26 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej fig. 2. simulation of integrable function for 𝜀 = 1 100 with the same length subintervals integrable function based on uppersum dan lowersum partitions with the random subinterval length with the same way, we can simulate the integrable function based on the lowersum and uppersums, for the random subinterval length. with the same function, suppose π[1,2] is the set of all partitions 𝑃 at [1,2] with π[1,2] = {𝑃1, 𝑃2, … , 𝑃10}. 𝑈(𝑓, 𝑃) and 𝐿(𝑓, 𝑃) are uppersum and lowersum of 𝑓 = 1 𝑥 , 𝑥 ∈ [1,2] on partition 𝑃. then, for all the random subinterval length ∆𝑥, we obtain: a. given 𝜀 = 1 100 = 0,01 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃1) − 𝐿(𝑓, 𝑃1) = 0, 6980 − 0,6884 = 0, 0096 < 𝜀, with the number of minimum partition is n = 94. b. partition 𝑃1 𝑜𝑛 [1, 2]when 𝑛 = 94 is written by 𝑃1 = {1, 1.01, 1.01,1.05, … ,1.94, 1.98, 1.99, 2} c. given 𝜀 = 1 200 = 0,005 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃2) − 𝐿(𝑓, 𝑃2) = 0, 6955 − 0,6908 = 0, 0048 < 𝜀, with the number of minimum partition is n = 206. d. partition 𝑃1 𝑜𝑛 [1, 2]when 𝑛 = 51 is written by 𝑃1 = {1, 1.01, 1.03, … ,1.96, 1.98, 2, 2} e. given 𝜀 = 1 300 = 0,0033 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃3) − 𝐿(𝑓, 𝑃3) = 0,6947 − 0, 6915 = 0, 0032 < 𝜀, with the number of minimum partition is n = 306. f. partition 𝑃3 𝑜𝑛 [1, 2]when 𝑛 = 306 is written by 𝑃3 = {1,1,1,1 1.01, … ,1.98, 1.98, 1.98, 2} g. the same process is continued till for partition 𝑃10, with 𝜀 = 1 1000 h. given 𝜀 = 1 1000 = 0,001 > 0, then the difference of uppersum and lowersum is 𝑈(𝑓, 𝑃10) − 𝐿(𝑓, 𝑃10) = 0,6936 − 0, 6927 = 0, 0009 < 𝜀, with the number of minimum partition is n =1050. 27 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej partition 𝑃10 on [1, 2]when 𝑛 = 1050 is written by 𝑃10 = {1,1,1,1.01, … 1.99,2,2,2,2, 2}. table 1. the comparison of the partition between the same and random subintervals π[1,2] 𝜀 > 0 𝑈(𝑓, 𝑃) − 𝐿(𝑓, 𝑃) < 𝜀 subinterval length same random 𝑃1 1/100 0,0098 n=51 n=94 𝑃2 1/200 0,0049 n=102 n=206 𝑃3 1/300 0,0032 n=154 n=306 𝑃4 1/400 0,0024 n=205 n=435 𝑃5 1/500 0,0019 n=257 n=571 𝑃6 1/600 0,0017 n=304 n=635 𝑃7 1/700 0,0013 n=371 n=735 𝑃8 1/800 0,0012 n=415 n=872 𝑃9 1/900 0,0011 n=477 n=982 𝑃10 1/1000 0,0009 n=527 n=1050 when we compared the partitions between random subintervals and the same subintervals length, it can be said that there are more partitions needed for the length of the random subinterval, to produce the uppersum and lowersum convergen to a certain value, than the same subinterval length. the comparison of the partition between random and the same subintervals for the integrable function 𝑓(𝑥) = 1 𝑥 , ∀𝑥 ∈ [𝑎, 𝑏] is provided by table 1. fig. 3. simulation of integrable function for 𝜀 = 1 100 with the random length subintervals from the explanation about the same and random subintervals, it can be seen that the smaller 𝜀 value is taken, the larger 𝑛 partition it takes for the lowersum and uppersum to converge to a certain value. in other words, the difference between u(f, p) and l(f, p) gets smaller and closer to 𝜀, if n partition point gets bigger. that is how the theorem about the bounded function 𝑓: [𝑎, 𝑏] → ℝ is integrabel on[𝑎, 𝑏] iff for all 𝜀 > 0, there exist a partition 𝑃 ∈ π[𝑎, 𝑏] such that 𝑈(𝑓, 𝑃) − 𝐿(𝑓, 𝑃) < 𝜀.(bartle, 2000) 28 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej statistical test about integral value based on random subinterval length relating with the calculation of lower sum and upper sum based on random subinterval, we can present the statistical model to know the type of distribution on the poligons as result of a random subinterval partition. because the length of subinterval gives the random value, we can make the number of partition with the difference value of partitions. as an example, on interval [1, 3], with number of partition is n = 10, we can note the m sets of all partitions 𝑃 written by π[1,3] = {𝑃1, 𝑃2, 𝑃3, … , 𝑃𝑚} with: 𝑃1 = {1, 1.23, 1.3, 1,35, 1.68, 2.01, 2.64, 2.71, 2.77, 2.97, 3} 𝑃2 = {1, 1.11, 1.3, 1.55, 1.77, 1.97, 2.04, 2.43, 2.76, 2.84, 3} 𝑃3 = {1, 1.33, 1.48, 1.83, 2, 2.22, 2.4, 2.6, 2.8, 3} 𝑃4 = {1, 1.02, 1.18, 1.72, 1.74, 1.5, 2.05, 2.33, 2.71, 2.83, 3} 𝑃5 = {1, 1.02, 1.27, 1.72, 1.85, 1.86, 2.05, 2.19, 2.54, 2.95, 3} ⋮ 𝑃𝑚 = {1 = 𝑥0, 𝑥1, 𝑥2, 𝑥3, 𝑥4, 𝑥5, 𝑥6, 𝑥7, 𝑥8, 𝑥9, 𝑥10 = 3} based on that example, with random subinterval on[𝑎, 𝑏], we can make 𝑚 𝑠𝑒𝑡𝑠 parition 𝑃 with 𝑛 partition points. it can be written as: 𝑃1 = {𝑎 = 𝑥10, 𝑥11, 𝑥12, 𝑥13, 𝑥14, 𝑥15, … , 𝑥1𝑛 = 𝑏} 𝑃2 = {𝑎 = 𝑥20, 𝑥21, 𝑥22, 𝑥23, 𝑥24, 𝑥25, … , 𝑥2𝑛 = 𝑏} 𝑃3 = {𝑎 = 𝑥30, 𝑥31, 𝑥32, 𝑥33, 𝑥34, 𝑥35, … , 𝑥3𝑛 = 𝑏} 𝑃4 = {𝑎 = 𝑥40, 𝑥41, 𝑥42, 𝑥43, 𝑥44, 𝑥45, … , 𝑥4𝑛 = 𝑏} 𝑃5 = {𝑎 = 𝑥50, 𝑥51, 𝑥52, 𝑥53, 𝑥54, 𝑥55, … , 𝑥5𝑛 = 𝑏} ⋮ 𝑃𝑚 = {𝑎 = 𝑥𝑚0, 𝑥𝑚1, 𝑥𝑚2, 𝑥𝑚3, 𝑥𝑚4, 𝑥𝑚5, … , 𝑥𝑚𝑛 = 𝑏} with 𝑥𝑚𝑛 is 𝑛 𝑡ℎ partition point at partition 𝑚 , with 𝑛 = 0,1,2, …, dan 𝑚 = 1,2, …. then, we can obtain the area of the poligon as a lowersum of the function for every random subinterval. it can be presented as 𝐿𝑚×𝑛 matrix as bellow [ 𝑙11 𝑙21 𝑙31 𝑙41 ⋮ 𝑙𝑚1 𝑙12 𝑙22 𝑙32 𝑙42 ⋮ 𝑙𝑚2 𝑙13 𝑙23 𝑙33 𝑙43 ⋮ 𝑙𝑚3 𝑙14 𝑙24 𝑙34 𝑙44 ⋮ 𝑙𝑚4 … … … … ⋮ … 𝑙1𝑛 𝑙2𝑛 𝑙3𝑛 𝑙4𝑛 ⋮ 𝑙𝑚𝑛] 𝑙𝑖𝑗 is a lowersum at 𝑗 𝑡ℎ subinterval on 𝑖𝑡ℎ partition, with j = 1, 2,..., n, and i = 1, 2,...,m. we can take a real valued function as an example. let a⊆ ℝ, and 𝑔: 𝐴 → ℝ, with 𝑔(𝑥) = 2𝑥√1 + 𝑥2, ∀𝑥 ∈ 𝐴. by using geogebra, we form the random variable of 𝐿 as a lower sum of 𝑓 on interval [1,3], with the number of patition is 𝑛 = 50. if we made 5 types of random partition of subinterva length, then we presented the matrix as follow: 𝐿𝑚×𝑛 = [ 0,00043 0,00110 0,30661 0,00052 0,00001 0, 00044 0,00118 0 0,37606 0,00053 0,00029 0,00025 0,00125 0,41889 0,00066 0,00031 0,00029 0, 00033 0,00061 0,00066 0,00031 … … … … … 0,16519 0,13901 0,2318 0,00027 0,00241] (1) 29 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the statitical analysis, with kolmogorov smirnov test by software easifit, we obtained the numerical statistic as follow at table 2 table 2. the comparison of the statistical test of random subinterval with sign 0,05 statisctical test 𝑃1 𝑃2 𝑃3 𝑃4 𝑃5 d 0.02638 0,02356 0,02328 0,02653 0,2113 p-value 0,86794 0,938 0,94335 0,8636 0,97549 range 0,81023 0,41953 0,41881 0,35934 0,91562 mean 0,3001 0,03784 0,03819 0,03914 0,0399 variansi 0,00394 0,00212 0,00223 0,00243 0,00373 stddeviasi 0,06276 0,04607 0,04717 0,0493 0,06111 std. error 0,00281 0,00206 0,00211 0,0022 0,00273 based on the results, we made the hypotesis tes on data of 𝐿𝑚×𝑛 as follows: 𝐻0: data follows the specifeid distribution 𝐻1: data do not follow the specified ditribution statistical tes value of 𝐷 is represented by: statistical test result of 𝑃1: 𝐷 = 0,02638 statistical test result of 𝑃2: 𝐷 = 0,02356 statistical test result of 𝑃3: 𝐷 = 0,02328 statistical test result of 𝑃4: 𝐷 = 0,02653 statistical test result of 𝑃5: 𝐷 = 0,02113 signifince level : 𝛼 = 0,05 critical value : 0,0607 critical region : reject 𝐻0 if 𝐷 > 0,0607 because all partitions gave statstical test 𝐷 < 0,0607, we can make a conclussion tht 𝐻0 is accepted. in other words, the random variable data of subinterval partitions on lowersum by using goegebra follwed the certain distribution. the distribution of all partition presented as: the first partition has a distribution burr 4 parameter, with probability density function (pdf) is: 𝑓(𝑥) = 𝛼𝑘 ( 𝑥 − 𝛾 𝛽 ) 𝛼−1 𝛽 (1 + ( 𝑥 − 𝛾 𝛽 ) 𝛼 ) 𝑘+1 (2) with 𝑘 = 1,9582, 𝛼 = 1,1482, 𝛽 = 0,03125, and 𝛾 = 0,0000824 for 𝛾 ≤ 𝑥 ≤ +∞ the second partition, has distribution 𝐵𝑢𝑟𝑟 4 𝑝𝑎𝑟𝑎𝑚𝑒𝑡𝑒𝑟, same as with the first partition ditribution. its parameters are 𝑘 = 6,266, 𝛼 = 0,97426, 𝛽 = 0,20374, and 𝛾 = 0,00008 𝛾 ≤ 𝑥 ≤ +∞ the third partition has a distribution 𝐿𝑜𝑔 − 𝑃𝑒𝑟𝑠𝑜𝑛 3, with probability dnsity function (pdf) is: 𝑓(𝑥) = 1 𝑥|𝛽|γ(𝛼) ( ln(𝑥) − 𝛾 𝛽 ) 𝛼−1 exp (− 𝑙𝑛(𝑥) − 𝛾 𝛽 ) (3) 30 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej with 𝛼 = 9,574, 𝛽 = −0,41003, and 𝛾 = 0,01728 for 0 < 𝑥 ≤ 𝑒𝛾; 𝛽 < 0 and 𝑒𝛾 ≤ 𝑥 < +∝; 𝛽 > 0 the fourth partition has ditribution 𝑃𝑒𝑎𝑟𝑠𝑜𝑛 6 ,with probability density function (pdf) is: 𝑓(𝑥) = ( 𝑥 − 𝛾 𝛽 ) 𝛼−1 𝛽𝐵(𝛼1, 𝛼2)(1 + ( 𝑥 − 𝛾 𝛽 ) 𝛼1+𝛼2 (4) with 𝛼1 = 0,9371, 𝛼2 = 3,9549, 𝛽 = 0,12504 and 𝛾 = 0 for 𝛾 ≤ 𝑥 < +∞ the fifth partition has distribution 𝐿𝑜𝑔 − 𝑃𝑒𝑎𝑟𝑠𝑜𝑛 3 which is same with the distribution of third partition. its paramaters are 𝛼 = 6,3222, 𝛽 = −0,56464, and 𝛾 = −0,4218 for 0 < 𝑥 ≤ 𝑒𝛾; 𝛽 < 0 and 𝑒𝛾 ≤ 𝑥 < +∞; 𝛽 > 0. with the same process, we can determine the disitbution of uppersum based on random subinterval length of integral value of a real function. we can make 𝑚 𝑠𝑒𝑡𝑠 parition 𝑃 with 𝑛 partition points we can obtain the area of the poligon as an uppersum of the function for every random subinterval. it can be presented as 𝑈𝑚×𝑛 matrix as bellow 𝑈𝑚×𝑛= [ 𝑢11 𝑢21 𝑢31 𝑢41 ⋮ 𝑢𝑚1 𝑢12 𝑢22 𝑢32 𝑢42 ⋮ 𝑢𝑚2 𝑢13 𝑢23 𝑢33 𝑢43 ⋮ 𝑢𝑚3 𝑢14 𝑢24 𝑢34 𝑢44 ⋮ 𝑢𝑚4 … … … … ⋮ … 𝑢1𝑛 𝑢2𝑛 𝑢3𝑛 𝑢4𝑛 ⋮ 𝑢𝑚𝑛] (5) 𝑢𝑖𝑗 is an uppersum at 𝑗 𝑡ℎ subinterval on 𝑖𝑡ℎ partition, with j = 1, 2,..., n, and i = 1, 2,...,m. we can take a real valued function as an example. let a⊆ ℝ, and 𝑔: 𝐴 → ℝ, with 𝑔(𝑥) = 2𝑥√1 + 𝑥2, ∀𝑥 ∈ 𝐴. by using geogebra, we form the random variable of u as an uppersum of 𝑓 on interval [1,3], with the number of partition is 𝑛 = 50. conclusion based on the simulation, we know that geogebra can not only visualize the basics of definite integral concepts. geogebra, with its combined ability to visualize the concept of the upper and lower sum of a function defined at certain intervals, can be used to explore the concept of definite integrals. one of the explorations is to do partitions of the same length and partitions of different lengths. partitions of the same length give the number of partitions less than random partitions to determine the value of the integral approximation. because of its ability to generate random partitions, geogebra can also be used to explore statistical models of these random partitions. based on the kolmogorov smirnov normality test, we know that the upper sum and lower sum values of the functions that can be integrated are obtained with certain statistical distributions. random partitions of upper and lower sum following a statistical distribution are burr 4, log-pearson 3, and pearson 6. 31 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references adams, robert a.; essex, c. (2010). calculus single variable 7th edition. usa: pearson. arini, f. y., & dewi, n. r. (2019). geogebraas a tool to enhance student ability in calculus. kne social sciences. https://doi.org/10.18502/kss.v3i18.4714 bartle, robert g.; sherbert, d. r. (2000). introduction to real analysis. caligaris, m.graciela; schivo, m.elena; romiti, m. r. (2014). calculus & geogebra, an interesting partnership. procedia-social and behavioral science, 174(sakarya university), 1183–1188. caligaris, m. g., schivo, e., & romiti, m. r. (2015). sciencedirect calculus & geogebra, an interesting partnership. procedia social and behavioral sciences, 174, 1183–1188. https://doi.org/10.1016/j.sbspro.2015.01.735 geogebra, c. of. (2015). geogebra manual the official manual of geogebra. retrieved from www.geogebra.org hohenwarter, m.;preiner, j.; yi, t. (2007). incorporating geogebra into teaching mathematics at the college level. proceedings of ictcm -geogebra at the college level, 85–89. boston. kado, ., & dem, n. (2020). effectiveness of geogebra in developing the conceptual understanding of definite integral at gongzim ugyen dorji central school, in haa bhutan. asian journal of education and social studies, 60–65. https://doi.org/10.9734/ajess/2020/v10i430276 milovanović, m., takači, urica, & milajić, a. (2011). multimedia approach in teaching mathematics example of lesson about the definite integral application for determining an area. international journal of mathematical education in science and technology, 42(2), 175–187. https://doi.org/10.1080/0020739x.2010.519800 nur’aini, i. l., harahap, e., badruzzaman, f. h., & darmawan, d. (2017). pembelajaran matematika geometri secara realistis dengan geogebra. matematika, 16(2). https://doi.org/10.29313/jmtm.v16i2.3900 s, w. a. a. (2018). eksplorasi konsep dan aplikasi integral tertentu dengan sotware geogebra. salas, s.; hille, e.; etgen, g. . (2007). calculus one and several variables,10th edition (10th ed.). usa: john wiley&sons. sari, f. k., farida, f., & syazali, m. (2016). pengembangan media pembelajaran (modul) berbantuan geogebra pokok bahasan turunan. al-jabar : jurnal pendidikan matematika, 7(2), 135–152. https://doi.org/10.24042/ajpm.v7i2.24 serhan, d. (2015). students’ understanding of the definite integral concept. international journal of research in education and science, 1(1), 84–88. stewart, j. (2008). calculus, 6th edition (6th ed.). usa: thomson brooks/cole. stewart, james. (2010). calculus concepts and contexts. usa: brooks/cole cengange learning. sur, w. a. a. (2020). mathematical construction of definite integral concepts by using geogebra. mathematics education journal, 4(1), 37. https://doi.org/10.22219/mej.v4i1.11469 32 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tatar, e., & zengin, y. (2016). conceptual understanding of definite integral with geogebra. computers in the schools, 33(2), 120–132. https://doi.org/10.1080/07380569.2016.1177480 159 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical problem solving for students in the superior intelligence quotient (iq) category suci wulandari1, elly susanti2*, sri harini3 1,2,3magister of mathematic education, maulana malik ibrahim state islamic university malang, email : wsuci230223@gmail.com, ellysusanti@mat.uin-malang.ac.id, sriharini@mat.uin-malang.ac.id abstract mathematical problem solving is indispensable in learning mathematics. problem solving also requires very high intelligence, including the superior intelligence quotient (iq) category. therefore, the purpose of this study is to describe the mathematical problem solving of students in the superior iq category.this study uses a qualitative approach with an exploratory descriptive type. the subjects in this study were students who had done an iq test with a superior iq. this study describe 2 subjects based on relatively similar tendencies. data collection techniques used documentation studies on iq, math problem solving, think aloud, and semi-structured interviews. data analysis in this study refers to polya's research on mathematical problem solving. the validity of the data in this study used triangulation techniques. the results of this study indicate that students with superior iq are able to fulfill the stages of solving mathematical problems, namely understanding the problem, planning strategies, implementing plans, and evaluating. keywords: intelligence quotient; mathematical problem solving; superior introduction problem solving plays a very important role in everyday life as well as in learning, especially in learning mathematics (g polya, 1945; schoenfeld, 2016). the national council of teachers of mathematics (nctm, 2000) states that there are five important components that must be possessed by students, namely reasoning, problem solving, communication, representation and connection. therefore, problem solving is very important in order to improve students' ability in learning mathematics. the definition of problem solving is defined by many experts. which is generally stated by polya (1985). problem solving is a systematic series using a certain process to solve a problem (g polya, 1945; schoenfeld, 2017; shirali, 2014). problem solving is part of a complex thinking process with methods such as understanding problems, planning, implementing and evaluating (kuzle, 2017; g. polya, 1957; g polya, 1945). therefore problem solving is very important for students' cognitive development. problem solving is a systematic process (delahunty et al., 2020; schoenfeld, 2016; sternberg, 2013). the most famous problem solver is according to polya. mailto:wsuci230223@gmail.com mailto:ellysusanti@mat.uin-malang.ac.id mailto:sriharini@mat.uin-malang.ac.id 160 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej problem solving steps according to polya are understanding the problem, planning a strategy, developing a strategy and evaluating. so that the resulting mathematical problems will get the maximum solution (g. polya, 1957; 1945; 1985). trends in international mathematics and science study (timss) and the international student assessment program (pisa) state that the reasoning and problem-solving abilities of students in indonesia are low (pisa, 2012; trends in international mathematics and science study, 2011). this is shown by the timss (2011) report where indonesia with an average score of 386 is ranked 38th out of 42 countries . while pisa (2012) with an average score of 372, indonesia is ranked 64th out of 65 countries that follow it. so that when students do problem solving, intelligence is needed, especially intelligence. intelligence is one that affects the problem solving performed by a person, this was stated by liu, et al (2017) where mathematical problem solving is one of the components measured in the measurement of iq. iq is a general ability that includes various types of mental skills such as abstract thinking, mathematics, remembering, understanding, language, and so on to make adjustments to a situation or problem. classification of intelligence (iq) as follows (d wechsler, 1999; david. wechsler, 1940; david wechsler & wechsler, 2007): (1) >130 very superior category, (2)120-130 superior category, (3)110-119 bright normal category, (4) 90-109 average category, (5) 80-89 normal dull category, (6) 70-79 borderline category, (7) <70 mental defective category. the category of intelligence that will be used in this research is superior. related to the importance of solving mathematical problems of students with superior iq. among them are liu, et al (2017), alifani, et al (2018), liljedahl, et al (2016), nite (2017) generally these studies discuss solving mathematical problems in students. however, this study has not discussed the mathematical problem solving of students with superior iq. research method the purpose of this study is to describe the mathematical problem solving of students in the superior intelligence quotient (iq) category. the criteria for the subjects chosen in this study were students who had a superior iq from the study of documentation and had already received material on sequences, functions and geometry. if the subject has met these two criteria, then a test question related to problem solving is given along with think aloud and interviewed with a semistructured interview type. data collection techniques by means of documentation studies on iq, problem solving test questions accompanied by think aloud and semi-structured interviews. the instrument used in this study was adopted from elly susanti (2015) because the instrument is very suitable for measuring mathematical problem solving includes understanding the problem, planning a strategy, developing a strategy and evaluating. before being given to the research subject, the instrument was tested for validity with the validation of experts. the data analysis technique is based on polya's theory of mathematical problem solving reasoning. the validity of the data in this study is by triangulation technique in which the technique used is test questions related to solving mathematical problems accompanied by think 161 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej aloud and semi-structured interviews. triangulation techniques in this study compare data on work results, think aloud and semi-structured interviews for each subject so as to obtain the same tendency to solve mathematical problems in subjects with superior iq categories. from this tendency, valid conclusions are obtained about solving mathematical problems of students with superior iq categories. results and discussion first, the research was conducted with a documentary study of iq. students with superior iqs who have taken iq tests for the past three years. the superior subject coding is as follows: table 1. superior subject coding unit iq of the subject code subject 1 superior 123 s1 subject 2 superior 124 s2 based on table 1, taking the subject is based on the iq of 120 to 129. the data related to the ability of subjects with superior iq is presented in table 2 as follows: tabel 2. superior subject iq ability subject the ability of the subject iq category s1 1) medium verbal ability 2) hight numerical ability 3) hight spatial relation ability 4) hight speed and accuracy 5) hight abstract thinking ability 6) hight social science ability 7) hight mechanical ability superior s2 1) hight verbal ability 2) hight numerical ability 3) medium spatial relation ability 4) medium speed and accuracy 5) hight abstract thinking ability 6) hight social science ability 7) hight mechanical ability superior the following is a description of the data exposure, research findings and discusision of each subject: problem solving s1 s1 in working on the problem at the stage of understanding the problem can mention the definition of the level 2 stupa and can mention the definition of the unit cube from the outside it looks 5 sides, 3 sides, 2 sides, and can mention how many unit cubes are in the level 2 stupa according to what is known in the problem. the following is picture 1 of the 2nd level stupa carried out by s1: 162 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 1. 2nd level stupa from picture 1, it can be seen that s1 wrote down many cubes on the level 2 stupa as many as 5. it shows that the cube from the outside looks 3 sides and two sides. this is also supported by the following think aloud recordings: “at the 2nd level stupa there are “1,2,3,4,5” there are 5 sides, with the unit cube from the outside it looks 3 sides as many as “1,2,3” totaling 3 and from the outside it looks 2 sides totaling 1. from the outside 1 side appears and 0 sides total 0 or none”. this shows that s1 understands the information provided. furthermore, from picture 1 and s1 write them in a table like picture 2 as follows: picture 2. table of stupa level 2 and 3 from the stage of understanding the problem, s1 uses the superior iq ability of spatial relations where this ability visualizes 2-dimensional to 3-dimensional shapes contained in the problem. subjects with this superior iq also have numerical abilities where numerical abilities here are subject to counting the number of stupas with different characteristics. this is in line with the research conducted by liu, et al (2017) that at the stage of understanding the problem students use the abilities possessed by superior iq. next, s1 plans a strategy by writing stupas level 4 to level 10 stupas on the number of cubes as a whole and the number of cubes from the outside looks 3 sides, 2 sides, 1 side and 0 sides. picture 3 depicts a table of level 4 stupas to level 10 stupas as follows: 163 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 3. table stupa level 2 to level 10 picture 3 describes the process of solving mathematical problems at the stage of implementing the inner plan by calculating using images to visualize the image. clarified by semi-structured interviews with s1: reseacher : “how do you calculate the number of unit cubes as a whole and the number of cubes from the outside looks 3 sides, 2 sides, 1 side and 0 sides on the stupa each level?” s1 : “by counting the cubes from the second level stupa first and then to the 3rd level each level and then i add them to form a row”. from the description above, s1 performs the stages of solving mathematical problems in planning strategies using spatial relations abilities and numerical abilities. this is in line with alifani, et al (2018) research that in carrying out her undergraduate plan she uses her abilities. s1 in carrying out the plan to arrange rows, determine differences, substitute into the formula for the total number of cubes as a whole, the number of cubes from the outside looks 3 sides, 2 sides, 1 side and 0 sides. this is also clarified by semi-structured interviews as follows: reseacher : “how do you find the total number of cubes, the number of cubes from the outside looks 3 sides, 2 sides, 1 side and 0 sides on the k level stupa?” s1 : “by writing down the sequence formed from the table and determining whether the sequence is arithmetic or multilevel after that i use a formula to solve it”. the data shows that s1 implements the plan by using numerical abilities and abstract thinking. this is supported by liu, et al (2017) statement that in carrying out the plan, superior iq subjects use their abilities.s1 at the stage of the evaluation problem solving process can state the stupa k formula for the overall number of cubes, the number of cubes from the outside looks 3 sides, 2 sides, 1 side, and 0 sides. this is clarified by the semi-structured interview s1 on the number of cubes, the total number of cubes from the outside looks 3 sides, 2 sides, 1 side, and 0 sides of the k-level stupa as follows: reseacher : “are you able to determine the final formula and how to determine the final formula for the number of cubes. the total number of cubes from the outside looks 3 sides, 2 sides, 1 side, and 0 sides of the k level stupa?” s1 : “yes, i can determine the formula, by substituting what is known and processing it, i know the formula for the number of cubes. overall, the 164 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej number of cubes from the outside looks like 3 sides, 2 sides, 1 side, and 0 sides on the k level stupa”. based on these data, students with superior iq can evaluate their work. the abilities used in the evaluation are numerical ability, speed and accuracy. this is supported by research conducted by liu, et al (2017) which in carrying out the stages of problem solving evaluation uses its capabilities. the stages of solving the s1 problem can be seen in picture below: picture 4. problem solving s1 problem solving s2 s2 at the problem-solving stage understands the problem mentions the definition of the level 2 stupa and can mention the definition of the unit cube from the outside it looks 5 sides, 3 sides, 2 sides, 1 side and 0 sides and can mention how many unit cubes are in the level 2 stupa. about the 2nd level stupa that s2 did: picture 5.stupa level 2 from picture 5 it can be seen that s2 writes that the cube from the outside looks 3 sides and two sides. this is also supported by the following think aloud recordings: “at the 2nd level stupa there are “1,2,3,4,5” there are 5 unit cubes, with the unit cube from the outside looking 3 sides and 3 sides from the outside looking 2 sides”. spatial relation and numerical ability understanding the problem spatial relation and numerical ability plan abstract thinking and numerical ability do numerical ability, speed and accuracy check 165 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the think aloud shows that masters can understand the cubes that make up the level 2 stupa. this is also reinforced by semi-structured interviews as follows: reseacher : “do you understand the information contained in the picture?” s2 : “i understand the number of cubes in the 2nd level stupa and the number of cubes from the outside looks 3 sides, 2 sides, 1 side and 0 sides”. next, s2 writes a table relating to level 2 and level 3 stupas as shown in figure 6 as follows: picture 6. table stupa level 2 and 3 based on this, s2 can go through the stage of understanding the problem. the ability used is the ability of spatial and numerical relations. this is in line with alifani, et al (2018) opinion which in understanding the problem requires the ability of spatial and numerical relations for superior students. furthermore, s2 also carried out the stage of planning a strategy to conclude a level 4 stupa to a level 10 stupa on the total number of cubes and the number of cubes from the outside it looked 3 sides, 2 sides, 1 side and 0 sides. the following is a picture of 7 tables of stupas level 4 to level 10: picture 7. table stupa level 4 to level 10 it is then reinforced in a semi-structured s2 interview. the following is a semi-structured interview for masters: reseacher : “how do you calculate the number of unit cubes as a whole and the number of cubes from the outside looks 3 sides, 2 sides, 1 side and 0 sides in the stupa of each level?” s2 : “observing the picture first, then i count on the picture how many stupas there are”. based on the data above, s2 has a superior iq at the strategy planning stage. the ability used in this stage is the ability of spatial and numerical relations. this 166 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej is in line with the research conducted by alifani, et al (2018) in the stage of planning strategies for students who have a superior iq using spatial and numerical relations skills. s2 in carrying out the plan to arrange a line for the number of cubes on the k level stupa. this is also clarified by semi-structured interviews as follows: reseacher : “how do you find the number of cubes in a k-level stupa?” s2 : “by arranging the rows formed from the table of the number of stupas, then using a formula to solve them”. based on the data above, masters who have a superior iq can go through the stages of implementing the plan. the skills used are numerical abilities and abstract thinking skills. this is in line with the research conducted by liu, et al (2017) that students with superior categories in carrying out plans use their abilities s2 at the evaluation stage of the mathematical problem solving process can state the stupa k formula for the overall number of cubes. this is supported by semistructured s2 interviews as follows: reseacher : “are you able to determine the final formula and how do you determine the final formula for the total number of cubes in the k-level stupa?” s2 : “yes, i can determine the formula, the method is almost the same as before, after substituting what is known and processing it, i know the formula for the number of cubes from the outside, it looks like 2 sides on the k level stupa”. based on these data, students with superior iq can evaluate their work. the abilities used in the evaluation are numerical ability, speed and accuracy. this is supported by research conducted by liu, et al (2017) which in carrying out the stages of problem solving evaluation uses its capabilities. the stages of solving the s2 problem can be seen in picture below: picture 8. problem solving s2 spatial relation and numerical ability understanding the problem spatial relation and numerical ability plan abstract thinking and numerical ability do numerical ability, speed and accuracy check 167 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion the conclusion in this study is that the superior category students in the problem solving process pass through all stages of problem solving, namely understanding the problem there are abilities used in spatial and numerical relations, planning strategies there are abilities used, namely numerical and spatial relations, carrying out plans there are abstract thinking and the last stage of evaluation is numerical ability, speed and accuracy. suggestions in this study are for future researchers to be able to reveal more about solving mathematical problems that are influenced by students' iq. references alifani, s. m., & suyitno, h. (2018). mathematical problem solving abilities viewed by intelligence quotient and gender grade 5th. journal of primary education, 7(1), 81–87. https://doi.org/10.15294/jpe.v7i1.21407 delahunty, t., seery, n., & lynch, r. (2020). exploring problem conceptualization and performance in stem problem solving contexts. in instructional science (vol. 48, issue 4). springer netherlands. https://doi.org/10.1007/s11251-02009515-4 kuzle, a. (2017). delving into the nature of problem solving processes in a dynamic geometry environment: different technological effects on cognitive processing. technology, knowledge and learning. https://doi.org/10.1007/s10758-016-9284-x liljedahl, p., santos-trigo, m., malaspina, u., & bruder, r. (2016). problem solving in mathematics education. https://doi.org/10.1007/978-3-319-407302_1 liu, f., shi, y., & liu, y. (2017). intelligence quotient and intelligence grade of artificial intelligence. annals of data science, 4(2), 179–191. https://doi.org/10.1007/s40745-017-0109-0 nctm. (2000). executive summary: principle and standards for school mathematics. journal of equine veterinary science. nite, s. (2017). using polya ’ s problem solving process in the mathematics classroom to. pedagogy and content in middle and high school mathematics, 233–235. pisa. (2012). pisa 2012 assessment and analytical framework: mathematics, reading, science, problem solving and financial literacy. in oecd report. https://doi.org/10.1787/9789264190511-en polya, g. (1957). how to solve it: a new aspect of methematical method. in princeton university press. https://doi.org/10.2307/3609122 polya, g. (1945). how to solve it: a new aspect of mathematical method. in american mathematical monthly. https://doi.org/10.2307/2306109 polya, george. (1985). polya_howtosolveit.pdf. schoenfeld, a. h. (2016). learning to think mathematically: problem solving, metacognition, and sense making in mathematics (reprint). journal of education. https://doi.org/10.1177/002205741619600202 shirali, s. a. (2014). george pólya & problem solving. an appreciation. resonance, 19(4), 310–322. https://doi.org/10.1007/s12045-014-0037-7 168 mathematics education journals vol. 5 no. 2 august 2021 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sternberg, r. j. (2013). thinking and problem solving. in thinking and problem solving. https://doi.org/10.1016/c2009-0-02249-1 susanti, e. (2015). proses berpikir siswa dalam membangun koneksi ide-ide matematis pada pemecahan masalah matematika. disertasi dan tesis program pascasarjana um. trends in international mathematics and science study. (2011). timss 2011. pirls. https://doi.org/10.6209/jories.2017.62(1).03 wechsler, d. (1999). manual for the wechsler abbreviated intelligence scale (wasi). in wasi. wechsler, david. (1940). the measurement of adult intelligence. the journal of nervous and mental disease. https://doi.org/10.1097/00005053-19400400000075 wechsler, david, & wechsler, d. (2007). the concepts of mental age and intelligence quotient. in the measurement of adult intelligence (3rd ed.). (pp. 19–35). https://doi.org/10.1037/11329-003 70 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej test the effectiveness of mathematics learning media based on powtoon animation video in junior high school on two-variable linear equation system material himaya agustin1,dwi priyo utomo2, adi slamet kusumawardana3 123mathematics education, university of muhammadiyah malang email: himayaagustin8@gmail.com abstract the purpose of this study was to determine the effectiveness of using powtoon animation video-based mathematics learning media on the material for the two-variable linear equation system in junior high school. the type of approach used is a pre-experimental quantitative approach by applying a one-group pretest-posttest design. the research population includes all students of class vii-a with 32 students consisting of 8 male students and 24 female students. data collection techniques using tests and questionnaire sheets. the difference was seen from the average score of the students' test results before using the media of 36.41 and after using the media of 92.58. in addition, the research results from the n-gain test results show that the use of powtoon animation video media is effective in learning mathematics. it is evidenced-based on the results of the expert test and media validation by obtaining 85% and 83.75%, which means that it belongs to the outstanding category. the results of the student response questionnaire of 81.29% belong to the outstanding category. students' test results get an average of 0.88% from the n-gain, which shows a high classification. this study indicates that powtoon animation video media is effective in learning mathematics compared to learning that only uses the lecture method. 29% of it belongs to the outstanding category, then through the test results, students get an average of 0.88%, which is obtained from the n-gain, which means it shows a high classification. this study indicates that powtoon animation video media is effective in learning mathematics compared to learning that only uses the lecture method. 29% of it belongs to the outstanding category, then through the test results, students get an average of 0.88%, which is obtained from the n-gain, which means it shows a high classification. this study indicates that powtoon animation video media is effective in learning mathematics compared to learning that only uses the lecture method. keywords: effectiveness; powtoon; interactive learning media; concept understanding introduction education is an effort to guide students by achieving intelligence, maturity, noble character and independence (khomaidah & harjono, 2019). in education, there are several essential elements contained in it. so that education functions to develop insight and acquire knowledge and skills that will be useful in realizing the development and progress of students(gusmania & dari, 2018). science and technology have experienced rapid developments against the development of today's era, without exception in education. advances in 71 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej technology and science influence the learning process in schools(ramli et al., 2018). when the learning process begins, it is focused on the teacher and only focused on books, where the teacher's role is the only source of learning that presents and conveys as much information as possible to students. (karimah et al., 2017). the teacher is an educator who has the knowledge, abilities, and skills. when the learning process takes place, it becomes an important role in producing learning conditions that can make students learn optimally and easily accepted so that they get satisfactory learning outcomes. (septianto & mk, 2017). therefore, obtaining optimal learning outcomes requires a technology-assisted tool according to the needs of students anytime and anywhere to support the learning process of students to the maximum, so it is necessary to use teaching aids in the form of learning media appropriately. (yusuf et al., 2020). in carrying out learning during class, even outside the classroom, learning media has become a necessity. according to(goddess & rimpiati, 2016), learning media are everything used in the learning process, which aims to relieve teachers when presenting teaching materials to students and facilitate the achievement of learning objectives as desired. based on the results of field observations at smp negeri 1 ngimbang, the learning problems that occur indicate that teaching and learning techniques teachers often apply to mathematics lessons tend to apply often lecture techniques which cause students to feel bored have difficulty understanding concepts and completing practice questions. students have difficulty understanding the concept of solving a problem, so learning media is needed because it will ease students to digest the subject matter and improve student learning outcomes. (sari, 2013). the application of animated video-based learning media can ease the learning process to improve the quality of education, especially in the learning process and delivery of more practical, effective, and interactive material. (maharani, 2015). besides being able to function to create learning materials delivered perfectly, the benefits of animated video-based learning media can also increase students' motivation towards the learning process and make students more interested in more positive responses. (qurrotaini et al., 2020). so that it can be said that learning media can have a significant effect when creating a learning process to be more effective and efficient. thus the objectives of the learning can be implemented. with advances in learning media technology, it continues to be innovated so that it is not only limited to books, to meet the diverse needs of students, one of which is using an animated video-based learning media called powtoon. villar stated in(awalia et al., 2019) that learning media based on powtoon animation videos is an online service that can provide exciting animation features including many choices of types of images and can include videos and various animations in the powtoon features such as manipulating objects, adding images, providing music and being able to add text. as well as audio (andrianti & susanti, 2010), thus the media will produce more varied types and make it easier to make exciting presentations in the delivery of the material so that mathematics learning is more exciting and modern to facilitate students' understanding and get the desired goals. 72 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej through the explanation of the problems from some of these opinions, therefore the author intends to test the effectiveness of the mathematics learning media based on animated powtoon videos in the material for a two-variable linear equation system which includes components including a summary of the material, examples of story questions and their solutions, and supported by features. animated cartoons, handwritten animations, transition effects with precise timeline settings, and added audio so that they can help understand the explanation of the material for the two-variable linear equation system because the problems that often occur are that students do not understand the concept of the material, so they do not understand the meaning contained in the problem. this results in difficulties imagining mathematical symbols that will be used as variables, resulting in difficulties converting story problems into algebraic operations using the elimination and substitution methods. the media is expected to provide a reference to teachers in creating new learning media that are practical and efficient. in addition, this powtoon animated video-based media is expected to facilitate teachers in the learning process of the material. this research is entitled "test the effectiveness of mathematics learning media based on animation video powtoon in junior high school on spldv material". thus, the researcher conducted a study to know and describe the effectiveness of using powtoon animation video-based mathematics learning media which will be used to teach understanding concepts in the two-variable linear equation system material in junior high school. research method this research is aimed to determine the effectiveness of using a mathematics learning media based on animation video powtoon on the material of two-variable linear equation system. in this media research using the powtoon application. in this study, a one-group pretest-posttest design was applied. the subjects used in this study were students of class vii-a at smp negeri 1 ngimbang in the even semester of the 2020/2021 academic year. the number of subjects taken was all students of class viii-a with 32 students, consisting of 8 male students and 24 female students. the procedure in research in testing the effectiveness of mathematics learning media based on animated video powtoonon the material system of linear equations two variables can be described as follows: planning stage, implementation stage, and evaluation stage. at the stage of data collection techniques, namely: apply the test method and questionnaire sheet. the test in this study was used to measure the students' understanding ability; the test used was an essay. the test in this study was divided into two sessions, namely pretest and posttest. the test aims to determine the effectiveness of interactive learning media. the effectiveness of a learning media can be observed from the difference in students' level of understanding before and after applying powtoon-based animated video learning media. the questionnaire sheet was used to strengthen the test results obtained in the study. after the test results are obtained, students are given a questionnaire regarding the provision of the powtoon-based animated video by providing several questions or written statements to respondents to be answered or responded. 73 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the research instrument is a stage or steps applied to accumulate or obtain data on a study. in this study, the instruments used were test sheets, media expert validation sheets and student response questionnaires. the test sheet contains 3 essay questions used to determine students' understanding of the material for the two-variable linear equation system. in contrast, the media expert validation sheet and questionnaire sheet contain several questions and written statements to respondents to be answered or in response after watching a powtoon-based animated video in the two-variable linear equation system material to strengthen the results the concept understanding test. at the stage of data analysis, techniques are applied to processing data related to the formulation of the problem, so it can be used for concluding the data analysis technique carried out in the form of quantitative with the following explanation: the test given to students is in the form of an essay. to measure the understanding of the concept through a test to be compared between the pretest and posttest. in knowing increasing students' conceptual understanding of applying powtoon animation-based learning media can be formulated using the normalized n-gain formula: the results of the gain calculation can be interpreted using an interpretation according to (baharuddin 2014): table 3. normalized n-gain interpretation gain score interval assessment criteria high medium low giving pretest and posttest tests in the powtoon animation video-based learning media test material system of linear equations two variables is stated to increase understanding concept when students reach grades 𝑔 > 0.7. results and discussion mathematics learning by applying powtoon animation learning videos on the subject matter of two-variable linear equation systems and held in two meetings at smp negeri 1 ngimbang. regarding the data obtained by the researchers on the study results, it was about testing the effectiveness of using powtoon animation video-based mathematics learning media. in research activities, due to the current situation of covid-19, the school implemented student restrictions; this resulted in the classroom consisting of half of the number of students. so that in the implementation, the researchers held two meetings, namely on march 24, 2021, and march 31, 2021, in class viii a, totalling 32 students. then for the first meeting on march 24, 2021, the researcher's activities before implementing and testing the powtoon animation video-based mathematics 74 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning media, the researchers conducted a pretest by giving 3 essay questions with a processing time of 30 minutes. then, picture 1. media main view picture 2. explanation of main material picture 3. example of subject matter in table 6, the following is the percentage result data from expert test validation, media expert validation, and student response questionnaires, namely as follows: table 6. test & media validation percentage, and questionnaire aspect percentage criteria test expert validation media expert validation student response questionnaire very good very good very good 75 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 6 shows that the results of the percentage of expert validation tests are included in the outstanding category, meaning that the test is feasible to measure concept understanding through student tests consisting of pretest and posttest. the validation of media experts is included in the outstanding category, meaning that the media can be applied during the learning process. at the same time, the percentage of student responses is included in the outstanding category, which means that students accept the learning method well. table 8. average of pretest, posttest, and n-gain aspect average criteria pretest posttest n-gain 0.88 very low high high table 8 shows a much higher difference between the average pretest and posttest scores by obtaining an average of reaching the high category. it can be said that the application of animation video media based on powtoon can increase the understanding of the concepts of class viii a students on the material of twovariable linear equation systems. the application of animation videos based on powtoon can also make the atmosphere more exciting and avoid student boredom. picture 4. normalized n-gain result bar chart based on the bar chart above in figure 4, two criteria were obtained based on the normalized n-gain calculation formula. 5 students get moderate criteria with a gain score interval of (17%)0,7 ≥ 𝑔 > 0,3 and 24 students get high criteria with gain score intervals (83%) 1,0 ≥ 𝑔 < 0,7. based on the assessment results of the understanding of the concept carried out based on the value of the students' pretest and posttest results. the analysis of the results of the pretest and posttest scores is shown in table 7. in table 7, it can be 76 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej said that the percentage of students' mastery of knowledge competence using powtoon animation video-based learning media shows a rapid increase. based on the results of understanding the concept of the two-variable linear equation system material, it can be seen from the normalized n-gain analysis results presented in table 7. in table 7, it is stated that it has increased, which can be seen from the average score of the pretest and posttest, which is as much as. it can be seen that the normalized n-gain average is 0.88, which means that it includes high criteria. in this case, it has been proven that the powtoon animation video-based mathematics learning media can make students look active in learning which results in being tested effectively in the high category when learning the two-variable linear equation system learning takes place and gets additional new information from before 56%. based on the results of this study, it is in line with the research(yusuf et al., 2020)who said that applying the audiovisual powtoon media has been proven effective by obtaining so that there is a difference in learning motivation between using media and without media than making it attract the attention of students and become more enthusiastic in the learning process. similar to research 0,000 < 0,05 (yusuf et al., 2020), research results from (wijayanti & hasan, 2018)said that applying the video scribe learning media with the help of whiteboard animation has been proven effective by obtaining that there is a difference in learning outcomes between using media and without media which makes students more active during learning so that animation-based learning media is feasible to be applied as a medium for learning mathematics. equal to (wijayanti & hasan, 2018) research from (indayani, 2019) said that the sparkol learning media assisted by video scribe had been proven effective by obtaining a percentage of 60%, which means that it includes the moderate criteria so that it is proven effective and makes students experience an increase in learning outcomes. while research from(anggraeni et al., 2020) said that applying the sparkol videocrib-assisted learning media has been proven to be effective by obtaining a percentage of 56.30%, which means that it includes moderate criteria so that there is a difference in improving learning outcomes using animated video learning media compared to applying conventional media. conclusion regarding the final results of the research that the researchers have described. hence, the researchers conclude (1) learning using powtoon animation video-based mathematics learning media was able to make class viii students in the two-variable linear comparison system material get a difference in the increase in the results of mastery that started before using powtoon animation video media to get an average of 36.41 while after using video media powtoon animation by obtaining an average of 92.58 so that the average obtained by students has 77 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej increased by 56.17. (2) in applying mathematics learning media based on powtoon animation video, it is proven effective when applied to learning in the two-variable linear equation system material. the effectiveness can be known based on the results of the expert test and media validation by obtaining 85% and 83, respectively. 75%, which means that it belongs to the outstanding category, while through the results of the student response questionnaire of 81.29% it belongs to the outstanding category, then through the test results, students get an average of 0.88% obtained from ngain which means it shows high classification. thus, researchers' suggestions are that: (1) teachers can apply mathematics learning media based on powtoon animation videos during mathematics learning because it has been proven effective from the results of students' mastery after using these learning media. (2) making additional references to other researchers to be even better than those in the current research. 29% of it belongs to the outstanding category, and then through the test results, students get an average of 0.88%, which is obtained from the n-gain, which means it shows a high classification. thus, researchers' suggestions are that: (1) teachers can apply mathematics learning media based on powtoon animation videos during mathematics learning because it has been proven effective from the results of students' mastery after using these learning media. (2) making additional references to other researchers to be even better than those in the current research. 29% of it belongs to the very good category, then through the test results students get an average of 0.88% which is obtained from the n-gain which means it shows a high classification. thus the suggestions that will be put forward by researchers are that: (1) teachers can apply mathematics learning media based on powtoon animation videos during mathematics learning because it has been proven effective from the results of students' mastery after using these learning media. (2) making additional references to other researchers to be even better than those in the current research. thus, researchers' suggestions are that: (1) teachers can apply mathematics learning media based on powtoon animation videos during mathematics learning because it has been proven effective from the results of students' mastery after using these learning media. (2) makinoutstandingnal references to other researchers to be even better than those in the current research. thus, the stions that researchers will put forward are: (1) teachers can apply mathematics lead researchers will put forward on videos during mathematics learning because it has been proven effective from the results of students' mastery after using these learning media. (2) making additional references to other researchers to be even better than those in the current research. references abidin, z., hudaya, a., & anjani, d. (2020). the effectiveness of distance learning during the covid-19 pandemic research and development journal of education, 1(1), 131. https://doi.org/10.30998/rdje.v1i1.7659 andrianti, y., & susanti, lrr (2010). development of audiovisual-based powtoon media in history learning. 58–68. anggraeni, o., prasetyo, pe, & thomas, p. (2020). the effectiveness of discovery learning model based on sparkol videoscribe and chart on economic 78 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning outcomes. jee, 9(2), 130–135. http://journal.unnes.ac.id/sju/index.php/jeec awalia, i., pamungkas, as, & trian, p. (2019). development of powtoon animation learning media in mathematics subjects in grade iv elementary school. 10(1), 49–56. baharuddin, i. (2014). the effectiveness of using video tutorial media as supporting mathematics learning on interests and learning outcomes of students of sma negeri 1 bajo, luwu regency, south sulawesi. journal of educational reason, 2(2), 247–255. damopolii, v., bito, n., & resmawan, r. (2020). the effectiveness of multimediabased learning media on quadrilateral materials. algorithm journal of mathematics education, 1(2), 74–85. https://doi.org/10.15408/ajme.v1i2.14069 dewi, lmi, & rimpiati, nl (2016). effective use of interactive video learning media with discussion settings. japan, 1(1), 31–46. dwi, m. (2018). development of interactive multimedia powtoon on economic subjects, monetary policy for students of class xi ips at sma negeri 1 singosari. 11(1), 71–79. edriati, s., handayani, s., & sari, np (2017). the use of crossword puzzles as a repetition strategy in improving the understanding of mathematical concepts for xi ips class high school students. rainbow journal, 9(2), 71– 78. https://doi.org/10.22202/jp.2017.v9i2.2047 ernawati, i. (2017). feasibility test of interactive learning media on server administration subjects. evo (electronics, informatics, and vocational education), 2(2), 204–210. https://doi.org/10.21831/elinvo.v2i2.17315 fahrudin, ag, zuliana, e., & bintoro, hs (2018). increasing understanding of mathematical concepts through realistic mathematical education assisted with bongpas teaching aids. anargya: scientific journal of mathematics education, 1(1), 14–20. https://doi.org/10.24176/anargya.v1i1.2280 fauziyah, e., praherdhiono, h., & ulfa, s. (2020). the effectiveness of using video with character enrichment and animation on students' conceptual understanding. jktp: journal of educational technology studies, 3(4), 448– 455. https://doi.org/10.17977/um038v3i42020p448 fitriyani, n. (2019). development of audiovisual powtoon learning media about self-concept in group guidance for elementary school students. tunas bangsa journal, 6(1), 104–114. gusmania, y., & dari, tw (2018). the effectiveness of using video-based learning media on students' understanding of mathematical concepts. pythagoras: journal of mathematics education study program, 7(1), 61– 67. https://doi.org/10.33373/pythagoras.v7i1.1196 handhika, j. (2012). the effectiveness of im3 learning media in terms of learning motivation. indonesian journal of science education, 1(2), 109–114. https://doi.org/10.15294/jpii.v1i2.2127 hartanto, a. (2013). learning mathematics in building blocks using interactive multimedia applications at sd negeri teguh sragen. national leading research seminar on informatics and computers fti usa 2013, 2(1), 85–89. indayani, r. (2019). national seminar on physics education 2019 november 17, 79 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2019, national seminar on physics education 2019. 4(1), 252–257. karimah, a., rusdi, r., & fachruddin, m. (2017). the effectiveness of mathematics learning media using animation software based on interactive multimedia tutorial models online and angle material for smp/mts grade vii students. journal of school mathematics learning research (jp2ms), 1(1), 9– 13. https://doi.org/10.33369/jp2ms.1.1.9-13 kartika, y. (2018). analysis of the ability to understand mathematical concepts of class vii junior high school students on algebraic forms. tambusai journal of education, 2(4), 777–785. khomaidah, s., & harjono, n. (2019). meta-analysis of the effectiveness of using animation media in improving science learning outcomes. indonesian journal of educational research and review, 2(2), 143. https://doi.org/10.23887/ijerr.v2i2.17335 krisnawati, e., & julianingsih, d. (2019). the effectiveness of using digital storytelling video on trigonometry materials in class x to improve student learning motivation. jp3m (journal of educational research …, 5(2), 55–62. http://jurnal.unsil.ac.id/index.php/jp3m/article/view/end52 listiawati, e. (2015). understanding of teacher candidates on group concepts. apotema: journal of mathematics education study program, 1(2), 76–86. https://doi.org/10.31597/ja.v1i2.157 maharani, ys (2015). effectiveness of interactive learning multimedia based curriculum 2013. indonesian journal of curriculum and educational technology studies, 3(1), 31–40. https://doi.org/10.15294/ijcets.v3i1.8683 maulana. (2019). the effectiveness of powtoon media in science learning in interests and learning outcomes in class v elementary school students. indonesian journal of conservation, 8(1). mawaddah, s., & maryanti, r. (2016). the ability to understand mathematical concepts of junior high school students in learning using the guided discovery model (discovery learning). edu-mat: journal of mathematics education, 4(1), 76–85. https://doi.org/10.20527/edumat.v4i1.2292 miftah, m. (2013). functions and roles of learning media as an effort to improve students' learning ability. kwangsan journal, 1(2), 95. https://doi.org/10.31800/jurnalkwangsan.v1i2.7 muslimin, mi (2020). m. ikhromul muslimin, et al. effectiveness of problem based learning model using audiovisual media on learning outcomes of class vi elementary school students on social studies content at sdn 01 & 02 senenan. 2, 177–189. novitasari, d. (2015). the effect of the use of interactive multimedia on students' ability to understand mathematic concepts. 8–18. nurafni, a., pujiastuti, h., & mutaqin, a. (2020). development of trigonometry teaching materials based on local wisdom. journal of maldives: journal of mathematics education ikip veteran semarang, 4(1), 71. https://doi.org/10.31331/medivesveteran.v4i1.978 pujiati, p., kanzunnudin, m., & wanabuliandari, s. (2018). analysis of mathematical concept understanding of grade-iv students of sdn 3 gemulung on fractions. anargya: scientific journal of mathematics education, 1(1), 37–41. https://doi.org/10.24176/anargya.v1i1.2278 80 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej qurrotaini, l., sari, tw, & sundi, vh (2020). the effectiveness of using powtoon-based video media in online learning. proceedings of the lppm umj national research seminar, e-issn: 27, 7. https://jurnal.umj.ac.id/index.php/semnaslit/article/view/7869/4682 ramli, a., rahmatullah, r., inanna, i., & danngga, t. (2018). the role of the media in increasing the effectiveness of learning. proceedings of the unm community service institute national seminar, 5–7. https://ojs.unm.ac.id/semnaslpm/article/download/7649/4429 sari, ly (2013). effectiveness test of learning media interactive oriented constructivism in neurulation topic to animal development subject. journal of chemical information and modeling, 53(9), 1689–1699. septianto, w., & mk, u. (2017). effectiveness of using electronic learning media. journal of mechanical engineering vocational education, 5, 175–182. shalikhah, nd, primadewi, a., & iman, ms (2017). lectora inspire interactive learning media as learning innovation. 20(1), 9–16. shofa, mj, & restiana, n. (2018). increasing the use of online-based learning media for mathematics teachers in banten as an effort towards the industrial era 4.0 sultan ageng tirtyasa university, banten, indonesia. national seminar on research and community service, 20–24. sugiyono. (2017). quantitative, qualitative, and r&d research methods. bandung: alfabeta, cv. susanti, r. (2013). application of the interactive demonstration approach to improve understanding of physics concepts of sma students. 19–29. wijayanti, r., & hasan, b. (2018). the effectiveness of using whiteboard animation-based mathematics learning media. apotema: journal of mathematics education study program, 4(2), 2407–8840. yusuf, n., setiyaningsih, d., & lestari, n. (2020). effectiveness of using powtoon audiovisual learning media in improving learning motivation of grade 1 students at sdn bambu apus 02. journal of umj, 3–7. zumala, f. (2019). the effectiveness of science learning using powtoon media pgsd ftik unisnu jepara study program introduction the world of education was developing according to the times' demands followed by increasingly rapid technological developments. the world of education today sa. 1, 122– 131. 1 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students' learning motivation in calculus on the usage of learning video media during the covid-19 pandemic sumargiyani1, ardi dwi susandi2, nur robiah nofikusumawati peni3 1mathematics education, ahmad dahlan university yogyakarta 2nahdlatul ulama university of cirebon 3master program of mathematics education, ahmad dahlan university yogyakarta email: sumargiyani@pmat.uad.ac.id abstract the covid-19 pandemic has changed the process of teaching-learning activities from offline to online. implementing this activity causes a lack of motivation and self-confidence for undergraduate students. this study describes undergraduate students' learning motivation for using video media in integral calculus lectures for integral application materials to calculate the shape area during the covid-19 pandemic. this research is quantitative descriptive research. the research participants were 23 undergraduate students from ahmad dahlan university in mathematics education. data was collected by distributing questionnaires via google form consisting of 32 statements with five alternative answer choices and eight questions about learning motivation when utilizing learning video media. the analytical technique used was quantitative descriptive analysis. the results show that learning video media effectively motivates student learning in integral calculus during the covid-19 pandemic with an average percentage result of 90.625% with very high criteria. keywords: analysis; learning motivation; shape area; learning video introduction the covid-19 pandemic had a significant impact on education worldwide (erol & danyal., 2020; yanoski et al., 2021; munir rita, afrinursalim, hanif., 2021). as a result of the crisis, educators at all levels of education, from elementary to higher education, have had to adjust and move to distance learning quickly (barry & kanematsu, 2020; ramdani et al., 2021; markovi krsti & miloevi radulovi, 2021). students' motivation is one of the most significant aspects of learning (oban & goksu, 2022; nazartseva et al., 2021). students with high motivation will positively impact their interest to learn (astuti et al., 2020). the lecturer must be able to motivate his students to succeed in studying. various studies on motivation have been carried out. research conducted by elçi & abubakar (2021) concluded that learning by giving assignments can encourage students to have high motivation. furthermore, yu & jee (2021) found that using the addie learning approach increased students' motivation. however, the study conducted was a motivating study on face-to-face learning prior to the pandemic period. according to the findings of the study, few scholars studied motivation in online learning during the covid-19 pandemic. online learning is a type of learning in which students communicate with each other and get lecture materials via the internet (bina, 2021). for the time being, online learning is thought to be the best strategy mailto:sumargiyani@pmat.uad.ac.id 2 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej for slowing the development of covid 19 on campus (erol & danyal, 2020). however, there are other issues with online learning. according to the preliminary research of ahmad dahlan university yogyakarta students, a variety of issues commonly arise during online learning, including: (1) lack of understanding of the material provided if the lecturer/teacher only provides a pdf file or reads material from a book without explaining it in detail, (2) lack of focus on the material explained due to boredom or sleepiness, (3) the location of the house that is not served by the internet network, including the minimum student internet allowance; and, (4) the learning medium employed is monotonous and boring. as a result, it is necessary to develop lessons that can encourage students and help them overcome challenges they may have encountered during the covid-19 pandemic. various ways that can be done to overcome the problems that occur in online learning faced by students are by providing suitable learning media so that student motivation increases (rusdi, 2020). the learning media include using audio media, for example, voice notes sent in whatsapp groups, e-learning from universities, zoom meetings, or google meetings, and using learning videos (marković krstić & milošević radulović, 2021). one of the learning media that is considered to increase student motivation during the covid-19 pandemic is learning media using video (trilani & sudihartinih, 2022), which lecturers can use in the teaching-learning process. there have been numerous studies on the use of instructional videos. according to danjou's (2020) research, learning videos during a pandemic can increase students' learning achievement. furthermore, khirwadkar et al. (2020) stated that using online learning videos as a strategy for studying mathematics during a pandemic is a viable option. however, the focus of this study is solely on learning outcomes. there have not been many studies focused on student motivation that has been undertaken by researchers related to the use of learning video media during the covid-19 epidemic. during the covid-19 pandemic, motivation was the most crucial determinant of student performance in online learning (hira & anderson, 2021). as a result, researchers are interested in analyzing student motivation through the usage of learning videos in calculus classes during the covid-19 pandemic. research method this study employs a quantitative descriptive method to conduct a quantitative study. calculations from a questionnaire issued to class 2020 students attending integral calculus courses are used to describe the reaction to student learning motivation. by turning the received questionnaire data into quantitative data, the reaction of students' learning motivation to the use of a learning video media may be determined. the research participants were 23 students from the faculty of teacher training and education ahmad dahlan university in the mathematics education study program of 2020 class. students are asked to learn integral calculus by watching a video that has been shared over a whatsapp group. the video is divided into five segments, each lasting between 5 and 10 minutes. the instrument in this study was a learning motivation questionnaire which was made based on indicators of learning motivation. there are eight indicators for learning motivation from (uno, 2009), namely (1) concentration, (2) curiosity, (3) enthusiasm, (4) independence, (5) readiness, (6) enthusiasm or encouragement, (7) 3 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej never give up, and (8) confident. each indication yielded four statements, resulting in a total of 32 assertions, 24 positive and eight negative. after students watch the learning videos, they fill out questionnaires using google forms. the questionnaire used a likert scale, with five response options for each positive statement: strongly agree (5), agree (4), undecided (3), disagree (2), and strongly disagree (1). meanwhile, the questionnaire had five response options for negative statements: strongly agree (1), agree (2), moderately agree (3), disagree (4), and strongly disagree (5)(fitriyani et al., 2020). eight open-ended questions were asked students' reasons or responses regarding eight indicators when learning using instructional video media. the data analysis technique for the questionnaire is carried out by calculating the percentage of the score that has been obtained, using the following formula: 𝑥 = 𝐽𝑃 𝐽𝑆𝐼 × 100% description: 𝑥 : percentage earned 𝐽𝑃 : total score of respondents' answers 𝐽𝑆𝐼 : total score ideal furthermore, the results of the processed data are categorized by modifying the interval and the criteria of firiyani, et al, (2020) shown in the following table 1. table 1. interpretation criteria for learning motivation percentage score no interval (%) criteria 1 80≤x≤100 extremely high 2 60≤x<80 high 3 40≤x< 60 moderate 4 20≤x<40 low 5 x<20 extremely low while the data analysis technique for student replies is to group, summarize, and represent all inputs. results and discussion video is given to students as a learning media for shape areas materials. the shape area is calculated using definite integrals. there are five videos in total, including a theory, questions, and a discussion. picture 1 and 2 show video presentations given to students. 4 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (1a) (1b) picture 1. opening views and steps in shape area calculation (2a) (2b) picture 2. opening test and discussion in shape area calculation students are requested to fill out a learning motivation questionnaire delivered via google form after learning how to use the videos. the following are the findings of the analysis of the eight motivation indicators collected from student questionnaires: concentration indicator table 2 shows the percentage of students who responded positively to concentration indicators. table 2. percentage of student responses to concentration indicators indicator : concentration percentage criteria aspect 1 : focus on studying 95% extremely high aspect 2 : concentrated on the problem-solving steps 93% extremely high aspect 3 : learning-centered 92% extremely high aspect 4 : concentrate on completing tasks 93% extremely high average 93,25 % extremely high the average percentage for the indicator of learning concentration is 93.25, which is extremely high. the findings show that students are focused on the subject and steps in completing integral calculus problems utilizing the provided learning video media. curiosity indicator table 3 shows the percentage of students who responded positively to the curiosity indicator. 5 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 3. percentage of student responses to curiosity indicator indicator : curiosity percentage criteria aspect 1 : want to learn more 93 % extremely high aspect 2 : want to know new things 91 % extremely high aspect 3 : want to find new things 93 % extremely high aspect 4 : want to know the new problem 82 % extremely high average 89,75 % extremely high the average percentage of student curiosity is 89.75 percent, implying that students have a high level of curiosity, as well as a desire to learn new things about integral calculus through the use of the provided learning video media. indicator of spirit table 4. percentage of student responses to indicator of spirit indicator : spirit percentage criteria aspect 1 : active in learning 94 % extremely high aspect 2 : train harder 90 % extremely high aspect 3 : actively in practice question 89 % extremely high aspect 4 : not lazy to study 94 % extremely high average 91,75 % extremely high the average percentage of student enthusiasm for learning is 91.75 percent, indicating that students have a high level of excitement for learning by studying hard, practicing hard, and not being lazy in the learning process while using the provided learning video material. indicator of independence table 5. percentage of student responses to indicator of independence indicator : independence percentage criteria aspect 1 : don't rely on friends 87 % extremely high aspect 2 : self-confidence 90 % extremely high aspect 3 : discipline 98 % extremely high aspect 4 : initiative 88 % extremely high average 90,75 % extremely high table 5 shows that students have very high self-confidence by not relying on friends, discipline, self-confidence, and take the initiative in learning integral calculus by using the provided learning video. readiness indicator table 6. percentage of student responses to readiness indicator indicator : readiness percentage criteria aspect 1 : not restless in studying 93 % extremely high aspect 2 : not anxious in studying 89 % extremely high aspect 3 : not nervous answering questions 88 % extremely high aspect 4 : no feel worried about answering the questions 92 % extremely high average 90,5 % extremely high 6 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 6 shows that the average student learning readiness is 90.5 percent, which includes the extremely high category. when the learning process uses the provided learning video media, students demonstrate a high level of learning readiness by not feeling apprehensive and not being anxious in studying integral calculus. enthusiasm or encouragement indicator table 7. percentage of student responses to enthusiasm indicator indicator : enthusiasm percentage criteria aspect 1 : study hard 89 % extremely high aspect 2 : eager to learn 91 % extremely high aspect 3 : not bored with new things 87 % extremely high aspect 4 : dissatisfied with the routine things 93 % extremely high average 90 % extremely high table 7 shows that the average student excitement is 90%, implying that students are very excited about learning integral calculus, diligent, persistent, and bored with routine tasks when using instructional video media. never give up indicator according to the calculations in table 8 below, the average proportion of never giving up in student learning is 90.75 percent, implying that students never give up enthusiastically, passionately, or never give up in studying integral calculus utilizing the provided learning video. table 8. percentage of student responses to never give up indicator indicator : never give up percentage criteria aspect 1 : do not give up 87 % extremely high aspect 2 : full of enthusiasm 90 % extremely high aspect 3 : passionate 98 % extremely high aspect 4 : devoid of hope 88 % extremely high average 90,75 % extremely high self-confidence indicator table 9. percentage of student responses to self-confidence indicator indicator : self-confidence percentage criteria aspect 1 : confident in learning 90 % extremely high aspect 2 : do not hesitate in studying 94 % extremely high aspect 3 : confident in practice questions 89 % extremely high aspect 4 : do not hesitate in practice questions 94 % extremely high average 91,75 % extremely high based on the findings, students have an average confidence of 91.75 percent in extremely high criteria, implying that they are confident and do not hesitate to learn integral calculus using the provided learning video. when viewed through the eight indications of learning motivation, student learning motivation during the integral calculus learning process using learning video media may be summarized as shown in picture 3. 7 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 3. results of analysis on student learning motivation with the use of learning video each indication of student learning motivation has extremely high standards, as shown in picture 3. this demonstrates that the usage of video learning resources for the shape area was well received by the students. with very high criterion, the average students’ learning motivation for using learning video is 90.625. students' learning motivation in learning integral calculus using learning videos is seen from eight indicators, namely: concentration, curiosity, spirit, independence, readiness, enthusiasm, never give up and self-confidence. there are four indicators of concentration that can be used to determine if students are concentrating on learning integral calculus utilizing the distributed learning video media. based on the results obtained, 14.1% strongly agree, and 80.4% agree, 2.1% undecided, 3.2% disagree, and 0% strongly disagree with the use of instructional video media. students become concentrated on learning for the following reasons: (1) because it can be played repeatedly, it is more focused and easier to understand. (2) videos are explained slowly and logically so that they are easy to follow. in addition, the use of visual representations aids in depicting information in the classroom. (3) learning videos employ simple language and clear explanations. (4) topics are discussed in structured videos, and the material is presented in an easy-to-understand manner. (5) videos display sketches of pictures so that people can not only hear but also see how the problem is described and discussed, and (6) the speaker delivers the material in a clear voice, with the aid of writing in the form of material points and pictures, as well as integral application in the form of instances of questions and solutions. the curiosity indicator consists of four statements that determine if students are interested in learning integral calculus utilizing the shared learning video. based on the results obtained, 8.7% strongly agree, and 79.3% agree, 2.2% doubtful, 6.5% disagree, and 0% disagree with the use of instructional video media. the reasons given include (1) learning videos are presented through examples that make curiosity appear, to identify the correct and appropriate responses based on the examples of questions provided, and (2) by watching learning videos raise curiosity about examples that exist in everyday life that related to this topic (3) learning videos provide explanations that provoke curiosity about calculus by giving some examples of work, (4) learning videos assist and arouse interest in integral calculus topics. four statements of spirit indicators to see whether students are enthusiastic about learning integral calculus by using the learning video media shared. based on the results obtained, 15.21% strongly agree, and 70.65% agree, 2.2% doubtful, 2.2% 88 90 92 94 8 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej disagree, and 0% disagree with the use of instructional video media. the following are the reasons were given: (1) the video is not too long and does not make it easy to become bored, which increases interest in learning, (2) the video gives a sequential order of completion, which is simple to grasp, (3) videos create enthusiasm for learning because of curiosity to calculate the shape area with definite integrals, (4) presenting the material and steps for solving problems is structured to make students enthusiastic in solving problems, (5) videos provide various examples of questions that make students enthusiastic about learning integral calculus. there are four indicators of independence to see whether students are independent in learning integral calculus by using the learning video media that have been distributed. based on the results obtained, 13.0% strongly agree, and 70.7% agree, 2.2% doubtful, 2.2% disagree, and 0% disagree with the use of instructional video media. the reasons given include: (1) learning videos helps students understand the material better, so they are less reliant on friends. (2) the video provides many variations of sample questions and steps for solving them in a structured way to make students independent to work on practice questions, (3) the existence of learning videos makes students intrigued to independently learn to understand the material and try to solve the questions given. there are four indicators of readiness to see if students are ready to learn integral calculus by using the learning video media distributed. based on the results obtained, 8.7% strongly agree, and 77.2% agree, 2.2% doubtful, 1.1% less agree, and 0% disagree with the use of video learning media students are ready to learn. the reasons given include (1) the existence of video learning students will be better prepared to learn something because the basic explanation will be helped in the video, (2) students know in advance what will be studied later, (3) help students to be ready to learn calculus, because the eye this course requires extra attention, (4) the material discussed in the learning video makes students more ready to learn calculus. according to naidoo and singh-pillay (2021) by provide the online material through video, students were comfortable to access all the uploaded content, resources, and material, which support them to get ready for learn today’s topic in the classroom. by using the learning video media presented, there are four enthusiastic indicators to assess if students are excited about learning integral calculus. based on the results obtained, 9.8% strongly agree, and 73.9% agree, 2.2% doubtful, 2.2% disagree, and 0% disagree with the use of video learning media students are ready to learn. the reasons given include (1) learning videos can increase confidence in doing questions (2) the explanations in the videos are straightforward and easy to follow, so students are motivated to learn integral calculus. (3) the material in the videos is explained in a light and easy-to-understand manner, so they are not bored and are eager to learn how to answer the questions, (4) learning videos make students enthusiastic in understanding the material and attempting the tasks. this result also in line with trisnawati et.al (2021) shows that learning media have crucial role in teaching learning process and can prevent students from the boredom in learning. there are four statements of never giving up indicators to see whether students never give up in learning integral calculus by using the learning video media that 9 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej have been shared. based on the results obtained, 13.04 % strongly agree, and 70.1% agree, 2.2% doubtful, 2.2% less agree, and 0% disagree with the use of video learning media students are ready to learn. the reasons given include (1) students are less likely to give up working on problems/learning integral calculus because of the video's simple examples and explanations, and (2) students never give up learning integral calculus because they want to keep trying and understanding it after seeing and explaining the content. (3) students do not give up learning integral calculus because the subject has been explained in the video on how to perform the questions. therefore students do not give up trying practice questions until they receive the correct answer. there are four self-confidence indicators to see whether students are confident in learning integral calculus by using the learning video media shared. based on the results obtained, 15.21% strongly agree, and 70.65% agree, 2.2% doubtful, 2.2% disagree, and 0% disagree with the use of video learning media students are ready to learn. the reasons given include (1) students are confident because there are examples and easy-to-understand explanations in working on problems/learning integral calculus so that students grasp before the class. (2) the availability of learning videos allows students to understand calculus better. (3) students have confidence in their ability to master integral calculus because the instructional video clearly explains the source material and problem-solving steps. the findings of this study show that using integral calculus learning video material for shape areas can help students learn more effectively. students responded positively to the utilization of learning video material during the learning process. thus, during the covid-19 pandemic, the introduction of video media in the integral calculus learning process positively impacted and boosted student learning motivation. conclusion the use of learning media in the form of learning videos can be used to increase student learning motivation in integral calculus courses. it can boost student motivation during the online learning session, which is very important in the covid-19 pandemic. suggestions for future research, it is necessary to look into deeply the effectiveness of learning video media in increasing students' interest, critical thinking, and creative thinking in integral calculus. references astuti, w., sur, a., hasanah, m., mustofa, m. r., akuntansi, p. s., negeri, p., & laut, t. (2020). analisis motivasi belajar mahasiswa dengan sistem pembelajaran daring selama masa pandemi covid-19 analysis of students ’ learning motivation with online learning system during the covid-19 pandemic. 3(september). barry, d. m., & kanematsu, h. (2020). teaching during the covid-19 pandemic by. 1– 25. bina, n. s. (2021). pengaruh platform pembelajaran daring youtube terhadap kemampuan matematis di masa pandemik covid-19. laplace : jurnal pendidikan matematika, 4(1), 32–39. çoban, m., & goksu, i̇. (2022). using virtual reality learning environments to motivate and socialize undergraduates in distance learning. participatory educational research, 9(2), 199–218. https://doi.org/10.17275/per.22.36.9.2 https://doi.org/10.17275/per.22.36.9.2 10 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej danjou, p. e. (2020). distance teaching of organic chemistry tutorials during the covid-19 pandemic: focus on the use of videos and social media. journal of chemical education, 97(9), 3168–3171. https://doi.org/10.1021/acs.jchemed.0c00485 elçi, a., & abubakar, a. m. (2021). the configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during covid-19 pandemic: an fsqca approach. education and information technologies, 26(6), 7259–7277. https://doi.org/10.1007/s10639-021-10580-6 erol, k., & danyal, t. (2020). analysis of distance education activities conducted during covid-19 pandemic. educational research and reviews, 15(9), 536–543. https://doi.org/10.5897/err2020.4033 hira, a., & anderson, e. (2021). motivating online learning through project-based learning during the 2020 covid-19 pandemic. iafor journal of education, 9(2), 93–110. https://doi.org/10.22492/ije.9.2.06 khirwadkar, a., ibrahim khan, s., mgombelo, j., ratkovic, s., & forbes, w. (2020). reimagining mathematics education during the covid-19 pandemic. brock education journal, 29(2), 42. https://doi.org/10.26522/brocked.v29i2.839 marković krstić, s. v., & milošević radulović, l. r. (2021). evaluating distance education in serbia during the covid-19 pandemic. problems of education in the 21st century, 79(3), 467–484. https://doi.org/10.33225/pec/21.79.467 munir rita; afrinursalim, hanif, s. e. (2021). students’ views on the use of whatsapp during covid-19 pandemic: a study at iain batusangkar. ijeltal (indonesian journal of english language teaching and applied linguistics), 5(indonesian journal of english language teaching and applied linguistics, 5(2), 323–334. http://ijeltal.org/index.php/ijeltal/article/view/740/pdf naidoo, j., singh-pillay, a. (2021). online teaching and learning within the context of covid-19: exploring the perceptions of postgraduate mathematics education students. mathematics education journals, 5(2), 102-114. nazartseva, e., fomina, l., & bodrova, t. (2021). discussing the motives to learn russian as a foreign language during covid-19 pandemic: psychopedagogical aspect. propósitos y representaciones, 9(spe1). https://doi.org/10.20511/pyr2021.v9nspe1.868 ramdani, y., mohamed, w. h. s. w., & syam, n. k. (2021). e-learning and academic performance during covid-19: the case of teaching integral calculus. international journal of education and practice, 9(2), 424–439. https://doi.org/10.18488/journal.61.2021.92.424.439 rusdi. (2020). dinamika ilmu. dinamika ilmu, 20(2), 237–249. trilani, s. s., & sudihartinih, e. (2022). analisis kebutuhan video pada pembelajaran matematika mahasiswa calon guru di masa pandemi covid-19. 10(2), 317–330. trisnawati, n. f.,et.al. (2021). effectiness of mathematics learning using scientific approaches assisted by powerpoint media. mathematics education journals. 5(1), 29-36. uno, h. b. (2009). teori motivasi dan pengukurannya analisis di bidang pendidikan. jakarta : bumi aksara yani, f., irfan, f., mia, z. (2020). motivasi belajar mahasiswa pada pembelajaran daring selama pandemic covid-19. jurnal kependidikan, 6(2), 165-175 https://doi.org/10.33394/jk.v6i2.2654 yanoski, d. c., gagnon, d., schoephoerster, m., mccullough, d., haines, m., & cherasaro, t. l. (2021). variations in district strategies for remote learning during the covid-19 pandemic. rel 2021-118. regional educational laboratory central. http://eric.ed.gov/?id=ed614902 https://doi.org/10.1021/acs.jchemed.0c00485 https://doi.org/10.1007/s10639-021-10580-6 https://doi.org/10.5897/err2020.4033 https://doi.org/10.22492/ije.9.2.06 https://doi.org/10.26522/brocked.v29i2.839 https://doi.org/10.33225/pec/21.79.467 http://ijeltal.org/index.php/ijeltal/article/view/740/pdf https://doi.org/10.20511/pyr2021.v9nspe1.868 https://doi.org/10.18488/journal.61.2021.92.424.439 https://doi.org/10.33394/jk.v6i2.2654 http://eric.ed.gov/?id=ed614902 11 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej yu, j., & jee, y. (2021). analysis of online classes in physical education during the covid19 pandemic. education sciences, 11(1), 1–14. https://doi.org/10.3390/educsci11010003 https://doi.org/10.3390/educsci11010003 45 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of web-based mathematics learning to improve the mathematical power beni setiawan1, nurapni sopia2, andri3 1,2,3mathematics education study program, stkip persada khatulistiwa email: benisetiawan1892@gmail.com, abstract this study aims to develop a mathematics learning web to improve the mathematical power of junior high school studentsthrough valid, practical, and effective development. this study uses development research methods with the addie development model. the stages in this model include the steps of analysis, design, development, implementation, and evaluation. the product developed is a mathematics learning web to improve the mathematical ability of junior high school students. a valid learning web used for even semester math material for the 2020/2021 school year conducted with 30 research subjects on class viii of smp negeri 2 sintang and smp swasta nusantara indah sintang. in this study, product trials consist of expert validation, small-scale trials, and student questionnaires. the analysis technique measures student’s mathematical power using the gain score calculation. the analysis phase starts from evaluating the expected results following the curriculum related to the material, study habits in the classroom, and the use of web media in learning mathematics. then proceed to the web design stage and qualitative validation so that the web design, teaching materials, and test questions are valid. furthermore, at the implementation stage, a web design is obtained that follows the curriculum and can measure students' ability to understand web content. the results of the study show (1) a mathematics learning web developed to increase valid mathematical power for junior high school students. (2) the mathematics learning web meets the practical criteria in its use from good student responses, and (3) there is an increase in student’s mathematical power with moderate criteria after learning on the mathematics learning web. keywords: web-based mathematics learning; mathematical power; class viii students introduction today’s world of education has developed rapidly, marked by advanced technology, globalization, and vast competition. the quality of education reflects the advancement of a country. the more advanced education in a country results in a strong civilization. one of the factors that can make this happen is mathematics education in schools. when learning mathematics in class, students need the power to think mathematically in solving new problems and learning new ideas that students will face in the future, not just counting skills(janah et al., 2019). for junior high school students, the mathematics competition they must master is stated in the standar isi mailto:benisetiawan1892@gmail.com 46 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pendidikan dasar dan menengah nomor 21 tahun 2016, including 1) demonstrate a logical, critical, analytical, careful, and thorough attitude, being responsible, responsive, and not giving up easily in solving problems. 2) have a sense of belief in the benefits and uses of mathematics, which is formed through learning experiences, 3) communicate mathematical ideas clearly. 4) identify patterns and use them to understand general rules and make predictions. nctm (chandra, 2015)states mathematical power process as the ability to explore, construct conjectures, make logical reasons, solve non-routine problems, communicate mathematically, use mathematics as a communication tool, and connect mathematical ideas and activities other intellectuals in learning mathematics. mathematical power is the ability to make mathematical reasoning, problem-solving, mathematical communication, and mathematical connection in mathematics teaching. mathematical power also includes the growth of confidence and spirit to seek, evaluate, and use quantitative and spatial information in solving problems and making decisions (syaban, 2008).students with mathematical power will master problem-solving, mathematical communication, reasoning, and mathematical connections. indonesian students haven’t achieved mathematical expected proficiency and are still below international standards (janah et al., 2019; syaban, 2008b).program for international student assessment (pisa) report in 2012 and trends in international mathematics and science study (timss) in 2015 depict the low mathematical power of indonesian students. the results of the 2012 pisa study for seventh-grade junior high school students, the average score of the mathematics achievement was ranked 64 out of 65 countries. indonesia accumulated a score of 375, which is still below the average score of 494. while the 2015 timss study shows, indonesia was ranked 44th out of 49 countries(hadi & novaliyosi, 2019). to train mathematical power in the classroom, teachers should pay attention to the following aspects: (1) mathematical modeling, (2) problem solving, (3) develop analytical and logical thinking, (4) develop abstractions, (5) build context and correlation, (6) communication (murtiyasa, 2015). hese points can be easier implemented face-to-face. however, covid-19 pandemic challenges learning activities due to face-to-face restrictions in class to suppress the spread of the pandemic. so schools must conduct online learning. the study results (asmuni, 2020; rifdan, 2018)reveal the problems of teachers in online learning, such as inefficient usage of media technologies, the passivity of students in online teaching, limited support facilities, and internet network access. therefore, information technology-based learning innovations are crucial to meet the curriculum’s competency demands related to mathematical power.. munthoha, dkk (persada, 2017)explained that educational technology had changed teaching techniques from lecture to learning media. learning media has developed from books and audio-visuals to online materials on the internet. websites (web blogs) are pages on a site/domain that contain information. websites are built on many interconnected web pages. the relationship between one web page to another is called a hyperlink. then the term hypertext is the text that becomes a connecting medium. the website is accessed through a browser on a 47 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej personal computer or other technological media, using software to access web pages, such as mozilla firefox, internet explorer, chrome, and more. using the web for getting teaching materials is feasible be implemented. one way to create exciting teaching materials is to display them on the web. teaching materials displayed on the web can make students feel comfortable learning and accessing the web. haiprilisya et al., (2020) suggest that the great potential of web-based teaching materials has three main characteristics, namely: (1) presenting multimedia, (2) storing, processing, and presenting information, and (3) hyperlinks. another advantage of using online media makes it is easy for students to access various learning materials in videos, images, text, sound, animation, and others (purmadi, 2016). persada (2017); arifin& herman(2018), in their research, explains that the use of the web in learning mathematics can improve learning outcomes, conceptual understanding, and independence in learning. the importance of mathematical power in junior high school students in achieving the objectives of the mathematics education curriculum is necessary to innovate teaching materials that are informative and easily accessible to develop mathematical power abilities. learning using a practical and fun online learning web is a solution to improve these abilities. fun learning web allows students to practice problem-solving in various situations, not just providing routine questions. the development of mathematical power abilities in students is essential to make students more flexible and effective in learning to solve mathematical problems, mathematical representation, mathematical communication, reason in mathematics learning, and problems in online learning. so it can be concluded that research in the development of a structured mathematics learning web of student’s mathematical power abilities in junior high school needs to be carried out. research method this study uses development research methods with the addie development model. using a teaching development model that follows the theory will guarantee the quality of teaching materials (cahyadi, 2019). the stages in this model include the steps of analysis, design, development, implementation, and evaluation. the product developed is a web-based mathematics learning to improve the mathematical ability of junior high school students. a valid learning web used for even semester math material for the 2020/2021 school year conducted with 30 research subjects on class viii of smp negeri 2 sintang and smp swasta nusantara indah sintang. the product trials in this study consisted of expert validation and revision and small-scale trials and product revisions. expert validation consists of learning web design validation and material validation. three validators were validated: two lecturers from the mathematics education study program and one computer education study program lecturer. data collection techniques in this study include documentation, tests, and questionnaires. 48 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 1. design addie development model data analysis techniques are used to measure the increase in student’s mathematical power. the increase in ability was measured using a gain score calculation using the test scores for mathematical power, such as the pretest score before the learning web was implemented and the post-test score obtained after the learning web implementation. the results obtained are then processed using the following formula: . 𝑔 = 𝑋2 − 𝑋1 𝑋𝑚𝑎𝑘𝑠 − 𝑋1 keterangan: 𝑋1 = pre-test score 𝑋2 = post-test score 𝑋𝑚𝑎𝑘𝑠 = maximum score then, the results of the calculations are compared through the following table to acquire the criteria to increase student’s mathematical power. table1.criteria ofgain score gain score kriteria 𝑔 ≥ 0,7 high 0,3 ≤ 𝑔< 0,7 moderate 𝑔< 0,3 low results and discussion here is the description of the development results based on the stages of the addie development model on the web-based mathematics learning to improve student’s mathematical power. 1. analysis the researchers communicated to the school regarding implementing the planned web development research procedures for mathematics teaching materials. this stage analyzed the expected outcome following curriculum related to the 49 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej material, learning habits in class, and use of web media in learning mathematics. curriculum analysis was done by identifying mathematics learning materials for class viii, developed on the mathematics learning web. the communication results to the mathematics subject teacher showed that the material’s content to be published on the learning web was material for even semester learning, including the pythagorean theorem, circles, flat side spaces, statistics, and opportunities. preliminary analysis related to student’s mathematical power conducted on class viii students as research subjects aimed to determine the initial ability before implementing the mathematics learning web. researchers analyzed the initial ability of student’s mathematical power by giving math pre-test questions. based on the analysis obtained, 30 students have less mathematical power. likewise, the researchers analyzed student’s use of the mathematics learning web to explain the role of the developed mathematics learning web and how it was used in mathematics teaching on student’s mathematical power. 2. design at this stage, the researchers designed the web, including: (1) web display; (2) teaching materials based on the ability of mathematical power; (3) test questions to measure student’s mathematical power. the following shows the form of the developed mathematical power structured web-based mathematics learning design: picture 2. web-based mathematics learning of class viii middle school mathematics 3. development this stage conducted qualitative validation for web-based mathematics learning, teaching materials, and test questions. based on the validation results, several suggestions were obtained as follows: 50 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 1. validator comments and suggestions on the mathematical power structured web-based mathematics learning no type validator comment/suggestion 1 web design 1 add links/videos related to learning materials the color degradation must be consistent, and the pictures must use more specific descriptions regarding the description and type of the picture add learning concept maps and links related to the previously studied material 2 teaching material 2 it’s acceptable and feasible to be applied the teaching materials arranged are appropriate and have a mathematical power structure 3 examples of questions and discussions should be reconsidered related to solving everyday problems 3 mathematical powertest questions 2 eligible and applicable the preparation of the questions is acceptable, and following the learning objectives 3 the questions that have been made are appropriate and eligible for use 4. implementation the implementation stage was conducted after experts and content had validated the mathematics learning web, and material improvements were based on the results of the validation assessment. then, the web was implemented to research subjects. at this stage, web-based mathematics learning teaching materials are enforced strictly around research topics. students were asked to open the mathematics learning web on each of the links provided. a question of mathematical power accompanies each teaching material. after studying materials through the learning web, students work on the questions that have been provided and then submit them online through the web. 5. evaluation in the final stage, the researchers assessed the development results of the web design stage and student’s mathematical abilities. the results of this evaluation were conducted with the final design stage. the design obtained used the same design stage because it follows the curriculum and student’s power to understand the web content. the following are the results of the evaluation of the use of the mathematics learning web: 51 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table2. analysis of web-based mathematics learning development no web development aspect average score keterangan 1 web media display 3,64 very good 2 web usability 3,20 good 3 web setup 3,38 good 4 web benefits 3,82 very good 5 learning material content 3,46 good 6 web language and communication 3,72 very good the student’s mathematical ability evaluation results were obtained through pretest and post-test scores. student’s mathematical power were increased by calculating a gain score of 0.62 with moderate criteria. based on the analysis results, the web-based mathematics learning can improve student’s mathematical power. web-based mathematics learning which was developed as a series of mathematics learning designed in such a way that students' mathematical power can be involved in learning. abdurrahman (2015) in his research revealed that mathematics learning we that have met the valid, practical, and effective criteria can be effective in developing students' mathematics learning achievement. suanah (2019) explains that the integration of technology in learning mathematics has several positive impacts, including technology can improve learning outcomes, can increase teaching effectiveness and can develop conceptual understanding, so that it can provide many benefits and conveniences in learning activities. shearer (munir, 2017) reveals that digital learning actually contributes quantitatively to teaching and learning interactions. conclusion the conclusions from the research are as follows (1) a web-based mathematics learning developed to increase valid mathematical power for junior high school students. the validator states that the learning web is feasible and meets the valid criteria of content, construct, and language; (2) web-based mathematics learning meets the practical criteria in its usefulness by achieving good responses from the student; and (3) there is an increase in student’s mathematical ability with moderate criteria after learning on the web-based mathematics learning. references arifin, f., & herman, t. (2018). pengaruh pembelajaran e-learning model web centric course terhadap pemahaman konsep dan kemandirian belajar matematika siswa. jurnal pendidikan matematika, 12(2), 1–12. https://doi.org/10.22342/jpm.12.2.4152.1-12 asmuni. (2020). problematika pembelajaran daring di masa pandemi covid-19 dan solusi pemecahannya. jurnal paedagogy, 7(4), 281–288. https://doi.org/10.33394/jp.v7i4.2941 cahyadi, r. a. h. (2019). pengembangan bahan ajar berbasis addie model. halaqa: islamic education journal, 3(1), 35–42. https://doi.org/10.21070/halaqa.v3i1.2124 52 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej chandra, f. e. (2015). pengembangan instrumen daya matematis untuk siswa smp. educazione, 3(2), 195–206. https://doi.org/https://doi.org/10.0034/edu.v3i2.164 hadi, s., & novaliyosi, n. (2019). timss indonesia (trends in international mathematics and science study). prosiding seminar nasional & call for papers, 0(0). http://jurnal.unsil.ac.id/index.php/sncp/article/view/1096 haiprilisya, n., sukestiyarno, s., & a, n. c. (2020). kemampuan pemecahan masalah matematis siswa berbantuan pertanyaan metakognitif melalui webbased mathematics learning. prosiding seminar nasional pascasarjana (prosnampas), 3(1), 256–261. https://proceeding.unnes.ac.id/index.php/snpasca/article/view/613 janah, s. r., suyitno, h., & rosyida, i. (2019). pentingnya literasi matematika dan berpikir kritis matematis dalam menghadapi abad ke-21. prisma, prosiding seminar nasional matematika, 2, 905–910. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29305 munir. (2017). pembelajaran digital. alfabeta. murtiyasa, b. (n.d.). tantangan pembelajaran matematika era global. retrieved january 10, 2022, from https://webcache.googleusercontent.com/search?q=cache:07wzhieg4eyj:htt ps://publikasiilmiah.ums.ac.id/bitstream/handle/11617/6005/28_47%2520pr of%2520budi%2520m.pdf+&cd=2&hl=id&ct=clnk&gl=id persada, a. r. (2017). peningkatan hasil belajar matematika melalui pengembangan bahan ajar berbasis website. eduma : mathematics education learning and teaching, 6(1), 62–76. https://doi.org/10.24235/eduma.v6i1.1661 rifdan. (2018). upaya meningkatkan kemampuan guru dalam penggunaan media tik melalui kegiatan workshop di smpn 2 teluk kuantankecamatan kuantan tengah kabupaten kuantan singingi. jurnal pajar (pendidikan dan pengajaran), 2(5), 827–835. https://doi.org/10.33578/pjr.v2i5.6134 suanah, s. (2019). pengembangan media pembelajaran berbasis web desain wix materi bangun ruang matematika sd kelas v. proceedings of the icecrs, 2(1), 243–252. https://doi.org/10.21070/picecrs.v2i1.2412 syaban, m. (2008a). menumbuhkembangkan daya matematis siswa. educare. http://jurnal.fkip.unla.ac.id/index.php/educare/article/view/64 syaban, m. (2008b). menumbuhkembangkan daya dan disposisi matematis siswa sekolah menengah atas melalui model pembelajaran investigasi. educare. http://jurnal.fkip.unla.ac.id/index.php/educare/article/view/71 arifin, f., & herman, t. (2018). pengaruh pembelajaran e-learning model web centric course terhadap pemahaman konsep dan kemandirian belajar matematika siswa. jurnal pendidikan matematika, 12(2), 1–12. https://doi.org/10.22342/jpm.12.2.4152.1-12 asmuni. (2020). problematika pembelajaran daring di masa pandemi covid-19 dan solusi pemecahannya. jurnal paedagogy, 7(4), 281–288. https://doi.org/10.33394/jp.v7i4.2941 cahyadi, r. a. h. (2019). pengembangan bahan ajar berbasis addie model. halaqa: islamic education journal, 3(1), 35–42. https://doi.org/10.21070/halaqa.v3i1.2124 53 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej chandra, f. e. (2015). pengembangan instrumen daya matematis untuk siswa smp. educazione, 3(2), 195–206. https://doi.org/https://doi.org/10.0034/edu.v3i2.164 hadi, s., & novaliyosi, n. (2019). timss indonesia (trends in international mathematics and science study). prosiding seminar nasional & call for papers, 0(0). http://jurnal.unsil.ac.id/index.php/sncp/article/view/1096 haiprilisya, n., sukestiyarno, s., & a, n. c. (2020). kemampuan pemecahan masalah matematis siswa berbantuan pertanyaan metakognitif melalui webbased mathematics learning. prosiding seminar nasional pascasarjana (prosnampas), 3(1), 256–261. https://proceeding.unnes.ac.id/index.php/snpasca/article/view/613 janah, s. r., suyitno, h., & rosyida, i. (2019). pentingnya literasi matematika dan berpikir kritis matematis dalam menghadapi abad ke-21. prisma, prosiding seminar nasional matematika, 2, 905–910. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29305 munir. (2017). pembelajaran digital. alfabeta. murtiyasa, b. (n.d.). tantangan pembelajaran matematika era global. retrieved january 10, 2022, from https://webcache.googleusercontent.com/search?q=cache:07wzhieg4eyj:htt ps://publikasiilmiah.ums.ac.id/bitstream/handle/11617/6005/28_47%2520pr of%2520budi%2520m.pdf+&cd=2&hl=id&ct=clnk&gl=id persada, a. r. (2017). peningkatan hasil belajar matematika melalui pengembangan bahan ajar berbasis website. eduma : mathematics education learning and teaching, 6(1), 62–76. https://doi.org/10.24235/eduma.v6i1.1661 rifdan. (2018). upaya meningkatkan kemampuan guru dalam penggunaan media tik melalui kegiatan workshop di smpn 2 teluk kuantankecamatan kuantan tengah kabupaten kuantan singingi. jurnal pajar (pendidikan dan pengajaran), 2(5), 827–835. https://doi.org/10.33578/pjr.v2i5.6134 suanah, s. (2019). pengembangan media pembelajaran berbasis web desain wix materi bangun ruang matematika sd kelas v. proceedings of the icecrs, 2(1), 243–252. https://doi.org/10.21070/picecrs.v2i1.2412 syaban, m. (2008a). menumbuhkembangkan daya matematis siswa. educare. http://jurnal.fkip.unla.ac.id/index.php/educare/article/view/64 syaban, m. (2008b). menumbuhkembangkan daya dan disposisi matematis siswa sekolah menengah atas melalui model pembelajaran investigasi. educare. http://jurnal.fkip.unla.ac.id/index.php/educare/article/view/71 176 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematics literature analysis of students of class viii mts darussalam daun in cooperative learning model type investigation group zuhro putri firdausi1, marhan taufik2, reni dwi susanti3 123mathematics education, faculty of teacher training and education university of muhammadiyah email: zuhroputri15@gmail.com abstract this study aims to determine the extent of mathematical literacy skills by applying the group investigation type of cooperative learning model. mathematics literacy achievement in indonesia is still low, as seen in the pisa and timss surveys, and one of the private junior high schools in malang learning mathematics is still using conventional learning. the research method is qualitative research with a descriptive approach with nine students as the subject. the results showed that observations of teacher activities at the first meeting were 91.6% very good and the second meeting 97% very good too, observation of student activities at the first meeting 87.5% was very good and the second meeting 93.8% with very good predicates. then the data from the student response questionnaire on the application of the gi model is an average of 4, 1, which has a good predicate. in addition, the results of the essay test to measure students' literacy skills in the application of the gi model for two meetings showed poor results at the first meeting because there were 2 students who had moderate percentage predicate, while the mathematical literacy ability of students in the second meeting was better because 7 out of 9 students with very high predicate and others with a high predicate. the data obtained based on the results of observations of teacher and student activities, student response questionnaires, and essay test results indicate that the mathematical literacy of class viii mts darussalam daun students in the application of the group investigation type cooperative model has been successful and effective so that students' mathematical literacy skills are better than meeting first because most students get a very high predicate. keywords: mathematical literacy; learning model; group investigation introduction simply put, mathematical literacy is the ability to know and use mathematics in everyday life. however, many writers have developed the meaning of mathematical literacy. one of them, according toojose (2011)mathematical literacy involves more implementation methods. it demonstrates basic knowledge, ability, and confidence in using mathematical knowledge in everyday life. according to (oecd, 2017b)mathematical literacy is an individual's ability to formulate, apply, and interpret mathematics in various contexts. includes mathematical reasoning and the ability to use mathematical concepts, procedures, facts, and tools to describe, explain, and predict phenomena. however, the achievement of mathematical literacy in indonesia is still low as seen in the pisa survey (pakpahan, 2017). mailto:zuhroputri15@gmail.com 177 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the mathematical literacy achievement of indonesian students has not shown satisfactory results as seen from their participation in timss and pisa. according towardono & mariani (2014)a survey from trends in international mathematics and sciences study (timss) indonesia is ranked 34th out of 45 countries. the program for international student assessment (pisa) shows that indonesia's achievement in mathematics has increased from 375 points in 2012 to 386 points in 2015. this increased achievement has made indonesia ranked 63 out of 70 countries.(tasyanti et al., 2018). however, this achievement still shows that mathematical literacy in indonesia is still low. as showntasyanti, wardono, and rochmad (2018) indonesian students have not been trained and accustomed to pisa questions that require mathematical literacy to solve them. though according to(wardono & mariani, 2014) the definition of mathematical literacy based on pisa 2015 is in line with the standard content of mathematics subjects in the indonesian curriculum. although the indonesian curriculum is in line with the definition of mathematical literacy based on pisa 2015 which includes three abilities (formulating, applying, and interpreting mathematics), if the curriculum implementers (teachers) are not in line, then it is useless to align the indonesian curriculum with the definition of mathematical literacy. most students also do not understand the content of the material if it is not explained in advance by the teacher. as in one of the private high schools in malang, mathematics learning is still carried out using conventional learning, namely only with the lecture method, question and answer, and giving assignments that make students feel bored and tend not to listen to explanations from their teachers. therefore, learning mathematics in indonesia is expected to improve mathematical literacy by applying a student center approach, namely the cooperative learning model. the cooperative learning model is a group learning model that focuses students in the learning process, which requires students to be more active and able to work together with group members.(hartoto, 2016). one of the cooperative models applied is the group investigation type of cooperative learning model. the group investigation type of cooperative learning model was developed by sharan-sharan in 1976 (hija et al., 2016), what the researcher means is learning the discussion system with one class divided into small groups (4-5 people) with the group leader taking a sub-material lottery because each group gets a different sub-material. then the group leader and members discuss about the submaterials obtained. after that, the group leader or other group representatives present or explain their respective sub-materials in front of other groups. finally, the teacher as a learning supervisor concludes the results of the meeting obtained. the group investigation model emphasizes the participation and activity of students in finding information on their own with existing materials and requires them to be active in communicating with the group.(siti khoirunisyah, eko purwanti, 2017). research result hija, nirawati, and prihatiningtyas (2016) show that the mathematical problem solving ability of class students who are given a learning model that is given a gi model learning is better than a class that is given conventional learning. other research was also conducted by kusniati (2018) 178 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mentions that the aspects of formulating and implementing aspects of students have not been able to, but can interpret well judging by the results of the tests given. based on the explanation above, namely the achievement of mathematical literacy is still low and many students do not understand mathematics learning with mathematical literacy which includes three abilities (formulating, applying, and interpreting) mathematics in various contexts, researchers want to conduct research to find out how mathematical literacy with the application of the group investigation (gi) cooperative learning model in class viii mts darussalam daun. the research was conducted by observing students while discussing with their classmates. therefore, the researcher wants to conduct a study with the title "analysis of mathematical literacy of students of mts darussalam daun in a group investigation type learning model". therefore, the formulation of the problem in this study is how mathematical literacy in students is applied to the group investigation (gi) type of cooperative learning model in teaching and learning in the classroom. the purpose of the study is to determine the extent of mathematical literacy skills with the implementation of the group investigation (gi) type of cooperative learning model. research method this research is a descriptive qualitative research. the subjects in this study were 9 students of class viii mts darussalam daun. the instruments used in this research are teacher activity observation sheets, student activity observation sheets and student response questionnaire sheets and essay test sheets that have been tested for validation by expert lecturers. data collection techniques used during the study were observation, questionnaires, and tests.the activity observed by the researcher in the study was to observe and understand the teaching and learning activities of teachers and students by applying the group investigation type of cooperative learning model to see how teachers teach according to the steps of the gi learning model and the indicators in the observation sheet. questionnaires will be distributed to each student in class x mia 2 at the end of the mathematics teaching and learning activity which is used to obtain data from students regarding what has been received when participating in teaching and learning activities that have been carried out with the teacher by applying the group investigation type cooperative learning model. meanwhile, the test is used to see the students' mathematical literacy skills, consisting of 5 essay questions given after the students' discussion. data analysis techniques using miles and huberman's flow model data analysis in analyzing data has the following stages: (suliah, 2019): a. data reduction the data obtained from the teacher and student activity observation sheets, student response questionnaire sheets, and essay tests were analyzed using the percentage descriptive statistical formula, namely(fahrunnisa, 2016): a) teacher and students activity observation data 𝑃1 = 𝑅 𝑋 × 100% with, 𝑃1 = percentage of teacher observation scores sought 179 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 𝑅 = total score obtained 𝑋 = maximum score 100% = fixed number after obtaining the results, the percentages were matched with the assessment guidelines. according to ngalim purwanto in fahrunnisa (2016) teacher activity criteria are based on the following guidelines: table 1. criteria for teacher and student activities percentage letter value weight predicate 86% − 100% a 4 very good 76% − 85% b 3 well 60% − 75% c 2 enough 55% − 59% d 1 not good 00% − 54% e 0 not good teacher activities are said to be effective if the minimum percentage obtained has a good predicate. b) student response questionnaire data the student response questionnaire consists of five answer choices with the assessment categories in table 11(widoyoko, 2010). table 2. assessment criteria 5 scale category score negative statement positive statement strongly agree (ss) 1 5 agree (s) 2 4 disagree (ks) 3 3 disagree (ts) 4 2 strongly disagree 5 1 the steps to get the results of the questionnaire analysis: 1) calculate the average score of each and entire questionnaire with the following formula: �̅� = ∑ 𝑥𝑖 𝑛 𝑖=1 𝑛 information: �̅� : the average score of each questionnaire 𝑛 : lots of statement items 𝑥𝑖 : score on the item prtstatement to-𝑖 2) converting the average score of the questionnaire into a qualitative value based on the 5-scale assessment criteria according to(widoyoko, 2010) and can be categorized as follows: table 3. criteria for student response questionnaires score range criteria �̅� > 4,2 very good 3,4 < �̅� ≤ 4,2 well 2,6 < �̅� ≤ 3,4 pretty good 1,8 < �̅� ≤ 2,6 not good �̅� ≤ 1,8 not very good 180 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the gi type of cooperative learning model is said to be effective if the average student response questionnaire at least the percentage obtained has good criteria. c) test data the data from the essay test results were analyzed using descriptive statistics and then scored using the following formula: 𝑃3 = 𝑆𝑘𝑜𝑟 𝑚𝑒𝑛𝑡𝑎ℎ 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙 × 100% with, percentage of test scores sought : 𝑆𝑘𝑜𝑟 𝑚𝑒𝑛𝑡𝑎ℎ = scores obtained by students 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙 = the maximum score of the guidelines 100% = fixed number after that, the percentage value was obtained and analyzed into the following criteria for mathematical literacy abilities. table 4. criteria for mathematical literacy ability level of success (%) criteria > 80% very high 60 − 79% tall 40 − 59% currently 20 − 39% low < 20% very low (source: kusniati, 2018) the successful application of this gi type of learning model is to see the mathematical literacy ability of students if the percentage value of the test obtained is 60% of the subjects have high criteria. b. data presentation data obtained from observations, questionnaires, and tests are presented in the form of tables and descriptions. the information presented is in accordance with the researcher's focus, namely seeing how mathematical literacy skills are with the implementation of the group investigation (gi) type cooperative learning model at mts darussalam daun. c. conclusion after the researcher got the desired data, then the conclusions that had been obtained were drawn using a data measuring device (research instrument) which had been analyzed using the percentage statistical formula to find out the results of this study results and discussion the schedule for conducting the research was carried out at the researcher's house due to the pandemic conditions that did not allow schools to hold face-toface meetings, as follows in table 5 : 181 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 5. schedule of group investigation type cooperative learning activities date and time lesson hours activity tuesday, june 8, 2021 09.00-10.00 carry out learning with a cooperative model of group investigation type and observe teacher activities observed by appointed observers thursday, june 10, 2021 08.00-09.00 continuing the unfinished material and reviewing it again, then at the end of the lesson students are given an essay test and a student response questionnaire is distributed. table 6. results of observation of teacher activities no. learning activities meeting 1 meeting 2 1. preliminary activities 10 11 2. core activities 12 12 3. closing activities 11 12 total score 33 35 percentage= (score : 36) x 100% 91.6% 97% predicate very good very good table 6 shows the results of observations from teacher activities during the learning process. from the results of the learning for teacher activities, it shows the very good category at meeting 1 and meeting 2, namely with a percentage of 91.6% and 97%. it can be said that there was an increase of 5.4%. table 7. results of observation of student activities no. learning activities meeting 1 meeting 2 1. preliminary activities 3 3 2. core activities 22 24 3. closing activities 3 3 total score 28 30 percentage= (score : 32) x 100% 87.5% 93.8% predicate very good very good table 7 shows the results of observations of student activities during the learning process. from the results of the learning for student activities showed the very good category at meeting 1 and meeting 2, namely with a percentage of 87.5% and 93.8%. it can be said that there was an increase of 6.3%. table 8. recapitulation of student response questionnaire results no. subject score conversion 1 s1 45 4.1 2 s2 49 4.5 3 s3 46 4.2 4 s4 43 3.9 5 s5 40 3.6 6 s6 49 4.5 7 s7 46 4.2 8 s8 42 3.8 9 s9 44 4.0 amount 404 36.8 average (criteria) 44.9 (well) 4.1(well) 182 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 8 is the result of the response questionnaire scores filled out by 9 students. the table shows a good response, thus obtaining good criteria regarding the application of the group investigation type cooperative model in measuring students' mathematical literacy skills. based on the results of the teacher and student observation sheets also experienced an increase with very good criteria. therefore, the group investigation type cooperative model has met the criteria for effectiveness in learning as written in the previous chapter. table 9. recapitulation of first meeting essay test results no. subject's initials score percentage predicate 1 s1 19 63.3% tall 2 s2 26 86.7% very high 3 s3 20 66.7% tall 4 s4 19 63.3% tall 5 s5 14 46.7% currently 6 s6 29 96.7% very high 7 s7 27 90% very high 8 s8 15 50% currently 9 s9 19 63.3% tall table 9 shows that 3 out of 9 students have a very high percentage predicate, 4 out of 9 students have a high percentage predicate, and 2 out of 9 students have a moderate percentage predicate. this shows that the results of students' essay tests at the first meeting with the application of the gi type cooperative model have not been fully successful in measuring students' mathematical literacy skills, because there are 2 students who have a moderate percentage predicate. at the second meeting, the results of the essay tests from the nine subjects studied showed that the three aspects of students' mathematical literacy were good and appropriate. students are able to formulate test questions or existing problems by writing what they know or by drawing. aspects of applying appropriate concepts, facts, procedures, they are also able to do the same as at the first meeting. students are also able to interpret mathematical results into the context of the problem in a reasonable way. the results of the percentage of essay test data for the second meeting are in table 10 following. table 10. recapitulation of essay test results for the second meeting no. subject's initials score percentage predicate 1 s1 26 86.7% very high 2 s2 27 90% very high 3 s3 26 86.7% very high 4 s4 19 63.3% tall 5 s5 29 96.7% very high 6 s6 29 96.7% very high 7 s7 27 90% very high 8 s8 26 86.7% very high 9 s9 24 80% tall 183 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 10 shows that 7 of 9 students have a very high percentage predicate, 2 out of 9 students have a high percentage predicate, and no students have a medium percentage predicate. this shows that the results of students' essay tests at the second meeting with the application of the gi type cooperative model have been successful and effective in measuring students' mathematical literacy skills, because most students get very high predicates based on essay question scores which are analyzed from 3 aspects, namely: a. aspects of formulating the answers to the essay test questions at the first and second meetings showed 9 students were able to formulate aspects, namely changing or formulating into mathematical symbols and images that matched the flat side space material. s1 to s9 are able to convert relevant problems into various mathematical forms appropriately. it can be seen that the subject can explain the problems or problems that exist with pictures or symbols. s1, s2, s3, s4, s6, s7, s8 formulate the problem in the form of a flat-sided geometric symbol while s5 and s9 formulate it in the form of a flat-sided figure. b. aspects of applying in the aspect of applying students are able to understand the given problem by first formulating the problem into a mathematical form that is in accordance with the flat side space material. so that students use concepts, facts, and procedures in solving mathematical problems properly and appropriately. students can do calculations well even though there are some who get inaccurate answers because they are not careful and in a hurry. at the first meeting the results of the essay test scored 1 out of 2 for the applying aspect, namely all students (s1 to s9) to answer 1 to 2 questions for each student, they were less precise in using appropriate concepts, facts, procedures so that they obtained inaccurate results. . while at the second meeting there was an increase, namely s4, s5, s7, c. interpreting aspect in the aspect of interpreting, namely concluding a reasonable answer with the right problem and answer, some students did not do it at the first meeting. most of them do not write conclusions or reinterpret mathematical problems into contextual form. the data from the essay test shows that s1, s4, s5, s8, s9 did not write conclusions from all the number of questions, while s3 did not conclude on questions number 1, 4, 5. there was an increase in the second meeting after the teacher and students evaluated at the first meeting, that is, only s4 was found which did not conclude all the number of questions, but the score obtained was still with high criteria. based on the research data obtained, the researcher concludes that the mathematical literacy ability in the group investigation type cooperative model is very high in teaching and learning activities. the activities of teachers and students in the gi model have an influence on mathematical literacy skills. this is evidenced by the increasing activities of teachers and students, the increasing ability of students' mathematical literacy on essay test questions. the increase in teacher activities from 91.6% to 97% and student activities from 87.5% to 93.8% resulted in students' mathematical literacy skills. the results of the students' essay tests 184 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej which were initially at the first meeting were not fully successful in measuring students' mathematical literacy skills, because there were 2 students who had moderate percentage predicates. meanwhile, at the second meeting the application of the gi type cooperative model was successful and effective in measuring students' mathematical literacy skills, because most students received very high predicates, namely 7 out of 9 students. the learning process of the group investigation type of cooperative model in measuring mathematical literacy skills got a good response from the students. it is proven by the distribution of response questionnaires to students by obtaining an average of 4.1 so that they get the criteria of good. the results of the study are strengthened by the research conducted tasyanti et al. (2018) said the application of the gi model of the mathematical literacy ability of sma 2 semarang students in learning was very good as shown from the results of interviews and answers to test questions that students were able to convert real problems into mathematical form, very good criteria for the representation component shown by being able to re-present the problem so that clearer, the criteria are very good for the component planning strategy which is shown by being able to write down the correct completion steps, sequential writing, correct formulas, and correct calculations, and very good criteria for components using mathematical tools in working on problems properly and correctly. . this means that the aspects of formulating, implementing, and interpreting students have good criteria. based on the results of observations, questionnaires, and written tests, this study is better than research kusniati (2018)with the results of the research, students are able to formulate the given problem in the form of symbols and images that are in accordance with the flat-sided wake-up material, apply concepts, facts, and procedures that are appropriate and appropriate. as well as being able to reinterpret mathematical sentences to existing problems. while research belongs tokusniati (2018)only based on written tests which were conducted three times with the results that students were not fully capable of formulating and applying the problems given. however, students are able to interpret well. conclusion based on research data obtained from observation data on teacher and student activities, student response questionnaires and essay test results indicate that mathematical literacy skills in the group investigation type cooperative model have a very high predicate in teaching and learning activities. the students' mathematical literacy ability seen from the results of the essay test was initially not good at the first meeting, because there were 2 students who had a moderate percentage predicate. meanwhile, at the second meeting the application of the gi type cooperative model was successful and effective so that students' mathematical literacy skills were better than the first meeting, because most students received very high predicates, namely 7 out of 9 students. to researchers who want to conduct research, this research is only limited to mathematical literacy skills in the gi type cooperative model, for further research it is better to study more broadly with related themes and can correct the weaknesses 185 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in this study, namely when determining the time of the study because the pandemic has caused researchers to be confused about carrying out research because schools have not met face-to-face. finally, the researcher was desperate to go to the mts darussalam daun school to ask for permission to conduct research and it was agreed with the place at the researcher's house. at the first meeting the students felt awkward and less active in discussing because they were not used to it. so it is better if the application of the learning model is carried out more varied. references fahrunnisa, wsbt (2016). application of the card sort learning model to improve integrated ips students' learning outcomes for class vii smpn 7 banda aceh. geography education student science fkip unsyiah, i, 193–202. https://doi.org/10.1007/s11139-020-00300-y hartoto, t. (2016). group investigation (gi) type cooperative learning model improves historical learning activities and outcomes. 4. hija, a., nirawati, r., & prihatiningtyas, nc (2016). the influence of group investigation (gi) learning model on students' mathematical problem solving ability in class x mathematics and natural sciences opportunity material. jpmi (journal of indonesian mathematics education), 1(1), 25. https://doi.org/10.26737/jpmi.v1i1.79 kusniati, i. (2018). analysis of mathematic literature ability of students through the solution of algebral expression questions in smp negeri 1 lambu kibang. oecd. (2017). pisa for development assessment and analytical framework. https://doi.org/10.1787/9789264305274-en ojose, b. (2011). mathematics literacy : are we able to put the mathematics we learn into everyday use? journal of mathematics education, 4(1), 89–100. pakpahan, r. (2017). factors influencing indonesian students' achievement in mathematical literacy in pisa 2012. journal of education and culture, 1(3), 331. https://doi.org/10.24832/jpnk.v1i3.496 siti khoirunisyah, eko purwanti, py (2017). the effectiveness of the group investigation learning model on social studies learning outcomes. creative journal: journal of basic education, 7(1). suliah. (2019). the principal's strategy to maximize the use of infrastructure and the teacher's role to improve quality. march. tasyanti, t., wardono, w., & rochmad, r. (2018). analysis of mathematical literacy ability based on students' emotional intelligence through cooperative learning model type of group investigation. prisma, proceedings of the national mathematics seminar, 1, 334–346. wardono, & mariani, s. (2014). assessment to improve mathematics literacy. international journal of education and research, 2(7), 361–372. widoyoko, ep (2010). analysis of the effect of teacher performance student learning motivation. 1–16. 130 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej literature review using think talk write (ttw) cooperative learning model in students' mathematical reasoning ability evi widianingrum1, dewi netta febrianti2, savitri wanabuliandari3 12student at mathematics education study program 3lecturer at mathematics education study program fakultas keguruan dan ilmu pendidikan universitas muria kudus email : eviwidia223@gmail.com abstract the purpose of this research is to analyze think talk write (ttw) learning whether this model is effective in improving students' mathematical reasoning abilities. this type of research is a literature review related to the theory of the think talk write (ttw) type cooperative learning model and mathematical reasoning abilities. this research uses library materials as the main data source that discusses the effectiveness of using cooperative learning models to improve students' mathematical reasoning abilities. the selection of sources from the literature review is chosen according to the development of the journal for the last 5 years, namely 2018 to 2022. reasoning ability is the ability to draw conclusions or make new statements based on previous statements. for cooperative learning model type think talk write (ttw) is an activity to think about reading material by listening, criticizing, and providing solutions. the results of this study indicate that increasing mathematical reasoning ability is more effective using think talk write (ttw) compared to conventional learning, because the use of think talk write (ttw) type learning model will make students understand the material better because they learn from thinking, compiling, testing. , reflect, and write down ideas. keywords: think talk write (ttw); reasoning ability introduction education is a continuous and never-ending process to produce quality human resources as provisions in the face of the times. ki hajar dewantara as the father of indonesian national education argues that education is an effort from parents to children with the intention of supporting the progress of their lives in providing useful life guidance, so that children get the perfect happiness of life by using the guidance that has been given. (wiryopranoto et al., 2017) one of the subjects that can be seen as useful for everyday life is learning mathematics. learning mathematics as one of the lessons that becomes a way of thinking logically, analytically, systematically, critically and creatively so that it trains the ability to work together in dealing with various problems by utilizing the news it receives. according to (dikembangkan, 2010) mathematics has characteristics that emphasize deductive processes that require logical and axiomatic reasoning. in mathematics, understanding concepts, problem solving, communication, reasoning and mathematical connections are abilities that will be mailto:eviwidia223@gmail.com 131 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej obtained when studying mathematics. this ability will improve the quality of human resources for future science. the weaknesses of students that cause low student learning outcomes are not having a good understanding of prerequisite material, lacking the ability to understand basic concepts, lack of accuracy in listening and analyzing problems, and lack of students' reasoning abilities.(sibuea, 2017) to get sources quality resources in education are not only learning and the use of books as learning media, but the way students learn in the classroom can affect learning outcomes. the way of learning in the classroom can usually be referred to as a learning model. nowadays, many learning models have been created, one of which is the tink talk write (ttw) type cooperative learning model. think talk write (ttw) is a type of cooperative learning model that emphasizes thinking, compiling, testing, reflecting, and writing ideas by prioritizing collaboration between students in groups to achieve learning goals (jami’atun & wijayanti, 2020). based on the understanding of ttw, it can be stated that think means thinking, which means using the mind to consider and decide something. then talk which means talking or discussion, with this students communicate about conveying ideas by using language words they understand. and the last is write which means to write, students write down the ideas obtained in think and talk activities in the form of concepts used, methods of completion, and solutions obtained. (irwan & permata sari, 2018) ttw is used to develop students' ways of writing fluently and practice language before writing them, besides that it can help students in collecting and developing ideas through conversation. ttw learning activities start from thinking about reading material by listening, criticizing, and providing solutions. then the results of the readings are communicated with presentations, discussions and making reports on the results of the presentations. type cooperative learning think talk write model is a learning model that can foster students' mathematical reasoning abilities. mathematical reasoning ability is an essential ability to be developed in high school students, and is one of the abilities that students must have in learning mathematics because it is one part of mathematical thinking skills. the thought process to draw conclusions can be based on previous statements and their truth has been proven. according to sumarmo in (konita et al., 2019) ) the indicators of mathematical reasoning ability are as follows: a. draw logical conclusions b. provide explanations with models, facts, characteristics, and relationships c. estimating the answer and the solution process d. using patterns and relationships to analyze situations or make analogies and generalizations e. develop and test the conjecture f. create counter example (counter example) g. follow the rules of inference and check the validity of arguments 132 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej h. develop valid arguments i. develop direct, indirect, and use mathematical induction. reasoning ability is very influential with the process of learning mathematics in class, because students who have good reasoning abilities will easily understand mathematical material, and vice versa if students who have low reasoning abilities will have difficulty understanding mathematical material. the importance of reasoning ability in learning mathematics because every mathematical problem must be solved by a reasoning process. reasoning can be understood and trained by solving mathematical problems. the importance of reasoning ability can be seen from student learning outcomes by being given the opportunity to use their reasoning skills in making assumptions based on their own experience and generating new concepts according to their thinking. (fajriyah et al., 2015) with the many articles and field findings in the educational environment that use the think talk write (ttw) type cooperative learning model, the researcher feels the need to conduct a literature review with the following objectives: first, to find out the other studies that have been done by other people that discuss the topic of research that is being carried out at this time. second, literature review can link the current study with the broad discourse in the literature with the same topic of discussion. by understanding the existence of previous research, the researcher will design how the new research project will be carried out. third, it will demonstrate the ability of researchers to integrate what others already know about the field of study. (asbar & witarsa, 2020). based on the description above, the researcher conducted a study entitled "literature study of the use of think talk write (ttw) cooperative learning model in students' mathematical reasoning ability". this study was conducted to determine the ability of mathematical reasoning in terms of the use of the ttw type cooperative model. research method method the method used is a literature review related to the think talk write (ttw) type cooperative learning model to improve students' mathematical reasoning abilities. the data found in this library study are sourced from various related literature. the related literature used is articles that have conducted research in the last 5 years, from 2018 to 2022, so that the data obtained is in accordance with the development of the state of education. the primary sources used in this literature review are references related to the think talk write (ttw) type cooperative learning model and mathematical reasoning abilities. while the secondary sources used are learning activities and child psychology. 133 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion mathematical reasoning ability through cooperative learning model type think talk write (ttw). according to (purwanto, 2012) mathematics learning achievement using the ttw type cooperative learning model is better than using conventional learning models and student learning achievement using the ttw type cooperative learning model is the same as tps type learning as well as tps and conventional learning provide good learning achievement. same. according to (sibuea, 2017) stated in the results of his research that students before being given action there were 11 students who had reached the level of mastery learning, while 25 students had not reached the level of mastery learning with absorption. this means that the use of the ttw type of cooperative learning model can improve students' mathematics learning outcomes. according to (jami’atun & wijayanti, 2020) stated in the results of his research that the proportion of students' mathematical reasoning abilities with the ttw model is higher than students with the pbl model, so it can be concluded that the ttw model is not effective on students' mathematical reasoning abilities. as is the case with research conducted by (bernard & rohaeti, 2016) which carried out activities to analyze students' mathematical reasoning abilities into the aspect of group reasoning. the following are indicators of mathematical reasoning according to sumarmo, namely: 1. indicators draw logical conclusions there are so many people who cannot think logically so they only take and accept the arguments presented. the use of logic in a science that teaches to pronounce the right words through reason and common sense, as well as reasoning, has the same goal as logical thinking, which is to find answers using thoughts and common sense. an example of the relationship between mathematics and the conclusion that exists in mathematics. before carrying out the work activities, students carry out activities to imagine what the shape of the problem will be. 2. indicators provide explanations with models, facts, properties, and relationships reasoning is a conscious activity by applying logic to reach a conclusion, the activity of seeing existing relationships, not only the relationship between objects but the relationship between ideas, then use the relationship to obtain other objects or ideas. examples of mathematical relationships with models of an area and the existence of facts regarding the existence of the relationship between the arrangement of distances between highways and mathematics. 3. indicators of improving answers and solution processes students will practice predicting answers, solutions or trends, and using relationship patterns to analyze situations. students can carry out calculations based on certain rules or formulas to get a conclusion that is expected to determine the validity of the conclusions obtained. 4. indicators use patterns and relationships to analyze situations, or make analogies and generalizations. 134 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students use supporting data to design mathematical forms based on the information presented to seek answers. existing information must be based on analogues that are made, namely based on the similarity of data, concepts, or processes. from the answers that have been obtained, not all answers have the same form, it is necessary to draw general conclusions based on a number of observed data. 5. indicators of constructing and testing conjectures mathematical reasoning is needed to achieve the ability to construct mathematical conjectures. a conjecture is a proportion as a real, true, or original thing based on something that has not been concluded. reasoning and making conjectures in the process of learning mathematics will encourage understanding that searches for patterns, conditions, relationships, and core sequences of mathematics. 6. the indicator follows the rules of inference and checks the validity of the arguments. able to provide known and asked questions, work steps, and conclusions correctly and use formulas according to the problems in question. work in accordance with the existing order and arguments that have been used. 7. developing valid arguments an argument is a series of statements to reveal the conclusion (inference). an argument is said to be valid for any statement that is substituted for the hypothesis. if all the hypotheses are true, then the conclusion is also true. if all the hypotheses are true but the conclusion is false, then the argument is called false. 8. the indicator creates counter example in mathematics a counter example is used to refute a statement. if you want to prove that a statement is true, you need evidence that shows that it is always true. writing down evidence to show the truth is very necessary, because giving examples is not enough. if you want to show that a statement is not true, it is necessary to provide an example scenario where the statement is false. 9. indicators construct direct, indirect evidence, and use mathematical induction direct proof is usually applied to prove a hypothesis that is used as a known fact or as an assumption. for indirect proof, the activity is carried out by proving the truth of the implication statement, which is proven through contraposition. in mathematics it is impossible to determine one by one the truth of a statement, but with the use of mathematical reasoning through mathematical induction so as to be able to make inferences to a statement. articles articles of mathematical reasoning ability through cooperative learning model think talk write (ttw) type. the articles on the application of the think talk write (ttw) type cooperative learning model in students' mathematical reasoning abilities are in table 1 below: 135 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 1. list of articles no author's name published article article title research method research results 1 irwan devi permata sari 2018. math educa. 2(2). pages 113-127 application of the think talk write cooperative learning model to the mathematical reasoning ability of class xi ipa man padang city quasi experimentswith a randomized control group only design. with random sampling class xi ipa2. the results of data analysis from the experimental class were taken from class xi ipa 2 and man 1 padang. and for the control class from class xi ipa 1 and man 1 padang using hypothesis testing, it can be obtained that the students' mathematical reasoning abilities using the ttw type cooperative learning model are significantly better than those taught conventionally. 2 siti jami'atu n kristina wijayan ti 2020. prisma. 3. page 599-604 mathematical reasoning ability in ttw learning (think talk write) viewed from student learning style the test method is used to obtain data on students' mathematical reasoning ability in class vii smp in semarang city.technique the random cluster the sample taken is a class that uses the ttw and pbl learning models. based on the discussion carried out, it was obtained that the ttw model student mastery was 66.7% and the average mathematical reasoning ability of students with the ttw model was higher than students with the pbl model, so it can be concluded that the ttw model is not effective on students' mathematical reasoning abilities. 3 beautifu l desrani lia volunte er zulyadai ni 2019. phi. 3(1). 2124 comparison of students' mathematical reasoning ability through cooperative learning model type think talk write (ttw) with problematic based learning (pbl) learning model in class vii students of smp negeri 5 jambi city research population 10 students from class vii smp negeri 5 jambi city . and it was found that the experimental class division using a think talk write was class vii b while the control class using the problem based learning is class vii e. the cooperative learning model of the think talk write (ttw) type has an average score of 32,649 with a standard deviation of 3,615. meanwhile, for the control class, the problem based learning (pbl) model obtained an average of 28,135 with a standard deviation of 3,698.type cooperative learning model think talk write for mathematical reasoning abilities is more effective than the problem based learning (pbl) 136 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the first article, (irwan & permata sari, 2018) conducting research activities regarding the application of the thing talk write (ttw) type cooperative learning model to mathematical reasoning abilities, they conducted research on man students of class xii science in the city of padang. researchers see the low mathematical reasoning ability of man padang city students from the average un score obtained is still very low. before conducting research, checking students' abilities also needs to be done, such as giving questions about mathematical reasoning. the results obtained by most students have not been able to get to the expected answers and have not been able to reason what was ordered according to the question indicators, namely drawing conclusions, compiling evidence, providing reasons or evidence for several solutions. in this study, research was conducted using 2 classes, namely the experimental class with 38 students and the control class with 40 students. the hypothesis testing was conducted four times to determine the mathematical reasoning ability of students who were taught with the ttw type cooperative learning model in the experimental class and the control class. calculations were carried out and resulted in an analysis of the initial ability test data that the control class students' mathematical reasoning abilities were higher than the average score of the experimental class. and for the analysis of the final ability test data, it was found that the control class students were lower than the experimental class. (irwan & permata sari, 2018) in the second article, siti jami'atun and kristina (2020) conducted research on seventh grade students of smp in semarang city in the 2018/2019 academic year. in this study, 2 samples were used, namely the experimental class and the control class. the test method was used to obtain data on students' mathematical reasoning abilities on line and angle material. the result of the research that has been done is that the classical mastery of the think talk write (ttw) model is 66.7%, so that it does not meet the classical mastery of 75%. however, when compared with the use of the pbl model, the thing talk write (ttw) model on the average and proportion of reasoning abilities has a higher value. (jami’atun & wijayanti, 2020) in the third article, (mayssara a. abo hassanin supervised, 2014) conducted research on mathematical reasoning abilities in seventh grade students of smp negeri 5 jambi city in the 2018/2019 academic year. from 10 classes in junior high school, samples were taken using random sampling technique by analyzing math scores which had scores that were normally distributed and had a homogeneous variance according to the prerequisite test. research was conducted on the class with the thing talk write (ttw) learning model and the problem based learning (pbl) learning model class, the first activity being a post-test on the number material. based on the results of the post-test conducted on the thing talk write (ttw) learning model, the experimental class obtained an average of 32,649. this 137 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej value is obtained because of several advantages of the ttw model, namely the involvement of students in the learning process, because students can communicate the results of their thoughts and can dialogue and convey their thoughts after going through the process of reading, finding, discussing, and then sharing ideas. and for the control class with problem based learning (pbl) learning model obtained an average of 28,135. (indah lia et al., 2019) in the fourth article, the proceedings of asep ikin sugandi (2011) conducted research on 80 class ix junior high school students by conducting a set of tests in the form of descriptions to measure mathematical reasoning abilities, and using worksheets that have been prepared. based on signs of cooperative learning type thing talk write (ttw). the results of the research at the think showed that the activities of thinking about possible solutions, taking notes to understand the ideas in the reading were more effective in improving communication and reasoning skills. at the talk , they carry out discussion activities from ideas in groups that have been obtained previously so that they will generate new ideas from several ideas that have been communicated by all group members. talk has an important role in mathematics, because in mathematics learning there is not only one way to solve problems, so that in this activity students' reasoning is expected to receive more appropriate answers to solve existing problems. at the write , writing has several benefits for communicating solutions to problems or questions given including calculations, work steps, and researching all work arrangements so that no work is left behind. so that in this study the role of thing talk write (ttw) learning has its own advantages compared to conventional learning. (ikin sugandi, 2011) in the fifth article, research conducted by novia fajar, budiyono, and budi usodo (2014) in public junior high schools throughout wonogiri regency in the 2013/2014 academic year was conducted using research data collection methods, documentation, tests, and questionnaire. in the study, data showed that the thing talk write (ttw) learning model with pmr provided an increase in achievement that previously used the thing talk write conventional andbecause the think talk write (ttw) learning model uses understanding using concrete objects that are used to illustrate the problems that exist in the lks. mathematical reasoning ability has an important role in learning achievement, because in this study it was proven that students who have high and moderate reasoning abilities have good learning achievements than students who have low reasoning abilities. (utami et al., 2014). conclusion mathematical reasoning ability is still low, so a learning model that can improve is needed, namely the ttw type cooperative learning model. the mathematical reasoning ability of students taught with the ttw type cooperative learning model was significantly better than those taught only with conventional learning.type of learning model think talk write will make students understand the material better because they learn from thinking, compiling, testing, reflecting, and writing ideas. 138 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references asbar, r. f., & witarsa, r. (2020). kajian literatur tentang penerapan pembelajaran terpadu di sekolah dasar. jurnal review pendidikan dan pengajaran, 3(2), 225–236. https://doi.org/10.31004/jrpp.v3i2.1220 bernard, m., & rohaeti, e. e. (2016). meningkatkan kemampuan penalaran dan disposisi matematik siswa melalui pembelajaran kontekstual berbantuan game adobe flash cs 4.0 (ctl-gaf). edusentris, 3(1), 85. https://doi.org/10.17509/edusentris.v3i1.208 dikembangkan, d. a. n. b. (2010). utari sumarmo, januari 2010– hal : 1. 1–27. fajriyah, l., nugraha, y., akbar, p., & bernard, m. (2015). pengaruh kemandirian belajar siswa smp terhadap kemampuan penalaran matematis. journal on education, 01(02), 288–296. ikin sugandi, a. (2011). pengaruh model pembelajaran koperatif tipe think talk write terhadap kemampuan komunikasi dan penalaran matematis. prosiding uny, 41–50. indah lia, d., relawati, & zulyadaini. (2019). perbandingan kemampuan penalaran matematis siswa melalui model pembelajaran kooperatif tipe think talk write (ttw) dengan model pembelajaran problem based learning (pbl) pada siswa kelas vii smp negeri 5 kota jambi. phi, 3(1), 21–24. irwan, & permata sari, d. (2018). penerapan model pembelajaran kooperatif tipe think talk write terhadap kemampuan penalaran matematis siswa kelas xi ipa man kota padang. math educa, 2(2), 113–127. jami’atun, s., & wijayanti, k. (2020). kemampuan penalaran matematis pada pembelajaran ttw ( think talk write ) ditinjau dari gaya belajar siswa. prisma, prosiding seminar nasional matematika, 3, 599–604. konita, m., asikin, m., & noor asih, t. s. (2019). kemampuan penalaran matematis dalam model pembelajaran connecting, organizing, reflecting, extending (core). prisma,prosiding seminar nasional matematika, 2, 611–615. lestari, k. e. dan m. r. y. (2017). penelitian pendidikan matematika (r. aditama (ed.); edisi ke-9). mayssara a. abo hassanin supervised, a. (2014). 済無no title no title no title. paper knowledge . toward a media history of documents, 1–36. purwanto, b. (2012). eksperimentasi model pembelajaran kooperatif tipe thinktalk-write (ttw) dan tipe think-pair-share (tps) pada materi statistika ditinjau dari kemandirian …. https://digilib.uns.ac.id/dokumen/detail/25300 sibuea, m. f. l. (2017). implementasi model pembelajaran kooperatif tipe think talk write (ttw) sebagai upaya meningkatkan hasil belajar siswa. mes (journal of mathematics education and science), 2(2), 44–51. utami, n. f., budiyono, & usodo, b. (2014). eksperimentasi model pembelajaran think talk write (ttw) dengan pendekatan matematika realistik (pmr) terhadap prestasi belajar matematika ditinjau dari kemampuan penalaran matematika dan kreativitas belajar siswa smp se-kabupaten wonogiri. jurnal elektronik pembelajaran matematika, 2(3), 260–269. 139 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej wiryopranoto, s., m. s. herlina, n., marihandono, d., tangkilisan b, y., & nasional, t. p. k. (2017). perjuangan ki hajar dewantara: dari politik ke pendidikan. 118 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej model problem-based learning for improving student’s mathematical competence: systematic literature review m. azhari panjaitan1, suhendra2 1,2pendidikan matematika, universitas pendidikan indonesia, email: 1azharipanjaitan@upi.edu, 2suhendra@upi.edu abstract improving students' mathematical competence such as problem-solving skills, mathematical communication, reasoning, and others can use the problem based learning model. this study aims to analyze the impact of the problem based learning model in improving the mathematical competence of students from primary school, junior high, and senior high school levels. the research method used is systematic literature review (slr). the sample comprises 17 research results on the pbl model in improving students' mathematical competence (concept understanding, problem-solving, and communication skills). the sample comes from indexed journals from the period 2012-2019. the key research question is how pbl influences students' mathematical competence based on the year of school, level of study, research location, and sample size. the slr method can find an increase in the number of eight-year studies. the results showed that communication skills and understanding of mathematical concepts dominated research results in improving mathematical abilities through problem-based learning models. most of the research was conducted at the junior high school level outside java, with a sample size of 30 people or more. based on the results of the review, the study’s conclusion proves the influence of the problem based learning (pbl) model on students' mathematical competence. keywords: model problem-based learning; kompetensi matematis siswa; systematic literature review introduction a large number of everyday uses of mathematics is one of the reasons why mathematics is a school subject that is considered essential and studied by students at all levels of education, and mathematics is also a means of forming students to think naturally (fitriani, 2015). mathematics is one of the sciences that can improve the ability to think and argue, contribute to solving everyday problems and in the world of work, and provide support in the development of science and technology (susanto, 2013). students with high expectations can understand and apply mathematics in everyday life. students' mathematical competence is seen in understanding concepts, reasoning, communication, and other abilities. understanding concepts in mathematics is a basic ability that must be possessed by students in the teaching and learning process (susanti, basri, & relawati, 2019). problem-solving ability is seen from students' ability to solve routine, non-routine, applied routine, and nonroutine problems in mathematics (eka & ridwan, 2015). several experts such as mailto:azharipanjaitan@upi.edu mailto:suhendra@upi.edu 119 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej baroody, miriam, et al stated that mathematical communication does not only convey ideas through writing, but must be broader, namely the ability of students to speak, explain, draw, ask questions and work together (sari & rahadi, 2014). the improvement of these three competencies will be seen by using the problem based learning model. classical problem factors, such as the application of mathematics learning methods, are still teacher-centered, while students tend to be passive. another classic factor is the application of conventional learning models, namely lectures, questions and answers, and giving assignments or homework (pr). (susanto, 2013). students' understanding and students' ability to learn because the influence of learning that is less desirable will affect students' problem-solving abilities (juliawa, maharani, & rati, 2017). this is like a copy method activity, i.e., information only comes from the teacher. problem based learning (pbl) can help develop the ability to understand mathematical concepts, which can be seen from the 7 aspects contained in this model, namely: 1) clarifying terms and concepts that are not yet clear; 2) formulating problems 3) analyzing problems 4) organizing ideas systematically; 5) formulate learning objectives; 6) seek additional information from other sources; 7) synthesize (combine) and test new information and generate reports (susanti, basri, & relawati, 2019). learning activities in the classroom using a problem-based learning model give students the freedom to conduct investigations, obtain information, plan, and implement a mathematical topic in solving the problem in question (angkotasan, 2014). research results (susanti, basri, & relawati, 2019) stated that the problem based learning learning model is better for improving students' mathematical concept understanding abilities. research conducted by (sinaga & manik, 2019) also stated that the use of problem based learning (pbl) learning models could improve students' mathematical communication skills so that the final results of students in the experimental class are higher than the ability to solve mathematical problems in the control class. from the research results presented, researchers are interested in exploring the problem based learning model in improving students' mathematical competence. based on the description above, the purpose of this study is to describe scientifically problem-based learning models related to mathematical competencies such as communication skills, understanding concepts, and problem-solving. the author determines the ability of these mathematical competencies to ensure and complete his research. this study determines mathematics competence based on the results of the application of pbl on mathematics competence in terms of year of study, level of study, and sample size. thus, the data collection stage is an important stage of slr. through the research data collected, the researcher formulated several relevant questions as follows: 1. how is the description of the influence of pbl on improving students' mathematical competence based on the year of study? 2. how is the description of the effect of pbl on increasing students' mathematical competence based on the level of study? 3. how is the description of the effect of pbl on increasing students' mathematical competence based on the research location? 120 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 4. how is the description of the effect of pbl on increasing students' mathematical competence based on sample size? research method systematic literature review the method used is a systematic literature review. the research approach is a survey-based quantitative descriptive (littell, corcoran, & pillai, 2008). the survey was conducted on secondary data from primary research on problem based learning models, concept understanding, problem-solving, and communication. there are three stages in this research, namely data collection, data analysis, and drawing conclusions. sources of data from primary studies that have been published are indexed journal articles. data collection uses indexed electronic databases such as google scholar, garuda portal, doaj, research gate, and direct journal urls. all articles were extracted to select relevant articles. all articles that have been extracted will enter the analysis stage. inclusion criteria the criteria for selecting the data used the inclusion criteria. inclusion criteria are criteria for research subjects to represent research samples that qualify as samples (notoatmodjo, 2012). the inclusion criteria that have been determined are as follows: 1. the article comes from research on mathematics education 2. the article is published in the 2012-2019 period 3. the research comes from the problem based learning model in improving students' mathematical competence. 4. the sample used is research at the elementary school, junior high school, and senior high school research instrument the research instrument was an observation sheet or matters related to the inclusion criteria. criteria, namely based on the year of research, level of study, sample size, and research location. population and sample the population of this research is all experimental research on the problem based learning model in improving students' mathematical competence, including conceptual understanding, problem-solving, and communication. the number of article samples obtained was 17 relevant according to the inclusion criteria. data collection technique data collection techniques in this study used articles related to the problem based learning model in improving students' mathematical competence, including conceptual understanding, problem-solving, and communication. the articles found using search engine (google) as many as 25 articles using keywords “problem-based learning,” “mathematics”, “experiment”, and “journals”. after that, the next step was to select 20 articles that matched the research questions and 121 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improved the problem-based learning model in improving mathematical competence. in the final stage, 17 specific articles were found with research questions and inclusion criteria. results and discussion this section presents the research results that have been processed by the data. presentation of research results can use tables or graphs as a means to explain the results of the study. the research results are in line with the problems posed, so the explanation in this section can be explained through sub-sections. the discussion is a review from the author relating to the results of the study he obtained. the basis used is previous studies, both in research and corresponding theories. based on this, the research results can be disclosed and explained by comparing or confirming them. there is an effect of problem-based learning on mathematics competence with various kinds of student and teacher learning activities, including mathematical communication, problem-solving, and understanding of the concepts presented in table 1. table 1. research results related to a model problem based learning for improving students mathematical competence authors, year, vol & no, and research location level of study sample size research resutlt (tomi utomo, dkk, 2014, 1(1), in java) junior high school > 30 students the problem-based learning model (problem based learning) has an effect on understanding the concept of class viii smpn 1 sumbermalang with a significance value of 0.000 (<0.05). the average pre-test and post-test increased by 21.36 from the pre-test average of 52.45 to the post-test average of 73.81. (eka yulianti dan indra gunawan, 2019, 02(3), outside java islands) senior high school > 30 students the results of data analysis using the spss 17.00 program show that there is an effect of applying the problem-based learning model to students' conceptual understanding and critical thinking. the gain value for understanding the concept of the experimental class is 0.51 and the gain value for the control class is 0.31 while the gain value for critical thinking in the experimental class is 0.58 and the gain value for the control class is 0.31. the effectiveness of using the pbl model is more effective in improving students' conceptual understanding and critical thinking, which is indicated by the effect size value of concept understanding of 0.36 and the critical thinking effect size value of 0.66. in addition, based on the results of the manova test, both the significance value of concept understanding and the significance value are less than 0.005, so it can be concluded that there is an effect of the application of the pbl model on 122 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conceptual understanding and critical thinking of high school students. (rosalia, dkk, 2019, 7(4), outside java islands ) junior high school > 30 students based on the results of data analysis, it is known that the increase in understanding of mathematical concepts of students who follow the pbl model is higher than the increase in understanding of mathematical concepts of students who follow the conventional model. thus, the problem-based learning model has an effect on students' understanding of mathematical concepts. (hanifah, r dan arrofa, a, 2017, 2(1), in java) elementary school > 30 students students who use the problem based learning learning model have higher learning outcomes when compared to students who get the lecture method. the use of the problem based learning learning model facilitates student learning by emphasizing problems and problem solving so that students are able to improve learning skills that are more meaningful, think at a higher level and are able to solve problems correctly, which means students have the ability to understand a concept. (susanti, dkk, 2019, 3(1), outside java islands) junior high school > 30 students from the results of the calculation it appears that t_count is greater than ttable then ho is rejected and h1 is accepted. based on the final results it can be concluded that the problem based learning (pbl) learning model is better for improving students' understanding of mathematical concept skills than the take and give learning model of class viii students of smpn 11 jambi city. (eka, dkk, 2019, 7(2), outside java islands) junior high school > 30 students the results of data analysis showed that the median of gain score of student’s understanding mathematical concept in pbl model was higher than the median of gain score of student’s mathematical concept in conventional learning. thus, the pbl model affects the student’s understanding of mathematical concept. (geni, dkk, 2019, 8(3), outside java islands) junior high school > 30 students the results showed that there was an influence of the problem-based learning model of learning with a metacognition approach to students' mathematical problem-solving abilities. (andi yunarni, 2018, 7(1), outside java islands) junior high school > 30 students the problem based learning (pbl) model has an effect on students' mathematical problem solving abilities. this happens because in the application of problem-based learning model (pbl) students better understand problems, plan problems, solve problems according to plan and examine or interpret solutions. (asria hirda, 2017, 2(2), outside java islands) junior high school > 30 students pbl learning model to increase communication skills by 43% and to increase problem solving skills by 58% compared to conventional learning. this means that the communication and problem-solving skills of students who are taught using the pbl learning model are better than the communication and problem-solving skills of students who are taught using conventional learning. 123 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (ghina, n & ekasatya, a, a., 2016, 5(1), in java) junior high school > 30 students the improvement of mathematical problem solving abilities of students who receive problem based learning and inquiry learning is high and students' attitudes towards mathematics subjects who receive problem based learning and inquiry have a good interpretation. (gede, dkk, 2017, 5(2), outside java islands) elementary school < 30 students the results of the t-test analysis obtained that tcount is greater than ttable (tcount 15.76 > ttable 2.021) this means that there is a significant difference in mathematical problem solving abilities between groups of students being taught with the problem based learning (pbl) model and the group of students who are taught using the conventional model, it can be concluded that the problem based learning (pbl) model has a positive effect on students' mathematical problem solving abilities. (nurma angkotasan, 3(1), 2014, outside java islands) senior high school > 30 students mathematics learning with a problem-based learning model is effective in terms of mathematical problem solving abilities in students of sma negeri 5 ternate city. based on the conclusions above, the suggestion that can be put forward is that mathematics teachers use a student-centered learning model that allows students to be actively involved in mathematics learning activities. mathematics teachers use problem-based learning models in learning mathematics in addition to linear programming material. (ahmad, dkk, 2012, 1(1), in java) junior high school > 30 students from the results of the calculation of the average problem solving ability of students in the experimental class is better than the control class. based on the results of the study, it can be concluded that the eliciting activities and problem based learning learning models are effective in problem solving abilities. (regina, s, s & santa, c, m., 2019, 5(1), outside java islands) junior high school < 30 students there is an effect of problem based learning (pbl) learning model on students' mathematical communication skills, so ho is rejected. the conclusion of this research is learning mathematics on the subject of pythagoras by using problem based learning model has a significant effect on students' mathematical communication skills compared to those using conventional learning. (ayu, dkk, 2017, 5(9), outside java islands) junior high school > 30 students the pbl model has an effect on increasing students' mathematical communication skills. this can be seen from the increase in mathematical communication skills of students who take part in pbl learning is higher than the increase in mathematical communication skills of students who take part in non-pbl learning. (eva, m, dkk, 2019, 7(2), in java) junior high school > 30 students from the results of research and discussion, it can be concluded that the application of the pbl model has not been effective in terms of ability. student mathematical communication. however, the application of pbl can improve students' mathematical communication skills. 124 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (lina & moersetyo, 2014, 3(3), in java) junior high school > 30 students the results of this study indicate that: increasing mathematical communication skills of students who receive problem-based learning, problems are better than students who receive conventional learning, most students (81.82%) give a positive attitude towards problem-based learning and a small number of students (18, 18%) gave a negative attitude. data based on criteria in the following, a table will be presented based on the inclusion criteria by categorizing them based on four moderating variables, namely the year of research, the level of research, the place of research, and the sample size. descriptive data are presented in table 2. table 2. data based on criteria no criteria mathematical competence conceptual understanding problem solving communication year of study 2012-2013 0 1 0 2014-2015 1 1 1 2016-2017 1 3 1 2018-2019 4 2 2 study level elementary school 1 1 0 junior high school 4 5 4 senior high school 1 1 0 research location in java 2 3 1 outside java islands 4 4 3 sample size ≤ 𝟑𝟎 people 1 1 0 > 𝟑𝟎 people 5 6 4 total 6 7 4 table 2 shows that in the past 8 years, research has been dominated by problem solving improvement and has been published in various indexed journals (angkotasan, 2014; juliawan, mahadewi, dan rati, 2017; dzulfikar, asikin, dan hendikawati, 2012; yusri, 2018; nadhifah dan afriansyah, 2016; yanti, 2017; elita, habibi, putra, dan ulandari, 2019). there is a lot of improvement in understanding the concept of research, but in improving communication, it is still lacking. this is an important thing for researchers to continue to develop mathematical communication skills through pbl. furthermore, it will be discussed through the moderating variables that have been determined. year of study there are four groupings based on the time of the study, starting from 20122013-2014-2015-2016-2017-2018-2019. the data obtained are as follows. 125 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 1. data based on year of study picture 1 shows that pbl research to improve mathematics competence tends to increase after 2016-2017 and the ability to understand concepts is one of the most studied concepts of the other two competencies. this shows that the researcher has a good interest in the ability to understand concepts. this shows that pbl has the potential to improve mathematical competence as has been discussed a lot. (utomo, wahyuni, dan hariyadi, 2014; yulianti & gunawan, 2019; yanti, asnawati, dan wijaya, 2019; rahmadani, 2017; susanti, basri, dan relawati, 2019; asih, sutiarso, dan wijaya, 2019). study level there are three groupings based on the level of study, namely elementary school, junior high school, and senior high school. the following data were obtained as follows picture 2. data based on study level 126 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 2 can be concluded that pbl is widely used at the junior high school level. in mathematics, especially communication skills, further research is carried out at the junior high school level (sinaga & manik, 2019; sumunaringtiasih, koestoro, dan asnawati, 2017; mariyati, noer, wijaya, 2019; sari, 2014). other abilities such as the ability to understand concepts and problem solving skills with pbl are obtained at the elementary and high school levels. however, communication skills were not found at the sd and smp levels using pbl. this has attracted researchers' attention to conceptual skills and problem solving skills at the primary and secondary school levels. location research there are two groups based on the research location, namely outside java and java. the following data are obtained as follows. picture 3. data based on research location picture 3 can be interpreted that each period of pbl research on students' mathematical competence is mostly carried out outside java and the most studied competence is communication skills. however, the mathematical competence that is mostly studied in the area of the island of java is only problem solving ability. therefore, this can be considered by researchers in the area of the island of java. this has also attracted the attention of researchers in the area of the island of java to be able to conduct research related to pbl on mathematical competence. 127 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sample size there are two groups based on sample size, namely ≤ 30 people and > 30 people. the following data are obtained as follows. picture 4. data based on a sample size picture 4 shows that pbl to improve conceptual understanding and problem-solving skills from the 2012-2019 period was dominated by research with a sample of less than or equal to 30 people, while in communication skills, it was only found for a sample of more than 30 people. conclusion research that discusses pbl to improve students' mathematical competence for four periods, especially in 2016-2019, has increased. among problem-solving skills, conceptual and communication skills get a lot of attention to be learned as a teacher's reference in adjusting the selected learning model according to the material to be taught. as for problem-solving, research and publications indexed by google scholar, garuda, sinta, and scopus are still minimal. research on improving concept, problem-solving, and communication skills through problem-based learning models is mainly carried out at the junior high school level outside java with a sample of 30 or more. based on the research results prove that the problem-based learning model has an effect on mathematical competence. the results of the review of 17 articles that became the main study in this study have found variations of student and teacher activities during the teaching and learning process in each primary study research result. from the results of this diversity, it can be concluded that preliminary studies with a wide variety of variations in the large category increase the pbl model on students' communication skills and understanding of mathematical concepts. 128 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references angkotasan, n. (2014). keefektifan model problem-based learning ditinjau dari kemampuan pemecahan masalah matematis. delta-pi: jurnal matematika dan pendidikan matematika 3(1), 11-19. doi: http://dx.doi.org/10.33387/dpi.v3i1.122 asih, e., s., b., sutiarso, s., dan wijaya, a., p. (2019). pengaruh model problem based learning terhadap pemahaman konsep matematis siswa. jurnal pendidikan matematika unila, 7 (2), 146-157. dzulfikar, a., asikin, m., dan hendikawati, p. (2012). keefektifan problem based learning dan model eliciting activities terhadap kemampuan pemecahan masalah. journal of mathematics education, 1(1), 1-6. doi : https://doi.org/10.15294/ujme.v1i1.252 eka dan ridwan. (2015). penelitian pendidikan matematika. bandung: pt refika aditama. elita, g., s., habibi, m., putra, a., dan ulandari, n., (2019). pengaruh pembelajaran problem based learning dengan pendekatan metakognisi terhadap kemampuan pemecahan masalah matematis. mosharafa: jurnal pendidikan matematika, 8(3), 447-458. doi: https://doi.org/10.31980/mosharafa.v8i3.517 fitriani, s. (2015). perbandingan hasil belajar matematika siswa dengan menerapkan strategi pembelajaran aktif tipe practice-rehearsal pairs dan action learning di kelas viii smp negeri 16 kota jambi: ekotrans.15 (1), 91-102. juliawan, g. a., mahadewi, l.p.p., dan rati, n.w. (2017). pengaruh model problem based learning (pbl) terhadap kemampuan pemecahan masalah matematika siswa kelas iii. jurnal pgsd universitas pendidikan ganesha, 5(2), 1-10. doi: https://doi.org/10.23887/jjpgsd.v5i2.10881 littell. j, h., corcoran. j., & pillai v. (2008) systematic review and meta analisys (england: oxford university press, inc) mariyati, e., noer, s., h., dan wijaya, a., p. (2019). efektivitas model problem based learning ditinjau dari kemampuan komunikasi matematis siswa. jurnal pendidikan matematika unila, 7 (2), 158-169. nadhifah, g., dan afriansyah, e., a. (2016). peningkatan kemampuan pemecahan masalah matematis siswa dengan menerapkan model pembelajaran problem based learning dan inquiry. jurnal “mosharafa”, 5(1), 33-44. https://doi.org/10.31980/mosharafa.v8i3.534 notoatmodjo, s. (2012). metodologi penelitian kesehatan. jakarta: rineka cipta. rahmadani, h & acesta, a. (2017). pengaruh penerapan model pembelajaran problem based learning terhadap pemahaman konsep siswa. jurnal sekolah dasar, 2(1), 1-9. sari, l.s.p. dan rahadi, m. (2014). pembelajaran berbasis masalah untuk meningkatkan kemampuan komunikasi matematika siswa sekolah menengah pertama. jurnal pendidikan matematika, 3(3), 143-150. sinaga, r.s. dan manik, s.c. (2019). pengaruh model pembelajaran problem based learning terhadap kemampuan komunikasi matematis siswa http://dx.doi.org/10.33387/dpi.v3i1.122 https://doi.org/10.15294/ujme.v1i1.252 https://doi.org/10.31980/mosharafa.v8i3.517 https://doi.org/10.23887/jjpgsd.v5i2.10881 https://doi.org/10.31980/mosharafa.v8i3.534 129 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kelas viii smp negeri 2 salapian kabupaten langkat tahun pelajaran 2018/2019. jurnal senarai ilmu pendidikan, 5(1), 53-58. sumunaringtiasih, a., koestoro, b., dan asnawati, r. (2017). pengaruh model problem based learning terhadap kemampuan komunikasi matematis siswa. jurnal pendidikan matematika unila, 5(9), 964-975. susanti, d., basri, h., dan relawati. (2019). perbandingan kemampuan pemahaman konsep matematis melalui model pembelajaran take and give dan model pembelajaran problem based learning (pbl) pada siswa kelas viii smp negeri 11 kota jambi. jurnal pendidikan matematika, 3(1), 17-20. susanto, ahmad. (2013). teori belajar dan pembelajaran di sekolah dasar. jakarta: kencana. utomo, t., wahyuni, d., dan hariyadi, s. (2014). pengaruh model pembelajaran berbasis masalah (problem based learning) terhadap pemahaman konsep dan kemampuan berpikir kreatif siswa (siswa kelas viii semester gasal smpn 1 sumbermalang kabupaten situbondo tahun ajaran 2012/2013). jurnal edukasi unej, i (1), 5-9. yanti, r., a., asnawati, r., dan wijaya, a., p. (2019). pengaruh model problem based learning terhadap pemahaman konsep matematis siswa. jurnal pendidikan matematika, 7 (4), 464-476. yanti, a., h. (2017). penerapan model problem based learning (pbl) terhadap kemampuan komunikasi dan kemampuan pemecahan masalah matematika siswa sekolah menengah pertama lubuklinggau. jurnal pendidikan matematika raflesia, 2(2), 118-129. yulianti, e., dan gunawan, i. (2019). model pembelajaran problem based learning (pbl): efeknya terhadap pemahaman konsep dan berpikir kritis. indonesian journal of science and mathematics education. 02 (3), 399408. yusri, a., y. (2018). pengaruh model pembelajaran problem based learning terhadap kemampuan pemecahan masalah matematika siswa kelas vii di smp negeri pangkajene. jurnal “mosharafa”, 7(1), 51-62. 1 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the effect of students’ leaning style and self-concept toward mathematical creative thinking ability in linear algebra subject dian purwaningsih mathematics department peradaban university dian.purwaningsih24@yahoo.com abstract the students’ low ability in absorbing the information they got in the learning activity. another factor was students’ self-concept which not quite good. students’ self-concept can be declared through their selfunderstanding, as well as their self-confidence toward their ability to solve their assignment or problem. this study was aimed to investigate the effect of learning style toward the mathematical creative thinking ability, to investigate the effect of self-concept toward mathematical creative thinking ability, and to investigate the effect of learning style and self-concept toward mathematical creative thinking ability. this study was one of the ex-post facto with descriptive approach. based on the aim of this study, this study used regression analysis technique in the form of simple analysis regression and double analysis regression. the result of this study showed that there was an effect of learning style toward mathematical creative thinking ability, there was an effect of self-concept toward mathematical creative thinking ability, and there was an effect of learning style and self-concept toward mathematical creative thinking ability. keyword: learning style, self-concept, mathematical creative thinking ability introduction mathematics has an important role in everyday life. it can be used or applied in every activity in real life, whether science or technology. due to the importance of mathematics, efforts are needed to master the mathematics subject. therefore, you need to learn mathematics, whether in elementary school, junior/senior high school or even in the university. based on constitution of the republic of indonesia no.12 year 12 about higher education, it states that to improve nation’s competitiveness in facing globalization in the entire fields, the study in higher education is needed due to improving the science knowledge and technology. it also used to produce intellectual, scientist, and/or cultured professional and creative, tolerant, democratize, tough character, and brave enough to defend the truth for notion benefits. mailto:dian.purwaningsih24@yahoo.com 2 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej one of the scientific knowledge that can produce intellectual and creative students is mathematics. in the educational field, mathematics learning aims to produce students who can think, comprehend, and solve the problems. the purpose of mathematics learning will be achieved if it is seen from the good learning outcome. one of modality achievement of good learning outcome is based on students’ learning style. learning style is a combination of how someone absorbs, sets and process the information. de potter, dkk (2007) suggest that there are three learning styles which are 1) visual learning style, 2) auditory learning style, and 3) kinesthetic learning style. as can be seen from the importance of learning style, it becomes of the aspects that should have more attention. based on the result of the observation of the first semester students of mathematics education of peradaban university, it is showed that students have low ability in absorbing the information in the learning process. another factor was students' deficient selfconcept. the students' self-concept defined based on students' self-understanding and confidence toward their ability in solving the tasks or problems. the students’ deficient learning style and self-concept obviously affected their thinking ability. bishop (pehnoken, 1997) states that people need two mathematical thinking skills, which are creative thinking and analytic thinking (logical thinking). the aim of this study was: (1) to investigate the effects of learning style toward mathematical creative thinking ability, (2) to investigate the effects of self-concept toward mathematical creative thinking ability, (3) to investigate the effects of learning a nd selfconcept toward mathematical creative thinking ability. research methodology in this study, the researcher used ex-post facto research design with descriptive approach. moreover, regression analysis technique in the form of simple regression analysis and multiple regression analysis were used by the researcher to reach the aim of this study. the subject of this study was the first semester students of mathematics education of peradaban university, in the academic year of 2016-2017. the independent variable of this study was the students’ learning style and self-concept, while the dependent variable was the students’ mathematical creative thinking ability. 3 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej discussion in this study, the researcher conducted regression test to investigate the effect of learning style (x1) and self-concept (x2) toward mathematical creative thinking ability (y) at once by using simple regression statistic test and multiple regression tests using spss. 1. to investigate the effect of learning style toward mathematical creative thinking ability by the hypothesis as follows. a. to analyze the effect of learning style towards mathematical creative thinking ability the researcher used simple regression test, see table 1. table 1. anova b model sum of squares df mean square f sig. 1 regression 449.643 1 449.643 33.826 .000 a residual 265.857 20 13.293 total 715.500 21 a. predictors: (constant), learning_style b. dependent variable: creative_thinking based on table 1 above, it showed that f = 33, 826 with sig 0,000 < 0,05 which meant h0 was rejected. the result indicated that the equation of the regression test on learning style affected mathematical creative thinking ability. b. to measure the value of learning style effect toward mathematical creative thinking ability, see table 2. table 2. summary model model r r square adjusted r square std. error of the estimate 1 .793 a .628 .610 3.646 a. predictors: (constant), learning_style the value of learning style effect can be seen from r square value = 0,628 = 62,8% that meant 62,8% mathematical creative thinking ability was affected by learning style, while the rest 37,2% was affected by other factors. c. to investigate the equation of regression, see table 3. table 3. coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 44.169 6.807 6.489 .000 learning_style .486 .084 .793 5.816 .000 a. dependent variable: creative_thinking 4 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej table 3 showed the correlation between learning style toward mathematical creative thinking ability on the regression equation. the equation regression showed 1 ˆ 44,169 0, 486y x  that meant in every one unit of an additional learning style variable increased 0,486 value of mathematical creative thinking ability. the result above indicated h0 was rejected and h1 was accepted. it meant that learning style affected mathematical creative thinking ability. 2. to investigate the effect of self-concept toward mathematical creative thinking ability, see the following hypothesis. a. to analyze the effect of self-concept toward mathematical creative thinking ability, the researcher used regression test, see table 4. table 4. anova b model sum of squares df mean square f sig. 1 regression 497.909 1 497.909 45.766 .000 a residual 217.591 20 10.880 total 715.500 21 a. predictors: (constant), self_concept b. dependent variable: creative_thinking based on the data above, it showed that f value = 45,766 with sig 0,000 < 0,05 that meant h0 was rejected. it meant that the regression equation of self-concept affected mathematical creative thinking ability. b. to measure the value of self-concept effect toward mathematical creative thinking ability, see table 5. table 5. summary model model r r square adjusted r square std. error of the estimate 1 .834 a .696 .681 3.298 a. predictors: (constant), self_concept the value of self-concept can be seen from r square value = 0.696 = 69.6% which meant that 69.6% of the mathematical creative thinking ability was affected by selfconcept while the 34.3% was affected by other factors. 5 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej c. to investigate the form of the regression equation, see table 6. table 6. coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 26.873 8.400 3.199 .005 konsep_diri .679 .100 .834 6.765 .000 a. dependent variable: thinking_creative from the table 6 above, it can be seen that the correlation between self-concept toward mathematical creative thinking skill which is showed by the regression equation. the regression equation was 2 ˆ 26,873 0, 679y x  it meant that the addition of self-concept variable as one number, so it will add the score of mathematical creative thinking to 0.679 points. based on this result, h0 was rejected and h1 was accepted. it meant that the self-concept affected the mathematical creative thinking. 3. to investigate the effect of learning model and self-concept toward mathematical creative thinking using this hypothesis below. a. to analyze the effect of learning model and self-concept toward mathematical creative thinking, double regression is used and it obtained the result, see table 7. table 7. anova b model sum of squares df mean square f sig. 1 regression 546.076 2 273.038 30.620 .000 a residual 169.424 19 8.917 total 715.500 21 a. predictors: (constant), self_concept_learning_model table 7. anova b model sum of squares df mean square f sig. 1 regression 546.076 2 273.038 30.620 .000 a residual 169.424 19 8.917 total 715.500 21 b. dependent variable: thinking_creative 6 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej based on the result above, it showed that the value of f = 30,620 with sig 0,000 < 0,05 which meant h0 was rejected. it meant that double regression equation of learning style and self-concept affected the mathematical creative ability, see table 8. table 8. model summary model r r square adjusted r square std. error of the estimate 1 .874 a .763 .738 2.986 a. predictors: (constant), self_concept, learning_style the value of self-concept and learning style effects can be seen from r square value = 0,763 = 76,3 % which meant 76,3% of mathematical creative ability was affected by learning style and self-concept, while the rest 23,7% was affected by other factors. b. to investigate the form of regression equation, see table 9 table 9. coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 27.156 7.606 3.570 .002 learning_style .237 .102 .387 2.324 .031 self_concept .446 .136 .547 3.289 .004 a. dependent variable:creative_thinking the correlation between learning style and self-concept toward the mathematical creative thinking ability that shown in the regression equation. the equation regression was 1 2 ˆ 27,156 0, 237 0, 446y x x   , which meant, every one unit of an additional learning style variable increased 0,237 and every one unit of an additional mathematical creative thinking ability was 0,446. based on those results, it indicated that h0 rejected and h1 accepted. it meant that self-concept of learning style affected the mathematical creative thinking ability. conclusion: 1. there was an effect of learning style toward the mathematical creative thinking ability. 2. there was an effect of self-concept toward the mathematical creative thinking ability. 3. there was an effect of learning style and self-concept toward the mathematical creative thinking ability. 7 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej references ballone, l. m. dan czerniak, c. m. 2001. teacher’s beliefs abut accommodating students’ learning styles in science classes [electronic version]. electronic journal of science education, 6(2), 1-41. de potter, b, dan hernacki, m. 2007. quantum learning : familiarize study convenient and fun.. bandung : kaifa. djaali. 2007. educational psychology. jakarta: bumi aksara. kiswandono, i. 2000. creative thinking an approach towards an architectural thinking. petra christian university. munandar, u. 1999. developing talent and creativity of school children. jakarta: gransindo. nasution. 2008. various approaches in learning and teaching processes. jakarta: bumi aksara. pehkonen, e. 1997. the state-of-art in mathematical creativity, zdm international reviews on mathematical education. from: https://www.emis.de/journals/zdm/ zdm973a1.pdf risbang ristekdikti. 2012. law of the republic of indonesia number 12 year 2012 on higher education. siswono, e. 2005. “efforts to improve the creative thinking skills of students through problem filing ". journal of mathematics and science education. year x, no. 1, june 2005. issn 1410-1866, pp. 1-9. slameto. 2010. learning and its affecting factors. jakarta: rineka cipta. sudjana. 2005. statistic methods. bandung : tarsito sugiyono. 2011. quantitatif, qualitatif and r & d research method. bandung: alfabeta. sukestiyarno. 2010. spss assisted research data assessment. state university of semarang. supardan, d. 2008. introduction to social studies a structural approach. jakarta : bumi aksara syam, nina w. 2012. social psychology as the roots of communication science. bandung : simbiosa rekatama media. tabrizi, at al. 2011. “relationship between creative thinking and anxiety among adolescent boys and girls in tehran, iran”. international journal of humanistic and social science. vol 1 no 19 uno, h.b. 2006. orientation in learning psychology. jakarta: bumi aksara. https://www.emis.de/journals/zdm/ 157 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of student learning programs with a realistic mathematic education (rme) approach to improve students' critical thinking skills rudy setiawan1, elita mega selvia wijaya2 1,2pendidikan matematika, universitas tribhuwana tunggadewi, email:elita.selvia@gmail.com abstract this study aims to produce student worksheets with a realistic mathematic education (rme) approach to solving valid, practical, and effective linear program problems. the development of this learning program is based on the four-d model adopted from thiagarajan, semmel, namely defining(define), design (design), and action (develop). the implementation of the criteria set by conducting validation and field trials. the learning tools developed are in the form of rpp and mfi. the subjects of the development trial were students of the mathematics education study program. based on the results of data analysis, mathematics learning programs with a realistic mathematic education (rme) approach can be applied and carried out correctly. this is shown from the results of the mfi trial with an average score of 83, which is included in the excellent category. in addition, the test questions test got an average score of 86.8, which also fell into the outstanding category. from this, it is known that the student learning program is ethical and practical for learning. keywords: learning programs; linear programs; realistic mathematic education. introduction mathematics is a science that must be learned from elementary school to university. in addition, mathematics is also a science of logic that contains axioms, definitions, theorems, and lemmas in its learning materials. therefore, in learning mathematics, unusual thinking skills are needed. by definition, thinking can be interpreted as an activity to develop ideas to produce something new. the ability to think in learning mathematics includes analyzing, evaluating, and making decisions that refer to evidence. the ability to feel like this in mathematics is referred to as the ability to think critically. hendriana et al. (2018) mentioned that critical thinking is a reflective ability focused on basic clarification skills, decision making, inference, further explanation, estimation and integration, and additional skills. sumarmo et al. (2017) said that in critical thinking, a person does not readily accept the truth of information without knowing the origin. still, the person can put forward logical reasons to account for it. based on the initial observations of researchers at tribhuwana tunggadewi university, malang shows that students do not understand the concept of linear programs. students experience this difficulty, supported by the results of observations when learning activities take place. of the 21 students observed, only four could answer correctly in changing the problem from a story question form to mailto:elita.selvia@gmail.com 158 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a mathematical structure. other students have not understood the issue at hand and have been unable to change the situation from the state of story questions to the state of mathematics. this indicates that learning mathematics is just giving formulas and doing practice problems. students only memorize materials and formulas without understanding mathematical concepts, so as a result, students learn mathematics only as a necessity, for example, graduating to take mathematics courses. according to soejono (1983) several reasons students have difficulty in solving the form of story problems, namely: (1) students do not understand what is read as a result of students' lack of knowledge about concepts or some terms that should have been known, (2) students cannot change the form of story questions into mathematical models, (3) students are unable to set variables to compile equations and inequalities, (4) students use irrelevant principles, (5) students are unable to understand what is told in the questions. based on the description above, mathematics lectures in the classroom should be emphasized the relationship between mathematical concepts and the experiences that students already have. in addition, it is necessary to reapply the mathematical concepts that students already have in everyday life is very important to do. one of the mathematics learnings that is oriented towards the mathematics of simple experience (mathematize of everyday experience) and applies mathematics in solving daily life is through problem-solving lectures. everyone has different critical thinking skills, so an educator, to measure the essential thinking ability of his students, must understand the indicators of critical thinking ability, which include the stages of interpreting, evaluating, analyzing, and manifesting or concluding correctly. this also applies to students of tribhuwana tunggadewi university, especially students of the mathematics education study program who are required to have more critical thinking skills. this is because the student is a prospective mathematics teacher who will be required to teach critical thinking to his students as well. this diversity of student mindsets needs to be formed by accelerating efforts in learning patterns. appropriate and targeted learning patterns can provide significant results in expanding the critical thinking patterns of mathematics education students of tribhuwana tunggadewi university. in this case, the researcher chose the realistic mathematics education (rme) approach as the most significant effort to improve students’ thinking ability. furthermore, this rme has carried out design development to obtain a suitable and up-to-date design. as de moor (in fauzan: 2002) states that rme can serve as a bridge that connects students' thinking abilities with their experiences when participating in lecturer design frameworks in rmebased learning activities. in addition, according to wijaya e. & iriant n. (2021), the realistic mathematics education (rme) approach can improve students' critical thinking skills. in making a learning design, it is necessary to consider the flow of thinking of students and make the anticipation of all possibilities that will occur during learning activities. thus, from the description above, it can be concluded that a learning design is needed t to make students understand mathematical concepts and improve their critical thinking skills. in addition, it is also necessary to design the alleged flow of thinking of students and their anticipation. 159 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the description above and to meet the demands of a rapidly changing situation, it is necessary to develop a lecture procedure that is focused on the ability to improve students' critical thinking processes. therefore, the problem raised in this study is the development of student learning programs with a realistic mathematics education (rme) approach which is valid and practical and aims to improve the critical thinking skills of tribhuwana tunggadewi university students in linear program materials. research method the development of student learning programs with a realistic mathematic education (rme) approach is included in this research. the learning program that will be developed as a student worksheet (lkm) is equipped with a learning implementation plan (rpp) and learning outcomes test questions. the development model used was the four-d model adopted by thiagarajan & sivasailam (1920). four-d consists of four stages: define, design, develop and disseminate. the dissemination stage was not carried out due to limited research time. this research was carried out at tribhuwana tunggadewi university, malang. the trial subjects were 21 students of the mathematics education study program, tribhuwana tunggadewi university, malang. the define stage consists of four steps, namely (1) the front-end analysis stage, which is to collect information about learning tools that have been used to determine what needs to be developed. the collection of this information was carried out by interviews with mathematics education lecturers and students at tribhuwana tunggadewi university; (2) at the learner analysis stage, namely interviews with mathematics education lecturers at tribhuwana tunggadewi university to study the curriculum used at tribhuwana tunggadewi university and teaching materials used for the development needs of the teaching program to be developed. (3) task analysis stage is carried out in an interview with the lecturer to obtain an overview of the tasks and exercises that are usually given in mathematics learning. (4) the concept analysis stage carried out is the identification of the material to be studied, namely a linear program, and observing and analyzing student behavior in teaching and learning activities to find out the characteristics of students of tribhuwana tunggadewi university in general about the way students think in a way interviews and observations. in the design stage consisting of (1) constructing criterion-referenced test (compiling criteria-based tests), the preparation of an exercise grid on the student worksheet is carried out equipped with answer keys and scoring guidelines as well as the preparation of instrument designs, aiming to assess the lkm developed valid (2) media selection (media election). the teaching material chosen for this learning program is the student worksheet (lkm) because the mathematics education study program at tribhuwana tunggadewi university rarely uses lkm in its learning. still, the lkm that is commonly used has not led to students' critical thinking process. therefore, the prepared lkm is equipped with a learning implementation plan (rpp), which aims to make learning easier for lto. (3) format selection, a realistic mathematics education (rme) approach is used in learning. 160 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and the last step (4) initial design (initial design) is the learning program in the form of a student worksheet (lkm) equipped with a learning implementation plan (rpp) using a realistic mathematic education (rme) approach to the linear program material. in the develop stage, expert appraisal and developmental testing. are carried out. expert appraisal is a way to obtain advice for improvement from the draft of the student worksheet (lkm) and rpp. the experts consisting of two mathematics education lecturers who are material experts and educational experts, assess and respond to the lkm design that has been made. from here, it can be known whether the lkm and rpp that have been prepared are worthy of being continued at the next stage, namely developmental testing and whether improvements still need to be revised. how to find out whether the mfi, rpp, and test questions that are compiled are valid or invalid need to be changed or not, then the guidelines for assessing the validity of the study program design are used in table 1 below. table 1. guidelines for assessing the validity of learning programs with the rme approach no. percentage (%) validity criteria information 1 2 3 4 5 81 – 100 very valid no revision 61 – 80 valid no revision 41 – 60 valid enough no revision 21 – 40 less valid revision 0 – 20 invalid revision source: riduwan (2012) the mfi design, rpp, and test questions can be tested on students if the expert test results meet the minimum criteria and are valid enough. furthermore, at the developmental testing stage, the lkm design, rpp, and test questions that have met the requirements for minimizing validity and have been improved according to suggestions and comments from experts were tested on students of tribhuwana tunggadewi university malang. the trial instrument of the learning program is a student worksheet (lkm), which aims to determine the student's critical thinking process toward linear program material. the subjects of the lkm trial consisted of 21 students in the mathematics education study program. the data obtained are then processed using guidelines for assessing practicality and effectiveness. the practicality value of the mfi is considered sufficient to be continued at the next stage if it reaches a minimum value of 65. the practicality assessment guidelines can be seen in table 2 below. table 2. guidelines for assessing the validity of learning programs with the rme approach no. value information 1 2 3 4 5 90 – 100 very practical 80 – 89 practical 65 – 79 pretty practical 55 – 64 less practical 0 – 54 impractical source: riduwan (2012) 161 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion define the define stage consists of four steps, namely (1) front-end analysis, which collects information about learning tools that have been used to determine what needs to be developed. this information was collected from mathematics education lecturers and students at tribhuwana tunggadewi university. the results showed that students rarely use mfis in learning linear program materials. still, the mfis used only contain examples of questions with discussion and practice questions, so critical thinking skills cannot be improved because students only imitate and memorize. (2) at the learner analysis stage, namely interviews with mathematics education lecturers at tribhuwana tunggadewi university to study the curriculum used at tribhuwana tunggadewi university and teaching materials used for the needs of developing learning programs to be developed. the results found that students did not have teaching materials other than those provided by the lecturer. (3) the task analysis stage (task analysis), in obtaining an overview of the tasks and exercises usually given in mathematics learning. (4) the concept analysis stage identifies the material to be studied, namely a linear program. design the design stage consists of (1) constructing criterion-referenced test; at this stage, an exercise grid on the student worksheet is prepared with answer keys and scoring guidelines. (2) media selection, at this stage, it was obtained that the teaching certificate chosen in the development of this learning program is the student worksheet (lkm) because the mathematics education study program at tribhuwana tunggadewi university rarely uses lkm in its learning, will but the commonly used lk m has not led to the student's critical thinking process. (3) format selection, a realistic mathematics education (rme) approach, was chosen that was used in learning. (4) initial design, namely the learning program in the form of student worksheets (lkm) equipped with a learning implementation plan (rpp) using a realistic mathematic education (rme) approach to the linear program material. develop the develop stage consists of 2 stages, namely (1) expert appraisal; at this stage, it is carried out by two validators, namely lecturers of mathematics education at tribhuwana tunggadewi university. (2) developmental testing, carried out on 21 students of the mathematics education study program at tribhuwana tunggadewi university. the design of learning tools validated by two validators is in the form of student worksheets (mfis) and learning implementation plans (rpp) for linear program materials. the validation results determine whether the developed device needs revision before trial or immediate improvement to be tested in the field. in table 3, the following is the result of the validation of a realistic mathematics education (rme) based learning program in the form of a lesson implementation plan(rpp), and in table 4, the following is the result of the validation of student worksheets (mfis). 162 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 3 learning implementation plan (rpp) assessment data no. statement validators ∑ 𝒙𝒊 𝟐 𝒊=𝟏 ∑ 𝒙𝒋 𝟐 𝒊=𝟏 p 𝒙𝟏 𝒙𝟐 1 this learning activity in the online rpp based on realistic mathematics education (rme) makes students able to solve problems 3 4 7 8 88% 2 this learning activity in an online rpp based on realistic mathematics education (rme) makes students able to turn problems into mathematical forms or models 3 3 6 8 75% 3 learning activities in this realistic mathematics education (rme)-based online lesson plan will make students able to compile and organize a hierarchy of linear program concepts 4 3 7 8 88% 4 this realistic mathematics education (rme)-based online rpp learning activity will make students able to determine the set of completions 3 4 7 8 88% 5 this learning activity in the online rpp based on realistic mathematics education (rme) makes students able to improve their critical thinking skills 3 3 6 8 75% total 33 40 82% table 4 student worksheet assessment data (mfi) no. statement validators ∑ 𝒙𝒊 𝟐 𝒊=𝟏 ∑ 𝒙𝒋 𝟐 𝒊=𝟏 p 𝒙𝟏 𝒙𝟐 1 the presentation of material at lkm makes students able to solve problems 3 4 7 8 88% 2 the presentation of material in lkm makes students able to turn problems into mathematical forms or models 3 3 6 8 75% 3 the presentation of material at lkm will make students able to compile and organize a hierarchy of linear program concepts 3 4 7 8 88% 4 the presentation of material at lkm will make students able to determine the set of completions 4 3 7 8 88% 5 the presentation of material at lkm makes students able to improve student’s critical thinking skills 4 4 8 8 100% total 35 40 88% information: 𝑥1 : validator 1 𝑥2 : validator 2 ∑ 𝑥𝑖 2 𝑖=1 : number of assessment scores ∑ 𝑥𝑗 2 𝑖=1 : maximum number of assessment scores q: percentage of assessment based on table 3, the validation results of the realistic mathematics education (rme)-based learning implementation plan (rpp) obtained an assessment percentage of 82%, then following the assessment qualification level in table 1, it is concluded that the learning implementation plan (rpp) is very valid, so it does not need to be revised. meanwhile, in table 4, the validation results of the student worksheet (mfi) obtained an assessment percentage of 88%, so by the assessment qualification level in table 1, it is 163 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej concluded that the student worksheet (mfi) is very valid so that it does not need to be revised. lkm practicality data were obtained from the observation sheet of lkm implementation for three meetings, the lkm practicality questionnaire was given at the third meeting, and the results of interviews with mathematics education lecturers who taught in the class. the observation of the implementation results shows that lkm is practically used in terms of ease of use, content, and time. thus, based on the questionnaire, the practicality of lkm is categorized as practical, which can be seen from the effective and efficient readability, convenience, and time in using lkm based on the principles of realistic mathematics education (rme). lkm instructions are easy to understand, lkm is easy to use, how to pitch the blanks on lkm is easy to understand, the size and model of letters used in lkm are easy to understand, and the clarity of the steps given to lkm makes it easier for students to find the concept of linear program material categorized as practical. the statements and sentences on lkm are easy to understand, and the images presented in lkm are clear, namely 83% classified as valid. the time provided to complete activities at lkm is sufficient, and 81% is categorized as applicable by class hours. based on the practicality test, it can be concluded that lkm is classified as valid. expert test the student worksheet (lkm) showed very valid results and has been corrected according to expert advice and comments. at this stage, it was tested on 21 students. the lkm trial aims to determine the level of understanding of students' understanding of the material presented in lkm. in table 5, the following is a presentation of lk m assessment data and student understanding. table 5. assessment of student worksheets (mfis) and student understanding no. name value completion criteria a l1 l2 1 ym 81 83 85 complete 2 umr 79 80 79 complete 3 ad 90 90 85 complete 4 mmtt 94 100 96 complete 5 dik 77 78 81 complete 6 date 94 96 92 complete 7 mba 86 91 87 complete 8 yr 78 68 74 incomplete 9 mu 95 92 80 complete 10 afb 79 73 60 incomplete 11 fr 86 78 78 complete 12 fcj 81 80 78 complete 13 yao 94 83 85 complete 14 po 87 83 94 complete 15 ykm 90 74 73 incomplete 16 nc 81 80 92 complete 17 hb 92 91 88 complete 18 srb 95 87 80 complete 19 like 92 86 83 complete 20 ag 77 82 80 complete 21 amb 94 78 83 complete sum 1.822 1.753 1.733 average 86,76 83,48 82,52 information: a: student activities l1: playing with linear i programs 164 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej l2: playing with linear ii programs in the activity aspect, trial students get an average score of 86.76. based on the assessment scale of the student's level of understanding, it was concluded that the trial was included in the category of excellence in achieving indicators of aspects of activity on the student worksheet. in practice playing with the linear i program, the trials got an average score of 83.48. based on penile he the students' level of understanding, it was concluded that the problem belongs to the excellent category. at practice playing with the linear ii program, the trials got an average score of 82.52. based on the assessment scale of the student's level of understanding, it was concluded that the problem was included in the excellence category in achieving indicators of aspects of playing with the linear ii program. based on the student test in table 5, it was obtained that out of 21 students consisting of 18 (85.71%) students completed, and 3 (14.29%) students were not complete it. it can be concluded that developing student learning programs with a realistic mathematic education (rme) approach can improve students' critical thinking skills on linear program materials. development and results the design of the learning tools, namely the learning implementation plan (rpp) and student worksheets (mfis), have passed the expert test stage, and both obtained valid results. the learning tools are then improved based on expert advice and comments. in the next step, student worksheets (mfis) were tested on 21 students. in the mfi, there are aspects of student activities, play with linear i program exercises and play with linear ii programs. analysis of trial data shows that trial students have achieved indicators of student activity aspects very well and have achieved the play with linear programs i and ii exercise indicators well. after going through the assessment process, the final results of the development of student learning programs through the realistic mathematics education (rme) approach, namely the learning implementation plan (rpp) and student worksheets (mfis) of linear program materials. a. learning implementation plan (rpp) learning activities in the realistic mathematics education (rme)-based learning implementation plan (rpp). the rpp consists of 3 meetings; each meeting is allocated as much as 2 x 30 minutes online. in the rpp appendix is a student worksheet answer key (mfi), a play answer key with linear programs i and ii, a student activity assessment rubric, a play practice assessment rubric with a linear program, and an attitude observation rubric. b. student worksheet (mfi) the presentation of material on mfis includes realistic mathematics education (rme) criteria. the mfi consists of part 1, part 2, and exercise. sections 1 and 2 contain presentations of student materials and activities. the details of the components of the mfi are: 1. mfi title 2. subject matter 3. instructions for use 4. information as a support for students in carrying out their activities using mfis 5. structured tasks, questions, and work steps 6. evaluation questions and answer keys 165 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion this development has resulted in student learning programs through the realistic mathematic education (rme) approach to linear program materials that can improve students' critical thinking skills. student learning programs through the realistic mathematic education (rme) approach are produced in the form of learning implementation plans (rpp) and student worksheets (mfis). learning activities in the learning implementation plan (rpp) and presentations of material and student activities packaged on the student worksheet (mfi) have included indicators or characteristics of realistic mathematic education (rme). so it can be concluded that the design of online learning through realistic mathematic education (rme) linear program material that can improve students' critical thinking skills can be seen in mfis, test questions in the form of playing with linear programs i and ii. based on the student test results, out of 21 students consisting of 18 (85.71%), were completed, and 3 (14.29%) students were not satisfied. it can be concluded that student learning programs through the realistic mathematic education (rme) approach can improve students' critical thinking skills in linear program materials. references arifendi, rio, setiawan, r. (2019). upaya peningkatan penalaran matematis student universitas tribhuwana tunggadewi melalui pendekatan cotextual teaching learning (ctl). jurnal prismatika, vol. 1, no. 2: 55-59. fauzan, a. (2002). “applying realistic mathematics education in teaching geometry in indonesian primary schools.” disertasi doktor, university of twente. hendriana, h., dkk. (2018). hard skills dan soft skills. bandung: pt refika aditama. riduwan. (2012). skala pengukuran variabel-variabel penelitian. alfabeta: bandung. shoimin, a. (2017). 68 model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: ar-ruzz media. dari perpusnas, (online), (https://opac.perpusnas.go.id), diakses 14 februari 2022. siswono, t. y. e. (2018). pembelajaran matematika berbasis pengajuan dan pemecahan masalah. bandung: remaja rosdakarya. sudarman, s. w. dan linuhung, n. (2017). pengaruh pembelajaran scafolding terhadap pemahaman konsep integral student. aksioma: jurnal pendidikan matematika. 6(1): 33-39. sumarmo, u., dkk. (2017). hard skills and soft skills matematik siswa. bandung: pt refika aditama. titin ,p,a.rubhan m, & dona, d, p. (2018). pengaruh model pembelajaran tandur terhadap peningkatan kemampuan pemahaman konsep dan penalaran matematis peserta didik. wahyuni, sri. (2019). pengaruh model pembelajaran project based learning terhadap kemampuan pemahaman konsep student mata kuliah kapita selekta matematika pendidikan dasar fkip umsu . jurnal edutech. vol 5, no. 1. widodo, f. (2014). pemahaman konsep matematis, (online), (digilib.unila.ac.id/1810/8/bab%20 %20ii.pdf) diakses 15 a. https://opac.perpusnas.go.id/ 166 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej wijaya, e. m. s., & irianti, n. p. (2017). whole brain teachig sebagai desain pembelajaran matematika yang kreatif. must journal of mathematics education science and technology 2(2):1976. wijaya, k. a. & ariyadi. (2019). efektivitas penggunaan "proofs without words" dalam pembelajaran matematika dengan menggunakan discovery learning ditinjau dari pemahaman konsep, kemampuan representasi matematis dan berpikir kritis. yusri, r. (2017). pengaruh pendekatan problem centered learning terhadap kemampuan pemahaman konsep dan pemecahan masalah matematis siswa. 3 (2). wijaya, e., & irianti, n. (2017). whole brain teaching sebagai desain pembelajaran matematika yang kreatif. must: journal of mathematics education, science, and technoloogy, 2(2), 196–207. wijaya, e., & irianti, n. (2021). meningkatkan kemampuan berpikir kritis student melalui realistic mathematic education (rme): jurnal aksioma, 10(2), 648–658. 195 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of the visual to verbal mathematical representation process for junior high school students in solving hots questions in terms of adversity quotient muchammad islam fudin1, hendarto cahyono2, octavina rizky utami putri3 123mathematics education, faculty of teacher training and education university of muhammadiyah email: fslamfudin10@gmail.com abstract representation is a tool to solve a problem in the form of interpretation of what students think of a problem in the form of visual, verbal, and algebraic or symbolic representations. solving non-routine problems in mathematics learning requires high order thinking skills (hots). solving student problems, both routine and non-routine problems can be influenced by the ability of students to process existing problems into a challenge that must be passed, which is called adversity quotient. the purpose of this study was to describe the process of visual to verbal mathematical representation of junior high school students in solving hots questions in terms of the adversity quotient. the research uses a qualitative approach, the type of research used in this research is descriptive qualitative research. the data obtained in the form of written test results data, questionnaire results data and interview data will be submitted in written or oral form in narrative form. the instruments used are in the form of tests and questionnaires. the result show that the subject representation process with the adversity quotient level for the climber category has met the representation process indicators well in the three hots questions that were worked on. subjects with the adversity quotient level in the camper category have not been able to meet the indicators of the representation process in the hots problem of creating. keywords: representation process; high order thinking skill; adversity quotien introduction mathematics learning has a standard process, one of which is representation (nctm, 2000). the purpose of learning mathematics requires students to have skills in representation, as contained in permendikbud number 35 of 2018 attachment 3 regarding the guidelines for smp/mts subjects, namely understanding mathematical concepts, to achieve these skills one of the indicators is expressing concepts in various forms of mathematical representation. using representations in various forms, both visually, verbally, and symbolically is referred to as the ability of multiple representations (sa'diyah, et al., 2020). students can communicate mathematical ideas, translate mathematical problems into one form of representation, and mathematical modeling through the representation process (nctm, 2000). the mathematical representation process has four stages of the process, namely: unpacking the source, preliminary coordination, constructing the target, determining equivalence (bossé, et al, 2014). unpacking the source process is indicated by activity read and investigate the forms of visual mailto:farahyogi91@gmail.com 196 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej representations presented, writing down mathematical ideas or ideas is indicated as a preliminary coordination process, then constructing the target is indicated by the process of using written mathematical ideas to find solutions, and the determining equivalence process is indicated by evaluating solutions. (bossé, et al, 2014). solving non-routine problems in mathematics learning requires high order thinking skills (hots) (susanto & retnawati, 2016). high order thinking skills (hots) are located at the levels of analyzing (c4), evaluating (c5), and creating (c6) (krathwohl, 2017). solving student problems, both routine and non-routine problems can be influenced by the ability of students to process existing problems into a challenge that must be passed, referred to as adversity quotient (aq). (widyastuti, 2015).adversity quotient (aq) was introduced by stoltz (2000) as a person's intelligence or fighting power in dealing with the problems that confront him. adversity quotient (aq) can be used as a measure of how strong a person is in surviving the challenges that exist. stoltz categorizes adversity quotient (aq) into three categories, namely low aq (quitter), moderate aq (camper), and high aq (climber). the implementation of representation is not a simple thing even though representation is one of the standard processes in learning. in fact, the student's representation ability is still not optimal as stated rahmawati (2015) in his research, that teachers consider representation only used as a complement in learning and often students receive knowledge from teacher to student or only in one direction, besides that in learning mathematics some students only memorize formulas without analyzing problems. in line with hernawati (2016)that direct study habits lead to low student representational abilities. research conducted by murtianto, et al, (2019)shows that only students with high learning motivation categories are able to perform verbal representations well, while students with moderate and low learning motivation have not been able to do so. research conducted rahmawati, et al., (2015)shows the development of language from visual problems to the cause of visual to verbal representations indicated by words or written texts that students do not develop significantly. therefore, further research is needed on verbal representation in solving visual problems to describe the process of visual to verbal mathematical representation of students. this study aims to describe the process of visual to verbal mathematical representation of junior high school students in solving hots questions in terms of adversity quotient. research method the research uses a qualitative approach, the type of research used in this research is descriptive qualitative research. the data obtained in the form of written test results data, questionnaire results data and interview data will be submitted in written or oral form in narrative form. the research was conducted at smpn 2 pacet which is located at wiyu village, kec. pacet kab. mojokerto, east java. the subject is a class viia student of smpn 2 pacet. the research procedure starts from the preparation stage, implementation stage, and the stage of compiling a research report. the preparation stage starts from compiling research proposals, compiling instruments and validating instruments to asking for permission and making agreements with subject teachers regarding research techniques. the 197 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej implementation stage starts from distributing questionnaires, distributing adversity quotient questionnaires to the class that has been determined, then a hots test will be given. after the test is done, the researcher selects students with different adversity quotient levels and with consideration of the test results that allow them to be analyzed. after the test and interview data obtained, the researcher will analyze the data that has been obtained to describe the process of visual to verbal mathematical representation of junior high school students in solving hots questions in terms of the adversity quotient. the next stage is compiling a research report and describing it based on the research objectives. the researcher selected students with different adversity quotient levels and with consideration of test results that allowed them to be analyzed. after the test and interview data obtained, the researcher will analyze the data that has been obtained to describe the process of visual to verbal mathematical representation of junior high school students in solving hots questions in terms of the adversity quotient. the next stage is compiling a research report and describing it based on the research objectives. the researcher selected students with different adversity quotient levels and with consideration of test results that allowed them to be analyzed. after the test and interview data obtained, the researcher will analyze the data that has been obtained to describe the process of visual to verbal mathematical representation of junior high school students in solving hots questions in terms of the adversity quotient. the next stage is compiling a research report and describing it based on the research objectives. the instruments used are in the form of tests and questionnaires. questionnaires are used to measure the adversity quotient category of students while the test is to collect data on students' visual to verbal mathematical representation abilities. data analysis carried out in this study consisted of analysis of the results of the written test about hots, analysis of adversity quotient questionnaires and analysis of interview results. adversity quotient analysis data obtained from the questionnaire will be given a score for each item, kthen find the value adversity response profile (arp) with arp formula = (c+o+r+e)*2. the data from the interviews will be analyzed by the researcher as a reinforcement of the student's answers and as a cross check of the suitability of the student's answers with what students actually think. the results of the entire analysis process regarding the ability to represent and the level of adversity quotient will then be concluded descriptively based on the data found during the analysis process. results and discussion the results of the questionnaire that have been calculated are 7 students belonging to the climber category, 4 students belonging to the camper category and 11 students belonging to the climber transition category, and no students belonging to the quitter category. data reduction was carried out in the climber transition category so that the adversity quotient level for the climber and camper categories was obtained to be studied. next, two groups were formed consisting of two 198 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students each based on the existing adversity quotient level. each student is selected based on the results of the test answers that allow for analysis. table 1. research subject group group category student code 1 climber aza and arw 2 camper af and dga the process of visual to verbal mathematical representation of students in working on hots questions from each research subject based on the stages of the unpacking the source representation process in hots analysis questions is almost the same, namely by paying attention to the images presented and reading the questions repeatedly. the characteristics shown by the subjects in the hots evaluation questions began to show differences between climber and camper subjects. the camper subject marked or scribbled on the questions and pictures presented, while the climber subject only paid attention to the picture and read it over and over again. the characteristics shown by all subjects in the hots questions are almost the same, namely paying attention to pictures and reading the questions presented. the process of visual to verbal mathematical representation of students in working on the hots questions from each research subject based on the stages of the preliminary coordination representation process in the hots analysis problem is not too significant, the difference is only shown by dga (camper) which does not write down the universe of sets, dga writes 3 sets that can be formed from the picture presented and aza (climber) which replaces the hypunan name by using capital letters. the characteristics shown by the two groups of subjects in the hots evaluation questions are very clear, the difference is that the camper category subjects are slightly more complete in writing answers in the form of set operations from venn diagrams and the intended set from the images presented. the difference is also very clear in the matter of creating hots. the two camper subjects have not succeeded in making a collection from the presented images, while the climber subject has succeeded in making a collection from the presented images. the process of constructing the target carried out by the four subjects showed the difference in working on the hots questions to create. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. subjects in the climber category showed that they had carried out the determining equivalence process, while the subjects with the camper category d only carried out the determinig equivalence process in the hots analysis and evaluation questions, while in the hots questions, the subjects in the camper category did not give a final answer, which means the camper subjects had not had time to re-examine. the result of the work. while the subject of the climber has succeeded in making a collection of the images presented. the process of constructing the target carried out by the four subjects showed the difference in working on the hots questions to create. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. subjects in the climber category 199 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej showed that they had carried out the determining equivalence process, while the subjects with the camper category d only carried out the determinig equivalence process in the hots analysis and evaluation questions, while in the hots questions, the subjects in the camper category did not give a final answer, which means the camper subjects had not had time to re-examine. the result of the work. while the subject of the climber has succeeded in making a collection of the presented images. the process of constructing the target carried out by the four subjects showed the difference in working on the hots questions to create. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. subjects in the climber category showed that they had carried out the determining equivalence process, while the subjects with the camper category d only carried out the determinig equivalence process in the hots analysis and evaluation questions, while in the hots questions, the subjects in the camper category did not give a final answer, which means the camper subjects had not had time to re-examine. the result of the work. the process of constructing the target carried out by the four subjects showed the difference in working on the hots questions to create. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. subjects in the climber category showed that they had carried out the determining equivalence process, while the subjects with the camper category d only carried out the determinig equivalence process in the hots analysis and evaluation questions, while in the hots questions, the subjects in the camper category did not give a final answer, which means the camper subjects had not had time to re-examine. the result of the work. the process of constructing the target carried out by the four subjects showed the difference in working on the hots questions to create. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. subjects in the climber category showed that they had carried out the determining equivalence process, while the subjects with the camper category d only carried out the determinig equivalence process in the hots analysis and evaluation questions, while in the hots questions, the subjects in the camper category did not give a final answer, which means the camper subjects had not had time to reexamine. the result of the work. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. as a result of the incomplete preliminary coordination process, the set created cannot be operated correctly according to the order of the questions. subjects in the climber category showed that they had carried out the determining equivalence process, while the subjects with the camper category d only carried out the determinig equivalence process in the hots analysis and evaluation questions, while in the hots questions, the subjects in the camper category did not give a final answer, which means the camper subjects had not had time to reexamine. the result of the work. the representation process is carried out through four stages of the representation process by bossé, et al., (2014) namely unpacking the source, 200 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej preliminary coordination, constructing the target, and determining equivalence. based on the results of the hots test questions given to subjects with different adversity quotient categories, namely climbers and campers, it was found that there were differences in the verbal representation process of visual questions performed by climber and camper subjects. the unpacking the source stage requires the subject to carry out hots analysis activities, the difference can be seen from the camper subject, in addition to observing and reading the questions repeatedly, the camper subject also gives a mark on the hots evaluation questions, while students from the climber category do not give any marks on the questions presented, but just look at the pictures and read the questions over and over again. preliminary coordination or coordinating initial understanding is shown by compiling, adjusting, or organizing the initial understanding that students already know. subjects with the categories of climbers and campers at this stage perform hots activities to plan ideas to solve problems from the initial understanding that has been obtained from the unpacking the source stage. in the hots question, the analysis of the climber and camper subjects has succeeded in determining the set and not the set from analyzing the presented images. in the hots questions, the evaluation of the climber and camper subjects has succeeded in determining the set and not the set by comparing the two images presented in the problem. in the hots question, the subject of the camper has not been able to make a set according to the image presented in the question. the activities shown by the students from the three questions indicate the activity of creating initial understanding to solve problems. this is in line with the research of ahmad, et al., (2020) that in the preliminary coordination and constructing stages of the target students carry out hots activities in the form of creating. subjects in the camper category who have not been able to carry out the preliminary coordination process in working on the hots questions from the interview results which show that the two camper subjects feel confused and feel that the time given is still not enough, indicating that the two camper subjects are constrained in writing what the subject thinks or are constrained in language. this language barrier is in line with research conducted by rahmawati, et al., based on the results of research conducted by the subject in the process of constructing the target, which is indicated by the activity of operating the set that has been found in the hots analysis problem, operating the set that has been determined in the hots evaluation question, operating the set that has been created in the hots problem creating. the hots activities in the constructing the target stage are the same as those in the preliminary coordination stage, namely creating. subjects in the climber and camper categories were able to construct the target representation on the hots analysis and evaluation questions, while in the hots questions creating camper subjects they had not been able to do so. this is because at the preliminary coordination stage the camper subject only made two of the four requested sets. from the results of the work and interviews with the camper subject, it can be seen that the ability to analyze and evaluate the camper subject is still lacking. the ability to analyze and evaluate is closely related to the ability to create. this is in line with the research of kurniati, et al., (2016) that creative ability is 201 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej influenced by analytical and evaluation abilities which can result in low creative abilities if analytical and evaluation abilities are also low. the process of determining equivalence which is marked by the activity of giving the final answer or re-checking the answers and the results of the work is carried out well by the subject of the climber in the three hots questions that are worked on. the subject only carried out the process of determining equivalence in the hots analysis and evaluation question, in the hots question creating the camper subject did not do it. the difference from the representation process carried out by subjects with the categories of climbers and campers in working on the hots questions in this study began to be seen in the hots questions creating. an incomplete preliminary coordination process can be caused by the unpacking the source process, namely unpacking the source from the initial representation that is not optimal. the subject is less than optimal in disassembling the source due to the students' hots ability in analyzing, evaluating, and creating problems presented in pictures and questions to explore information is still lacking. this is in line with research conducted by sa'diyah, (2020) which examined the translation of visual to verbal representations which also showed that the subject had not been able to extract information from the problems presented in the questions. other research conducted by ahmad (2020); bal (2014); biber (2014); bal (2015); rahmawati, et al. (2017) also shows that there is still a lack of translation ability between representations. based on this research, it is hoped that it can be used by teachers as material for consideration in the preparation of learning designs that are in accordance with the characteristics of students in working on hots questions. conclusion the subject representation process with the adversity quotient level for the climber category has met the representation process indicators well in the three hots questions that were worked on. subjects with the adversity quotient level in the camper category have not been able to meet the indicators of the representation process in the hots problem of creating. the ability of hots analysis and evaluation affects the ability to create the camper subject so that the information contained in the hots creation question cannot be extracted optimally. digging up information from the questions presented which can be categorized as unpacking the source activity is not done well by the camper subject in working on creating hots questions. this affects the subsequent representation process. the process of building initial understanding and constructing target representations requires the ability to create hots. this process is characterized by the activity of constructing an initial understanding by making sets based on the images presented and operating the sets that have been made based on the set operations that have been instructed in the hots problem to create cannot be done properly because the camper subject is constrained in translating what he thinks into words. written, or in other words constrained in language. the findings in the 202 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej study show that the ability of hots analysis and evaluation affects the ability of hots to create, and the ability of hots to create requires language skills as a tool in the process of visual to verbal representation. this process is characterized by the activity of constructing an initial understanding by making sets based on the images presented and operating the sets that have been made based on the set operations that have been instructed in the hots problem to create cannot be done properly because the camper subject is constrained in translating what he thinks into words. written, or in other words constrained in language. the findings in the study show that the ability of hots analysis and evaluation affects the ability of hots to create, and the ability of hots to create requires language skills as a tool in the process of visual to verbal representation. this process is characterized by the activity of constructing an initial understanding by making sets based on the images presented and operating the sets that have been made based on the set operations that have been instructed in the hots problem to create cannot be done properly because the camper subject is constrained in translating what he thinks into words. written, or in other words constrained in language. the findings in the study show that the ability of hots analysis and evaluation affects the ability of hots to create, and the ability of hots to create requires language skills as a tool in the process of visual to verbal representation. references ahmad, j., rahmawati, d., anwar, r., b., 2020. proses translasi representasi siswa dalam menyelesaikan permasalahan matematika yang berorientasi pada high order thinking skills. aksioma, 9(3), 631-640 bal, a. p. 2014. the examination of representations used by classroom teacher candidates in solving mathematical problems, educational sciences: theory & practice 14(6), 2349–2365. https://doi.org/10.12738/estp.2014.6.2189 bal, a. p. 2015. skills of using and transform multiple representations of the prospective teachers. procedia social and behavioral sciences, 197(february), 582–588. https://doi.org/10.1016/j.sbspro.2015.07.197 biber, a. ç. (2014). mathematics teacher candidates ’ skills of using multiple representations for division of fractions, academic journal 9(8), 237–244. https://doi.org/10.5897/err2013.1703 bossé, m. j. 2011. translations among mathematical representations: teacher beliefs and practices, (june), 1–23. bossé, m. j., & lee, t. d. 2010. the nctm process standards and the five es of science : connecting math and science, 110(5). bossé, m. j., adu-gyamf, k., chandler, k. 2014. students differentiated translation processes hernawati f. 2016. pengembangan perangkat pembelajaran matematika dengan pendekatan pmri berorientasi pada kemampuan representasi matematis. 3, 34–44 krathwohl, d. r. 2017. a revision of bloom ’ s taxonomy :, 5841(november). https://doi.org/10.1207/s15430421tip4104. kurniati, d., dkk., 2016. kemampuan berpikir tingkat tinggi siswa smp di kabupaten jember dalam menyelesaikan soal https://doi.org/10.12738/estp.2014.6.2189 203 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej berstandar pisa. jurnal penelitian dan evaluasi pendidikan. 20(2) 142-155 doi: http://dx.doi.org/10.21831/pep.v20i2.8058 murtianto, dkk. 2019. analisis kemampuan representasi verbal siswa dalam pemecahan masalah matematika berdasarkan tahapan krulik dan rudnick ditinjau dari motivasi belajar siswa. jurnal ilmiah pendidikan matematika vol. 4(1) nctm. 2000. priciples and standars for school mathematics. united states of america: library of congress cataloguing-in-publication data. permendikbud nomor 35 tahun 2018. perubahan atas peraturan menteri pendidikan dan kebudayaan nomor 58 tahun 2014 tentang kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah. stoltz, p. g. 2000. adversity quotient: mengubah hambatan menjadi peluang. jakarta: gramedia widiasarana indonesia. susanto, e., & retnawati, h 2016. perangkat pembelajaran matematika bercirikan pbl untuk mengembangkan hots siswa sma. 3(2), 189–197 rahmawati, d., dkk. 2017. process of mathematical representation translation from verbal into graphic, 12(3), 367–381. rahmawati d., dkk. 2015. representasi visual matematika siswa dalam menyelesaikan masalah verbal spldv kelas ix smp. jurnal pendidikan dan pembelajaran khatulistiwa. vol. 4(5). rahmawati, d. 2019. translation between mathematical representation : how students unpack source representation ?, jurnal matematika dan pembelajaran. 7(1), 50–64. rahmawati, p. s. 2015. pengaruh pendekatan problem solving terhadap kemampuan representasi matematis siswa. sa’diyah, dkk. 2020. translasi antar representasi matematis visual ke verbal dalam memahami konsep pada materi spldv ditinjau dari kemampuan matematika tinggi. imajiner: jurnal matematika dan pendidikan matematika, 2(4) widyastuti n. 2015. proses berpikir siswa dalam menyelesaikan masalah matematika berdasarkan teori polya ditinjau dari adversity quotient tipe climber, 6(2), 183–193. 104 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students' concept understanding ability through e-modules on linear program materials fransiska dwi lestari1, ali syahbana2, allen marga retta3 1,2,3 program studi pendidikan matematika, universitas pgri palembang e-mail :fransiskadwi20@gmail.com1, syahbanaumb@yahoo.com2 allenmargaretta1@gmail.com3 abstract one of the mathematical abilities that students must master in order to learn mathematics is the ability to understand concepts, since it can affect the quality of learning and academic accomplishment of students. if the student's idea understanding is good, he or she will be able to solve the problem using the procedure. as a result, the goal of this study is to determine and describe students' grasp of mathematical ideas in linear programming material. this study's instrument is a set of learning outcomes test questions that refer to indications of concept comprehension. a qualitative research design is used in this study. data reduction, data presentation, and generating conclusions were used to examine the data in this study. according to the findings, 33 students were able to meet the indicators of the ability to understand mathematical concepts by providing examples and non-examples, which received the highest percentage value, followed by indicators presenting concepts in various forms of mathematical representation, which received the second highest percentage value. keywords: ability to understand concepts, e-modules, linear programs introduction mathematics is crucial in many facets of life, especially in terms of strengthening one's ability to think (sumartini, 2016). this agrees with mursalina, marhamah, and retta (2020), who stated that mathematics plays a vital role in the development of one's ability or thinking strength, one of which is understanding mathematical concepts. one of the key purposes of learning mathematics, according to mawaddah & maryanti (2016), is to build the ability to understand concepts. the necessity of being able to understand concepts is highlighted in the mathematics learning curriculum's objectives (khairani, maimunah & roza, 2021). the standard content of the mathematics learning objectives section, according to ningsih (2016), comprises of abilities in (1) understanding mathematical concepts, (2) applying reasoning, (3) solving problems, (4) communicating ideas, and (5) having the nature of appreciating utility. mathematics. one of the mathematical talents that students must master in order to learn mathematics is concept understanding (purwanti, pratiwi, and rinaldi., 2016). according to maure, djong, and dosinaeng (2020), conceptual understanding is the ability of a person to connect or relate concepts (facts) based on his knowledge, and to deduce the meaning of a concept by extending it into various types of knowledge. according to fatqurhohman (2016), children with a good level of conceptual knowledge can solve arithmetic problems quickly at varied levels of difficulty. this is in line with ariyanto, aditya, and dwijayanti (2019), who stated mailto:fransiskadwi20@gmail.com mailto:syahbanaumb@yahoo.com mailto:allenmargaretta1@gmail.com 105 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej that if a student does not comprehend the concept, he or she will be unable to solve the questions presented according to the protocol. according to yanti, et al. (2019), understanding mathematical concepts might affect the quality of student learning and, in turn, affect students' overall academic accomplishment. as a result, it can be claimed that a student's grasp of the idea has a significant impact on the quality of their learning because it is a fundamental ability that students must acquire in order to solve issues in studying mathematics based on the concept. according to zuliana (2017), someone can grasp mathematical concepts if they can: (1) repeat a concept, (2) classify an item according to specific attributes according to the concept, (3) provide examples and non-examples of the concept, and (4) present. one of the materials that requires a significant amount of mathematical knowledge in linear programming. this supports anwar & abdillah's (2016) assertion that linear programming notions are high-level mathematical concepts because they entail algebraic operations, graph drawing, and numerical procedures. problems in linear programming are those that have to do with obtaining the target function or optimization, which seeks to solve problems in the most efficient and effective method possible while adhering to economic principles that reduce expenditure expenses in order to get maximum outcomes (zulmaulida & saputra, 2014). according to ahmad, nurhidayah, and nurdin (2018), linear programming issues or forms are typically in the form of story questions with extensive language. when providing linear programming content, the teacher usually offers formulae right away, and students simply memorize them, therefore students are not actively and autonomously involved in discovering patterns or formulas in the material (mustain, 2021). because it is accompanied with videos and pictures, electronic modules, or e-modules, are one of the teaching materials that can draw more students' interest in learning to understand the concepts in the topic to be studied (romayanti, sundaryono, & handayani, 2020). this is in line with what murod, utomo, and utaminingsih (2021) stated in that electronic modules (emodules) are arranged and equipped with various learning content such as text, images, animations, and videos that can be used as learning resources because they can make it easier for students to learn. furthermore, learning to use e-modules allows students to be more engaged in their learning, making it easier to grasp the principles of the content being studied (hariani, nuswowati, & winarno, 2020). e-modules can also be utilized by students to learn independently with a little aid from others, according to jannah, yuniawatika, and mudiono (2020). this makes students more involved in the learning process. e-modules are more useful for learning because they may be used at school or at home (laili, ganefri & usmeldi, 2019). the implementation of emodules in the educational process has a positive impact on student learning activities and outcomes (gunawan, 2018). as a result, it is believed that by using this e-module, students would be more motivated to learn mathematics because it is presented in an appealing and efficient manner, and that students' knowledge of ideas will improve. the level of students' conceptual comprehension abilities will be examined in terms of learning through e-modules based on the aforementioned description. 106 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method this is a qualitative descriptive research project. the goal of this study is to determine, characterize, or reveal students' capacity to understand concepts in linear programming curriculum. this study took place in sma negeri 4 palembang. there were 33 students in class xi ips 3 who were the subjects of this study. the test instrument that was employed in this study is a test instrument. the test is a validated learning outcome test that includes four essay questions about indicators of conceptual understanding. only four concept understanding indicators were employed in this study, all of which were borrowed from zuliana (2017). the four concept understanding indicators used were as follows: 1. provide examples as well as non-examples, the capacity of pupils to discriminate between linear and non-linear programming issues is emphasized in linear programming material. 2. in linear programming material, the ability of students to turn linear programming problems in the form of story problems into mathematical models and graphs or build equations from the regional graphs of the solutions is presented in many forms of mathematical representation. 3. using, employing, and selecting specific procedures/operations, which in linear programming material refers to students' abilities to calculate the intersection point of two lines using specific ways and successfully solve issues using the procedure. 4. using problem-solving algorithms or concepts, which, in linear programming curriculum, refers to students' ability to apply concepts and techniques to solve issues that arise in real life. this study's data analysis technique is qualitative data analysis, which includes: 1) in this study, data reduction was accomplished by recording the most important points, focusing on the most important points, and simplifying the data collected from the learning outcomes test, which pertains to indicators. comprehension of the concept 2) the data in this study is presented in the form of descriptive language or an explanatory description of the data, which has been collated and summarized for easy comprehension. 3) drawing conclusions, based on the results of students' replies to the learning outcomes test questions given after the learning process activities using e-modules, conclusions will be drawn from the data that has been acquired after the data has been presented. results and discussion a total of 33 students from class xi ips 3 sma negeri 4 palembang participated in this study. the study starts with learning how to use the e-module, a linear program in which the solution to each problem is explained via indicators of concept understanding. students can benefit from using e-modules in class to help them learn content topics (hikayat & suparman, 2019). following the completion of learning activities utilizing the e-module, students are given a learning outcome test consisting of four essay questions that allude to markers of concept understanding. table 1 shows the average percentage value of students answering correctly from each indicator of concept understanding from the four learning outcomes test 107 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej questions whose questions refer to indicators of concept understanding given after students learn to use the e-module linear programming material: table 1: data from the concept understanding indicators test concept understanding indicator many students answer correctly average (%) question 1 question 2 questi on 3 question 4 give examples and non-examples 33 100% presenting concepts in various forms of mathematical representation 19 17 29 25 68,2 % using, utilizing, and selecting certain procedures or operations 23 26 10 60,6 % apply problem solving concepts or algorithms 28 22 5 51,5 % dari tabel 1 di atas dapat dikategorikan peserta didik ke dalam kriteria tiga skala pembagian tingkatan (arikunto & jabar, 2010) yaitu: 1. 68% ≤ 𝑃 ≤ 100% dikategorikan mampu (tinggi) 2. 34% ≤ 𝑃 ≤ 67% dikategorikan cukup mampu (sedang) 3. 0% ≤ p ≤ 33% dikategorikan tidak mampu (rendah) table 1 shows that the average percentage of students answering correctly on the indicator of ability to understand the concept of providing examples and nonexamples is 100%, implying that if this indicator is included in the criteria for threelevel division scales, the participant's students are categorized as able to meet the indicators of providing examples and non-examples because the percentage value of students' correct answers is included in the first level, namely 68% ≤ 𝑃 ≤ 100% in the capable or high category. according to pranata (2016), pupils can be deemed to understand a concept from the material being studied if they can provide examples and non-examples of the notion. students are declared capable of fulfilling these indicators because the average percentage value of students answering correctly is 68.2 percent, which is included in the high category. in addition to providing examples and non-examples, indicators present concepts in various forms of mathematical representation. in accordance with the opinion of hanifah and abdi (2018), students can fulfill the indicators of presenting concepts in various forms of mathematical representation if they can draw or make graphs, make mathematical expressions or mathematical models of a story problem. when viewed from the three-level scale criteria, it is included in the second level, namely 34 percent p67 percent with moderate or moderate category in the indicator of using, utilizing, and selecting certain procedures or operations, with the average percentage value of students answering correctly on that indicator being 60.6 percent. students' capacity to satisfy the indications of employing, utilizing, and picking certain procedures or operations falls into the category of quite capable in this circumstance. students are stated to be fairly capable on the indicators of applying concepts or problem solving algorithms, with a percentage value of students' accurate answers on these indicators of 51.5 percent. students can be deemed to understand mathematical concepts, according to aledya (2019), if they can design settlement methods, use elementary calculations, utilize symbols to 108 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej express concepts, and shift one form to another. students have moderate concept understanding skills, according to ruhama, hairun, and bani (2021), if they can articulate concepts in many forms of mathematical representation but are incomplete and cannot correctly answer signs of applying concepts or problem solving algorithms. in question 1, the learning outcomes test includes two indications of concept understanding ability: providing instances and non-examples, as well as indicators presenting concepts in various mathematical representations. figure 1 depicts the format of the question. figure 1. learning outcomes test question number 1 in problem number one, students are given three different problems and are required to determine which of the three problems is a linear programming problem and which is not. this question is designed to assess students' abilities to provide examples and non-examples of linear programming problems using indicators. students are also required to construct a mathematical model of the selected problem in the form of the objective function and constraint function. this question is designed to assess students' abilities to communicate concepts in multiple mathematical formats, and students are required to translate story questions into mathematical language in this example. figure 2 shows one of the outcomes of the students' responses to question number one. 109 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2. results of students' answers to question number 1 figure 2 shows the students' responses to question number 1, which incorporates two markers of conceptual knowledge. students can correctly answer question 1a by writing instances of linear programming issues and which are not program problems, as can be shown from these answers. linear. in the meantime, the student made a mistake when answering question 1b. in problem 1a, the student is unable to write the mathematical model of the problem he has chosen. students encountered mistakes when developing the mathematical model, in that the variables utilized in the objective function and the constraint function were different. these students use variables x1 and x2 in the objective function, whereas variables a and b are used in the constraint function, which is not consistent with the linear programming information provided in the e-module. 19 pupils are able to correctly answer question 1b, which incorporates indicators of presenting concepts in various forms of mathematical representation, based on the results of the calculation of the learning outcomes exam on question number 1. students are regarded to be moderately capable or sufficient, according to khairunnisa and aini (2019), if they are incomplete in answering and satisfying markers of presenting concepts in various forms of mathematical representation. in contrast to the findings of student responses to question 1a, which included indicators that provided instances and non-examples, 33 students were able to accurately answer questions and meet these indicators. three indicators of concept understanding are included in the learning outcomes test item number 2: 1) presenting concepts in various forms of mathematical representation, 2) using, utilizing, and selecting certain procedures or operations, and 3) applying problem-solving concepts or algorithms. figure 3 shows the format of question number 2 on the learning outcomes test. figure 3. learning outcomes test question number 2 110 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 3 is a test of learning outcome number 2 on linear programming material, in which students are required to find the maximum value of an objective function whose area graph is known to match the solution's conclusion. students should be able to develop mathematical models from the regional graphs of the results in order to meet the indicators of presenting concepts in various forms of mathematical representation in this topic. figure 4. results of students' answers to question number 2 as shown in figure 4, students' error in answering question number 2 is that they are unable to construct a mathematical model in the form of a line equation with a known graph, preventing them from meeting the indications of expressing concepts in diverse forms of mathematical representation. students can only put down the value of the coordinates of the intersection of the two lines and the corner point of the resultant area without describing how they determined the value of the coordinates of the intersection point and corner point. this signifies that these students failed to meet the criteria for employing, utilizing, and selecting specific methods or operations. students can determine the greatest value of the objective function and the procedures for solving it by meeting the indicators of applying the concept or problem-solving algorithm. there were 17 students who were able to meet the indicators of presenting concepts in various forms of mathematical representation, according to the findings of the computation of the learning outcomes exam in question number 2. a total of 23 pupils that fit the criteria employ, utilize, and select certain methods or operations. students that meet the markers use concepts or problem-solving algorithms in a total of 28 cases. as a result, many students still do not comprehend how to create a mathematical model in the form of a line equation when the solution's local graph is known. in addition, question 3 of the learning outcomes test refers to the corner point test material and offers three measures of concept understanding ability. in order to meet the indicators of presenting concepts in various forms of mathematical representation, students are expected to be able to create mathematical models of linear programming problems in the form of story questions and graphs of the area of the completion results in question number three. can identify the value of the intersection point's coordinates and the corner point's coordinates using the 111 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej appropriate stages or technique of completion to meet the indicators of employing, utilizing, and selecting specific processes or operations. with the correct solution procedures, you may identify the optimum value of the objective function. "korean boyband exo will have a fan meetup to promote their return album," says the third question. for the fan meeting, the exo agency has only given 60 seats, which will be divided into two classes. fans who purchase class i tickets will receive 5 posters from each member, while those who purchase class ii tickets will receive 4 posters from each member. there are no more than 260 sheets in the bonus poster. if the class i ticket costs rp. 750,000 and the class ii ticket costs rp. 550,000, determine how much money exo will make from the fan meeting!" figure 5 shows one of the findings of students' answers to question 3, which is related to the corner point test method. figure 5. students' answers to question number 3 figure 5 depicts one of the students' right solutions to question 3, which includes three markers of comprehension of the corner point test method material. there are as many as 29 students who can write mathematical models and regional graphs of the results of solving linear programming problems in question number 3, based on table 1. in this case, students have met the indicators of understanding the concept of presenting concepts in various forms of mathematical representation. using the substitution and elimination method, a total of 26 students were able to correctly determine the value of the coordinates of the point of intersection of the two lines, allowing them to meet the indicators of concept understanding, namely using, utilizing, and selecting certain procedures or operations. furthermore, 22 students can fulfill the indicators of applying concepts or problem-solving algorithms since they can determine the best value and draw the correct conclusions. based on the computation of the number of students who answered correctly on each indicator of concept comprehension in question number 3, it can be concluded that the students' conceptual understanding capacity is sufficient on the corner point test method material. 112 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej question number 4 on the learning outcomes exam refers to the line of inquiry technique, and the question is the same as question number 3 on the learning outcomes test, which is in the form of story questions and has three indicators of understanding the same topic. "megan will buy two heroes to compete in the mobile legend tournament," says question number four. moskov and hayabusa are the heroes he will purchase. you'll need 60 batlle points and 40 diamonds to purchase the moskov megan hero. meanwhile, 30 battle points and 40 diamonds are required to purchase the hayabusa megan hero. megan must provide at least 180 battle points and 160 diamonds to purchase both heroes at the same time. please keep in mind that the moskov megan hero costs rp. 40,000 for top up, while the hayabusa megan hero costs rp. 25,000. what is megan's minimum budget for these two heroes?" students must use the line of inquiry method to answer this question. figure 6 shows the outcomes of the students' responses to question number 4. figure 6. students' answers to question number 4 figure 6 depicts one of the incorrect student responses to question 4 addressing the line of inquiry strategy. question number 4 has three indicators of concept understanding, just like question number 3. students are expected to be able to create mathematical models, probing equations, and area graphs of the answer in order to meet the requirements of presenting concepts in diverse forms of mathematical representation in these problems. students must be able to calculate the coordinates of the point of intersection of the two lines, as well as the coordinates of the corner points, in order to meet the indicators of employing, utilizing, and selecting processes or operations. finally, in order to meet the indicators of applying the idea or problem-solving algorithm, students must be able to accurately estimate the optimum value of the objective function. as seen in figure 6, the students did not answer the problem appropriately using the line of inquiry method's procedures for solving the problem. students tackle these problems using different approaches or methodologies, and the consequences of their replies are incorrect, preventing them from meeting the three indicators of grasping the concepts in the questions. figure 4 shows the students' accurate answers and their ability to meet the three indicators of grasping the topic of question number 4. 113 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4. results of students' correct answers on question number 4 figure 4 shows one of the students' responses to question 4 about how to use the material of the inquiry method correctly. students can write down mathematical models, following which they can write down the equations of the probing lines they acquired after writing out the problem's objective function. students can also describe the area of the settlement findings in conjunction with the line of inquiry, establish the value of the coordinates of the intersection of the two lines, and write down the optimal value of the problems that have been supplied. only ten students are capable of computing the equation of the probing line and determining the coordinates of the point of intersection of the two lines by employing, utilizing, and selecting particular processes or operations. finally, only five students may meet the indicator of applying the idea or problem-solving algorithm, implying that only five students can determine or compute the optimum value of the goal function using the correct stages of the probing approach. based on the amount of students who properly answered question 3 and 4 on the line of inquiry technique, it can be said that it is more challenging than the corner point test method. this is consistent with kusuma, aryanto, and astriandini's (2020) conclusion that the line of inquiry approach is less practical if completed manually due to students' lack of precision in describing the graph of the area of the settlement findings. and the most common errors students make while utilizing the probing line approach to solve problems are conceptual errors, such as not being able to apply or forgetting the notion of the probing line method itself (noviartati & ernawati, 2021). based on the research above, it is known that there are two indicators of concept understanding where the average value of the percentage of students' correct answers is included in the high category, namely indicators providing 114 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej examples and non-examples and indicators presenting concepts in various forms of mathematical representation, after learning to use the e-module and students working on learning outcomes tests. this means that many students can correctly differentiate between linear and nonlinear programming issues, as well as build mathematical models and graph the results of solving linear programming problems. this is in line with russefendi's assertion that learning achievement represents the cognitive taxonomy bloom domain, which encompasses translation, interpretation, and extrapolation. the capacity to change symbols or words without losing their meaning is known as translation (syarifah, 2017). students have a high level of concept understanding capacity, according to fajar, et al (2018), if they can correctly and totally meet the indicators of presenting concepts in various forms of mathematical representation. meanwhile, indicators of employing, utilizing, and selecting particular procedures or operations, as well as indicators of applying concepts or problem-solving algorithms, are included in the sufficient group of indicators of ability to understand the concepts employed in this study. this means that students' understanding of concepts in solving linear programming problems, particularly in determining the coordinates of the point of intersection of the two lines, determining the coordinates of the resultant area's corner points, determining the optimum value, and drawing conclusions, remains in the low category. the findings support salimi's assertion that students will understand mathematical concepts if they do several things, including defining concepts verbally and in writing, providing examples and non-examples, writing down a concept using models, diagrams/graphs, and symbols, and changing the form of representation to another form (kartika, 2018). meanwhile, puspitasari and ratu (2019) claim that students in the medium category are unable to correctly apply the formula in accordance with the problem-solving technique. the employment of e-modules in the learning process can improve students' conceptual comprehension abilities, according to the learning outcomes exam. this is in line with novilia's (2019) assertion that using e-modules in the learning process can assist students in grasping the notion of a material being taught more simply. the usage of e-module teaching resources can improve students' understanding of ideas and make mathematical material more appealing to them (wulandari, octaria & mulbasari, 2021). e-module teaching materials based on specific models or techniques can aid students in understanding mathematics ideas and encourage them to think critically (hikayat and suparman, 2019). conclusion based on the findings of the data analysis and discussion, it can be stated that learning to utilize the e-modul linear program can help students enhance their conceptual knowledge. this is evidenced by the percentage of pupils who answered correctly on each indicator of conceptual understanding capacity, which is divided into two levels: able (high) and quite capable (medium). students are evaluated based on their ability to provide examples and non-examples of linear programming problems, as well as indications for presenting concepts in various forms of mathematical representation, such as mathematical models and graphs of settlement area outcomes. 115 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students are quite competent of employing, utilizing, and selecting particular techniques or operations in finding the value of the intersection and corner points of the resultant area's coordinates. and students meet the criteria of being quite capable on indicators of using concepts or problem-solving algorithms in identifying the optimum value of the goal function in linear programming problems. references ahmad, h., nurhidayah, & nurdin. (2018). analisis kemampuan siswa dalam menyelesaikan soal cerita pokok bahasan program linear. jurnal matheducation nusantara, 1(1), 1-14. aledya, v. (2019). kemampuan pemahaman konsep matematika pada siswa. may, 0–7. anwar, y. s., & abdillah, a. (2018). penerapan teori apos (action, process, object, schema) untuk meningkatkan pemahaman konsep program linier bagi mahasiswa program studi pendidikan matematika tahun akademik 2015/2016. paedagoria: jurnal kajian, penelitian dan pengembangan kependidikan, 7(2), 53-60. arikunto, suharsimi, & jabar. 2010. evaluasi progam pendidikan (pedoman teoritis bagi mahasiswa dan praktisi pendidikan). jakarta: pt bumi aksara ariyanto, l., aditya, d., & dwijayanti, i. (2019). pengembangan android apps berbasis discovery learning untuk meningkatkan pemahaman konsep matematis siswa kelas fajar, a. p., kodirun, k., suhar, s., & arapu, l. (2019). analisis kemampuan pemahaman konsep matematis siswa kelas viii smp negeri 17 kendari. jurnal pendidikan matematika, 9(2), 229-239. fatqurhohman, f. (2016). pemahaman konsep matematika siswa dalam menyelesaikan masalah bangun datar. jipm (jurnal ilmiah pendidikan matematika), 4(2), 127-133. gunawan, h. (2018, july). efektifitas penggunaan e-modul terhadap keaktifan dan hasil belajar siswa. in prosiding seminar nasional program pascasarjana universitas pgri palembang (vol. 5, no. 05). hanifah, h., & abadi, a. p. (2018). analisis pemahaman konsep matematika mahasiswa dalam menyelesaikan soal teori grup. journal of medives: journal of mathematics education ikip veteran semarang, 2(2), 235-244. hariani, n. r., nuswowati, m., & winarno, w. (2020). pengaruh penerapan model inkuiri terbimbing berbantuan e-modul terhadap pemahaman konsep hidrolisis garam. jurnal inovasi pendidikan kimia, 14(1), 2561-2571. hikayat, c., & suparman, s. (2019). analisis kebutuhan e-modul berpendekatan realistic mathematics education untuk meningkatkan kemampuan berpikir kritis. prosiding sendika, 5(1). jannah, y. m., yuniawatika, y., & mudiono, a. (2020). pengembangan e-modul berbasis game based learning materi pengukuran dengan penguatan karakter gemar membaca dan menghargai prestasi. jurnal gantang, 5(2), 179-189. 116 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kartika, y. (2018). analisis kemampuan pemahaman konsep matematis peserta didik kelas vii smp pada materi bentuk aljabar. jurnal pendidikan tambusai, 2(2), 777-785. kartika, y. (2018). analisis kemampuan pemahaman konsep matematis peserta didik kelas vii smp pada materi bentuk aljabar. jurnal pendidikan tambusai, 2(2), 777-785. khairani, b. p., maimunah, m., & roza, y. (2021). analisis kemampuan pemahaman konsep matematis siswa kelas xi sma/ma pada materi barisan dan deret. jurnal cendekia: jurnal pendidikan matematika, 5(2), 1578-1587. kusuma, y. j., aryanto, a. f. d., & astriandini, m. g. (2020, february). penggunaan dynamic geometry software geogebra untuk menentukan prosedur garis selidik dalam permasalahan program linear. in prisma, prosiding seminar nasional matematika (vol. 3, pp. 393-401). laili, i., ganefri, & usmeldi. (2019). efektivitas pengembangan e-modul project based learning pada mata pelajaran instalasi motor listrik. jurnal ilmiah pendidikan dan pembelajaran, 3(3), 306-315. maure, y. l., djong, k. d., & dosinaeng, w. b. (2020). analisis pemahaman konsep matematik siswa sma pada materi program linear. asimtot: jurnal kependidikan matematika, 2(1), 47-56. mawaddah, s., & maryanti, r. (2016). kemampuan pemahaman konsep matematis siswa smp dalam pembelajaran menggunakan model penemuan terbimbing (discovery learning). edu-mat: jurnal pendidikan matematika, 4(1). murod, m., utomo, s., & utaminingsih, s. (2021). efektivitas bahan ajar e-modul interaktif berbasis android untuk peningkatan pemahaman konsep lingkaran kelas vi sd. fenomena, 20(2), 219-232. mursalina, d., marhamah, m., & retta, a. m. (2021). development students worksheet using ethnomathematics-based ctl approach on sletv subject material for grade x. kreano, jurnal matematika kreatifinovatif, 12(1), 118-129. mustain, m. (2021). peningkatan pemahaman siswa melalui strategi investigasi pada materi program linier di sman 2 madiun. jems: jurnal edukasi matematika dan sains, 9(1), 49-58. ningsih, y. l. (2016). kemampuan pemahaman konsep matematika mahasiswa melalui penerapan lembar aktivitas mahasiswa (lam) berbasis teori apos pada materi turunan. edumatica: jurnal pendidikan matematika, 6(01). nomleni, f. t., & manu, t. s. n. (2018). pengembangan media audio visual dan alat peraga dalam meningkatkan pemahaman konsep dan pemecahan masalah. scholaria: jurnal pendidikan dan kebudayaan, 8(3), 219-230. noviartati, k., & ernawati, a. (2021, august). analisis kesalahan mahasiswa calon guru matematika dalam menyelesaikan masalah optimasi selama perkuliahan daring. in prosiding seminar nasional matematika dan pendidikan matematika (vol. 6, pp. 223-230). novilia, n. (2019). pengembangan e-modul berbasis exe learning pokok bahasan ruang hasil kali dalam pada mahasiswa uin raden intan lampung (doctoral dissertation, uin raden intan lampung). 117 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pranata, e. (2016). implementasi model pembelajaran group investigation (gi) berbantuan alat peraga untuk meningkatkan kemampuan pemahaman konsep matematika. jpmi (jurnal pendidikan matematika indonesia), 1(1), 34-38. purwanti, r. d., pratiwi, d. d., & rinaldi, a. (2016). pengaruh pembelajaran berbatuan geogebra terhadap pemahaman konsep matematis ditinjau dari gaya kognitif. al-jabar: jurnal pendidikan matematika, 7(1), 115122. puspitasari, p., & ratu, n. (2019). deskripsi pemahaman konsep siswa dalam menyelesaikan soal pisa pada konten space and shape. mosharafa: jurnal pendidikan matematika, 8(1), 155-166. romayanti, c., sundaryono, a., & handayani, d. (2020). pengembangan e-modul kimia berbasis kemampuan berpikir kreatif dengan menggunakan kvisoft flipbook maker. jurnal pendidikan dan ilmu kimia, 4(1), 5158. ruhama, m. a., hairun, y., & bani, a. (2021). analisis kemampuan pemahaman konsep matematis siswa smp negeri 1 kota ternate pada materi persamaan linear satu variabel. jurnal pendidikan guru matematika, 1(2). sumartini, t. s. (2016). peningkatan kemampuan pemecahan masalah matematis siswa melalui pembelajaran berbasis masalah. mosharafa: jurnal pendidikan matematika, 5(2), 148-158. syarifah, l. l. (2017). analisis kemampuan pemahaman matematis pada mata kuliah pembelajaran matematika sma ii. jppm (jurnal penelitian dan pembelajaran matematika), 10(2). wulandari, s., octaria, d., & mulbasari, a. s. (2021). pengembangan e-modul berbantuan aplikasi flip pdf builder berbasis contextual teaching and learning. jnpm (jurnal nasional pendidikan matematika), 5(2), 389-402. yanti, r., laswadi, l., ningsih, f., putra, a., & ulandari, n. (2019). penerapan pendekatan saintifik berbantuan geogebra dalam upaya meningkatkan 134 pemahaman konsep matematis siswa. aksioma: jurnal matematika dan pendidikan matematika, 10(2), 180-194. zuliana, e. (2017). penerapan inquiry based learning berbantuan peraga manipulatif dalam meningkatkan pemahaman konsep matematika pada materi geometri mahasiswa pgsd universitas muria kudus. lectura: jurnal pendidikan, 8(1). zulmaulida, r., & saputra, e. (2014). pengembangan bahan ajar program linear berbantuan lindo software. infinity journal, 3(2), 189-216 33 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students’ errors in solving concept understanding problems on integral matter faradiba jabnabillah mathematics of department, batam institute of technology email: faradibanabillah@gmail.com abstract the ability to understand students' concepts is very important to be applied to learning mathematics. when students cannot understand the concept well, students cannot solve the problem correctly. this is the reason the researcher conducted this research. the purpose of this research is to describe the percentage of students' errors in solving the problem of understanding the concept of integral matter. the subjects in this study were class xii students, totaling 8 students. data collection techniques used were observation and tests to see student errors in answering questions of understanding the concept. this study uses a quantitative approach with a descriptive type of research. the data analysis technique used the percentage of students' ability assessment in solving problems. the results obtained in this study are the indicator of error reading about the questions gets a percentage of 62.5%, then the percentage of errors in understanding the questions gets a value of 50%, the percentage of transformation errors gets a value of 75%, then on the percentage of error processing skills gets a score of 62.5% and the percentage of errors in writing the final answer also obtained the same results as the percentage of process skills errors, which was 62.5%. this is because most students do not understand the integral concept so they do not understand in determining the formula and applying it. the percentage of transformation errors gets a value of 75%, then the percentage of process skills errors gets a value of 62.5%, and the percentage of errors in writing the final answer also gets the same result as the percentage of process skills errors that is 62.5%. this is because most students do not understand the integral concept so they do not understand in determining the formula and applying it. the percentage of transformation errors gets a value of 75%, then the percentage of process skills errors gets a value of 62.5%, and the percentage of errors in writing the final answer also gets the same result as the percentage of process skills errors that is 62.5%. this is because most students do not understand the integral concept so they do not understand in determining the formula and applying it. keywords: student errors, concept understanding introduction mathematics is a basic science that has an important role in the development of science and technology. mathematics is also a science that is identical to formulas and calculations (manalu et al., 2019) so it is always used to solve problems in everyday life that we always encounter (sholihah & mahmudi, 2015). not only that, but mathematics can also develop students' thinking patterns (surat, 2016). therefore, mathematics lessons are very important to learn mailto:faradibanabillah@gmail.com 34 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (wiliawanto et al., 2019). learning mathematics is an exact science that requires more understanding than memorization (suswigi & zanthy, 2019). one of the mathematical sciences that requires understanding is integral. integral is the concept of continuous addition in mathematics with its inverse differential, that's why to be able to understand the integral concept, students have to understand the derivative concept (hartono & noto, 2017). in its application, integrals are often found in the fields of physics and engineering as well as other fields (ghozi & hilmansyah, 2018). mathematics is always synonymous with concepts and students will always be required to understand concepts in mathematics (andriani et al., 2017). understanding the concept means explaining the relationship between concepts and applying concepts flexibly, accurately, efficiently, and precisely in a problem (maharani et al., 2013). instilling mathematical concepts to students can be done by providing various activities such as watching videos, discussing, conducting question and answer activities, and mastery of concepts in mathematics can be used to solve real problems. when solving problems in mathematics, skills such as interpreting problems into mathematical models, arithmetic skills, concept mastery skills, and others so that students do not make mistakes in doing math problems (rachman & saripudin, 2020). this is the reason the understanding of the concept is closely related to student errors in solving problems. if the student is wrong in solving the problem, it indicates that the student is not good at understanding mathematical concepts. this is in line with the statement (yuliani et al., 2018) that one of the problems that often arise in learning mathematics is the low ability of students to solve mathematical problems in the form of questions that emphasize understanding concepts in a particular subject. (damayanti et al., 2017). however, achieving an understanding of concepts in mathematics is not an easy thing because the ability to understand mathematical concepts of each student is different, one of which is in the integral matter. therefore, to determine the right method in solving integral problems, the problem must be identified first (saparwadi, 2015) then determine the most appropriate procedure or method to be used in identifying the solution to the problem to be worked on (kesumawati, 2008). in reality on the ground, in solving integral questions students cannot yet understand concepts well (ario & asra, 2018). this statement is reinforced by (fitriani & yuliani, 2016) that the cause of the problem of students' lack of understanding of mathematical concepts is that students do not think about the concepts that have been studied so that the concepts learned do not last long, and students are reluctant to understand the practice questions first in doing the questions and assume that the problem is difficult to do. so there are many mistakes in solving math problems. the statement above is by the results of observations at smk n 4 batam where the majority of students still make many mistakes in solving math problems related to understanding concepts, this data is obtained from the results of students' daily tests in mathematics. this is the reason the researchers researched this school. this study refers to newman's analysis which divides errors into several factors, namely (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) transformation errors. process skills (process skills error), and (5) writing error of the final answer (encoding error) (karnasih, 2015). (jha, 2012; singh et al., 35 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2010) describe several indicators that cause students to make mistakes in solving problems in the form of descriptions based on the newman procedure which is described in table 1 below: table 1 factors and indicators that cause student errors factors causing student errors indicator reading error • students are not able to interpret the meaning of each word, term, or symbol in the problem comprehension error • students do not understand what information is known in the problem completely transformation error • students are not able to make mathematical models from the information obtained • students do not know the formula used to solve the problem process skills error • students do not know the procedures or steps used to solve the problem correctly encoding error • students are not able to find the final result of the problem based on the procedures or steps that have been used • students cannot show the final answer of solving the problem correctly according to (juliana & zanthy, 2020) a student who already has an understanding of the concept has several indicators, namely: 1) defining the concept in writing; 2) defining and identifying examples and non-examples; 3) classifying certain objects based on certain properties according to the concept; 4) presenting concepts in various forms of mathematical representation; 5) use, utilize and choose certain procedures or operations. previous research on student errors in solving math problems was conducted by (agnesti & amelia, 2020; aulia & kartini, 2021; manalu & zanthy, 2020; septiahani et al., 2020) meanwhile, other research related to concept understanding was carried out by (kurniadi et al., 2020; munasiah, 2021; radiusman, 2020; wijaya et al., 2018) meanwhile, research on student errors in understanding mathematical concepts was carried out by (az zahra, 2019; halawa & oktaviani, 2021). the difference with this research is in the data analysis technique used, besides that there are also differences in the material, place, and subject under study. the purpose of this study is to describe the percentage of students' errors in solving the problem of understanding concepts in the integral matter. research method this study uses a quantitative approach with a descriptive type of research that aims to describe the percentage of students' errors in solving problems of understanding mathematical concepts on integral matter. this research was conducted at smk n 4 batam. the subjects in this study were students in class xii with a total of 8 students. the determination of research subjects using the purposive sampling technique by selecting subjects based on data from daily tests 36 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej on the previous material that meets predetermined criteria based on the teacher's considerations, namely students who have problems in understanding mathematical concepts. data collection techniques using tests and observations. the test is carried out by giving students a question of understanding the concept. while the observations were made based on the teacher's explanation of the conditions of learning mathematics in the classroom and based on the data on the daily test scores of students' mathematics given by the teacher. the test research instrument consists of 5 questions in the form of a description of integral matter which refers to the test questions for the ability to understand mathematical concepts. as for this research, it refers to the concept of understanding indicators by (juliana & zanthy, 2020) which are described in table 2 below. table 2 questions and indicators of concept understanding ability in integral matter no about question points indicators of ability to understand mathematical concepts 1 result of ∫ 𝑎𝑥𝑛 𝑑𝑥 is … define the concept in writing 2 if 𝑓 ′(𝑥) = 4𝑥 + 1 then specify!𝐹(𝑥) give examples and non-examples of a concept 3 determine the result of the following integral function∫(3𝑥 − 8)𝑑𝑥 classify certain objects based on certain properties according to the concept 4 determine the result of the integral function ∫ 2 𝑡3 𝑑𝑡 presenting concepts in various forms of mathematical representation 5 determine the result of the following integral function using the substitution integral technique∫(2𝑥 + 3)4𝑑𝑥 using, utilizing, and selecting certain procedures or operations after obtaining student answers, the student's errors were analyzed quantitatively and student errors were determined based on the scoring criteria that moved from 4 to 1, which is described in table 3 below. table 3 scoring criteria for concept understanding indicators category score appropriate 4 less precise 3 incorrect 2 no answer 1 after determining the score on each student's answer, then look for the percentage of assessment of the results of student answers. the percentage of assessment is as follows: p = 𝑛 𝑀 × 100% 37 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej question 1 question 2 question 3 question 4 question 5 62.5% description: p: the percentage of students' ability to solve problems based on indicators 𝑛 : student answers on each of the assessment criteria 𝑀: the number of students. results and discussion in general, students' ability to understand mathematical concepts is low. this can be seen from the table of the percentage of student answers based on the indicators of the ability to understand the concepts below. table 4 student answer results based on concept understanding indicators no question concept understanding indicator assessment criteria (%) 4 3 2 1 1 define the concept in writing 12.5 25 62.5 0 2 give examples and non-examples of a concept 0 12.5 62.5 25 3 classify certain objects based on certain properties according to the concept 12.5 25 50 12.5 4 presenting concepts in various forms of mathematical representation 0 12.5 75 12.5 5 using, utilizing and selecting certain procedures or operations 0 12.5 62.5 25 based on the results shown in table 4, the students' conceptual understanding ability in solving integral problems for all indicators is still low. the highest percentage was obtained from assessment criteria 2 by obtaining a score of 50% and above on each question, which means that more than half the number of incorrect students (wrong) in solving the problem of understanding the concept. meanwhile, students who are right in answering the question of understanding the concept get the least percentage on each question. the analysis of student errors shown in the concept understanding indicator with assessment criteria 2, namely the student is not right (wrong) in solving the problem is illustrated by the pie chart in figure 1 below. figure 1 percentage of student errors in each question 62.5% 62.5% 50% 75% 38 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej meanwhile, in the test of student work descriptions using the newman procedure, various types of errors were made by students on the problem of understanding the concepts given, namely as follows: reading error figure 2 example of reading error figure 2 is the student's answer to question number 1 which is an indicator of understanding the concept, namely defining the concept in writing with the percentage obtained which is 62.5%. in this question, students were asked to write down the concept of integral, but the student's answer showed that the student did not write the concept correctly, the student did not add +c when writing the integral formula, besides that the way of writing was also wrong. this explanation is in line with (rahimah, 2012) that one of the dominant mistakes made by students in solving integral problems is not adding a constant c to the results of indeterminate integration. this shows that students are not able to interpret the meaning of each word, term, or symbol in the problem. according to (halawa & oktaviani, 2021) reading errors can take the form of a student's inability to write symbols, notations, or numbers that are known in the questions. (amalia et al., 2018) added that reading errors could be seen from students who did not write down the meaning of the questions asked and could not explain in writing. comprehension error figure 3 example of comprehension error figure 3 shows the student's error in understanding what information is known in the problem completely. the problem being worked on is question number 3 with an indicator of concept understanding, namely classifying certain objects based on certain properties according to the concept and obtaining a percentage of 50%. in these questions, students do not understand the information 39 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej contained in the questions, students do not use integral concepts in answering questions so that the results of students' answers with the commands in the questions do not match. this shows that students' errors in answering questions occur because the process of interpreting the information given into mathematical expressions is not appropriate (delisda & sofyan, 2014; c. rahmawati & zhanty, 2019). students are considered to have misunderstood the question if they are not able to understand what is being asked (widodo, 2013). transformation error figure 4 example of transformation error figure 4 shows the student's error in stating the formula in question number 4 with an indicator of concept understanding, namely presenting concepts in various forms of mathematical representations that get a percentage of 75%. in this question, it shows that students do not change their shape 2 𝑡3 into the form students directly integrate the function, but the formula 2. 𝑡−3 used incorrectly. students make mistakes in transforming the information they know in the problem into the correct mathematical model (d. rahmawati & permata, 2018). so from this, it can be concluded that students do not know the right formula to be applied to the problem. this is by research conducted by (hutajulu et al., 2019) that students write answers that do not match the formulas that have been studied. students have not been able to analyze the questions in the questions, and this has an impact on student answers that are made modest (nadz & haq, 2013). process skill error figure 5 example of process skill error 40 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 5 is a student error who does not know the steps that will be used to solve the problem correctly. this error is taken from question number 2 with an indicator of concept understanding, namely providing examples and not examples of a concept with a percentage of 62.5%. where in this problem students are not able to find the value of f(x) from the function f'(x) by using the integral method. students are not able to do the steps exactly according to the request on the question. according to (juliana & zanthy, 2020) process skill errors can be seen from students who make computational errors, namely students doing wrong calculations in solving problems. this is in line with the statement of (aulia & kartini, 2021) that the process error made by students is that students have not been able to manipulate problems into the form of mathematical models and students are wrong in calculations. (arifani et al., 2016) added that processing errors lie in the fourth largest order which indicates that students have not been able to apply the correct rules in solving mathematical problems. encoding error figure 6 example of encoding error figure 6 is a student error who cannot show the final answer to solving the problem correctly. this error is taken from question number 5 with indicators of concept understanding, namely using, utilizing, and choosing certain procedures or operations with a percentage of 62.5%. where in the question students are asked to integrate a function by way of substitution, but based on the student's answer, the final result is wrong because the student immediately squares the function and integrates it without first substituting the question. this shows that students do not understand the concept of integral substitution. according to (wijaya et al., 2018) the error in writing the final answer is the inability of students to interpret and validate mathematical solutions. (septiahani et al., 2020) added one form of writing error in the final answer, namely students could not show the final answer to solving the problem correctly and by the conclusion. this statement is reinforced by (lestari et al., 2016) who say that errors in writing the final answer are one of the types of errors that often occur in students when solving problems. 41 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the results of research and discussion regarding the analysis of student errors in solving concept understanding problems on the integral matter, the indicator for reading errors in the questions obtained a percentage of 62.5%, then the percentage of errors in understanding questions obtained a value of 50%, the percentage of transformation errors obtained a value of 75%, then the percentage of process skill errors gets a value of 62.5%, and the percentage of errors in writing the final answer also gets the same result as the percentage of process skills errors that is 62.5%. so it can be concluded that the most mistakes made by students are the transformation errors with a percentage of 75%. this is because most students do not understand the integral concept so they do not understand in determining the formula and applying it. students are also in a hurry to solve problems without thinking about concepts and formulas correctly so students are wrong in solving problems. therefore, teachers play an important role in providing a conceptual understanding of integral matter and also other materials in learning mathematics to students. teachers can not only see the final results of student answers in completing the material but the process of answering questions must also be considered by the teacher so that teachers can understand the extent to which students' conceptual understanding abilities are. not only that, but teachers can also apply several approaches and appropriate learning methods in learning mathematics in instilling concept understanding in students. references agnesti, y., & amelia, r. (2020). analisis kesalahan siswa kesalahan viii smp di kabupaten bandung barat dalam menyelesaikan soal cerita pada materi perbandingan ditinjau dari gender. jurnal cendekia : jurnal pendidikan matematika, 4(1), 151–162. https://doi.org/10.31004/cendekia.v4i1.186 amalia, r., aufin, m., & khusniah, r. (2018). analisis kesalahan dalam menyelesaikan soal cerita pada pokok bahasan persamaan linier berdasarkan newman kelas x-mia di sma bayt al-hikmah kota pasuruan. prosiding seminar nasional matematika dan pendidikan matematika (snmpm), 2(1), 346–359. http://www.fkipunswagati.ac.id/ejournal/index.php/snmpm/article/view/408/342[06 oktober 2021] andriani, t., suastika, i. k., & sesanti, n. r. (2017). analisis kesalahan konsep matematika siswa dalam menyelesaikan soal trigonometri kelas x tkj smkn 1 gempol tahun pelajaran 2016/2017. pi: mathematics education journal, 1(1), 34–39. https://doi.org/10.21067/pmej.v1i1.1998 arifani, n. h., as’ari, a. r., & abadyo. (2016). analisis kesalahan siswa dalam menyelesaikan soal matematika timss menurut teori newman : studi kasus pada siswa kelas viii smp negeri 1 tanjungbumi bangkalan. seminar nasional matematika dan pendidikan matematika uny, 1(3), 443– 448. http://seminar.uny.ac.id/semnasmatematika ario, m., & asra, a. (2018). pengaruh pembelajaran flipped classroom terhadap hasil belajar kalkulus integral mahasiswa pendidikan matematika. anargya: jurnal ilmiah pendidikan matematika, 1(2), 82–88. 42 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej https://doi.org/10.24176/anargya.v1i2.2477 aulia, j., & kartini. (2021). analisis kesalahan siswa dalam menyelesaikan soal cerita pada materi himpunan bagi siswa kelas vii smp/mts. jurnal cendekia : jurnal pendidikan matematika, 5(1), 484. https://doi.org/10.31764/pendekar.v1i1.280 az zahra, s. j. (2019). analisis kesalahan siswa dalam menyelesaikan soal cerita spltv berdasarkan tahapan newman. jurnal pembelajaran matematika inovatif, 2(2010), 364–373. damayanti, n. w., mayangsari, s. n., & mahardika, l. t. (2017). analisis kesalahan siswa dalam pemahaman konsep operasi hitung pada pecahan. edutic scientific journal of informatics education, 4(1), 1–7. https://doi.org/10.21107/edutic.v4i1.3389 delisda, d., & sofyan, d. (2014). perbandingan prestasi belajar siswa antara yang mendapatkan model pembelajaran snowball throwing dan pembelajaran konvensional. mosharafa: jurnal pendidikan matematika, 3(2), 75–84. fitriani, n., & yuliani, a. (2016). analisis penerapan pembelajaran matematika berbasis pmri pada sekolah dasar di kota bandung. jurnal ilmiah p2m stkip siliwangi, 3(2), 25–32. ghozi, s., & hilmansyah, h. (2018). visualisasi geometris aplikasi integral: studi penggunaan software autograph dalam pembelajaran matematika teknik. jnpm (jurnal nasional pendidikan matematika), 2(1), 73. https://doi.org/10.33603/jnpm.v2i1.896 halawa, j. s., & oktaviani, m. r. r. d. h. (2021). analisis kesalahan siswa menyelesaikan soal pemahaman konsep pada materi relasi dan fungsi. jurnal primatika, 10, 11–18. hartono, w., & noto, m. s. (2017). pengembangan modul berbasis penemuan terbimbing untuk meningkatkan kemampuan matematis pada perkuliahan kalkulus integral. jnpm (jurnal nasional pendidikan matematika), 1(2), 320. https://doi.org/10.33603/jnpm.v1i2.616 hutajulu, m., senjayawati, e., & minarti, e. d. (2019). analisis kesalahan siswa smk dalam menyelesaikan soal kecakapan matematis pada materi bangun ruang. mosharafa: jurnal pendidikan matematika, 8(3), 365–376. https://doi.org/10.31980/mosharafa.v8i3.505 jha, s. k. (2012). mathematics performance of primary school students in assam (india): an analysis using newman procedure. international journal of computer applications in engineering sciences, 2(i), 17–21. juliana, h. s., & zanthy, l. s. (2020). analisis kesalahan siswa mts kelas ix di bandung barat dalam menyelesaikan soal materi statistika. jurnal cendekia : jurnal pendidikan matematika, 04(01), 183–192. karnasih, i. (2015). analisis kesalahan newman pada soal cerita matematis. jurnal paradikma, 8(1), 37–51. kesumawati, n. (2008). pemahaman konsep matematik dalam pembelajaran matematika. prosiding seminarnasional matematika dan pendidikan matematika, jurusan pendidikan matematika fakultas matematika dan ilmu pengetahuan alam universitas negeri yogyakarta, 229–235. kurniadi, e., darmowijoyo, d., & pratiwi, w. d. (2020). analisis kemampuan 43 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pemahaman konsep dasar mahasiswa dalam mengidentifikasi karakteristik dan menyelesaikan soal pemodelan matematika. jurnal gantang, 5(1), 9–18. https://doi.org/10.31629/jg.v5i1.299 lestari, a. p., hasbi, m., & lefrida, r. (2016). analisis kesalahan siswa kelas ix dalam menyelesaikan soal cerita keliling dan luas lingkaran di smp alazhar palu. elektronik pendidikan matematika tadulako, 3(4), 373–385. maharani, l., hartono, y., & hiltrimarti, c. (2013). kemampuan pemahaman konsep siswa pada pembelajaran matematika menggunakan model generative learning di kelas viii smp negeri 6 palembang. jurnal pendidikan matematika, 7(2), 1–17. https://ejournal.unsri.ac.id/index.php/jpm/article/view/4650 manalu, a., jumiati, y., & setiawan, w. (2019). analisis minat belajar matematika siswa smp kelas viii pada materi persamaan garis lurus berbantu aplikasi geogebra. jurnal on education, 02(01), 63–69. manalu, a., & zanthy, l. s. (2020). analisis kesulitan siswa smp kelas ix dalam menyelesaikan soal materi lingkaran. jurnal cendekia : jurnal pendidikan matematika, 4(1), 104–112. https://doi.org/10.31004/cendekia.v4i1.179 munasiah. (2021). analisis pemahaman konsep matematika pada materi aljabar. jurnal jendela pendidikan, 1(3), 73–79. nadz, t. f., & haq, c. n. (2013). perbandingan peningkatan kemampuan penalaran matematis siswa yang memperoleh pembelajaran melalui metode problem based instruction (pbi) dengan metode konvensional. mosharafa: jurnal pendidikan matematika, 2(3), 191–202. https://journal.institutpendidikan.ac.id/index.php/mosharafa/article/view/mv2 n3_5/212 rachman, a. f., & saripudin. (2020). analisis kesalahan siswa smk kelas xi pada materi logika matematika. jurnal sigma, 5(2), 37. https://doi.org/10.36513/sigma.v5i2.692 radiusman. (2020). studi literasi: pemahaman konsep siswa pada pembelajaran matematika. fibonacci: jurnal pendidikan matematika dan matematika, 6(1), 1–8. rahimah, d. (2012). identifikasi kesalahan mahasiswa dalam menyelesaikan soal-soal pokok bahasan integral pada mata kuliah kalkulus integral. jurnal exacta, 10(1), 89–97. rahmawati, c., & zhanty, l. s. (2019). analisis kemamampuan komunikasi siswa menengah terhadap resiliensi matematis. jpmi (jurnal pembelajaran matematika inovatif), 2(3), 147–154. https://doi.org/10.22460/jpmi.v2i3.p147-154 rahmawati, d., & permata, l. d. (2018). analisis kesalahan siswa dalam menyelesaikan soal cerita program linear dengan prosedur newman. jurnal elektronik pembelajaran matematika, 5(2), 173–185. saparwadi, l. (2015). peningkatan kualitas pembelajaran kalkulus integral melalui kegiatan lesson sudy di program studi pendidikan matematika. jurnal pendidikan matematika, 9(1), 35–48. septiahani, a., melisari, m., & zanthy, l. s. (2020). analisis kesalahan siswa smk dalam menyelesaikan soal materi barisan dan deret. mosharafa: jurnal pendidikan matematika, 9(2), 311–322. 44 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej https://doi.org/10.31980/mosharafa.v9i2.644 sholihah, d. a., & mahmudi, a. (2015). keefektifan experiential learning pembelajaran matematika mts materi bangun ruang sisi datar. jurnal riset pendidikan matematika, 2(2), 175–185. https://doi.org/10.21831/jrpm.v2i2.7332 singh, p., rahman, a. a., & hoon, t. s. (2010). the newman procedure for analyzing primary four pupils errors on written mathematical tasks: a malaysian perspective. procedia social and behavioral sciences, 8(5), 264– 271. https://doi.org/10.1016/j.sbspro.2010.12.036 surat, i. m. (2016). pembentukan karakter dan kemampuan berpikir logis siswa melalui pembelajaran matematika berbasis saintifik. jurnal emasains, v(6), 14–16. suswigi, & zanthy, l. s. (2019). kemampuan pemahaman matematik siswa mts di cimahi pada materi persamaan garis lurus. jurnal cendekia : jurnal pendidikan matematika, 3(1), 40–46. https://doi.org/10.31004/cendekia.v3i1.77 widodo, s. a. (2013). analisis kesalahan dalam pemecahan masalah divergensi tipe membuktikan pada mahasiswa matematika. jurnal pendidikan dan pengajaran, 2(2), 106–113. https://doi.org/10.12928/admathedu.v4i1.4810 wijaya, t. u. u., destiniar, & mulbasari, a. s. (2018). kemampuan pemahaman konsep matematis siswa dengan menggunakan model pembelajaran auditory intellectually repetition (air). prosiding seminar nasional 21 universitas pgri palembang, 53(9), 431–435. wiliawanto, w., bernard, m., akbar, p., & sugandi, a. i. (2019). penerapan strategi pembelajaran aktif question student have untuk meningkatkan kemampuan berpikir kritis matematik siswa smk. jurnal cendekia : jurnal pendidikan matematika, 3(1), 139–148. https://doi.org/10.31004/cendekia.v3i1.86 yuliani, e. n., zulfah, & zulhendri. (2018). kemampuan pemahaman konsep matematis siswa kelas viii smp n 1 kuok melalui model pembelajaran. jurnal cendekia : jurnal pendidikan matematika, 2(2), 91–100. 18 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the effectiveness of somatic auditory visual and intelectual (savi) learning approach assisted problem card towards the students’ liveliness and achievement on trigonometry material of mathematics learning wulan maulida, ponoharjo , wikan budi utami mathematics education department, faculty of teacher training and education university of pancasakti tegal wulanmaulida92@yahoo.com abstract this study aimed to know if the x grade students of sma negeri 4 kota tegal who were taught by using savi learning approach assisted problem card were: (1) reach the learning target achievement, (2) there is a distinction between students and the students who are taught by using savi learning approach towards their liveliness and achievement, (3) the liveliness and achievement of students are better than the students who are taught by using savi learning approach. the researcher conducted the study at sma negeri 4 kota tegal in 2016/2017 academic year. the population under study was 282 students. this study used quasi-experimental methodology which consisted of 61 students as the population sample. cluster random sampling technique was used to determine the population sample. the instruments of this study were observation on the students’ liveliness of mathematics learning which had been passed validity testing by the expert and the achievement test of mathematic learning which had been passed validity and reliability testing. furthermore, the researcher used proportion test, manova test and t 2 -hotteling test as the data analysis technique. the results of the study on the x grade students of sma negeri 4 kota tegal showed: (1) the students who were taught by using savi learning approach assisted problem card reached the target achievement, (2) there were differences between the students who were taught by using savi learning approach assisted problem card and the students who were taught by using savi learning approach in terms of students’ liveliness and achievement. (3) the liveliness and achievement of the students who were taught by using savi learning approach assisted problem card were better than the students who were taught by using savi learning approach. keywords: effectiveness, somatic, auditory, visual and intellectual (savi) learning approach, learning liveliness, learning achievement. introduction nowadays, education is faced a challenge that requires human resources establishment who can meet the global demands. in this case, education is organized as a students’ culture and empowerment process which lasts for life (kartana 2011:20-21). every student also experience and comprehends the development. meanwhile, education is defined as an interaction activity. in the interaction activity, the teacher acts as the mailto:wulanmaulida92@yahoo.com 19 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej educator for the students. the education is focused on the students’ development which leads them to be independent. hence, the student has to learn in order to develop independently. in the educational field, a change is a must. for instance, the educational curriculum had been changed from school-based curriculum (ktsp) to 2013 curriculum. in order to build high quality education, the government had been established 2013 curriculum to be applied in every school. the application of 2013 curriculum is applied step by step. in the implementation of 2013 curriculum, teachers are required to design effective an meaningful (fun) learning professionally, organize the learning activity, choose the appropriate learning approach, determine the learning procedure and competence establishment actively, and set the criteria of the goal (mulyasa, 2015:99). there are several components contained in 2013 curriculum. the most prominent thing is the learning approach. hence, the teachers have to provide effective learning approach that useful to increase students’ interest, motivation and participation. furthermore, it should be balanced with the teachers’ ability in mastering the approach. according to an interview with ibu shofuroh, m.pd as the mathematics teacher of sma negeri 4 kota tegal, the school is applying 2013 curriculum. sma negeri 4 kota tegal use contextual learning approach in the mathematic subject. contextual learning approach (contextual teaching and learning) is a teaching and learning concept which helps the teachers to link the teaching material with the real world situation. furthermore, it also encourages the link between students’ background knowledge and the application in their daily activities as an individual, a family member and a society. however, in this case, the students are lack of confidence. for instance, the students are afraid to answer the question in front of the class. it makes them become passive learners. this school is considered as one of the excellent schools. however, in fact, there are many students who have problems and barely reach the mathematic learning achievement. this phenomenon was showed by the test result that indicated only 40% of the students who passed the minimum score which was 70. dave meier develops savi as one of learning approaches that feasible for learning approach (meier, 2002:91). savi learning approach integrates the physical movement with intellectual activity, and uses all of the senses which have a big impact on learning 20 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej activities. physical movement increases the mental process. the part of human brain that involved in the body movement (motor cortex) is placed next to the part of the brain which functioned as thinking and problem solving. hence, it prevents the body movement that effect on the brain prevention to think optimally. otherwise, the body activity in learning process helps the students to increase their human intelligence. a previous study conducted by harry dwi putra (2011) entitled "pembelajaran geometri dengan pendekatan savi (somatis, auditori, visual, dan intelektual) berbantuan wingoem untuk meningkatkan kemampuan analogi peserta didik " stated that the students who acquired savi learning approach assisted wingeom had better mathematic analysis ability than the students who acquired conventional learning. another study conducted by riska maghfiroh (2016) entitled "keefektifan pendekatan pembelajaran savi (somatis, auditori, visual, dan intelektual) terhadap sikap dan prestasi belajar matematika" found that savi learning approach was better than conventional learning approach towards the students’ affective and mathematics achievement. in addition, dian mariya (2013) conducted a study entitled "keefektifan pembelajaran savi (somatis, auditori, visual, dan intelektual) berbantuan alat peraga terhadap kemampuan pemecahan masalah" suggested that savi learning approach assisted learning tool helped the students to reach the learning achievement better than the expository model of the triangle circumference and area materials. form the rationales above, the researcher concludes that savi learning approach is better than conventional learning approach. in order to support savi learning approach, it is important to use learning media. existence of teaching media is very important. one of the medias that support savi learning approach is problem card. problem card contains further learning activity and unusual question (non-routine question). this card is given to the students as an individual or group task that has to be completed and presented by the students along with the problem solving explanation. the variations of the questions in the problem card may increase students’ interest and participation to find the solution. it helps the students to improve their learning achievement. in order to get further understanding of the students’ liveliness and learning achievement in the trigonometry material of mathematics learning and considering the 21 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej explanation above, the researcher conducted the study entitled "the effectiveness of somatic auditory visual and intellectual (savi) learning approach assisted problem card towards the students’ liveliness and achievement on trigonometry material of mathematics learning". research methodology in this study, the researcher used cluster random sampling. the population under study was all of the x grade students of sma negeri 4 kota tegal in 2016/2017 academic year. the total of the population was 282 students from 9 classes. furthermore the researcher randomly chosen 2 classes out of all x grade classes as the population sample for the study, which were: x mia 1 class that consisted of 32 students as the experimental group that taught by using savi learning approach assisted problem card and x mia 2 class with 29 students as the control group that taught by using savi learning approach without assisted problem card. the researcher conducted quantitative approach with quasi-experimental research approach. in this study, there were two classes randomly chosen by the researcher. the first class acquired the treatment (x1) while the second class not acquired the treatment (x2). the class that aquired the treatment was called as the experimental group whereas the class that not acquired the treatment was called as the control group. the independent variable was savi learning approach assisted problem card. on the other hand, the dependent variable was the students’ liveliness and mathematics learning achievement. documentation, test, and observation were used by the researcher as the data collection methods. documentation used to obtain the data about name, number of the students of population sample and experimental class, and the final exam score of the first semester of 2016/2017 academic year. the questions of the final exam were in form of description or essay. the observation used to obtain the information about the effectiveness of savi learning approach assisted problem card and to know the students liveliness in mathematics learning. the pre-requisite materials of trigonometry learning were: angle and radian measurement, triangles’ trigonometric ratio, trigonometric ratio of specific angle and angular trigonometric ratios across all quadrants. 22 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej findings and discussions table 1.the comparison between students’ liveliness in the experimental class and in the controlled class. no. score experimental class controlled class 1 n 32 29 2 mean 34,28 32,41 3 median 36,00 33,00 4 standard of deviation 6,141 4,975 5 variance 37,707 24,751 6 maximum 45 42 7 minimum 20 20 table 4.5 shows the highest score of the each class. the highest score of the experimental class which consisted of 32 students was 45. on the other hand, the highest score of the controlled class that consisted of 29 students was 43. the result indicated that the experimental class had 3 points higher than the controlled class. furthermore, the lowest score in the experimental and controlled class showed the same score that was 20. based on this description, it could be concluded that the highest students’ individual liveliness was in the experimental class. table 4.5 also shows the average score in each class. the experimental class had 34.28 points, while the controlled class had 32.41 points. it indicated that the students’ score in the experimental class was higher than the students’ score in the controlled class. moreover, the experimental class’s median score was also higher than the median score in the controlled class with 36.00 points, while the controlled class was 33.00. moreover, table 4.5 shows the standard deviation and variant score of the classes. it pointed that the experimental class had higher score than the controlled class. the standard deviation score of the experiment class was 6.141, while in controlled class was 4.975. the variance score in the experiment class was 37.707 while in the control class was 24,751. these differences indicated that the distribution score of the experimental class was more varied, while the controlled class was assembling above the average score. in conclusion, the experimental class students’ liveliness was higher compared to the controlled class students. table 2. the comparison between the students’ learning achievement on the experimental and controlled class score experiment class control class 1 2 3 4 5 6 7 n mean median standard deviation variant maximum minimum 32 81.76 83.00 10.162 103.261 100 58 29 70.34 75.00 15.877 252.091 98 40 23 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej table 4.10 shows the highest and the lowest score of each class. firstly, the highest score of the experimental class which consisted of 32 students was 100. it was higher compared to the 29 students in the controlled class’s highest score which was 98. there was 2 points higher of the experimental class compared to the controlled class. secondly, the lowest score in the experimental class was 58, while in the controlled class was 40. there was 18 points higher in the experimental class compared to the controlled class. based on the rational above, it could be concluded that the highest students’ individual learning achievement was in the experiment class and the lowest one was in the control class. table 4.10 also shows the average score of the each class. the experimental class had 81.76 and the controlled class had 70.34. it could be concluded that the experimental class students’ score was higher than the controlled class. the median score of the experimental class was higher than the controlled class which were 83.00 and 75.00. table 4.5 shows the standard deviation and variant score from the experimental class that lower than the controlled class. the standard deviation score in the experimental class was 10.162, while in controlled class was 15.877. the variance score in the experimental class was 103.261, while the controlled class was 252.091. these differences indicated the distribution score of the controlled class was more varied, compared to the experimental class that assembled above the average score. in conclusion, the experimental class students’ learning achievement was higher than the controlled class students. the researcher used normality test to know the normality or to show that the sample was from normal distribution population. the result of the normality test showed that lcount<ltable. it indicated that ho was accepted, which meant that the sample was from normal distribution population. homogeneity test conducted to investigate the similarity of the data that would be analyzed by the researcher. homogeneity test showed that x 2 count ≤x 2 table for the students’ liveliness and the students’ achievement in mathematic learning. therefore, it could be concluded that both data was homogeny. after the result of the research data showed normal distribution and homogeny, the researcher conducted hypothesis test as the follows: (1) hypothesis test of the students’ achievement percentage using proportion test. it conducted to investigate the achievement percentage of the students who were taught by using savi learning approach assisted problem card. the calculation of proportion analysis test found that zcount=2,449. moreover, the result of zcount was consulted with ztable with the significance level up to 5%. the result obtained ztable=2,042. because of the zcount>ztable or 2,449>2,042, it indicated that ho was rejected. it meant that the students’ who had been 24 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej taught by using savi learning approach assisted problem card exceeded 75% of the mathematics learning achievement. (2) this test conducted to investigate which learning approach better between savi learning approach assisted problem card and savi learning approach without assisted problem card towards students’ liveliness and achievement in mathematic learning. it was tested by using manova test. the result of the manova test showed that λcount= 0,807. furthermore, the result consulted to λtabel with p = total amount of response variable = 2, vh= degree of treatment freedom = 1, and ve = degree of error freedom = 59 and significant level 5%. the result of the test obtained value λtable=0,858 that caused by count< table. it indicated that h0 was rejected. the result showed that meant there was a distinction between the student who were taucht by using savi learning approach assisted problem card and the students who were taught using savi learning approach without assisted problem card in terms of students’ liveliness and mathematics learning achievement. (3) hypothesis test for determining the most effective learning approach used – hotelling test. the result of the data obtained = 13,322. furthermore, the result consulted with response variable = 2 and dk denominator 59 and significant level was 5%, so it obtained = 6,413. evidently, the result showed that or 13,322>6,413. it indicated that ho was rejected that meant the students who were taught by using savi learning approach assisted problem card better than the students who were taught by using savi learning approach without assisted problem card in terms of students’ liveliness and mathematics learning achievement. somatic, auditory, visual and intellectual (savi) learning approach assisted problem card is suitable used by the students to improve their liveliness and learning achievement. because, somatic, auditory, visual and intellectual (savi) learning approach assisted problem card is an active learning approach. in this learning approach, the teachers engage the student into interesting learning that connected to the real world situations. pleasure learning actually helps the students to improve their understanding of the material. in this case, somatic, auditory, visual and intellectual (savi) learning approach assisted problem card is useful to routinely practice students’ task exercised learning in the problem card. therefore each student can finish the question individually or in group. furthermore, the students may present the result of their works in front of 25 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the class. this activity helps the students to improve their public speaking skills. through this approach, the students become more active in leaning activity. therefore, it is expected that the students can improve their development and material understanding that affect on their learning achievement. conclusion the result of the study on the x grade students of sma negeri 4 kota tegal in 2016/2017 academic year with basic trigonometry material would be explained as follows: (1) the x grade students of sma negeri 4 kota tegal who were taught by using somatic, auditory, visual and intellectual (savi) learning approach assisted problem card reached the learning goal achievement (2) there was a distinction between the students who were taught by using somatic, auditory, visual and intellectual (savi) learning approach assisted problem card and the students who were taught by using somatic, auditory, visual and intellectual (savi) learning approach without assisted problem card in terms of students’ liveliness and mathematics learning approach. (3) somatic, auditory, visual and intellectual (savi) learning approach assisted problem card was better than somatic, auditory, visual and intellectual (savi) learning approach without assisted problem card. references arikunto, suharsimi. 2013. research procedure. jakarta: rineka cipta. darmadi, hamid. 2011. educational research methods. bandung: alfabeta. dwi, heri. 2011. learning geometry with savi approach (somatis, auditori, visual, and intellectual) wingoem helped to improve analogic ability of learners. proceedings of the national seminar on mathematics education stkip siliwangi bandung.volume 1, isbn 978-602-19541-0-2 kartana, tri jaka. 2011. education management (implementation in school). pancasakti university of tegal. maghfiroh, riska. 2016. the effectiveness of savi learning model (somatis, auditori, visual, and intellectual) to the attitude and achievement of mathematics learning. thesis. pancasakti university of tegal. mariya, dian. 2013. the effectiveness of savi-assisted learning aids on problem-solving abilities. journal of mathematics unnes. volume 2. issn 2252-6927. meier, dave. 2002. creative and effective guidelines designing education and training programs. translated by rahmani astuti from the accelarated learning hand book (2000). bandung : kaifa. mulyasa. 2015. development and implementation of curriculum 2013. bandung: remaja rosdakarya. sudjana, nana. 2005. statistics methods. bandung: pt tarsito. 114 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej implementation of the everyone is a teacher here (eth) learning model based on the mathematical communication ability valentino ananda putra1, marhan taufik2, reni dwi susanti3 study program of mathematics education, universitas muhammadiyah malang indonesia email: valentinoooananda@gmail.com corresponding author: valentino ananda putra valentinoooananda@ gmail.com abstract covid-19 has become an epidemic that has most affected the education sector, one of which is the implementation of online learning. online learning, of course, affects students' mathematical communication. this study aims to apply the eth (everyone is a teacher here) learning model to overcome problems, especially in students' mathematical communication problems. based on these objectives, researchers used a qualitative approach. the data was obtained through observation, written tests, and questionnaires and then analyzed to conclude. the results showed that: the application of the eth-type learning model to the material of a system of linear equations with two variables for three meetings as a whole can be carried out following the steps that have been planned with the acquisition of values that fall into the very good category with the average value of teacher activity in learning the value of 91. based on the results of student observations conducted by researchers when learning took place, which was divided into four activity activities with an average score of overall activity getting a score of 87.5 with a very good category. in the last activity, communicating, the average score was 91.7, where students could conclude the material given. these results show positive results where student activity goes very well when using the eth learning model. the increase in mathematical communication can be seen in the ability of oral mathematical communication to get an average score of 78.3 in the good category. meanwhile, the increase in written mathematical communication ability can be seen from the post-test results, which are higher than the results of the pretest. very good, with an average of 87.5. the analysis of student responses gave a positive response to the implementation of eth-type learning with an average score of 91.9%, and students gave a negative response of 8.1%. based on these results, it can be concluded that learning through the application of the eth learning model has achieved indicators of effectiveness. keywords: everyone is a teacher here; mathematical communications; learning model putra, v., a., taufik, m., & susanti, r., d. (2023). implementation of the everyone is a teacher here (eth) learning model based on the mathematical communication ability. mathematics education journal, 7(1), 114-122. doi: 10.22219/mej.v7i1.23329 introduction coronavirus disease 2019, or covid-19, has become a global pandemic and has caused health problems in all countries, including indonesia. many segments of human life in indonesia have been disrupted, without exception, in the education sector (shah, 2020). many negative impacts occur during online learning, such as a decrease in student learning outcomes and students' mathematical communication when online learning takes place (arum & susilaningsih, 2020). hodiyanto (2018) states that an important aspect that teachers must do is to encourage students to express their thoughts or ideas in writing or speech. this aims 115 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to enable students to be able to interact with other students. especially in mathematics lessons, communication skills are fundamental, and students must master verbal and written communication (marfuah, 2017). gayatri (2020) mathematical communication is defined as a conversation that occurs in the classroom environment or an event of mutual dialogue and the process of sending and receiving messages that contain material that students are studying, for example, in the form of learning strategies, concepts, or formulas in a problem. teachers and students become parties to the involvement of mathematical communication in the classroom. according to wijaya (2016), students' mathematical communication abilities are divided into 2, namely verbal and written communication, which are essential aspects of mathematical communication. oral communication is carried out with the involvement of students in class in a group during the learning process. likewise, with mathematical communication in writing, students can convey ideas or thoughts in the form of notations, vocabulary, structures, or mathematical concepts in expressing thoughts and ideas to solve problems. much-needed learning models whose main focus can allow students to play an active role in the learning process and in terms of improving mathematical communication skills, and students can express their ideas. the eth (everyone is a teacher here) cooperative learning model is one of the solutions so that this problem can be solved. eth is a strategy whose primary focus is making classes more active and getting overall class participation, and each student gets individual responsibility (nurmalasari, 2019). eth allows all students to be more active, and students take on the role of teaching other students. with the eth strategy, students who have been less active and less involved in-class learning will be involved in learning. the eth-type cooperative learning model is used to improve student learning processes to achieve goals, especially the ability to express opinions through various teaching materials. ability to solve analytical problems, ability to write opinions after making observations, ability to conclude, etc. in previous research conducted by kriswandani & novisita ratu (2015), the average student activity and learning outcomes of students using the eth-type cooperative learning model are better than the average learning outcomes using conventional methods and can improve mathematical communication skills. another research conducted by amral (2018) shows the successful implementation of the eth type of cooperative learning in the material around and area of bangui datar. this can be seen from the increase in learning outcomes, learning activities, responses, mathematical communication skills, and student learning independence. piadi's (2015) research shows that improving students' mathematical communication abilities by implementing eth strategies are superior to classes that apply conventional learning methods. judging from the background above, further research is needed regarding the influence of the eth-type cooperative learning model based on students' mathematical communication skills both orally and in writing, whether using ethtype cooperative learning can affect mathematical communication skills orally or in writing when face-to-face learning is carried out after the covid – 19 pandemic. so the purpose of this research is to determine how teachers and students activities in implementing eth when learning takes place, determine whether implementing 116 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej eth can improve students' mathematical communication skills, and describe how students respond to eth learning. research method the type of research used in this study is descriptive research with a qualitative approach. the subjects in this study took one class, namely class viii students at smp negeri 1 karangrejo, which consisted of 32 students. sampling in the study will be carried out randomly, and which will then be selected as many as six students for further analysis on written and oral mathematical communication. there are three stages in this research procedure, namely the preparatory stage, which contains the preparation of all research instruments. the implementation stage is the data collection stage applying the learning model used until the implementation of the test, and the closing includes analysis and evaluation activities. the data collection technique uses observation, tests, and questionnaires; the instruments used in the form of observation sheets for the implementation of learning, which consist of student and teacher activity instruments and oral mathematical communication instruments for test instruments in the form of test sheets containing pretest and posttest, and student response questionnaires. meanwhile, the data analysis uses the techniques of miles and huberman, namely, the first process is data reduction, then data presentation, and the last is the conclusion. the formula for the average percentage of the teachers and students activity is as follows: 𝑥 = 𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑇𝑜𝑡𝑎𝑙 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒 × 100% the intervals and categories as follows: tabel 5. interval and category of test results no interval category 1 80 < 𝑥 ≤ 100 very good 2 75 < 𝑥 ≤ 80 good 3 65 < 𝑥 ≤ 75 sufficient 4 𝑥 ≤ 65 deficient the intervals and categories for as follows: results and discussion the results and analysis of the implementation of the everyone is a teacher here type learning model on the material of a two-variable linear equation system (spldv) for class viii smp negeri 1 karangrejo have been held in 3 meetings. the analysis of the instrument shows that the results of the validation of the research instrument show an average percentage of 90.0% for lecturers and 85.0% for teachers. so that the average result of the research instrument validation from the two validators is 87.5% and is included in the "very valid" category so that the instrument can be tried out. the following describes the results of the descriptive statistical analysis of the data collected during the implementation of the research. 117 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a. teacher activities on the implementation of the eth model the application of the eth model to observe teacher activities during the learning process takes place, consisting of 3 activities, namely initial, core, and final activities. the subject teacher carries out the assessment. the observation results explain the teacher's activities during the three meetings, which will be presented in the following table. table 1. teacher activity activity percentage of average score initial activity 95,8 core activities 93,8 end activities 83,3 the average of all activities 91 in the initial activity, an average score of 95.8 was obtained, with this value in the initial activity being included in the very good category. in the core activities, the researcher carried out each indicator well following the lesson plan so that he got an average in a very good category with an average score of 93.8. in the final activity, the average score was 83.3, which was included in the very good category. for the overall average of eth learning activities, researchers get an average score of 91 which is classified as very good. this means that researchers can carry out or carry out the learning stages following the rpp that has been prepared. b. student activities on the application of eth the application of the eth model to observe student activities during the learning process takes place, which consists of 4 types of activities: observing, asking, reasoning, and communicating. researchers carried out the assessment. the observation results explain student activities during the three meetings, which will be presented in the following table. table 2. student activity type of activity average observe 91,7 ask 83,3 reasoning 83,3 communicate 91,7 overall average 87,5 they were based on the results of student observations made by researchers when learning took place, which was divided into four activities with an average score of overall activity getting a score of 87.5 with a very good category. in observing activities, the average value is 91.7. in asking activities, an average score of 83.3 is obtained. for reasoning activities, students get an average score of 83.3. in the last activity, namely communicating, the average score was 91.7. these results show positive results where student activity goes very well when using the eth learning model. c. oral mathematical communication skills 118 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej oral mathematical communication skills can be known through observations during the learning process. table 3. results of analysis of oral students' mathematical communication ability no. aspect average score 1. describe a situation or idea orally 75 2. listen and discuss mathematics 72,9 3. making conjectures, dealing with arguments, and formulating definitions and arguments. 77,1 4. express everyday events in terms, symbols, or mathematical notation. 85,4 5. explain and make statements 81,3 average of all aspects 78,3 based on the table, it is known that verbal and mathematical communication skills reach a good level of mastery, for all aspects of oral mathematical communication skills well done. in the first aspect, an average score of 75 is included in the excellent category. the second aspect gets an average score of 72.9, which is included in the good category. for the third aspect, a score of 77.1 is included in the good category. fourth aspect 85.4 very good category. the fifth aspect also falls into the very good category, scoring 81.3. the average value of all aspects of verbal and mathematical communication assessment is 78.3 in the good category. based on these results, most students can communicate orally well. d. mathematical communication ability in writing judging from the written test mathematical communication ability in writing seen from the results of the student's written test on spldv material with pretest and posttest to see the improvement of written mathematical communication. assessment of mathematical communication in writing is assessed based on four aspects table 4. statistical scores of pretest and posttest written test results aspect average score pretest posttest write down ideas, situations and mathematical relations 4,2 91,7 use terms, symbols or mathematical notation 25 98,7 making conjectures, dealing with arguments, and formulating definitions and arguments. 66,7 91,7 interpret and evaluate mathematical ideas 45,8 70,8 overall average 35,4 87,5 based on the table above, the pretest results showed that the students scored severely in the first aspect of 4.2. in the second aspect, get a score with an average of 25. the third aspect with an average value of 66.7. for the fourth aspect, with an average value of 45.8. the overall average on the pretest got a score of 35.4 which was included in the less good category. judging from the pretest results, it showed that students' written communication abilities still needed improvement. 119 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej meanwhile, based on the results of the posttest, it was found that the results of the analysis stated that the first aspect obtained an average score. the average is 91.7. the second aspect has an average value of 95.5. for the third aspect, get an average score of 91.7. finally is the fourth aspect, with an average value of 70.8. the average of all aspects is 87.5, which is included in the very good category. this is different from the pretest results on the posttest results, which have experienced a very significant increase. it can be concluded that students experienced increased mathematical communication in writing after being given treatment. e. analysis of student response questionnaire data data about students' responses to the eth learning model were obtained through a student response questionnaire which was distributed after the implementation of the eth learning. table 5. percentage of student responses to eth learning answer total average positive answer 294 91,9 negative answer 26 81,3 in general, the students gave a very positive response. for the total average number that gives a positive answer with an average of 91.1%, it means that it is in the very good category. thus, students positively responded to the application of learning with the eth model. discussion implementing the everyone is a teacher here learning model to improve the mathematical communication skills of class viii students, carried out at smpn 1 karangrejo, which lasted three meetings was an alternative learning that the teacher could use and went well. this can be seen from direct observation of student activity during the learning process, obtaining an overall average score of 78.3 in the good category. the results of the research conducted by amral (2018) show the successful implementation of the everyone is a teacher here type of cooperative learning in the topic of circumference and the area of bangui datar. this can be seen from the increase in learning outcomes, learning activities, responses, mathematical communication skills, and student learning independence. another study by kriswandani & novisita ratu (2015) showed that the average student activity and learning outcomes of students using the eth-type cooperative learning model are better than the average learning outcomes using conventional methods and can improve students' mathematical communication skills. during learning through the eth-type learning model, students were initially confused and seemed awkward actively participating in learning activities, especially when discussing and asking other students. however, after learning took place, students seemed to quickly adapt to the learning given because the researcher directed and explained how to discuss with groups. collaboration and support from mathematics teachers and colleagues are one of the factors for the success of this eth-type learning model. besides that, the 120 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej involvement factor of students who actively participate in learning with eth is also one of the supporting factors for implementing a good learning model. students' mathematical communication skills with the eth model have been going well, based on data obtained during observations and tests when learning takes place and has been analyzed. the oral mathematical communication skills result obtained an average score of 78.3 in the good category. in contrast, the written communication skills obtained from the pretest and posttest results experienced a very significant increase. initially, the pretest value was 38.7 increasing to 87.5 in the very good category. the results of previous research conducted by piadi (2015) show that improving students' mathematical communication abilities by implementing eth strategies are superior to classes that apply conventional learning methods. another research conducted by gayatri (2020) at sman 3 singaraja found that the mathematical communication abilities of students who were taught using the eth learning model using online learning showed better results than the mathematical communication abilities of students who were taught using conventional learning models. based on previous research, the model that has been applied, namely eth, affects students' mathematical communication abilities. conclusion based on the results of research that have been carried out on teacher activities, student activities, and students' mathematical communication abilities by applying the eth model to spldv learning for class viii smp negri 1 karangrejo, it can be concluded as follows. the application of the eth-type learning model to the 2-variable linear equation system material for three meetings as a whole can be carried out following the steps planned with the acquisition of grades that fall into the very good category with an average value of teacher activity in the learning of 91. based on the results of student observations made by researchers when learning took place, they were divided into four activities with an average score of overall activity, getting a score of 87.5 with a very good category. in the last activity, communicating, the average score was 91.7, where students could conclude the material given. these results show positive results where student activity goes very well when using the eth learning model. the increase in mathematical communication can be seen in the students' verbal communication skills obtaining an average score of 78.3 in the good category. while the increase in mathematical communication skills in writing can be seen from the results of the posttest, which were higher than the results of the pretest, this was affected after using the eth-type learning model by getting very good results with an average of 87.5. the analysis results of student responses gave a positive response to implementing eth-type learning with an average score of 91.9%, and students gave a negative response of 8.1%. based on these results, learning through the application of the eth learning model has achieved indicators of effectiveness which is used as a benchmark where a positive response is at least 70% of all respondents. references 121 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej aminah, s., wijaya, t. t., & yuspriyati, d. (2018). baroody (. 1(1), 15–22. amral, a., mulbar, u., & minggi, i. (2018). efektivitas model everyone is a teacher here (eth) dalam meningkatkan kemandirian belajar dan kemampuan komunikasi matematika siswa kelas xi. jurnal nalar pendidikan, 6(1), 64. https://doi.org/10.26858/jnp.v6i1.6044 andini, s. f., & marlina, r. (2021). analisis kemampuan komunikasi matematis siswa smp dalam menyelesaikan soal pada materi himpunan. 4(2), 343– 354. https://doi.org/10.22460/jpmi.v4i2.343-354 aprilliya, s., & anggraeni, e. (2020). pengaruh strategi pembelajaran everyone is a teacher here ( eth ) ditinjau dari gaya kognitif terhadap pemahaman konsep matematika. 1, 51–59. arum, a. e., & susilaningsih, e. (2020). pembelajaran daring dan kajian dampak pandemi covid-19 di sekolah dasar kecamatan muncar. prosiding seminar nasional …, 438–444. https://proceeding.unnes.ac.id/index.php/snpasca/article/download/578/496 arumi, e. (2020). pengembangan eduweb untuk meningkatkan kemampuan komunikasi matematis siswa sman 2 blitar. candra, o., & yanto, d. t. p. (2020). the active learning strategy of every type is a teacher here to improve student learning outcomes. jurnal pajar (pendidikan dan pengajaran), 4(3), 616–623. https://doi.org/10.33578/pjr.v4i3.7991 depdiknas. (2006). permendiknas nomor 22 tentang standar isi untuk satuan pendidikan dasar dan menengah. 1–43. desi, p. (2017). penerapan metode everyone is a teacher here ( eth ) untuk meningkatkan aktivitas dan hasil belajar dalam pembelajaran ips kelas viii c smp negeri 2 sukasada tahun pelajaran 2016 / 2017. 9(1), 177–187. emmy natsir, & jamila. (2021). problematika guru dan siswa dalam proses pembelajaran daring pada masa pandemi covid-19 di uptd smp negeri 1 parepare. l ma’ arief: jurnal pendidikan sosial dan budaya, 3(2), 101–110. ety nur inah. (2015). peran komunikasi dalam interaksi guru dan siswa. alta’dib, 8(2), 150–167. gayatri, s. a., sugiarta, i. m., & suryawan, i. p. p. (2020). pengaruh model pembelajaran kooperatif tipe eth melalui pembelajaran daring terhadap kemampuan komunikasi matematis siswa. jurnal pendidikan matematika undiksha, 11(2), 26–35. hodiyanto. (2018). komunikasi matematis dalam pembelajaran matematika. logaritma: jurnal ilmu-ilmu pendidikan dan sains, 6(02), 74. https://doi.org/10.24952/logaritma.v6i02.1275 jayusman. (2020). studi deskriptif kuantitatif tentang aktivitas belajar mahasiswa dengan menggunakan media pembelajaran edmodo dalam pembelajaran sejarah. 7(1), 13–20. junaid, i. (2016). analisis data kualitatif. 10(01), 59–74. kriswandani, r., & novisita ratu, mp. (2015). pengaruh model pembelajaran kooperatif tipe everyone is a teacher here terhadap keaktifan belajar dan hasil belajar siswa kelas ix smp negeri 2 tuntang semester i. 1–9. lubis, r., harahap, m. s., & tarihoran, p. p. (2021). pembelajaran daring dimasa pandemi covid-19 oleh : 4(3), 134–141. https://doi.org/10.26858/jnp.v6i1.6044 https://doi.org/10.22460/jpmi.v4i2.343-354 https://proceeding.unnes.ac.id/index.php/snpasca/article/download/578/496 https://doi.org/10.24952/logaritma.v6i02.1275 122 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej marfuah, m. (2017). improving students’ communications skills through cooperative learning models type jigsaw. jurnal pendidikan ilmu sosial, 26(2), 148. https://doi.org/10.17509/jpis.v26i2.8313 ningsih, s. y., & gustimalasari, g. (2018). penggunaan strategi pembelajaran aktif everyone is a teacher here (eth) terhadap kemampuan pemahaman konsep matematika siswa kelas vii. mes: journal of mathematics education and science, 4(1), 95–100. https://doi.org/10.30743/mes.v4i1.876 nurmalasari, l. (2019). penerapan strategi pembelajaran everyone is teacher here untuk meningkatkan keterampilan berbicara siswa. alaulad: journal of islamic primary education, 2(1), 93–106. https://doi.org/10.15575/alaulad.v2i1.4436 piadi, r. (2015). meningkatkan kemampuan komunikasi matematis melalui strategi every one is a teacher here dengan pendekatan metakognitif siswa sma. pasundan journal of mathematics education : jurnal pendidikan matematika, 7(vol 5 no 2), 31–44. https://doi.org/10.23969/pjme.v5i2.2529 qohar, a., & sumarmo, u. (2013). improving mathematical communication ability and self regulation learning of yunior high students by using reciprocal teaching. journal on mathematics education, 4(1), 59–74. https://doi.org/10.22342/jme.4.1.562.59-74 syah, r. h. (2020). dampak covid-19 pada pendidikan di indonesia: sekolah, keterampilan, dan proses pembelajaran. salam: jurnal sosial dan budaya syar-i, 7(5). https://doi.org/10.15408/sjsbs.v7i5.15314 tambunan, n. (2018). pengaruh komunikasi massa terhadap khalayak the effect of mass communication on the audience. 4(1), 24–31. wijaya, h. p., sujadi, i., & riyadi. (2016). kemampuan komunikasi matematis siswa dengan gender dalam pemecahan masalah pada materi balok dan kubus (studi kasus pada siswa smp kelas viii smp islam al-azhar 29 semarang). jurnal elektronik pembelajaran matematika, 4(9), 778–788. http://jurnal.fkip.uns.ac.id https://doi.org/10.17509/jpis.v26i2.8313 https://doi.org/10.30743/mes.v4i1.876 https://doi.org/10.15575/al-aulad.v2i1.4436 https://doi.org/10.15575/al-aulad.v2i1.4436 https://doi.org/10.23969/pjme.v5i2.2529 https://doi.org/10.22342/jme.4.1.562.59-74 https://doi.org/10.15408/sjsbs.v7i5.15314 http://jurnal.fkip.uns.ac.id/ 8 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the influence of ethnomathematics-contained problem based learning model and mathematical disposition skill toward mathematical representation sofri amalia r. mathematics department peradaban university sofri.rizkia@gmail.com abstract this research aims to: (1) knowing the positive influence of ethnomathematics-contained pbl model towards mathematical representation skill, (2) knowing the positive influence of mathematical disposition towards mathematical representation skill, and (3) knowing the positive influence of ethnomathematics-contained pbl model and mathematical disposition skill towards mathematical representation. this is a quantitative research. four classes in fifth semester from educational of elementary school students of 2016/2017 became the population of this research. the sample in this research was education of elementary school 2 (two) as the experiment class, and class of educational of elementary school 1 (one) as the control class. as for data collection, the used of documentation, test, questionnaire, and observation technique was done to complete this research. the research analysis data was using spss 16, which is homogeneity test, normality test, simple regression test, and double regression test. the result showed that (1) there is positive influence of ethnomathematics-contained problem based learning (pbi) model and mathematical disposition skill toward mathematical representation, (2) there is positive influence of mathematical disposition towards mathematical representation skill, (3) there is positive influence of problem based learning (pbl) model and mathematical disposition skill toward mathematical representation. keywords: ethnomathematics-contained pbl, mathematical disposition, and mathematical representation. introduction according to rachmayani (2014, p. 14), mathematic is basic knowledge, either the applied aspect or the reasoning aspect, it has essential role in the effort of knowledge and technology mastery. that is how important mathematic is, hence, mathematic is learned in every level of schools in indonesia, from elementary students until college. ruseffendi (as cited in susanto, 2013) states, mathematic is important as the helper, knowledge, mindset advisor, also attitude former. there are so many benefits of mathematic, yet it is the most hated subject by students, because they think mathematic is difficult. hudiono (2005, p. 19) proposes that representation skill supports students in understanding the concept of mathematic being learned and its relation. besides, it also mailto:sofri.rizkia@gmail.com 9 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej communicates ideas of mathematic, knows the connection between the concepts of mathematic and applies mathematic into realistic mathematic problems through modeling. in learning activities, mathematic representation is one of the standards that must be achieved by students. based on the interview with the lecturer in teacher training and education faculty of peradaban bumiayu university, the mathematic representation is still low. students are still unable to express their ideas into mathematic model to plan a settling. below is the investigation from fifth semester students of education of elementary school of peradaban bumiayu university. picture 1. the result of investigation question it showed from the picture 1 that students could not draw picture similar with cube. one of the students is changing the problem into mathematic mode or formula to solve it. it shows that the students are not master yet in visual representation, equation, and written text. the lack of students’ representation skill caused by the learning model used by the lecturer is not appropriate enough. the lecturer is still the central of the learning activities. the learning delivering by lecturer is still stuck on to the textbook. the way of teaching is still used to material delivery, giving questions, and asking the students to do the practice. therefore, it is impossible to grow or improve the representation skill optimally. according to priyono and hermanto (2015, p. 58), mathematical representation skill will ease the students in doing problem solving. let alone it will be good if it is also supported by high motivation to learn. therefore, if students faced difficulty, they will not give up so easily and try harder to solve the problems. hutagaol (2013) stated that problem faced by students in mathematic learning is lack of expanding representative skill. it is because of the teacher that did not give the opportunities to the student to present their self-representative, yet they should present what they already get from the teachers. therefore, teachers need to make good lesson plan which suitable with their students’ 10 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej need. one of the models that might help face those problems is problem-based learning (pbl) models. based on tan (2003), pbl is learning approach that makes confrontation to the student with practice problems or learning activity that begin with problems and have a context with real life. dewanto (2007) suggests, basically, problem given in pbl in a word problem form, it should be interested and represented in a form of mathematic. the process of interpretation and representation become essential due to the connection between mathematic ideas related to the mathematic representative that should be given to the student. there are some phases in applying pbl, which are problem oriented, organized student to learn, guiding individual or group experience, developing and presenting result work, and analyzing and evaluating the process of problem solving. pbl models are usually combined with ethnomathematics. according to begg and hamilton (2001, p. 1), ethnomathematics refers to culture of mathematic. it is not only referring to ethnic culture but also to the general experience likewise language, religion, customs, or history. from that statement above, we know that activity in pbl refers to activity that has an abstraction process from real life experience in daily life toward mathematic and vice versa. it involves grouping activity, calculating, measuring, designing building or tools, make pattern, counting, determining location, playing, explaining, and so on (rachmawati, 2012, p. 4). hence, ethnomathematics is specific ways used by particular culture group or community in mathematic activities. a problem given in pbl models is problems that consist of ethnomathematics. one of the examples is as the following; 2tang tea is one of the teas that have tegal characteristic. it has some variant. interview is prepared to 100 women in tegal. the result of the interview said that 44 women like premium 2tang, 25 like super 2tang, 20 jasmine tea, and 11 like green tea. make circle diagram! moreover, specify the biggest and the lowest percentage of tea. picture 2. 2tang tea 11 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej another factor that is influence mathematic representative ability is mathematical disposition. based on nctm (as cited in mahmudi, 2010), mathematical disposition which cover several components as the following; 1) self-confident in using mathematic to face the problems 2) thinking flexible in exploring mathematic ideas, persistent in doing mathematic task 3) interested, having high curiosity 4) monitoring and reflecting thinking and performance 5) appreciate mathematic application in disciplines or in daily life 6) appreciating mathematic role as tools and as a language. the idea is in line with bondan and sofuroh (2014), productive disposition related with the tendency to do productive habit, to see mathematic as something make sense, useful, meaningful and valuable, also have self-confident and perseverance in studying/working with mathematic. pbl models contain ethno mathematic expected to develop students’ mindset. students can have a control over in visual representative, equation and written text with given problems related with culture activity (ethnomathematics). with mathematical disposition ability, learning activity could be more meaningful and student could develop their ability. based on the rational above, the researcher indicated some problems, which were: 1) lack of mathematic representation ability, 2) lack of mathematical disposition ability, 3) infeasible learning model, 4) passive students in the learning process. therefore, the researcher organized some research problems, which were: (1) is there any positive effect of ethnomathematics-contained pbl model toward mathematical representation ability? (2) is there any positive effect of mathematical disposition towards mathematic representation?, (3) is there any positive effect of ethnomathematics-contained pbl model and mathematical disposition ability towards mathematic representation ability?. the aims of the study were: (1) investigate the positive effect of ethnomathematics-contained pbl model toward mathematical representation ability, (2) investigate the positive effect of mathematical disposition ability towards mathematic representation ability, (3) investigate the positive effect of ethnomathematics-contained pbl model, and mathematical disposition ability towards mathematic representation ability. 12 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej research methods this study was conducted in university of peradaban bumiayu, academic year 2016/2017. in this case, the researcher used experimental quantitative research design. moreover, the researcher applied posttest control design approach in the study. the population of the study was students from four classes in fifth semester of educational of elementary school, academic year 2016/2017. the population sample was the educational of elementary school 2 as the experimental class and educational of elementary school 1 as the controlled class. the data collection methods were documentation, test, questionnaire, and observation. the questions have been tested before distributed to the students. the researcher analyzed the data with spss 16 that contained homogeneity test, normality test, simple regression test, and multiple regression tests. findings and discussion before gave the posttest to the students, the researcher conducted trials of the questions and she obtained 5 valid questions, which were reliable questions, medium difficulty level, easy and hard, the strength questions differentiator based on good and very good criteria. the next step was the implementation of pre-recruitment test, which were normality test and homogeneity test of preliminary data and the final data. the result of the test was the representation of the two experimental classes’ data and control normal distributed and has the same variant (homogenous). after the pre-recruitment test, the researcher analyzed the data with spss 16. the result of spss 16 test would be explained as follows. 1. the effect of ethnomathematics-contained pbl (𝑿𝟏) towards mathematic representation ability (y). hypothesis: 𝐻0: 𝛽1 = 0 (there is no linear effect of ethnomathematics-contained pbl model towards students’ representation ability) 𝐻1: 𝛽1 ≠ 0 (there is a linear effect of ethnomathematics-contained pbl model towards students’ representation ability) 13 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej in this study, the calculation used spss program. the result would be presented in table 1. tabel 1. output anova regresi 1 terhadap model sum of squares df mean square f sig. 1 regressio n 1644.793 1 1644.739 182.232 .000 a residual 342.982 38 9.026 total 1987.775 39 a. predictors: (constant), pbl_etno b. dependent variable: representasi_mat table 1 showed f value = = and sig value 0000 = 0% < 5% that meant 𝐻0 was rejected. it indicated that there is a significant linear effect of ethnomathematics-contained pbl model towards the students’ representation ability. the regression coefficient would be presented in table 2. tabel 2. output coefficients model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -27.408 8.206 -3.340 .002 pbl_etno 1.381 .102 .910 .000 a. dependent variable: representasi_mat table 2 showed that = 0 = that indicated regression equation on ̂ = 0 1. the result meant that in every additional variable of one unit of ethnomathematics-contained pbl model ( 1 increased 1.381 of the mathematical representation ability value . there was the sign of positive regression coefficient that showed ethnomathematics-contained pbl model has positive effect towards the mathematical representation ability. the effect value would be presented in table 3. tabel 3. output model summary 1 towads model r r square adjusted r square std. error of the estimate 1 .910 a .827 .823 3.00430 a. predictors: (constant), pbl_etno based on table 3, it is obtained that r square score in the amount of 0,827 = 82,7 %. that score showed that variable of pbl model which ethnomathematics-contained was influenced the mathematical representation ability in the amount of 82,7 % or the 27,3% was influenced by another factor. 14 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej 2. the influence of mathematical disposition test (x2) towards the ability of mathematical representation (y) the hypothesis that used is: : (there is no linear influence of mathematical disposition ability towards the ability of students mathematical representation) 𝐻1: 𝛽2 ≠ 0 (there is linear influence of mathematical disposition ability towards the ability of students mathematical representation) the result can be seen in the table 4. table 4. output anova of regression 2 towards model sum of squares df mean square f sig. 1 regression 1586.982 1 1586.98 150.465 .000 a residual 400.793 38 10.547 total 1987.775 39 a. predictors: (constant), disposisi_mat, b. dependent variable: representasi_mat table 4. above obtained that = 0 score and the significance score is 0 000 = 0 which means that 𝐻0 rejected. it means that there was a linear influence of mathematical disposition ability towards the ability of students’ mathematical representation. the regression coefficient seen in the table 5. table 5. output coefficients of regression equation 2 towards model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -108.339 15.621 -6.935 .000 disposisi_mat 1.342 .109 .894 12.266 .000 a. dependent variable: representasi_mat based on table 5, it is known that the score of = 0 = so it was obtained that the regression equation ̂ = 0 2. it is seen that the sign of positive regression coefficient, so, the ability of mathematical disposition have a positive influence towards the ability of mathematical representation. table 6. output model summary 2 towards model r r square adjusted r square std. error of the estimate 1 .894 a .798 .793 3.24764 a. predictors: (constant), disposisi_mat 15 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej based on table 6, it is obtained that the r square score in the amount of 0 = that score showed that the variable of mathematical disposition ability influenced the mathematical representation ability in the amount of or the 0 was influennced by another factor. 3. the influence of ethnomathematics-contained pbl model (𝑿𝟏), and the ability of mathematical disposition (𝑿𝟐) towards the ability of mathematical representation (y). hypothesis formulation: 𝐻0: = 0 (there is no linier influence of pbl model which contains ethnomathematic and the ability of mathematics disposition towards the ability of students mathematical representation) 𝐻1: ≠ 0 (there is linier influence of pbl model which contains ethnomathematic and the ability of mathematics disposition towards the ability of students mathematical representation) the result can be seen in table 7. table 7. output anova of regression 1and 2 towards model sum of squares df mean square f sig. 1 regression 1752.723 2 876.362 137.950 .000a residual 235.052 37 6.353 total 1987.775 39 a. predictors: (constant), pbl_etno, disposisi_mat b. dependent variable: representasi_mat based on table 7, it is obtained that = 0 score and the significance score was 0 000 = 0 it can be concluded that there is linier influence of ethnomathematic –contained pbl model and the ability of mathematical disposition towards the ability of mathematical representation. 16 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the regression coefficient seen in the table 8. table 8. output coefficients of regression equation 1 and 2towards model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 76.08 5 13.670 -5.566 .000 disposisi_mat .656 .159 .436 4.122 .000 pbl_mat .821 .161 .541 5.108 .000 a. dependent variable: representasi_mat in table 8 seen that the scores are = 0 = 0 and = 0 . the regression in the form of ŷ = 0 + 0 1+ 0 2 it seen that the coefficient sign of regression is positive, which means that ethnomathematicscontained pbl model and the ability of mathematical disposition is positively influence the ability of mathematical representation. the influence magnitude was shown in table 9. table 9. output model summary 1dan 2 towards model r r square adjusted r square std. error of the estimate 1 .939 a .882 .875 2.52047 a. predictors: (constant), pbl_etno, disposisi_mat from table 9, it obtained that r square score = 0,882 =82,2%. that score showed that variable of ethnomathematics-contained pbl model and the ability of mathematics disposition together influence the ability of mathematical representation in the amount of 88,2% and there is 11,8% which influenced by another factor. conclusion based on the analysis scores and the discussion in the previous chapter, accordingly, the conclusion of this development study will be explained as follow: 1. there is positive influence of ethnomathematics-contained problem based learning (pbl) model and the ability of mathematical disposition towards the ability of 17 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej mathematical representation. 2. there is positive ability of mathematical disposition towards the ability of mathematical representation. 3. there is positive influence of problem based learning (pbl) and the ability of mathematical disposition towards the ability of mathematical representation. references begg, a & hamilton. 2001. ethnomathematics: why, and what else?. zdm . 33(3): 7174. dewanto, d. (2007). improving multiple mathematical representation ability of students through problem based learning. disertas. pps upi: unpublished. hudiono. 2005. improving representation and problem solving ability of high school students through mathematics project learning model. essay. fpmipa upi bandung: unpublished. hutagaol, k. 2013. contextual learning to improve mathematical representation of junior high school students. jurnal ilmiah mathematics study program stkip siliwangi bandung, 2 (1): 91. mahmudi, a. (2010). review of the association between mathematical problem solving and mathematical disposition. yogyakarta: fmipa yogyakarta state university. priyono, s., dan hermanto, r. 2015. improving ability of mathematical representation of learners using problem based learning model (pbl) with media software. journal of research on education and teaching of mathematics, 1 (1): 55-64. rachmawati, i. 2012. exploration of ethnomatics society of sidoarjo. essay. surabaya state university. rachmayani, d. 2014. “application of reciprocal teaching learning to improve mathematical communication skill and student learning mathematics independence". journal of education unsika, 2(1): 2338-2996. sofuroh. 2014. model learning c ycle 5e dengan pendekatan sci entific untuk meningkatkan disposisi matematis dan berpikir kritis. unnes journal of mathematics education research, 3 (2), 91-97. susanto, a. 2013. learning theory and learning in primary school. jakarta: kencana prenada media group. tan, o.s. 2003. problem based learning innovation: using problem to power learning in 21st century. singapore: thompson learning. 54 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students’ statistical literacy on self organized learning environment (sole) learning model nuzul putri rahmawati1, moh. asikin2, mariani scolastika3 1magister programme of mathematic education department, state university of semarang 2,3mathematics department, state university of semarang email: nuzulputry@gmail.com abstract the purpose of study to describe student’s literacy analysis using selforganized learning environment (sole) learning model. the low student’s statistical literacy ability as one of the abilities needed facing problems in today’s society. therefore, the problem became background of this study. by utilizing internet accessibility and the environment in the selforganized learning environment (sole) learning model, it was possible for authentic learning and twenty-first century development skills to mature. this study used to self-organized learning environment (sole) learning model, which students self-organized in groups and learned to use computers connected to the internet with minimal teacher support. this study also used mix methods. students' statistical literacy ability using the self-organized learning environment (sole) learning model was analyzed by descriptively. the result of study was a statistical analysis of the literacy of 32 students with the following details: 28.125% of students had statistical literacy in the high category, 40.625% students had statistical literacy in the medium category, the remaining 31.25% students were in the low category. qualitatively, the low category students are capable of literacy skills and statistical knowledge, but less able in context knowledge aspects, and not capable of mathematical knowledge and critical knowledge aspects. meanwhile, students in the medium category are capable of literacy skills and statistical knowledge, less able in mathematical knowledge and context knowledge, and not capable in critical of knowledge. in addition, students who are in the high category are capable of all aspects of statistical literacy. keywords: statistical literacy; self-organized learning environment (sole) introduction statistics is an important component in mathematics education. however, mastery of statistical concepts required students to have good mathematical abilities. statistics has an important role in various activities of human life (jatisunda & nahdi, 2020; takaria & talakua, 2018). in modern society, everything related to data, in media, work, and other aspects of life (chick & pierce, 2012; gal, 2019). statistical literacy is a tool for individual to be able to read, analyze, and evaluate data in planning, calculating, and making decisions based on statistical arguments. this makes statistical literacy a must-have skill by every individual in today's society (helenius et al., 2020; jatisunda & nahdi, 2020; takaria & talakua, 2018). however, the reality showed that the statistical literacy of students in 55 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej indonesia tends to be low(amalia et al., 2020). this is supported by study conducted by iyam maryati and nanang priatna who analyzed the statistical literacy of the students of madrasah tsanawiyah negeri 1 garut regency in the academic year 2016/2017 in grade viii, showing that the statistical literacy of students was categorized as low because it was still below the minimum completeness criteria(maryati & priatna, 2018). this problem is also in line with study conducted by ghozian thirafi who analyzed the statistical literacy of grade ix students at mts al-aziziyah putra gunungsari in the academic year 2016/2017.the results of this study indicate that the average score of students' statistical literacy levels seen from kd is 49.71 in the very low category for kd 3.1 and 60 in the low category for kd 3.2(thirafi, 2017).therefore, it is necessary to select and design the right learning in order to overcome these problems. statistical literacy is the ability or basic competence of a person in reading, understanding, interpreting, compiling, representing, processing, critically evaluating statistical information on data in everyday life. statistical literacy emphasizes the aspect of understanding the information from the data obtained. the understanding includes an understanding of symbols and basic terms as well as other statistical tools. in addition, the ability in interpret and communicate the data has been obtained to be part of statistical literacy(ben-zvi & garfield, 2008; gal, 2002, 2019; schield, 2017; wallman, 1993). according to iddo gal (2002), statistical literacy indicators included: 1) literacy skills, the ability understood the reading of various non-prose texts, such as graphs, tables or symbols; 2) statistical knowledge, the ability understood why the data is needed and how the data can be produced, familiar with the basic terms and ideas related to descriptive statistics, display graphs and tables, understand the basic ideas of probability, and understand how the conclusion or statistical conclusion was reached; 3) mathematical knowledge, the ability understood the total of a large number of observations with concise quantitative statements (eg percent and average); 4) context knowledge, the ability put statistical messages in context, and 5) critical question, the ability was critically question published study (gal, 2002, 2019; jatisunda & nahdi, 2020). the following described literacy indicators detail statistics used in this study: table 1. aspect and indicator detail statistics aspect indicator literacy skills reading data finding information from data interpreting data statistical knowledge understanding concept of statistical understanding term in statistical writing information interpreting information mathematical knowledge processing data connecting and communicate processing data context knowledge drawing conclusion from data making decision from conclusion critical knowledge providing and presenting the result of processing data evaluating information critically from processing data 56 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej self-organized learning environment (sole) is a learning model in which students were self-organized in groups and learn to use computers connected to the internet with minimal teacher support (dolan et al., 2013). learning model of selforganized learning environment (sole) is a learning model that focused on supporting students in learning through well-structured questions, collaboration, and discovery. self-organized learning environment (sole) is a learning model designed to support independent education or independent learning (komariah, 2020). the use of the learning model offered independent opportunities for students, supporting attitudes that were important in learning. this learning model required at least 90 minutes in one learning session (mitra & crawley, 2014). before learning begins, students make groups according to their own choice of at least four students. in addition, students also allowed to change groups according to their wishes and allowed to discuss with other groups. by leveraging internet accessibility and the environment in the self organized learning environment (sole) learning model, the potential for authentic learning and twenty-first century skills building is ripe for development. meanwhile, in this learning model, the teacher played a minimal role in learning, only as a facilitator and observer (dolan et al., 2013; mitra et al., 2010; mitra & crawley, 2014). the study conducted by gina weisblat, elizabeth stiles, and jeffrey mcclelan in 2019 entitled does the innovation really work?: effectiveness of self-organized learning environment (sole) in the classroom shows that the use of the selforganized learning environment (sole) learning model support students to develop learning skils in 21st century such as communication, literacy, presentation, collaboration and technology skills(weisblat et al., 2019). one of them is statistical literacy ability. this learning model allows students to collaborate in groups, share and compare each other's opinions. therefore, in this study, using the self organized learning environment (sole) learning model to create learning conditions and atmosphere that are interesting, cooperative, fun and not boring. this is what underlies the urgency of this study and the basis for believing that the self organized learning environment (sole) learning model can help improve statistical literacy. based on this problems, the study is only limited to the statistical literacy analysis of students using the self organized learning environment (sole) learning model. the purpose of this study to describes student’s statistical literacy ability using learning model of self-organized learning environment (sole). research method the study approach in this study used a mixed approach. the type of study used descriptive research with the aim of drawing, describing and interpreting students' statistical literacy skills using the self organized learning environment (sole) learning model, which analyzed descriptively. this study was carried out on the odd semester of the 2021/2022 academic year, precisely from october to november, by applying the self organized learning environment (sole) learning model with the object being observed, namely statistical literacy skills. the subjects of this study were 32 students in grade xii ma muhammadiyah 2 patean who were analyzed quantitatively to determine the proportion and percentage of 3 categories 57 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej or the level of statistical literacy. the categories are low, medium, and high categories. furthermore, one subject selected randomly from each of the three categories that will be analyzed qualitatively. the subjects were e-6 in the low category, e-7 in the medium category, and e-16 in the high category. statistical literacy ability is analyzed by each indicator on the aspects listed in table 1. data collection was carried out directly at senior high school of muhammadiyah 2 patean using techniques of post-test, observation, interview, and documentation. posttest scores were taken after the treatment in the form of implementing the self organized learning environment (sole) learning model was given. the posttest questions given were in the form of a test to measure statistical literacy skills quantitatively. furthermore, documentation was taken from the answer sheet from the posttest before being observed for descriptive qualitative analysis. in a more in-depth analysis, interviews were conducted to support the analysis on the answer sheet. in this study, the data on students' ability scores were analyzed quantitatively descriptive in the form of percentages each category. furthermore, the answer sheet of one student from each category was analyzed qualitatively descriptive accompanied by an interview about the answer. miles, huberman, & saldana (2014: 32) described three steps in analyzing qualitative data, namely data condensation, data display, and verifying. after the data collected, the next data analysis process was to summarize, select the main points, focus on the important things by looking for themes and discarding things that are not related to the study. after the data presented by describing it briefly in the form of charts, tables, and descriptions, the conclusions can be drawn from the analysis that has been carried out and verified. in this analysis, to ensure the validity of the data analysis, data triangulation was carried out. that was a review by means of reexamination before and/or after the data is analyzed. examination by means of triangulation is carried out to increase the degree of reliability and accuracy of the data. results and discussion statistical literacy in this study consisted of five aspects of literacy in various indicators. the five aspects were literacy skills, statistical knowledge, mathematical knowledge, context knowledge, and critical knowledge. the students' statistical literacy was analyzed and categorized according to the scores obtained by the student’s ability on the final test. the provisions for categorizing statistical literacy were shown in the following table: table 2. statistical literacy category provisions interval score category 𝑆𝑐𝑜𝑟𝑒 < 72,6 72,6 ≤ 𝑆𝑐𝑜𝑟𝑒 < 82,7 𝑆𝑐𝑜𝑟𝑒 ≥ 82,7 low medium high based on the results of the statistical literacy test, the score analysis showed of the 32 students were in the class, there were 10 students who have low statistical literacy, 13 students who have moderate statistical literacy and 9 students who have 58 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej high statistical literacy. the following, the percentage of statistical literacy categorization based on post-test score analysis: table 3. statistical literacy percentage category total students percentage low statistical literacy medium statistical literacy high statistical literacy 10 13 9 31,25% 40,625% 28,125% total 32 100% the analysis showed that of the 32 students, 28.125% students have statistical literacy in the high category, 40.625% students have statistical literacy in the medium category, and the 31.25% remaining students were in the low category. furthermore, students' statistical literacy was analyzed descriptively based on their ability category. statistical literacy students with low category (e-6) a. literacy skills this aspect included indicators of reading data, finding information from data, and interpreting data. the following answer sheet contained answers that can be analyzed on the ability of e-6 subjects in the aspect of literacy skills: picture 1. answer sheet of question a and b subject e-6 based on the answer sheet of subject e-7, it appeared that the subject has no difficulty in finding the median of a class interval. however, the subject did not write down how it obtained the mean for each interval. as for question b, the subject can read the data that the highest frequency was 12. that way the subject can find information that the mode lies in that class with an interval of 61-70. unfortunately, the subject was misinterpreted that the lower edge of the class was 60.5 instead of 65.5. b. statistical knowledge this aspect included indicators of understanding statistical terms and concepts, writing information, and interpreting information. the following was an analysis of the ability of the e-6 subject on the statistical knowledge aspect: 59 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 2. answer sheet of question c subject e-6 based on the answer sheet of question c and the interview’s excerpt, subject e-7 had no errors in answering the questions. the subject can understand the terms mode and mean, and understand the concept of mode and mean. it was correct in writing the mean and mode formulas into his answer sheet even though it was incomplete. however, it was unable to interpret the information that it wrote in his answer sheet. c. mathematical knowledge aspects of mathematical knowledge included indicators of managing data, as well as connecting and communicating data processing. the following was an analysis of the ability of the e-6 subject on the mathematical knowledge aspect: picture 3. answer sheet of question d subject e-6 it appeared on the answer sheet, the subject cannot process the data and cannot connect the data processing in the form of the lower edge of the class to the data processing, it was the mode value of the data. subject e-6 also did not do any calculations in this problem. not only that, it also cannot connect data processing in the form of the median of each class into data processing, it was in the form of the mean value of the data. d. context knowledge this aspect included indicators of drawing conclusion from data and making decision from conclusion. the following answer sheet contained answers that can be analyzed on the ability of e-6 subjects in the aspect of context knowledge: researcher: try to explain the meaning mode formula from your answer! what is tb, d1, d2, and k? e-6 : tb is lower edge,d i don’t know ma’am. if k is class length researcher: can you explain mean formula that you wrote? e-6 : i don’t know ma’am 60 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej picture 4. answer sheet of question e subject e-6 aspects of context knowledge included indicators of drawing conclusions from the data and making decisions from the conclusions. from the quote from the answer sheet, it was shown that subject e-6 can draw the conclusions but, it was not based on the results of processing the mean and mode of the previous question. nor did it made a decision from that conclusion. e. critical knowledge critical knowledge aspects included indicators of giving, presenting the results of data processing and critically evaluating information from data processing. the following, it was an analysis of the ability of the e-6 subject on the critical knowledge aspect: picture 5. answer sheet of question f subject e-6 based on this answer, subject e-6 could not present the results of data processing in the form of mean and mode in the previous question. it was also unable to present the results of processing the data and lacking in expressing of the writing. it also did not write a critical evaluation of the information from the data processing results. in answering this question, the subject also wrote the answers in a concocted manner and did not match the results of data processing. it did not even do data processing. statistical literacy students with moderate category (subject e-7) a. literacy skills this aspect included indicators of reading data, finding information from data, and interpreting data. the following answer sheet contained answers that can be analyzed on the ability of e-7 subjects in the aspect of literacy skills: picture 6. answer sheet of question a and b subject e-7 61 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the answer sheet for subject e-7, it appeared that the subject has no difficulty in finding the median value of a class interval. however, the subject did not write how it obtained the mean values for each interval. as for question b, the subject can read the data that the highest frequency was 12. that way, the subject can find information that the mode lies in that class with an interval of 6170. subjects can also interpret the value of the lower edge of the class was 60.5. however, on the answer sheet, the subject did not write how it found the bottom edge value. b. statistical knowledge this aspect included indicators of understanding statistical terms and concepts, writing information, and interpreting information. the following was an analysis of the ability of the e-7 subject on the statistical knowledge aspect: picture 7. answer sheet for question c subject e-7 according on the answer sheet for question c, subject e-7 had no mistakes in responding the questions. subject can comprehend the terms mode and mean, then recognized the concepts of mode and mean and inaccurately writing information in the form of mode formulas. although it was correct in writing the mean and mode formulas into the answer sheet, but it is not complete. it also could not interpret the information that wrote in its answer sheet. according to the interview excerpts, it showed that the subject can comprehend the terms mode and mean, understand the concept of mode and mean, understand the terms lower edge, class length, and the difference in frequency between the mode class in the previous class and after it. not only that, the subject can also detail each formula in detail, both the mode and the mean orally. researcher: try to explain the meaning of the mode formula of your answer! what is tb, what are d1, d2 and k? e-7 : tb is the lower edge, d1 is the highest frequency minus the previous frequency, while d2 is the highest frequency minus the frequency after it. if k is the length of class researcher: can you explain the mean formula you wrote? e-7 : in my opinion, sigma is the same as the total, fixi is the frequency multiplied by the middle value, which was about 2a question. then just add up everything. the one below is the total frequency 62 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. mathematical knowledge aspects of mathematical knowledge included indicators of managing data, as well as connecting and communicating data processing. the following was an analysis of the ability of the e-7 subject on the mathematical knowledge aspect: it appeared on the answer sheet, the subject can develop the data but it cannot attach the data processing in the lower edge of the class to the data processing in the form of the mode value of the data. the calculation was incorrect in responding this question. subject e-7 could not process the data to find the mean value. not only that, it also cannot connect the data processing of the middle value of each class into data processing of the mean value of the data. the subject also did the calculation incorrectly so that the subject found an error in obtaining the mean value. d. context knowledge this aspect included indicators of drawing conclusion from data and making decision from conclusion. the following answer sheet contained answers that can be analyzed on the ability of e-7 subjects in the aspect of context knowledge: picture 9. answer sheet of question e subject e-7 based on the answer, subject e-7 was mistaken in drawing conclusions based on the results of processing the mean and mode of the previous question. the reason is it was mistaken in processing the data. the subject gave the opinion that the class xi ma muhammadiyah 2 patean can reached mcc 71. furthermore, from that conclusion, the subject can make a decision from that conclusion. although not based on the data processing in the previous question. the following excepts from interviews conducted in order to detail this analysis: 63 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej from the interview excerpt, it showed that subject e-7 can draw conclusions but not based on the results of processing the mean and mode of the previous question and made decisions from that conclusion. even though it didn't write it down completely on its answer sheet, the subject said it verbally even though the subject was wrong in concluding. e. critical knowledge critical knowledge aspects included indicators of giving, presenting the results of data processing and critically evaluating information from data processing. the following, it was an analysis of the ability of the e-7 subject on the critical knowledge aspect: picture 10. answer sheet of question f subject e-7 based on this answer, subject e-7 could not present the results of data processing in the form of mean and mode in the previous question. it also could not present the results of the data processing even though the subject was not able to express it in writing. although it did not write a critical evaluation of the information from the data processing results. statistical literacy students with high category (subject e-16) a. literacy skills this aspect included indicators of reading data, finding information from data, and interpreting data. the following answer sheet contained answers that can be analyzed on the ability of e-16 subjects in the aspect of literacy skills: picture 11. answer sheet of a and bd b questions subject e-16 researcher : number 2e, why did you answer “able”? what do you mean by your answer? e-7 : yes, it can reach mcc 71. researcher : why? e-7 : because if you look at the data, there are more who are above 71. researcher : okay, then why did you answer no? e-7 : because of that, there is no need to do remedials, ma’am researcher : why not? e-7 : yes, because most of them passed the kkm more than those who didn't pass the kkm researcher : why is it not written in full? e-7 : because i think it's clear, ma’am 64 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the answer sheet for subject e-16, it appears that the subject did not find it difficult. however, the researcher did not find out how the subject was able to obtain the mean values for each interval. in place for question b, the subject can read the data that the highest frequency is 12. the subject can find the information that the mode placed in that class with an interval of 61-70. subjects can also interpret that the value of the lower edge of the class is 60,5. however, on the answer sheet, the subject did not write down how it found the lower edge value. this can be clarified by the following interview excerpts: based on the interview excerpts, it showed that the subject can read the data by obtained the information in it and interpreted it into further information. however, subject did not write it down in the answer sheet. the subject can obtain information that the highest frequency is 12. from this information, the subject can read the data that located the mode class with a lower limit of 61. the subject can also interpret that the lower edge is obtained from the lower limit of 61 minus 0.5. thus, the subject found the lower edge of the mode class is 60.5. b. statistical knowledge this aspect included indicators of understanding statistical terms and concepts, writing information, and interpreting information. the following was an analysis of the ability of the e-16 subject on the statistical knowledge aspect: picture 12. answer sheet of question c subject e-16 based on the answer sheet for question c, subject e-16 has no doubts or errors in answering the questions. subjects can understand the terms mode and mean, understand the concept of mode and mean, by being shown to write down information in the form of mode and mean formulas into the answer sheet even though it is incomplete. it cannot interpret information. researcher: how do you find the mean of each interval? e-16 : in fact there is a formula, ma'am, but i forgot. so, i wrote down all the numbers that in the interval then take the middle number. researcher: then, what did you find? e-16 : there are two numbers in the middle ma'am, so i take the middle of the two numbers researcher: can you explain more? e-16 : for the example, class 1 with an interval of 31-40. after i wrote down all the numbers in that interval, 31, 32, 33, up to 40. it turned out that the middle was 35 and 36. so, i take 35.5. researcher: what next? where can you get classes with intervals of 61-70? e-16 : easy ma'am, just look for the class with the most frequency researcher : then, how come the lower edge is 60.5? e-16 : so, the lower limit is 61 ma’am, just reduce it by 0.5 65 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. mathematical knowledge aspects of mathematical knowledge included indicators of managing data, as well as connecting and communicating data processing. the following was an analysis of the ability of the e-16 subject on the mathematical knowledge aspect: picture 13. answer sheet of question d subject e-16 it appeared on the answer sheet, the subject can process the data and attach between data processing in the form of the lower edge of the class into data processing in the form of the mode value of the data. the calculation is also correct and there are no errors in answering this question. subject e-16 can also process the data to find the mean value. it can also link data processing in the form of the middle value of each class into data processing in the form of the mean value of the data. the subject also performed calculation correctly so that it found the mean value without error. to find out whether subject e-16 can communicate the processing of the data, the following interview excerpt will support this analysis: this interview excerpt showed that subject e-16 can communicate verbally in interview in the form of processing data that it has processed on its answer sheet. d. context knowledge this aspect included indicators of drawing conclusion from data and making decision from conclusion. the following answer sheet contained answers that can be analyzed on the ability of e-16 subjects in the aspect of context knowledge: picture 14. answer sheet e question subject e-16 researcher : what about the mode value of this data? do you have any difficulties in answering this question? e-16 : no ma'am. researcher: are you sure? e-16 : is there something wrong with my answer, ma'am? researcher: just explain it to me first, how do you answer this question? e-16 : yes, it's just a matter of counting, ma'am, the lower edge is in the previous answer. it's clear the mode class frequency is 12, so this one just needs to be reduced by the frequency after and before. researcher: okay, are you sure about your answer on this one? are you sure the calculations are correct? e-16 : yes, ma'am, but i doubt the calculation. because usually i'm not very careful. rese archer: for the mean, how do you answer it? e-16 : it's actually really easy like that, but i don't think i can do it if i don't use a new table to make it easier. 66 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on these answers, subject e-16 can draw conclusions based on the results of processing the mean and mode of the previous question. it can be said that class xi ma muhammadiyah 2 patean students did not reach mcc 71. however, subject e-16 did not write it down completely, only wrote the word "no". furthermore, from that conclusion, it can make a decision from that conclusion. the decision is that teachers must hold remedials simultaneously. the following excerpts from interview conducted in order to detail this analysis: from the interview excerpt, it showed that subject e-16 can draw conclusion based on the results of processing the mean and mode of the previous questions and make decisions from that conclusion. the two indicators were conveyed completely orally. although he did not write down completely on the answer sheet. e. critical knowledge critical knowledge aspects included indicators of giving, presenting the results of data processing and critically evaluating information from data processing. the following, it was an analysis of the ability of the e-16 subject on the critical knowledge aspect: picture 15. answer sheet of question f subject e-16 based on the answers, subject e-16 can present the result of data processing in the form of the mean and mode on the previous question. subject can also present the results of processing the data even though subject was not able to express it in writing. although subject did not write a critical evaluation of the information from the data processing results. therefore, the following interview excerpts will clarify this analysis: from the interview above, it can be seen that the subject e-16 can critically evaluate the information from the results of processing the data orally even though it is not written in the answer sheet. . furthermore, the following are the results of a qualitative analysis of students' statistical literacy based on their ability categories: researcher : number 2e, why did you answer no? what do you mean by your answer? e-16 : it did not reach mcc 71 ma’am researcher: why not? e-16 : because the mean value is 64, the mode value is 66.5. while the mcc is 71, ma'am. researcher : okay, then why is it not written in full? e-16 : because in my opinion, the important thing is that the word “no” represent it, ma’am researcher : okay, from that conclusion, what decision will be taken next? e-16 : so, the teacher should to do the remedial, ma'am researcher: try to explain the meaning of your answer number 2f! e-16 : yes, because the average was 64, so their average did not pass the test. even though the mcc is 71. so, the remedial must be held, ma'am. 67 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej aspect statistical literacy statistical literacy category low category medium category high category literacy skill able to read data, find information from data, but cannot interpret the data able to read data, find information from data, and interpret data able to read data, find information from data, and interpret data statistical knowledge able to understand the terms and understand the concept of mode and mean, by write down the information. however, it was unable to interpret the information. able to understand the terms and understand the concept of mode and mean. although it did not write it down, it could interpret the information verbally. able to understand terms and understand the concept of mode and mean, by writing information in the form of formulas. however, he was unable to interpret the information. mathematical knowledge unable to process and relate data, as well as communicate data processing. able to process data but cannot connect and communicate data processing able to process data, and able to connect and communicate data processing context knowledge able to draw conclusions but not based on the results of data processing. it also cannot make a decision from that conclusion. able to draw conclusions and make decisions from those conclusions but not based on the results of processing the data. able to draw conclusions based on the results of processing the mean and mode and make decisions from these conclusions. critical knowledge unable to provide and present the results of data processing in the form of mean and mode. it also cannot critically evaluate the information from processing the data. unable to provide and present the results of data processing in the form of mean and mode. it also cannot critically evaluate the information from processing the data. able to provide and present the results of data processing in the form of mean and mode. it can critically evaluate the information from the data processing critical knowledge unable to provide and present the results of data processing in the form of mean and mode. it also cannot critically evaluate the information from processing the data. unable to provide and present the results of data processing in the form of mean and mode. it also cannot critically evaluate the information from processing the data. able to provide and present the results of data processing in the form of mean and mode. it can critically evaluate the information from the data processing there was also a study that analyzed this ability, the study was carried out by iyam maryati and nanang priatna who analyzed the statistical literacy of students at madrasah tsanawiyah negeri 1 garut regency in the academic year of 2016/2017 for viii grade. the study showed that the statistical literacy of students categorized as low because it is still below the minimum completeness criteria. in this study, students' ability to read statistical data was 35%, students' ability to understand concepts was 32%, students' ability to communicate data processing processes was 30%, and students' ability to present the results of data processing was 28% (maryati & priatna, 2018). the study only yielded a percentage for each indicator. however, it was not described in detail as in this study. another study was also conducted by ghozian thirafi who analyzed the statistical literacy of grade ix students at mts al-aziziyah putra gunungsari in the academic year of 2016/2017. the results of this study indicated that the level of 68 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej statistical literacy of students is 48.6% in the very low category, 25.7% in the low category, 20% in the medium category, 5.7% in the high category, and 0% in the very high category. the level of statistical literacy of students seen from kd is 49.71 in the very low category for kd 3.1 and 60 in the low category for kd 3.2 (thirafi, 2017). this study analyzed the percentage of each category only, does not analyze every indicator and aspect of its ability. conclusion the statistical literacy ability of students using learning model of self organized learning environment (sole) by descriptive quantitative has been analyzed and results that of the 32 students in the class, 28.125% of students have statistical literacy in the high category, 40.625% students have statistical literacy in the medium category, and 31.25% of students have statistical literacy in the low category. references amalia, f., wildani, j., & rifa’i, m. (2020). literasi statistik siswa berdasarkan gaya kognitif field dependent dan field independent. jurnal edukasi matematika dan sains, 8(1), 1. https://doi.org/10.25273/jems.v8i1.5626 ben-zvi, d., & garfield, j. (2008). developing students’ statistical reasoning: connection research and teaching practice. springer science & business media. chick, h. l., & pierce, r. (2012). teaching for statistical literacy: utilising affordances in real-world data. international journal of science and mathematics education, august 2010, 339–362. dolan, p., leat, d., mazzoli smith, l., mitra, s., & todd, l. (2013). self-organised learning environments (soles) in an english school : an example of transformative pedagogy? online educational research journal., 3(11), 1–19. gal, i. (2002). adults ’ statistical literacy : meanings , components , responsibilities. international statistical review, 70(1), 1–51. gal, i. (2019). understanding statistical literacy : about knowledge of contexts and models. actas del tercer congreso internacional virtual de educación estadística. helenius, r., amelio, a. d., & macfeely, s. (2020). islp country coordinators as ambassadors of statistical literacy and innovations. statistics education research journal, 19(1), 120–136. jatisunda, m. g., & nahdi, d. s. (2020). kemampuan literasi statistika mahasiswa adminitrasi publik. sjme (supremum journal of mathematics education), 4(2), 134–146. komariah, k. (2020). implementasi self organised learning environment pada pembelajaran logika dan algoritma komputer berbantuan multimedia untuk meningkatrkan kognitif siswa. universitas pendidikan indonesia. maryati, i., & priatna, n. (2018). analisis kemampuan literasi statistis siswa madrasah tsanawiyah dalam materi statistika. journal of medives : journal of mathematics education ikip veteran semarang, 2(2), 205–212. 69 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mitra, s., & crawley, e. (2014). effectiveness of self-organised learning by children: gateshead experiments. journal of education and human development, 3(3), 79–88. https://doi.org/10.15640/jehd.v3n3a6 mitra, s., leat, d., dolan, p., & crawley, e. (2010). the self organised learning environment (sole) school support pack. alt. http://repository.alt.ac.uk/2208/1/sole_school_support_pack_-_final-1.pdf schield, m. (2017). gaise 2016 promotes statistical literacy. statistics education research journal, 16(1), 50–54. takaria, j., & talakua, m. (2018). kemampuan literasi statistik mahasiswa calon guru ditinjau dari kemampuan awal matematika. jurnal kependidikan, 2(2), 395–408. thirafi, g. (2017). analisis tingkat literasi statistik pada siswa kelas ix mts. al-aziziyah putra gunung sari tahun pelajaran 2016/2017 [universitas mataram]. in program studi pendidikan matematika jurusan pendidikan mipa fakultas keguruan dan ilmu pendidikan universitas mataram. https://doi.org/doi: wallman, k. (1993). enhacing statistical literacy: enriching our society. journal of the american statistical association, 88(421), 1–8. weisblat, g. z., stiles, e. a., & mcclellan, j. d. (2019). does the innovation really work?: effectiveness of self-organized learning environment (sole) in the classroom. childhood education, 4056. https://doi.org/10.1080/00094056.2019.1593762 89 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of motivation and mathematics learning during the covid-19 pandemic rinda azmi saputri program studi pendidikan matematika universitas islam negeri antasari banjarmasin email: rindaazmi@uin-antasari.ac.id abstract the purpose of this study was to analyze learning motivation in mathematics learning, analyze mathematics learning and the relationship between student learning motivation and mathematics learning during the covid-19 pandemic at hulu sungai selatan district high school. the type of research used is descriptive with a quantitative approach. the population in this study were students and several mathematics teachers at the hulu sungai selatan district high school. the samples of this study were 100 students and five teachers taken from five high schools in hulu sungai selatan regency. this sampling technique uses cluster random sampling/area random sampling. the results of this study are student motivation at sman 1 daha utara is in the high category with a percentage of 78.3%, student motivation at sman 1 daha barat is in the high category with a percentage of 76.5%, student motivation at sman 1 kandangan is in the high category. in the high category with a percentage of 78%, student motivation at sman 1 angkinang is in the high category with a percentage of 77.8%, student motivation at sman 1 simpur is in the high category with a percentage of 76.3%. as for mathematics learning carried out by teachers, each teacher at school must use whatsapp as a learning medium, but there are also some teachers who use other media to help learning mathematics such as google classroom, zoom/gmeeyt, learning videos and power point. the relationship between students' learning motivation and mathematics learning is that the more media used by the teacher, the higher the learning motivation. keywords: motivation, learning, mathematics, covid-19 introduction covid-19 has colonized various countries, including indonesia. this virus first entered indonesia in march 2020. since the covid-19 virus entered indonesia, various sectors in this country have been disrupted, such as the economic sector and education. the immediate impact on the education sector is by replacing face-toface learning (ptm) with distance learning (pjj). this pjj has almost been implemented in all corners of indonesia since the covid-19 case, including in hulu sungai selatan regency. the united nations (un) stated that one of the sectors affected by this virus was the world of education (purwanto et al., 2020). this has caused several countries to decide to close schools starting from the lowest level, namely paud to the highest level, namely higher education. all kinds of activities carried out at schools, campuses, islamic boarding schools or other educational institutions are closed by the government for an unspecified time limit (purnamasari, 2020). the learning that was originally carried out face-to-face has turned into a distance mailto:rindaazmi@uin-antasari.ac.id 90 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning system or commonly referred to as online since the covid-19 virus has spread to all corners. online learning itself is learning that in the learning process utilizes the internet network (dewi, 2017). all schools apply online learning in every lesson, including learning mathematics. mathematics is one type of knowledge that humans need in carrying out their daily lives (akbar et al., 2018; al abiyyu et al., 2018). mathematics as the basic science of all fields, is very important to learn and is also the science that underlies the development of science and technology (bernard & sunaryo, 2020). therefore, mathematics has been taught from elementary to college level. however, in online learning, especially mathematics, the thing that must be maintained is student learning motivation. this is a problem because in online learning the teacher can no longer meet face to face with students. motivation is an initial study that can affect learning outcomes (w. lestari, 2017). motivation is an aspect that must be possessed by students in order to be able to improve their learning outcomes (warmi et al., 2020). motivation is basically an impulse or desire that arises to do something. one of the reasons a person's motivation can be measured is because of the reason (cleopatra, 2015). based on some of the opinions above, motivation is an impulse that arises both from within and outside which causes students to learn well. someone who has good learning motivation is in line with his desire to get the best learning achievement as well. learning motivation has indicators or characteristics. there are several classifications of learning motivation indicators, namely as follows : there is a desire and desire to succeed, there is a drive and a need for learning, there are hopes and aspirations for the future, there is an appreciation in learning, there are interesting activities in learning, and the existence of a conducive learning environment, thus enabling a student to learn well (uno, 2008). as for other opinions, the motivation that exists in a person has the following characteristics: a. diligent in facing the task (can work continuously for a long time, never stop before finishing) b. tenacious to face difficulties (not quickly despair). does not require external encouragement to perform as well as possible (not quickly satisfied with the achievements that have been achieved). c. shows interest in various issues “for adults (e.g. issues of religious development, politics, economics, justice, eradication of corruption, opposition to any crime, immorality, etc.) d. prefer to work independently e. get bored quickly on routine tasks (things that are mechanical, just repetitive, so less creative) f. can defend his opinion (if you are sure of something) g. it's not easy to let go of what you believe in h. enjoys finding and solving problems. (sardiman, 2014) from the several indicators of learning motivation above, the indicators used in this study are perseverance in learning, tenacious in the face of adversity, interest and keen attention in learning, achievement in learning, independent in learning, likes feedback in the form of rewards and not incentives for performance improvement, 91 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and the existence of a conducive learning environment that allows a student to learn well. there are several studies related to learning and learning motivation during the covid-19 pandemic, including the results of the handarini & wulandari (2020) research on online learning as a study from home (sfh) effort during the covid-19 pandemic stating that online learning is one solution to implementing social distancing to prevent the chain of spread of the covid 19 outbreak. because online learning is learning that is carried out online at a distance or learning that is carried out by students wherever and whenever needed. so that it can avoid crowds which are considered as one way to implement social distancing. (handarini & wulandari, 2020). the results of warmi et al's research (2020) show that there are differences in learning independence motivation before and after the implementation of online learning in mathematics lessons in class vii b smpn 3 karawang. and the results of sadikin & hamidah's (2020) research show that online learning is effective for overcoming learning that allows lecturers and students to interact in virtual classes that can be accessed anywhere and anytime. online learning can make students learn independently and increase their motivation (sadikin & hamidah, 2020). from some of the results of the research above as well as the results of an interview with one of the mathematics teachers at one of the sman hulu sungai selatan district, it is stated that although learning is carried out online, there are still many students who are enthusiastic about taking part in the learning provided by the teacher, but the teacher also stated that there were some students who also less enthusiastic about participating in learning. this is due to the character of the students themselves, if students who are active in face-to-face learning are also active in online learning, but there are also students who are less active in face-toface learning, they are also less active in online learning. so that researchers are interested in analyzing further related to student learning motivation and learning mathematics during the covid-19 pandemic, and whether there is a relationship between student learning motivation and mathematics learning by teachers during this covid-19 pandemic. the purpose of this study is to analyze students' learning motivation in learning during the covid-19 pandemic at hulu sungai selatan district high school, analyze mathematics learning during the covid-19 pandemic at hulu sungai selatan district high school and analyze the relationship between student learning motivation and mathematics learning during covid-19 19 at the hulu sungai selatan district high school. research method the type of research used is descriptive with a quantitative approach. the population in this study were students and several mathematics teachers at sma hulu sungai selatan district. the sample in this study were 100 students taken from five high schools in hulu sungai selatan regency. the sampling technique used is probability sampling with cluster random sampling technique/area random sampling. this technique is used to determine the sample if the object/subject to be studied or the data source is very broad, for example students from a country, province or district. this technique is usually carried out in stages by determining which area will be used as a random sample (k. e. lestari & yudhanegara, 2018). 92 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the main data is in the form of questionnaire data about students' learning motivation in learning mathematics and the results of mathematics learning interviews conducted by mathematics teachers during the covid-19 pandemic at the hulu sungai selatan district high school. supporting data related to information on five selected high schools in the upper sungai selatan district obtained by documentation. the data collection technique for this research was a questionnaire distributed to students in five high schools in hulu sungai selatan regency to collect basic data on students' learning motivation during the covid19 pandemic, interviews with mathematics subject teachers to collect basic data for learning mathematics during the covid-19 pandemic. and documentation to retrieve supporting data related to school information and photo evidence that research has been carried out. the instrument in the research was tested first, namely by testing the validity and testing reliability. the validity test includes logical validity which is carried out based on the considerations of experts, the results obtained an average value of 4.5 with a very feasible category and empirical validity test with the results of the thirty items being tested being valid. as for the reliability test, cronbach's alpha value was 0.923 with high criteria. data processing techniques related to student learning motivation data in this study were editing, scoring, tabulating, and interpreting data. while the data processing technique for learning mathematics is by selecting important data on the results of interviews. data analysis in this study using microsoft excel with the following categories: table i percentage of motivation by category percentage of scores obtained category 81% − 100% very high 61% − 80% tall 41% − 60% currently 21% − 40% low 0% − 20% very low adapted (iskandar, 2008) looking for percentages to get an idea of how much frequency each answer is with the formula (surakhmad, 1986): 𝑃 = 𝑓𝑜 𝑛 × 100% information: 𝑃 = percentage of answers 𝑓𝑜 = frequency of respondent's answer 𝑛 = number of respondents results and discussion a. student learning motivation at hulu sungai selatan district high school the following are the results of data analysis related to student learning motivation at sman 1 hulu sungai selatan regency which were analyzed using microsoft excel and then presented per indicator of learning motivation and obtained the average so that the category was obtained. 93 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 1. student learning motivation of sman 1 daha utara based on the data on each indicator, the learning motivation of students at sman 1 daha utara on the indicator of persistence in learning is 78% in the high category, the indicator for tenacity in facing difficulties is 85.3% with the very high category, the indicators of interest and sharpness of attention in learning are 70.9% in the high category, the indicator for achievement in learning is 85% in the very high category, the madniri indicator in learning is 74% in the high category, the indicator likes feedback in the form of rewards and not incentives for performance improvement, which is 79.5% in the category high, the indicator of a conducive learning environment that allows a student to study well is 75.5% in the high category, so that the average student motivation in sman 1 daha utara is 78.31% which is in the high category. 2. student learning motivation of sman 1 daha barat based on the data on each indicator, students' learning motivation at sman 1 daha barat on the indicator of perseverance in learning is 76% in the high category, the tenacity indicator in facing difficulties is 84.7% with a very high category, the indicators of interest and sharpness of attention in learning are 67.9% in the high category, the indicator for achievement in learning is 82% in the very high category, the madniri indicator in learning is 74% in the high category, the indicator likes feedback in the form of rewards and not incentives for performance improvement, which is 74% in the high category, an indicator of a conducive learning environment that allows a student to study well is 76.7% in the high category, so that the average student motivation in sman 1 daha barat is 76.5% which is in the high category. 3. student learning motivation of sman 1 kandangan based on the data on each indicator, the learning motivation of students at sman 1 kandangan on the indicator of perseverance in learning is 78% in the high category, the tenacity indicator in facing difficulties is 82.3% with the very high category, the indicator of interest and sharpness of attention in learning is 70 .1% in the high category, the indicator for achievement in learning is 82% in the very high category, the madniri indicator in learning is 72.5% in the high category, the indicator likes feedback in the form of rewards and not incentives for performance improvement, which is 82% in the very category. high, the indicator of a conducive learning environment that allows a student to learn well is 79% in the high category, so that the average student motivation in sman 1 kandangan is 78% which is in the high category. 4. student learning motivation of sman 1 angkinang based on the data on each indicator, students' learning motivation at sman 1 angkinang on the indicator of persistence in learning is 78% in the high category, the indicator for tenacity in facing difficulties is 85.3% with a very high category, the indicators of interest and sharpness of attention in learning are 70 ,1% in the high category, the indicator for achievement in learning is 81% in the very high category, the madniri indicator in learning is 75% in the high category, the indicator likes feedback in the form of rewards and not incentives for performance improvement, which is 78.5% in the high category , the 94 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej indicator of a conducive learning environment that allows a student to learn well is 77.5% in the high category, so that the average student motivation in sman 1 angkinang is 77.8% which is in the high category. 5. student learning motivation of sman 1 simpur based on the data on each indicator, students' learning motivation at sman 1 simpur on the indicator of perseverance in learning is 78% in the high category, the tenacity indicator in facing difficulties is 83% in the very high category, the indicator of interest and sharpness of attention in learning is 61.4 % in the high category, the indicator for achievement in learning is 88.5% in the very high category, the independent indicator in learning is 73.5% in the high category, the indicator likes feedback in the form of rewards and not incentives for performance improvement, which is 78% in the high category , the indicator of a conducive learning environment that allows a student to learn well is 71.5% in the high category, so that the average student motivation at sman 1 simpur is 76.3% which is in the high category. if the data on student learning motivation in the five schools above is made a diagram, the results are as follows: figure i. percentage diagram of student learning motivation in 5 sman hulu sungai selatan district b. learning mathematics during the covid-19 pandemic at the hulu sungai selatan district high school the data related to learning mathematics during the covid-19 pandemic was obtained from the results of interviews with mathematics teachers at five senior high schools in hulu sungai selatan regency. the results of interviews with mathematics teachers in each of these schools are as follows: 1. learning mathematics at sman 1 daha utara mathematics learning at sman 1 daha utara, although not face-to-face, online learning runs smoothly. this school uses the whatsapp application, google classroom, google form, and if the teacher wants to do face-to-face learning 78,3 76,5 78 77,8 76,3 sman 1 daha utara sman 1 daha barat sman 1 kandangan sman 1 angkinang sman 1 simpur percentage of student learning motivation at 5 sman hulu sungai selatan regency 95 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej during this pandemic, you can use zoom/google meet. however, what is more often used is a combination of whatsapp and google classroom. the reason is that whatsapp is more familiar among students, and for google classroom, in the application, there are many choices, such as if the teacher wants to give questions/assignments, there are choices such as multiple choice, short entries and others, making it easier for teachers to give assignments to students. as for the training on learning media used during this pandemic for teachers at this school, they did it at the beginning of the pandemic, after that the training was not scheduled and only independently. it is intended for teachers who are really interested in asking questions and experiencing difficulties regarding the use of this online learning media to ict teachers at sman 1 daha utara. according to the mathematics teacher at sman 1 daha utara, learning mathematics during this pandemic has advantages, namely related to the use of learning media, because of this pandemic, teachers inevitably try to make learning videos to make it easier for students to learn. in addition to having advantages, of course, the teacher also feels there are drawbacks, namely the teacher feels that he does not know the students' overall understanding of the material, students sometimes hesitate to ask questions if there are things they do not understand related to the material in the class group. in addition, it is also related to the network when using google meet not all students can join and even if students can join the sound that is heard is also less clear. in addition to these shortcomings, teachers also feel that there are difficulties when learning mathematics during this pandemic, namely teachers find it still difficult to make learning videos, because sometimes not everything they want to convey is not conveyed properly. these are the reasons why the mathematics teacher at sman 1 daha utara prefers ptm to online learning. because teachers feel that ptm is easier to interact with and get to know students' characters better, that's what they don't get when learning online. other things such as making learning videos are not always direct teaching, and also related to network problems. learning resources at sman 1 daha utara during the pandemic use textbooks provided by the school, all students can borrow directly from the school, besides that, youtube and google links are shared on whatsapp. the duration of learning mathematics during this pandemic is also different from ptm. for ptm the duration of 1jp is 45 minutes, while for online learning it is only 40 minutes for each subject. another thing related to student scores during this pandemic is not too different from ptm, because for the level of difficulty the questions are made moderately by the teacher so that it does not make it difficult for students. in addition, according to the teacher's motivation for students, if it is seen from the attendance in google classroom, it is not 100%, this is because maybe the student has other activities, there are students who take advantage of the time while working as well. 2. learning mathematics at sman 1 daha barat during the pandemic, mathematics learning at sman 1 daha barat took place online. as for the application that is used only whatsapp. because the location of this school is quite far from the city, the network becomes a major problem at this school. thus, the mathematics teacher at this school decided to 96 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej use only whatsapp, while using applications such as google meet or zoom was constrained by the network. the teacher has tried to use zoom and google classroom, but only a few students can join so the teacher feels ineffective. according to the teacher, this school belongs to the outskirts. the reason for the network is what made the teacher decide to use whatsapp only, and according to the teacher, whatsapp is the easiest for teachers and students to use at this school. in addition, many students at this school are also working to help their parents during this pandemic, by using whatsapp they can view and understand material at any time. regarding training on the use of learning media during this pandemic, schools have not held training, only training from the mgmp. during this pandemic mathematics learning, the advantages felt by the teacher were that the teacher felt that the material was delivered faster than ptm, because during this online learning there were not many problems. in contrast to ptm, when delivering material, students encounter many problems. in addition to the advantages, of course the teacher also feels there are drawbacks, namely the teacher does not know the students really understand the material or not, the teacher cannot be sure because the teacher does not know the students' character. the teacher also feels that students are lazy to study, seen from many students not collecting the assignments given by the teacher. these difficulties make the mathematics teacher at sman 1 daha barat prefer ptm to online learning. teachers find it easier to explain the material in ptm, get to know the character of students better and can adjust the way students learn what they want. as for the learning resources used by the mathematics teacher at sman 1 daha barat, namely textbooks that were photographed and then sent to students and also a youtube link for the material presented, or making learning videos and then sharing them with students via whatsapp groups. at this school, students cannot borrow books directly from the school due to transportation problems, because students have to cross the river from their homes to school using the boat provided by the school, but during this pandemic the ship is not operating. in addition to learning resources, the duration of learning mathematics at this school is also different from the duration of the ptm time. in ptm the duration of learning is 4jp for one week, 1jp is 45 minutes, while in online learning it is only 90 minutes for one week. however, if it is seen from the student's score, the score is good, because according to the teacher, maybe the student could have searched the internet, besides that the level of difficulty of the questions was also lowered. regarding student learning motivation, according to the mathematics teacher at sman 1 daha barat during this pandemic, it was felt to lack motivation, if ptm was usually more enthusiastic. 3. learning mathematics at sman 1 kandangan during the pandemic, mathematics learning at sman 1 kandangan runs online. the applications used by mathematics teachers at this school are whatsapp, google meet/zoom and google classrooms. the reason is that the teacher adjusts the situation and conditions, that is, it is seen from the material to be delivered. if the material presented is a bit difficult, the teacher uses zoom/google meet by sharing power point to explain the material, as well as google classroom and 97 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej whatsapp. if the material to be delivered is considered easy, then without using google meet, but using power point and learning videos made by the teacher as an addition, so that students can repeat the material presented, plus learning videos from the internet. at sman 1 kandangan also held technical guidance to make learning videos, e-modules, and training related to the use of learning media that can be used in this online learning. its implementation depends on the needs of the teacher and there have been several trainings. usually invite sources from outside or it teachers from this school. in learning mathematics during this pandemic, there are advantages that are felt by mathematics teachers at sman 1 kandangan, namely teachers feel they are required to learn to use learning media for smooth online learning and finally teachers can use them. in addition to the advantages, of course teachers also feel the lack of learning mathematics during this pandemic, including related to networks, internet quotas, even at the beginning of the pandemic there was a perception that some parents who were thought to be on vacation as children were given holiday activities, but that only happened at the beginning of the pandemic, for now parents already understand the situation and conditions of this online learning. the school has anticipated the quota from bos, as long as the student reports that the quota is exhausted, the school will issue a quota. in addition, the shortcomings felt by the teacher are related to student activity, if ptm teachers feel there is chemistry between students and teachers, but online learning is not created, so students are less active, especially for students whose abilities are medium to low. however, for students whose abilities are middle to above become more independent in their learning, students actively ask questions outside of class hours. this deficiency is also a problem for teachers in online mathematics learning, the teacher does not know whether the student really understands or not. so, if there is a group assignment, the teacher divides each group into medium to high, middle and low ability students. that's why the mathematics teacher at sman 1 kandangan prefers ptm to learning mathematics online. the reason is because they can meet directly at ptm, so that the bond between teachers and students is stronger and the teacher can also find out whether the student understands or not on the material presented, seen from the look on his face. as for the learning resources used, namely ebooks provided by this school's digital library, the books have been referred to by the education department, this digital library can only be accessed by teachers and students of sman 1 kandangan, so students are free to download in the digital library, if students want books are in printed form, so students can buy them at school cooperatives. in addition, the duration of learning mathematics during this pandemic is also different from ptm. the duration of learning mathematics at ptm for 1 hour of lessons is 45 minutes, while for online learning the 1 hour lesson is reduced to 30 minutes, but actually the duration of 30 minutes is the same as 45 minutes, even more, because there are many assignments for students. . one week 4x30 minutes, can be directly 4x30 minutes and can also be divided into 2x30 minutes as much as 2 meetings in one week. however, according to the teacher, the mathematics scores of students at sman 1 kandangan in online learning did not change much compared to ptm. this is 98 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej because in percentage terms the number of questions for the difficulty level is difficult to reduce, which initially at ptm was 40% for questions with a difficult difficulty level to only 20% during this pandemic, and the percentage of questions with an easy difficulty level was increased. another thing related to students' learning motivation while participating in online mathematics learning, according to the teacher, learning motivation depends on the students themselves. if students are smart, even though during the pandemic they are still enthusiastic, but for students who are lacking, they still lack motivation. 4. learning mathematics at sman 1 angkinang during the pandemic learning mathematics at sman 1 angkinang during this pandemic was carried out online, the teacher made a resume of the material and there were also examples of questions which were then shared, after which students took notes on the material given. the applications used in this school are whatsapp and google form. whatsapp is used for providing material such as youtube links and also for discussion, while the google form is used for daily test assessments, uts and also uas. the reason for using these two applications is because the teacher feels that it is easy to use and also related to the network, if zoom/google meet there are students who argue that their cellphones don't support it. while related to the use of applications such as google forms carried out by it teachers at this school, this school does not hold training on a scheduled basis, only independently and unscheduled, intended for teachers who are interested in asking related to learning media in online learning it teacher to ask. according to the mathematics teacher at sman 1 angkinang, the advantages of learning mathematics during this pandemic are that the deadline for working on questions can be longer for students, in addition to these advantages, of course, there are also perceived drawbacks, namely students cannot ask questions directly and the teacher cannot explain directly, although there is zoom/google meet, but many students have network problems and there are also students who complain that their cellphones don't support the zoom and google meet applications. in addition, teachers also experience difficulties in learning during this pandemic, namely students are sometimes present and not, sometimes students are also not present in whatsapp groups and sometimes students also do not collect assignments given at the agreed time. in addition, network problems are also an obstacle in learning during this pandemic. so according to the mathematics teacher at sman 1 angkinang prefers ptm to online learning. the reason is that teachers find it easier to interact and explain directly to students. as for the learning resources used by mathematics teachers at sman 1 angkinang during this pandemic, namely textbooks provided by the school for students, as well as material on youtube and google which links are then shared via whatsapp groups. the duration of time used in learning mathematics during this pandemic is also different from the duration of ptm, namely for ptm it is usually 3x45 minutes per week, while during this pandemic it is only 60 minutes per week, so that only the main points are conveyed during this pandemic. however, the assessment of students' mathematics during the pandemic is also different from this pandemic. according to the teacher, as long 99 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej as the student participates in online learning and answers the given questions such as assignments, assignments, and exams, the teacher will complete the questions, and also the difficulty of the questions will be reduced compared to the difficulty of the questions in ptm. regarding students' motivation in learning mathematics during this pandemic, according to the mathematics teacher at sman 1 angkinang, students were quite enthusiastic, judging from the collection of assignments, more students submitted assignments on time than students who were late in submitting assignments. 5. learning mathematics at sman 1 simpur mathematics learning at sman 1 simpur during this pandemic was carried out online, namely by using whatsapp for discussion and sharing material such as learning videos, sometimes making their own and sometimes taking from youtube in google classroom, giving assignments. the reason the teacher uses the whastapp application is because the students there already have everything, while for google classroom it makes it easier for teachers to store material and it's easy to assess and also because of network problems, if whatsapp and google classroom on average students can access it, if google meet and zoom many students can't because of network problems and technical problems such as cellphones that don't support it. as for problems related to how to use the application used, this school has training every semester such as how to use google classroom, the resource person uses it teachers at school by gathering teachers in the hall, in addition to teachers who receive training, students also receive training also alternately per class. as for the advantages of learning mathematics during this pandemic, according to the mathematics teacher at sman 1 simpur, there are no advantages, the drawback is that the teacher cannot deepen the material presented, and also cannot know which students already understand the material and which do not. this is also what makes it difficult for teachers to teach mathematics during this pandemic, namely teachers feel they do not know the character of students. so according to the mathematics teacher at sman 1 simpur prefers face-to-face learning because the teacher can provide material in depth, can find out if the character of the students understands or does not understand the material, and also the closeness of teachers and students is more intertwined. as for the learning resources used at sman 1 simpur for learning mathematics during this pandemic, there are textbooks provided by the school, as well as material from youtube and google. the duration of time used in learning mathematics during this pandemic is also different from the duration of ptm, namely for ptm it is usually 4x45 minutes in one week, while online learning is reduced to 90 minutes for one week. however, for students' grades in mathematics during this pandemic, they are not too different from grades during ptm, because teachers reduce the difficulty level of questions, teachers feel they cannot teach optimally so they need to reduce the level of difficulty of questions for students. another thing is related to student learning motivation, if it is seen from the collection of assignments, more students do not collect assignments, the teacher assesses that students' motivation depends on the students themselves, if those who collect assignments are indeed high student motivation, not only in 100 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning mathematics, in other lessons the student's motivation is high and vice versa, when compared to ptm, the teacher feels that the student's motivation is decreasing. c. the relationship between learning motivation and mathematics learning of the five high schools in each sub-district, the students' learning motivation is still in the high category during this covid-19 pandemic. student learning motivation is also related to how the mathematics learning is carried out by the teacher. of the five schools, the students' learning motivation was the highest, namely sman 1 daha utara and sman 1 kandangan, from the results of interviews with mathematics teachers at these schools, these two schools did use a lot of media in learning mathematics. as for the other three schools, they tend to only use the whatsapp application. student learning motivation is very important, because the motivation possessed by each student will affect the student's behavior in learning activities. the level of motivation possessed will affect the emergence of a desire to learn and the amount of material to be studied because this motivation gives strength and direction to the behavior of the students themselves. this is in accordance with the opinion which states that learning motivation functions to encourage humans to act, determine the direction of action and select which actions to take (sardiman, 2014). another opinion, which explains the importance of learning motivation for students, includes: a) making students aware of the position of students at the beginning of learning, the process and its products; b) providing relevant information about students' learning efforts compared to other friends; c) increase enthusiasm for learning; d) make awareness about the learning process which will then be used for work (dimyati & mudijiono, 2006). based on the results of data analysis on student learning motivation questionnaires in sman in five subdistricts in the hulu sungai selatan district, the average student motivation at sman 1 daha utara is 78.3% with a high category, in sman 1 daha barat is 76.5% in the high category, at sman 1 kandangan, namely 78% in the high category, at sman 1 angkinang, at 77.8% in the high category, and at sman 1 simpur, at 76.3% in the high category. from the five schools, if it is averaged again using the mean formula, then 77.38% is obtained in the high category. mathematics learning needs to be designed to accommodate various student characteristics (insani, 2019). in addition, mathematics learning must also emphasize providing direct learning experiences through the use and development of process skills and scientific attitudes (bernard & sunaryo, 2020). based on the results of interviews conducted with five mathematics teachers in five high schools in each sub-district in hulu sungai selatan regency, it was stated that the five teachers used the whatsapp application, but some teachers added other media to their mathematics learning. some of these additional media are adjusted to the material to be given, how difficult the questions are, how the situation and conditions are, whether the situation and condition of the student supports the use of zoom/google meet or not. there are even teachers who make their own learning videos. 101 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej from the explanation above, it can be concluded that each mathematics teacher at school has different media in conveying material, but of the five teachers there are two mathematics teachers whose media is quite varied when delivering material, namely the mathematics teacher of sman 1 daha utara and sman 1 kandangan. from these data, when viewed with data on student learning motivation, student learning motivation in these two schools is also the highest compared to other schools, namely student motivation at sman 1 daha utara which is 78.3% and student motivation at sman 1 the cage is 78%. meanwhile, students' learning motivation in the three schools was only at 76.5% (sman 1 daha barat), 77.8% (sman 1 angkinang), and 76.3% (sman 1 simpur). conclusion based on the explanation above, the following conclusions can be drawn: 1. student learning motivation at sman in five sub-districts during the covid-19 pandemic is as follows: student learning motivation at sman 1 daha utara is at a percentage of 78.3% in the high category, student motivation at sman 1 daha barat is at a percentage of 76.5% with a high category, student motivation at sman 1 kandangan is at a percentage of 78% in the high category, students' learning motivation at sman angkinang is at a percentage of 77.8% in the high category, students' motivation at sman 1 simpur is at a percentage of 76.3% in the high category. judging from the data above, it can be concluded that the learning motivation of students in five smans in hulu sungai selatan regency during the covid-19 pandemic was in the high category. 2. learning mathematics during the covid-19 pandemic at hulu sungai selatan district high school a) sman 1 daha utara the teacher uses whatsapp, google classroom, google form, and if the teacher wants to do face-to-face learning during this pandemic, you can use zoom/google meet. however, what is more often used is a combination of whatsapp and google classroom. b) sman 1 daha barat the teacher uses whastapp, for the use of applications such as google meet or zoom is constrained by the network. c) sman 1 kandangan the teacher uses whatsapp, google meet/zoom and google classroom. if the material presented is a bit difficult, the teacher uses zoom/google meet by sharing ppt to explain the material, as well as google classroom and whatsapp. if the material to be delivered is considered easy, then without using google meet, but using ppt and learning videos d) sman 1 angkinang the teacher uses whatsapp and google form. whatsapp is used for providing material such as youtube links and also for discussion, while the google form is 102 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej used for daily test assessments, uts and also uas. if zoom / google meet there are students who reason that their cellphones don't support. e) sman 1 simpur teachers use whatsapp for discussions and share materials such as learning videos, giving assignments. the reason the teacher uses the whastapp application is because the students there already have everything, while for google classroom it makes it easier for teachers to store material and it's easy to assess and also because of network problems, if whatsapp and google classroom on average students can access it, if google meet and zoom many students can't because of network problems and also technical problems such as cellphones that don't support it. 3. the relationship between student learning motivation and mathematics learning during the covid-19 pandemic from the explanation above, it can be concluded that each mathematics teacher at school has different media in delivering material, but from the five teachers there are two mathematics teachers whose media are quite varied, namely mathematics teachers at sman 1 daha utara and sman 1 cage. from these data, when viewed with data on student learning motivation, student learning motivation in these two schools is also the highest compared to other schools, namely student motivation at sman 1 daha utara which is 78.3% and student motivation at sman 1 the cage is 78%. the more media the teacher uses, the higher the student's motivation. references akbar, p., hamid, a., bernard, m., & sugandi, a. i. (2018). analisis kemampuan pemecahan masalah dan disposisi matematik siswa kelas xi sma putra juang dalam materi peluang. jurnal cendekia: jurnal pendidikan matematika, 2(1), 144–153. al abiyyu, i. i., nurdin, e., & bernard, m. (2018). pengaruh pembelajaran berbasis masalah terhadap kemampuan pemecahan masalah matematis siswa sma. jpmi (jurnal pembelajaran matematika inovatif), 1 (#), 335– 360. bernard, m., & sunaryo, a. (2020). analisis motivasi belajar siswa mts dalam pembelajaran matematika materi segitiga dengan berbantuan media javascript geogebra. jurnal pendidikan matematika, 4(1), 134–143. cleopatra, m. (2015). pengaruh gaya hidup dan motivasi belajar terhadap prestasi belajar matematika. formatif: jurnal ilmiah pendidikan mipa. jurnal ilmiah pendidikan mipa, 5 (2), 168–181. dewi, l. (2017). rancangan program pembelajaran daring di perguruan tinggi: studi kasus pada mata kuliah kurikulum pembelajaran di universitas pendidikan indonesia. edutech, 16(2), 205–221. dimyati, & mudijiono. (2006). belajar dan pembelajaran. rineka cipta. iskandar, i. (2008). metodologi penelitian pendidikan dan sosial (kuantitatif dan kulitatif). gaung persada press. 103 mathematics education journals vol. 6 no. 1 february 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej komite penanganan covid-19 dan pemulihan ekonomi sosial. (2021). situasi covid-19 di indonesia. situasi covid-19 di indoensia. https://covid19.go.id/berita/data-vaksinasi-covid-19-update-9-mei-2021 lestari, k. e., & yudhanegara, m. r. (2018). penelitian pendidikan matematika. pt refika aditama. lestari, w. (2017). pengaruh kemampuan awal matematika dan motivasi belajar terhadap hasil belajar matematika. jurnal analisa, 3 (1). purnamasari. (2020). arahan jokowi untuk pemda: liburkan sekolah hingga tingkatkan layanan pasien covid-19. https://nasional.kompas.com/read/2020/03/15/14452291/arahan-jokowiuntuk-pemda-liburkan-sekolah-hingga-tingkatkan-layanan-pasien purwanto, a., rudy, p., asbari, m., hyun, c. c., wijayanti, l. m., putri, r. s., & santoso, p. b. (2020). studi eksploratif dampak pandemi covid-19 terhadap proses pembelajaran online di sekolah dasar. journal of education, psychology adn conselling, 2 (1). sardiman, a. m. (2014). interaksi dan motivasi belajar mengajar. raja grafindo. surakhmad, w. (1986). pengantar interaksi mengajar belajar dasar dan teknik metodologi pengajaran. uno, h. b. (2008). teori motivasi dan pengukurannya. bumi aksara. warmi, a., adirakasiwi, a. g., & santoso, e. (2020). motivasi dan kemandirian belajar siswa pada mata pelajaran matematika di masa pandemi covid-19. jurnal education and develpment, 8 (3). 123 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of the flipped classroom model using digital media in improving students' mathematical communication skills dinda silvia putri1, yus mochamad colily2, zukhrufurrohmah3 study program of mathematics education, universitas muhammadiyah malang indonesia email: dindasilvia2506@gmail.com corresponding author: dinda silvia putri dindasilvia2506@gmail.com abstract the flipped classroom model is a learning model in which activities usually carried out in class are changed to be carried out at home, such as material explanations by the teacher, and activities carried out at home are changed to be carried out at school, such as doing assignments. the research aims to describe the flipped classroom model using digital media to improve mathematical communication skills. this research is a qualitative descriptive study. the research subjects used were six junior high school students in batu city. in the pretest and posttest, data collection techniques to determine students' mathematical communication abilities while observation to determine teacher activities in learning uses the flipped classroom model using digital media. the instruments used are test sheets and observation sheets. data analysis techniques consist of data reduction, data presentation, and conclusion. the results showed that after using the flipped classroom model using digital media, there was an increase in mathematical communication skills. after learning according to the lesson plan, the results of observations were in the very good category. there was an increase of 53% in the indicator of the ability to write mathematical situations correctly and precisely. the indicator of the ability to write ideas or solve problems correctly and accurately increased by 33%, while the ability to write conclusions from problems using their language increased by 39%. keywords: flipped classroom model; digital media; mathematical communication skills putri, d., s., cholily, y., m., & zukhrufurrohmah. (2023). analysis of the flipped classroom model using digital media in improving students' mathematical communication skills. mathematics education journal, 7(1), 123-135. doi: 10.22219/mej.v7i1.23335 introduction during the covid-19 pandemic, learning was carried out online, where teachers in teaching used more digital media such as learning videos. according to mansyur, (2020) the impact of the covid-19 outbreak in indonesia on learning dynamics, one of which is learning is transferred to home through online learning and changes to technology-based learning media such as whatsapp group, youtube, zoom, google classroom, and others. with learning videos, students are expected to be able to understand the explanations conveyed by the teacher and feel energized and active in following the lesson. the support of digital media, such as learning videos in learning is also due to the different learning styles of students. in agreement with mahadewi et all (2020) students who have difficulty understanding material by reading learning will be helped if they use interactive learning video media. when students can understand learning material, they can communicate it. mailto:dindasilvia2506@gmail.com 124 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej digital media can be media whose contents are stored in a digital format where accessing them requires digital devices and internet network assistance. according to azmi, (2021) when online learning is carried out, learning loss occurs, namely a decrease in students' abilities due to the co-19 pandemic. so it is feared that students will experience learning difficulties after the pandemic period is over. from these conditions, using the flipped classroom is expected to improve the learning abilities of students who can study at home first by using learning videos. the flipped classroom model is a learning model in which activities usually carried out in class are changed to be carried out at home, such as material explanations by the teacher, and activities carried out at home are changed to be carried out at school, such as doing assignments. by studying at home, students can have much time to study. in addition, according to adawiah et al., (2021) research the flipped classroom model can improve students' mathematical communication skills. learning by discussion can also help improve students' mathematical communication skills. students can discuss this with friends and teachers. this agrees with ariani (2017) who says that in improving mathematical communication, students can design learning to increase the interaction of educators with students and between fellow students. according to t handayani dkk., (2018) students often need help learning mathematical material to express and capture mathematical ideas. this is related to the mathematical communication skills possessed by students. mathematical communication ability is the ability to receive mathematical ideas from other people and convey mathematical ideas to others, either in writing or orally, so that other people can understand the intent of the ideas conveyed. according to saptika dkk., (2018) students must have steps to solve a problem. a way for students to be able to solve problems is in the form of mathematical communication. having mathematical communication skills is very important for students. then afifah et al., (2018) by having mathematical communication skills, students can convey their mathematical ideas to others to improve their mathematical understanding. therefore, mathematical communication skills are abilities that students must have. nevertheless, the fact is that several studies say that junior high school mathematical communication skills are low. likewise, the schools where the research was conducted needed to improve their mathematical communication skills. therefore, researchers are interested in researching the flipped classroom model using digital media to improve students' mathematical communication skills. in the research carried out, the application used was powerpoint in making learning videos. this research focuses on written mathematical communication skills because the research of muzaki & yulianti (2021) says that the problem with mathematical communication ability is that students have more difficulty solving everyday problems in the form of story questions into mathematical symbols, besides that students are not used to write down what is meant by the problem before solving it as known and answered. therefore students often need to understand what the problem means. in previous studies, only a few studies in junior high schools examined flipped classrooms with learning videos that could improve mathematical communication skills. amirudin dkk., (2021) researched improving high school students' disposition, and mathematical communication 125 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej using edmodo-assisted flipped classrooms. ruswana (2019) examined the application of the peer instruction flipped classroom learning model to improve the mathematical solving abilities of smk students. nurrohma & purnomo, (2020) researched improving mathematical communication skills using learning videos. therefore, there is a need for research that describes learning the flipped classroom model with digital media (video) to improve the mathematical communication skills of junior high school students. research method this qualitative descriptive research aims to describe the flipped classroom model that uses digital media to improve students' mathematical communication skills. this research was conducted at the junior high school level in batu city. the sample used in this study was six students with four days of research time. the research procedures carried out were research preparation, research implementation, and research reporting. the technique of collecting data on the pretest and posttest used a written test, and to see the implementation of the flipped classroom model was done by observation. the research instruments used in this study were observation sheets and written test sheets. in analyzing the data obtained using data analysis techniques, according to miles & huberman (sugiono, 2014) there are three stages of analysis, namely 1) data reduction, namely by correcting students' written test results to determine students' mathematical communication abilities, 2) data presentation and 3) drawing conclusions or verification stages. knowing students' mathematical communication abilities can be seen from the achievement of mathematical communication abilities indicators used are adaptations of the instruments used in rachmawati et all ( 2021). the data obtained is given a score for each pretest & posttest question, and the average value of mathematical communication ability is found with the following formula. 𝑅𝑒𝑠𝑢𝑙𝑡 = 𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 36 × 100% while the data obtained is divided by the score for each practice question, and then the average value of mathematical communication ability is found with the following formula: 𝑅𝑒𝑠𝑢𝑙𝑡 = 𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 45 × 100% the score results obtained are grouped into 3 categories as follows: table 1. grouping of mathematical communication ability categories mathematical communication ability results categories 67% < result ≤ 100% high 33% < result ≤ 67% medium 0% ≤ result ≤ 33% low (aritonang, 2020) observation sheet data is used to determine the implementation of the flipped classroom model in learning. for the observation sheet, it can be seen from the total obtained by the following formula: 126 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 𝑅𝑒𝑠𝑢𝑙𝑡 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 51 × 100% after that the results are grouped into three categories as follows: table 2. classification of flipped classroom model implementation categories mathematical communication ability results categories 67% < result ≤ 100% high 33% < result ≤ 67% medium 0% ≤ result ≤ 33% low (aritonang, 2020) results and discussion the results showed that in the first study, the results of observations were 72.5% in the very good category, and the second study received 74.5% observations in the very good category. the observation sheet shows that all the flipped classroom model steps have been carried out with mostly good and some very good scores. the results of the tests carried out. namely, the pretest and posttest, which consisted of 4 questions, showed an increase in students' mathematical communication skills as seen from the achievement of the indicators. figure 1. achievement of students' mathematical communication ability indicators from the results of the pretest and posttest observations presented in figure 1, an increase in each indicator of students' communication skills was obtained. on the indicators of mathematical communication ability, namely indicator 1) the ability to write mathematical situations correctly and precisely, which has increased by 53%, in 2) the ability to write down ideas or solve problems correctly and correctly obtained an increase of 33% while in 3) the ability to write conclusions from problems with using their language obtained an increase of 39%. students' mathematical communication skills are categorized into three categories: high, medium, and low. in the research that has been done, the results are as follows 21% 74% 32% 65% 16% 55% 0% 20% 40% 60% 80% pretest postest p e rc e n ta g e o f a ch ie ve m e n t in d ic a to r improvement of mathematical communication skills indikator 1 indikator 2 indikator 3 127 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 2. categories of students' mathematical communication ability figure 2 displays a graph of the results of students' mathematical communication abilities. in the pretest written test, nine students had moderate students' mathematical communication skills, and 20 students had low mathematical communication skills. posttest results can be seen that there is an increase in students' mathematical communication skills. fourteen students had high mathematical communication skills, 13 had moderate mathematical communication skills, and two had low mathematical communication skills. based on the results of grouping mathematical communication abilities, the results of the subject selection are presented in table 3. table 3. results of the selection of research subjects no name ability subject code 1 2 3 4 5 6 fa high t1 nsz high t2 krap medium s1 atu medium s2 nhn fwr medium low s3 r1 researchers used the written test results to determine students' mathematical communication skills. the following is an analysis of the results of the test answers. a. t1 figure 3. results of the t1 pretest answers number 2 14 9 13 20 2 0 5 10 15 20 25 pretest posttest n u m b e r o f s tu d e n ts category of students' mathematical communication ability tinggi sedang rendah 128 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 4. results of posttest t1 answers number 2 t1 in figure 4 shows that the subject experienced an increase in mathematical communication skills which initially only reached one indicator: correctly and precisely, namely, writing down mathematical situations. it can be seen in figure 3 that the second indicator was not fulfilled because it needed to write down the completion steps correctly, and the third indicator was not achieved because t1 needed to write a conclusion. at the same time, the post-test results have reached three indicators of mathematical communication. in figure 4, t1 has written down what is known and asked correctly. t1 has also written the solution sequentially, correctly, and precisely. conclusions have also been written using their language correctly. b. t2 figure 5. results of the t2 pretest answers number 1 129 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 6. results of posttest t2 answers number 1 figures 5 and 6 are the results of the subject t2's pretest. these results are good but have yet to reach the indicators of mathematical communication ability. in figure 5, t2 has written known but incomplete things, while for the things asked, t2 still needs to write a question mark. as a result, the first indicator was not achieved. t2 also did not reach the second indicator because t2, in writing, the solution needed to be more coherent even though the final answer was correct. most of the conclusions written are correct and follow the questions asked, but they need to be corrected. the results of the posttest t2 were almost the same as those of the pretest, which can be seen in figure 6. t2 in writing things that were known to be complete, but in writing, things asked needed to be completed and accurate because t2 did not reach the first indicator. in writing the idea of solving the t2 problem, i have written it well, but there is one problem that still needs to be written down on how to solve it. the conclusions are also correct by writing using their language but need to be corrected. c. s1 figure 7. results of s1 pretest answers number 2 130 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 8. results of posttest s1 answers number 2 in figure 8 for pretest activities, s1 has yet to reach the mathematical communication indicator. s1 does not write down what is known, asked, and conclusions. i only wrote down the solution, but it needed to be corrected, and i needed to write down the steps for solving it. the posttest results on number 2, s1, achieved one indicator of mathematical communication: writing conclusions from problems using their language. the way to solve it needs to be completed and corrected, but the result is correct. the conclusions written follow what was asked and are correct. d. s2 figure 9. results of pretest s2 answers number 4 figure 10. posttest s2 answer results number 4 figures 9 and 10, in number 4 s2, have yet to reach the mathematical communication indicator. s2 does not write down what is known, asked, and conclusions. in solving the s2 problem, write an incomplete and inaccurate solution, but the final result is correct. s2 in this posttest, there is an increase in mathematical communication skills. s2 achieves one indicator, namely being able to write conclusions from problems using their language. this can be seen in the picture. s2 has written down what is known but not correct, and what is written in the questioned section is correct but still needs to be entirely right. the way to answer it is good enough and get the final result correct, but completing it needs to be corrected. the conclusions written are correct, following what was asked. e. s3 figure 11. results of pretest s3 answers number 3 131 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 12. posttest s3 answer results number 3 figures 11 and 12 show the work results for the s3 subject were obtained, namely that, at first, the s3 did not reach the mathematical communication ability indicator. s3 does not write down what is known, asked, and conclusions. in solving the s3 problem, writing the solution coherently and most solutions are correct, but writing the numbers needs to be corrected. the calculations still need to be corrected, so the final result is also wrong. at the posttest, s3 has not yet reached the indicator of mathematical communication ability but has an increase in mathematical communication ability. at the same time, s3 has written down what is known and asked about the questions, but it needs to be corrected and completed. most of it needs to be more precise and complete in solving the problem. writing problem-solving is also inaccurate and incomplete. the conclusions written follow the questions asked, and the results are correct but need to be corrected. f. r1 figure 13. results of pretest r1 answers number 1 from figure 13, at first, r1 did not reach the mathematical communication ability indicator—r1 in writing things that are known to be incomplete. in writing, the things asked are not quite right. in writing, how to solve most of it is not correct. some problems have not been written down on how to solve them. r1 do not write conclusions. r1 in the posttest did not reach the indicators of mathematical communication ability. 132 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej nevertheless, r1 experienced a decrease in mathematical communication ability. in this solution, r1 writes down known but incomplete things and needs to write down the problems asked. in writing how to answer incomplete, there are writing errors. most of the solutions still need to be entirely right. it can be seen in figure 14 r1 does not write a conclusion. at number 1, there is a decrease in mathematical communication ability. this can be seen in figure 13 and figure 14. the following is an analysis based on indicators of students' mathematical communication abilities: 1. write down mathematical situations correctly and precisely in the category of high communication skills, most students can write down what is known and ask correctly and precisely. in the medium category, students wrote down what was asked and answered correctly, but they needed to be more precise and write more about what was known. the low category writes down known and asked but not yet specific things. some write down only what is known or what is asked. 2. write down ideas or problem-solving correctly and precisely the high category in writing ideas in solving problems is correct primarily and written sequentially. most of what is written are correct. in the moderate category, there are those where most of the solutions are correct, and some are not. in the low category, the way to solve the problem needs to be corrected, and the presentation of the idea cannot be understood. 3. write the conclusion of the problem using their language in the high category, in conclusion, they have written conclusions using their language appropriately, but there are still those who still need to write conclusions. in the medium category, conclusions have been written, but some need to be corrected. whereas in the low category, they only write conclusions in one number, and even then, it is still not right learning with the flipped classroom model using digital media in research was done twice to get very good results. at the first meeting, the results were 72.5%, and at the second meeting, the results were 74.5% in a very good category. in aryati, (2020) it was also found that the implementation of learning using the flipped classroom model in learning mathematics was in a very good category. namely, in the first meeting, it reached 96%, and in the second meeting, it reached 100%. students' mathematical communication abilities after learning the flipped classroom model using digital media have increased students mathematical communication abilities. in line with the research of jazuli dkk., (2022) he results showed that learning activities using the blended learning model of the flipped classroom type increased mathematical communication skills. in this study, the indicator of writing mathematical situations correctly and precisely increased by 53%. some students have written down what is known and asked, and some only write down what is known or asked. this is in line with anderha & maskar, (2020) who get 50% for indicators of explaining ideas and situations orally or in writing in their language where students are good enough but still need to understand the meaning of the problem. students in writing problemsolving need to write ideas coherently. this is in line with the research of bachriani 133 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej dkk., (2021) which states that students write less structured answers. in addition, some students needed to be more careful in working on it and made mistakes in counting. in their research, ramadhan & minarti, (2018) also said that students needed help understanding the basic concepts of calculating mathematics. they tend to need to be more careful in working on questions because they want to finish quickly. in this study, some students have written conclusions correctly and correctly, some have also written conclusions even though they are incorrect, and some do not write conclusions. in line with meiliyah & setianingsih, (2019) research, which obtained students' results in the high and medium categories, they had written conclusions, while those in the low category did not write conclusions. in addition, many students found the final answer correctly in this study, but the conclusions needed to be corrected. this is in line with ismayanti & sofyan, (2021) research that students with high, medium, and low mathematical communication skills are not used to writing conclusions from the solutions that have been obtained. conclusion learning with the flipped classroom model with digital media, carried out according to the lesson plans, obtained an observation result of 72.5% at the first meeting and 74.5 at the second meeting, both of which were in the very good category. after conducting learning using the flipped classroom model with digital media, there was an increase in students' mathematical communication skills. this ability can be seen from the achievement of indicators of mathematical communication ability, where the indicator of the ability to write mathematical situations correctly and precisely increases by 53%, the ability to write down ideas or solve problems correctly and accurately increases by 33%, the ability to write conclusions from problems using their language increased by 39%. references adawiah, w. r., syaikhu, a., & nugraheny, d. c. (2021). peningkatan kemampuan komunikasi matematis dengan model flipped blended learning. mi. afifah, i. n., maya, r., & setiawan, w. (2018). analisis kemampuan komunikasi matematis siswa smp pada materi statistika. jurnal cendekia : jurnal pendidikan matematika, 1(6), 1–7. amirudin, suratman, d., & jamiah, y. (2021). pembelajaran remedial model flipped classroom berbantuan edmodo untuk meningkatkan disposisi dan komunikasi matematis siswa. jurnal pendidikan dan pembelajaran khatulistiwa, 10(1), 1–9. anderha, r. r., & maskar, s. (2020). analisis kemampuan komunikasi matematis siswa pada pembelajaran daring materi eksponensial. jurnal ilmiah matematika realistik, 1(2), 1–7. https://doi.org/10.33365/ji-mr.v1i2.438 ariani, d. n. (2017). strategi peningkatan kemampuan komunikasi matematis siswa sd/mi. muallimuna : jurnal madrasah ibtidaiyah, 3(1), 96–107. https://ojs.uniska-bjm.ac.id/index.php/jurnalmuallimuna/article/view/958 134 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej aritonang, b. (2020). ranah: jurnal kajian bahasa (penggguanaan bahasa daerah generasi muda provinsi maluku utara dan papua barat). badan pengambangan dan pembinaan bahasa. aryati, a. m. (2020). penerapan model pembelajaran flipped classroom pada pembelajaran matematika di kelas x teknik laboratorium medis smk theresiana semarang tahun ajaran 2019/2020. azmi, f. f. (2021, oktober). learning loss akibat pembelajaran jarak jauh. diambil kembali dari kampus its: https://www.its.ac.id/news/2021/10/04/learning-loss-akibat-pembelajaranjarak-jauh/ bachriani, e. n., sukoriyanto, s., & muksar, m. (2021). kemampuan komunikasi matematis tulis siswa dalam mengerjakan soal cerita statistika. jipm (jurnal ilmiah pendidikan matematika), 9(2), 85. https://doi.org/10.25273/jipm.v9i2.8324 handayani, k., mariani, s., & asikin, m. (2018). kajian konseptual pembelajaran project dengan pendekatan realistik berbantuan media youtube untuk meningkatkan kemampuan komunikasi matematis. seminar nasional pendidikan matematika ahmad dahlan, 32, 399–407. ismayanti, s., & sofyan, d. (2021). kemampuan komunikasi matematis siswa smp kelas viii di kampung cigulawing. plusminus: jurnal pendidikan matematika, 1(1), 183–196. https://doi.org/10.31980/plusminus.v1i1.1036 jazuli, l. o. a., anggo, m., fahinu, & samparadja, h. (2022). profil kemampuan komunikasi matematis mahasiswa dalam pembelajaran desain blended learning tipe flipped classroom. 13(2), 228–241. mahadewi, n. k. n., ardana, i. m., & mertasari, n. m. s. (2020). kemampuan komunikasi matematis melalui model reciprocal teaching berbantuan media interaktif. jnpm (jurnal nasional pendidikan matematika), 4(2), 338. https://doi.org/10.33603/jnpm.v4i2.3606 mansyur, a. r. (2020). dampak covid-19 terhadap dinamika pembelajarmansyur, abd rahim. “dampak covid-19 terhadap dinamika pembelajaran di indonesia.” education and learning journal 1, no. 2 (2020): 113.an di indonesia. education and learning journal, 1(2), 113. meiliyah, a., & setianingsih, r. (2019). profil komunikasi matematis tulis siswa smp dalam memecahkan masalah matematika ditinjau dari perbedaan kemampuan matematika. jurnal mathedunesa, 8(2), 318–327. muzaki, a., & yulianti, s. (2021). analisis kemampuan penalaran matematis pada materi operasi bentuk aljabar ditinjau dari disposisi matematis siswa kelas vii smp n 2 gondangrejo karanganyar …. 8(1). https://digilib.uns.ac.id/dokumen/detail/82547/analisis-kemampuanpenalaran-matematis-pada-materi-operasi-bentuk-aljabar-ditinjau-daridisposisi-matematis-siswa-kelas-vii-smp-n-2-gondangrejo-karanganyartahun-ajaran-20202021 nurrohma, f., & purnomo, e. a. (2020). the effectiveness of learning videos to improve students. prosiding seminar edusainstech, 47–54. rachmawati, l. n., cholily, y. m., & zukhrufurrohmah, z. (2021). mathematics communication mistakes in solving hots problems. infinity journal, 10(1), 135 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 69. https://doi.org/10.22460/infinity.v10i1.p69-80 ramadhan, i., & minarti, e. d. (2018). kajian kemampuan komunikasi matematik siswa smp dalam menyelesaikan soal lingkaran pembelajaran matematika yang memiliki ix smp pada materi lingkaran. journal of medives : journal of mathematics education ikip veteran semarang, 2(2), 151–161. http://ejournal.ivet.ac.id/index.php/matematika/article/view/624 ruswana, a. m. (2019). penerapan model pembelajaran flipped classroom tipe peer instruction flipped untuk meningkatkan kemampuan pemecahan masalah matematis siswa pra sejahtera. daya matematis : jurnal inovasi pendidikan matematika, 7(2), 168–183. saptika, y. a., rosdiana, f., & sariningsih, r. (2018). analisis kesalahan siswa dalam menyelesaikan soal kemampuan komunikasi matematis pada materi bangun datar. jpmi (jurnal pembelajaran matematika inovatif), 1(5), 873. https://doi.org/10.22460/jpmi.v1i5.p873-880 sugiono. (2014). metode penelitian kombinasi (mixed methods). bandung: alfabeta. 60 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students’ mathematical literacy with realistic mathematics education (rme) approach: systematic literature review farah ayyun taqiya1, dadang juandi2 1,2 mathematics education, universitas pendidikan indonesia indonesia email: farahayyun385@gmail.com corresponding author: farah ayyun taqiya, farahayyun385@gmail.com abstract this study intends to examine how the realistic mathematic education (rme) learning approach affects students' mathematical literacy skills at the primary, junior, and senior high school education levels. the systematic literature review (slr) method is employed in this investigation. 11 rme learning study findings on mathematical literacy from indexed journals published between 2016 and 2022 make up the dialysis sample. what factors, such as education level, research year, number of student samples used, or location study, affect students' mathematical literacy skills is the topic of the study. the analysis findings indicate that learning using the rme approach to mathematical literacy is increasing annually. this research is typically conducted on the island of java with a small sample size of students, specifically less than 30 students, and junior high school students are the target population. based on the review's findings, it can be concluded that using the rme approach to instruction can enhance or have an impact on students' mathematical literacy abilities. keywords: realistic mathematic education; mathematical literacy; systematic literature review taqiya, f., a., & juandi, dadang.. (2023). students’ mathematical literacy with realistic mathematics education (rme) approach: systematic literature review. mathematics education journal, 7(1), 60-72. doi: 10.22219/mej.v7i1.24103 introduction all aspects of human life cannot be separated from mathematics. the facts show that in everyday life, academic or work, everything requires the role of mathematics in the process of thinking or solving problems. mathematics becomes an important tool that plays a role in shaping the future of individuals. this shows that someone good at mathematics will be successful in life because he can take advantage of the opportunities that exist (turgut, 2021). because of the very important role of mathematics, it is not surprising that at every level of the school, there are mathematics lessons. the primary priorities of math instruction are to equip students to interact with the mathematical needs of daily life, to master fundamental numerical knowledge and skills, and to improve mathematical thinking talents that will enhance their intellectual capacity (haylock & thangata, 2007). but, students frequently believe that mathematics is a challenging subject. therefore, they quit up easier and put out less effort to mailto:farahayyun385@gmail.com 61 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej comprehend mathematics. indonesian students continue to struggle with literacy, especially when it comes to science and mathematics, according to a pisa research report (oecd, 2019). pisa results from 2015 showed that students' proficiency in all subject areas, including science, literacy, and maths, has increased in indonesia. however, indonesia's ranking did not drastically improve as a result of its pisa index accomplishments. the data demonstrate that indonesian pupils' mathematics literacy is still low. mathematical literacy is essential and it is a fundamental skill that is equally important as literacy. one of the main goals of instructional planning in schools was mathematical literacy. mathematics instruction in schools aims to enable students to develop mathematical literacy, or their capacity to utilize and apply their knowledge of mathematics in circumstances that arise outside of the classroom. in comparison to substantive mathematics, mathematical literacy has a special quality. the opinion expressed by (sumirattana et al., 2017), states that while mathematical literacy concentrated on applying mathematics to real-world situations, mathematics in schools concentrated on substantive subjects. making rational decisions and decisions, understanding the roles played by mathematicians in the world, understanding mathematical concepts, and solving problems presented to students in the context of real-world situations are some activities that can promote mathematical literacy. to be deemed mathematically literate, pupils must be able to read, analyze, and write mathematical materials (such as numbers, symbols, and images). through pisa, an oecd examination that started in 2000, mathematical literacy has taken on major importance. rico (sáenz, 2009) clarified that pisa, however, revolves around the functional model of mathematics learning through creating abilities that are directly related to the actual world and is frequently not immediately related to the mathematical curriculum given in schools. the application of realistic mathematical notions that are centered on the usage of contextual mathematics is therefore observed to be closely related to this concept. even though it has been mentioned that kids are in dire need of mathematical literacy skills, they still do not fully possess this area of expertise. to further apply mathematics to real-world situations, teachers play a crucial role in empowering students' mathematical experiences. (martin, 2007) also suggested that instructors' instructional techniques, not the subjects they were teaching, were the cause of students' lack of mathematical literacy. the memorization of mathematical principles or formulae that were irrelevant to students' real-world situations or experiences was one of the traditional teaching strategies that failed to improve students' mathematical literacy. therefore, it was required to look for a better approach or instructional procedure to create and improve students' mathematical literacy. the learning process of pupils is positively impacted by the use of methods and strategies that are based on various approaches. it is possible to say that this circumstance is one of the factors to be considered during the teaching process (piht & eisenschmidt, 2008). 62 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning realistic mathematics education (rme), which is intended to inspire students' excitement for learning so that, in the end, it is predicted to be able to increase students' literacy abilities, is one strategy that can be used to improve students' mathematical literacy. rme is one of the strategies that molds mathematics instruction. the freudenthal institute furthered the rme paradigm of mathematics instruction proposed by dutch mathematician hans freudenthal (treffers, 1993). rme learning's basic tenet is that pupils need to have the chance to revisit mathematical ideas. it is thus a viable model that combines open problembased learning, teamwork in the classroom, error analysis, and problem-solving in the real world (hidayat & iksan, 2015). because learning is built on the idea of respecting each other's opinions when solving mathematical problems, rme can be seen as an approach that prioritizes social processes. as previously mentioned, this study will give an overview of the analysis of mathematical literacy skills in students using the realistic mathematics education (rme) approach. teachers can utilize the research findings as a guide and reference to figure out the effect of realistic mathematical education (rme) learning on mathematical literacy abilities. therefore, gathering data is a crucial slr stage. the researcher developed numerous pertinent questions using the research information gathered, including the following: 1. how does the description of rme's impact on students' mathematical literacy depend on the academic year? 2. how does the description of rme's impact on students' mathematical literacy depend on the level of study? 3. how does the description of rme's impact on students' mathematical literacy depend on the sample size? 4. how does the description of rme's impact on students' mathematical literacy depend on the search of location?. research method a systematic literature review (slr) was employed as the methodology. a quantitative descriptive survey-based research methodology was used (littell, corcoran, & pillai, 2008). a survey on literacy mathematics and realistic mathematical education methods was conducted using secondary data from primary research. the slr aims to synthesize all research results based on several specific questions using an orderly and clear procedure. and (juandi, 2021) has shown that a decent slr takes the necessary procedures to reduce bias and mistakes. because bias can be present in both the original study and the publications, as well as being cumulative, this is particularly crucial in research synthesis. this study is divided into three phases: data gathering, data analysis, and conclusion-making. indexed journal articles are sources of information from published primary studies. direct journal urls are also used in the data collection process along with indexed electronic databases like google scholar, research 63 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej gate, and publish or perish. to find the most pertinent items, the entire collection was removed. the analysis stage will begin with all extracted articles. inclusion criteria utilizing the inclusion criteria, the data were chosen. a study subject must complete inclusion requirements in order to be considered a representative of research samples (notoatmodjo, 2012). following are the selection standards that have been established: 1. the research used to write this essay was on mathematics instruction. 2. from 2016 to 2022, the article will be published. 3. the realistic mathematics education paradigm is the source of the study on enhancing students' mathematical literacy. 4. elementary school, junior high, and senior high school studies are the samples used. research instrument a checklist for observations or data pertaining to the inclusion criteria served as the research tool. criteria include those based on the year of the study, the level of study, the sample size, the research site, the learning model utilized, and the required statistical data including the standard deviation and the mean of the posttest results. population and sample all experimental research on the realistic mathematic education approach in students' mathematical literacy makes up the population of this study. 2 relevant article samples were obtained that met the criteria for inclusion. data collection technique the realistic mathematic education method in students' mathematical literacy was the focus of publications utilized as data gathering approaches in this study. using the keywords "rme and literacy mathematics”, "realistic mathematic education and literacy mathematics”, "prmi dan literasi matematika”, and "rme dan literasi matematika” as many as 27 articles were discovered. the following stage was to choose 23 publications that met the research questions. 11 particular publications with research questions and inclusion standards were located in the last phase. results and discussion the research findings that have been adjusted in accordance with the data are presented in this part. tables and graphs can be used in research presentation to visually display the findings. the research's findings are consistent with the issues raised, allowing for the sub-sectionalization of this section's explanation. the author's review of the study's findings is included in the discussion. the foundation for this study comes from earlier research and theories that go along with it. on the 64 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej basis of this, the research's findings can be revealed and explained by comparing or validating them. table 1. research results related to realistic mathematic education approach to mathematics literacy authors, year, vol (no), and research site sample size (students) year of the study level of education research result septi dini lestari dkk, 2019, 8(2), in java (lestari, 2019) < 30 2018 junior high school the study's findings discovered that: (1) team assisted individualization learning with rme approach recitation has good quality; (2) students with high mathematical dispositions master the components of communication, mathematizing, reasoning & argumentation, and devising strategies very well; (3) the components of using symbolic, formal, and technical language and operation were well mastered; (4) and the other two components are quite well mastered. andi permana sutisna dkk, 2018, 6(1), in java (sutisna et al., 2018) < 30 2018 elementary school the impact of the rme technique on mathematical literacy shows that it is relevant to enhancing mathematical literacy skills. sunisa sumirattana dkk, 2017, 38(2), in thailand (sumirattana et al., 2017) > 30 2017 junior high school students in the experimental group demonstrated more mathematical literacy than those in the control group, demonstrating that the dapic problemsolving method and realistic mathematics instruction may both improve students' mathematical literacy. novita sari dkk, 2022, 8(2), in sumatra (sari et al., 2022) < 30 2022 junior high school regarding the high level of srl, students' ml improvement was higher for those who received blended learning based on rme than for those who received traditional learning, and vice versa at the low level. additionally, after receiving mixed learning based on rme, students' ml development was marginally higher for those with high srl than for those with 65 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej low srl, and the opposite was true after receiving traditional learning. uba umbara dkk, 2019, 8(2), in java (umbara & nuraeni, 2019) < 30 2019 junior high school it's conceivable that the rme learning, which is based on adobe flash professiona cs6 and always emphasizes self regulated learning, is responsible for improving students' mathematical literacy skills. marita eka istiana dkk, 2020, 8(3), in java (istiana et al., 2020) < 30 2020 elementary school obtained sig. (2-tailed) 0,000. because of sig. (2-tailed) 0,000 < 0,05 then h0 is rejected. it suggests that students taught using the realistic mathematics education model had greater mathematical literacy skills than those taught using the tps paradigm. r fauzana dkk, 2020, -, in java (fauzana et al., 2020) < 30 2020 junior high school the mathematical literacy of students who were taught utilizing the rme technique can be enhanced. it is well known that the pupils' mathematical literacy skills fall into the intermediate category according to n-gain data. conclusion: the teaching-learning process using this rme approach can be used repeatedly on the right material to maximize the development of mathematical literacy abilities. ayunis dkk, 2021, 5(6), in sumatra (ayunis & belia, 2021) < 30 2021 elementary school obtained sig < 0.05, then ho is rejected. it means that conceptual understanding of students taught by rme is higher than the conceptual understanding of students taught by conventional learning. wa sudi dkk, 2022, 3(2), in sulawesi (wa sudi, jafar, kadir, 2022) < 30 2019 junior high school the application of an effective realistic mathematics learning approach to students' mathematical literacy, this can be seen from the average mathematical literacy of the experimental class students is higher than the average mathematical literacy of the control class students prastika istiqomah dkk, 2021, 10(4), in < 30 2021 junior high school the rme learning model is more effective in influencing mathematical literacy skills 66 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sumatra (prastika istiqomah, kamid, 2021) compared to conventional learning, and self-efficacy in the high and medium categories influences more mathematical literacy skills than the selfefficacy of students in the low category. two-way anova test results on the first hypothesis shows that the significance value is 0.000 <0.05. it means that ther is the influence of the realistic mathematics education (rme) learning model. nisvu nanda saputra dkk, 2021, 14(1), in java (saputra et al., 2021) < 30 2021 junior high school significant value (2-tailed) < 0.05. thus, pupils who learn utilizing the rme method module with banten cultural values have greater mathematical literacy skills than those who learn conventionally. this study demonstrates that the rme approach module that integrates literacy stages with banten cultural values can enhance students' mathematical literacy abilities. criteria-based data the inclusion criteria will be categorized in the table that follows based on four moderating variables: the year of research, the depth of the research, the location of the research, and the sample size. in table 2, descriptive data are shown. tabel 2. criteria-based data criteria frequency year of study 2015-2016 0 2017-2018 3 2019-2020 4 2021-2022 4 level of education elementary school 3 junior high school 8 sample size > 30 1 < 30 10 research location in java island 6 outside java island 5 table 2 shows the results of research related to the rme approach to mathematical literacy skills that have been analyzed. most of the studies analyzed were quasi-experimental studies that met the inclusion criteria of 11 studies. obtained from various sources such as google scholar, scopus or other search tools. related articles are articles indexed by sinta or scopus. research related to the 67 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej effect of rme on mathematical literacy skills is increasing and developing every year. the research was conducted in primary schools and junior high schools involving a sample of students of less than 30 to more than 30. research has also been carried out both on the island of java, outside java and even abroad. year of study research related to the use of the rme approach in learning mathematics has been carried out in recent years in indonesia (ningsih, 2014). research develops and multiplies every year. this can be known based on the results of a meta-analysis by (tamur et al., 2020). however, research related to the rme implementation approach with other learning models is still rarely carried out by researchers in indonesia, such as those conducted by (istiana et al., 2020; maslihah et al., 2021; saputra et al., 2021; sari et al., 2022; sutisna et al., 2018). some of these studies show the results of research using the rme approach to students' mathematical literacy. figure 1. study criteria based on the year of research based on figure 1, information shows that there is an increase in research trends related to learning with the rme approach to mathematical literacy. this is supported by the curriculum in indonesia which is developing according to the demands of expertise expected by the program for international student assessment (pisa) to be able to master mathematical literacy as a basis for mastering other skills. level of education based on the meta-analysis research conducted by (tamur et al., 2020) shows that rme has been implemented at all levels of education from primary school to senior high school. however, in the primary studies analyzed by the researchers in this article, only the implementation of rme was found on mathematical literacy at the primary school and junior high school levels. 2015-2016 2017-2018 2019-2020 2021-2022 number of studies 68 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2017-2018 2019-2020 2021-2022 < 30 student > 30 students the implementation of the rme approach to mathematical literacy tends to be carried out at the junior high school level and the primary school level, as can be seen in figure 2. there are more studies at the junior high school level than at the primary school level. this is supported by piaget's theory regarding the stages of cognitive development of students, in which junior high school students are in the formal operational stage, namely at the age of eleven to fifteen years or known as adolescence. teenagers at this age think in a more idealistic, critical and logical way. while rme learning is an approach that is carried out with the aim of developing idealistic, logical and critical patterns in solving problems which is in line with constructivism theory which emphasizes student activities to be able to practice and apply what has been learned and build their own concepts. according to (bunga et al., 2016) the rme approach is closely related to constructivism theory in which learning emphasizes real contexts that surround everyday life. the rme approach requires students to build their own knowledge to make it more meaningful. figure 2. study criteria based on the level of education sample size the sample size criteria used in this study were less than or more than 30 students. the results of the analysis are shown in figure 3. figure 3. study criteria based on the sample size 2017-2018 2019-2020 2021-2022 primary school junior high school 69 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2017-2018 2019-2020 2021-2022 java island outside of java island based on the results of research that has been reviewed in recent years such as research by (istiana et al., 2020; sari et al., 2022; sumirattana et al., 2017; sutisna et al., 2018; umbara & nuraeni, 2019), the dominant sample size distribution used in rme learning research on mathematical literacy is a sample with a small scale or less than 30 students. this indicates that the rme approach is more effectively applied to small class sizes so that the goal of increasing mathematical literacy can be achieved properly. research location based on the research location, there are two groups: java and outside java. the data shown in figure 4 were acquired as follows. figure 4. study criteria based on the research location based on figure 4 it can be interpreted that research on rme and mathematical literacy has been carried out on the island of java or outside java and even abroad. however, most research is carried out on the island of java, such as research conducted by (fauzana et al., 2020; saputra et al., 2021; umbara & nuraeni, 2019). while research outside java and abroad has also been carried out by several researchers such as (sari et al., 2022; sumirattana et al., 2017; wa sudi, jafar, kadir, 2022). this can be a reference for other researchers to be able to maximize further research outside java to maximize the effectiveness of the rme approach to increasing mathematical literacy. the effectiveness of the rme approach to students' mathematical literacy abilities the primary studies analyzed provide information that the rme approach in learning mathematics is quite effective and has an influence on improving mathematical literacy skills (fauzana et al., 2020; larasaty et al., 2018; lestari, 2019; prastika istiqomah, kamid, 2021; purwanti, 2019; saputra et al., 2021; sari et al., 2022; sumirattana et al., 2017; sutisna et al., 2018; suyitno et al., 2018; umbara & nuraeni, 2019; wa sudi, jafar, kadir, 2022). this research can be a reference for teachers in improving students' mathematical literacy skills by using the rme approach in the learning process. as for the use of the rme approach to 70 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students, namely mathematics feels more relevant, meaningful, and interesting, not too abstract and not too formal then this approach prioritizes "learning by doing" learning and takes into account the level of student’s abilities so that students are able to construct mathematical concepts through their experiences and activities in see the real context that surrounds everyday life conclusion studies discussing realistic mathematical education (rme) learning on students' mathematical literacy abilities for six periods, especially in 2017-2022 it has increased every year. this shows that rme has received a lot of attention to be studied and studied further in improving mathematical literacy skills as the demands on students must be met. the research above is research indexed by google scholar, sinta, and scopus are still minimal. research on the problem-based learning model was mainly carried out at the junior high school level outside java with a sample size of 30 people or more. the results of the analysis of these 11 articles show that learning with the rme approach can increase or influence the increase in mathematical literacy skills. references ayunis, & belia, s. (2021). pengaruh pendekatan realistic mathematics education (rme) terhadap perkembangan literasi matematika siswa di sekolah dasar. 5(6), 5363–5369. bunga, n., isrok’atun, & julia. (2016). pendekatan realistic mathematics education untuk meningkatkan kemampuan koneksi dan komunikasi matematis siswa. jurnal pena ilmiah, 1(1), 441–450. fauzana, r., dahlan, j. a., & jupri, a. (2020). the influence of realistic mathematics education (rme) approach in enhancing students’ mathematical literacy skills. journal of physics: conference series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032052 istiana, m. e., satianingsih, r., & yustitia, v. (2020). pengaruh realistic mathematics education terhadap kemampuan literasi matematika siswa. union: jurnal ilmiah pendidikan matematika, 8(3), 423–430. https://doi.org/10.30738/union.v8i3.8446 juandi, d. (2021). heterogeneity of problem-based learning outcomes for improving mathematical competence: a systematic literature review. journal of physics: conference series, 1722(1). https://doi.org/10.1088/1742-6596/1722/1/012108 larasaty, b. m., mustiani, & pratini, h. s. (2018). peningkatan kemampuan literasi matematika siswa kelas viii smp bopkri 3 yogyakarta melalui pendekatan pmri berbasis pisa pada materi pokok spldv. prosiding seminar nasional etnomatnesia, 622–633. https://jurnal.ustjogja.ac.id/index.php/etnomatnesia/article/view/2393 71 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej lestari, s. d. (2019). mathematical literacy ability and mathematical disposition on team assisted individualization learning with rme approach and recitation. 8(2), 157–164. maslihah, s., waluya, s. b., rochmad, kartono, karomah, n., & iqbal, k. (2021). increasing mathematical literacy ability and learning independence through problem-based learning model with realistic mathematic education approach. journal of physics: conference series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042123 ningsih, s. (2014). realistic mathematics education: model alternatif pembelajaran matematika sekolah. jpm iain antasari, 01(2), 73–94. piht, s., & eisenschmidt, e. (2008). pupils ’ attitudes toward mathematics : comparative research between estonian and finnish practice schools. learning, 9. prastika istiqomah, kamid, m. h. e.-h. (2021). pengaruh model realistic mathematics education terhadap kemampuan literasi matematika ditinjau dari self efficacy siswa. aksioma: jurnal program studi pendidikan matematika, 10(4), 2775–2783. purwanti, k. (2019). mathematical literacy ability with rme (realistic mathematics education) approach in fifth grade students. in journal of physics: conference series (vol. 1321, issue 2). https://doi.org/10.1088/17426596/1321/2/022118 saputra, n. n., safitri, p. t., pamungkas, a. s., tangerang, u. m., sultan, u., & tirtayasa, a. (2021). melalui penggunaan modul berbasis pendekatan realistic mathematics education. jurnal penelitian matematika, 14, 12– 24. sari, n., nuraeni, z., & sukmaningthias, n. (2022). interaction between rmebased blended learning and self-regulated learning in improving mathematical literacy. 8(may), 631– 644. sumirattana, s., makanong, a., & thipkong, s. (2017). using realistic mathematics education and the dapic problem-solving process to enhance secondary school students’ mathematical literacy. kasetsart journal of social sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001 sutisna, a. p., budi, a. s., & noornia, a. (2018). the influence of the realistic mathematics education approach and early mathematical ability to mathematical literacy. 6, 798– 801. suyitno, h., karyadi, & dwidayanti, n. k. (2018). analysis the ability of students mathematical literacy on the realistic mathematic education learning with the loads of the character of islam. unnes journal of mathematics education research, 7(1), 18–25. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/22560 tamur, m., juandi, d., & adem, a. m. g. (2020). realistic mathematics education in indonesia and recommendations for future implementation: a meta 72 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis study. jtam | jurnal teori dan aplikasi matematika, 4(1), 17. https://doi.org/10.31764/jtam.v4i1.1786 umbara, u., & nuraeni, z. (2019). implementation of realistic mathematics education based on adobe flash professional cs6 to improve mathematical literacy. infinity journal, 8(2), 167. https://doi.org/10.22460/infinity.v8i2.p167-178 wa sudi, jafar, kadir, s. (2022). efektivitas pendekatan pembelajaran matematika realistik terhadap literasi matematika siswa. 3(2), 160–171 100 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students' analytical thinking ability and mathematical communication using online group investigation learning model jihan azizah al-hanifah1, yus mochamad cholily2, siti khoiruli ummah3 study program of mathematics education, universitas muhammadiyah malang indonesia email: jihanazizah.alh@gmail.com corresponding author: jihan azizah al-hanifah jihanazizah.alh@gmail.com abstract analytical thinking and mathematical communication are abilities included in the learning process objectives. this study aims to describe students' analytical thinking skills and mathematical communication using the online group investigation cooperative learning model. the subjects of this research were 30 students of class viii-c. the type of research used is descriptive qualitative. the data to determine the implementation of learning and the ability to think analytically and communicate mathematically are observations, documentation, and tests. the study results show that the online group investigation type cooperative learning model implementation takes place following the steps of group investigation learning. the results of the ability to think analytically and communicate mathematically meet all indicators. the distinguishing indicator of analytical thinking ability is the most widely achieved, and the one that has yet to be completed much is the attributing indicator. so that students' analytical thinking skills have an analytical category. the most widely conducted indicator of mathematical communication ability is the indicator of expressing mathematical ideas in writing. what has yet to be widely achieved is the indicator of analyzing and evaluating mathematical concepts. so that students' mathematical communication skills have a mathematical category. keywords: analytical ability; mathematical ability; group investigations; online al-hanifah, j., a., cholily, y., m., & ummah, s., k.. (2023). analysis of students' analytical thinking ability and mathematical communication using online group investigation learning model. mathematics education journal, 7(1), 100-113. doi: 10.22219/mej.v7i1.23342 introduction the development of technology has changed the pattern of people's lives by following its development and knowing how to use it to make life easier. technological developments encourage potential in various fields, one of which is education (hussin, 2018). technology for the world of education is a tool that can be used as a medium in the learning process. no longer limited to a classroom, the use of technology has made it possible for distance learning to create teaching methods inside and outside the classroom (almeida & simoes, 2019). there are two ways to do the learning process: offline and online. online learning is an educational innovation that involves elements of information technology in learning (fitriyani et al., 2020). meanwhile, kurniawan et al., (2020) said that online learning is the result of learning delivered electronically using computers and computer-based media as stated (solikhin & fauziah, 2021) that in online learning, applications such as whatsapp, google classroom, and zoom can be used to interact between teachers mailto:jihanazizah.alh@gmail.com 101 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and students when carrying out the online learning process. anggraini (2018) said that e-learning, or online learning, is created to overcome the limitations between educators and students, especially in terms of space and time. this facilitates interaction between students and educators by ignoring these limitations. apart from that, winarti & norhayan (2021) said that online learning is also the impact of the pandemic. even though learning is done online, learning must still pay attention to achieving the learning objectives. analytical thinking and mathematical communication are abilities included in the learning process objectives. the ability to think analytically and communicate mathematically is essential for students to have and master learning mathematics (sriwahyuni et al., 2018). analytical thinking is a student's ability to structure information into related pieces of information and determine the relationships between parts (anggraini, 2018). the ability to think analytically is related to distinguishing, organizing, and attributing (aprilia & ramlah, 2020). the ability to think analytically can develop the ability to solve problems, analyze data, and use information well (annisa et al., 2016). in addition, according to ilma et al., (2017) the ability to think analytically in solving problems is also influenced by learning styles. not only thinking analytically in general, but communication is also a way to convey messages from the giver to the recipient to inform opinions or behavior, either in writing or orally (wijayanto et al., 2018). according to khadijah et al., (2018) communication is a relationship or exchange of opinions. mathematical communication also means conveying, understanding, and accepting other people's mathematical ideas carefully, critically, analytically, and evaluatively to strengthen understanding (babys, 2020). mathematical communication skills are related to expressing mathematical ideas in writing, analyzing mathematical ideas in writing, and expressing mathematical situations into mathematical models (maulyda, 2020). group investigation is cooperative learning that emphasizes students to be more active in learning activities (hartoto, 2016). meanwhile, according to nisa et al., (2018) group investigation is a learning model that allows students to be directly and actively involved in the learning process from the beginning to the end of the learning activity. meanwhile, according to previous research, the group investigation learning model has advantages for students: being independent and cooperative and fostering students' analytical thinking skills and mathematical communication (perwitasari et al., 2016). the group investigation learning model has objectives, including so that students can think analytically and communicate in learning activities. cooperative learning with the group investigation type trains students to think at a higher level, think independently, and involve students in the learning process of investigating the problems given by the teacher (linuhung & sudarman, 2016). however, because of online learning, how are students' analytical thinking skills and mathematical communication using the group investigation learning model? based on this, it is necessary to have an analysis to describe students' analytical thinking skills and mathematical communication using the online group investigation type cooperative learning model in class viii students with statistics material. this is because analytical thinking and mathematical communication are essential abilities. after all, they are one of the fundamental abilities. because of the explanation above, this study aims to describe students' 102 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analytical thinking and mathematical communication skills using group investigation (gi) cooperative learning online. research method this research uses descriptive qualitative research. this research uses descriptive qualitative aiming to describe students' analytical thinking and mathematical communication skills using the group investigation type cooperative learning model online based on the actual conditions during the study. this research was conducted at nu pakis middle school, pakis district, malang regency, in the even semester of the 2021/2022 academic year. the subjects of this study were 30 students in class viii-c. research subjects as the primary source to obtain the data studied. the material used for collecting qualitative data is class viii statistical material. qualitative test results were obtained from qualitative data analysis and observations of the online learning process. data collection techniques used in this study were tests, observations, and documentation. the data collection used is to obtain the correct data according to research needs. the observation sheet was used in the first data collection to implement the group investigation learning model online. the second data collection in the form of a test sheet is used to determine the ability to think analytically and communicate mathematically in writing. the third data collection is in the form of documentation used as evidence, where evidence is in the form of pictures during online learning activities. through documents, researchers can measure the ability to think analytically and communicate mathematically in writing that is done. the data analysis stage that will be carried out consists of three components, namely, 1) data reduction, 2) data presentation, and 3) conclusion. the score or value of the assessment of the ability to think analytically and communicate mathematically is analyzed using a percentage technique. in addition, teacher and student activities were also analyzed using percentage techniques. calculation of the percentage of analytical thinking ability of each student, namely: 𝑥 = 𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑇𝑜𝑡𝑎𝑙 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒 × 100% the intervals and categories of student test results are as follows: table 1. categories of analytical thinking ability score categories 0 ≤ score ≤ 40 low 40 ≤ score ≤ 70 middle 70 ≤ score high the calculation of the classical average of students' analytical thinking skills is calculated by: 𝑃𝑎 = 𝐶 𝑁 × 100% information: 𝑃𝑎 = percentage of analytical thinking ability 103 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 𝐶=total score achieved 𝑁= maximum amount based on the acquisition of each student's score, will be divided into four categories of analytical thinking ability levels which are presented in table 2 table 2. levels of analytical thinking ability percentage of analytical thinking ability (pa) categories 0 ≤ pa ≤ 25% not analytical 25% ≤ pa ≤ 50% less analytical 50% ≤ pa ≤ 75% analytical 75% ≤ pa very analytical calculation of the percentage of mathematical communication ability of each student, namely: 𝑥 = 𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑇𝑜𝑡𝑎𝑙 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒 × 100% the intervals and categories of student test results are as follows: table 1. categories of mathematical communication ability score categories 0 ≤ score ≤ 40 low 40 ≤ score ≤ 70 middle 70 ≤ score high the calculation of the classical average of students' mathematical communication ability is calculated by: 𝑃𝑚 = 𝐶 𝑁 × 100% information: 𝑃𝑚 = percentage of mathematical communication ability 𝐶=total score achieved 𝑁= maximum amount based on the acquisition of each student's score, will be divided into four categories of mathematical communication ability levels which are presented in table 2 table 2. levels of mathematical communication ability percentage of mathematical communication ability (pm) categories 0 ≤ pm ≤ 25% not analytical 25% ≤ pm ≤ 50% less analytical 50% ≤ pm ≤ 75% analytical 75% ≤ pm very analytical 104 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion 1. description of learning activities in the learning activities of this research, it was found that the online group investigation cooperative learning model was implemented following the steps of group investigation learning. from the first to the fourth meeting, students are gathered in the whatsapp group class; then, students are divided into groups of 4-5. students are given worksheets, and educators carry out the learning process by giving instructions to the whatsapp group. students plan to learn assignments, carry out investigations, prepare reports on the results of investigations, and present reports on the results by presenting them via audio and evaluation. in the learning process, 20 aspects are observed by the teacher after applying the group investigation cooperative learning model online. based on student activities during learning, the results of observations of student activity obtained a score of 64%, which means that, generally, the activities of class viii-c students of smp nu pakis fall into the excellent category. in addition, during the learning process, not only student activity is observed. in the implementation of learning, observations were made with 20 aspects observed by the homeroom teacher through the whatsapp class group. based on teacher activity during learning, the results of observations of teacher activity on the learning process obtained a score of 96.25% in the perfect category. applying group investigation-type cooperative learning is intended so that students can practice analytical thinking skills and mathematical communication through this learning. 2. description of analytical thinking ability the percentage of achievement that will be sought is the ability to think analytically with the data obtained from the knowledge test containing four questions. based on the analysis of data from 30 students with 26 students who worked on statistical material test questions, that students' analytical thinking abilities are presented in table 7. table 7. average analytical thinking ability based on knowledge test scores number of indicator analytical thinking ability indicator score overall score average of each indicator (%) i1 differentiating 201 360 56% i2 organizing 173 360 48% i3 attributing 178 360 49% overall average 51% category analitic based on table 7, the average analytical thinking ability of class viii-c students is included in the analytical category with a percentage of 51%. it is presented based on the results of the category of analytical thinking abilities in the table below. 105 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 8 results of the analytical thinking ability category score categories total percentage 0 ≤ score ≤ 40 low 4 13% 40 ≤ score ≤ 70 middle 22 73% 70 ≤ score high 4 13% based on table 8, there are three categories, namely high, medium, and low ability. the following results of student work are described: 1) students with high ability a03 is the code for students with high analytical thinking skills. the following are the results of student a03's answers with high ability in solving the questions presented in the image below. figure 1. student work results a03 based on the test results in figure 1, it is the result of students' analytical thinking based on indicators of analytical thinking (fitriani et al., 2021). student a03 can differentiating by sorting out the parts related to writing down what is known and what is asked in the problem. student a03 wrote down what was known in the question, namely the values of the 30 students who took the test, 20 students with a score of 80, 8 students with a score of 90, and 2 students with a score of 100. then students also wrote down what was asked in the question, namely, the average value class average. this proves that student a03 fulfills the distinguishing indicator by writing down what is known and what is asked in the questions, according to figure 1. student a03 can organizing and identify related parts by identifying something known through completion. student a03 identifies something that is known by writing down the solution, namely mean = (20×80)+(8×90)+(2×100) 30 = 1600+720+200 30 = 2520 30 = 84. this proves that student a03 fulfills the organizing indicator by identifying related parts and something that is known by solving it, as shown in figure 1. then student a03 can be attributed to determining goals by solving these problems and concluding. student a03 determines the goal by solving the problem and concludes by writing the conclusion from solving the problem that the conclusion from solving the problem asked is. that the average class score on the written test is 84. this proves that student a03 fulfills the attribution 106 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej indicator by writing the conclusion from solving problems that have been done, as shown in figure 1. 2) students with moderate ability n17 is the code for a student with a moderate category of analytical thinking ability. the following are the results of the answers of students n17 with moderate abilities in solving the questions presented in the image below. figure 2. student work results from n17 based on the test results in figure 2 it is the result of student n17's work. student n17 can differentiating by sorting out the parts related to writing down what is known but not quite right and does not include what is asked in the problem. student n17 writes down what is known in the problem: the number of students is 30, the value of 20 students = 80, the value of 8 students = 90, and the value of 2 students = is 100. however, student n17 needs to write down what is asked in the problem. this proves that student n17 can discriminate but still needs to correctly fulfill the indicators of distinguishing. student n17 only writes down what is known but not what is asked in the questions, according to figure 2. n17 students can organize (organizing) and identify related parts by identifying something known by solving it. student n17 identifies something that is known by writing down the solution, namely mean = jumlah nilai seluruh siswa banyak siswa = (20×80)+(8×90)+(2×100) 30 = 1600+720+200 30 = 2520 30 = 84. this proves that student n17 fulfills the organizing indicator by identifying related parts by identifying something that is known by solving it, as shown in figure 2. then student n17 is less able to attribute by not setting goals in solving the problem by concluding. student n17 did not write the conclusion of the problem in the problem. answer 84 is correct but needs to be corrected because n17 does not conclude it and has analytical abilities in the moderate category. this proves that student n17 still needs to fulfill the attributing indicator by not setting goals in solving the problem by concluding, as shown in figure 2. 3) students with low ability s27 is the code for students with low analytical thinking skills. the following are the results of the answers of s27 students with low ability to solve the questions presented in the image below.. 107 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 3. results of s27 student work based on the test results in figure 3 it is the result of the s27 student's work. s27 students cannot differentiating by sorting out the parts related to writing down what is known and asked. s27 students did not write down what was known and asked questions like in figure 3. there was no known or asked information. this proves that s27 students need to meet the distinguishing indicators because students need to sort out the parts related to writing down what is known and asked in the questions. s27 students are also less able to organize (organizing) by not accurately identifying related parts or identifying something known by its solution. student s27 only answered (20 × 80) + (8 × 90) + (2 × 100) = 1600 + 720 + 200 = 2520 ÷ 30 = 84 as in figure 3. the answer is correct but not quite right because s27 needed to identify between what is known and the material and how to solve it. this proves that s27 students do not meet the organizing indicators because they need to identify the parts related by identifying something known by its solution. then s27 students are less able to attribute by not setting goals in solving problems and concluding. answer 84 is correct but needs to be corrected because s27 does not conclude it and has low category analytical ability. so it was concluded that s27 students had low analytical thinking skills because they needed to fulfill the three indicators. 3. description of mathematical communication ability the percentage of achievement that will be sought is the ability to communicate mathematics with data obtained from the knowledge test, which contains four questions. based on the analysis of data from 30 students with 26 students who worked on statistical material test questions, the students' mathematical communication skills are presented in table 9. table 9. average mathematical communication ability based on knowledge test scores number of indicator indicator of mathematical communication ability score overall score average of each indicator (%) 𝐼1 express mathematical ideas in writing. 198 360 55% 𝐼2 analyze, and evaluate mathematical ideas in writing 172 360 48% 𝐼3 stating a mathematical situation into a mathematical model 194 360 54% overall average 52% category matematics 108 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on table 9, the average mathematical communication ability of class viii-c students is included in the mathematical category with a percentage of 52%. it is presented based on the results of the category of mathematical communication skills in the table below. table 10. results of the mathematical communication ability category score categories total percentage 0 ≤ score ≤ 40 low 5 17% 40 ≤ score ≤ 70 middle 20 67% 70 ≤ score high 5 17% based on the categories in table 10, there are three categories: high, medium, and low abilities. the following results of student work are described: 1) students with high ability d09 is a student code with a high category of mathematical communication skills. the following are the results of the answers of d09 students with high ability in solving the questions presented in the image below. figure 4. d09 student work results based on the test results in figure 4 it is the result of students' work based on mathematical communication indicators according to (maulyda, 2020). d09 students can express mathematical ideas by writing down what information is known and asking from a problem in the problem. student d09 writes down what is known in the problem. namely, 20 students get a score of 80, 8 students get a score of 90, and 2 students get a score of 100 is the known part. then student d09 also wrote down what was asked in the question, namely the average class score. this proves that d09 students fulfill the indicators in expressing mathematical ideas by writing down what information is known and asking from a problem in the problem, as shown in figure 4. d09 students can analyze or evaluate mathematical ideas in writing in carrying out plans to solve problems in questions. d09 students analyze and evaluate mathematical ideas in carrying out plans to solve problems by writing down how to solve them, namely mean = amount of data lots of data = (20×80)+(8×90)+(2×100) 30 . this proves that d09 students fulfill the indicators of 109 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analyzing or evaluating mathematical ideas in writing in solving problems in questions, as shown in figure 4. then students can express mathematical situations or problems into mathematical models and conclude. d09 students expressed solving mathematical problems into a mathematical model and concluded by writing them into their mathematical form, namely mean = amount of data lots of data = (20×80)+(8×90)+(2×100) 30 = 1600+720+200 30 = 2520 30 = 84 and the conclusion is that the average class score on the written test is 84; this section is part of modeling a problem to a mathematical model and concluding. this proves that student d09 fulfills the indicators of expressing a mathematical situation into a mathematical model, as in figure 4. 2) students with moderate ability f10 is a student code with a moderate category of mathematical communication skills. following are the results of the answers of f10 students with high ability in solving the questions presented in the image below. figure 5. f10 student work results based on the test results in figure 5 it is the result of f10 students' work. f10 students can express mathematical ideas by writing down what information is known, but it needs to be more precise by not including what is asked of a problem in the problem. student f10 writes down what is known in the problem, namely, the number of students is 30, students who score 80 = 20 students, students who score 90 = 8 students, and students who score 100 = 2 students. however, f10 students needed to write down what was asked in the questions. this proves that f10 students can express mathematical ideas by writing down what information is known but does not meet the indicators of expressing mathematical ideas in writing precisely because f10 students only write down what is known but not what is asked in the questions, according to figure 5. f10 students are also less able to analyze or evaluate mathematical ideas in writing in carrying out plans to solve problems in problems by needing to be more precise in writing plans to solve problems. students in solving problems still need to be more precise in writing plans to solve problems where students write them with answers 20 × 80 = 1600; 8 × 90 = 720; 2 × 100 = 200 then next step 1600+720+200 30 = 2520 30 = 84. this proves that f10 students have not fulfilled the indicators of analyzing and evaluating 110 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical ideas in writing because they need to be more precise in writing mathematical ideas in solving problem plans, as shown in figure 5, even though these answers are correct but not quite right, because f10 has mathematical communication skills medium category. then f10 students need to be more able to express mathematical situations or problems into mathematical models and draw conclusions. f10 students are less able to express it in a mathematical model, where students write their answers = 20 × 80 = 1600; 8 × 90 = 720; 2 × 100 = 200 = 1600+720+200 30 = 2520 30 = 84 the answer is correct, but not quite right because f10 does not model a mathematical model problem, concludes, and f10 has moderate category mathematical communication skills. this proves that f10 students still need to meet the indicators of expressing a mathematical situation into a mathematical model, as in figure 5. 3) students with low ability r22 is a student code with low-category mathematical communication ability. the following are the results of the answers of r22 students with high ability in solving the questions presented in the image below. figure 6. r22 student work results based on the test results in figure 6 it is the result of student r22's work. r22 students cannot express mathematical ideas by writing down what information is known and asked from a problem in the problem. student r22 needed to write down what was known and asked about a problem in the problem, as shown in figure 6. this proved that student r22 did not meet the indicators of expressing mathematical ideas in writing, as shown in figure 6. r22 students are also less able to analyze or evaluate mathematical ideas in writing in carrying out plans to solve problems in problems by not being precise in writing down plans to solve problems. students in solving problems still need to be more precise in writing plans to solve problems where students write them down 20 × 80 = 1600; 8 × 90 = 720; 2 × 100 = 200; 160 + 720 + 200 = 1520 ÷ 30 = 84 as shown in figure 6. the answer is correct but needs to be corrected because r22 has low-category mathematical communication skills. this proves that r22 students still need to meet the indicators of analyzing and evaluating mathematical ideas in writing, as shown in figure 6. then student r22 needs to be more able to express mathematical situations or problems into mathematical models and draw conclusions. student r22 is less able to express it in a mathematical model, where students write their answers 20 × 80 = 1600; 8 × 90 = 720; 2 × 100 = 200; 160 + 720 + 200 = 1520 ÷ 30 = 84 the answer is correct but needs to be corrected because r22 does not model a problem into a mathematical model, and r22 has low-category mathematical communication skills. so it was concluded that r22 students had low mathematical communication thinking skills 111 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej because they needed to fulfill the three indicators. this proves that student r22 still needs to meet the indicators of expressing a mathematical situation into a mathematical model, as in figure 6. research on class viii-c junior high school students found that the online group investigation type cooperative learning model followed the group investigation learning steps. overall all the aspects observed fall into the excellent category, so it can be concluded that learning using the group investigation type cooperative learning model online is well applied in learning mathematics. this is reinforced by hartoto (2016) that group investigation is cooperative learning, emphasizing students to be more active in learning activities. this was also conveyed by nisa et al., (2018) group investigation is a learning model that allows students to be directly and actively involved in the learning process from the beginning to the end of learning. the results of the ability to think analytically and communicate mathematically fulfill all indicators, namely the indicators of distinguishing, organizing, and attributing to indicators of analytical thinking ability. then the indicators of mathematical communication are expressing mathematical ideas in writing, analyzing and evaluating mathematical ideas, and expressing mathematical situations in written mathematical models. the three indicators of analytical thinking ability that have been achieved the most are the distinguishing indicator, and the one that has yet to achieve much is the attributing indicator. so that students' analytical thinking skills have an analytical category. then the three indicators of mathematical communication ability that were most achieved were indicators of expressing mathematical ideas in writing. what had yet to be achieved were indicators of analyzing and evaluating mathematical ideas. so that students' mathematical communication skills have a mathematical category. conclusion based on the results of this study, it was found that the online group investigation cooperative learning model implementation took place following the steps of group investigation learning. from the first to the fourth meeting, students are gathered in the whatsapp group class; then, students are divided into groups of 4-5. students are given worksheets, plan study assignments and investigations, prepare reports on the results of investigations or organize presentations and evaluations. the results of the ability to think analytically and communicate mathematically fulfill all indicators, namely the indicators of distinguishing, organizing, and attributing to indicators of analytical thinking ability. then the indicators of mathematical communication are expressing mathematical ideas in writing, analyzing and evaluating mathematical ideas, and expressing mathematical situations in written mathematical models. the three indicators of analytical thinking ability that has been achieved the most are the distinguishing indicator, and the one that has not achieved much is the attributing indicator. so that students' analytical thinking skills have an analytical category. then the three indicators of mathematical communication ability that were most achieved were indicators of expressing mathematical ideas in writing. what had not been achieved much were indicators of analyzing and evaluating mathematical ideas. so that students' mathematical communication skills have a mathematical category. 112 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references almeida, f., & simoes, j. (2019). the role of serious games , gamification and industry 4 . 0 tools in the education 4 . 0 paradigm. contemporary educational technology, 10(2), 120–136. anggraini, a. (2018). keefektifan pembelajaran elektronik (e-learning) sebagai pengganti perkuliahan konvensional untuk meningkatkan kemampuan analitis mahasiswa. jurnal sosial humaniora, 9, 95–105. https://doi.org/http://dx.doi.org/10.30997/jsh.v9i2.1101 annisa, n., dwiastuti, s., & fatmawati, u. (2016). peningkatan kemampuan berpikir analitis siswa melalui penerapan model pembelajaran inkuiri terbimbing. journal of biology education, 5(2), 163–170. https://doi.org/10.15294/jbe.v5i2.7153 aprilia, v., & ramlah. (2020). deskripsi kemampuan berpikir analitis materi bangun datar segiempat pada siswa smp. prosiding sesiomadika, 1119– 1126. https://journal.unsika.ac.id/index.php/sesiomadika/article/view/2485 babys, u. (2020). analisis kemampuan komunikasi matematika siswa ditinjau dari gender. anargya: jurnal ilmiah pendidikan matematika, 3(1), 25–29. https://doi.org/10.24176/anargya.v3i1.4771 fitriani, fadly, w., & faizah, u. n. (2021). analisis keterampilan berpikir analitis siswa pada tema pewarisan sifat. jurnal tadris ipa indonesia, 1(1), 55–67. fitriyani, y., fauzi, i., & sari, m. z. (2020). motivasi belajar mahasiswa pada pembelajaran daring selama pandemik covid-19. jurnal kependidikan: jurnal hasil penelitian dan kajian kepustakaan, 6(2), 165–175. https://doi.org/https://doi.org/10.33394/jk.v6i2.2654 hartoto, t. (2016). model pembelajaran kooperatif tipe group investigation (gi) meningkatkan aktivitas dan hasil belajar sejarah. historia, 4(2), 131. https://doi.org/10.24127/hj.v4i2.553 hussin, a. a. (2018). education 4 . 0 made simple : ideas for teaching. international journal of education and literacy studies, 6(3), 92–98. ilma, r., hamdani, a. s., & lailiyah, s. (2017). profil berpikir analitis masalah aljabar siswa ditinjau dari gaya kognitif visualizer dan verbalizer. jrpm (jurnal review pembelajaran matematika), 2(1), 1–14. https://doi.org/10.15642/jrpm.2017.2.1.1-14 khadijah, i. n. a., maya, r., & setiawan, w. (2018). analisis kemampuan komunikasi matematis siswa smp pada materi statistika. jurnal cendekia : jurnal pendidikan matematika, 1(6), 1–7. kurniawan, r. i., nindiasari, h., & setiani, y. (2020). analisis kemampuan pemecahan masalah matematis dengan menggunakan pembelajaran daring. jurnal inovasi dan riset pendidikan matematika, 1(2), 37–47. https://jurnal.untirta.ac.id/index.php/wilangan/article/view/8405 linuhung, n., & sudarman, s. w. (2016). pengaruh pembelajaran kooperatif tipe group investigation (gi) terhadap kemampuan penalaran matematika siswa mts. aksioma jurnal pendidikan matematika, 5(1), 52–60. https://doi.org/http://dx.doi.org/10.24127/ajpm.v5i1.465 maulyda, m. a. (2020). paradigma pembelajaran matematika berbasis nctm (c. i. gunawan, k. ni’mah, & v. r. hidayati (eds.); issue january). cv irdh. nisa, h., disman, d., & dahlan, d. (2018). pengaruh penerapan model 113 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pembelajaran kolaboratif teknik group investigation terhadap kemampuan berpikir analisis peserta didik. jurnal manajerial, 17(2), 157. https://doi.org/10.17509/manajerial.v17i2.10277 perwitasari, r., sumarni, & amirudin, a. (2016). pengaruh group investigation berbasis outdoor study terhadap kemampuan berpikir analitis siswa. jurnal pendidikan: teori, penelitian, dan pengembangan, 1(3). https://doi.org/http://dx.doi.org/10.17977/jp.v1i2.6107 solikhin, m., & fauziah, a. n. m. (2021). analisis kemampuan berpikir kritis siswa smp pada pelajaran ipa saat pembelajaran daring selama pandemi covid-19. pensa e-jurnal : pendidikan sains, 9(2), 188–192. https://ejournal.unesa.ac.id/index.php/pensa/article/view/38060 sriwahyuni, t., amelia, r., & maya, r. (2018). analisis kemampuan komunikasi matematis siswa smp pada materi segiempat dan segitiga. jurnal kajian pembelajaran matematika, 2(1), 10. http://journal2.um.ac.id/index.php/jkpm wijayanto, a. d., fajriah, s. n., & anita, i. w. (2018). analisis kemampuan komunikasi matematis siswa smp pada materi segitiga dan segiempat. jurnal cendekia : jurnal pendidikan matematika, 2(1). https://doi.org/10.31004/cendekia.v2i1.36 winarti, c., & norhayan, s. (2021). efektivitas terhadap kemampuan komunikasi matematis melalui pembelajaran daring menggunakan media whatsapp group. journal of innovation research and knowledge, 1(5). 204 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej development of quizizz application-based assessment to measure reasoning ability of middle school students' on flat shape materials elfrida rahmasari1, mohammad syaifuddin2, rizal dian azmi3 123mathematics education, faculty of teacher training and education university of muhammadiyah email: elfrida.rahmasari@gmail.com abstract this research is development research that aims to develop an assessment based on the quizizz application to measure the reasoning ability of junior high school students' flat wake material. the research subjects were 60 junior high school students. data sources were obtained from the results of the test and student response questionnaires. the steps for adopting test development using the djemari mardapi stage with the following steps: compiling test specifications, writing tests, reviewing tests, conducting test trials, analyzing test items, refining tests, assembling tests, administering tests, and interpreting test results. the results showed that the quiziz application-based assessment was valid, reliable, practical, and effective. the test has a characteristic difficulty level, namely two easy category questions and eight medium category questions, and the distinguishing power of 8 very good questions and two good questions. the reasoning ability of students' flat shapes, as measured by an assessment based on the quizizz application, has an average of 67.83, with a fairly good category. keywords: assessment; quizizz; reasoning introduction mathematics is a crucial subject in human survival, mathematics has a role in various aspects even in today's digital and technological era (siregar, 2017). according to annur (2020), that learning mathematics is an important teaching and learning process to prepare human resources (hr) to compete in the global era. mathematics also plays an important role in various other disciplines and plays a role in the development of the human mind (burais, 2016). if someone is capable of mathematics, then an individual has innovative, creative thinking, curiosity, thoroughness, making decisions carefully, making assumptions, high reasoning, and forming a systematic mindset (mardhayanti et al., 2020). thus, mathematics is very possible to be able to increase the ability to reason (wibowo, 2017). reasoning ability is an ability that must be possessed by students that can be developed in the teaching and learning process of mathematics (saputri, 2017). this mathematics learning has an important goal and must be applied, namely to provide learning to students regarding reasoning, then students must have the ability to reason (oktaviana, 2021). in the national council of teachers of mathematics (nctm) it is stated that there are 5 basic mathematical abilities that are included in the standard of the mathematics education process, namely (1) the ability to represent, (2) the ability to make connections, (3) the ability to reason, (4) the ability mailto:elfrida.rahmasari@gmail.com 205 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to communicate , and (5) problem solving ability (khadijah et al., 2020). reasoning ability is a thought process for drawing a conclusion or making a new statement according to a statement that is understood correctly (ratau, 2016). many problems in mathematics or daily life require reasoning to do them (jami, 2020). referring to the ministry of national education in (shadiq, 2004) that mathematical reasoning and mathematical material are two things that are difficult to separate, namely material that is understood through reasoning, while reasoning is understood and trained through learning mathematical material. in fact, what happens in the field is that students' reasoning abilities are still relatively underdeveloped. most students in indonesia, especially the junior high school (jhs) level, have difficulty reasoning in solving mathematical problems (umaroh, 2020). based on research in junior high schools by giving reasoning ability tests, it was found that students' reasoning abilities were still categorized as low (zubaidah amir et al., 2021; hasmal, 2020; gradini et al., 2021). in the study of nuriadin (2021) it was confirmed that the reasoning abilities of junior high school students were low, namely the inability to formulate valid arguments and the inability to draw logical conclusions. the facts indicate that the mastery of reasoning abilities of junior high school students in indonesia is still low. junior high school mathematics teachers must prioritize students in terms of mastering basic concepts and apply reasoning questions more concretely, so that students are better able to relate their knowledge to working on problems using reasoning abilities (fauziah et al., 2021). giving reasoning questions specifically designed is one way to train students' reasoning abilities (rizta, 2013). appropriate and good test instruments can be seen through the nature of the test itself through analyzing both items and the test as a whole (sa’diyyah, 2021). however, a common problem that arises in schools is that the questions submitted to students do not pass the test analysis stage to see the nature of the test. so that students are less trained to work on reasoning questions (lesiana & hiltrimartin, 2020). students should not only be given to solve problems that are almost the same as the examples taught by educators (masitoh & aedi, 2020). there are a number of factors that cause teachers to rarely give practice questions that require reasoning, including the lack of references to reasoning questions that can be used directly in the teaching and learning process (putri, 2020). this should really be considered by the teacher so that it is more frequent to give students training from questions that require reasoning (nurwahidah, 2018). assessment has a role as a determinant of the quality of education and the direction of learning (pantiwati, 2016). assessment plays an important role in education because it is used to identify what teachers should do to improve and develop students' abilities (puspitasari, 2016). each learning process must have a goal (asrori, 2016). as a measure of the realization of goals in the teaching and learning process, information about the learning process and outcomes is needed, information can be in the form of assessment data (talango & pratiwi, 2018). assessment is the main component in the teaching and learning process whose purpose is to identify the level of learning achievement, objectives, and see the process of teaching and learning effectiveness (yuniarti, 2018). with the assessment, we can also see how far the effectiveness of the method used is to see 206 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the success of the material provided, so that this assessment can carry out the teaching and learning improvement process (hambali, 2020). in the assessment results, students are still categorized as low, so this assessment is useful in order to be able to see what students have gained throughout the learning process (nawawi & wijayanti, 2018). assessment has various forms that can be presented by educators through online media (mertasari, 2016). one of the commonly used online-based learning applications is quizizz (zuhriyah & pratolo, 2020). the quizizz application is not only for learning media but can also be used as a tool for assessment of mathematics learning (wahyudi, 2020). quizizz is a well-known e-learning platform offering many quizzes that teachers and students can use in their daily lessons (lim & yunus, 2021). quizizz provides the form of formative questions with various forms of choices that are presented in an interesting and exciting way for students (pusparani, 2020). the quizizz application can show questions in the form of sound and images, so the teacher's need to use this application can be helped properly (agustina & rusmana, 2019). quizizz can be used as an interesting and fun assessment medium (salsabila, 2020). quizizz applies the concept of gamification to students and demonstrates the attitude position for quizzes as a tool for online teaching and assessment during class (darmawan, 2020). this quizizz allows students to motivate them to learn and to compete with each other so that learning outcomes can increase (mulatsih, 2020). the use of the quizizz application has an impact on students in the examination process (malik et al., 2021). quizizz can make students challenged and active to answer questions, so the teacher will more easily assess the teaching and learning process that is being carried out (wijayanti et al., 2021). quizizz succeeded in significantly increasing understanding of the material provided through its use as a self-assessment medium (irwansyah & izzati, 2021). high learning outcomes show good reasoning abilities, in contrast, low learning outcomes show low reasoning abilities (rosyidah et al., 2021). reasoning abilities are so important that the development of these abilities must be taken into account during the learning process (citra et al., 2021). in line with this opinion, students' reasoning abilities are needed to achieve good learning outcomes in learning mathematics (gunawan, 2017). therefore, quizizz can be a medium to measure students' reasoning abilities. in a previous study from suharsono (2020) regarding the use of the quizizz application in the millennial generation of cpns ministry of finance basic training, he said that teaching and learning using quizizz was more fun and interesting. students' responses to the use of the quizizz application to solve problems received very positive responses (hamidah & wulandari, 2021). with a variety of features and a well-packaged display, the quizizz application is very effective for learning in both low and high grades (utari et al., 2021). in a study written by elisa et al. (2021) stated that an interactive quiz-based assessment using the quizizz application to measure students' physics competence has been tested to be valid, practical, and effective. quizizz can provide an increase in the creativity of an educator to compile questions online, learning outcomes using quizizz are more detailed, making it easier for educators to make learning outcomes decisions more precisely and quickly (suciningsih, 2020). in addition, in a study conducted by haryati et al. (2021) stated that students' assessment of the assessment 207 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej instrument using the quizizz application was considered very good and students were motivated to be the best during the test using the quizizz application. previous research conducted by setiawati (2021) revealed that the use of quizizz in the application of learning was fun and quite challenging. quizizz applications can improve thinking skills (wihartanti et al., 2019). the measurement of reasoning ability using online media was also carried out in research by ramdani (2021) who stated that there was a difference between mathematical reasoning ability for pretest and post-test using online media, namely edmodo. the research shows that edmodo-based development media get decent results. the online media-based mathematics learning is practical and effective in measuring students' mathematical reasoning. based on the description of previous research, the thing that makes it different from previous research is that this research focuses on developing a quizizz application-based assessment as a measurement of reasoning ability. it was found that quizizz is one of the useful applications for teaching and learning assessments. the development of an assessment to measure reasoning ability is important, especially in learning mathematics in junior high school. in addition, studies on the development of quizizz-based assessments in measuring reasoning ability have not been widely carried out. therefore, the researcher conducted a study to develop an assessment based on the quizizz application as a measurement of reasoning abilities, especially from the flat-shaped material of junior high school students. research method this research is in the form of research and development or research and development (r&d) with the aim of developing a quizizz application-based assessment to measure the reasoning ability of junior high school students' flatshaped material. the development carried out applies the research and development model of djemari mardapi in (handayani et al., 2021). the 9 steps of instrument development used in this study, namely: compiling test specifications, writing test questions, reviewing test questions, conducting test trials, analyzing test items, refining tests, assembling tests, administering tests, and interpreting test results. the description of the explanation of the 9 steps of the djemari mardapi research and development model is as follows. 1. compiling test specifications the test specification shows all the characteristics that a test must have. things that are applied when compiling test specifications are determining basic competence (kd), competency achievement index (gpa), question indicators, question form, cognitive level, and determining the duration of the test. this is done to make it easier to write questions and anyone who writes questions will create a level of difficulty that tends to be the same. 2. writing test questions this is the stage of translating indicators into questions that have characteristics according to the material and basic competencies used. each question requires an arrangement so that it is clear what is asked is also clear in the desired answer. 3. reviewing test questions 208 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to carry out the process of reviewing the questions, after completing the questions, it is necessary to avoid mistakes that result in students not being able to master the questions in question. the examination of the test items was carried out by three reviewers, namely two lecturers of mathematics education experts and one mathematics teacher. the purpose of studying test questions is so that the questions made are of really high quality. 4. conducting test trials test trials are carried out as a means of obtaining empirical data regarding the level of goodness of the questions that have been compiled. trials are carried out on students who will not get the questions for assessment. the trial test was held at smp negeri 4 pare. the subjects of this study were students of class vii-i totaling 30 students. 5. analyzing test items from the item analysis, information is obtained about the question in terms of validity, reliability, practicality, effectiveness, discriminatory power, and level of difficulty. 6. refining tests apabila soal ada tidak sesuai harapan artinya soal tidak berkualitas. langkah ini dilakukan untuk sebagai perbaikan setiap butir soal yang nyatanya belum masuk ke dalam kategori soal yang baik dan berkualitas. 7. assembling tests if there are questions that are not as expected, it means that the questions are not of high quality. this step is carried out as an improvement for each item which in fact has not been included in the category of good and quality questions. 8. administering tests in this study, researchers conducted tests at smp negeri 4 pare which is located at jl. merbabu, plongko, pare, kec. pare, kediri regency, east java 64211. the subjects of this study were 60 students in grades vii-c and vii-d. 9. interpreting test results the test results provide quantitative data results which include scores. this score is further categorized and then declared as a low, medium, or high value so that students' reasoning abilities can be known. the instruments used for data collection are questionnaires and tests. data analysis techniques include tests of validity, reliability, practicality, effectiveness, level of difficulty, and discriminatory tests. the data analysis criteria are presented in table 1. table 1. data analysis criteria no. conclusion drawing conclusion 1. validity the minimum question reaches the valid category 2. reliability the minimum question reaches the reliable category 3. practicality the student response questionnaire has at least reached the practical category 4. effectiveness minimum 75% of students have reached kkm 5. difficulty level the results of working on each question in the most moderate category 6. distinguishing power the results of each question are in the medium, good, and very good categories 209 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results and discussion this research was conducted referring to the goals that have been set to develop an assessment based on the quizizz application in measuring the reasoning abilities of junior high school students. the results of the research that refer to the purpose of the development step, then use the r&d steps adopted from the stages of the development model by djemari mardapi, namely as follows. developing test specifications is an explanation that shows the overall characteristics of a test. at this stage, the test specifications are compiled in the form of a test grid. the test grid includes determining bc, determining gpa, determining question indicators, determining the form of questions, and determining the cognitive level of questions. the sample grid of questions is as follows. table 2. sample questionnaire basic competencies gpa question indicator form of cognitive level questions 3.11 associate the perimeter and area formulas for various types of quadrilaterals (square, rectangle, rhombus, parallelogram, trapezoid, and kite) and triangles. 3.11.2 summarize the problem of various types of flat shapes by linking the formula for perimeter and area presented pictures and information about the shape of a rhombus. conclude the circumference of the figure, if the ratio of the length of the diagonal and the area is known. short fill c5 referring to the test specifications that have been prepared, the next step is writing test questions. the test questions that are prepared are adjusted to the specifications of the tests that have been planned. sample test items are listed in the following table. table 3. sample test items question take a look at the image of the rhombus below! in rhombus abcd, the length of the diagonal ac : bd = 2: 3 and the length of ac : ab = 3: 4. if the area of the rhombus is 243 cm2. the perimeter of rhombus abcd is... before carrying out the research, the test device was first reviewed by experts who focused on the content of the research instrument. the instrument study was carried out by 2 lecturers of mathematics education at the university of muhammadiyah malang and 1 teacher of mathematics at smpn 4 pare. the results of the expert's review can be seen in the following table. 210 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 4. the results of the examination of test questions by experts ∑ score percentage (%) validity 54 90 very high based on the analysis, it can be concluded that the research instrument in the form of test questions has a percentage of 90%, which means that the test questions developed have very high validity. table 5. results of questionnaire review by experts ∑ score percentage (%) validity 68 94,4 very high based on the analysis, it can be concluded that the research instrument in the form of a questionnaire has a percentage of 94.4%, which means that the developed questionnaire has very high validity. after the instrument was declared valid by the expert, a test trial was conducted. this stage aims to determine the quality or feasibility of the test instrument. the trial test was carried out on 30 grade vii students of smpn 4 pare who were randomly selected by the teacher. from the trial, it was found that the item validity, reliability, practicality and effectiveness, level of difficulty, and discriminatory power were obtained. the validity test at the test trial stage obtained 3 invalid items, namely numbers 1, 2, and 4. this is indicated by the item having an rcount value of less than rtable, where the value of rtable = 0.349. the results of the reliability test resulted in a cronbach's alpha value of 0.461, so it can be concluded that the items are not reliable or categorized as low reliability. based on the item analysis with a total of 10 questions, 3 questions were obtained that were invalid, unreliable, practical, less effective, had easy, medium, and difficult levels of difficulty, had excellent and moderate discriminating power. the causes of invalid and unreliable items are the small number of respondents (n) and the use of language and numbers in less simple questions. the revised questions will then be assembled. the test questions are arranged based on the level of difficulty of the questions obtained from the results of the analysis of the test trials. questions that have an easy level of difficulty should be placed at the beginning of the test, while questions with a difficult level of difficulty should be placed at the end of the test (aisyah, 2010). after the test was assembled, the test was given to 60 students of smpn 4 pare covering 2 classes. subjects are selected from classes that have active and moderate levels of student ability. respondents for the implementation of the test are different from the respondents when conducting the test trial. this research was conducted directly at the school online based on the quizizz application using each student's cellphone. from the implementation of the test, it was found that the validity of the items, reliability, practicality and effectiveness, discriminatory power, level of reasoning, and the level of difficulty of students. validity test with 60 students respondents obtained an rcount value of 10 items, which is between 0.459 to 0.689 so that it is greater than the rtable value, where the rtable value = 0.25, it can be 211 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej stated that all items are valid. the results of this test resulted in a cronbach's alpha value of 0.751, so it was concluded that the items were reliable or highly reliable. the level of practicality obtained an average percentage of student response questionnaires of 80.11%, which means it is very practical. the test results from 60 students showed that 46 students had succeeded in reaching the kkm limit of 60. the percentage of students who had succeeded in reaching the kkm limit was 76.67%. so that the overall average test scores get a score of 67.83 with the effective category. analysis of the level of difficulty of the test items obtained items with moderate and easy levels of difficulty. questions with easy difficulty levels are item number 1 and 3. while items numbered 2, 4, 5, 6, 7, 8, 9, and 10 are categorized as moderate items. the discriminatory power of the questions obtained by the test items includes very good and good discriminating items. items with very good discriminating power are questions number 2, 4, 5, 6, 7, 8, 9 and 10. while the items with good discriminating power are questions number 1 and 3. the level of reasoning of students according to the results of tests that have been carried out is presented in table 6. table 6. reasoning level results range of value criteria total percentage (%) 80 ≤ x ≤ 100 very good 29 48,33 70 ≤ x < 80 well 0 0 60 ≤ x < 70 pretty good 17 28,33 x < 60 not good 14 23,33 average 67,83 st. deviation 25,71 in this study, it was found that the reasoning abilities of students were categorized as quite good. the average reasoning ability with the subject of 60 students is 67.83. it is shown that 29 out of 60 students are categorized as having very good reasoning, 17 students are categorized as quite good, and 14 students are categorized as poor. in line with lesiana & hiltrimartin (2020) that the average reasoning ability with 30 students as the subject is 63,867 with a fairly good category. this result is different from the study by ramdan & lessa roesdiana (2022) which showed that the average reasoning ability test with 20 students was 20.63 in the very low category. this is because there are still many students who find it difficult to understand mathematical material and concepts, so many of them also have less than optimal results. agree with shofia (2016) that students are lazy to think so they don't know how to solve the problem and don't check the final answer obtained. conclusion the quizizz application-based assessment to measure the reasoning ability of junior high school students met the valid and reliable criteria. the assessment has a very practical level of practicality and an effective level of effectiveness. the assessment has various levels of difficulty, namely easy and moderate, and has good 212 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and very good discriminating power. the reasoning ability of students has an average of 67.83 which means that it meets the criteria quite well. so that the quizizz application-based assessment can be used by teachers to measure the reasoning abilities of junior high school students. references agustina, l., & rusmana, i. m. (2019). pembelajaran matematika menyenangkan dengan aplikasi kuis online quizizz. prosiding seminar nasional matematika dan pendidikan matematika sosiomadika, 1–7. annur, m. f. (2020). analisis kesulitan mahasiswa pendidikan matematika dalam pembelajaran daring pada masa pandemi covid-19. jurnal kajian, pnelitian dan pengembangan kependidikan, 11, 195–201. asrori, m. (2016). pengertian, tujuan dan ruang lingkup akuntansi sektor pemerintah. madrasah, 6(2), 26. burais. (2016). peningkatan kemampuan penalaran matematis siswa melalui model discovery learning. jurnal didaktik matematika, 3(1), 77–86. https://doi.org/10.24815/jdm.v3i1.4639 citra, d. c. n., ambarwati, l., & sampoerno, p. d. (2021). pengaruh model pembelajaran van hiele dan kecerdasan spasial terhadap kemampuan penalaran matematis siswa di man bekasi. jurnal riset pembelajaran matematika sekolah, 5(1), 54–63. https://doi.org/10.21009/jrpms.051.07 darmawan. (2020). the use of quizizz as an online assessment application for. 9(3), 144–150. elisa, e., rambe, a., mardiyah, a., siregar, t. a., roipalah, r., & zunastri, f. (2021). pengembangan instrumen penilaian berbasis quizizz untuk mengukur kompetensi pengetahuan fisika siswa. journal of natural sciences, 2(2), 72–78. https://doi.org/10.34007/jonas.v2i2.125 fauziah, minggi, i., & talib, a. (2021). students’ mahematical reasoning ability in solving timss cognitive domain on algebraic based on students’ thinking style. arrus journal of mathematics and applied science, 1(1), 52–61. https://doi.org/10.35877/mathscience553 gradini, e., b, f., wahyuni, s., & mailinda, m. (2021). implementing class wide peer tutoring to enhance students’ mathematical reasoning ability in understanding absolute value equations and inequalities. journal of medives : journal of mathematics education ikip veteran semarang, 5(1), 1. https://doi.org/10.31331/medivesveteran.v5i1.1238 gunawan, i. w. a. (2017). pengaruh model pembelajaran pbl berbantuan media. 4(3), 72–77. hambali. (2020). pengembangan teknik dan instrumen asesmen aspek pengetahuan berbasis teknologi. tadbir: jurnal manajemen pendidikan islam, 8(2), 106–116. https://doi.org/10.30603/tjmpi.v8i2.1306 hamidah, m. h., & wulandari, s. s. (2021). pengembangan instrumen penilaian berbasis hots menggunakan aplikasi “quizizz.” efisiensi : kajian ilmu administrasi, 18(1), 105–124. https://doi.org/10.21831/efisiensi.v18i1.36997 handayani, n. p. s., suarni, n. k., & arnyana, i. b. p. (2021). dan literasi sains siswa kelas v sd program studi pendidikan dasar universitas 213 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pendidikan ganesha. pendasi: jurnal pendidikan dasar indonesia, 5(1), 12–22. haryati, s., albeta, s. w., futra, d., & siregar, a. d. (2021). the development of evaluation instruments in online learning using the quizizz application: during covid-19 pandemic. al-ishlah: jurnal pendidikan, 13(1), 364–373. hasmal, kodirun, m. a. (2020). kemampuan penalaran matematis siswa smp negeri, deskripsi hasmal, kendari anggo, mustamin jurusan pendidikan matematika, mahasiswa jurusan pendidikan matematika, dosen. jurnal penelitian pendidikan matematika, 8(2). irwansyah, r., & izzati, m. (2021). implementing quizizz as game based learning and assessment in the english classroom. tefla journal (teaching english as …, 3(1), 13–18. jami. (2020). kemampuan penalaran matematis pada pembelajaran ttw ( think talk write ) ditinjau dari gaya belajar siswa. prisma, prosiding seminar nasional matematika, 3, 599–604. khadijah, s., ismail, s., & resmawan, r. (2020). pengembangan bahan ajar berbasis penalaran pada materi sudut pusat dan sudut keliling lingkaran. alkhwarizmi: jurnal pendidikan matematika dan ilmu pengetahuan alam, 8(1), 1–12. https://doi.org/10.24256/jpmipa.v8i1.838 lesiana, f., & hiltrimartin, c. (2020). kemampuan penalaran matematis siswa smp dalam pembelajaran model eliciting activities (meas) pada materi relasi dan fungsi. lentera sriwijaya : jurnal ilmiah pendidikan matematika, 2(2), 38– 47. https://doi.org/10.36706/jls.v2i2.9639 lim, t. m., & yunus, m. m. (2021). teachers’ perception towards the use of quizizz in the teaching and learning of english: a systematic review. sustainability (switzerland), 13(11). https://doi.org/10.3390/su13116436 malik, a., setiawan, y., & setya, w. (2021). pengembangan soal interaktif berbasis quizizz untuk mengukur keterampilan penalaran ilmiah. jurnal pendidikan fisika dan keilmuan (jpfk), 7(1), 39–52. mardhayanti, a. s., sugiatno, s., & suratman, d. (2020). identitas matematika dan penalaran matematis siswa dalam aljabar di sekolah menengah kejuruan. jurnal analisa, 6(2), 132–142. https://doi.org/10.15575/ja.v6i2.10064 masitoh, l. f., & aedi, w. g. (2020). pengembangan instrumen asesmen higher order thinking skills (hots) matematika di smp kelas vii. jurnal cendekia : jurnal pendidikan matematika, 4(2), 886–897. https://doi.org/10.31004/cendekia.v4i2.328 mertasari, n. m. s. (2016). media online untuk asesmen pendidikan karakter terpadu. jst (jurnal sains dan teknologi), 5(1), 683–691. https://doi.org/10.23887/jst-undiksha.v5i1.8273 mimin nur aisyah. (2010). membuat soal yang baik. ppm uny, 6, 1–10. mulatsih, b. (2020). penerapan aplikasi google classroom , google form , dan quizizz dalam pembelajaran kimia di masa pandemi covid-19 application of google classroom , google form and quizizz in chemical learning during the covid-19 pandemic. ideguru: jurnal karya ilmiah guru, 5(1), 16– 26. nawawi, s., & wijayanti, t. f. (2018). pengembangan asesmen biologi berbasis 214 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej keterampilan berpikir kritis terintegrasi nilai islam. jurnal inovasi pendidikan ipa, 4(2), 136–148. https://doi.org/10.21831/jipi.v4i2.21265 nuriadin, i. (2021). analysis of students mathematical reasoning abilities on number topics. psychology and education journal, 58(1), 4750–4755. https://doi.org/10.17762/pae.v58i1.1634 nurwahidah, i. (2018). pengembangan soal penalaran model timss untuk mengukur high order thinking (hot). thabiea : journal of natural science teaching, 1(1), 20. https://doi.org/10.21043/thabiea.v1i1.3874 oktaviana. (2021). analisis kemampuan penalaran matematis siswa smp pada materi aritmatika sosial. jurnal maju : jurnal ilmiah pendidikan matematika, 8(1), 377–385. pantiwati, y. (2016). hakekat asesmen autentik dan penerapannya dalam pembelajaran biologi. jurnal edukasi matematika dan sains, 1(1), 18. https://doi.org/10.25273/jems.v1i1.773 pusparani, h. (2020). media quizizz sebagai aplikasi evaluasi pembelajaran kelas vi di sdn guntur kota cirebon. tunas nusantara, 2(2), 269–279. https://doi.org/10.34001/jtn.v2i2.1496 puspitasari, e. d. (2016). keterlaksanaan penilaian autentik dan korelasinya dengan hasil belajar biologi sma. proceeding biology education conference, 13(1), 196–202. putri, d. m., & destania, y. (2020). pengembangan soal penalaran matematis siswa pada materi peluang. alifmatika: jurnal pendidikan dan pembelajaran matematika, 2(2), 169–184. https://doi.org/10.35316/alifmatika.2020.v2i2.169-184 ramdan, m. g. a. r., & lessa roesdiana. (2022). analisis kemampuan penalaran matematis siswa smp pada materi teorema phytagoras. jurnal educatio fkip unma, 8(1), 386–395. https://doi.org/10.31949/educatio.v8i1.1996 ramdani, f. (2021). jurnal peka ( pendidikan matematika ). 5(1), 27–33. https://doi.org/10.37150/jp.v5i1.1139 ratau, a. (2016). pengaruh pendekatan pembelajaran terhadap kemampuan penalaran dan komunikasi matematika siswa smp negeri kecamatan leihitu kabupaten maluku tengah. 2(1), 42–59. rizta. (2013). pengembangan soal penalaran model timss matematika smp. jurnal penelitian dan evaluasi pendidikan, 17(2), 230–240. https://doi.org/10.21831/pep.v17i2.1697 rosyidah, u., setyawati, a., & qomariyah, s. (2021). analisis kemampuan penalaran dan kemampuan pemahaman konsep matematis mahasiswa pendidikan matematika pada mata kuliah aljabar dasar. sjme (supremum journal of mathematics education), 5(1), 63–71. https://doi.org/10.35706/sjme.v5i1.4488 sa’diyyah. (2021). pengembangan instrumen tes untuk mengukur kemampuan penalaran statistik. jurnal pembelajaran matematika inovatif, 1(1), 17–26. salsabila. (2020). pemanfaatan aplikasi quizizz sebagai media pembelajaran ditengah pandemi pada siswa sma. jurnal ilmiah ilmu terapan universitas jambi|jiituj|, 4(2), 163–173. https://doi.org/10.22437/jiituj.v4i2.11605 saputri. (2017). kemampuan penalaran matematis siswa menggunakan pendekatan metaphorical thinking pada materi perbandingan kelas viii di 215 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej smpn 1 indralaya utara. jurnal elemen, 3(1), 15. https://doi.org/10.29408/jel.v3i1.302 setiawati, s. (2021). penggunaan quizizz sebagai media penilaian pada perkuliahan daring. 1, 626–629. shadiq, f. (2004). pemecahan masalah, penalaran dan komunikasi. widyaiswara pppg matematika yogyakarta, 2. shofia, h. (2016). analisis kesalahan siswa dalam menyelesaikan. seminar nasional pendidikan matematika, 1(1), 52–63. siregar. (2017). persepsi siswa pada pelajaran matematika: studi pendahuluan pada siswa yang menyenangi game. prosiding temu ilmiah x ikatan psikologi perkembangan indonesia, 224–232. suciningsih. (2020). quizizz sebagai alat penilaian hasil belajar dalam masa covid-19 di mi muhammadiyah tambakan ajibarang banyumas. skripsi, 1– 95. suharsono, a. (2020). the use of quiziz dan kahoot! in the learning millenial generation. international journal of indonesian education and teaching, 4(2), 332–342. talango, s. r., & pratiwi, w. (2018). aesmen perkembangan anak (studi kasus asesmen perkembangan anak usia 2 tahun). tadbir : jurnal manajemen pendidikan islam, 6(2), 49–60. umaroh. (2020). pengaruh self-efficacy dan kecemasan matematika terhadap kemampuan penalaran matematis siswa smp. jurnal inovasi dan riset pendidikan matematika, 1(1), 1–15. utari, w., tambunan, e. r., arrasyid, i. c., fauziyah, m., nisrina, r. h., damanik, y., mulyana, a., putri, h. e., & sari, n. t. a. (2021). pelatihan pemanfaatan aplikasi quizizz bagi guru sdn 9 nagrikaler purwakarta untuk meningkatkan kemampuan literasi numerasi matematis siswa. indonesian journal of community services in engineering & education (ijocsee), 1(2), 142–152. wahyudi. (2020). quizizz: alternatif penilaian di masa pandemi covid-19. jurnal ilmiah soulmath : jurnal edukasi pendidikan matematika, 8(2), 95. https://doi.org/10.25139/smj.v8i2.3062 wibowo, a. (2017). pengaruh pendekatan pembelajaran matematika realistik dan saintifik terhadap prestasi belajar, kemampuan penalaran matematis dan minat belajar. jurnal riset pendidikan matematika, 4(1), 1. https://doi.org/10.21831/jrpm.v4i1.10066 wihartanti, l. v., wibawa, r. p., astuti, r. i., & pangestu, b. a. (2019). penggunaan aplikasi quizizz berbasis smartphone dalam membangun kemampuan berpikir kritis mahasiswa. prosiding seminar nasional pendidikan dan pembelajaran 2019, 362–368. wijayanti, r., hermanto, d., & zainudin, z. (2021). efektivitas penggunaan aplikasi quizizz pada matakuliah matematika sekolah ditinjau dari motivasi dan hasil belajar mahasiswa. jurnal cendekia : jurnal pendidikan matematika, 5(1), 347–356. https://doi.org/10.31004/cendekia.v5i1.470 yuniarti. (2018). verification concept of assesment for physics education student learning outcome. international journal of engineering & technology, 7(3.21), 321. https://doi.org/10.14419/ijet.v7i3.21.17181 216 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej zubaidah amir, m. z., urrohmah, a., & andriani, l. (2021). the effect of application of realistic mathematics education (rme) approach to mathematical reasoning ability based on mathematics self efficacy of junior high school students in pekanbaru. journal of physics: conference series, 1776(1). https://doi.org/10.1088/1742-6596/1776/1/012039 zuhriyah, s., & pratolo, b. w. (2020). exploring students’ views in the use of quizizz as an assessment tool in english as a foreign language (efl) class. universal journal of educational research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132 86 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of trigonometry learning outcomes in the application of geogebra-assisted jigsaw methods nabil fachrudin halim1, moh mahfud effendi2, mayang dintarini3 study program of mathematics education, universitas muhammadiyah malang indonesia email: nabilfachrudin87@gmail.com co-author: nabil fachrudin halim nabilfachrudin87@gmail.com abstract in the material of graphs of trigonometric functions, students are expected to be able to draw graphs of their functions which later affect student learning outcomes on the material of graphs of trigonometric functions. the purpose of this study was to analyze the learning outcomes of trigonometry in the application of geogebra-assisted jigsaw learning. the data collection technique is done by giving test questions with trigonometric function graph material. the test results are used to determine the learning outcomes of the cognitive domain. to obtain learning outcomes in the affective and psychomotor domains, it is done by filling out the observation sheet. the results of this study indicate that the learning outcomes of trigonometry in the application of geogebra-assisted jigsaw learning at sman 1 kraksaan are very good with an average score of 89.4 on the posttest. then the affective observation sheet obtained an average of 96.6 and psychomotor 90.5 with a completeness percentage of 86.1%. keywords: learning outcomes; trigonometry; jigsaw; geogebra halim, n., f., effendi, m., m., & dintarini, m,. (2023). analysis of trigonometry learning outcomes in the application of geogebra-assisted jigsaw metods. mathematics education journal, 7(1), 86-99. doi: 10.22219/mej.v7i1.23266 introduction education cannot be separated from human life, because it is very important in developing or educating a mindset that can be used in various fields, one of which is education (japa, suarjana and widiana, 2017). one of the important abilities for students to have is problem-solving ability, because many aspects of mathematical ability involve conceptual/procedural aspects, strategy, communication, and accuracy (nurhayati, meirista and suryani, 2020). based on the results of observations and experiences of researchers as alumni of sman 1 kraksaan, the learning outcomes obtained by students are still relatively low, this is because there are still many students who score below 75 or the kkm set by the school, this is because students only listen to explanations and do assignments given by the teacher. another factor that affects low learning outcomes is that students find mathematics difficult to understand and is abstract and confusing and meaningless (nurdin et al., 2019). trigonometry has an important role in several branches of science such as architecture, navigation, engineering and some branches of physics and also trigonometry is often used to calculate lengths and angles accurately (subroto and sholihah, 2018). trigonometry is still difficult for students to understand because trigonometry material is abstract material (armiati and budi, 2021). trigonometry mailto:nabilfachrudin87@gmail.com 87 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej is considered difficult by students because there are many formulas and concepts that must be memorized, so students find it difficult to analyze and describe the problems given (nurmeidina and djamilah, 2019). the use of software as a learning medium is very appropriate at this time, because it is able to help educators in increasing learning success when conveying abstract and difficult mathematical material to be easier to understand because it is able to train the creativity and critical power of students (ekawati, 2016). one of the technological and information developments in mathematics is geogebra, the use of geogebra when combined with a good scientific approach will produce and be able to increase students' interest and learning outcomes (rahmawati et al., 2019). one way to increase student interest and learning outcomes is by selecting and implementing appropriate learning models (puspitaningtyas, 2015). one learning model that is able to attract and make students active in learning activities is to use the cooperative learning model (nurfitriyanti, 2017). the learning model applied in this study is the jigsaw cooperative learning model, because jigsaw cooperative learning must involve students to actively discuss each other in groups so that their thinking skills can be trained continuously, both when expressing opinions, analyzing and defining the opinions of friend others (astuti and abadi, 2015). the combination of the jigsaw type cooperative learning model with the assistive media of the geogebra software is very effective in improving learning outcomes because it can make students more active, can create conclusions which will later be supported by geogebra software which can simulate, visualization as a tool in learning mathematics activities when understanding the concepts being studied as well as solving math problems (handayani, 2018). based on the description above, the purpose of this research to analyze the trigonometry learning outcomes of students in the implementation of the jigsaw type cooperative learning model assisted by the use of the geogebra application. research method this research is a research that uses a qualitative approach, and is descriptive. the selection of types and approaches in this research is because in this study used to describe the learning outcomes of students at sman 1 kraksaan. the data described is data regarding the analysis of student learning outcomes in trigonometry material on the implementation of the jigsaw type cooperative learning model assisted by geogebra. the subjects in this study were one class of class xi sman 1 kraksaan students, totaling 36 students. the researcher chose one of the classes based on the low mathematics learning outcomes among other classes, taking into account that the students in that class had studied the material on graphs of trigonometric functions. the test in this study was used after learning activities or after learning activities in the classroom ended. the test was made to collect data on student learning outcomes in the cognitive domain which was compiled based on one of the cognitive aspect indicators, namely c4 – analysis. there are three types of observations in this study, the first being teacher activity sheets, student activity observation sheets and student psychomotor observation sheets. teacher activity sheets are created to find out the teacher's activities during learning which later 88 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej serve as evidence that learning has been carried out in accordance with the lesson plans. student activity sheets are created to retrieve data on student learning outcomes in the affective domain which includes all indicators of the affective domain, namely receiving, responding, appreciating, organizing and characteristics. the psychomotor observation sheet was created to collect data on learning outcomes in the psychomotor domain which includes 3 indicators, namely imitating, manipulating, and precision. this research use write test instrument to find out the extent to which students' abilities after going through learning. the description questions used require students to answer each question in detail. the purpose of using this written test is to get data on cognitive learning outcomes. the preparation of the written test i used was adjusted based on the cognitive aspect indicators i, namely c4 – analysis. the grid of written research instruments is as follows. table 1. grid – writing test aspect question indicator grating c4 – analysis assessing trigonometric functions students can determine the maximum and minimum values, periodi and amplitude of a trigonometric function apply trigonometric ratio values to the graph of trigonometric functions students can compare the values of trigonometric functions through the graphs of the given trigonometric functions sketch a graph of a trigonometric function students can determine the coordinate points of a function which will be used as a graphical sketch of a trigonometric function draw a graph of the trigonometric function students can draw graphs of trigonometric functions through the given functions then the observation sheet is used as a reference for observing teacher activities, attitudes and skills of students in learning using the application of the jigsaw model assisted by geogebra software to get good learning outcomes table 2. indicators of student attitude or activeness activity tipe indicator receiving 1. students listen to the objectives read by the teacher 2. students answer attendance by the teacher 3. students pay attention when the teacher divides groups and joins their respective groups responding 1. students ask questions if there are things they do not understand appreciate 1. students follow the teacher's instructions to immediately discuss with their respective groups 2. students take individual or group tests in an orderly manner organizing 1. students pay attention to the teacher when mentioning grades. 2. students conclude the learning material with the teacher and study the next material table 3. student skill indicator activity tipe indicator emulate students are able to imitate the example given by the teacher when using geogebra software manipulate students are able to use geogebra software without seeing examples precision students are able to complete assignments using geogebra software correctly without seeing examples 89 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej furthermore, the data obtained from the results of the validity of the test questions, to find out the data, validation sheets were given to the mathematics education lecturers and teachers of sman 1 kraksaan by doing a cross check using a score calculation according to the likert scale with the description of the assessment scale, namely "4" was very good, "3" was good, "2" fairly good value, “1” is not good value. assessment is described according to cognitive aspects c4 – analysis. the formula for the average percentage of the written test assessment is as follows: 𝑥 = 𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑇𝑜𝑡𝑎𝑙 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒 × 100% the intervals and categories of student test results are as follows: tabel 5. interval and category of test results no interval category 1 80 < 𝑥 ≤ 100 very good 2 75 < 𝑥 ≤ 80 good 3 65 < 𝑥 ≤ 75 sufficient 4 𝑥 ≤ 65 deficient to analyze student activities, it can be done by collecting data obtained based on student activity observation sheets. the assessment can be seen from the score on the observation sheet that is used using the calculation of the score according to the likert scale with the description of the rating scale, namely "4" is very good, "3" is good, "2" is quite good, "1" is not good. the percentage of the score on the observation sheet used is qualified to determine student attitudes in the learning process. the percentage of success is obtained from the average percentage of students in each meeting. 𝑃 = 𝑎𝑐𝑞𝑢𝑖𝑟𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 × 100% finding the average percentage of student attitudes or activities from all meetings can use the formula: 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 = 𝑡𝑜𝑡𝑎𝑙 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑝𝑒𝑟 𝑚𝑒𝑒𝑡𝑖𝑛𝑔 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑒𝑒𝑡𝑖𝑛𝑔𝑠 student success in learning activities can be measured as follows: table 6. the success of student attitudes or activities no interval score category 1 85 < x ≤ 100 very good 2 70 < x ≤ 85 good 3 55 < x ≤ 70 quite good 4 x ≤ 55 not good to analyze student skills, this can be done by collecting data obtained based on student skills observation sheets. the assessment can be seen from the score on the observation sheet used using a score calculation according to the likert scale with a description of the rating scale, namely "4" has very good value, "3" has good 90 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej value, "2" has good enough value, "1" has bad value. the percentage of scores obtained on the observation sheet i used is qualified to determine students' attitudes in the learning process. the percentage of success is obtained from the average percentage of students at each meeting. 𝑃 = 𝑎𝑐𝑞𝑢𝑖𝑟𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 × 100% finding the average percentage of student attitudes or activities from all meetings can use the formula: 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 = 𝑡𝑜𝑡𝑎𝑙 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑝𝑒𝑟 𝑚𝑒𝑒𝑡𝑖𝑛𝑔 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑒𝑒𝑡𝑖𝑛𝑔𝑠 student success in learning skills can be measured as follows: table 7. student skill success no interval score category 1 85 < x ≤ 100 very good 2 70 < x ≤ 85 good 3 55 < x ≤ 70 quite good 4 x ≤ 55 not good results and discussion during the research, the researcher used a jigsaw cooperative learning model with a lesson plan that had been adapted to what was in force at sman 1 kraksaan. the observation results explain the teacher's activities during the 2 meetings which represented in the following table. tabel 8. teacher activity assessment aspect observed things meeting 1 2 early learning 1. opening the lesson 4 4 2. prepare students to take part in learning 3 4 3. carry out appreciation activities 3 3 4. provide motivation for students in learning 3 4 core learning activities 1. doing exploration activities 4 3 2. carry out elaboration activities 3 4 3. carry out activities to confirm result 4 4 core learning 1. draw conclusions on teaching material 4 3 2. give assignments 4 4 3. provide material information 4 4 4. closing the learning process 4 3 mastery of teaching materials 1. demonstrate mastery of teaching materials 4 4 2. associating material with everyday life 3 3 learning strategy 1. applying the geogebra-assisted jigsaw learning model 4 4 utilization 1. utilizing media or learning aids 4 4 2. utilize learning resources (books) 3 3 triggering learning 1. fostering active student participation 3 4 2. show an open attitude towards students 3 3 3. cultivate student enthusiasm 4 3 4. grow students’ self-confidence 3 4 use of language 1. use spoken, written, and clear language 4 4 91 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2. deliver messages in appropriate style assessment of learning process and outcomes 4 4 assessment of learning process and outcomes 1. monitoring learning progress during the learning process 4 4 2. conduct a final assessment in accordance with the learning objectives 3 4 closing 1. reflecting 4 3 2. carry out follow-up actions 4 4 total score 94 95 average teacher activity score 90,3 91,3 based on the assessment made by the subject teacher during the learning activities which were divided into the 10 aspects above, it has been shown that researchers in the application of learning have implemented lesson plans that have been adapted to the school well. this can be seen through the number of scores and averages in all meetings. from the table above, the researcher at the first meeting obtained a score of 94 out of 104, with an average score of 90.3. then at the second meeting the researcher obtained a total score of 95 out of 104 with an average of 91.3, which is already classified as very good. this means that the researcher can carry out or carry out the learning stages in accordance with the prepared lesson plans. a. cognitive realm learning outcomes in collecting cognitive data students are carried out by giving pretest and posttest questions. the pretest was given at the first meeting, and the posttest was carried out at the second meeting to be able to see the learning outcomes in the cognitive domain before and after the implementation of geogebra-assisted jigsaw learning. 1. analysis of student tests before applying geogebra-assisted jigsaw learning the results of this analysis are based on the pretest scores given to students before the application of geogebra-assisted jigsaw learning taken from 36 students. table 9. results of student ability analysis based on indicators of questions at meeting 1 no aspect average category 1 can determine the maximum and minimum values, period and amplitude of a trigonometric function 50 deficient 2 can compare trigonometric function values through the given trigonometric function graphs 19,4 deficient 3 can determine the coordinates of a function that will be used as a graph sketch of a trigonometric function 36,1 deficient 4 can draw graphs of trigonometric functions through given functions 25 deficient overall average 32,6 deficient based on the table above on the results of the pretest students get scores that are included in the (less) category. this can be proven based on the average obtained in each aspect. in the first aspect, it obtained the largest average compared to other aspects, namely 50% in the less category. the second aspect gets an 92 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej average score of 19.4% in the less category. the third aspect gets an average score of 36.1% in the less category. the fourth aspect gets an average score of 25% in the less category. table 10. result student answers analysis based on answer category question answer average 1 a. correct answer, according to indicators, complete and logical 8,3% b. the answer is correct, according to indicator, but there are a few wrong answers 16,7% c. the answers are correct but some are not in accordiing with the indicators 11,1% d. the answer is yes but it doesn’t match the indicator 63,9% 2 a. correct answer, according to indicators, complete and logical 13,9% b. the answer is correct, according to indicator, but there are a few wrong answers 19,4% c. the answers are correct but some are not in accordiing with the indicators 16,7 d. the answer is yes but it doesn’t match the indicator 50% 3 a. correct answer, according to indicators, complete and logical 2,8% b. the answer is correct, according to indicator, but there are a few wrong answers 5,5% c. the answers are correct but some are not in accordiing with the indicators 11,1% d. the answer is yes but it doesn’t match the indicator 80,6% 4 a. correct answer, according to indicators, complete and logical 2,8% b. the answer is correct, according to indicator, but there are a few wrong answers 5,5% c. the answers are correct but some are not in accordiing with the indicators 0% d. the answer is yes but it doesn’t match the indicator 91,7% 5 a. correct answer, according to indicators, complete and logical 0% b. the answer is correct, according to indicator, but there are a few wrong answers 2,8% c. the answers are correct but some are not in accordiing with the indicators 13,9% d. the answer is yes but it doesn’t match the indicator 91,7% based on the table above, only a few students can answer each question correctly, according to the indicators, completely and logically. so that each student does not get a score above the kkm that has been determined by the school, namely 75. thus the cognitive learning outcomes of students before the application of jigsaw learning are still included in the poor category. 93 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 11. result of analysis of student values in the pretest total value frequency percentage category 55 2 5,6% deficient 50 6 16,7% deficient 45 4 11,1% deficient 40 3 8,3% deficient 35 6 16,7% deficient 30 5 13,9% deficient 25 10 27,7% deficient amount 36 100% from table 11 it can be seen that 36 students got a score that was still less than the kkm that had been determined by the school, namely 75. the average obtained was 36.5. thus the cognitive learning outcomes of students before the application of geogebra-assisted jigsaw learning are still relatively lacking. table 12. result of student completeness analysis at meeting 1 interval category frequence percentage 75 ≤ 𝑥 ≤ 100 complete 0 0% 0 ≤ 𝑥 < 75 not complete 36 100% based on the data obtained and adjusted to the categorization from table 12, it can be concluded that prior to the application of geogebra-assisted jigsaw learning, the overall cognitive learning outcomes of students were still in the incomplete category, both individually and classically. it was shown from the results of the pretest that no one had obtained the kkm score that had been determined by the school, which was 75. 2. analysis of student tests after applying geogebra-assisted jigsaw learning the results of the analysis were based on the posttest scores given to students after the implementation of geogebra-assisted jigsaw learning taken from 36 students. table 13. result of student ability on question indicators at meeting 2 no aspect average category 1 can determine the maximum and minimum values, period and amplitude of a trigonometric function 100% very good 2 can compare trigonometric function values through the given trigonometric function graphs 88,9% very good 3 can determine the coordinates of a function that will be used as a graph sketch of a trigonometric function 94,4% very good 4 can draw graphs of trigonometric functions through given functions 91,7% very good overall average 93,7% very good based on the data from the table above obtained from the posttest, there are very significant changes in all aspects of learning the graphs of trigonometry functions. in the first aspect, it gets an average score of 100% which in the first aspect before the application of geogebra-assisted jigsaw learning only gets an average score of 50%. then in the second aspect, the average score was 88.9%, while the previous average score was only 19.4%. then in the third aspect it gets 94 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej an average score of 94.4% with the previous average score of 36.1%. finally, the fourth aspect gets an average score of 91.7% where the previous score was only 25%. the average of all aspects got a score of 93.7% with a very good category. table 14. result of analysis of student values at meeting 2 by category question answer average 1 a. correct answer, according to indicators, complete and logical 77,9% b. the answer is correct, according to indicator, but there are a few wrong answers 13,8% c. the answers are correct but some are not in accordiing with the indicators 2,8% d. the answer is yes but it doesn’t match the indicator 5,5% 2 a. correct answer, according to indicators, complete and logical 83,4% b. the answer is correct, according to indicator, but there are a few wrong answers 11,1% c. the answers are correct but some are not in accordiing with the indicators 5,5% d. the answer is yes but it doesn’t match the indicator 0% 3 a. correct answer, according to indicators, complete and logical 69,4% b. the answer is correct, according to indicator, but there are a few wrong answers 16,7% c. the answers are correct but some are not in accordiing with the indicators 2,8% d. the answer is yes but it doesn’t match the indicator 11,1% 4 a. correct answer, according to indicators, complete and logical 72,3% b. the answer is correct, according to indicator, but there are a few wrong answers 11,1% c. the answers are correct but some are not in accordiing with the indicators 8,3% d. the answer is yes but it doesn’t match the indicator 8,3% 5 a. correct answer, according to indicators, complete and logical 77,9% b. the answer is correct, according to indicator, but there are a few wrong answers 8,3% c. the answers are correct but some are not in accordiing with the indicators 5,5% d. the answer is yes but it doesn’t match the indicator 8,3% based on the data in the table above obtained from the posttest results, there is a very significant difference from the previous data. the percentage of students' answers to each question correctly, according to indicators, completely and logically changed significantly. then the answers to the questions that are correct, according to the indicators but there are a few things that are wrong, there are also changes in each question. then for correct answers but there are some that do not match the indicators and there are answers but do not match the 95 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej indicators there is a decrease from the data that has been obtained from the pretest. table 15. result of analysis of student values in the posttest total value frequence percentage category 100 16 44,3% very good 95 5 13,9% very good 90 2 5,6% very good 85 4 11,1% very good 80 1 2,8% good 75 3 8,3% sufficient 70 2 5,6% sufficient 65 1 2,8% deficient 60 1 2,8% deficient 55 1 2,8% deficient amount 36 100% based on the analysis of the data from the posttest results in the categorization there were 27 students who got the very good category, 1 student in the good category, 5 students with the sufficient category, and 3 students with the less category. then the average score obtained was 89.4 with a very good category. from these data it can be seen changes in students' cognitive learning outcomes compared to pretest results. it can be concluded that the cognitive learning outcomes of students after the application of geogebra-assisted jigsaw learning are classified as very good. table 16. result of student completeness analysis at meeting 2 interval category frequence percentage 75 ≤ 𝑥 ≤ 100 complete 31 86,1% 0 ≤ 𝑥 < 75 not complete 5 13,9% based on the data obtained and adjusted to the categorization of the table above, it can be concluded that after the application of geogebra-assisted jigsaw learning, the overall cognitive learning outcomes of students get a percentage of completeness of 86.1% and a percentage of incompleteness of 13.9%. individually there are still 5 students who did not complete, but completed classically. this was shown in the results of the posttest that only 5 students did not complete, but 31 other students completed. b. affective domain learning outcomes in taking the students' affective data, it was done by filling in the observation sheet for 36 students. filling is done in every meeting or done 2 times. the filling and assessment of the affective observation sheet was carried out by the researcher and assisted by the subject teacher. 96 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tabel 17. result of affective observation sheet analysis aspect observed things assessment score 1 2 3 4 receiving 1. students listen to the objectives read by the teacher 8,3% 8,3% 83,4% 2. student answer the attendance read by the teacher 100% 3. student pay attention when the teacher distributes group and joins their respective groups 2,8% 97,2% responding 1. student ask questions if there are things that have not understood 8,3% 5,5% 86,2% appreciate 1. student follow the teacher’s instructions to immediately discuss with their respective group 11,1% 88,9% 2. student take the individual or group tests in an orderly manner 2,8% 5,5% 91,7% organizing 1. students pay attention to the teacher when mentioning grades 5,5% 11,1 83,4% 2. students summarize learning materials with the teacher and study the next material 5,5% 2,8% 91,7% based on the data on the analysis of students' affective learning outcomes obtained through the observation sheet at this meeting, all aspects received high scores. the scores obtained at this meeting were high with an average score of 96.6. it can be concluded that geogebra-assisted jigsaw learning can support students' affective values in learning. this was shown through the observational data obtained at the end of the meeting which obtained a high score so that it was included in the very good category. c. psychomotor domain learning outcomes in collecting student psychomotor data, it was carried out by filling out observation sheets for 36 students. filling is done in the application of geogebra assisted jigsaw learning. the filling and assessment of the psychomotor observation sheet was carried out by the researcher and assisted by the subject teacher. table 18. result of student psychomotor sheet analysis activity type indicatorsi assessment score 1 2 3 4 emulate students are able to imitate the example given by the teacher when using geogebra software 8,3% 91,7% manipulate students are able to use geogebra software without seeing examples 2,8% 11,1% 86,1% precision students are able to complete assignments using geogebra software correctly without seeing examples 2,8% 5,6% 8,3%% 83,3% 97 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the research above, this research was conducted at sman 1 kraksaan to analyze trigonometry learning outcomes in the application of geogebra-assisted jigsaw learning. to determine learning outcomes which consist of 3 domains, namely cognitive, affective and psychomotor, written tests and observation sheets were used. the subjects in this study were all students in class xi as many as 36 students. obtaining data in the cognitive domain uses written test sheets which are divided into pretest and posttest. giving pretest questions is done at the first meeting or before the application of geogebra-assisted jigsaw learning. from the pretest results obtained, it shows that the scores obtained by all students in completeness are still in the incomplete category with a percentage of 100%. then for the results of the posttest which was carried out at the second meeting or after the application of geogebra-assisted jigsaw learning obtained a completeness percentage of 86.1%. the results of research conducted by ekawati (2016) at sma negeri 1 sanggau ledo show that jigsaw type cooperative learning can improve student learning outcomes in class x on vector material. in the acquisition of affective domain data obtained by filling out affective observation sheets. the results of data analysis obtained from the observation sheet are included in the very good category. then in the psychomotor domain idata get a high percentage of 4 points. in the imitating aspect, a score of 91.7% was obtained, the manipulation aspect was scored 86.1%, and manipulation was scored 83.3%, thus it can be concluded that the students' scores in the psychomotor domain were included in the very good category. in muhammad syahrul kahar's research, zakiyah anwar (2020) states that students taught by jigsaw learning get better learning outcomes compared to conventional learning. during the learning that was carried out with the application of the geogebra-assisted jigsaw, the students were still confused at first and looked awkward to be active in learning activities, especially when operating the geogebra software, discussing and asking other students. however, after the learning took place the students seemed to quickly adapt to the learning given because the researcher directed and explained the operation of geogebra and how to have group discussions according to jigsaw learning. cooperation and assistance from subject teachers is one of the factors in the successful implementation of this geogebraassisted jigsaw learning. in addition, the involvement of students who actively participate in learning is also one of the factors supporting the implementation of good learning. in belladina's research, handayanto and shodiqin (2019) stated that cooperative learning with the help of geogebra can improve student learning outcomes because cooperative learning with the help of geogebra can increase student learning motivation which will later affect student learning outcomes. this is in line with the results of research conducted by pratiwi (2016) which states that the active role of students in using geogebra in mathematics learning will make it easier for students to understand mathematical concepts so that students get better learning outcomes. 98 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion it was found in the discussion that students were very easy to adapt to the application of geogebra-assisted jigsaw learning so as to obtain satisfactory results in all three domains. students got very significant different scores maybe because the pretest and posttest questions were the same, even though at the end of the pretest the researcher did not provide an answer key so that before the posttest the students still did not know the real answer to the question. giving the same questions on the pretest and posttest is also not entirely wrong because there are still some students who do not pass the posttest, this shows that students can answer the written test because of their understanding of the material being taught. for 5 students who did not complete, it is known that the score they got on the psychomotor observation sheet was low. therefore, it can also be said that the understanding and operation of geogebra in learning has a positive impact on students' cognitive learning outcomes. then for the affective domain, it showed great results, it could be because the meetings in this study were only 2 times, at the first meeting the researchers had not implemented geogebra-assisted jigsaw learning, only directly gave pretest questions and after that explained about geogebra. at the second meeting which was conducted in 3 hours of lessons, the researchers used jigsaw learning with the help of geogebra and the learning outcomes obtained by the students were very good. similarly, in the psychomotor domain learning outcomes, researchers used observation sheets at the second meeting or when applying geogebra-assisted jigsaw learning. so that the results of the observation sheet show that students get very good results. researchers can conclude that the application of learning that is new or unfamiliar to students, especially jigsaw can improve student learning outcomes in all three domains. references armiati, a. and budi, a.s. (2021) ‘identifikasi efektifitas pembelajaran trigonometri kelas x masa pandemi covid 19 melalui whatsapp group’, jurnal gantang, 6(1), pp. 11–17. available at: https://doi.org/10.31629/jg.v6i1.2539. belladina, n., handayanto, a. and shodiqin, a. (2019) ‘efektifitas model pembelajaran problem based learning dan quantum berbantuan geogebra terhadap hasil belajar siswa pada materi trigonometri kelas x’, imajiner: jurnal matematika dan pendidikan matematika, 1(6), pp. 323–331. available at: https://doi.org/10.26877/imajiner.v1i6.4861. ekawati, a. (2016) ‘penggunaan software geogebra dan microsoft mathematic dalam pembelaran matematika’, math didactic, 2(3), pp. 148–153. available at: https://doi.org/10.33654/math.v2i3.43. japa, n., suarjana, i.m. and widiana, w. (2017) ‘media geogebra dalam pembelajaran matematika’, international journal of natural science and engineering, 1(2), pp. 40–47. available at: https://doi.org/10.23887/ijnse.v1i2.12467. muhammad syahrul kahar, zakiyah anwar, d.k.m. (2020) ‘pengaruh pembelajaran kooperatif tipe jigsaw terhadap peningkatan hasil belajar https://doi.org/10.31629/jg.v6i1.2539 https://doi.org/10.23887/ijnse.v1i2.12467 99 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej siswa’, supermat (jurnal pendidikan matematika), 4(1), pp. 33–39. available at: https://doi.org/10.33627/sm.v4i1.355. nurdin, e. et al. (2019) ‘pemanfaatan video pembelajaran berbasis geogebra untuk meningkatkan kemampuan pemahaman konsep matematis siswa smk’, jurnal riset pendidikan matematika, 6(1), pp. 87–98. available at: https://doi.org/10.21831/jrpm.v6i1.18421. nurfitriyanti, m. (2017) ‘pengaruh model pembelajaran kooperatif tipe jigsaw terhadap hasil belajar ips kelas viii’, soedirman economics education journal, 1(1), p. 18. available at: https://doi.org/10.32424/seej.v1i1.1879. nurhayati;, meirista, e. and dessy rizky suryani (2020) ‘pengaruh penggunaan geogebra terhadap kemampuan pemecahan masalah matematika’, pengembangan bahan ajar membaca berbasis pendekatan kontekstual, 7(2), pp. 98–114. nurmeidina, r. and djamilah, s. (2019) ‘pelatihan tips dan trik trigonometri mudah untuk siswa sma’, jurnal pendidikan dan pengabdian masyarakat, 2(3), pp. 362–365. pratiwi, d.d. (2016) ‘pembelajaran learning cycle 5e berbantuan geogebra terhadap kemampuan pemahaman konsep matematis’, al-jabar : jurnal pendidikan matematika, 7(2), pp. 191–202. available at: https://doi.org/10.24042/ajpm.v7i2.34. puspitaningtyas, n.d. (2015) upaya peningkatan hasil belajar dan motivasi belajar mata pelajaran kkpi dengan model pembelajaran jigsaw pada kelas x paket keahlian busana butik di smk negeri 6 purworejo. rahmawati, n.s. et al. (2019) ‘analisis minat belajar siswa ma al-mubarok melalui pendekatan saintifik berbantuan aplikasi geogebra pada materi statistika dasar’, journal on education, 01(03), pp. 386–395. subroto, t. and sholihah, w. (2018) ‘analisis hambatan belajar pada materi trigonometri dalam kemampuan pemahaman matematis siswa’, indomath: indonesia mathematics education, 1(2), p. 109. available at: https://doi.org/10.30738/indomath.v1i2.2624. https://doi.org/10.21831/jrpm.v6i1.18421 217 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students' reasoning ability in solving non-routine math problems in terms of learning style widya rizky zakinah1, siti inganah2, minatun nadlifah3 123mathematics education, faculty of teacher training and education university of muhammadiyah email: erssakinah1@gmail.com abstract the purpose of this study is to describe students' mathematical reasoning abilities in solving non-routine problems in terms of learning styles. the type of research used is descriptive with qualitative data. the research subjects were students of class xi ipa. the instruments used are questionnaires, non-routine test questions, and interviews. the data to be taken are data on questionnaires, test questions, and interviews. the data obtained will then be analyzed in a descriptive-qualitative way. the results of this study are that 11th-grade students of ma muhammadiyah 1 plus malang, have several learning styles, namely: visual, kinesthetic, and auditory, respectively: 67%️, 25%️, and 8%. students with visual learning styles have fairly high reasoning abilities by meeting indicators such as 1) being able to present and make mathematical statements in writing well 2) being able to manipulate y-values, and 3) compiling solutions to existing problems. while students with kinesthetic learning styles, students meet reasoning ability indicators, including 1) writing mathematical statements well, and 2) manipulating target functions, then students with auditory learning styles only have one indicator of reasoning ability, namely: 1) creating and finding solutions to trouble well. keywords: mathematical reasoning; non-routine questions; learning style introduction one of the subjects in school that is taught, starting from elementary to highlevel education, is mathematics(funds, 2019). on the other hand, in the mathematics learning process, students must have, one of them is reasoning ability(jami and wijayanti, 2020) where reasoning ability is defined as the ability to improve abilities ranging from proof, giving ideas, and solving problems to drawing conclusions (puspita et al., 2020). this reasoning ability can be said to be the basis of thinking that students must have in learning mathematics. another opinion says that the ability to learn mathematics is defined as an activity or process of thinking in solving everyday problems(ramdani, 2019). this research was taken because, in a mathematics lesson, mathematics and reasoning are two things that cannot be separated because understanding mathematics requires reasoning, so that reasoning must be owned by every student in learning mathematics (hermawan & winarti, 2015; astuti & abadi, 2015) in(sahija, 2020)and this is also supported by researchsuprihatin, maya, & senjayawati (2018)which says if the reasoning is used to solve problems in mathematics because according to the purpose of studying mathematics is to mailto:elfrida.rahmasari@gmail.com 218 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improve one's reasoning. given the importance of reasoning skills in learning mathematics, all parties must try to develop and train students' reasoning, especially teachers. the teacher is used as a transmitter of information to students, and the teacher's methods in learning can affect student learning outcomes later. one of the tendencies of teachers in learning to use delivery of learning based on the teacher's own learning style(widayah, 2016). where the learning style here is defined as the tendency of students' ability to absorb and communicate information effectively and can be seen in the way of learning, speaking, doing assignments to discussion activities. (darkasyi, 2014:mar'ah, 2015)). another opinion says that learning style is not an ability but rather the way a person uses his abilities(sugiyanto, 2014). in indonesia, the best known learning style approach is learning based on sensory preferences which is divided into 3, namely 1) visual style, namely by sight, 2) auditory style, namely by hearing and 3) kinesthetic style, namely by direct movement or activity.(zubaidah, 2016). student learning styles are needed in seeing how students solve non-routine questions(erdogan, 2015). non-routine questions themselves are defined as questions whose solutions require broader and unusual thinking because the procedures are not as clear as the procedures taught in class.(sizilia, 2018). another opinion says that non-routine questions are defined as questions that are not usually taught in classroom learning which will usually focus more on a high level of interpretation and problem organization.(aisyah, 2010). on the other hand, non-routine questions can also be interpreted as questions that relate topics to one another, not just a good memory challenge.(gordah, 2012). based on the experience of researchers in internships 2 and 3, there are still teachers who use the lecture method in their learning so that it makes students bored and the information provided does not reach students because of differences in learning styles which result in students' reasoning abilities are still being questioned. the use of non-routine questions is because, as we all know, routine questions are specially designed questions whose work is not structured as usual and has a higher level.(sizilia, 2018). so from the definition of non-routine questions, the selection of non-routine questions because the questions are specially designed and higher than routine questions (usually) will develop the level of reasoning ability compared to ordinary (routine) questions. this is supported by the statementrita, zulkardi, & hartono (2015)who said that giving reasoning questions that were specially designed, unusual, unstructured (non-routine) would indirectly be able to develop children's reasoning abilities higher than the questions they used to do. judging from previous research conducted byfund (2019)shows that there are differences in the level of reasoning ability in each person's learning style, for example students with auditory and kinesthetic learning styles are higher than people with visual learning styles whose reasoning abilities are. while other research was conducted bypuspita et al (2020)resulting in differences in student learning styles to make reasoning abilities in terms of student learning outcomes. thus, the differences between students in managing information cause differences in students' mathematical abilities(sri, 2018). two previous studies used routine 219 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej questions in class, while in this study, researchers wanted to know students' reasoning abilities through non-routine questions which required further thinking and the steps were rarely taught in class, of course, it was reviewed based on the students' learning styles. based on some of these descriptions, researchers are interested in conducting research with the title "analysis of students' reasoning ability in solving non-routine mathematics problems in terms of learning style". the purpose of this study is to describe students' reasoning abilities in terms of learning styles in completing non-routine mathematics. research method this study is a study that aims to describe students' reasoning abilities in terms of learning styles in solving non-routine math problems. therefore, the research approach used in this study is a qualitative approach with a descriptive type of research. this research will be carried out in class xi ipa ma muhammadiyah malang totaling 19 people. the researcher chose ma muhammadiyah malang, because the researcher had had an internship at the school so that the researcher knew the field conditions and the students in solving routine questions. the object of this research is the students' reasoning ability in solving non-routine questions in terms of learning styles. in this study, the researchers divided the research stages into three stages, namely: a) planning stage the first activity carried out during the planning stage is an application for a research permit to the principal of the school concerned. conduct preliminary observations and coordination of mathematics subject teachers for class xi. before the research is carried out, it is necessary to prepare learning tools in accordance with the research that will be carried out later, including nonroutine questions. develop research instruments, learning style questionnaire guidelines, and research administration files to support the smooth running of the research. b) stages of implementation in this stage, the researcher conducts or goes directly to the field to get the data needed. this research was conducted by the researcher himself and also an observer who assisted in carrying out and documenting research activities. the procedure carried out in this study is to explain the implementation of the tar to the teacher, then explain it to the students. on. then explain the test procedure to students. during learning, the researcher gave a questionnaire to the students regarding their mathematical reasoning ability on learning styles. at the end of the meeting students were given non-routine questions to determine students' reasoning abilities in solving problems and the researchers conducted an analysis of student work. c) reporting stage the final stage in this research is the reporting stage which includes the data processing stage, analyzing research data, presenting and making conclusions 220 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej on the research that has been carried out. the results of the research that have been neatly arranged will be discussed with the supervisor as a result of the research that has been carried out. in the process of collecting data, researchers directly collect data on the object of research in order to obtain valid data, the researchers must do the following things: a) questionnaire the learning style questionnaire used by researchers to determine the learning styles of class xi ma muhammadiyah malang students used a jonelle a batrice questionnaire that was sourced from a book he wrote entitled learning to study through critical thinking. the questionnaire was translated by the center for development of syarif hidayatullah state islamic university (uin) monday, 7 may 2018. this learning style questionnaire was given to class xi students before learning or before the implementation of non-routine test questions. b) non-routine test questions in this research, a non-routine test will be carried out. after students fill out the learning questionnaire, the researcher will classify them into three learning styles, namely visual, kinesthetic and auditory learning styles. furthermore, the researchers gave non-routine test questions to several students who had been selected based on each category of learning styles. where tests (non-routine questions) will be given to students who are selected by researchers to be research subjects to determine the level of students' reasoning. this test is given in details of description questions. the data obtained in the form of answer sheets from students. c) interview this interview was conducted when students finished completing non-routine questions and the students interviewed were students selected by researchers who were included in the classification of categories for each learning style. this is done with the aim of finding out more about students' reasoning abilities in participating in learning. so that later the interview results that have been obtained can be used to examine the data in working on non-routine questions that match the answers to the research subject's test. in this study using measuring instruments or instruments in this study were used to collect data needed in compiling research results. the instruments used are: a) learning style questionnaire the instrument for classifying learning styles in this study was in the form of a questionnaire. this questionnaire aims to obtain data on student learning styles. learning style classification questionnaires will be given to students at the beginning of learning. this questionnaire consists of 13 statements. each question item consists of three answer choices. the three answers represent the characteristics of each learning style. the student's task is to choose one of the three answer options available for each statement item. the researcher has attached the list of questionnaires. the criteria for grouping students in learning styles are as follows: (1) if the visual learning style score (v) is the highest score (v>a and v>k) then the student is classified as a visual learning style type 221 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (2) if the auditory learning style score (a) is the highest score (a>v and a>k) then the student belongs to the auditory learning style type. (3) if the kinesthetic learning style score (k) is the highest score (k>a and k>v) then the student is classified as a kinesthetic learning style type.(anintya et al, 2017). b) non-routine questions test sheet the test instrument in working on non-routine questions. this test is used to see students' reasoning abilities based on reasoning indicators which consist of 1) presenting mathematical statements either in writing, diagrams or pictures, 2) performing mathematical manipulations, 3) compiling and providing reasons for the correctness of the solution, and 4) drawing conclusions from logical statements. . the test questions consist of 4 items with different score proportions for each answer. for non-routine questions the researcher attaches to the end of this proposal. first, the researcher makes questions based on indicators of basic competence and reasoning abilities, which will later be validated to expert lecturers and mathematics teachers until they are declared valid to be used in this study. c) interview this interview was conducted in a structured manner in the interview guide to determine the students' reasoning abilities with the aim that the subjects could express their opinions and ideas/answers that they had written down. results and discussion 1. learning style results in this study, to identify each student's learning style, the researcher gave a questionnaire to be filled out by the students. this questionnaire was filled out on thursday, september 16, 2021, which was attended by 24 students of class xi ma muhammadiyah 1 plus malang. based on the results of the student learning style questionnaire distributed by the researchers, the results are as follows: figure 1. percentage of student learning styles based on figure 1. it can be seen that the class ix students are dominated by students with visual learning styles with the percentage reaching 67%, then the kinesthetic learning style is equal to and the last is the auditory learning style is visual 67% kinestetik 25% audiotori 8% learning style in xi class visual kinestetik audiotori 222 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 25% . based on these results, the researchers also chose research subjects as in table 2 below: table 1 research subjects no learning style code student learning style 1 visual s1 v1 s2 v2 2 kinesthetic s3 k1 s4 k2 3 auditory s5 a1 s6 a2 the selection of research subjects was carried out by considering the number of students who had different learning styles in each learning style, so the researchers chose 2 students for each type of learning style, namely undergraduate and graduate students with visual learning styles, doctoral students and doctoral students. with kinesthetic learning style and s5 and s6 students with auditory learning style. 2. students' reasoning ability figure 2. researchers distribute questions the figure 2 shows that the researcher collaborates with the mathematics teacher to distribute questions to students who are the research subjects, because it is still in limited face-to-face learning, the mathematics teacher enters and assists in the class. the giving of this question will take place on september 19, 2021. to determine the students' reasoning ability, the researcher used non-routine math problems with linear programming material to be done by class xi students. the results of the students' reasoning ability scores are as follows: 223 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 2. student reasoning ability results no learning style student mark 1. visual s1 79 s2 52 2. kinesthetic s3 69 s4 45 3. auditory s5 15 s6 53 based on table 2. it shows that s1 and s2 students with visual learning styles get scores in reasoning abilities, namely 79 and 52, respectively, while for s3 and s4 students with kinesthetic learning styles get values for reasoning abilities, namely 67 and 45, respectively. finally, s5 and s6 students with auditory learning styles scored 15 and 53, respectively. 3. analysis of students' reasoning ability in terms of learning style there are several analyzes of students' reasoning abilities in terms of learning styles: a. visual learning style the results of students' answers with visual learning styles, in question no. 1, student 1 answered starting to make an example and write down what was known, make an experiment to find the values of x and y correctly to write down how much profit, s1 students answered it smoothly but in the final result the asking for the maximum profit s1 students have not been able to answer correctly because the maximum profit is not worth it𝑅𝑝. 280.000. while the answers of s2 students show that answering questions by formulating x and y variables, making mathematical models, making simulations to determine coordinate points, finding x and y values, which is 20. however, in determining the maximum benefit of s2 as well as s1, it is still not correct. in question number 2, s1 students answered starting from assuming the variables in the problem, writing down information in writing until finally making a mathematical model of problem number 2 correctly. meanwhile, student 2 directly wrote down the mathematical model of the existing problem with the correct answer directly without making an example or making a simulation. in question number 3, s1 students write down the known problems in the problem, make simulations from the information in the problem, create objective functions and look for x and y values even though the values are not correct and this student has also not concluded how many cows and goats are there. must be purchased for maximum profit. while s2 students answered by making inequalities in the problem, then determining the values of x and y correctly, but in the case of s1 students, s2 students still could not find the correct answer to the existing problems. in question number 4, s1 students answered by making an example of what is known in the problem, making a simulation by converting the information in 224 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the problem into functions and mathematical models. meanwhile, s2 students immediately answered with the answer to the mathematical model directly. these two students both s1 and s2 answered question number 4 with the correct final result. b. kinesthetic learning style the results of students' answers with kinesthetic learning styles. in question number 1, the doctoral student answered by changing the information into several manipulations of the x and y variables, making the target function to find the x and y values, which were 20 each, the doctoral student also produced the maximum profit value, namely280.000, but this answer is still not correct. while s4 answered number 1 starting withquestion number 1 by changing the information in the question into a written statement in the form of numbers and variables, this student also writes the maximum function correctly, until he finds points x and y which are each worth 20, but s4 students have not been able to find the maximum benefit requested in the question. . in question number 2, doctoral students start by making changes and manipulating information into the form of variables and tables, so that students create a mathematical model with the correct answer. while s4 students start answering question number 2 by writing down what is known in the problem, so that they find the value and target function and mathematical model correctly, these students also determine the maximum advantage in the problem, but students do not understand what is asked in the question which only asks to make mathematical model of the problem at hand. in question number 3, doctoral students answered by changing by manipulating the information in the question into a table of variables and target functions, students also then looked for the values of the x and y variables, which were worth 5 and 10 respectively, until finally these students found that to achieve maximum profit it is necessary to buy 5 cows and 10 buffalo. while the s4 students started answering question number 3 by converting the information in the questions into statements into tables and variables, these students also made mathematical models correctly, but had not yet found how many buffalo and cows to buy in order to get maximum profit. in question number 4, the doctoral student answered by changing the information in the question into a table containing variables and target functions, until this student answered by making a mathematical model correctly. meanwhile, s4 students answered question number 4 by making tables of existing problems, making target functions and mathematical models to making pictures. c. auditory learning style the results of students' answers with an auditory style. in question number 1, s5 students immediately calculated in order to find a solution to the problem, namely the benefits obtained from written batik and stamped batik, but this student's answer was still not correct. meanwhile, s6 students answered by directly manipulating the target function from the information in the question, students also determined the value of x and y, each of which was worth 20, until 225 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the student calculated the maximum profit but was still wrong in completing the final result. in question number 2, s5 students answered by making an example of the information in the problem and creating a target function and mathematical model to find the values of x and y to calculate the profit value, but these students did not seem to understand what was asked in question number 2, namely the question only asked for make a mathematical model of the existing problem. while s6 students answered question number 2 by directly making solutions to existing problems, namely making mathematical models correctly. in question number 3, s5 students did not answer the question, while s6 students answered question number 3 by making a table of information expressed in the form of variables and numbers, until they found the values of x and y, but this child had not clearly defined the values of x and y. as a what. in question number 4 also s5 students did not answer. meanwhile, s6 students stated information in the form of tables and variables x and y, and made mathematical models of the existing problems, but these students have not mentioned or made conclusions from what they have written. based on the exposure of the research results, it is known that the results of the student learning style questionnaire for class xi ma muhammadiyah 1 plus indicate that visual learning styles dominate from other learning styles, namely 16 students have visual learning styles, while 6 students have kinesthetic learning styles and 2 students have auditory learning style or in percentage of students' learning style visual : kinesthetic : auditory successively equal to67% ∶ 25% ∶ 8%. this shows that the visual learning style is the most common learning style in class xi. this result is also supported by previous research conducted by(edimuslim et al, 2019)which states that the visual learning style is still the dominant class in the class that is equal to the 5 existing learning styles. other research also shows that students with visual learning styles achieve the most 1 among other learning styles40%(sayuri and yuhana, 2020). students with visual learning styles are able to present mathematical statements both in writing and in tabular form, students are also able to manipulate by making x and y points, and compiling solutions. these results are supported by the results of previous research conducted bybachri (2020). research conducted bypuspita et al. (2020)also shows that students with visual learning styles are able to make statements in the form of what is known and conjecture, manipulate to develop solutions to problems. students with kinesthetic learning style are able to express written mathematical statements in the form of tables, make manipulations of the target function in problems, but students with kinesthetic learning styles have not been able to develop detailed solutions and make conclusions through logical statements. these results are supported by previous research conducted byfund (2019)which results that students with kinesthetic learning styles have mathematical abilities, namely being able to present mathematical statements in writing well, quite capable of performing mathematical manipulations and lacking in finding patterns and 226 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej compiling solutions to less in making conclusions from logical statements. other research was also conducted byafif (2019)this results in writing statements in the form known in the problem in writing and making manipulations. students with auditory learning styles are able to find or make solutions to existing problems, but are less able to make written statements and are unable to manipulate and draw conclusions from existing problems. these results are also supported by previous research conducted bydamayanti (2020)which states that students with auditory learning styles are considered unable to solve reasoning problems properly, because they only write solutions in problems. based on the description above, it is concluded that students with visual learning styles have a fairly high level of ability by meeting three indicators of reasoning ability, while students with kinesthetic learning styles have a moderate level of reasoning ability by meeting two indicators of reasoning ability and students with auditory learning styles have a high level of ability. low reasoning that only fulfills one indicator, namely making and finding solutions to problems well. conclusion based on the description of the results and the previous discussion, there are several conclusions that can be drawn, including: 1) grade 11 students of ma muhammadiyah 1 plus malang, have several learning styles, namely: visual, kinesthetic, and auditory, respectively: 67% ∶ 25% ∶ 8%, so that the most dominant learning style in this class is the visual learning style, 2)for students with visual learning styles, students meet several indicators of reasoning abilities including: a) able to present and make written mathematical statements well, b) able to manipulate values and y, and c) develop solutions to existing problems. . 3) for students with a kinesthetic learning style, students meet the indicators of reasoning ability including: a) write mathematical statements well, b) manipulate target functions. 4) students with auditory learning style only have 1 indicator of reasoning ability, namely: a) making and finding solutions to problems well. references afif, a.m.s., suyitno, h., w. (2016). analisis kemampuan penalaran matematis siswa kelas vii ditinjau dari gaya belajar siswa pada. 2007, 328–336. aisyah, n. (2008). pendekatan pemecahan masalah matematika. pembelajaran matematika sekolah dasar, 1–34. anintya, y. a., pujiastuti, e., & mashuri. (2017). analisis kemampuan komunikasi matematis ditinjau dari gaya belajar siswa kelas viii pada model pembelajaran resource based learning. unnes journal of mathematics education, 6(1), 37–43. bachri, s. (2020). analisis kemampuan penalaran matematika ditinjau dari gaya belajar siswa pada materi logika matematika. 3(2017), 54–67. damayanti, s. (2020). analisis kemampuan penalaran matematis ditinjau dari gaya belajar siswa kelas x akl smkn 1 pulau punjung dharmasraya. 28– 227 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 29. dana, i. (2019). kemampuan penalaran matematis siswa ditinjau dari gaya belajar pada model pembelajaran missouri mathematics project. darkasyi, m. (2014). peningkatan kemampuan komunikasi matematis dan motivasi siswa dengan pembelajaran pendekatan quantum learning pada siswa smp negeri 5. 21–34. edimuslim, e., edriati, s., & mardiyah, a. (2019). analisis kemampuan literasi matematika ditinjau dari gaya belajar siswa sma. suska journal of mathematics education, 5(2), 95. https://doi.org/10.24014/sjme.v5i2.8055 erdogan, a. (2015). turkish primary school student’ strategi in solving a non routine mathematical problem and some implication for the curriculum design and implementation. international journal for mathematics teaching and learning, 1–27. gordah, e. k. (2012). masalah matematis peserta didik melalui pendekatan open ended the improving teacher effort on ability connection and solve math-. jurnal penidikan dan kebudayaan, 18(september), 264–279. jami, s., & wijayanti, k. (2020). kemampuan penalaran matematis pada pembelajaran ttw ( think talk write ) ditinjau dari gaya belajar siswa. prisma, prosiding seminar nasional matematika, 3, 599–604. mar’ah, a. (2015). gaya belajar dan faktor pengaruhnya terhadap pencapaian prestasi belajar ipa terpadu siswa kelas viii mts sultan fatah gaji guntur demak tahun pelajaran 2015/2016. jurnal empati, 1(1), 1–146. puspita, m. d., prayito, m., & sugiyanti, s. (2020). analisis kemampuan penalaran siswa sma dalam memecahkan masalah matematika ditinjau dari gaya belajar visual. imajiner: jurnal matematika dan pendidikan matematika, 2(2), 141–150. https://doi.org/10.26877/imajiner.v2i2.5776 ramdani, s. (2019). analisis kemampuan komunikasi matematis dalam menyelesaikan masalah kontekstual kelas xii mipa di sma negeri 1 bone. in αγαη (vol. 8, issue 2). https://doi.org/10.22201/fq.18708404e.2004.3.66178 rizta, a., zulkardi, z., & hartono, y. (2015). pengembangan soal penalaran model timss matematika smp. jurnal penelitian dan evaluasi pendidikan, 17(2), 230–240. https://doi.org/10.21831/pep.v17i2.1697 sahija, l. a. (2020). analisis kemampuan penalaran siswa smp dalam menyelesaikan masalah matematika ditinjau dari gaya belajar. universitas muhammadiyah malang. sayuri, m., & yuhana, y. (2020). smp ditinjau dari gaya belajar tersebut , maka seseorang harus yang dilakukan oleh priatna , diketahui adalah pada level penalaran ( reasoning ) dapat nurhayati & subekti ( 2017 ) yang. 1(4), 403–414. sizillia, n. (2018). scaffolding pada penyelesaian soal non rutin telescopic. 2. sri sumartini, t. (2015). peningkatan kemampuan penalaran matematis siswa melalui pembelajaran berbasis masalah. mosharafa, 5(1), 1–10. sugiyanto. (2014). psikologi pendidikan diagnostik kesulitan belajar (dkb). 274, 113–132. suprihatin, t. r., maya, r., & senjayawati, e. (2018). analisis kemampuan 228 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej penalaran matematis siswa smp pada materi segitiga dan segiempat. jurnal kajian pembelajaran matematika, 2(1), 10. widayah, shofia nur. (2016). pengaruh gaya belajar siswa terhadap hasil belajar pendidikan kewarganegaraan di sdn gugus dr. cipto mangunkusumo kabupaten pati. pendidikan guru sekolah dasar fakultas ilmu pendidikan universitas negeri semarang, 1–124. zubaidah, s. (2016). keterampilan abad ke-21: keterampilan yang diajarkan melalui pembelajaran. seminar nasional pendidikan, 2(2), 1–17. 47 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej student thinking process in solving mathematical representation problems alfiah nurfadhilah am. hindi1, iwan setiawan hr2 1, 2 mathematics education, universitas patompo indonesia email: alfiah.nurfadhilah.am.hindi@unpatompo.ac.id corresponding author: alfiah nurfadhilah am. hindi, alfiah.nurfadhilah.am. hindi@unpatompo.ac.id abstract this research was qualitative research with descriptive approach, which aimed determined the level of success of students in solving representation problems based on the type of representation, namely numbers, algebra, geometry, and statistics and to know their thinking processes. the subjects of this study were first semester students at patompo university who were selected using a purposive sampling technique. the subjects of this study were 2 students in each representational domain. data were analyzed to determine the results of problem solving and students' thinking processes in solving representation problems in mathematics. based on the results of the research on solving visual representation problems based on trm-01 and trm-02, most of the students failed especially in algebraic material which was caused by difficulties in solving representation problems. this is shown based on the percentage of students' success in solving representation questions. keywords: thinking process; problem-solving; graphics representations hindi, a., n., am, & hr, i., s.. (2023). student thinking process in solving mathematical representation problems. mathematics education journal, 7(1), 47-59. doi: 10.22219/mej.v7i1.24830 introduction the activity of how individuals obtain information, how that information is represented and transformed into knowledge, how that knowledge is stored into memories which are later recalled, and how that knowledge is used to take actions or decisions, all of which are mental activities or thinking activities or thinking processes. mental processes or thinking processes are processes that humans use to learn to acquire knowledge by understanding and conceptualizing problem situations, making hypotheses and how to solve problems, controlling and improving problem-solving processes (hindi & hr, 2020). one of the mental activities is representation. why is this representation interesting to study as part of a learning model? to begin with this representation, the author tries to remember childhood or simple observation results in children who are still at the piaget version of pre-operational mental development. representation is defined simply by mainali (2021) as a sign or a combination of signs, characters, diagrams, objects, images or graphics. beyond this definition, representation involves translating problems or new forms, translating diagrams or physical models into symbols or words, representations are also used in translating or analyzing verbal problems to clarify meaning (nctm, 2000). meanwhile goldin & shteingold (2001) defines in more detail as a configuration (shape or mailto:alfiah.nurfadhilah.am.hindi@unpatompo.ac.id mailto:alfiah.nurfadhilah.am.%20hindi@unpatompo.ac.id mailto:alfiah.nurfadhilah.am.%20hindi@unpatompo.ac.id 48 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej arrangement) that can describe, represent, or symbolize something in a way that is categorized into two stages, namely internal representations and external representations. students are taught how to communicate by reading and writing (literacy) and learning numbers (numeration). however, the art of combining these two skills is often overlooked. representation, which can be defined as the ability to communicate numerical visual information is still neglected. most students only have skills in reading, writing and arithmetic even though translating graphical language is an important aspect of learning mathematics (zhao & gaschler, 2022). graphs are one of the most common mathematical functions used to display information. they are represented in text books, standardized tests, as well as other print and electronic media in classrooms (mukherjee et al., 2021; priti & james, 2002; shreiner & guzdial, 2022). visual representation is one of the most commonly used mathematical functions to display information represented in textbooks, standardized tests, and other print and electronic media. several developed countries such as australia, england and the united states have paid special attention to graphical knowledge such as diagrams, graphs and symbols for students' abilities included in the mathematics learning curriculum. the ability of students who specifically emphasize the ability to interpret graphs for various grade levels in schools (lowrie & diezmann, 2007). an individual's ability to interpret a visual representational language is based on the perception and concept of representation. there are various ways students interpret the graphical language of mathematics. giving answers is not necessarily in accordance with the concepts that have been taught so it is necessary to trace the thinking processes of students in solving mathematical representation problems. in general, students represent problems more to the mastery of knowledge and experience possessed by each student (lowrie & diezmann, 2009). according to krathwohl (2002), there are three aspects required for someone to understand information through visual information. the three aspects in question are the aspect of translation (translation), namely the ability to read, capture a meaning through graphics then expressed in another way based on the original statement, the aspect of interpretation (interpretation), namely the ability to conclude, then expressed based on existing data in his view into another form, as well as aspects of prediction (extrapolation), namely one's ability to make predictions or predict trends based on observed data. baker et al. (2001) suggests "typically, students' ability to decode particular types of graphics is not the focus in mathematical tests. however, because knowledge of graphics impacts on mathematical performance, we constructed an instrument to assess students' knowledge of graphics". in particular, students' ability to represent each type of representation was not focused on the math test, but graphic knowledge had an effect on graphical math performance. several forms of representation—such as diagrams, graphs, and symbolic expressions—have long been an integral part of learning mathematics in schools. unfortunately, these forms of representation are taught directly, as if they were a learning objective. this approach limits the power and usefulness of representation as a tool for learning, working, and thinking mathematically. 49 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej seeing the importance of representation in learning mathematics, it is important to encourage students to represent their mathematical ideas in a way they understand, even if the representation is not common, unconventional (different from the others). at the same time, students also need to learn forms of representation that are common (conventional) to be able to facilitate them in learning mathematics and their communication with other students in mathematical ideas. in addition, for today, the integration of technology in further mathematics learning can increase the need for students to adapt comfortably in using new mathematical representations (pedersen et al., 2021). mathematical representation is an important part of educational goals in mathematics. representation in solving mathematical problems can help students to organize, present, look for relationships and evaluate a set of data so that it supports students to interpret and make sense of the information provided (goldin & shteingold, 2001). in this case, the teacher's role is to help students express how the process goes on in their minds when solving problems, for example by asking students to tell the steps that are in their minds. this is necessary to find out thinking errors and tidy up the knowledge network of students. the thought process is an activity that occurs in the human brain. incoming information and data is processed in it, so that what is already inside needs adjustments, even changes (hr & hindi, 2020). this process is called adaptation. the thought process according to solso et al. (2014) includes three main components, namely: (1) thinking is a cognitive activity that occurs in one's mental or mind, invisible, cannot be concluded based on visible behavior, (2) thinking is a process that involves some manipulation of knowledge in the cognitive system, knowledge stored in memory is combined with current information so as to change one's knowledge of the situation at hand, and (3) thinking activity is directed to produce problem solving. according to piaget (in santrock, 2018) information transformation can be carried out in two ways, namely: (1) assimilation, namely changing the structure of information that has just entered short-term memory to match the existing scheme in long-term memory, and (2) accommodation, namely changing the existing schema in long-term memory to suit the structure of the newly entered information, so that the new information can be received, meaning that it can be stored in longterm memory. to be able to achieve this, the researcher wants to examine more about the thinking process in solving mathematical representation problems in early semester students of mathematics education study program at universitas patompo. indicators used to see the process of thinking based on piaget's theory of assimilation and accommodation processes. research method types of research this type of research is qualitative research with a descriptive approach. this study analyzes students' problem-solving abilities in visually representing mathematical problems and students' abilities in solving mathematical problems based on the visual information presented. 50 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research subject this research was conducted in the first semester students of mathematics education study program at universitas patompo by conducting a mathematical representation test in the form of essay questions related to visual/graphic information. this step is intended to determine the level of success of students in solving problems representing and interpreting the visual information presented. the results of the mathematical representation problem solving tests were analyzed to determine which subjects would be selected in the study. selection of subjects using purposive sampling technique. the subject is taken with a specific purpose or goal because the researcher assumes that the subject has the information needed in the research. the number of students in this study were 40 students on the mathematical representation test (trm-01) and 35 students on the mathematical representation test (trm-02). next, to determine several research subjects to be interviewed. research procedure based on the background and research objectives as in the previous chapter, the research is focused on: 1. the level of success in solving representation problems 2. the process of thinking in solving problems related to assimilation and accommodation 3. material related to mathematical representation the flow chart of the research implementation procedure is shown in figure 1 as follows. figure 1. flowchart of research implementation procedures data collection technique data collection techniques used in this study are as follows: 1. representation test to collect data about the description of students' representational problemsolving abilities, a representation test was made in which students were asked to solve problems visually and verbally. this test is prepared by taking the following steps. 51 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a. the tests were made in two types, namely in the form of verbal (trm-01) and in the form of visual (trm-02) related to material in class vii, namely the domain of numbers, algebra, geometry and statistics. b. perform expert validation as well as expert consultation 2. interview interviews in this study were used to reveal things that were unclear or unclear in students' written work. in this study, semi-structured interviews were used where the interviewer would first ask a series of structured questions, then deepen one by one in order to obtain further information. thus, complete and in-depth information can be obtained. 3. documentation documentation is a method for obtaining or knowing something in the form of photographs and video recordings during research, as well as the identity of research subjects obtained from lecturer data. as for the data analysis flowchart about students' ability to visual representation of mathematics, shown in figure 2 as follows. figure 2. flow chart of data analysis techniques. results and discussion based on the research results of visual representation problem solving based on trm-01 on 40 students. particularly in the matter of numbers from 40 students, as many as 27 (67.5%) students gave the correct solution and 13 (32.5%) students still had difficulty in representing visually. in the algebraic domain, only 11 out of 40 (27.5%) students gave the correct representation completion. furthermore, for the geometry domain where students were asked to visualize the meaning of verbal questions, 17 students (42.5%) correctly completed the given representation problem and 1 student did not answer at all. as for the statistical domain, out of 40 students, 25 students (62.5%) gave the correct answer and 2 students did not answer at all. almost all students are able to describe bar charts. however, there was an error in calculating the amount of data for a cell phone brand so that the answers obtained were not correct. most students still experience difficulties from the four domains of representation. especially in the form of visual presentation, even though it is correct, it is still not perfect. most students also do not write down their level of 52 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej confidence in solving problems so that it is difficult for researchers to know whether these students recheck the results of their completion. based on the solutions given by students, the algebraic domain proved to be the most difficult problem for students to solve. researchers argue that problems in this domain require the solver to get more attention. the results of this study indicate that the majority of students prefer numerical and verbal representations, and a minority of students prefer algebraic representations. these results may be related to students' difficulties in abstract algebra and the way algebra is taught at school. question 1: andi has a bag of marbles plus 4 marbles in his hand. while heri has 12 marbles. after counting the number of andi's marbles less than heri's marbles. how many marbles are in andi's bag? (draw a solution graph on a number line) only 11 out of 40 students were able to solve representation problems correctly. students who already understand the concepts related to one-variable linear equations or inequalities. material related to algebra requires students to understand the signs of equations or inequalities used, how to find the value of the variable in question and the correct calculation so that the graph of the solution can be described. furthermore, as many as 29 out of 40 subjects have not been able to solve representation problems correctly. most students have difficulty in using equation sign. this shows that the subject has not changed the verbal problem into an equation. the subject also did not understand how to make a completion graph. the results of written work on one of the students who solved the representation problem with the process and answers were as follows figure 3. figure 3. answer from subject 1 when the subject was interviewed in more depth regarding the thought process in solving the problem, the subject revealed what was in accordance with what he thought at the stage of understanding the problem. the following is an excerpt from an interview with the subject. q : try reading the question s1 : (read the question).... q : what do you think after reading this question? s1 : about algebra, ma'am q : why do you think so? s1 : because there was talk about variables q : when you read the questions, did you immediately understand them? s1 : you don't understand, ma'am. q : where is the difficulty? s1 : how to make a graph of the solution, ma'am q : what is known from the problem? s1 : it is known that andi has a bag of marbles plus 4 marbles. while heri has 12 53 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej marbles. q : what is being asked? s1 : how many marbles are in the bag. based on the interview excerpt above, the researcher assumes that the subject is able to understand the problem. this is shown when the subject is able to mention things that are known and asked about representation questions. meanwhile, based on the results of the written work, the researcher assumes that the subject has not been able to make a correct settlement plan. this can be seen in written work where the subject in describing a scale appears to be in balance. this is not in accordance with the intent of the question so that the settlement plan indicated by the subject is not correct. the subject has not been able to determine the sign that should be used to solve the problem. furthermore, at the stage of problem solving the subject wrote down the process of solving which was not quite right regarding the problem of the representation given. the subject still uses the solution plan to find the answer. in this case the subject does not understand how to make a correct equation. the subject only matched the actual result, which was 8. however, the meaning of the value was still not correct because the subject answered that the contents of the bag were 8. in fact, using the inequality sign meant that the contents of the bag were less than 8. the subject also did not describe the completion graph for this problem. furthermore, the results of research on the ability to solve verbal representation problems of 35 students. the ability to solve trm-02 interpretation of the number domain, as many as 16 out of 35 students (45.7%) gave the correct solution. furthermore, for the algebraic domain, as in problem number 2 regarding one-variable linear equations, only 10 students (28.6%) were correct and 1 student did not provide a solution. most of the solutions that are not correct are because students have not been able to translate the meaning of the figure such as the sign used whether it is an equation or an inequality and do not know how to place which number on the left and right side. but what is interesting about one of the students who has correct completion on the written test in accordance with the aspects assessed based on the scoring guidelines, when being interviewed the subject had experienced an error in the calculations. this is found in solving geometric domain problems where 20 out of 35 students (57.1%) gave the correct solution and 2 students did not answer at all. furthermore, in question number 4 which measures the ability to interpret statistical domains on a pie chart, 22 out of 35 students (62.9%) gave the correct answer and 1 student did not give the correct answer. most students also have not been able to solve visual problems into verbal form, from the four information domains. especially in terms of writing, in writing answers most students give answers directly without going through the stages of obtaining these answers so that researchers are not sure whether the answers written are fully done by these students. in trm-02, the algebraic domain also proved to be the most difficult problem for students to solve. students' difficulties in solving algebraic representation problems occur because students do not have algebraic conceptual knowledge. that one of the indicators in solving problems is the ability to understand problems by recognizing the structural relationships shown through several different representations. 54 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej question 2: the figure below shows the weight of an iron plate and an iron ball in a balanced state. an iron craftsman is weighing the two types of iron he has made where the weight of the iron plate is expressed in x kg and the weight of the iron ball is 1 kg. how heavy is the iron plate? as many as 10 students out of 35 students answered correctly about the representation in the algebraic domain. most of the students who answered correctly were able to process the given image information such as the state of the scales which were in a state of balance so that they used the equation sign in solving the given representation problem. furthermore, 25 out of 35 students answered incorrectly. most of the wrong answers were because students had not been able to translate the meaning of the figure, such as the sign used, whether it was an equation or an inequality and did not know how to place which number on the left and right side. the results of written work and interviews with one of the subjects who correctly solved the problem of representation number 2 are as follows figure 4. figure 4. answer from subject 2 when the subject was interviewed in more depth regarding the thought process in solving problems, the subject expressed what was in accordance with what he was thinking. the following is an excerpt from an interview with the subject. q : try reading the question s2 : (read the question).... q : what do you think after reading this question? s2 : about the iron balls and iron plates, ma'am q : why do you think so? s2 : because in the question there is a figure of an iron plate and an iron ball. q : when you read the questions, did you immediately understand them? s2 : you don't understand, ma'am. q : where is the difficulty? s2 : (shut up) .... q : what is known from the problem? s2 : it is known that one iron bag plus 3 iron balls and 8 iron balls next to it. q : what is being asked? s2 : weight of one bag of iron based on the interview excerpts, the researcher assumed that the subject had difficulty understanding the intent of the questions. however, the subject was able to mention the information that was known and was asked in the questions even 55 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej though the 𝑥 value in question was an iron plate, not a bag. in this case, the subject has not been able to concentrate on reading and processing image information properly. so, it can be concluded that the subject has not been able to solve the representation problem properly. subjects had difficulty in making an equation and looking for the value of the variable. the subject does not yet know how to operate on a value that contains variables. the subject also did not carry out the fourth stage, namely re-checking the answers that had been obtained because the subject knew that the subject had made an error in the completion process and did not know how to correct the answer so that the subject only gave a random solution. as for the difficulties experienced by students in solving representation problems, namely errors in understanding definitions and variable properties of an algebraic form, errors in interpreting a representation of an algebraic form, not being able to interpret the properties of algebraic forms, errors in calculations, namely addition arithmetic operations, subtraction, multiplication and division of algebraic forms, inability to write work steps in an orderly manner, errors in applying rules, principles or formulas in algebraic operations. table 1. below shows the level of success of students in solving problems. table 1. the success rate of students in solving problems representation test domain number algebra geometry statistics trm-01 (against 40 students) 27 students (67,5%) 11 students (27,5%) 17 students (42,5%) 25 students (62,5%) trm-02 (against 35 students) 16 students (45,7%) 10 students (28,6%) 20 students (57,1%) 22 students (62,9%) discussion based on the solutions given by students, the algebraic domain proved to be the most difficult problem for students to solve. researchers argue that problems in this domain require the solver to get more attention. the results of this study indicate that the majority of students prefer numerical and verbal representations, and a minority of students prefer algebraic representations. these results may be related to students' difficulties in abstract algebra and the way algebra is taught at school. this is in accordance with the findings (hindi & hr, 2020; neria & amit, 2004; sumaji et al., 2019) that students experience difficulties in algebraic abstraction and only students who are gifted and brave do it. the same thing was also stated (neria & amit, 2004; nizaruddin et al., 2020; ulusoy & incikabi, 2019) to be able to use algebraic language, students need to be accustomed to thinking models that are more different and more abstract than those accustomed to arithmetic, and students tends to backtrack on a solid base like a number or word. most students also have not been able to solve visual problems into verbal form, from the four information domains. especially in terms of writing, in writing answers most students give answers directly without going through the stages of obtaining these answers so that researchers are not sure whether the answers written are fully done by these students. in trm-02, the algebraic domain also proved to be the most difficult problem for students to solve. as goldberg & anderson (1989) 56 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and ceuppens et al. (2018) argued, even older students find it difficult to move between different components of a task (e.g., from the graphic to the text and back to the graphic) when solving a problem. as goldberg & anderson (1989) and ceuppens et al. (2018) pointed out, most students find it difficult to change representations (from visual to verbal representations or vice versa). students' difficulties in solving algebraic representation problems occur because students do not have algebraic conceptual knowledge. this is in line with the opinion of panasuk & beyranevand (2010) and nurrahmawati et al. (2021) that one of the indicators in solving problems is the ability to understand problems by recognizing the structural relationships shown through several different representations. the research results that have been presented in general indicate that most students still experience difficulties in solving representation problems. this is in line with lowrie & diezmann (2009) research that "the ability to decode information graphics is fundamental to numeracy. however, the results of this study revealed that many students have difficulty decoding the graphics used in each of the graphical languages and that some languages are more difficult for students than others. the ability to decipher visual information is fundamental to arithmetic. however, the results of this study indicate that many students have difficulty translating the visual information used in each graphic information and there are domains that are more difficult for students to complete. when designing information into verbal representations, students must know sources of information such as text, keys, axes, and labels (kosslyn, 2006). therefore, it is necessary to consider all the components related to mathematics. another general observation is that of all ability levels, it turns out that each has questions that cannot be answered correctly. the level of difficulty of students mostly depends on the type of visual information itself. baker et al. (2001) show with great confidence that although visual information is basically the same, each type of visual information has a major influence on students' successful completion. this was also reinforced by lowrie et al. (2011) “found that when students encountered mathematics tasks with high visual or spatial demands, realistic scenarios caused confusion if students were not willing (or able) to internalize all the information presented. incorrect responses occurred when the student's personal experiences disrupted the problem-solving process”. lowrie et al. (2011) found that when students are faced with math tasks with high visual or spatial information, it will cause student confusion if students are not able to internalize all the information presented. errors can depend on the experience of students in solving problems. therefore, if students are not able to create and interpret information effectively, it will affect the solutions given. the interesting thing that the researcher was able to reveal was that the percentage of students' abilities in solving interpretation problems was higher than students' abilities in solving representation problems. students are better able to solve problems based on the visual information presented compared to when students are asked to draw them. 57 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the results of the research and discussion conducted, it shows that there are still many mistakes and misunderstandings by students in completing each domain. in this case, it can be identified the types of problems that have the most influence on the successful completion of students. based on these representation problems, some of them are the same but some are different for each level. according to the confession in the interview why this happened, the answers varied, namely: the subject is too rushed or there is no connection between questions and conceptual understanding, declarative knowledge, procedural knowledge, and conditional knowledge. memorizing problems are still needed in mathematics, so that the usual forgetting factor is very influential in responding to a question/test, or at least it can inhibit solving actions. misconceptions occur (misunderstandings) so that what has been wrong so far is considered the truth.. references baker, r. s., corbett, a. t., & koedinger, k. r. (2001). toward a model of learning data representations. in the proceedings of the 23rd annual conference of the cognitive science society, 45–50. https://doi.org/10.1184/r1/6470567.v1 ceuppens, s., deprez, j., dehaene, w., & de cock, m. (2018). design and validation of a test for representational fluency of 9th grade students in physics and mathematics: the case of linear functions. physical review physics education research, 14(2), 20105. https://doi.org/10.1103/physrevphyseducres.14.020105 goldberg, f. m., & anderson, j. h. (1989). student difficulties with graphical representations of negative values of velocity. the physics teacher, 27(4), 254–260. https://doi.org/10.1119/1.2342748 goldin, g., & shteingold, n. (2001). systems of representations and the development of mathematical concepts. in the roles of representation in school mathematics (pp. 1–23). national council of teachers of mathematics. hindi, a. n. a., & hr, i. s. (2020). analysis of understanding concept in solving mathematics story problems using cri in terms of personality types. daya matematis: jurnal inovasi pendidikan matematika, 8(3), 229–236. https://doi.org/10.26858/jdm.v8i3.15342 hr, i. s., & hindi, a. n. a. (2020). analysis of cognitive conflict with intervention on the understanding of geometry concepts in sma. daya matematis: jurnal inovasi pendidikan matematika, 8(3), 193. https://doi.org/10.26858/jdm.v8i3.15341 kosslyn, s. m. (2006). graph design for the eye and mind. oxford university press. krathwohl, d. r. (2002). a revision of bloom’s taxonomy: an overview. theory into practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2 lowrie, t., & diezmann, c. m. (2007). solving graphics problems: student performance in junior grades. journal of educational research, 100(6), 369– 378. https://doi.org/10.3200/joer.100.6.369-378 lowrie, t., & diezmann, c. m. (2009). national numeracy tests: a graphic tells a 58 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej thousand words. australian journal of education, 53(2), 141–158. https://doi.org/10.1177/000494410905300204 lowrie, t., diezmann, c. m., & logan, t. (2011). understanding graphicacy: students’ making sense of graphics in mathematics assessment tasks. international journal for mathematics teaching and learning, 1--32. https://eprints.qut.edu.au/48802/ mainali, b. (2021). representation in teaching and learning mathematics to cite this article : international journal of education in mathematics, science and technology, 9(1), 0–21. https://doi.org/10.46328/ijemst.1111 mukherjee, k., yin, b., sherman, b. e., lessard, l., & schloss, k. b. (2021). context matters: a theory of semantic discriminability for perceptual encoding systems. ieee transactions on visualization and computer graphics, 28(1), 697–706. https://doi.org/10.1109/tvcg.2021.3114780 nctm. (2000). principles and standards for school mathematics. national council of teachers of mathematics. neria, d., & amit, m. (2004). students preference of non-algebraic representations in mathematical communication. proceedings of the 28th conference of the international group for the psychology of mathematics eduation, 3, 409–416. https://eric.ed.gov/?id=ed489599 nizaruddin, s., waluyo, b., rochmad, & isnarto. (2020). mathematical translation of verbal representation to symbol representation: a case study in prospective teachers having high mathematical ability. international conference on science and education and technology, 443(iset 2019), 87– 91. https://doi.org/10.2991/assehr.k.200620.017 nurrahmawati, sa’dijah, c., sudirman, & muksar, m. (2021). assessing students’ errors in mathematical translation: from symbolic to verbal and graphic representations. international journal of evaluation and research in education, 10(1), 115–125. https://doi.org/10.11591/ijere.v10i1.20819 panasuk, r. m., & beyranevand, m. l. (2010). algebra students’ ability to recognize multiple representations and achievement. international journal for mathematics teaching and learning, 1–18. http://www.eric.ed.gov/ericwebportal/detail?accno=ej904885 pedersen, m. k., bach, c. c., gregersen, r. m., højsted, i. h., & jankvist, u. t. (2021). mathematical representation competency in relation to use of digital technology and task design—a literature review. mathematics, 9(4), 1–25. https://doi.org/10.3390/math9040444 priti, s., & james, h. (2002). review of graph comprehension research:implications for instruction. educational psychology review, 14(1), 47–69. https://doi.org/10.1023/a:1013180410169 santrock, j. w. (2018). educational psychology: theory and application to fitness and performance. mcgraw-hill education. shreiner, t. l., & guzdial, m. (2022). the information won’t just sink in: helping teachers provide technology‐assisted data literacy instruction in social studies. british journal of educational technology, 53(5), 1134–1158. https://doi.org/10.1111/bjet.13255 solso, r. l., maclin, o. h. ., & maclin, m. k. (2014). cognitif psikology. british library cataloguing-in-publication data. 59 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sumaji, sa’dijah, c., susiswo, & sisworo. (2019). students’ problem in communicating mathematical problem solving of geometry. iop conference series: earth and environmental science, 243(1). https://doi.org/10.1088/1755-1315/243/1/012128 ulusoy, f., & incikabi, l. (2019). incorporating representation-based instruction into mathematics teaching: engaging middle schoolers with multiple representations of adding fractions. in handbook of research on promoting higher-order skills and global competencies in life and work (pp. 311– 336). igi global. https://doi.org/10.4018/978-1-5225-6331-0.ch019 zhao, f., & gaschler, r. (2022). graph schema and best graph type to compare discrete groups: bar, line, and pie. frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.991420 140 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej systematic literature review: stem approach through engineering design process with project based learning model to improve mathematical creative thinking skills maydilla fadiarahma vistara1, rochmad2, kritina wijayanti3 1,2,3 mathematics education department, semarang state university e-mail: maydillaf@students.unnes.ac.id abstract the stem approach is a learning approach that allows students to think creatively. creative thinking is included in the skills of the 21st century, especially the 4c ability that students must have to be able to compete globally. this research aims to describe the stem approach through edp with the pjbl model and examine the impact of implementing stem approaches through edp with the pjbl model on students' creative thinking skills. this research is qualitative research conducted using literature studies. data collection in this study was carried out by reviewing articles in national and international journals. stem-edp implementation with project-based learning can be done in group learning. the results of the study by referring to previous research related to stem-edp with projectbased learning can be concluded that stem-based project-based engineering through engineering design processes are able to provide influence to improve students' creative thinking skills. keywords: pjbl; edp; mathematical creative thinking; stem introduction improvements and innovations are continuously carried out in education so that students in indonesia are able to face the progress of the times and global competition. mathematics is an exact science that requires more creative thinking skills than memorization (abidin et al., 2018). according to the global innovation index 2021, indonesia is ranked 87 out of 132 countries (soumitra et al., 2021). innovation is related to the creative thinking process, innovation is generated through the creative thinking process (amala & ekawati, 2020). an essential skill that is important and must be possessed by students at every level of education is the ability to think creatively (monica et al., 2021). creative thingking is needed to solve the mathematical problems. students' mathematical creative thinking skills include 4 aspects, namely aspects of fluency (fiuency), authenticity (originality), flexibility (flexibility), and detail (elaboration) (saironi & sukestiyarno, 2017). mathematical creative thinking is a combination of logical thinking and divergent thinking based on intuition but still in consciousness (siswono, 2015). the development of mathematical creative thinking can be optimized through the role of educators (tubb et al., 2020). through the right approach to mathematical creative thinking students are able to produce thought with many solutions (sriraman, 2017). educators need to use mailto:maydillaf@students.unnes.ac.id 141 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej appropriate approaches and models so that students' creative thinking skills can be developed. stem integrated learning is one of the appropriate approaches to be applied in the learning process as an effort to cultivate 4c skills (critical thinking, creativity, collaboration and communication) (fajrina et al., 2020). according to laboy rush in pratika surya & wahyudi (2018) stem integration program in learning is an innovation learning program that combines two or more fields of science contained in science, technology, engineering and mathematics. the stem approach is thought to have the potential to help students to solve new problems and draw conclusions based on previously learned principles from fields such as science, technology, engineering and mathematics (daugherty & carter, 2018). engineering design process as a pendagogis strategy to integrate stem into learning to solve open problems, develop creative thinking, formulate solutions, make decisions, and consider alternative solutions to meet various obstacles (shahali et al., 2017). edp encourages students to think creatively and offers an effective route as an instructional framework for implementing stem (siew, 2017). according to edp is a systematic and intelligent process that generates, evaluates and determines concepts for achieving learning goals (k. y. lin et al., 2021). edp is one of the new ideas discovered to guide the development of learning in schools (yousef haik, 2011). creative thinking skills can be generated through appropriate learning models (lestari & sumarti, 2018). project based learning is product-based learning, pjbl facilitates students to collaborate in conceptual understanding, apply prior knowledge and gain skills (ummah et al., 2019). pjbl can integrate several disciplines to create a project. pjbl uses a real production model so as to encourage students to think in solving the problems faced (remijan, 2016). project based learning is one of the learning models where students are given the freedom to plan learning activities, carry out projects in groups, and produce products that are presented (nawang sari et al., 2021). research questions related to the purpose of the research as well as the background that has been outlined are as follows: how does stem approach through edp; how does the stem approach integrate through edp with the pjbl model; how does the implementation of stem approaches through edp impact with the pjbl model to improve mathematical creative thinking skills. using the systematic literature review method, researchers do literacy from various studies that have been done. this research is done by collecting data from various sources or documents through journal articles or other scientific works that are considered relevant to obtain research data. research method research uses systematic literature review (slr) which is a research method that summarizes the results of primary research to present more comprehensive and balanced facts. the slr method can systematically identify journals, which in each process follow established steps or protocols. slr aims to comprehensively find and synthesize research that draws on specific questions, using procedures that are 142 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej organized, transparent, and can be replicated at every step in the process (rahmawati & juandi, 2022). related to stem, edp, pjbl models and mathematical creative thinking skills of slr students are conducted to identify, critically evaluate and summarize the findings of all relevant studies describing learning and teaching. steps in the slr include developing research questions (formulating research questions), developing the search strategy (looking for articles or literature that fit the research theme), selection criteria (applying inclusion criteria to select articles), evaluation and analyse data (evaluating and analyzing data) and interpreting (reporting research findings) (putra & roza, 2020) . researchers collect journal articles on the google scholar database with the help of the publish or perish app. keywords are stem, edp, pjbl model and mathematical creative thinking skills. the collected articles are only articles published in the period 2017 to 2022. the collected articles come from national and international journals. out of 47 articles, researchers selected 27 articles that were closely aligned with the keywords used. the next step is to select and evaluate the article. at this stage, the selection of articles that enter the inclusion criteria is carried out. only articles that are relevant and meet the criteria of inclusion will be (kong suik, 2020). articles that do not fit the inclusion criteria are not included in the next stage. selected articles that enter the inclusion criteria are then coded and sorted according to relevance to the theme for analysis. the final step is to report the results of the research findings. in this step, a systematic and clear report is made on the results of the study. results and discussion tabulation of stem-related documented article data is presented in table 1 below. table 1 stem-related research author / journal heading research objectives research results marco-bujosa, (2021)/ international journal of technology in education prospective secondary math teachers encountering stem in a methods course: when math is more than "just math" mexplores how incorporating stem into educational teachers can promote stem teaching as well as improve math instruction. stem learning helps students conceptual understanding and the ability to connect, skills that drive student math learning glaze-crampes, (2020)/ education science leveraging communities of practice as professional learning communities in science, technology, engineering, math (stem) education define goals, roles and expectations in stem. stem education is nothing new, there is still a lot of work needed to clearly define the field, increase interest and retain students. brown & bogiages, (2019)/ int j of sci and math educ professional development through stem integration: how early career math and science teachers respond to mexplores the various early positions of high school science and math teachers from across the u.s. who are co-engaged as rmoney classes will add to our understanding of the ease and challenges of using stem. 143 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej experiencing integrated stem tasks learners in science, technology, engineering, and mathematics (stem). fong & kremer, (2020)/ gifted child quarterly an expectancy-value approach to math underachievement: examining high school achievement, college attendance, and stem interest highschool students' low math achievement, motivation, and impact on future math achievement, college attendance, and stem (science, technology, engineering, and math). our findings point to important implications for policy and practice education. l. lin et al., (2018)/ frontiers in psychology math self-efficacy and stem intentions: a person-centered approach mexamines the impact of mathematical selfefficacy and various distal predictors, such as individual demographic information, beliefs about mathematics, and social group identification, on stem interests and intentions. mathematics is selfefficacy in major choice as well as overall academic performance regardless of whether a student is in a stem field or a nonstem field. wang et al., (2017)/ empirical research who chooses stem careers? using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics relativecognitive strength and interest in math, science, and the verbal domain in high school are more accurate predictors of stem career decisions. pemuda with asymmetric cognitive ability profiles are more likely to choose careers that utilize their cognitive strengths over their weaknesses, while cognitive symmetric ability profiles can give youth more flexibility in choice, allowing their interests and values to guide stem career decisions. daugherty & carter, (2018)/ handbook of technology education the nature of interdisciplinary stem education know stem with a problem-centric approach to stem careers. disiplin stem through integrated and problemcentered learning activities. tabulation of documented article data related to edp articles is presented in table 2 below. table 2 edp-related research author / journal heading research objectives research results 144 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej shahali et al., (2017)/ eurasia journal of mathematics science and technology education stem learning through engineering design: impact on middle secondary students' interest towards stem it revealed that, overall there was a significant increase in average scores for interest in stem and career subjects after participating through edp. such edp programs are effective in modifying students' interest levels as a result of demonstrating positive changes (from moderate to high level) to interest in their respective careers and interest in stem subjects. siew, (2017)/ the eurasia proceedings of educational & social sciences integrating stem in an enginnering design process the learning experience of rural secondary school students in an outreach challenge program evaluate the learning experience of tenth graders from two classes of malaysian rural high schools who adopt stem integration in engineering design processes (stemedp) the stem-edp approach can be applied as a means to foster creativity, problem-solving skills, and thinking skills among rural high school students. k. y. lin et al., (2021)/ international journal of stem education effects of infusing the engineering design process into stem project-based learning to develop preservice technology teachers' engineering design thinking investigate the cognitive structure of preservice technology teachers and how they build engineering design in technology learning activities and explore the effects of embedding engineering design processes into project-based learning of science, technology, engineering, and mathematics (stem) to develop cognitive structures of preservice technology teachers for edp thinking. the edp to stem project-based learning process is beneficial for developing thought schemes, encouraging teachers to further explore the systematic concepts of engineering design thinking and expanding their capabilities by incorporating engineering design processes into stem project-based learning. sen et al., (2021)/ elsevier computational thinking skills of gifted and talented students in integrated stem activities based on the engineering design process: the case of robotics and 3d robot modeling identify computational thinking skills used by gifted and talented students in edpbased integrated stem activities. integrated stem activities are based on: edp actively utilizes critical thinking skills while providing explanations, making associations, questioning information, providing justification, solving problems, thinking creatively, making generalizations, and 145 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej trying to convince others. siew, (2022)/ international journal of teaching and learning exploring students' stem imagination process through an engineering design process explore the imagination of stem class 10 students from one rural malaysian high school who adopt the integration of imagination processes in the engineering design process (edp) through programs in stem. the edp approach is able to create a supportive environment to nurture the imagination of stem among rural high school students. kotseva, (2019)/ s cience, engineering & educat engineering designbased learning in integrative stem education explore the characteristics of engineering design and discover how it interacts with science, technology, and mathematics in stem classrooms. stem edp is not intended to replace the study of individual disciplines, but rather to support and complement it through all formal and informal means wherever possible. tabulation of documented article data related to the article is presented in table 3 below. table 3 pjbl-related research author / journal heading research objectives research results lestari & sumarti, (2018)/ journal of primary education stem-based project based learning model to increase science process and creative thinking skills of 5th grade know the effects of stem-based projectbased learning models on science process skills and creative thinking. stem project-based learning models can improve science process skills and creative thinking ummah et al., (2019)/ journal on mathematics education creating manipulatives: improving students' creativity through project based learning describe the implementation of project-based learning models and analyze student creativity improvements there is an increase in student creativity in project-based learning implementation of learning. flexibility and good novelty. lou et al., (2017)/ eurasia journal of mathematics science and technology education a study of creativity in cac2 steamshipderived stem project-based learning explore the effects of project-based learning (pbl) integrated into science, technology, engineering, and mathematics (stem) activities and to analyze the creativity that junior high school students display while performing activities. stem project-based learning can further develop affective domains of creativity, including adventure, curiosity, imagination and challenge. 146 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej remijan, (2016)/ the interdisciplinary journal of problembased learning project-based learning and designfocused projects to motivate secondary mathematics students illustrate how math teachers can develop design-focused projects, related to project-based learning, to motivate intermediate math students. maps a personal insight into how design-focused projects can be perceived to increase students' motivation in math classes edmunds et al., (2017)/ the interdisciplinary journal of problembased learning the relationship between projectbased learning and rigor in stemfocused high schools explore the relationship between pjbl and rigor in the classrooms of ten stem-oriented high schools. academic rigor can be present in the absence of pjbl, and that pjbl can be implemented with a low level of rigor. aldabbus, (2018)/ international journal of education, learning and development project based learning: implementation & challenges explore the challenges that may occur during the implementation of project-based learning in actual classroom situations. offers a good opportunity for researchers to assist in facilitating the process of implementing project-based learning. chen & yang, (2019)/ educational research review revisiting the effects of project-based learning on students' academic achievement: a metaanalysis investigating moderators compare the effects of project-based learning and traditional learning on students of academic achievement. demonstrates that project-based learning has a moderate to large positive influence on student learning outcomes. academic performance compared to traditional instruction. tabulation of documented article data related to mathematical creative thinking articles is presented in table 4 below. table 4 research related to mathematical creative thinking author / journal heading research objectives research results khalid et al., (2020)/ creativity studies enchancing creativity and problem solving skills through creative problem solving in teaching mathematics foster creativity through the teaching of mathematics through problem solving that challenges problem solving in creative ways, defined as creative problem solving. statistically significant score improvements for most creativity categories and problem-solving tests. supandi et al., (2021)/ hindawi education learning barriers and student creativity in solving math problems foster student creativity and innovation in understanding the case of differential application of equations. the learning and evaluation approach using story questions improves students' mathematical ability of imagination in education. 147 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kovari & rajcsanyimolnar, (2020)/ acta polytechnica hungarica mathability and creative problem solving in the matech math competition develop creativity, creative problem solving, teamwork, and apply digital knowledge in real math problems in addition to knowledge, skill improvement that requires creative presentation should also be considered. joklitschke et al., (2018)/ iejme theories about mathematical creativity in contemporary research systematic analysis of theoretical background in articles on mathematical creativity creativity to focus more on different approaches. proper theoretical basics are essential for research jawad et al., (2021)/ international journal of interactive mobile technologies the impact of teaching by using stem approach in the development of creative thinking and mathematical achievement know the influence of science, technology, engineering, and mathematics education on creative thinking and mathematical achievement. learning using stem approaches can generate new ideas, create work that has not existed before, thus encouraging students to innovate and enhancing creativity and achievement. parno et al., (2019)/ international journal of recent technology and engineering (ijrte) the influence of stembased 7e learning cycle on students critical and creative thinking skills identify the effects of a teaching approach called the stem-7e learning cycle on critical thinking skills and creative thinking skills. stem learning teaching is capable of enhancing critical thinking and creative thinking skills. husna et al., (2020)/ scientiae educatia developing stembased students worksheet to improve students' creativity and motivation of learning science observe and modify stem-based lks to enhance students' motivation and learning creativity. the implementation of developed stembased lks can significantly increase students' motivation and creativity. stem approach through edp stem education has the potential to prepare students with the skills and mindset to face complex global challenges (marco-bujosa, 2021)(marco-bujosa, 2021). teacher preparation needs to be done in order to integrate stem into learning. stem education represents a variety of challenges, including the involvement of four different areas of study. kinvolvement in stem and leading to large-scale reforms (glaze-crampes, 2020). research by l. lin et al., (2018) found participantswere asked to show interest in stem-related activities on a scale from 1 (very disliked) to 5 (very liked). the list of stem-related activities includes "solving math or practical science problems", "reading" articles or books about scientific problems," and "solving computers" software problems." higher scores indicated that participants had a higher interest in stem-related activities. alfa cronbach for interest in stem activities is 0.87. relative recognition abilitiesprovide a more nuanced view of how abilities and interests shape the path to a stem career (wang et al., 2017). by nurturing students' stem imaginations, science educators can prepare students to become 148 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej more creative thinkers and problem solvers who possess the skills and skills necessary to address problems and problems encountered on an everyday level in new and innovative ways (siew, 2022). engineering design process supports an interdisciplinary approach that combines knowledge of science, mathematics, engineering and technology, as well as problem solving, creative thinking, and communication skills (shahali et al., 2017). shahali et al., (2017) stated that theimplementation of the engineering design process in the module is based on: five cycles as; (1) ask, (2) imagine, (3) create, (4) test, and (5)improve. the application of stem content knowledge during the design process will be a key component of learning. presented in the image as follows. figure 1. engineering design cycle students are also able to connect stem activities with everyday life and scientific concepts learned in the classroom, and to create new and practical products using everyday materials. research (siew, 2017) explains that the implementation of the proposed stem-edp program can assist students in connecting stem knowledge with real-world problems and contexts. stem-edp outreach challenge programs not only enable students to gain and integrate stem knowledge but also provide avenues to enhance their creativity, critical thinking, and problem-solving skills. students are considered to have taken advantage of the edp-stem environment and the flow of its activities while realizing their original thoughts and ideas. discussion and brainstorming sessions are held to express students' opinions throughout the activity, which encourages students to express their thoughts. the edp-stem activity process is carried out in a way that allows students to be free when expressing their opinions and reflecting these opinions on their products. therefore, each student is able to express his ideas and opinions (sen et al., 2021). supporting students in creating unique designs and products, these activities help 149 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej them demonstrate creativity. the edp approach, students are able to formulate concise ideas capable of solving problems related to everyday life, despite inadequate scientific and technical knowledge. the edp approach can create environmental support to nurture stem imagination among high school students (siew, 2017). integration of stem approaches through edp with pjbl models according to lestari & sumarti's research, (2018) the difference between grades after and before treatment, the advantages showed an improvement in students' creative thinking skills after using stem-based pjbl. presented in the following figure 2. figure 2. experimental class test results stem based pjbl students to be more active and responsive in facing problems in the environment, such as and more creative. through stem-based projects based on learning models, students are able to define learning concepts and connect them with real life. stem based pjbl are able to exert influence to improve students' creative thinking skills. teachers should examine questions, problem-solving activities, and assignments in projects to ensure that they require students to engage at a higher level of thinking such as analyzing, synthesizing, evaluating, or creating (edmunds et al., 2017). yustina et al., (2020) research found that overall the average creative thinking score of students in class experiments was 91 with an n-gain index of 0.62 higher (very creative) compared to in control class (76) with an n-gain index of 0.51 (quite creative). mixed learning and pjbl are quite influential in improving the creativity of thinking skills, quite more effective than conventional learning in improving creative thinking. figure 3. histogram posttest project based learning 150 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the results of chen & yang's research, (2019) show that pjbl can be an effective and proven alternative to direct instruction. teachers can introduce pjbl in their "main course", as students can then be expected to have better learning outcomes than they seem. teachers can first identify what topics important concepts and important information will be reflected on through lectures, and then incorporate them into the project. the results of the study (lin et al., 2021) mentioned that the experimental group for defining basic problems (i.e., the ability to clarify the scope and context of problems) increased significantly after edp-stem-project based learning. they identify problem constraints, reconstruct problems, and summarize effective ideas. in other words, the experimental group was better able to define how project activity problems were associated with project objectives after they were taught the edp stem-project based learning curriculum. during the teaching experiments in this study, we found that subjects also used their intuition or convergent/logical thinking to solve problems after steps of problem definition, decision-making, and objective confirmation; this may be an important factor in determining the outcome of the experiment. furthermore, by analyzing the performance of the experimental group in more detail, we found that the experimental group was better at estimating the influence of each factor during process modeling and thus came up with the best solution; members of the experimental group can then confirm whether the solution meets the criteria set by the problem definition and review the general application of the solution. implementation of stem approaches through edp with pjbl models to improve mathematical creative thinking skills jawad et al., (2021) in his research obtained results that with stem learning can develop innovative thinking, improve student achievement because with stem learning can create an atmosphere of passion that attracts students to the field, motivates to learn, creativity and innovate. husna et al., (2020) found the highest score on the aspect of creativity is creative in solving problems. calculated using the percentage formula and comparing the creativity assessment category table to determine what categories are obtained. therefore, the average percentage is 79% for the overall category. so it belongs to the good category. the results show that students have been able to develop their creative ideas. the ability to develop creative thinking will give birth to ideas, create and imagine, and have many perspectives on something, and relate to skills in generating information, and provide more personalized learning support, encouraging independent and collaborative learning (yustina et al., 2020). figure 4. pretest posttest creative thinking skills 151 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the details of the results are reviewed based on the current thinking indicator, the average score of the posttest obtained increases compared to the pretest in the control class which is from 62 to 94 on the posttest with an n-gain of 0.69. based on the analysis of students' answers to indicators of fluent thinking ability in experimental classes, the average posttest score increased to 98 compared to the average achievement score of 60, n-gain of 0.70. the ability to think fluently tends to be very high, and then the teacher can identify and analyze the relevant literature sources, by writing and linking conclusions from studying the article and being able to provide various criteria of the article that is used appropriately using information effectively (quickly and precisely) from various sources through analysis, interpreting, assessing and synthesizing. yustina et al., (2020) research found that overall the average creative thinking score of students in class experiments was 91 with an n-gain index of 0.62 higher (very creative) compared to in control class (76) with an n-gain index of 0.51 (quite creative). mixed learning and project-based learning are quite influential in improving the creativity of thinking skills, quite more effective than conventional learning in improving creative thinking. the results of the study according to (ummah et al., 2019) project-based learning to increase student creativity, it can be concluded that there is an increase in the ability of creativity students in completing projects to create mathematics learning media based on flexibility aspects that meet the category very well. there is also an increase in students' creativity in completing mathematical learning media creation projects based on originality aspects, although some students still develop learning media with the same rules and forms as previously developed learning media. according to research (mathiphatikul et al., 2019) earning through stem learning with the engineering design process students develop their creative thinking continuously using learning management. students are required to demonstrate creative thinking of behavior to identify problems, boundaries and conditions of situations. to design solutions, students need to refine and analyze their own ideas. stem-based project-based learning models enable students to be more active and responsive in facing problems in the environment, such as and more creative than project-based learning only. through stem-based projects based on learning models, students are able to define learning concepts and connect them with real-life applications. stem model-based project-based learning is able to provide influence to improve students' creative thinking skills (lestari & sumarti, 2018). experimental group engineering curriculum design process (edp-stempbl) includes engineering design processes such as modeling, feasibility analysis, and group communication; the curriculum begins with the collection of information according to the definition of the problem, followed by a feasibility analysis based on the constraints of the problem and then the selection of solutions and prototype construction (k. y. lin et al., 2021). control group technology problem solving processes include problem definition, data collection, development of viable ideas, selection of the best ideas, implementation of the best ideas, evaluation of results, and revision of design ideas. the process begins with the development of knowledge and problem-solving skills that create a relationship between problems 152 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and students' cognitive structures; this is followed by an experimental analysis to verify the student's hypothesis. through stem can prepare students to become more creative thinkers and problem solvers who have the skills and skills necessary to address problems and problems encountered on an everyday level in new and innovative ways (siew, 2022). the edp-stem activity process is carried out in a way that allows students to be free when expressing their opinions and reflecting these opinions on their products. therefore, each student is able to express his ideas and opinions (sen et al., 2021). supporting students in creating unique designs and products, these activities help them demonstrate creativity. stem's integrated project-based learning model allows students to be more active and responsive in facing problems in the environment, such as and more creative. through stem-based projects based on learning models, students are able to define learning concepts and connect them with real life. conclusion stem-based pjbl is able to make it easier for students to define learning concepts and relate them to real life. stem-based project-based learning models are able to exert influence to improve students' creative thinking skills. through edp being able to support students in creating unique designs and products, these activities help them demonstrate creativity. edp approach, students are able to formulate concise ideas that are able to solve problems related to everyday life by using edp steps in product manufacturing. edp-stem and its process flow of activities can help realize students' original thoughts and ideas. discussion and brainstorming sessions are held to express students' opinions throughout the activity, which encourages students to express their own thoughts. the edp-stem activity process is carried out in a way that allows students to be free when expressing their opinions and reflect these opinions on their products so that students' mathematical creative thinking skills can be optimally honed. students are able to define basic problems (the ability to clarify the scope and context of problems) improved significantly after edp-stem-pjbl. they identify problem constraints, reconstruct problems, and summarize effective ideas. stem-based pjbl through edp is able to provide influence to improve students' creative thinking skills. references abidin, j., rohaeti, e. e., & afrilianto, m. (2018). analisis kemampuan berfikir kreatif matematis siswa smp kelas viii pada materi bangun ruang. jpmi (jurnal pembelajaran matematika inovatif), 1(4), 779. https://doi.org/10.22460/jpmi.v1i4.p779-784 aldabbus, s. (2018). project-based learning: implementation & challenges. international journal of education, learning and development, 6(3), 71– 79. www.eajournals.org 153 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej amala, m. a., & ekawati, r. (2020). the profile of horizontal and vertical mathematization process of junior high school student with high mathematical ability in solving contextual problem of fraction. jurnal riset pendidikan dan inovasi pembelajaran matematika (jrpipm), 3(2), 52. https://doi.org/10.26740/jrpipm.v3n2.p52-60 brown, r. e., & bogiages, c. a. (2019). professional development through stem integration: how early career math and science teachers respond to experiencing integrated stem tasks. international journal of science and mathematics education, 17(1), 111–128. https://doi.org/10.1007/s10763017-9863-x chen, c. h., & yang, y. c. (2019). revisiting the effects of project-based learning on students’ academic achievement: a meta-analysis investigating moderators. educational research review, 26(october 2018), 71–81. https://doi.org/10.1016/j.edurev.2018.11.001 daugherty, m. k., & carter, v. (2018). the nature of interdisciplinary stem education. 159–171. https://doi.org/10.1007/978-3-319-44687-5_12 edmunds, j., arshavsky, n., glennie, e., charles, k., & rice, o. (2017). the relationship between project-based learning and rigor in stem-focused high schools. interdisciplinary journal of problem-based learning, 11(1), 1–6. https://doi.org/10.7771/1541-5015.1618 fajrina, s., lufri, l., & ahda, y. (2020). science, technology, engineering, and mathematics (stem) as a learning approach to improve 21st century skills: a review. international journal of online and biomedical engineering, 16(7), 95–104. https://doi.org/10.3991/ijoe.v16i07.14101 fong, c. j., & kremer, k. p. (2020). an expectancy-value approach to math underachievement: examining high school achievement, college attendance, and stem interest. gifted child quarterly, 64(2), 67–84. https://doi.org/10.1177/0016986219890599 glaze-crampes, a. l. (2020). leveraging communities of practice as professional learning communities in science, technology, engineering, math (stem) education. education sciences, 10(8), 1–8. https://doi.org/10.3390/educsci10080190 husna, e. f., adlim, m., gani, a., syukri, m., & iqbal, m. (2020). developing stem-based student worksheet to improve students’ creativity and motivation of learning science. scientiae educatia, 9(1), 57. https://doi.org/10.24235/sc.educatia.v9i1.6440 jawad, l. f., majeed, b. h., & alrikabi, h. t. s. (2021). the impact of teaching by using stem approach in the development of creative thinking and mathematical achievement among the students of the fourth scientific class. international journal of interactive mobile technologies, 15(13), 172–188. https://doi.org/10.3991/ijim.v15i13.24185 joklitschke, j., rott, b., & schindler, m. (2018). theories about mathematical creati vit y in contemporary research : a literature review. proceedings of the 42nd conference of the international group for the psychology of mathematics education, 3(july), 171–178. khalid, m., saad, s., abdul hamid, s. r., ridhuan abdullah, m., ibrahim, h., & shahrill, m. (2020). enhancing creativity and problem solving skills 154 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej through creative problem solving in teaching mathematics. creativity studies, 13(2), 270–291. https://doi.org/10.3846/cs.2020.11027 kong suik. (2020). pendekatan stem dalam proses pengajaran dan pembelajaran : sorotan literatur bersistematik ( slr ) ( stem approaches in teaching and learning process : systematic literature review ( slr )). pendidikan sains & matematik malaysia, 10(2), 29–42. kotseva, i. (2019). engineering design-based learning in integrative stem education. dl.uctm.edu, 1. https://dl.uctm.edu/see/node/jsee20191/9_see_19-11_p_62-67.pdf kovari, a., & rajcsanyi-molnar, m. (2020). mathability and creative problem solving in the matech math competition. acta polytechnica hungarica, 17(2), 147–161. https://doi.org/10.12700/aph.17.2.2020.2.9 lestari, t. p., & sumarti, s. s. (2018). stem-based project based learning model to increase science process and creative thinking skills of 5th grade. journal of primary education, 7(1), 18–24. https://doi.org/10.15294/jpe.v7i1.21382 lin, k. y., wu, y. t., hsu, y. t., & williams, p. j. (2021). effects of infusing the engineering design process into stem project-based learning to develop preservice technology teachers’ engineering design thinking. international journal of stem education, 8(1), 1–15. https://doi.org/10.1186/s40594020-00258-9 lin, l., lee, t., & snyder, l. a. (2018). math self-efficacy and stem intentions: a person-centered approach. frontiers in psychology, 9(oct), 1–13. https://doi.org/10.3389/fpsyg.2018.02033 lou, s. j., chou, y. c., shih, r. c., & chung, c. c. (2017). a study of creativity in cac 2 steamship-derived stem project-based learning. eurasia journal of mathematics, science and technology education, 13(6), 2387–2404. https://doi.org/10.12973/eurasia.2017.01231a marco-bujosa, l. (2021). prospective secondary math teachers encountering stem in a methods course : when math is more than “ just math ” to cite this article : prospective secondary math teachers encountering stem in a methods course : when math is more than “ just math .” mathiphatikul, t., bongkotphet, t., & dangudom, k. (2019). learning management through engineering design process based on stem education for developing creative thinking in equilibrium topic for 10th grade students. journal of physics: conference series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032015 monica, y., rinaldi, a., & rahmawati, n. d. (2021). analisis kemampuan berpikir kreatif matematis : dampak model open ended dan adversity quotient ( aq ) universitas islam negeri raden intan lampung , lampung , indonesia universitas hasyim asy ’ ari , jombang , indonesia institut agama islam negeri curup ,. 10(2), 550–562. nawang sari, r., tri riya anggraini, d., komering ulu, o., & pgri bandar lampung, s. (2021). pendekatan steam dalam project based learning (pjbl) mewujudkan merdeka belajar untuk peningkatan hasil belajar siswa. jurnal pengajaran dan riset, 01(02), 1. parno, supriana, e., yuliati, l., widarti, a. n., ali, m., & azizah, u. (2019). the 155 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej influence of stem-based 7e learning cycle on students critical and creative thinking skills in physics. international journal of recent technology and engineering, 8(2 special issue 9), 761–769. https://doi.org/10.35940/ijrte.b1158.0982s919 pratika s. (2018). implementation of the stem learning to improve the creative thinking skills of high school student in the newton law of gravity material. journal of komodo science education, 01(01), 106–116. http:ejournal.stkipsantupaulus.ac.id/index.php/jkse putra, a., & roza, m. (2020). systematic literatur review: adversity quotient dan self-efficacy dalam pembelajaran matematika. attarbawi, 12(2), 165– 179. https://doi.org/10.32505/tarbawi.v12i2.2065 rahmawati, l., & juandi, d. (2022). pembelajaran matematika dengan pendekatan stem: systematic literature review. 7(1), 149–160. remijan, k. w. (2016). project-based learning and design-focused projects to motivate secondary mathematics students. interdisciplinary journal of problem-based learning, 11(1). https://doi.org/10.7771/1541-5015.1520 saironi, m., & sukestiyarno, y. (2017). kemampuan berpikir kreatif matematis siswa dan pembentukan karakter rasa ingin tahu siswa pada pembelajaran open ended berbasis etnomatematika. unnes journal of mathematics educatio research, 6(1), 76–88. http://journal.unnes.ac.id/sju/index.php/ujmer sen, c., ay, z. s., & kiray, s. a. (2021). computational thinking skills of gifted and talented students in integrated stem activities based on the engineering design process: the case of robotics and 3d robot modeling. thinking skills and creativity, 42(august), 100931. https://doi.org/10.1016/j.tsc.2021.100931 shahali, e. h. m., halim, l., rasul, m. s., osman, k., & zulkifeli, m. a. (2017). stem learning through engineering design: impact on middle secondary students’ interest towards stem. eurasia journal of mathematics, science and technology education, 13(5), 1189–1211. https://doi.org/10.12973/eurasia.2017.00667a siew, n. m. (2017). integrating stem in an engineering design process: the learning experience. the eurasia proceedings of educational & social sciences (epess), 6(4), 128–141. http://library.uprm.edu:2404/ehost/detail/detail?vid=4&sid=2263ee5a20f2-4b8c-af4e6a8f58b789e9@sessionmgr101&hid=126&bdata=jnnpdgu9zwhvc3qtb gl2zszzy29wzt1zaxrl#an=118132072&db=a9h siew, n. m. (2022). exploring students’ stem imagination process through an engineering design process. international journal of teaching and learning, 01, 1–18. https://doi.org/10.17501/26827034.2021.1101 siswono, t. y. e. (2015). (mari wes) desain tugas untuk mengidentifikasi kemampuan berpikir kreatif siswa dalam matematika. 1–15. https://www.researchgate.net/publication/242735927_desain_tugas_untu k_mengidentifikasi_kemampuan_berpikir_kreatif_siswa_dalam_matema tika%0a soumitra, d., bruno, l., rivera león, l., & wunsch-vincent, s. (2021). global 156 mathematics education journals vol. 6 no. 2 august 2022 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej innovation index 2021: tracking innovation through the covid-19 crisis. in world intellectual property organization (issue 14th edition). https://www.bloomberg.com/topics/global-innovationindex%0ahttp://www.wipo.int/publications/ru/series/index.jsp?id=129 sriraman, b. (2017). mathematical creativity: psychology, progress and caveats. zdm mathematics education, 49(7), 971–975. https://doi.org/10.1007/s11858-017-0886-0 supandi, s., suyitno, h., sukestiyarno, y. l., & dwijanto, d. (2021). learning barriers and student creativity in solving math problems. journal of physics: conference series, 1918(4). https://doi.org/10.1088/17426596/1918/4/042088 tubb, a. l., cropley, d. h., marrone, r. l., patston, t., & kaufman, j. c. (2020). the development of mathematical creativity across high school: increasing, decreasing, or both? thinking skills and creativity, 35(february), 100634. https://doi.org/10.1016/j.tsc.2020.100634 ummah, s. k., inam, a., & azmi, r. d. (2019). creating manipulatives: improving students’ creativity through project-based learning. journal on mathematics education, 10(1), 93–102. https://doi.org/10.22342/jme.10.1.5093.93-102 wang, m. te, ye, f., & degol, j. l. (2017). who chooses stem careers? using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. journal of youth and adolescence, 46(8), 1805–1820. https://doi.org/10.1007/s10964-016-06188 yousef haik, t. s. (2011). engineering design process. in gastronomía ecuatoriana y turismo local. (vol. 1, issue 69). yustina, syafii, w., & vebrianto, r. (2020). the effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking skills through online learning in the covid-19 pandemic. jurnal pendidikan ipa indonesia, 9(3), 408–420. https://doi.org/10.15294/jpii.v9i3.24706. 73 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej audio visual snakes and ladders game development for spldv rifatus sholikah1, marhan taufik2, adi slamet kusumawardana3 study program of mathematics education, universitas muhammadiyah malang indonesia email: rifa.atus28@gmail.com, corresponding author: rifatus sholikah rifa.atus28@gmail.com, abstract many students still need help understanding spldv material. this research aims to develop learning media for snakes and ladders assisted by audio-visual aids using valid and effective ppt to improve learning outcomes and student learning enthusiasm in learning the two-variable linear equation system. the study subjects were 18 grade viii students at smp muhammadiyah 2 malang. the research method used is development or research and development (r&d). data collection techniques used are test questions and questionnaires. data analysis techniques using data analysis, namely quantitative descriptive with and calculating the average value of the pretest and posttest and the average percentage of the questionnaire value and the categorization of the percentage results. the results of this study indicate that the average effect of media validation is 94% in the very good category. student learning outcomes are seen from the average student scores before and after using the media, namely, 32.5 and 83.89, which states that there are differences in learning outcomes students before and after using the media, as well as from the response questionnaire data students' enthusiasm for learning obtained an average of 83.74% which means very good. this states that audio-visual assisted snake and ladder learning media using ppt in learning the linear equation system of two variables is valid and effective in improving learning outcomes and student learning enthusiasm in the learning process. keywords: development of learning media, snakes and ladders, learning outcomes, learning enthusiasm, twovariable linear equation system sholikah, r., taufik, m., & kusumawardana, a., s. (2023). audio visual snakes and ladders game development for spldv. mathematics education journal, 7(1), 73-85. doi: 10.22219/mej.v7i1.23310 introduction the world of education always has its way of making students have high abilities and creativity. producing a young generation with knowledge, insight, and a good attitude is one of the goals of implementing the learning process. therefore, mathematics teachers, in particular, also have challenges getting students interested in mathematics. one alternative i can do is to use learning media to aid the learning process. according to rahmah et al., (2018) learning media functions to enhance information and attitudes and can make it easier to receive information. learning media also functions as a tool to regulate progress steps and provide feedback when learning takes place. with the media, students will feel energized by hearing the teacher explain. still, the media will make students more interested in ongoing learning so that learning motivation is formed and the clarity of material delivery can be more readily accepted from abstract concepts and the ability to absorb or retain when studying. mailto:rifa.atus28@gmail.com 74 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej activities carried out by a teacher in the learning process using the help of learning media. they are carried out directly (learning by doing) to find learning concepts, students will be happier, and the material provided will be stored in students' long-term memory (deswita, 2020). using props has started to change from hardware to software (buana, 2019). . learning media, at this time, are not always in the form of teaching aids that are operated manually, but there are also teaching aids that are made with the help of technology, for example, making learning media based on android and the like. the industrial era 4.0 made learning media more easily accessed and implemented by students, so in making media, it must also be considered whether the steps in operating the media are straightforward and can be followed. according to murdiyanto & yudi (2014) in terms of abstract mathematics, learning objects, media, and teaching aids are needed to support the learning process so that it is more understandable to students. one of the learning media that can be used to support the learning process is combining games that children often play by presenting them with learning mathematics. game-based media can be created by adopting a type of game into learning media by modifying game rules, shapes, and appearance (kartikaningtyas, et al., 2014). the presence of learning media gives an essential meaning to learning because media will facilitate the lack of clarity in the message for intermediaries (ainina, 2014). the media can shorten the complexity of the material being explained to students. the game of snakes and ladders has something to do with children's games that attract attention. a way of playing that is enough to provoke the spirit of competition is relatively high because each player must play the game with the luck of the dice thrown, whether the value is a lot or a little. some snakes can make player pieces go down numbers so that players are far behind their opponents, and some ladders can make players far superior to their friends. snakes and ladders game is also classified as a traditional game that children rarely play because they are more interested in games on their gadgets. this makes snakes and ladders media essential to be used as learning media because it can familiarize students with traditional games that are rarely played. besides, it also attracts students' enthusiasm to play and learn. according to jannah (2019) , snakes and ladders games can be used as a medium to attract students' motivation, process skills, and problem-solving abilities to participate in the learning process. this game can only be played directly with the teacher's help explaining its rules and how to play it. however, when there is audio-visual assistance using ppt which can explain the flow of the game, the game can be operated by students independently. audio media containing messages in auditive form (only heard) can stimulate children's thoughts, feelings, attention, and willingness to understand/learn the contents of the theme, such as audio/radio tapes, and can convey knowledge information such as verbal explanations in class (rohani, 2019; asmara, 2015). apart from just audio, there is also media using audio-visual. according to yusra (2019) audio means radio (sound), and visual means graphics and images that can be seen, so audio-visual can be defined as a combination of images and sound. continuing from several media, using audio and visuals can also be used to convey messages. it can stimulate students' thoughts, feelings, attention, and willingness to learn to encourage intentional, purposeful, and controlled 75 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning processes (kristanto, 2011). so that with the help of the teacher or not, students can already operate the existing media because the media used already has audio-visual assistance using ppt, which can help students efficiently operate the media. learning that is assisted by audio-visual assisted snakes and ladders game media using powerpoint template (ppt) is interesting. it can make students operate the media independently because it can be operated by opening the ppt to find out the game instructions given. also, students can listen to the explanation in the ppt. this can increase the concentration and focus of students because they have to understand the questions given from the ppt carefully to understand the message conveyed. snakes and ladders media with audio-visual assistance in the form of ppt can be an attractive alternative learning media because it can make students more interested in answering questions, gathering information from each question, and feeling challenged to be able to finish the game and becoming winner so that it will encourage students more active in the learning process and can also spur students to think critically. mathematics is classified as a complex and abstract subject, making it difficult for students to learn if they only use student handbook sources to understand. the result is that the scores obtained are also low. this statement is based on the results of the 2018 program for international student assessment (pisa) assessment which states that indonesia is ranked 75th out of 81 countries worldwide. indonesia needs to improve the quality of education, especially in mathematics, an essential and influential science in learning. the national research council (nrc) also states that mathematics significantly influences and contributes directly to business, finance, health, and defense. (mukarromah, 2020; mukarromah & siskawati, 2020). factors from learning outcomes and low learning enthusiasm include the learning factor of less effective students, students who do not feel motivated during the learning process, and the need for more clarity in the material provided. this can impact student learning outcomes that do not reach the minimum completeness criteria because by simply explaining without props, students will have difficulty understanding concepts and are less interested in the explanations given by the teacher if only through the lecture method. learning that occurs at this time is still very minimal, using learning media to aid learning in schools. the use of teaching aids in a school is still underused because it is felt that it requires a relatively long time to operate learning media. this is one of the reasons teachers refrain from using learning media in the teaching and learning process. learning media can increase student motivation and enthusiasm for learning and can increase memory in student memory. because with a little game, students will feel happy, and their memories of the learning that has been done will have more of an impression on their memory. previous research conducted research with learning media similar to the snakes and ladders game so that it can be used as an alternative that can help the learning process because it provides a direct experience in learning while playing, and got the result that the media is valid, practical and effective for use in learning. mathematics (putri dan tri 2018; prambudi dan tri 2020; mar'atusholihah et al., 2019). like this research, kurnia (2016) also explained that android-based snakes and ladders learning media could be a fun learning alternative in class. furthermore, 76 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej as stated by hadi (2013) there is an increased understanding of concepts, and student activities during learning have increased in a better direction when using snakes and ladders media. this proves that snakes and ladders media need to be developed when learning because, with the help of learning media, students will have more enthusiasm and high learning motivation. it can make students more able to develop their critical thinking. based on the explanation above, there has been no development of snakes and ladders learning media which contains instructions for working on questions and is used to see learning outcomes and student enthusiasm for learning. the snakes and ladders game which is designed with a variety of questions and various levels of difficulty accompanied by interesting pictures, will make students feel fun and have a high curiosity about using this snakes and ladders learning media. in the end, when the learning process is complete and after using this media, students will quickly master the material and allow the material learned by playing to enter into students' long-term memory so that it can have a distinct impression on students. therefore, in responding to the problems that occur, the researcher formulates the problem, namely how the validity of audio-visual assisted snakes and ladders learning media using ppt and the effectiveness of the media to improve learning outcomes and student enthusiasm in learning the linear equation system of two variables. the goal is to develop audio-visual-assisted snakes and ladders learning media using valid and effective ppt to improve learning outcomes and student learning enthusiasm in learning the two-variable linear equation system. research method this research uses a quantitative descriptive approach. it is research and development or research and development (r&d). the development model used in this research is addie (analysis, design, development, implementation, and evaluation). this research took 18 class viii students of smp muhammadiyah malang for the 2021/2022 academic year. the complete address of smp muhammadiyah 2 malang is jl. lt. gen. sutoyo no. 68, purwantoro, kec. blimbing, malang city, east java 65122. the time of research was carried out in august 2022. the research procedure was: analysis conducting needs analysis and curriculum analysis, as what is to be measured is an increase in learning outcomes and enthusiasm for learning, indicators for measuring improvement in learning outcomes and enthusiasm for learning are given as follows: table 1: learning outcome indicators basic competency sub indicators describes a system of twovariable linear equations and their solutions related to contextual problems develop a mathematical model of a system of twovariable linear equations solve problems related to systems of two-variable linear equations. determine the x and y values of a system of twovariable linear equations using the substitution and elimination method. 77 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej solve contextual problems related to systems of two-variable linear equations using mixed methods correctly. (adapted nurtanto & sofyan, 2015) table 2: indicators of enthusiasm for learning indicator sub indicator perseverance in learning tenacious in the face of adversity interest and sharp attention in learning independent in learning 1. attendance at school 2. follow the learning room 3. attitude towards adversity 4. efforts to overcome difficulties 5. enthusiasm in following the lesson 6. desire for achievement 7. using opportunities outside class hours to study (adapted amri, 2019) design designing snakes and ladders media, making instruments in the form of pretest and post-test question sheets, then preparing questions and work instructions that will be used in learning media, compiling audio that will be used to understand questions in the snakes and ladders game, compiling student response questionnaires. instruments for the validation sheet of media questions, media validation, pretest, and post-test validation questions, and student response questionnaire validation. the references that will be used for the questions prepared in the media come from the following books, bambang et al. (2019), with the title practically mastering middle school/mts mathematics. furthermore, marquarius (2015) with the book title king bank mathematics questions for middle school grades 7, 8, & 9, djumanta (2005) with the book title let's understand mathematical concepts for class viii, lianingsih (2020) with the book title deepening series of middle school / mts mathematics problems grades 7, 8, 9, and fahrurrozi et al. (2015) with the book title top no. 1 class 8 middle school/mts daily deuteronomy. development this stage will focus on assessing several instruments that will be used in research, including pretest and post-test questions, student questionnaire sheets, and the production of learning media, which already contains pictures that will be used as questions in the snakes and ladders game, as well as preparing points -essential points of the questions to be presented, as well as the questions explained in audio form. implementation implementation in field conditions, which will be directly given to 18 students to determine the constraints and how students respond when operating the media, and distribute pretest and post-test questions and response questionnaires. furthermore, the data is processed quantitatively. 78 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej evaluation the evaluation includes the results of the validity of the pretest and posttest questions, the validity of the questions on the media, the validity of the snakes and ladders learning media, as well as the results of the student enthusiasm questionnaire for learning media, and the test results of students after using learning media to see the feasibility of learning media that has been implemented. data was collected quantitatively with instruments like test questions and student response questionnaires. furthermore, data analysis was carried out by validation analysis, averaging the results of the pretest and post-test scores, and calculating the percentage of student response questionnaires. results and discussion this research used the research and development (r&d) type, carried out in class viii of smp muhammadiyah 2 malang, and school researchers five times. at the first and second meetings met with the mathematics teacher and curriculum deputy to ask for permission to conduct research and seek information on learning mathematics at school. next, the researcher returned to school to conduct research, where in the research process took three meetings, where the initial meeting gave pretest questions and divided groups, the second meeting carried out media implementation to students, and the last meeting was given post-test questions and questionnaires. the following research develops a product in the form of audiovisual aided snakes and ladders learning media in powerpoint (ppt) in the two variable linear equations system (sldv) material. the stages that have been carried out the results are as follows: 1. analysis needs analysis here the researcher met with the class viii mathematics teacher with mrs. astri as the resource person to collect reference material as a study of literature and information about media that had been used in schools to support mathematics learning so that the results were obtained that smp muhammadiyah malang schools still did not use learning media as tools to support learning mathematics in schools. curriculum analysis at this stage is carried out by analyzing the applicable curriculum as a formulation of indicators and learning objectives by the established basic competency (kd). the applicable curriculum is then used as a guideline for selecting material and questions to be prepared in the media to be developed. table 3. question indicators in the media no. basic competencies indicators of competence achievement 1 3.5 describe a system of twovariable linear equations and their solutions related to contextual problems 3.5.1 creating a mathematical model for a system of two-variable linear equations 3.5.2 solving a system of two variable linear equations (spldv) 2 4.5 solve problems related to systems of two-variable linear equations 4.5.1 analyzing and solving problems related to the system of linear equations of two variables. 79 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 4.5.2 creating a mathematical model and solving it from everyday problems related to the system of two variable linear equations so that from the following indicators, the purpose of this lesson is to understand the concept of spldv, write mathematical models of spldv problems, solve questions related to spldv, create mathematical models, and solve everyday problems related to spldv. 2. design at this stage, the researcher begins to compile learning media that will be developed, starting from looking for book references to compiling questions that will be presented in learning media based on essential competencies and pretest-posttest questions that will be tested on students. the references that will be used for the questions prepared in the media come from the following books, bambang et al. (2019), with the title practically mastering middle school/mts mathematics. furthermore, marquarius (2015) with the book title king bank mathematics questions for middle school grades 7, 8, & 9, djumanta (2005) with the book title let's understand mathematical concepts for class viii, lianingsih (2020) with the book title deepening series of middle school / mts mathematics problems grades 7, 8, 9, and fahrurrozi et al. (2015) with the book title top no. 1 class 8 middle school/mts daily deuteronomy. the following references are used to compile questions that will be given to the media, totaling 36 questions of type a and b in appendix 3. next, develop the concept of the snakes and ladders game, and search for spldv explanatory videos on youtube that will be presented to the media. so, from the collection of concepts that have been compiled, three parts will be in the media, namely the introduction section containing the cover and game instructions, then the contents section containing the game of snakes and ladders, and the contents of each number which consists of two questions, and instructions for working on the questions, then the section cover containing the last number as the winner of the game and acknowledgments. for the learning media compiled, the following is a display of audio and visualassisted snakes and ladders media: a. introductory section figure 2. cover media ppt figure 3. game instructions 80 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej b. content section figure 4. spldv learning videos figure 5. doraemon's snakes and ladders board figure 6. two types of questions for each non-decreasing number figure 7. for questions that have stairs, you are allowed to choose the bottom number or the top number to work on in order to climb the ladder figure 8. command to go down to the bottom number because there is a down sign figure 9. questions for types a and b for each number will be of the same type but differ in the coefficients and what will be asked will be explained in the audio. figure 10. instructions for work on each number if you need work instructions 81 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. closing section figure 11. number 42 game winner figure 12. acknowledgments the next step is to compile a questionnaire instrument and pretest and post-test questions. moreover, finally compiling, the learning media assessment instrument, media question assessment, pretest and post-test item assessment, and questionnaire assessment. 3. development at this development stage, it aims to determine the feasibility of the media that has been designed. after being assessed by the validator, the media will be revised according to the suggestions from the validator. the validator consisted of two selected experts: a media expert lecturer and a math teacher at smp muhammadiyah 2 malang. the validation results from the results of the first and second validator assessments obtained an average for validating questions on media which was 83.75% which could be categorized as very valid to be used as questions in learning media whose calculations can be seen in appendix 9. in the first validator assessment and secondly, the average for learning media validation is 94% which can be categorized as very valid to be used as a learning medium for spldv material in grade 8 junior high school students with the calculations that can be seen in appendix 10. then validate the test questions whose results are obtained by an assessment. the first and second validators found in appendix 11 obtained an average of for pretest and post-test validation on the media, which was 87.5% which could be categorized as very valid to be used as test questions for students. lastly is the questionnaire validation, which gets the first and second validator's assessment according to appendix 12. hence, the average for validating the student response questionnaire is 93.75% which can be categorized as very valid to be used as an assessment to see student learning outcomes. 4. implementation in this implementation part, after the media and questions are declared appropriate for use, the audio and visual rocky snakes and ladders learning media using ppt are used for classroom learning. the application of snakes and ladders media was given to 18 students selected and carried out for three meetings. the first friendship is playing a learning video to give students an idea of the spldv material that will be studied and used in the media. after explaining the video and asking and answering the material, pretest questions 82 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej were given, and the division of groups in each group consisted of 4-5 students. furthermore, for the second meeting, the game of snakes and ladders was directly carried out on the media that had been made. the last meeting gave post-test question sheets and student questionnaires. to further analyze the results of the scores obtained by students as follows: table 4. pretest and posttest calculation results. no name pretest posttest 1. apr 20 80 2. cml 40 90 3. aph 50 95 4. asp 35 95 5. so 80 95 6. jki 35 90 7. mhe 20 90 8. akz 20 85 9. eps 10 70 10. azh 35 80 11. saqa 50 75 12. ams 30 90 13. ada 35 90 14. dif 5 70 15. bbam 40 80 16. dmps 20 75 17. fa 40 85 18. rbp 20 75 average 32,5 83,89 based on the data obtained, it can be seen from the results of the student's pretest score, which obtained an average result of 32.5 so this result is still below the kkm, while the post-test score gets an average of 83.89 so it is more than the kkm score. 5. evaluation the last part is the evaluation or assessment stage. this assessment was carried out to determine the feasibility of audio-visual assisted snakes and ladders learning media using the ppt that had been prepared. the results of the validation of the pretest and post-test questions got an average of 93.75%, the validity of the questions on the media got an average of 83.75%, and the validity of the snakes and ladders learning media got an average of 94%. the three validation results can be categorized as "very valid" and suitable for use in the spirit of student learning after using snakes and ladders media, which is given in the form of a student response questionnaire. this research was conducted to develop audio and visual-assisted snakes and ladders learning media in ppt on spldv material by applying the r&d method with the addie research model. some stages include analysis, design, development, implementation, and evaluation. at the analysis stage, a needs and curriculum analysis is carried out, namely by collecting information and references from the teacher to be used as a guide for preparing the media, and then at the design 83 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej stage, starting to compile the media by compiling questions on the media by the reference books that have been selected, and compiling the concept of the snakes and ladders media to be used, as well as compiling an assessment instrument in the form of student response questionnaire sheets, pretest, and post-test questions, media validation sheets, media validation sheets, pretest, and post-test validation sheets. the next stage is development. at this stage, an assessment of the questions on the media that will be used is carried out so that it has been validated, as well as an assessment of the media itself. in addition, validation was also carried out for pretest and post-test questions and student response questionnaires. next is the implementation stage, where the researcher starts by distributing pretest sheets to students. learning is carried out using snakes and ladders learning media and giving post-test questions and questionnaires at the end of the lesson. the final stage is evaluating the learning media of snakes and ladders. the media developed is a learning media for snakes and ladders. it contains videos explaining the material, questions, and work instructions to make it easier for students to understand the two-variable linear equation system. the results obtained from media development in media validity can be considered valid, with an average value of 94% in the very good category. this is comparable to research conducted by yunianta (2019) , which states that the media has 86% validity in the very good category. when tested on media, students also got good results; it can be seen from the learning outcomes of students who were tested using post-test questions student learning outcomes were better than before using the media and experienced a significant increase, as can be seen from the average student learning outcomes before using the media is 32.5 while after using the media it is 83.89. with the following results, it can be seen that there are differences in student learning outcomes in the spldv material before and after using audio-visual assisted snakes and ladders media using ppt. these results are in line with those carried out by prambudi & yunianta (2020) which explain that the results of student scores have changed from the average pretest and post-test scores, which have increased learning outcomes when there is learning media assistance. the questionnaire given to students as a response after conducting learning using the media has results that are in line with mar’atusholihah et al. (2019) which explain that student responses to learning with the help of snakes and ladders are very good. the two-variable linear equation system can trigger student enthusiasm for learning. conclusion the results of the development of the media show that the learning media made are very valid according to the results of the assessment of questions on the media with an average percentage of 83.75% which is in the very good category. the assessment results of valid learning media also match the assessment of media experts with an average percentage of 94% with a very good category. from the validation results above, using ppt, audio and visual-assisted snake and ladder learning media is very valid. the learning outcomes obtained by students when before and after using the media there is a change in learning outcomes, namely with an average score of 32.5 for the pretest and an average score of for the posttest is 83.89. from here, the difference in results is quite significant. 84 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej furthermore, to determine the effectiveness of the media in increasing student enthusiasm for learning can be seen from the student response questionnaire data. the results obtained were 81.74% in a very good category, and it can be concluded that students are eager to learn if there is the help of learning media. development of audio-visual-assisted snakes and ladders learning media using ppt when implemented to students, student learning outcomes which are analyzed by calculating the average student scores and student enthusiasm for learning as seen from the student response questionnaire stated that student learning outcomes have increased and students have enthusiasm which is very good when the learning process with the help of learning media. so it can be concluded that audio and visually assisted snakes and ladders learning media using ppt on the material of the two-variable linear equation system (spldv) developed can be said to be very valid and effective for increasing learning outcomes and student learning enthusiasm references deswita, h., pengaraian, u. p., studi, p., matematika, p., pengaraian, u. p., hulu, r., & sumatri, l. (2020). respons siswa terhadap alat peraga laga sumatri (ular tangga sudut istimewa-trigonometri). 9(april), 28–40. ernanida, e., & yusra, r. al. (2019). media audio visual dalam pembelajaran pai. murabby: jurnal pendidikan islam, 2(1), 101–112. https://doi.org/10.15548/mrb.v2i1.333 karakter, m., aktivitas, d. a. n., & smp, s. (2014). pengembangan media game ular tangga bervisi sets. 3(3). kristanto, a. (2011). commit to user. kristen, u., & wacana, s. (2020). pengembangan media bus race algebra pada materi. 04(01), 8–22. kurnia, i., pratiwi, n., & aristya, p. d. (2016). pengembangan media pembelajaran ular tangga berbasis android pada pokok bahasan gejala pemanasan. jurnal pembelajaran fisika, 7(1), 54–61. mar’atusholihah, h., priyanto, w., & damayani, a. t. (2019). pengembangan media pembelajaran tematik ular tangga berbagai pekerjaan. jurnal mimbar pgsd undiksha, 7(3), 253–260. mar, h., priyanto, w., & damayani, a. t. (2019). pengembangan media pembelajaran tematik ular tangga berbagai pekerjaan. 253–260. mukarromah, l., siskawati, f. s., matematika, p., jember, u. i., & normal, n. (2020). pengembangan game edukasi “ hotsnaker ” berbantuan vlog sebagai alternatif media pembelajaran matematika di era new. nurtanto, m., & sofyan, h. (n.d.). implementasi problem-based learning untuk meningkatkan hasil belajar kognitif , psikomotor , the implementation of problem-based learning to improve learning outcomes of cognitive , psychomotor , and affective of students in. 5(november 2015), 352–364. prambudi, e. y., & yunianta, t. n. h. (2020). pengembangan media bus race algebra pada materi bentuk aljabar untuk siswa kelas vii smp. jurnal cendekia : jurnal pendidikan matematika, 4(1), 8–22. https://doi.org/10.31004/cendekia.v4i1.150 85 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej rahmah, s., saragih, d., & maulidah, r. h. (2018). efektifitas pemanfaatan media pembelajaran akademik mahasiswa program studi pendidikan matematika. 768–773. sains, f., & banda, u. i. n. a. (2015). pengembangan media pembelajaran berbasis audio visual tentang pembuatan koloid anjar purba asmara. 15(2), 156–178. sejarah, j., sosial, f. i., & semarang, u. n. (2014). pemanfaatan media audio visual sebagai sumber. 3(1). trigonometry, o. f., materi, p., & kelas, t. (2018). xxxiv no. 2, desember 2018 e-issn: (2), 88–100. yunianta, t. n. h. (2019). learning media development of board game “the labyrinth of trigonometry” in trigonometry materials for the 10th grade senior high school. satya widya, 34(2), 88–100. https://doi.org/10.24246/j.sw.2018.v34.i2.p88-100 26 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej an analysis of mathematical’s writing of student’s ability on the class viii dita latifatu syarifah, marhantaufik, yus mochamad cholily study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang ditalatifatu13@gmail.com abstrct the research has a goal to describe writing mathematical student capability based on mathematics expression aspect and writing text aspect on the system equation linear two variable lesson.the research is using qualitative approach which creature of descriptive. the collecting technique of data which done is about the result of answering test. the result’s analysis of the research student capability on writing mathematical expression and writing text which be on the system equation linear two variable matter is about the student can writing mathematics model which suitable with the matter has given, but did not write the formula completely. the result’s analysis of test on the writing text aspect, student can write the symbol exactly but there is notconsistently and less coherent on writing steps. a shortage of mathematics expression and writing text because of student less on understanding what it asked on the matter. the abilities’ result of students mathematics written based on expression mathematics on the high cathegories and get average about 67,54%, while getting result of writing text on the middle cathegories as about 60,52%. key words: writing mathematics capability, mathematics expression, writing text introduction education have an act interesting on the human life. national education have a function to develop ability and make an characteristic with nation culture which have a grade on the framework to make human life clever.the effort which do for make an human life clever, the government must do action such as curriculum development to learning in the school. one of the goal of mathematics learning which want to achieve is giving the opportunity as possible to student to develop communication skill by modeling or showing, speaking a word, writing, discussing, describing and presenting what is learned (wahyuni, 2015). communication is a process of information delivery which a message, an idea, or concept of a sides to other sides may be affect each other both (widiastuti, 2011). mathematical communication is an interaction process in the mathematics learning 27 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej activities, where student can explain mathematics idea each other (fajar, 2014). one of the aspect on the mathematical communication activities is writing. writing activities is really important aspect on the mathematical communication. according to fajar (2014) mathematical’s writing describe mathematics idea and thinking process on the mathematics problem solving by following the principles writing in mathematics. student said to be able to write mathematical, if student write the solution to a problem or task which given by regard a symbol or formula: organizes all the work step by step: and solve the problem use graphics, picture or table (supandi, 2013). mathematical’s writing have function to explain of mathematics idea which student have. the observation’s result found a problem, such as student communication by learning mathematics. the observation which done on the viii a class there are 12 student who did not consistent in writing symbol, did not writing a formula systematicly and write a step solution did not complete, so that the result is inaccurate. because of that mathematical writing ability could be describe as a problem faced by student. according to rias (2013) about the communication mathematical student ability to the matter of a beam and cube which explaining the average of writing text capabilities at about 66.756%. the writing ability be on category of capable, because part of student able to explain a problem with a figure form and situation. student can explain a problem, but the explaining which given incomplete and systematically structure. student can also understand of the problem, but they were difficulty to arrange a sentences. the average’s result of mathematical expression student ability to the matter of a beam and cube at about 46.525%.the result give information that mathematical expression student be on intermediate classified, because part of student less capable to modeling a problem so that cannot do a counting. the research method the kind of the research is descriptive using the qualitative approach. the data which got on the research is data about answer’s result and student’s test. the research conducted in mts muhammadiyah 1 of malang on the date of 1 st until 2 nd march 2017. the research subject is all of student in viii a class on mts muhammadiyah 1 of malang with a total of 19 student. the research procedurdevide on three step, they are preparing step, planning step, and implementation step. 28 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the data collecting technique which used on the research is using test. test on the research is using to measure a mathematical writing student ability on the mathematics expression aspect and writing text aspect. the data which collecting on the research is the answering student result about system of linear equation of two variable. the data which resulted in the research is about describe an answering student result, so that the research use writen test technique to collect a data. the result of the research and the discussion the research was conducted in viii a class of mts muhammadiyah 1 of malang during 2 meeting times on the date 1 st until 2 nd march 2017. the result of the research talking about mathematicals writing of student’s ability on the matter of a system of equation linear two variable with using two aspect, they are mathematics expression aspect and writing text aspect. mathematics expression aspect is the representation of student ability to understand the problem, meanwhile writing text aspect on the research include writing mathematics symbol correctly and writing the step to solve the mathematics problem. 1. mathematical writing ability on the mathematics expression aspect mathematics expression is the representation of student ability to understand the problem which do on the research with two indicators, they are mathematics model and writing mathematics formula. student can make mathematics expression if student can write a formula and mathematics model. table 1 mathematical of writing ability on the mathematics expression aspect no indicator number the average of indicator the average of mathematics expression 1 2 3 1 student can write a mathematics idea with a form of mathematics model 96,05% 51,31% 76,31% 74,56% 67,54% category high intermediate high high high 2 student can write mathematics formulacorrecly. 65,79% 44,74% 71,05% 60,53% 29 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej category intermediate intermediate high intermediate 3 the average of a problem every number 80,92% 48,02% 73,68% category high intermediate high the percentage of mathematics expression student ability on the first indicator of number one produce percentage of 96,05% with the high category. number two produce percentage of 51,31% with the intermediate category. number three produce percentage of 76,31% with the high category. comprehensively on the first indicators produce percentage 74,56%, it is describe that student ability on the high category to indicators of writing a problem on the form of mathematics model correctly, logical, systematic.the second indicator, on the number one produce percentage of 65,79% with the intermediate category, number two produce percentage of 44,74% with the intermediate category, meanwhile on the number three produce percentage of 71,05% with the high category. comprehensively on the second indicator produce percentage of 60,53%, it show that student ability on the intermediate category to indicator of writing mathematics formula correctly. the result of mathematical mathematics student ability to mathematics expression aspect on the first and second indicator can produce percentage 67,54%, so mathematics expression student ability be on high category. 2. mathematical writing ability on the writing text aspect the indicator of writing text on the research include mathematics writing symbol correctly and writing a step of solving a mathematics problem. the ability to using a symbol correctly to writing mathematics answer is so needed. writing a step to solve a problem is the result of student’s understanding for the lesson that has been learned. step has relation with a completely and systematical when solve a problem and give a reason with a steps has written. 30 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej table 2 mathematical of writing ability on the writing text aspect no indicator number the average of indicator the average of writing text 1 2 3 1 student can writing a mathematics symbol correctly. 61,85% 48,68% 61,84% 57,46% 60,52% intermediate category intermediate intermediate intermediate intermediate 2 studet can write a step to solve a problem correctly and complete. 65,79% 51,31% 73,68% 63,59% category intermediate intermediate high intermediate 3 the average of a problem every number 63,81% 49,10% 67,76% category intermediate intermediate high the percentage’s result of writing text student ability on he first indicator, on the number one produce percentage of 61,84% with a middle category, number two produce percentage of 48,68% with a middle category, meanwhile on the number three produce percentage of 61,84% with a middle category. comprehensively on the first indicator produce percentage 57,45%, it shows that student ability on the middle category to indicator of mathematics symbol correctly.the second indicator, on the number one produce percentage 65,79% with the intermediate category, number two produce percentage 51,31% with the middle category, meanwhile on the number three produce percentage 73,68% with the high category. comprehensively on the second indicator produce percentage 63,59%, it shows that student ability on the intermediate category to indicator of writing step to solve a problem completely. the test’s result of mathematical writing student ability on the aspect writing text on the first and second indicator produce percentage of 60,52%, so writing text student ability be on middle category. 31 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the research which done by andriyani (2013) about mathematical’s writing of student’s ability on the matter a surface area and volume geometric the upright side using three aspect, they are mathematics expression, drawing and writing text. the result of the research explain that student which had mathematics expression ability get percentage 67,25% be on intermediate category. student with draw’s ability get percentage 70,37% be on intermediate category. beside that, student which had writing text ability get percentage 83,33% be on high category. conclusion referring to the result of the research had done about mathematical writing student ability which done in mts muhammadiyah 1 of malang, can conclude as been as. a. mathematical of writing student ability on the mathematics expression aspect in good a wrote of mathematics idea and writing mathematics formula. it shows on the average score of mathematics expression student’s ability about 67,54% which be on high category. b. mathematical of writing student’s ability on the aspect of writing text in considered to be good enough of writing symbol or steps when solve a problem. it shows on the average score of writing text student’s ability about 60,52% be on intermediate category. references andriyani, ana. 2013. mathematical writing ability analysis of grade viii students of smp al irsyad surakarta on surface area matter and volume build upright side space year 2011/2012. thesis uns fajar, fauziah. 2014. efforts to improve student mathematical communication skills with implementation of mathematical writing strategies. thesis state islamic university syarif hidayatullah jakarta. fauziah, shifa. 2015. efforts to improve mathematical writing ability through realistic mathematical approach. thesis state islamic university syarif hidayatullah jakarta rias. 2013. student mathematical communication ability in cube and beam material. thesisuniversitas negeri gorontalo 32 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej supandi. 2013. development of mathematics learning device with think talk write blended learning strategy to improve mathematical writing skill of junior high school students. journal of fpmipa ikip pgri semarang wahyuni, lilik, umi salamah & purwiyanto. 2015. cultivate world class writing to build quality library improvement efforts library in the middle of sophisticated information technology. malang: pena surya gemilang. widiastuti, endah. 2011. efforts to increase mathematical communication skills and self-confidence of vii grade students of smp negeri 1 minggir sleman through think-talk-write strategy (ttw) (implementation on basic competence and wide width of flat). thesis state university of yogyakarta 33 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the development of card media with scientific approach on junior high school of mathematics lesson erik kuswanto, imam turmudi, moh. mahfud effendi study program of mathematics, faculty of teacher and trainning university of muhammadiyah malang forerik99@gmail.com abstract the goal of the research to describe of development of card media with scientific approach on mathematics lesson, and show the practical and effectivity of card media with scientific approach. the research's model use borg and gall model. the steps of the research are : analyze of potential and problem, the collect of data, product design, design validation and revision of design. trying of test was conducted to know the effectivity of card media. the instrument use observation sheet, questionnaire, and observation sheet of test's trying. the design of validation's result show that media is valid and it can apply on the teaching learning. the result of test's trying show that card media is practical to use as mathematics learning's media. beside that, the student classical of total's percentage after do the test show that media is effective to use as teaching learning. keyword : development of card media, scientific approach, the practical and effectivity introduction student's achievement to understand of problem is definited by student's interest to teacher. the one of student’s interest by media using in teaching learning (muchith, 2008: 37). the observation's result of mathematics learning's activity in junior high school show that, the card media is less to use in teaching learning. beside that, learning's process is still using books and directive's book. student learned to think concrete, so that student have motivation to study. it means that, learning media is important to use in mathematics learning. hamalik (on arsyat, 2011: 15) explain that learning media on the teaching learning process can make student's motivation be increasing. mathematics learning's process can make student more active on their mental or physical with scientific approach. on education's rule number 68 year 2013 about standart of education's process which education rule with scientific approach. so that, mathematics learning need scientific approach on learning process. scientific approach can increase student's attitude, knowledge and skill, including observation, thinking process and trying to mailto:forerik99@gmail.com 34 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej solve a problem (komara, 2014: 88). scientific approach can make by card media. card media is visual media which has information to give a student. the form of nformation are picture and text (arsyat, 2011: 119). the research which do nur faizah (2013: 64) about card media on mathematics learning process explain that card media can increase student's motivation and make student more active. rahayu (2013: 5) found that card media on mathematics learning can help student to understand a problem. the method of the research the developing of card media with scientific approach use borg and gall model. the reasearch to produce a product and make test about product's effectivity. the research and the develop has a steps : (1) analyze of problem; (2) collect a data; (3) product design; (4) validate of problem; (5) revise of design; (6) test a product; (7) revise a product (sugiono, 2015: 409). the instrument's research use sheet of validation's media, and sheet of observation's test. sheet of validation's media used to know the valid of card media. questionnaire and sheet of observation's test used to measure of cars media's practical. the level of card media effectivity can be seen by student's clasical achieve after follow the learning process with card media. the card media test was conduct ed of twentythree student class vii of junior high school of muhammadiyah malang. the result and the discussion the result of analysis a problem that is card media is not focused on student. it means that, need a card media which can make student's motivation on learning. the card media is scientific approach. on the collecting of data step get a matter of social arithmatic with content of competence, base of competence, and learning indicators. the data is for design of media. the content of competence and base of competence on the matter social arithmatic can be seen by table 1. 35 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej table 1 the content of competence and base of competence on the matter social arithmatc the content of competence the base of competence 4. trying on the concrete aspect (using, making, modificating) and the abstract aspect (writting, reading, counting, drawing and arranging) which similarity with theory of the study 4.11. solve a problem which have relation with social arithmatic (selling, buying, discount, percentage, etc). table 2 the indicator of social arithmetic learning indicators 4.11.1. student can decide a selling price, buying price, profit, loss, profit percentage, and loss persentase 4.11.2. student can decide a singular price, tax and discount 4.11.3. student can decide a gross, tare and net design process do three steps : (1) make a format; (2) make a design; (3) make a media. design process do by make a design with coreldraw. the design's result of card media contain of three type and different matter. the first type of card contain about gross, tara, gross percentage, tara percentage, selling price and buying price. the second type of card contain about discount and tax. the third type contain about gross, tare and net. on every card contain five characteristic of scientific approach with instruction. the first card with observation characteristic, can be seen on picture 1. picture 1 : the result of card media design 36 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the second card with observation characteristic, can be seen on picture 2 picture 2 : the result of card media design the third card with observation characteristic, can be seen on picture 3. picture 3: the result of card media design picture 1 has information about gross percentage, and tara percentage. picture 2 has information about discount and tax. picture 3 has information about gross, tara and net. every card has characteristic which be picture. the result of card media design of asking characteristic, can be seen on picture 4. picture 4 : the result of card media design picture 4 contain an example about the matter which student get before. 37 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the result of card media design with scientific approch by thinking characteristic, can be seen on picture 5. picture 5 : the result of card media design picture 5 need thinking activity by student to give solution about problem. the problem which give from the card is about thinking characteristic. after student understand the problem, student will try a card with trying activity. the result of card media by trying characteristic, can be seen on picture 6. picture 6 : the result of card media design picture 6 contain a problem which must do student with their thinking process which has explain on observation characteristic. after that, student do communication's activity with card by communication activity. the result of card media design of communication characteristic, can be seen on picture 7. picture 7 : the result of card media design 38 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej picture 7 contain about the way to communication student's ability which student is got by observation, asking, thinking, and trying activity. the result of card media design also give the instructure, it can be seen on picture 8. picture 8 : the result of card media design with the instructure picture 8 contain the step of card media using with scientific approach. the result of card media design on back part can be seen on picture 8. picture 9 : the result of card media design on back part picture 9 is the result of card media design on back part, the part contain with sub material which will be learned by scientific approach. on back part there is interest picture with scientific approach. 39 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej picture 10 : the result of card media design picture 10 is the result of card media design which will develop. the card media has four side, they are front part, back part, left and right part, and up and down part. front part contain with theme of card, material, picture, etc. back part contain with scientific approach which be on back part of card. left and right part contain with theme of card, meanwhile up and down part contain with symbol of university of muhammadiyah malang. the result of card media will be validation by media specialist to knowing the level of card's validation with use validation's sheet. the result of media get score 3,97 which show that card media be on valid criteria. the card can be tested to student. the result of card media design, according media specialist can be seen on picture 11. picture 11 : card media in before and after do revision picture 11 is the media part which need repair about the gross, tara and netto. after revision process, the media can be tested to student. the test process to knowing the effectivity of card media. the test's process was conducted on march 29 year 40 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej 2017 with the subject is twentythree student on class vii of junior high school. the test's process do one time and trying test's process make a group, on every group there are 2 or 3 student. the trying test's process is done by steps of research's introduction, making groups, give validation sheet to teacher, collect of questionnaire. the result of card media's effectivity with student's questionnaire get score 3,22 and 3,00. both of score show that card media be on practical criteria. then, the effectivity of card media is showed by student's classical achieve about 87%. the score of classical achieve be on effective criteria. when the process of product test, student did not found a mistaken concept. so that, on the last step did not done. conclusion the develop of card media with scientific approach include the steps of (1) analysis of problem; (2) collect of data; (3) product design; (4) validation of design; (5) revision of design; (6) product test; (7) revision product. the result of media show that media is valid and effective with use scientific approach, it means that card media with scientific approach is practical to used on mathematics learning. references arsyad, azhar. 2011. learning method. jakarta : pt raja grafindo persada. isnaeni, nur faizah. 2013. use of numeric card media to increase motivation and learning outcomes of roman numbers material to grade 4 students of primary school of debong tengah 1 tegal. available (online), (http://lib.unnes.ac.id), accessed on january 20, 2017. komara, endang. 2014. learning and interactive learning. bandung: pt. refika editama. muchith, saekhan . 2008. contextual learning. semarang: rasail media group. rahayu, tutik. 2013. improving learning outcomes of integral material using colored picture cards in grade iv elementary school students. journal of primary school teacher education research, 1 (2). (online), (http://jurnalmahasiswa.unesa.ac.id), accessed on january 20, 2017. sugiono. 2015. educational research methods (quantitative approach, qualitative, and r & d). bandung : alfabetha. 38 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej factors that influence the success of conceptual change model (ccm) on course learning of mathematics elementary rina wijayanti, dyah ayu sulistyaning cipta mathematics education, institute of teacher education and educational science of budi utomo malang jl. citandui no.46, malang, rina.statistika12@gmail.com, dyahayu.esce@gmail.com abstract the course of mathematics elementary school is a course intended to prepare university students to become a math teacher in elementary school. the material in mathematics study of elementary school is integer and fractional. this case study get in institute of teacher education and educational science of budi utomo malang. the author teach this material with the conceptual change model. next we want to know the factors that affect conceptual change model. the sample was taken from 45 students of mathematics education and obtained the conclusion of process of conceptual changes variable, cognitive conflict and knowledge of the past have significant effect on ccm success in elementary mathematics study, it is proved from the value of p value of the three consecutive variables (0.00; 0.001 ; 0.034) these three values are <0.05 (5% error rate / alpha). keywords: ccm, course of mathematics elementary school introduction learning in the classroom is boring for students. that situations are less conducive to the course of mathematics elementary school is a course intended to prepare students to become a math teacher in elementary school. one of the most fundamental things that must be mastered for students is the mastery of mature concepts. the concept of mathematics according to hudojo is an abstract idea that allows us to classify objects and events and to classify whether the objects and events are included or not into the abstract idea (hudoyo, 2013). in the learning of integer, none of the students of class 2014 f institute of teacher education and educational science of budi utomo malang are able to explain conceptually, from which they get the answer from the result of multiplication of two integers. they can only answer that -2 × 3 yields -6, without knowing where they got -6. all they know is that if negative is multiplied positive it will give negative result. the answer is not wrong, but it feels so apprehensive if as a student of mathematics education course who will become a teacher of mathematics does not understand the concept of mathematics correctly. if this continues to be allowed to continue, then the learning of mathematics will only stop at the mere reconnaissance of a theory without a logic. mailto:rina.statistika12@gmail.com mailto:dyahayu.esce@gmail.com 39 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej after further investigation by conducting an investigation to 45 students of the class, it was found that 26 students among them never thought that it should be questioned. a total of 12 students admitted to getting information that a negative integer multiplied by a positive integer and produces a negative integer is a postulate of unquestioned origin. then as many as 7 students claimed to have been digging the information but until now has not got the answer. the lessons they have learned from elementary to high school, integer and fractional operations are always presented by stuffing the mathematical formulas without explaining where the formula came from. for example, when dealing with the reduction of negative numbers, a (b), the teacher immediately assures students that ( )a b a b    (1) similarly, the fractions : a c b d (2) the result is : a c a d x b d b c  (3) without any explanation as to why, without understanding the concept of reducing negative numbers, without understanding the concept of fractional division, they were asked to memorize the mathematical formulations. the concept of numbers they should have had since the fourth grade of elementary school, then that means it has been for nearly ten years that the unfounded rules of the concept are so deeply rooted in their brains. after so long the rules are rooted, not an easy matter to fix them. so to correct the error of the concept, the author promises this round and fractional learning with the conceptual change model. yudistia mentions conceptual change model is a teaching model that is based on student conception and can be applied by the teacher to straighten out student conception which is less clear or very different from scientific concept and at the same time build new conception (yudistira, 2013). furthermore, for learning with conceptual change model can be done maximally, writer do research to know factors influencing success of conceptual change model by using multiple regression analysis. multiple regression is the appropriate method of analysis when the problem involves a single metric independent variable. the objective of multiple regression analysis is to predict the change in the dependent variable in response to the changes in several independent variables (hair, 1995). 40 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej methodology of analysis data source the sample data used in this research are 45 university students of institute of teacher education and educational science of budi utomo malang mathematics education as sample. the population in this study is a student of mathematics education ibum. research variable variable used in this research is tabel 1 research variable variabel keterangan y student value for elementary mathematics study course with teach this material with the conceptual change model x1 process of conceptual changes 1 = dissatisfied learners are not satisfied with the concept they have (existing conception) in explaining the information or data it knows 2 = intelligible new conceptions known to learners can be understood and build understanding 3 = plausible learners must feel that the new concepts are reasonable, meaning that knowledge is not only to build understanding and understandable, but must be a belief (be believable) 4 = fruitful learners must find that new concepts are beneficial and contribute to building new insights and further hypotheses. based on the above description mppk model is expected to improve students' conceptual understanding x2 cognitive conflict x3 knowledge of the past (1= no, 2 = yes) discussion conceptual change model was first submitted by posner et al on 1982. it has been developed by hewson and hewson (1983, 1984), strike dan posner (1985, 1992), serta thorley (1990). ccm has related with knowledge of the past, experience and metacognitive ability (barlia, 2009) (funia, 2013). author use three variable to know factors influencing success of conceptual change model, the variable is process of conceptual changes, cognitive conflict and knowledge of the past. tabel 2 descriptive statistics variable mean standard deviation n student value (y) 70,22 19,62 45 cognitive conflict (x2) 70,89 11,04 45 41 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on table 1, the mean of student score is 70,22 with standard deviation 19,62 and the mean of cognitive conflict is 70,89 fig 1 normal p-p plot in the regression analysis assumption that must be fulfilled is the residual of normal distribution. figure 1 is a normal p-p plot of residuals that can be used for examination of residual normality. if the residual scattering around a straight line means the residual is normally distributed. in figure 1, the residual is in a straight line so it can be concluded that the residual is normally distributed. tabel 3 regression model model r r square adjusted r square std. error of the estimate change statistics durbinwatson r square change f change df1 df2 sig. f change 1 0,862 a 0,743 0,737 10,06055 0,743 124,444 1 43 0,000 2 0,897 b 0,805 0,795 8,87646 0,062 13,237 1 42 0,001 3 0,908 c 0,825 0,812 8,50136 0,020 4,788 1 41 0,034 2,109 a. predictors: (constant), x1 b. predictors: (constant), x1, x2 c. predictors: (constant), x1, x2 dan x3 the second assumption test that must be fulfilled in regression analysis is independence of residual or absence of autocorrelation which can be seen from durbin 42 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej watson value. based on table 3 durbin watson value of 2.109 then tested hypothesis below hypothesis: h0: ρ= 0 means there is no positive or negative autocorrelation h1: ρ≠ 0 means there is positive or negative autocorrelation critical area: failed to reject h0 when durbin watson du<d<4-du (gujarati, 1995). based on table 2 the d value is 2,109, du is obtained from the durbin watson table (n = 45, k = 3) du = 1.67. so that obtained 1.67 <2.109 <2.33 so that the conclusion failed to reject h0 means there is no positive or negative autocorrelation (assumption fulfilled). regression analysis model used by the writer is the 3rd model with the highest r-square that is 82,5%. the regression equation model obtained is y= -27,367 + 9,227 x1 + 0,697 x2 +10,926 x3 the three variables x1, x2 and x3 have a significant effect on the success of ccm in the course of mathematics elementary school, it is evident from the value of p value of the three variables in a row (0.00, 0.001, 0.034) these three values <0.05 (5% error rate / alpha). conclution the success of conceptual change model in course of mathematics elementary school is influenced by achievement of ccm, cognitive conflict and knowledge of the past, it is proved from the value of p value of the three variables respectively (0.00, 0.001, 0.034) these three values <0.05 (5% error rate / alpha). regression analysis model is obtained as follows y= -27,367 + 9,227 x1 + 0,697 x2 +10,926 x3 references funia, m. 2013. ―model belajar perubahan konseptual‖, (online), (http://mediafunia.blogspot.co.id/2013/01/model-belajar-perubahan-konseptual.html/, diakses 29 oktober 2017). gujarati, d.n. 1995. basic econometrics, 3rd edition. new york: mc graw-hill international. hair, j.f., r.e. anderso, r.l. tatham., dan w.c. black. 1995. multivariate data analysis with readings, 4th edition. englewood cliffs, nj: prentice hall. hudojo, herman. 2003. pengembangan kurikulum dan pembelajaran matematika. edisi revisi. malang: fakultas matematika dan ilmu pengetahuan alam, universitas negeri malang. yudistia, dewi silvia. 2013. ―model pembelajaran perubahan konseptual‖, (online), (https://yudistiadewisilvia.wordpress.com/2013/03/12/model-pembelajaran-perubahankonseptual/, diakses 29 oktober 2017). 16 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej early childhood mathematics: an insight into strategies for developing young children mathematical skills onoshakpokaiye, e. odiri institute of education, delta state university, abraka, delta state nigeria email: onos68@yahoo.ca corresponding author: onoshakpokaiye, e. odiri, onos68@yahoo.ca abstract the purpose of this work is to examine early childhood math and some strategies on how early childhood math can be enhanced. math is an important subject in the school curriculum that cannot be overlooked. the young child's math abilities or skills need to be developed for future life. some methods on how to improve young children's abilities were reviewed. it was a qualitative study. from the review, it was revealed that developing young child math abilities is vital for them to progress in future math. also, the reviews indicated that math assists young children in building up their math ability to solve problems and think critically. the findings demonstrate the importance of early childhood mathematics programs as a foundation for subsequent math teaching. young children require a mathematical foundation from an early age in order to develop the concepts and abilities needed to succeed in school, multiple professions, and even daily life. keywords: early childhood; mathematics; strategies; young children; math skills odiri, onoshakpokaiye, e.. (2023). early childhood mathematics: an insight into strategies for developing young children mathematical skills. mathematics education journal, 7(1), 16-30. doi: 10.22219/mej.v7i1.24534 introduction the early childhood mathematics program is a vital stepping stone for future math instruction. the start of a child's mathematics education is extremely important. youngsters must explore and learn the mathematical ideas and concepts present in their environment during the formative years of their life. it promotes young children in developing their critical thinking, reasoning, and worldview both inside and outside of the classroom, which eventually helps them establish a solid basis for their academic success (onoshakpokaiye, 2020). children must grasp the ideas, concepts, and manipulative abilities required to understand the fundamentals of mathematics before they can function as adults. to develop the ideas and skills required to excel in school, numerous professions, and even daily life, young children need a mathematical foundation from an early age. for young pupils to succeed in their coursework that prepares them for digital literacy and higher education, mathematics fluency or competency is necessary (onoshakpokaiye, 2020). early childhood mathematics instruction and learning are increasingly being thrust into the forefront of policy debates in light of recent results that link academic achievement to early exposure to mathematics (whyte, stein, kim, jou & coburn, 2018). a particularly strong predictor of later academic achievement is kindergarten math skills (duncan et al., 2007, whyte, stein, kim, jou & coburn, 2018). math abilities, which have traditionally been the focus of early childhood education programs, were found to be even more mailto:onos68@yahoo.ca 17 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej predictive than early literacy, attention, and socio-emotional abilities (duncan et al., 2007). a joint position statement from the national council of teachers of mathematics (nctm) and the national association for the education of young children (naeyc) was published in 2002 and later revised in 2010. it demanded that children aged three to six get rigorous, excellent, and accessible mathematics instructions. without thorough training of early childhood professionals, with teacher education playing a crucial role, this vision cannot be accomplished. since early childhood educators are typically expected to have an in-depth knowledge of child development and offer children meaningful, relevant educational experiences, mathematicians are going into uncharted territory (baroody, lai, & mix, 2006). therefore, it is now the responsibility of math educators to come up with innovative ways to present ideas in early mathematics. all students need to have a solid understanding of the topic from a young age because of how crucial mathematics is to academic performance in all classes (sadler & tai, 2007). research method a review of the literature on early childhood math is the methodology adopted. the information in this research comes from a variety of linked academic works. early childhood math research papers are the related literature that is referenced. results and discussion mathematics education for young children's teachers a growing body of studies demonstrates that young infants enter preschool having a remarkable amount of informal math knowledge (baroody et al., 2006, clements & sarama, 2007, ginsburg, lee, & boyd, 2008). the young children's interactions with objects, parents and their surroundings are thought to have given them some pre-math knowledge. early childhood educators need to possess the necessary arithmetic skills, as well as knowledge of child development and pedagogical content, to effectively build on this informal or pre-mathematical knowledge (whyte, stein, kim, jou & coburn, 2018). for early childhood educators to effectively teach and facilitate learning, they must fully grasp these numerous informational threads (bransford, brown, & cocking, 2000). in a discussion on content knowledge in education in 2000, bransford and his colleagues proposed the following: expert teachers should be familiar with the organizational principles of their fields because this familiarity provides them with cognitive road maps that direct the assignments they give their students, the assessments they use to determine their progress, and the questions they pose during the give-and-take discussions that take place in the classroom. furthermore, experts in the field of early childhood education have stated that they are not interested in seeking additional professional development in mathematics (simpson & linder, 2014). the way early childhood educators feel about math may contribute to their lack of preparedness in this area. teachers' decisions about classroom instruction are influenced by their understanding of mathematics and mathematics teaching (bransford et al., 2000). we are aware that a lot of early educators hate math and aren't confident in their math skills (copley, 18 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2004). there will be an effect on their instruction if early childhood math educators detest math and don't believe they are math-competent. early childhood educators need both pre-and in-service training if they want to encourage early mathematics. unfortunately, the bulk of pre-service teacher preparation programs, that are offered, pay little to or no attention to math content because it is nearly never taught separately from other topics; early childhood mathematics stand-alone courses are rare. this element of planning is lacking. most of these early childhood educators do not receive sponsorship from the relevant body to train them for the profession (maxwell, lim, & early, 2006, whyte, stein, kim, jou & coburn, 2018). furthermore, even when pre-service teachers are exposed to courses that emphasize children's mathematical development or the subject knowledge necessary to support it; these programs frequently target teachers of students in grades k–3 (maxwell et al., 2006). comprehensive early childhood programs are lacking in many countries, and early childhood educators frequently do not have access to worthwhile professional development opportunities. many teachers who are aware that they will be teaching in pre-kindergarten settings lack the necessary training. only 33 out of 1,127 early childhood practitioners had finished mathematics-related professional development, according to a survey of those who had received professional development conducted by simpson and linder (2014) in their research on early childhood professional development. early childhood educators may miss out on opportunities to learn more about the teaching and learning of early mathematics once they are in the classroom. it is crucial to comprehend how math educators conduct their profession when considering how to promote early mathematics instruction. their teaching strategies and the outside factors that affect their instruction are two significant topics. teachers need to be knowledgeable about the subject matter they are teaching and cautious when selecting pedagogical strategies. as an illustration, current supported professional development practices mandate that math educators give up one-time professional development sessions, give specific illustrations of the ideas and techniques they are advocating in early childhood classrooms, and offer ongoing support for putting these ideas and techniques into practice, frequently through coaching and mentoring (winton, synder & goffin 2016, desimone & garet, 2015, whyte, stein, kim, jou & coburn, 2018). these changes to teacher education techniques mirror socio-cultural assumptions about learning by providing an opportunity for groups of people to interact with potential new mathematical concepts and procedures (lave & wenger, 1991). the significance of policy and the workplace environment is revealed when the factors that affect math educators' jobs are examined. education policy tends to place more of an emphasis on classroom-based teaching and learning in recent years (spillane, 1999). understanding the guidelines that math educators follow is crucial as they affect the learning opportunities that present themselves as well as the resources that teachers make available to their classrooms. 19 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 1. list of articles s/ n authors’ name published article title research method results 1 simpson & linder 2014 early childhood education journal, 42(5), 335–342 an examination of mathematics professional development opportunitie s in early childhood settings it was a survey method to find out how and how much preservice and inservice early childhood educators were prepared to help young children develop their mathematical abilities and thought processes. the research demonstrates that professional growth in mathematics is insufficient. only a small number of professional development opportunities cover the common core state standards in mathematics or concentrate on certain mathematical subject areas. in addition, the majority of possibilities for professional development are hourly programs that last only one to two hours. 2 whyte, stein, kim, jou & coburn 2018, journal of early childhood teacher education, 39(3), 213-231 mathematics in early childhood: teacher educators’ accounts of their work it was a survey technique used as part of a bigger project that created resources for teacher educators working with both preand inservice early childhood mathematics teachers. it was discovered that the ways they expressed what they teach, how they teach it, the references they use, and what influences their work only had minor variances. 3 harris and petersen 2019 mathematica policy research https://www.mat hematica.org/pu blications/develo ping-math-skillsin-earlychildhood pages 1-6 developing math skills in early childhood it was a succinct issue-based strategy to aid in the early development of math skills in young children. the strategy integrates the effect of parents, the home environment, and pediatric healthcare professionals. the research found that infants start learning math even before they can sit up. they compare the size and shape of items, compare variations in quantity, and employ basic mathematical concepts while playing and in other activities throughout the day. 20 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej description of early math early math covers a range of fundamental concepts, such as numbers, measurement, spatial relationships, forms or shapes, and pattern recognition (national research council, 2009, weisberg, hirsh-pasek & golinkoff, 2013, harris & petersen, 2017). children investigate these concepts when they interact with their environment because they are inherently curious about the world (weisberg, hirsh-pasek & golinkoff, 2013, harris & petersen, 2017). young children can explore math while playing, such as when they build towers out of blocks. as they sort the blocks by size and colour, pay attention to spatial relationships, and build reasoning skills, they learn which forms can be stacked on top of one another, which ones will topple the tower they have made, and how to mix shapes to make familiar items (jordan & levine, 2009, harris & petersen, 2017). parental involvement in developing young children's math abilities fostering early learning is crucial to enhancing children's sense of security, self-worth, and confidence. since this is the time when the majority of brain development and significant developmental milestones occur, young children, require loving interactions and a nurturing home environment. while playing, preschoolers explore patterns and forms and may count or compare diverse objects (seo & ginsburg, 2004). however, kids need adult interaction to learn the terms that explain the basic math ideas they come across. parents and other adults can incorporate this developmental support into their everyday schedules. during the first few years of life, parents and the home environment have the most effects on brain development, which have effects outside of the classroom(institute of medicine (iom) & national research council(nrc), 2015, center for the developing child, harvard university,2017). language-rich interactions between parents and children promote not just the development of the parent-child relationship but also the cognitive and linguistic development of the latter (center for the developing child, university of harvard, 2017). when reading stories or building towers with young children, parents can point out various sizes and shapes and use words to describe them. by encouraging toddlers and older children to count or sort the items in the laundry basket, parents and other adults can use commonplace activities like washing laundry as a teaching opportunity for toddlers and older children. figure 1 parent and their child at the dinning section by having them set the table for supper, you may encourage them to think mathematically as seen in figure 1. at the dinner table, parents or other adults can inquire of a child how many spoons, forks, and plates of food are needed, the number of chairs present at the dining and so on. children need to engage with 21 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej adults to understand the terms that define the basic math concepts they encounter. having books around the house, reading them, and conversing with them have a positive impact on a child's capacity to learn language and literacy even as young babies (institute of medicine (iom) & national research council, 2015, evans, kelley & sikora, 2014, harris &petersen, 2017). as adults, children who had their parents speak to them frequently and in a variety of ways as children, for example, had larger vocabularies than their classmates whose parents spoke to them less (harris &petersen, 2017, weisleder & fernald, 2013). figure 2 parent and their children at the sitting room as seen in figure 2 above. parents can also ask the young child to look around the sitting room to identify different objects, their shapes, patterns, and numbers and so on. by so doing the children are being taught basic mathematics and its concepts. things around the homes and environment can be used by the parents or other adults to involve or develop the young children's math abilities. parent-child interactions also have an impact on a child's early development of math skills. in comparison to toddlers who are exposed to fewer arithmetic-related vocabularies, preschoolers have a deeper understanding of math (berkowitz, et al, 2016, pruden, levine & huttenlocher, 2011). when caregivers immerse young children in math-related activities, they learn more quickly and are more likely to succeed in school. (berkowitz, et al, 2016, van voorhis, maier, epstein & lloyd, 2013). but for many parents, supporting their child's early mathematical development is a task riddled with anxiety brought on by their own traumatic math experiences or a lack of confidence in their capacity to teach their children math. early perceptions of arithmetic anxiety in young children may have long-lasting effects (cannon, & ginsburg, 2008, harris & petersen, 2017).to help parents encourage their children's early math skills, initiatives should focus on three things: (a) increasing their awareness of early math and its importance; (b) helping them get over their own math anxiety, and (c) giving them practical tools to support their children's learning through everyday activities (cannon & ginsburg, 2008). it is advantageous to teach parents how to do this since early children who had trained parents had better pre-primary math skills than children who had untrained parents (harris &petersen, 2017). strategies for developing young children mathematical skills promoting math learning in young children the first three years of a child's education, from birth through third grade, provide the groundwork for all future learning. early math aptitude predicts subsequent success in arithmetic as well as later reading performance far more 22 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej reliably than early reading aptitude. young children have an amazing ability for understanding complicated math (the progress of education reform, 2013). children in preschool who begin receiving good mathematics instruction at an early age will have the chance to build on these core skills with significant mathematical learning throughout their primary years (the progress of education reform,2013). figure 3 using concrete objects to teach the children math observing common or concrete objects they see in their homes and environments can contribute to their learning of math at the early stage of life (see figure 3). the young children's math skills can be developed or enhanced through the counting of concrete objects they come across and matching the objects with their numbers as they count. through this method, the counting abilities or skills of young children are developed. also, their mathematics skills are being built up for future and formal math learning. preschooler math competence affects how well they do in high school. most interestingly, it predicts reading performance substantially better than early reading abilities (duncan, et al, 2007, farran, aydogan, kang & lipsey, 2005, lerkkanen, rasku-puttonen, aunola, & nurmi, 2005). more mathematics practice improves conversational language skills, according to studies (sarama, lange, clements & wolfe, 2012). children's ability to solve problems and think critically is aided by math (national research council, 2001, institute of medicine (iom) & national research council, 2015; harris & petersen, 2017). for kids to succeed in school and life, it's important to develop their problem-solving and critical-thinking skills, but not all kids develop the requisite math skills (mullis, martin, foy & hooper 2016, harris & petersen, 2017). to learn mathematics, a child's capacity for reasoning is crucial. the ability to reason mathematically is a crucial cognitive ability, and children's proficiency in math from a young age indicates how successful they will be at math as adults (clements & sarama, 2009, denton & west, 2002). 23 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej do not downplay children's math ability the mathematical aptitude of young children should not be disregarded; they learn arithmetic intuitively at home through a variety of means. when given the chance to learn, young children have an extremely deep, extensive, and advanced informal understanding of mathematics (baroody, 2004, clarke, clarke, and cheeseman, 2006). these young children need the chance to demonstrate everything they have learned through various techniques, which may happen while they play with various household objects. when kids play, they typically engage in far greater activity. preschoolers can solve basic math problems, and nearly all of them spend a significant amount of their leisure time engaging in pre-mathematical activities (sarama and clements, 2009, the progress of education reform, 2013). the most time during play children touch their fingers and toes and the same time count them. when the children are asked to touch their toes or fingers they are indirectly learning how to identify objects and learning how to count (see figure 4). children playing with their toes and legs are an avenue for developing math skills and concepts. it is an effective way of actively seeking out new information. every available means and any objects that they can have access to should be used to teach the children concepts in math. figure 4 using available objects to learn math hirsh-pasek, et al, (2015) identified four pillars of learning that describe how people learn best in their recent assessment of the literature on the science of learning, which included studies from the fields of neuroscience, education, psychology, and cognitive science. children learn most effectively when they are: actively seeking out new information; attentive (not distracted); meaningfully interacting with the subject; and, last, socially engaged. the combination of these four elements is essential for enjoyable learning. playful learning includes all forms of unstructured play and games. children are engaging in free play when they use objects, interact with other children or adults, or describe activities. free play is something that children initiate and control. even when they aren't asked to, many children incorporate math into their autonomous free play. play as a means of teaching young children math even though the majority of early childhood educators do not see the importance of play as a method of effective teaching, they do not include it in their programs, play is very important when teaching math to young children. higherlevel free play, which aids kids with self-control and executive function, has increased in early childhood programs that include more math. children investigate spatial relationships, patterns, and shapes through higher-order play. they count the items as well as compare sizes (seo & ginsburg, 2004, the progress of education reform, 2013). these game-based investigations have a previous mathematical relationship. all children can use their innate mathematical ability with the aid of 24 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej excellent instruction (doig, mccrae & rowe, 2003, thomson, rowe, underwood & peck, 2005). even before they can sit up, infants begin to learn math. they use fundamental mathematical concepts while playing and in other aspects of their daily lives to differentiate between variations in quantity, compare the size and shape of objects, and analyze variations in quantity (jordan &levine, 2009, harris & petersen, 2017). the majority of children are stuck on a path to failure if excellent mathematics instruction doesn't begin in preschool and continues throughout the early years (rouse, brooks-gunn & mclanahan, 2005). since early mathematics development is essential for success in the future, it is imperative to have pedagogical tools that encourage mathematics learning from the earliest ages. one way that playful learning, a thorough pedagogical technique that incorporates games, free play, and guided play, supports early mathematics acquisition is by providing a productive, research-based teaching approach ( hassinger-das, zosh, hirsh-pasek & golinkoff,2018). don't undervalue children's prior knowledge. the majority of teachers of young children vastly underestimates what the kids already know and are capable of doing or learning (clements & sarama, 2009). the abilities of young children are grossly underrated by many education professionals (aubrey, 1997). one study found that groups of preschool teachers, teacher trainers, and counsellors underestimated the mathematical aptitude of these same kids when they entered kindergarten (the progress of education reform, 2013). for instance, the adults thought that 20% to 50% of kids could count, but in fact, more than 80% of kids could count out nine marbles. in comparison to all adults who correctly predicted less than 10%, more than 40% of youngsters were able to subtract 10 from 8 without the help of any materials. teachers and those who assist them in their job will not provide suitable, demanding math problems if adults underestimate what children already know and are capable of learning. tutoring in math is required for young children young children require help or encouragement to deal with any challenges they may face because this is their first formal exposure to math. a math intervention benefits the majority of kids (clements & sarama, 2011). according to studies by schoenfeld and stipek (2011), duncan and magnuson (2011), harris and petersen (2017), and duncan, et al, (2007), early math ability may be the best predictor of future achievement in both reading and arithmetic. deficits in math abilities, however, begin early and become apparent by the time children enter kindergarten. sadly, kindergartens who have difficulty with math are likely to fall behind their peers in later years (watts, duncan, siegler & davis-kean, 2014, duncan & magnuson, 2011, weisberg, hirsh-pasek, golinkoff & mccandliss, 2014, siegler, et al, 2012, harris &petersen.2017). not just the poorest children, but all young children need interventions (pianta, barnett, burchinal & thornburg, 2009). most kids start kindergarten behind their peers from the wealthiest neighbourhoods. children who enter preschool with poor foundational math skills stay behind their peers (jordan & levine, 2009, hassinger-das, zosh, hirsh-pasek & golinkoff, 25 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2018). to ensure academic success for all children, these expanding gaps must be addressed as soon as possible. to achieve better outcomes and assist in reducing content-area gaps, we must take advantage of how children learn most effectively. what link do early math and early literacy development have? one common concern is that supporting early math could mean spending less time on early literacy. this is not, however, a need. according to harris and petersen (2017), the institute of medicine (iom) and the national research council (2015), early math and early reading skill development are interwoven, and efforts can be undertaken to assist both at the same time. when math is taught alongside other subjects, such as reading, children learn the subject more effectively than they would if it were the only subject covered (national research council, 2009, harris & petersen, 2017). kids are taught language and math in a similar order. infancy is the time when language and literacy skills start to grow as children's vocabulary, phrase complexity, and sentence length rise. children learn how to express their thoughts in words by increasing their vocabulary, understanding of syntax, and ability to use longer, more complex sentences (kipping, gard, gilman & gorman, 2012). according to the institute of medicine (iom) and national research council (2015) and janzen (2008), learning basic arithmetic terminology, recognizing math in everyday situations, and eventually mastering more challenging math concepts involving measurement, geometry, and reasoning are all stages of the early math learning process. reading books, sharing tales, and employing "math talk" are all effective, simple approaches to integrate and advance early numeracy and early literacy skills. children's books frequently emphasize math in different ways. ways to improve early childhood math advocating for competent math teachers pre-k through third-grade teachers should be certified with an emphasis on pedagogical competency in addition to subject-matter expertise (more specifically, a solid mastery of the math taught in the early and elementary years). the best way for young kids to learn arithmetic is to have a teacher that is knowledgeable about the subject and the best teaching methods. for the curriculum to be successful, early math teachers must be experts in these fields. a school may assign one instructor to teach arithmetic to every student in every grade as a possible fix. putting in place an early math education program that works early math isn't typically emphasized in programs for becoming teachers. as a result, both pre-service and in-service instructors lack subject-matter competencies, such as a working knowledge of mathematical concepts and techniques. more importantly, they lack the expertise needed to teach mathematics, including understanding how mathematical concepts relate to one another and the outside world, how students understanding of mathematical concepts changes as they get older, and how to instruct mathematical concepts effectively (clements & sarama, 2009). they have detrimental impacts, such as math anxiety and a lack of 26 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej confidence in one's mathematical ability and teaching skills, beliefs that devalue mathematics education or obstruct successful instruction. programs are required to help professionals become more productive. therefore, early childhood mathematics professional development needs to cover topic (mathematical) knowledge, especially math knowledge for teaching, as well as pedagogical understanding, emotional concerns, and other pertinent subjects (ball &bass,2000). conclusion from the study, we discovered that the math ability of young children needs to be developed early to enable them to succeed in future math. different strategies were discovered. mathematics instruction is usually of poor quality, especially in the early years, even though learning settings vary in quality. a comprehensive math curriculum and instruction that meets the needs of all kids must be supported if legislators and school administrators want a program to be truly effective. references aubrey, c. (1997). children’s early learning of number in school and out, in i. thompson (ed.) teaching and learning early number (philadelphia, pa: open university press. ball, d.i. & bass, h.(2000). interweaving content and pedagogy in teaching and learning to teach: knowing and using mathematics in j. boaler (ed.), multiple perspectives on the teaching and learning of mathematics (westport, ct: ablex., , 83-104); baroody, a.j.(2004). the developmental bases for early childhood number and operations standards. baroody, a. j., lai, m., & mix, k. s. (2006). the development of young children’s early number and operation sense and its implications for early childhood education. in b. spodek & o. n. saracho (eds.), handbook of research on the education of young children,187–221. mahwah, nj: erlbaum. berkowitz, t., schaeffer, m. w., maloney, e. a., peterson, l., gregor, c., levine, s. c., & beilock, s. l. (2016). math at home adds up to achievement in school. science, 350, 196-198. bransford, j. d., brown, a., & cocking, r. (2000). how people learn: mind, brain, experience, and school. washington, dc: national research council. cannon, j., & ginsburg, h. p. (2008). doing the math’: maternal beliefs about early mathematics versus language learning. early education and development, 19(2), 238-260. center on the developing child, harvard university. (2017). brain architecture. retrieved from http://developingchild.harvard.edu/science/ keyconcepts/brain-architecture/. clarke, b.a., clarke, d.m. & cheeseman, j.(2006). the mathematical knowledge and understanding young children bring to school, media education research journal, 18(1), 81-107. 27 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej clements, d.h., sarama, j. (2007). effects of a preschool mathematics curriculum: summative research on the building blocks project. journal for research in mathematics education, 38(2):138-163. clements, d.h. & sarama, j.(2009). learning and teaching early math: the learning trajectories approach, new york, ny: routledge. clements, d.h. & sarama, j.(2011). early childhood mathematics intervention, science, 333(6045), 968-970, doi: 10.1126/ science.1204537; copley, j. (2004). the early childhood collaborative: a professional development model to communicate and implement the standards. in d. clements, j. sarama, & a. m. dibiase (eds.), engaging young children in mathematics: standards for early childhood mathematics education (pp. 401–414). mahwah, nj: erlbaum. denton, k.& west, j.(2002). children's reading and mathematics achievement in kindergarten and first grade (washington, d.c., vol. 2002, 2002 desimone, l. m., & garet, m. s. (2015). best practices in teachers’ professional development in the united states. psychology. society and education, 7(3), 252–263. doig, b,. mccrae, b. & rowe, k.(2003). a good start to numeracy: effective numeracy strategies from research and practice in early childhood (canberra act, australia). duncan, g.j., dowsett, c.j., claessens, a, magnuson, k, huston, a.c., klebanov, p. pagani, l.s., feinstein, l., engel, m., brooks-gunn,j., sexton, h., duckworth, k.& japel, c.(2007). school readiness and later achievement,” developmental psychology, 43(6), 1428–1446. duncan, g. j., & magnuson, k. (2011). the nature and impact of early achievement skills, attention skills, and behavior problems. in g. j. duncan and r. j. murnane (eds.), whither opportunity? rising inequality, schools, and children’s life chances (572). new york: russell sage foundation. evans, m. d. r., kelley, j., & sikora, j. (2014). scholarly culture and academic performance in 42 nations. social forces, 92(4), 1573-1605. farran, d.c., aydogan, c., kang, s.j., lipsey, m.(2005). preschool classroom environments and the quantity and quality of children's literacy and language behaviors. ginsburg, h. p., lee, j. s., & boyd, j. s. (2008). mathematics education for young children: what it is and how to promote it. social policy report.. society for research in child development, 22(1). harris, b. & petersen, d. (2019). developing math skills in early childhood. mathematica policy research. retrieve from https://www.mathematica.org/publications/developing-math-skills-inearly-childhood,1-6. hassinger-das, b., zosh, j. m., hirsh-pasek, k. & golinkoff, r.m.(2018). playing to learn mathematics. play-based learning. encyclopedia on early childhood devdelopment. retrieve from https://www.childencyclopedia.com/pdf/expert/play-based-learning/accordingexperts/playing-learn-mathematics 28 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej hirsh-pasek, k., zosh, j.m, golinkoff, r.m., gray, j.h., robb, m.b., kaufman, j. (2015).putting education in “educational” apps: lessons from the science of learning. psychological science in the public interest. 16(1):3-34. institute of medicine (iom) & national research council. (2015). transforming the workforce for children birth through age 8: a unifying foundation. washington, dc: the national academies press. janzen, j. (2008). teaching english language learners. review of educational research, 78, 1010-1038. jordan, n.c., & levine, s.c.(2009). socioeconomic variation, number competence, and mathematics learning difficulties in young children. developmental disabilities research reviews,15(1), 60-68. kipping, p., gard, a., gilman, l., and gorman, j. (2012). speech and language development chart (3rd ed.). austin, tx: pro-ed. lave, j., & wenger, e. (1991). situated learning: legitimate peripheral participation. cambridge university press. lerkkanen, m.k., rasku-puttonen, h., aunola, k., nurmi, j.e. (2005). mathematical performance predicts progress in reading comprehension among 7-year-olds. european journal of psychology of education, 20(2), 121-137. maxwell, k. l., lim, c.i., & early, d. m. (2006). early childhood teacher preparation programs in the united states: national report. chapel hill, nc: the university of north carolina, fpg child development institute. mullis, i. v. s., martin, m. o., foy, p., & hooper, m. (2016). timss 2015 international results in mathematics. amsterdam: iea. national research council. (2001). adding it up: helping children learn mathematics. washington, dc: the national academies press. https://doi. org/10.17226/9822. national research council. (2009). mathematics learning in early childhood: paths toward excellence and equity. washington, dc: the national academies press. https://doi.org/10.17226/12519 onoshakpokaiye, e. o.(2020). methods to build, develop mathematical concepts and skills in the early childhood mathematics in nigeria. journal plus education, xxvii (2), 211-225. pianta, r.c., barnett, w.s., burchinal, m.r & thornburg, k.r.(2009). the effects of preschool education: what we know, how public policy is or is not aligned with the evidence base, and what we need to know, psychological science in the public interest, 10(2), 2009, 49-88, doi: 10.1177/1529100610381908. pruden, s. m., levine, s. c., & huttenlocher, j. (2011). children’s spatial thinking: does talk about the spatial world matter? developmental science, 14, 14171430. rouse, c., brooks-gunn, j.& mclanahan,s.(2005). introducing the issue. the future of children, 15, 5-14. sarama, j., lange, a., clements, d. h., & wolfe, c. b. (2012). the impacts of an early mathematics curriculum on emerging literacy and language. early childhood research quarterly, 27, 489-502. 29 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sarama, j., clements, d.h. (2009). building blocks and cognitive building blocks: playing to know the world mathematically. american journal of play.1 (3), 313-337. sadler,p.m.&tai, r.h.(2007).the two high-school pillars supporting college science, science, 317, 457-458. schoenfeld, a. h., & stipek, d. (2011). math matters: children’s mathematical journeys start early. report of the pathways for supporting early mathematics learning conference. berkeley, ca. seo, k.h& h.p. ginsburg, h.p (2004). what is developmentally appropriate in early childhood mathematics education? in clements,d.h, sarama, j. and dibiase, a.m.eds.), engaging young children in mathematics: standards for early childhood mathematics education (mahwah, nj: erlbaum, 91104). siegler, r. s., duncan, g. j., davis-kean, p. e., duckworth, k., claessens, a., engel, m., susperreguy, m. i., & chen, m. (2012). early predictors of high school mathematics achievement. psychological science, 23, 691-697. simpson, a., & linder, s. m. (2014). an examination of mathematics professional development opportunities in early childhood settings. early childhood education journal, 42(5), 335–342. doi:10.1007/s10643-013-0612-7 spillane, j. p. (1999). external reform initiatives and teachers’ efforts to reconstruct their practice: the mediating role of teachers’ zones of enactment. journal of curriculum studies, 31(2), 143– 175 the progress of education reform(2013).math in the early years: a strong predictor for later school success, 14(5,) 1-7. retrieve from http://www.ecs.org/clearinghouse/01/09/46/10946.pdf thomson, s., rowe, k.,underwood, c. & peck, r.(2005). numeracy in the early years: project good start (camberwell, victoria, australia: australian council for educational research,. van voorhis, f. l., maier, m. f., epstein, j. l., & lloyd, c. m. (2013). the impact of family involvement on the education of children ages 3 to 8: a focus on literacy and math achievement outcomes and social-emotional skills. new york, ny: mrdc. watts, t. w., duncan, g. j., siegler, r. s., & davis-kean, p. e. (2014). what’s past is prologue: relations between early mathematics knowledge and high school achievement. educational researcher, 43(7), 352-360. weisleder, a., & fernald, a. (2013). talking to children matters: early language experience strengthens processing and builds vocabulary. psychological science, 24(11), 2143-2152. weisberg, d.s., hirsh-pasek, k. & golinkoff, r.m.(2013). guided play: where curricular goals meet a playful pedagogy. mind, brain and education ,7(2):104-112. weisberg, d.s., hirsh-pasek, k., golinkoff, r..m, mccandliss, b.d.(2014). mise en place: setting the stage for thought and action. trends in cognitive sciences. 18(6):276-278. whyte, k.l.,stein, m.a., kim,d., jou, n. & coburn,c.e.( 2018). mathematics in early childhood: teacher educators’ accounts of their work, journal of early childhood teacher education, 39(3), 213-231. 30 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej winton, p. j., snyder, p., & goffin, s. (2016). beyond the status quo: rethinking professional development for early childhood teachers. in couse, l. j., & recchia, s. l. eds, handbook of early childhood teacher education. new york, ny: routledge. 143 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej analysis of students’ critical thinking and independence of learning through problem-based learning erinda titik rizki fani, baiduri, alfiani athma putri rosyadi study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang erindatitik@yahoo.co.id abstract the purpose of this research was to describe the viiif students’ critical thinking and independence of learning through problem-based learning. the type of this research was qualitative descriptive supported quantitative data with 30 viii f students as the subject.this study was conducted for four times meetings. the data were taken by using observation sheet of their critical thinking and questionnaire of their independence of learning. the result of data obtained in form of observations and questionnaires which then descriptive analysis.the result showed that their critical thinking on the aspect of giving explanation, concluding, set the strategy and tactics of the categories as good and very good, while their independence of learning on the aspect of self-confidence, initiative, and responsibility were independent. keywords: critical thinking, students’ independence of learning, problem-based learning introduction critical thinking is one of the most important things that learners should have. that is because by having the ability of critical thinking can help learners in thinking rationally in overcoming the problems being faced and looking for alternative solutions of them. according to cahyo (2013), low critical thinking is caused by several factors which one of them is learning model implemented by the teacher is not really appropriate in conveying materials and objectives of learning process and improvingtheir mathematical critical thinking skills. that factor also causes them difficult to develop their independence of learning because itis an important thing that needs to be improved in order to support the success of students in learning (abdullah et al, 2015). based on observations that do by researchers at smpn 3 singosari, it was still found the problems of viii f students. the problems is fairly prominent from the student critical thinking and independence is learning that is still lacking. besides, the low critical thinking ability can also be seen from the average score of first ability of smp arrahman percut students which was only 68 on a scale of 0-100, this score is categorized as enough.in addition, a phenomenon that occurs regarding low independence of learning also happened in smpn 27 purworejo that the students did not pay attention to the explanation of teachersat the time of learning process. from the findings of the research,their independence of learning is still less than 70% of 100% (jumaisyaroh, 2014; kurniawati, 2010). realizing the importance of the students’ mathematical critical thinking and independence of learning which needs a strategy and learning approach that can involves mailto:erindatitik@yahoo.co.id 144 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej them actively in the learning processmore.teacher needs to choose an appropriate learning model to achieve good students’ critical thinking andindependence of learning in which one of them by applying problem-based learning. research methods the type of research used was descriptive. it described the process of students’ critical thinking and independence of learning through problem-based learning.the approach used in this study is a qualitative supported quantitative data. it means that this research used descriptive statistics such as average percentage. smpn 3 singosari was chosen. it was conducted on march 20 to 29, 2017 with 30 viii-f even semester students as the subject and the object wastheir critical thinking and independence of learning. while instruments used in critical thinking observation sheet and questionnaire. technique of data analysis was doneby using descriptive statistics include average percentage. results and discussion critical thinking on learning mathematics through problem-based learning was assessed by using a sheet of observasi performed by three observers. the assessment of critical thinking data which further analyzed. the observations obtained namely as follows: table 1 percentage of students’ critical thinking no. indicator percentage of meetings 1 2 3 4 giving explanation 1 students are able to define their understanding by asking or answering questions. 77,7% 75,5% 77,7% 74,4% 2 students can create an argument based on the data. 75,6% 84% 82,2% 82,5% average 76,6% (b) 79.7% (b) 79,9% (b) 78,4% (b) concluding 3 students are able to make conclusion based on the statements, results of analysis, and logic form new findings. 78,1% 71,1% 74% 73,3% 4 students give solution of the problem. 76,6% 80,3% 74,8% 77% average 77,3% (b) 75,7% (b) 74,4% (b) 75,1% (b) arranging strategy and tactics 5 students are able to interact with other friends. 82,2% 80,3% 77,7% 77,7% 6 students are able to determine action in learning process. 77,4% 81,4% 80,7% 81,8% average 79,8% (b) 80,8% (sb) 79,2% (b) 79,7% (b) 145 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students’ independence of learning mathematics through problem-based learning was assessed by using questionnaire given each meeting after the learning processwas completed.the research obtained data of independence of learning which then analyzed and categorized. the result of the questionnaire obtain was follows: table 2 percentage of students’ independence of learning no. indicator percentage of meetings category 1 2 3 4 1 confidence 67,83% 76,66% 76,67% 77,16% independent 2 initiative 71,16% 74,83% 75% 76,33% independent 3 responsiblity 72,33 75,66% 76% 76,16% independent this research was descriptive which aims to find out the students’ critical thinking and independence of learning through problem-based learning as the aspect. from the first to the fourth meeting, itwas achieved both good and excellent criteria in every aspect be observed. their critical thinking be observed in this study included explaining, concluding, and organizing strategies and tactics.giving an explanation consisted of two aspects namelybeing able to set their understanding by asking or answering questions and make an argument based on the data.the concluding aspect consisted of two observed aspects namelybeing able to make conclusion from the statement and result of analysis, give solution of the problem. while the aspects of strategy and tactics also consisted of two observed indicators namely being able to interact with other friends and determine the action in learning. based on the data, it could beconcluded that critical thinking from viiif students of smpn 3 singosari increased and decreased.this was proven by every indicator of critical thinking aspects which increased and decreasedalthough every increase and decrease was not too significant and still in the category of good and very good. another aspect studied was their independence of learning. it consisted of three observed indicators suchas confidence, initiative, and responsibility.based on the results of this study, the first indicator, confidence,wasin independent category. the second and the last one,the two initiatives andresponsibility were also in independent category. based on the questionnaire results of students' independence of learning through problem-based learning showed that it increased. the three aspects were in independent category. this is in same with previous research conducted by setianingsih (2013) in smpn 2 purwodadi which is for student self-reliance through problem-based learning on the responsibility aspect in cycle i that is 15 students (39,4%) and in cycle ii that is 25 students 65,79% independent category) and self confidence aspect in cycle i is 6 students (15,79%) and on cycle ii that is 13 students (34,21% independent category). 146 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion based on the results of previous discussion, the following conclusions are: a. critical thinking of viiif students of smpn 3 singosari through problem-based learning on the aspects of explaining, concluding, and managing strategies and tactics was in good and very good category. b. while their independence of learning through problem-based learning on the aspects of confidence, initiative, and responsibility was in independent category. references abdullah, dkk. 2015. membangun kemandirian belajar sswa melalui pembelajaran matematika realistik. jurnal ilmiah program studi pendidikan matematika stikip siliwangi bandung,88-91 cahyo. a. 2013. panduan aplikasi teori-teori belajar mengajar. jojakarta: diva press melalui pendekatan matematika realistik .jurnal pendidikan matematika volume 4 no 2 jumaisyaroh,dkk. 2014. peningkatan kemampuan berpikir kritis matematis dan kemandirian belajar siswa melalui pembelajaran berbasis masalah. jurnal pendidikan matematika. kurniawati, d. 2010. upaya meningkatkan kemandirian belajar siswa dalam pembelajaran matematika melalui model cooperative learning tipe kepala bernomor terstruktur pada siswa smp n 2 sewon bantul. skripsi tidak diterbitkan. yogyakarta: universitas negeri yogyakarta. setianingsih, e. 2013. peningkatan kemandirian dan prestasi belajar matematika melalui strategi problem based learning. jurnal pendidikan matematika. 7 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej memorizing qur’an and mathematics achievement nuqthy faiziyah departement of mathematics education university of muhammadiyah surakarta, ums surakarta, indonesia e-mail: nuqthy.faiziyah@ums.ac.id abstract the aim of this research is to know the correlation between memorizing qur‘an and mathematics learning achievement. it is a quantitative research using linear regression. the sample was taken by purpose sampling technic and an elementary school in sragen was chosen. the data source was a document of the mathematics subject mark and the number surah memorized. the result shows that there is a correlation between memorizing qur‘an and mathematics learning achievement. the regression linear model was able to be built. the coefficient of regression is 1.024. this shows that memorizing one surah of qur‘an more would make the mathematics learning achievement increases at 1.024 point. the coefficient of determination is 0.365. the conclusion is that memorizing qur‘an has contribution to mathematics learning achievement this electronic document is a ―live‖ template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. keywords : mathematics, qur‘an, memorizing, learning achievement introduction after the text edit has been completed, the paper is ready for the template. duplicate the template file by using the save as command, and use the naming convention prescribed by your conference for the name of your paper. in this newly created file, highlight all of the contents and import your prepared text file. you are now ready to style your paper; use the scroll down window on the left of the ms word formatting toolbar. qur‘an is the holy book of islam. it is the words of allah, the lord in islam, was revealed to prophet muhammad peace be upon him (pbuh). he teach his companions qur‘an by memorization. allah most high and exalted has makes it easy for people to memorize the qur‘an. he also preserves its contents so that the qur‘an is protected from changes and any kind of abuse and changes (hasyim, 2015). in preserving qur‘an, allah involves his servants. it means that allah gives his grace to his servants to get involved in maintaining qur‘an (mas‘udi, 2012). memorizing the qur‘an is an effort to preserve qur‘an, to prevent a loss quantity of people to memorize the qur‘an also avoid any attempt to distort and falsify the qur‘an (hasyim, 2015). nowadays, memorizing qur‘an has becoming more popular. there are many education institution offer memorizing qur‘an as a superior program. the institution are formal institution such as private school and islamic school and non-formal institution 8 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej such as boarding school. the trend, then, bring up a critical question whether memorizing qur‘an has positive effect to other aspects of education. there have been various research conducted on correlation between reading and memorizing the quran and various psychological variables, including anxiety, stress and mental helath.thus, this study was aimed to investigate qur‘an memorization, it correlation to mathematical achievement. research method there are several researches about memorizing qur‘an. some of them related memorizing qur‘an to academic achievement. a quantitative research revealed that memorizing qur‘an gives impact to achievement of arabic lesson of students (rosidah, 2015). another research, an experimental research which was giving memorizing qur‘an lesson. academic achievement before the lesson was compared to after lesson one. the result was a significantly difference. it was also showed that there was positive impact in socio-culture life of the one who commit to memorize qur‘an (nawaz, 2015). an action research of cognitive skill enhancement through memorizing qur‘an in qur‘an hadith lesson. a change is showed after second cycle where the initial average of cognitive score increased from 75 to 80. the rate of active students also increased (dhomiroh, 2015). a correlational found the correlation between intensity of memorizing qur‘an and self-control. it stated in conclusion that there is a positive correlation and the coefficient correlation is 0.587(maliki, 2009). this research is a quantitative research held in 2016 at lukmanul hakim elementary school in sragen regency. data was collected by documentation. there was two particular documentations, the amount of surah memorized by students and mathematics achievement score taken from middle examination. this is a correlational and predictive research. a correlational research is looking for the correlation between memorizing qur‘an to mathematical achievement result the data was taken form 54 students of mathematics achievement score and the number of surah in qur‘an memorized. data processing utilized ibm spss statistic 21 computer program. before doing regression analysis, the data was tested for normality and heteroskedasticity. normality test hold by plot. the result showed that all data is near the line. it can be said that the data is normal distributed. heteroskedasticity is tested by scatterplot. the data is spreading and not forming a certain pattern as seen in fig 1. 9 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej fig.1 scatterplot for heteroskedastisity test the coefficient of correlation (r) is 0.596. this say that the number of surah memorized has positive correlation to mathematics achievement. the r-square or the coefficient of determination is 0.356. it means that qur‘an memorization gives impact to mathematics achievement at 35.6% as shown by table 1. table 1. coeffcient of correlation and determination r r square adjusted r square std. error of the estimate durbinwatson .596 a .356 .343 10.11506 1.821 from table 2, value of significant is 0.000. it is obviously less than 0.05. therefore, the regression model in this research is a linear model. this also said that the model could be used to predict the dependent variable. on the other words, mathematics achievement could be predicted by the model table 2. anova model sum of squares df mean square f sig. 1 regression 2934.986 1 2934.98 6 28.686 .000 b residual 5320.347 52 102.314 total 8255.333 53 hypothesis h0 : there is no influence qur‘an memorization to mathematics achievement h1: there is influence qur‘an memorization to mathematics achievement 10 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the test criterion is h0 accepted if sig > 0.05 or else h0 is rejected table 3. coefficients model unstandardized coefficients standardized coefficients t sig. collinearity statistics b std. error beta tolera nce vif 1 (constant) 48.454 4.508 10.749 .000 tahfidz 1.024 .191 .596 5.356 .000 1.000 1.000 the table also describes that sig. is 0.000 or less than 0.05. it means that h0 is rejected. the conclution is that there is there is influence qur‘an memorization to mathematics achievement. the constant of sub column b of unstandardized coefficient is 48.454 while the tahfidz variable is 1.024. from those number, the regression model could be constructed is xy 024.1454.48  conclusion: several points could be conclude from this research. these are the conclusion; 1) memorizing qur‘an has positive correlation to achievement in mathematics. the coefficient correlation is 0.596; 2) memorizing qur‘an gives impact to mathematics achievement at 35.6%. the rest is influenced by other variables.; 3) the regression model is memorizing qur‘an give positive effect to mathematics achievement according to this research. it is recommended for muslim students to make efforts to memorize qur‘an to enhance mathematics achievement. references dhomiroh. (2015). ―peningkatan kemampuan kognisi siswa melalui metode tahfidh juz ‗amma pada pembelajaran qur‘an hadits kelas iv mi al-mu‘min desa prawoto kecamatan sukolilo kabupaten pati‖. semarang: universitas wahid hasyim hashim, azmil. (2015). ―correlation between strategy of tahfiz learning styles and students performance in al-qur‘an memorization (hifz)‖. mediterranean journal of social sciences mcser publishing, rome-italy vol 6 no 2 s5, 2015, pp.85-92. faturrahman, m mas‘udi. (2012). ―cara mudah menghafal al-qur‘an dalam 1 tahun‖. yogyakarta: elmatera husna rosidah. (2015). ―pengaruh kemampuan menghafal al-qur‘an terhadap prestasi bahasa arab siswa tahfidz mts yapi pakem sleman yogyakarta ditinjau dari perspektif teori behaviorisme‖. yogyakarta: uin sunan kalijaga. 11 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej nawaz, nazia dan syeda farhana j,. (2015). ― effect of memorizing qur‘an by heart (hifz) on later academic achievement‖. journal of islamic studies and culture vol. 3. no 1, pp. 58 – 64. mansyur maliki. (2009). ―korelasi intensitas menghafal al-qur‘an dengan kontrol diri siswa di pondok pesantren bustanu ‗usysyaqil qur‘an (buq) betengan demak‖. semarang: iain walisongo. 43 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej description of difficulties in implementing the assessment of performance aspects for understanding mathemathic teachers at mts al mustaqim parepare vernita sari mathematic education university of muhammadiyah parepare parepare, indonesia vernita_sari111186@yahoo.com abstract performance assessment needs to understand and implement by teachers so that the teachers can assess the skills aspects of their students well. however, some teachers have difficulties in implementing performance assessment includes mathematic teachers at mts al mustaqim parepare. the purpose of this research is to describe the difficulties of implementing performance assessment on understanding aspects of mathematic teachers at mts al mustaqim parepare. this research was qualitative research. the subjects of the study were two mathematic teachers of mts al-mustaqim parepare here in after called subject 1 (h) and subject 2 (n). the focus of the research is to describe the difficulties teachers using the performance assessment on aspects of teachers' understanding of mathematic. for revealing the research data, this conducts tests and interviews to the subject of research. the data of research is validated by doing triangulation method. the research of data is analyzed by (a) studying the subject data and comparing data to obtain for valid data, (b) reducing data by creating abstractions, (c) classifying and identifying the data to draw conclusions from the data. the result research shows that the difficulties for teachers, it is for understanding aspect about the assessment performance. for instance, (a) the subject 1 (h) was difficult in understanding about the concept of assessment, (b) the subject 1 (h) was difficult in understanding the assessment techniques so that it can be implemented, (c) subject 1 (h) was difficult in understanding the types of assessment rubrics, and (d) subject 2 (n) was difficult in understanding the concept of assessment. keywords: difficulties, performance assessment, teacher's understanding introduction one of the improving the quality of education is the curriculum reform. curriculum evaluation is absolutely to assess the relevance of the curriculum to students in the context of a dramatically changing place. the changing in the content of the standard elements of the curriculum of 2013 (abidin, 2014) it makes the teachers who have been using traditional valuation mailto:vernita_sari111186@yahoo.com 44 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej should change its assessment that become authentic assessment, based on the demands of the curriculum. in the authentic assessment, it has many techniques in its implementation one of them is performance assessment (performance assessment). the assessment of this performance is essentially an assessment conducted to assess the competence of students' skills. according to permendikbud no. 66 years, 2013 (majid) it explained that educators to assess the competence skills through performance assessment, such as the assessment demands the students to demonstrate a certain competence by using the practice test, project, and portfolio assessment. based on the explanation before it gives us an idea that the performance assessment is very good in mathematic learning for performance assessment and it can facilitate teachers to assess aspects of the student's skills. performance assessment is not a new thing for some teachers in indonesia because some teachers have assessed this model. only in general teachers are more familiar with the assessment of traditional models. because most of teachers feel unfamiliar with this performance assessment, so when the teachers want to apply this judgment they faced for many obstacles or difficulties in doing so. in addition, most of teachers also do not really understand what the essence of performance assessment is. it is also felt by mathematic teachers at mts al mustaqim parepare that have assessed the performance, some of information obtained by researcher from mathematic teachers in the schools and also through a variety of reading material is obtained that one of the difficulties teachers to apply performance assessment was the teacher actually do not understand what it's performance assessment . then, meutia (2013) states that teachers' knowledge related assessments showed good category 33% and 67%. the type assessment which appears in the form of 29% which selected the response selection, description or essay 43%, 21% performance, as well as interviews or personal communication 7%. based on those problems, the researcher did her research under title of "description of difficulties in implementing the assessment of performance aspects for understanding mathemathics teachers at mts al mustaqim parepare". based on the background, then the formulation of the problem in this research is: how does the description of difficulties in implementing the assesment of performance aspects for understanding mathemathic teachers at mts al mustaqim parepare? research method the type of research is descriptive research with a qualitative approach (sangadji, 2010). the aims for a description of the difficulty of implementing performance assessment on aspects of mathematics teachers' understanding of mts al mustaqim pare pare, the subjects in this research certainly is a mathematic teachers. the main instrument in this research was "the researcher itself ", because the researcher are planners, implementers, data collectors, analyzers, the interpreter of data, 45 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej and the reporting of research results. in this research also used other supporting instruments such as comprehension tests and guidelines for the interview. result and discussion research result the description of the teacher answers is obtained through comprehension tests and an interview for each subjects of research can be explained as follows: 1. subject 1 (h) the results of the data analysis related to the understanding of teachers about performance assessment then it can be summarized. those are (1) subject 1 (h) did not know the definition of assessment itself. (2) subject 1 (h) did not know the selfassessment that it is not the technique assessment so that it can apply to assess the competence of the skills for students. (3) subject 1 (h) determined the benefits in the implementation of performance assessment. (4) subject 1 (h) knew the instruments using in the assessment of their performance. (5) subject 1 (h) did not know what does it mean of the analytical section. (6) subject 1 (h) determined the forms of performance a student that can be an implementation of performance assessment. (7) subject 1 (h) knew the benefits of performance assessment in mathematic. furthermore, it found interesting findings on the data subject 1, which is the subject 1 (h) applied the performance assessment that did not know about the assessment of the performance but because of the demands of the curriculum in 2013 which required it to conduct authentic assessment that one of them can do with a performance assessment. it admitted also by the subject 1 (h) that he less read reference on performance assessment so that his understanding of the performance assessment was still lack. based on the analysis, it can be concluded that the understanding of the subject 1 (h) related to performance assessment was still lack because this was due to lack of reading references. as for the difficulty for the subject 1 (h) of understanding aspects related to the assessment of performance as follows: 1. subject 1 (h) was difficult in understanding the concept of assessment. 2. subject 1 (h) was difficult in understanding the assessment techniques that can be applied to assess the competence skills of students. 3. subject 1 (h) was difficult in understanding the types of assessment rubric. 2. subject 2 (n) the result of the data analysis related to the understanding of teachers performance assessment can be summarized as follows: (1) subject 2 (n) did not know the definition of assessment. (2) subject 2 (n) knew of valuation techniques 46 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej that can be applied by teachers to assess students' competency skills. (3) subject 2 (n) knew the benefits that can be gained in the implementation of performance assessment. (4) subject 2 (n) knew the instruments to use in the assessment of their performance. (5) subject 2 (n) determined the criteria of a good instrument performance. (6) subject 2 (n) knows the purpose of the analytical section. (7) subject 2 (n) knew the shapes of performance to the students in the implementation of performance assessment. (8) subject 2 (n) knew the benefits of performance assessment in mathematics. furthermore, it found that it interests findings on the data subject 2. where the interesting findings is obtained by researchers through interviewing the subject 2 (n) implementing performance assessment of this because researcher think by implementing performance assessment will have many benefits that can be gained of which can enhance the creativity of students, less of student's chances for cheating, and very good to assess the skills of students. in addition, subject 2 (n) somewhat out of the performance assessment for his reference, and a willingness to learn, read, attend the training and workshops. based on the above data analysis, it can be concluded that the subject 2 (n) had a good understanding of performance assessment, for their references and a willingness to learn, read, attend the training and workshops. the difficulties experienced subject 2 (n) in terms of understanding related to the assessment of performance was the subject of 2 (n) had difficulty in understanding the concept of assessment. discussion there were many techniques for the teachers‘ assessment in learning aspect or competence and it will be assessed by the teacher in the learning process. one of the assessment techniques that can be applied by teachers to assess aspects of students' skills or competencies were performance assessment or performance appraisal. based on the permendikbud no. 66 in 2013 explained that educators assess the competence skills through performance assessment, such as the assessment requires students to demonstrate a certain competence by using the practice test, project, and portfolio assessment. therefore, teachers who want to implement a performance assessment; teachers should have a good knowledge or understanding of the performance assessment. we cannot deny that one of the factors that can ensure the implementation of a good performance appraisal it based on the understanding that a good teacher is also related to performance assessment. it is just that we cannot deny; there were many teachers still lack for understanding about the concept of assessment itself. based on the analysis tests the understanding of teachers, which is reinforced by interviews in this study, it indicates that the subjects in this study had a different understanding related to the assessment of performance. as for the difficulty of the subject 1 (h) related to understanding performance ratings as follows: 47 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclution the result research shows that the difficulties for teachers, it is for understanding aspect about the assessment performance. for instance, (a) the subject 1 (h) was difficult in understanding about the concept of assessment, (b) the subject 1 (h) was difficult in understanding the assessment techniques so that it can be implemented, (c) subject 1 (h) was difficult in understanding the types of assessment rubrics, and (d) subject 2 (n) was difficult in understanding the concept of assessment. references abidin, jonah. (2014). design of learning systems in the context of curriculum 2013 . .bandung: refikaaditama. majid, abdul. authentic assessment process and learning outcomes . bandung: pt. youth rosdakarya. meutia, hifzi.,johar, rahmah. & ahmad, anizar. 2013. ability prospective students teachers implementing performance assessment for assessing student learning outcomes in mathematics learning . opportunities available on the journal vol. 1 no. 2. sangadji, etta mamangdansopiah. (2010). metodologipenelitianpendekatanpraktisdalam penelitian. yogyakarta: andi. 41 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej analysis of critical thinking skills by homeschooling’s students in solving mathematical problem fitriatus sholihah, siti inganah, moh. mahfud effendi department of mathematics education, faculty of teacher training and education university of muhammadiyah malang fitriatussholihah84@gmail.com abstract this study aims to describe the critical thinking skills of homeschooling students in solving mathematical problems. the type of this research is descriptive research with qualitative approach. subjects in this study were six students homeschooling is equivalent to junior high school students class ix. data were obtained through tests and interviews. test are identified and described in accordance with the achievement of students towards critical thinking indicators used in this research that clarification, assessment, strategy/ tactics, and inference. the results of the interviews are used to further strengthen the data on homeschooling students' critical thinking skills. the results showed that one homeschooling student is in the category of less critical, four students are on quite critical category and only one student in a critical category. this suggests that homeschooling students' critical thinking skills are low. low critical thinking skills are affected by limitations homeschooling student learning of mathematics is done, students 'mathematical ability and mathematical learning processes that do not yet geared to developing homeschooling students' critical thinking skills. so that based on the results of this study are advised to make the learning process of mathematics to develop homeschooling students' critical thinking skills. keywords: critical thinking, homeschooling introduction critical thinking is an ability that is very important for each individual, because almost all aspects of life require the ability to think critically. critical thinking means thinking sensible and reflective, remains open to different perspectives and does not believe easily any information without a further legible source, and it requires a great effort to examine any belief or knowledge assumptive based on supporting evidence and conclusions advanced the resulting (desmita, 2014; ennis, 1993; fisher, 2009). someone who has a high ability to think critically,will be more careful, meticulous and cautious tosolve the problems. critical thinking capability will not be progressing if at school do not develop basic skills such as reading and mathematics skills (desmita, 2014). santrock mailto:fitriatussholihah84@gmail.com 42 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej (2008) also revealed that if the solid foundation for the fundamental skills such as mathematics skills is not developed during childhood, critical thinking capabilities are not likely to mature in adolescence. it can be concluded that mathematics is a lesson that can be used to develop students critical thinking skills. learning mathematics can be acquired through education. the most common education and has many devotees are formal education, where the education will be implemented gradually from basic education to higher education. in formal education, students who have a different background, characteristics and learning styles put together in one class. teachers cannot really understand and focus on each student, so the ability of students cannot be developed properly. in addition, the solid lesson hours in formal education makes students less able to develop its potential. this has caused many parents choose homeschooling for their children's education. homeschooling is a home-based education model, where parents fully responsible to educate and develop the character of the child (hanaco, 2012). parents do not hand over responsibility for the education of children to teachers and school system for granted, but is also responsible on their children's education process. jamal (2012) also found through homeschooling, parents can keep an eye on, push, dig, explore, and develop the potential of children directly with the greatest earnestness, sincerity and hard work. homeschooling has similarities with the school; they both aim to deliver the children on educational goals. the differences of homeschooling between schools are in the school system, the education of children delegated responsibility of parents to teachers and schools, while in homeschooling, responsibility for the education of children rests with the parents. in addition, the school system to fulfill the needs of children in general, while homeschooling adjusted according to the needs of the child and family circumstances (sumardiono, 2007). based on interviews with one of the mathematics teachers in homeschooling. primagama on november 24, 2016 students can actively follow the process of learning mathematics, but students still have difficult in solving a problem. moreover, the mathematics lesson in homeschooling of primagama course is given only once a week and student-centered in mathematics learning. according to lambertus (2009), a studentcentered learning is potential for training critical thinking skills, 43 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej because the students are given the autonomy for building their own knowledge, asking freely, accepting and rejecting the opinion, and drawing conclusions through teachers’ guidance. critical thinking capability of students occurs through several stages. this research uses critical thinking indicators according to the stages of perkins & murphy (2006), which consists of clarification, assessment, strategy/ tactics, and inference. clarification is the student's ability to identify problems and formulate the problem issues. assessment is the students' ability to connect what is known on the matter and is capable of selecting the appropriate stages. strategy/ tactics are the students' ability to solve problems, and the last indicator that the inference is the students' ability to draw conclusions clearly and logically from the results of the investigation. associated with the critical thinking capability of students in mathematical problem solving, research from anistawati (2016) showed that from 22 students of class viii at smp muhammadiyah 8 batu, there are 17 students with a level of critical thinking 1 (less critical), 5 students with a level of critical thinking 2 (quite critical), and there are only two students who were at the level of critical thinking 3 (critical). based on these results, it can be said that the level of junior high school students' critical thinking in solving mathematical problems is still relatively low. research from fithriyah (2016) also revealed that of the 26 students of class ix-d in smpn 17 malang, the critical thinking ability of students is still relatively low. the results of these two studies indicate that the critical thinking ability of junior high school students is low, whereas mathematics lesson in junior high school is taught more than once in a week and the process of research is always accompanied by teachers, while mathematics lesson in homeschooling is only given once a week and the study time more flexible. it is possible to make the level of critical thinking capability of homeschooling’s students is also low, but it cannot be concluded without the existence of an investigation. therefore, the goal of this research is to describe the critical thinking capability of homeschooling’s students in solving mathematical problems. 44 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej method research this study aims on describing the critical thinking skills of homeschooling’s students in mathematical problem solving, so the type of study is a descriptive research, while the approach of the study is a qualitative approach. subjects in this study were six students homeschooling primagama who have the same ability and equal to the junior high school students class ix. data collection techniques used in this research are test and interview. test is used to determine the ability of homeschooling’s students' critical thinking in solving mathematical problems. test that used in this research is a written test with a test description consists of 2 questions with the material on volume with curved side. interview was used as a follow-up of tests to learn more about homeschooling’s students' critical thinking. therefore, the points in the question adjusted with the results of tests which have been done homeschooling students. the critical thinking ability of homeschooling’s students in this research is categorized into five categories: very critical, critical, quite critical, less critical and non critical. the levels of these categories are based on the achievement of indicators of homeschooling’s students' critical thinking in solving mathematical problems. if the homeschooling’s students fulfill more indicators, it’s mean that the critical thinking capabilityof the students is higher. results and discussion the critical thinking skills of homeschooling’s students in solving mathematical problem was obtained from test and interviews. test and interviews were conducted with six students homeschooling consisting of mch, vn, nth, nl, nk and stp. the results of the tests and interviews were analyzed based on indicators of critical thinking which consists of clarification, assessment, strategy/ tactics, and inference. the results of the analysis have been done on the critical thinking skills of homeschooling’s students in mathematical problem solving in six homeschooling’s students whic is equivalent to junior high school students class ix shows that there is only one student, mch, which is categorized as critical, where mch is able to identify and 45 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej formulate problems correctly and completely, connect the existing matter, and choose the appropriate stage, solve the problem with one settlement and make conclusion with the correct answer. four homeschooling’s students are vn, nth, nl and nk are in the quite critical category, where students are able to identify and formulate problems correctly and completely, connect what is known on the matter and choose the stages that suit, but less able to solve the problem because wrong of the calculations, and draw conclusions with the wrong answer. one student that stp is in the less critical category, where student is less able to identify and formulate problems, linking what is known in the problem and the steps being taken less appropriate, less able to solve the problem because of wrong of the equations and less able to draw conclusions. the results of data analysis showed none of homeschooling’s students classified as very critical because there are no students who solve problems with a variety of alternative settlement. the average student is in the quite critical category, so the ability of homeschooling’s students' critical thinking is still relatively low. the results are consistent with studies of fithriyah (2016) which states that the average critical thinking ability of students is still relatively low. although research conducted not in homeschooling but the results obtained are the same. this is because, both students’ formal education and homeschooling, the average is not able to resolve the problem properly and is unable to meet all of the indicators used critical thinking. the homeschooling’s students’critical thinking skills are still relatively low causing homeschooling’s students are less able to solve the problem properly. the average homeschooling’s students have been able to understand the problem and devise a plan, but homeschooling’s students less able to carry out the plan that produced incorrect answers. this is in line with research from kusmanto (2014), which revealed that the ability to think critically affect the student's ability in solving mathematical problems. learning mathematics in homeschooling have a very limited time, which is given only once a week. this affects the student's ability in solving mathematical problems, because homeschooling’s students have less time to try the various mathematical problems. in contrast to the formal education, the learning of mathematics is given more than once a week. students will be more trying to solve various mathematical problems. therefore homeschooling’s students have limited time in the learning of mathematics, the 46 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej homeschooling’s students' critical thinking skills is still relatively low. so when learning of mathematics should be added that homeschooling’s students' critical thinking skills can be improved. another factor affecting homeschooling’s students' critical thinking skills is a learning process of mathematics. the process of learning mathematics between one homeschooling’s student and other students are not same. this is because the process of mathematics done in homeschooling adjusted to the conditions, the capabilities and characteristics of students (rohmawatiningsih, 2013). therefore, students who have a higher capacity will more quickly understand the material which is presented by the teacher, so the homeschooling’s teacher usually does not provide a formula, but the teachers guide students to discover the formula itself. while students who have a low ability to be slower in understanding the material, so that the teachers directly to give the formula to homeschooling’s students so that all matter can be resolved. this causes homeschooling’s students who have a low ability are less able to improve critical thinking skills because it used to derive formulas and memorize it. the process of learning mathematics can not be separated from approach learning. contextual approach is an approach that can be done on the study of mathematics and the approach can improve students' critical thinking skills (suwanjal, 2016). however, mathematics lesson in homeschooling rarely using a contextual approach, so the ability to think critically is also not easy to improve. this suggests that the factors that can improve critical thinking skills are less implemented in homeschooling so it cause the average of homeschooling’s students critical thinking skills still low. conclusion critical thinking skill is a skill that is needed in solving mathematical problems. the results of research on homeschooling’s students' critical thinking skills in mathematical problem solving can be concluded that only one homeschooling’s students who is in critical categories, four students are on quite critical categories and one students is in the category of less critical. homeschooling’s students have been able to identify, formulate the problem issues properly and able to connect what is known on the matter to 47 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej select the appropriate stage. however, the average of homeschooling’s students are less able to solve the problems properly so that the students write a conclusion with the wrong answer. the average of homeschooling’s students who are less able to solve the problems properly causing homeschooling’s students' critical thinking skills are low. the low of homeschooling’s students critical thinking skills are affected by the limited time of learning mathematics, mathematical ability of students is not high enough, and the learning process of mathematics which do not yet geared to developing homeschooling’s students' critical thinking skills. references anistawati, r. d. 2016. analysis of the critical thinking skills of students in solving mathematical problems based on polya steps. thesis not published. malang: faculty of teacher training and education university muhammadiyah of malang. desmita. 2014. psychology development of learners. bandung: pt remaja rosda karya. ennis, r. h. 1993. theory into practice: critical thinking assesment. college of education: the ohio state university. fisher, a. 2009. introduction to critical thinking. jakarta: erlangga. fithriyah, i. 2016. analysis of critical thinking skills of class ix-d students smpn 17 malang. paper presented at national conference on research on mathematics and learning (knpmp i), muhammadiyah university of surakarta, march 12, 2016. hanaco, i. 2012. i love homeschooling. jakarta: gramedia. jamal. 2012. smart book homeschooling. jogjakarta: flashbooks. kusmanto, h. 2014. the influence of critical thinking of students' ability in solving mathematical problems. eduma, 3(1), 92-106. lambertus. 2009. the importance of practicing critical thinking skills in mathematics learning in primary schools. education journal, 28(1), 136-142. regulation of the minister of education and culture no. 21 of 2016 on basic and secondary education content standards. perkins, c., & murphy, e. 2006. identifying and measuring individual engagement in critical thinking in online discussions: an exploratory case study. educational technology & society, 9 (1), 298-307. 48 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej rohmawatiningsih. 2013. implementation of mathematics learning process class viii homeschooling kak seto semarang. thesis not published. semarang: faculty of tarbiyah and teacher training of walisongo state islamic institute santrock, j. w. 2008. educational psychology. jakarta: salemba humanika. sumardiono. 2007. homeschooling a leap for better learning the leap how to learn. jakarta: pt elex media komputindo. suwanjal, u. 2016. the effect of implementing contextual approaches to mathematical critical thinking skills junior high school students. mathematics education journal, 5(1), 61-67. 12 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the improvement of result learning mathematic through peer teaching method on the factorization algebra material of the students viii-3 class at smp negeri 5 parepare arifin, hastuty musa, samsir alam mathematic education university of muhammadiyah parepare indonesia arifinuin@gmail.com, hastuty.rusli@gmail.com abstract the research is a class action (classroom action research). the aim of this research is to determine whether learning result can improve through learning mathematics peer teaching method of factorization algebra material of students in class viii3 at smp negeri 5 parepare. the method of the researcher was peer teaching method (a teaching method their peers in small groups). the subject of research is the students of viii3 class at smp negeri 5 parepare that is consisted of 18 students. the implementation of this research consisted of two cycles in each cycle consisting of four stages, such as: (a) planning stage, (b) action stage, (c), observation stage, (d) reflection stage. the collecting data analyzed by quantitative and qualitative analysis. the conclusion is the result of mathematic learning can improve through peer teaching method of the students viii3 class at smp negeri 5 parepare. key words: mathematic learning result, peer teaching method introduction based on (ruslan, 2011) described in his research that through peer teaching method in mathematic learning would provide a better result in the improvement of mathematic learning result. by the method, the development of the learning process would achieve. not only the learning process to give the information or knowledge from the teacher to the students, but also teachers should guide and assist the students in teaching then the students find their own answers to the problems faced by effectively and it does not merely help them to get service. so, this method would be hone to transfer the student‘s knowledge to their friends. according to (masnur, 2009) peer teaching (a teaching method their peers in small groups) is a method of teaching that is helped by their friends. the ways of peer teaching method based on (purwandari, 2014) are: a. the teacher describes / explains the material in general and gives the examples of questions. b. after the teacher finished for explaining the material and gave the examples of questions, then the teacher gives the opportunity to the students for asking the question that they have not understood about the material. mailto:arifinuin@gmail.com 13 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. furthermore, teachers hand out exercises that relates to material. it already talks to teams teaching; teaching teams selects from students who feel confidently and have knowledge to become volunteers teacher. d. after the exercises share, then teams teaching discuss all questions from the exercise. e. after all the questions discussed, the students of teams teaching each group of outside teams to serve as peer teaching. f. after the group formed, the students of teams teaching act as instructors for its members to describe and explain the exercises / questions that have given before it (process peer teaching). g. the teachers observe the learning process and provide guidance to students who have difficulty in the learning process. h. after the process completed peer teaching, the teacher asked a representative group to practice on the whiteboard and explain it to their friends. the problem of this study is whether the result of mathematic learning can be improved through through peer learning teaching method to the algebra factorization material of students in viii3 at smp negeri 5 parepare? research method this research is a classroom action (classroom action research). the implementation of this research were divided into several cycles with the stages of implementation (arikunto, 2002) include: planning (planning), action (action), observations (observation) and reflection (reflection). to obtain the necessary of data in this research, the instruments of research are the test result sheets and observation sheet (observation). the collected data analyzed by using descriptive statistics. result 1. the qualitative data analysis results in this research, the researchers observed of the learning process. it means that to know the changes in the attitude of students during the learning process, it focuses on the activities of students. the comparison of the percentage of students in each activity on the first cycle and the second cycle, it can be seen in figure 1. 14 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej fig. 1. the comparison of the percentage to students' activity in cycle i and cycle ii based on the explanation, it can be concluded that the positive activities are done by students has increased from the first cycle to the second cycle, and for negative activities are done by students such the students are noisy, the students disturb their friends has decreased in the second cycle. this indicates that the implementation of peer teaching method of learning can increase the activity of students in learning mathematic. 2. quantitative data analysis result data obtained from tests on each end of the cycle to describe the level of understanding students through the implementation of peer teaching method on the factorization algebra material, while the presentation as follows: a. the test learning result in cycle i in the first cycle, the test learning result is done in the form of a description. the implementation of proficiency level test conducted after the completion of the presentation of some of the sub-subjects materials in the first cycle by using peer teaching method learning. quantitative description of the result mathematic learning to the students based on test results on the first cycle can be seen in table i table i. the statistic score in result learning mathematics of students in cycle i statistics value statistics subject ideal score the highest score the lowest score range score average score median standard deviation 18 100 86 16 70 67.17 74.50 20.77 61.04 25.31 35.14 13.87 45.08 23.01 91.67 25.44 90.74 38.89 48.15 14.81 62.96 33.33 100 11.11 0 20 40 60 80 100 120 cycle i cycle ii 15 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table i shows that the average score of result the mathematics learning of students after learning peer teaching method applied was 67.17, standard deviation was 20.77 score and the highest score of the students in the first cycle was 86, while the lowest score was 16. if the mathematic learning result divide into five categories that is proposed ministry of education (2006), the obtained frequency distribution and percentage of mathematic learning result of students in table ii table ii. the frequency distribution and percentage of the mathematic learning result of the students in cycle i mastery level% category frequency percentage 85% < score  100% 70% < score  85% 55% < score  70% 40% < score  55% 0%  score  40% very high high enough low very low 1 10 4 1 2 5.56 55.55 22.22 5.56 11.11 totally 18 100 table ii shows that the student who the category of very high learning result was 1 student or 5.56%, the category of high was 10 students or 55.56%, the category of enough was 4 students or 22, 22%, the category of low was 1 student or 5.56% and the category of very low was 2 students or 11.1%. so that it can be argued the average score of mathematics learning result after the implementation in learning of peer teaching method in the first cycle was in fair category. b. the test learning results cycle ii in cycle ii test learning result, which is form of essay questions. the implementation of these tests were conducted after the completion of the presentation in some of the materials subsubjects in the first cycle by using peer teaching learning method. if the mathematic learning result divide into five categories that is proposed ministry of education (2006), the obtained frequency distribution and percentage of the result mathematic learning of students in table iii. table iii. the statistic score in result learning mathematics of students in cycle ii statistics value statistics subject ideal score the highest score the lowest score range score average score median standard deviation 18 100 92 62 30 80.39 80.50 7.93 16 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table iii shows that the average score of the result mathematics learning of students after learning peer teaching method applied was 80.39, standard deviation was 7.93 score and the highest score of the students in the second cycle was 92, while the lowest score was 62. if the result of learning mathematics of students grouped into five categories proposed ministry of education (2006), the obtained frequency distribution and percentage of mathematics students as shown in table iv. table iv. the statistic score in result learning mathematics of students in cycle ii mastery level% category frequency percentage 85% < score  100% 70% < score  85% 55% < score  70% 40% < score  55% 0%  score  40% very high high enough low very low 5 11 2 0 0 27,78 61.11 11.11 0 0 totally 18 100 table iv shows that the student who has been the category of very high learning result was 5 student or 27.78%, the category of high was 11 students or 61.1%, the category of enough was 2 students or 11.1%, there was no more students in the low and very low category. by seeing an average score of the result mathematic learning of students after learning in peer teaching method applied in the second cycle, then it was in the high category. this indicates that there is an increase in result of mathematics learning of students if it compares to the cycle i. the improvement of result mathematic learning of the students from cycle i to cycle ii after applying this learning peer teaching method is illustrated by figure 2. fig. 2. the result mathematic of students in the first cycle and the second cycle 86 16 67.17 50 92 62 80.39 88.89 0 10 20 30 40 50 60 70 80 90 100 maximum score minimum score average score competeness score cycle i cycle ii 17 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on figure 2, it can be seen that the maximum score obtained by the students and it has increased from the first cycle to the second cycle of 86 to 92 and the minimum score obtained by students; it increased from the first cycle to the second cycle that is from 16 to 62. furthermore, the average score increased from cycle i to cycle ii that was 67,17 to 80,39. score completeness also increased from cycle i to cycle ii that was from 50% to 88.89%. it can be concluded that the result mathematics learning of students has increased from the first cycle to the second cycle after learning applied peer teaching method. discussion after doing the reflection of activities conducted in the first cycle, then there some of the repair activities that needs for improving the result mathematic learning of the students in cycle ii. there some ways, such as motivating students to learn math and say that math is actually not difficult if we are serious to learn it. the researcher asks the students about their readiness to learn. for the students who are playing in the classroom, directly the researcher/teacher reproves them and gives an oral question about the material. for the students who do not want to be taught or the students do not appreciate the researchers/teachers as volunteer, the teachers / researchers give the students for understanding of the objectives to be achieved in the learning peer teaching methods. the teachers / researchers inform the learner to write the name of the members who do not pay attention to the explanation of their friends in the learning process of peer teaching. it is such as an effort for demonstrating that the learning process of peer teaching can improve result learning and active students towards math. this is an evident from the value of result learning of students after the students got the test in end of cycle ii and the students‘ activity in the learning process has increased. it can be seen from the increasing number of students who pay attention to the teacher's explanation, the participation of each group representative presents the results of their group discussion on the board and explain it increasingly, the students who ask questions what they have not understood, and the students who do their homework also increasing. likewise, the students who did some activities that do not correspond to the learning process and need guidance from teachers in the learning process of peer teaching also decreased. it is a noted of a number changes that occur in every attitude of students for learning math. the changing is obtained from observations in the learning process takes place. the changes that occur are as follows: a. the students active during the process of peer teaching 35.14% in the first cycle, the students have many other activities in the learning process and it increased to 48.15% in the second cycle because the students have been more appreciative of their teachers in the process of peer teaching. . b. the students who present the results of group discussion reached 13.87% in the first cycle because students did not understand the material taught by their friends and it increased to 14.81% in the second cycle, the students have been more active during the process of peer teaching takes place, so that students already understood the material about their friend taught. 18 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej c. the students who can conclude the material that has been taught reaches 23.01% in cycle i because students still do not understand about the material that has been studied and it increased to 33.33% in cycle ii because the students have more understanding about the material that has been studied. the students who did other activities in the learning process reaches 25.44% in the first cycle because the students still do not appreciate their friends as a teacher volunteers. so they were so noisy in the learning process and it decreased to 11.11% in the second cycle because the students already appreciate their friends as a teacher and pay attention to their explanation even they ask something that they have not understood yet conclusion: besides the changing of attitude to the students from cycle i to cycle ii, the test result of cycle ii has increased if it is compared to cycle i. it is regard to success indicator, there increased in the result mathematic learning after two cycles test. in the first cycle, the average result learning of students for 67.17% and an increase in the second cycle of 80.39%. in the first cycle students completed as many as 9 students or 50% and 9 students from 18 students who completed or 50% while in cycle ii students who completed to 16 students or 88.89 % and 2 students from 18 students who did not complete or 11.11%. thus, it can be concluded that peer teaching methods in the learning to improve the result learning in the factorization algebra material of students in viii3 class at smp negeri 5 parepare. references arikunto, suharsimi. (2002). class action research.jakarta:earth script learning method. http://riastypurwandari.blogspot.co.id/2014/05/metode-pembelajaranpeer-teaching.html .accessed on 2 april 2016. purwandari, riasty. (2014). peer teaching ruslan. (2011). improving results through learning peer learning mathematics masnur, muslich. sbc. (2009). contextual competency-based learning. jakarta: pt bumiaksara. teaching method students of grade x 3 man 2 parepare. unpublished thesis: umpar. 137 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the analysis of motivation and mathematics learning interest of students in madrasah tsanawiyah cucuk tri pamungkas, baiduri, siti inganah mathematics education study program, faculty of teacher training and education university of muhammadiyah malang cucuktripamungkas@gmail.com abstract this research is aimed to describe about motivation and mathematics learning interest of students in madrasah tsanawiyah. the type of this research is descriptive research with quantitative and qualitative approaches. the sample of this research is 49 students of class vii, 60 students of class viii, and 47 students of class ix. the researcher used questionnaires in this research as the data collection techniques. based on the obtained analysis, the average indicator of motivation to learn mathematics that include: facing the task diligently for about 2,8 is categorized as fairly well, interesting learning activities of 3,22 is categorized good, encouragement, needs and appreciations of learning have the same average that is equal to 2,7 is categorized fairly well, the conducive learning environment of 2,58 is categorized fairly well, with students’ average motivation to learn mathematics in madrasah tsanawiyah for about 2,8 and categorized fairly well. the average indicator of interest in mathematics learning which includes: attention in learning mathematics of 3,11 is categorized good, the excitement in learning mathematics equal to 3,04 is categorized good, the interest in learning mathematics equal to 2,71 is categorized as fairly well, with the average of students’ learning interest in mathematics of madrasah tsanawiyah for about 2,95 and categorized as fairly well. keywords: mathematics learning motivation, mathematics learning interest introduction motivation and interest are the influential internal factors in mathematics learning. motivation is a driving force within students, while interest is a tendency to keep attention to the lesson until it ends with satisfaction. motivation to learn is a mental force that encourages learning (dimyati and mudjiono, 2010). interest in learning is a constant tendency to pay attention to and reflect on learning activities (slameto, 2013). students who have the motivation and interest in mathematics learning will be able to follow the learning process well and receive the lesson, thereafter they are willing to do all the activities that exist in the classroom during the lesson. for the examples, students are asked to go ahead doing math problems and they are doing it with excitement, listening to the teacher's explanation well, involved in question and answer activities, enthusiastic, and others. meanwhile, students who do not have motivation and interest in mathematics mailto:cucuktripamungkas@gmail.com 138 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning will be indifferent to the teacher's explanation, do not want to learn, make noise, etc. therefore the learning process is not quite good. students who have motivation will show interest to do learning activities, feel succeed, have successful efforts, have cognitive strategies and able to complete the tasks assigned to them effectively (wahyuni, 2010). in addition to internal factors, external factors also greatly affect students in mathematics learning. one of the external factors that affect students in mathematics learning is the school factor. school factor that influence students’ learning consists of teaching methods, curriculum, teacher relation with student, student relation with other student and school discipline (slameto, 2013). many institutions or schools that exist in indonesia one of them is madrasah tsanawiyah. madrasah tsanawiyah is one of the formal education levels that is equivalent to junior high school that teaches general and religious lessons. madrasah tsanawiyah is the same as other junior high schools, however the curriculum in madrasah tsanawiyah contains very complex learning materials because it has two components, namely the components of general education and religious education which is more dominantly taught. students who cannot divide their time to study between religious and general subjects will certainly have a hard time, this will also greatly affect the motivation and interest of students in learning mathematics. moreover, mathematics still considered as a difficult lesson because it requires understanding that is not easy and requires high intensity of repetition. this factor indirectly resulted in students’ low interest in mathematics learning. based on the initial observation, it was found that the focus of students’ problems in madrasah tsanawiyah was about the lack of positive responses to learn mathematics in general. their curiosity and willingness to learn math was very lacking, thus decreasing the motivation and interest in mathematics learning. at the time of observation, students often showed their lack of active participation in the learning process. students often talked with their seatmate when the teacher explained the material, thus students quickly forget the newly delivered material that resulted in difficulties to understand the task given by the teacher. also, they were also to be lack of reciprocity from the learning process which was conducted by the teacher to the students. students were just waiting for instructions from the teacher without the desire to be more independent in searching for something that has not been understood and comprehended. the previous research conducted by sofri (2015) in state junior high school 2 grati. the result showed that student's motivation to learn mathematics consists of seven indicators, namely; facing the task diligently, delighted to work independently, have faith in what is being believed, like to search and solve problems, the availability of encouragement and needs in learning, the appreciation in learning, and the availability of a conducive learning environment. some of those indicators above showed that students of state junior high school 2 grati have fairly well learning motivation that is suitable enough to learn mathematics. another relevant research conducted by rahmawati (2016) in junior high school in malang. the result showed that the indicator of students’ learning interest in mathematics consists of four indicators, namely; feelings of excitement, interest, attention, and student activities in learning mathematics. from those indicators, it is showed that students in junior high school in malang have a good learning interest to learn mathematics. meanwhile, this research purposes are to describe about the motivation and the interest in learning mathematics of the students in madrasah tsanawiyah. 139 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research methods the type of this research was descriptive research with quantitative and qualitative approaches. quantitative approach is a study with the use of precisely measurable data in the form of a questionnaire from the indicators of motivation and interest in learning mathematics, then presented in written form by researchers. a qualitative approach is a study that leads to problems that require descriptions to illustrate the responses of students’ questionnaire sheets. the sample of this research was students of three different classes, namely; 49 students of class vii, 60 students of class viii and 47 students of class ix. questionnaires were used in this research as the data collection techniques. in this research, data analysis techniques were using the average formula of each indicator of motivation and interest in learning mathematics. result and discussions a. mathematics learning motivation of students in madrasah tsanawiyah mathematics learning motivation consists of five indicators, namely; facing the task diligently, interesting learning activities, encouragement and needs in learning, appreciation in learning and conducive learning environment. below is the result of the research about students’ learning motivation in madrasah tsanawiyah. table 1. mathematics learning motivation no learning motivation indicator category 1 facing the task diligently 2,8 fairly well 2 interesting learning activities 3,22 good 3 encouragement and needs in learning 2,7 fairly well 4 appreciation in learning 2,7 fairly well 5 conducive learning environment 2,58 fairly well average accumulation 2,8 fairly well the result of the description of students’ motivation to learn mathematics in madrasah tsanawiyah showed that the indicator of facing the tasks diligently that consists of students’ passion in dealing with tasks and students’ effort in doing the tasks gained an average of 2,8 and categorized as fairly well. the second indicator is interesting learning activities that contain of students have the courage to ask if faced some difficulties and do some discussions with their friends reached an average of 3,22 and categorized as good. the third indicator of encouragement and learning needs that take in the encouragement from both within and outside students self in learning 140 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej activities reached an average of 2,7 and categorized as fairly well. next, the indicator of appreciation in learning that includes supporters of students’ self-confidence factor and appreciation for students have an average of 2,7 and are categorized as fairly well, along with a conducive learning environment indicator that includes student learning environments having an average of 2,58 and categorized as fairly well. the average accumulation of 2,8 means that the students’ motivation to learn mathematics in madrasah tsanawiyah is categorized as have a pretty good motivation. based on the analysis, it showed that the highest average score was in the interesting learning activities indicator, while the lowest average is in the conducive learning environment indicator. this current result revealed that students of madrasah tsanawiyah want some interesting learning activities to improve their motivation to learn mathematics. meanwhile, the factor that decreases students’ motivation to learn mathematics is about the learning environment that is not yet conducive to learn mathematics. the previous research that supports the results of this research was conducted by sofri (2015) that revealed the average students’ motivation of learning mathematics in junior high school 2 grati is categorized as fairly well. other previous research that supports this research was conducted by tambariki (2016) that indicated the students’ motivation to learn mathematics in junior high school raden fatah batu class viii have good criteria seen from some aspects, namely; intrinsic goal orientation, extrinsic goal, value of task, confidence control in learning, self-efficacy, and anxiety tests are categorized as good. according to aritonang (2008), the most important factor that determines motivated and interested students to learn is the factor of the teachers themselves. as the teacher, as a facilitator, must be able to choose and manage the methods, strategies and teaching motives that can increase students’ motivation and interest in learning and teachers are involved directly in teaching and learning process. b. mathematics learning interest of students in madrasah tsanawiyah mathematics learning interest consists of three indicators, namely; students’ attention, excitement and interest in learning. below is the result of the research about students’ learning interest in madrasah tsanawiyah. table 2. mathematics learning interest no learning interest indicator category 1 attention in learning mathematics 3,11 good 2 excitement in learning mathematics 3,04 good 3 interest in learning mathematics 2,71 fairly well average accumulation 2,95 fairly well 141 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the description results of students’ interest in learning mathematics in madrasah tsanawiyah showed that the mathematics learning attention indicator, that includes the students pay attention and listen well when the teacher gives explanation and focus during the lesson, has an average of 3,11 and is categorized as good. the second indicator of excitement in learning mathematics which includes learning mathematics with a sense of excitement and enthusiasm for learning has an average of 3.04 and is categorized as good. also, mathematics learning interest indicator that includes mathematics is an interesting lesson as well as regular learning has an average of 2.71 and is categorized as fairly well. the average accumulation of 2.95 means that madrasah tsanawiyah students’ interest in learning mathematics is categorized as have a good interest. based on the analysis, it showed that the highest average score was indicated in the attention in learning mathematics indicator, whereas the lowest average is shown in the indicator of interest in learning mathematics. this specifies that students of madrasah tsanawiyah have a good interest in learning mathematics to increase the interest in mathematics learning. also, the factor that decreases students’ interest in learning mathematics is the lack of interest in students theirself to learn mathematics. the previous research that supports the results of this research was conducted by rahmawati (2016) shows that the average interest in learning mathematics of the students in junior high school in malang included in the good category based on four indicators, namely; excitement, students’ attention, interest and students’ activity. this shows that the interest in learning mathematics of the students in junior high school in malang with good category is still better than the interest in learning mathematics of the students in madrasah tsanawiyah in malang with the fairly well category. conclusion based on the results of the research and performed analysis, the average indicators of facing the task diligently for about 2,8 is categorized as fairly well, interesting learning activities of 3,22 is categorized good, encouragement, needs and appreciations of learning have the same average that is equal to 2,7 is categorized fairly well, the conducive learning environment of 2,58 is categorized fairly well. the average accumulation of students’ motivation to learn mathematics in madrasah tsanawiyah for about 2,8 and categorized as fairly well. the average indicator of interest in mathematics learning which includes: attention in learning mathematics of 3,11 is categorized good, the excitement in learning mathematics equal to 3,04 is categorized good, the interest in learning mathematics equal to 2,71 is categorized as fairly well. the average accumulation of students’ learning interest in mathematics for about 2,95 and categorized as fairly well. references aritonang, keke t. 2008. minat dan motivasi dalam meningkatkan hasil belajar siswa. journal of education, (online), 7(10): 11-21, (http://bpkpenabur.or.id/wpcontent/uploads/2015/10/jurnal-no10-thn7-juni2008.pdf) accessed on september 14, 2017. http://bpkpenabur.or.id/wp-content/uploads/2015/10/jurnal-no10-thn7-juni2008.pdf http://bpkpenabur.or.id/wp-content/uploads/2015/10/jurnal-no10-thn7-juni2008.pdf 142 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej dimyati & mudjiono. 2010. belajar dan pembelajaran. jakarta: rineka cipta. rahmawati, rafika. 2016. analisis minat belajar matematika siswa smp negeri di kota malang. unpublished thesis. malang: faculty of teacher training and education, university of muhammadiyah malang. slameto. 2013. belajar dan faktor – faktor yang mempengaruhi. jakarta: rineka cipta. sofri, akhmad taqiyyudin. 2015. analisis motivasi belajar matematika siswa smp negeri 2 grati. unpublished thesis. malang: faculty of teacher training and education, university of muhammadiyah malang. tambariki, jorgi kasandra, 2016. analisis motivasi belajar matematika siswa kelas viii di smp raden fatah batu. unpublished thesis. malang: faculty of teacher training and education, university of muhammadiyah malang. wahyuni, esa. 2010. motivasi dalam pembelajaran. malang: uin-malang press. 31 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej effectiveness implementation of gagne's learning theory with combination problem-solving approach to ability think critical student tria amalia, wahyuni suryaningtyas mathematics education study program, muhammadiyah university of surabaya email: wahyuni.pendmat@fkip.um-surabaya.ac.id corresponding author: wahyuni suryaningtyas, wahyuni.pendmat@fkip.umsurabaya.ac.id abstract 21st century education requires students to have various abilities and skills including critical thinking. for this reason, it is necessary to apply learning theory in shaping students' thinking ability activities. this study aims to determine the effectiveness of learning mathematics through gagne's learning theory with a combination of problem solvers at smp negeri 55 surabaya. the subjects of this study were 36 students of class ix-e at smp negeri 55 surabaya. the type of research used is quantitative descriptive research. learning instruments and tools in learning used are lesson plans, worksheets, learning completeness results questions (test questions), student activity observation sheets, teacher ability observation sheets to manage learning, and student response questionnaires. the results of the study show that: (1) student activity during learning is in the active category; (2) the teacher's ability to manage abstract learning is very good; (3) many students achieve 91% completeness with an average score of 3 for the indicator of critical thinking skills; and (4) student response to the learning process is very positive. the results of the study can be concluded that the application of gagne's learning theory with a combination of problem solving is effectively used in learning mathematics because it meets all the criteria for learning effectiveness. keywords: effectiveness; gagne's learning theory; problemsolving; critical thinking amalia, tria & suryaningtyas, wahyuni. (2023). effectiveness implementation of gagne's learning theory with combination problem-solving approach to ability think critical student. mathematics education journal, 7(1), 31-46. doi: 10.22219/mej.v7i1.24117 introduction the world of education is currently required to produce human resources who have the abilities and skills of the 21st century, namely communication skills, critical thinking skills and problem-solving, creativity and innovation abilities, and skills in working together. not only do 21st century skills help students be successful in all areas of formal school, but these skills are also necessary for a person to adapt and thrive in an everchanging world (stehle & peters-burton, 2019). for the government start planning skills at the beginning of the 21st century and implemented them through education in the curriculum in 2013. curriculum 13 designed government use draft skills 21st century and also adopt two draft main that is approach scientific as well as evaluation authentic (andrian & rusman, 2019). second draft this is importantly used even before education in the 21st century emerges. at this time learning 21st century already lots of experience change, learning no only teacher-centered but participant-centered education. this is done to hone the ability of participants to educate in prowess thinking and learning in the known 21 st century with the term “the 4c skills,” ie communication, collaboration , critical thinking and problem-solving, and creative and innovative (sugiyarti et al., 2018). mailto:wahyuni.pendmat@fkip.um-surabaya.ac.id mailto:wahyuni.pendmat@fkip.um-surabaya.ac.id 32 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 21st-century capabilities component think level tall the most basic is the ability to think critically. this is in line with the opinions of krulik and ridnick cited in a journal state that order-level thinking started from memory, reasoning (thinking base), and think level tall (thinking critically and thinking creative (indraswati et al., 2020). the ability to think critically is a cognitive process in analyzing in a manner systematic and specific problems encountered, distinguishing problems in a manner careful and thorough as well as identifying and studying information to use in planning a solution strategy something a problem (firdausi et al., 2021). in finishing something problem so students demanded capable thinking critical. each year the national council for excellence in critical thinking (ncect) (2017) meets to discuss critical thinking. ncect states that critical thinking is defined as an intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. quote the quoted from the journal of international studies which is whole explain related importance ability think critically owned by student's school medium to use face hard and hopeful increased academic. the ability to think critically must own the whole student in various fields moment this is one of them in the field of math. mathematics is knowledge frequently basis used as an alternative to solving the problem in various field knowledge (janna et al., 2022). so they not seldom mathematics called as king of knowledge. mathematics can grow and develop with the thought process and critical and creative as the good ability through logic student (arum et al., 2021). the ability to think critical student in learning mathematics is very needed to understand and solve something problem or question required math reasoning, analysis, evaluation, and interpretation thought (zakaria et al., 2021). choosing the right learning approach is considered very important in playing a role in improving students' critical thinking skills in learning mathematics. several models of learning approaches are applied by educators with the intention that students can easily understand the learning material presented (galang et al., 2016). the learning approach that can be used is the problem-solving approach using gagne's learning theory. approach this use collaborated with the theory studied by gagne because there is harmony in steps both are capable increase the ability to think critically student. gagne's learning theory is a series of learning steps put forward by robert m. gagne called the nine instructional event gagne. learning is a set of processes that are internal for each individual as a result of the transformation of stimuli originating from external events in the environment of the individual concerned (conditions), order conditions external is more meaningful and should be organized in the sequence of events study (gagne, 1985). incident study according to gagne can cause learning processes and cognitive processes of students which will be used as a stimulus in bringing up various abilities as well as skills in self student. incident study according to gagne quoted from the international journal of education and research that is gagne's events of instruction involve nine activities namely gaining attention, informing the learner of the objective, stimulating recall of prior learning, presenting the stimulus, providing learning guidance, eliciting performance, providing feedback, assessing performance and enhancing retention and transfer (ngussa, 2014). other journals also described that step incident study according to gagne consists of (1) paying attention; (2) inform learning objectives and concepts; (3) rebuilding past knowledge; (4) serve learning as stimulation; (5) deliver guide learning; (6) displays performance; (7) deliver bait back; (8) assess performance; (9) improve memory and knowledge transfer (milka, 2014). 33 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej ninth step study gagne if held in a manner sequentially so will form something incident learn what can influential for both internal and external perpetrator study for reach something capability desired study. capability study according to gagne divided is into five is verbal information, skills intellectual, cognitive strategies, attitudes, and skills motor. learning theory gagne's nine instructional events is a step combined learning with approach learning other. it no will affect gagne's steps because steps can be done without seeing the order. so the theory studied by gagne is greatly flexible combined with models, methods, and approaches other in learning. approach learning problem-solving is one of the approaches used in learning math. problem-solving is an approach that requires students to solve problems by using identification, exploring, looking for solving steps, and finally finding solutions (wirnayanti et al., 2019). this approach can help improve students' ability to ask questions, identify, and answer problems, so that students are active in thinking and creative in finding a solution to a problem and concluding it. the problem-solving approach model is a problem-based learning model in which existing problems are given by educators to grow and develop students' critical and creative thinking skills in the problem-solving process. students will be able to become reliable and independent thinkers through problem-solving, where students are required to think critically in responding to and identifying a problem and solving it realistically (ruswadi, 2013). according to rosmiatin, the characteristics of the problem-solving approach are (1) there is the interaction between students and also educators and students; (2) there are mathematical dialogues and joint opportunities between students regarding concepts; (3) the teacher provides sufficient information about the problem and students clarify, interpret, and try to construct a solution; (4) the teacher accepts yes-no answers not to evaluate; (5) the teacher guides, trains, and asks insightful questions in problem-solving; (6) the teacher should know when to intervene and when to back off letting students use their way of solving problems (wirnayanti et al., 2019). wade wena put forward the steps of problem-solving quoted from a journal, namely (1) identification of the problem; (2) identifying problems; (3) looking for solutions; (4) implementing the strategy; (5) reviewing and evaluating influence (wartini et al., 2018). the advantages of problem-solving according to shoimin in a journal namely (a) can make participants educate more live life daily; (b) train and get used to participant educate for face and solve a problem; (c) develop the ability to think participant educate in a manner critical and creative ; (d) train participant educate for designing something discovery; (e) solve problems encountered in a manner realistic; (f) stimulating development progress to think participant educate in finish problems encountered with appropriate (putra et al., 2016). problem-solving is not only just a method of teaching but also is something method think because in its application problem-solving can use methods another started for looking for data later to the interesting conclusion (shanti & abadi, 2015). problemsolving can be used in a manner effective at engaging learning groups. this is based on research conducted by erna ilmianti which proves that learning using effective problemsolving is used in learning groups (ilmiati, 2020). in groups study student trained for each other work the same with student other in groups small. so that students can each other share knowledge and experience as well as look for information that can use to finish problem. the problem-solving approach used in groups will be in line with the concept of gagne's learning theory, which theory also requires grouping students. learning theory gagne is a suite incident study named nine instructional event gagne that contains steps study start from giving motivation up to the evaluation process. whereas problem-solving approach is a suite of steps to solve a problem starting from identification until find a solution. both of them can be applied in the same learning 34 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej process, where step learning in a manner general use suite incident study gagne and in the process of breaking problem use series of problem-solving processes. the connection between both of them each other complete deficiency and emptiness of each other for learning to become more easily understood and get reach the objective from study that alone. research conducted by dewi sartika proves that implementing problem-solving learning can improve students' critical thinking skills in mathematics (sartika, 2021). while the research conducted by rifqiyyatush sholihah proves that the theory study gagne that is gagne's nine instructional events own contribution in increase pattern think a student in a teaching (al-mahiroh & suyadi, 2020). a study related to gagne's other theory was also carried out by ketut bali sastrawan where results prove that the theory of gagne is capable increase the ability of intellectually cognitive students (sastrawan et al., 2020). besides that research conducted by rika wahyuni also proves that approach problem-solving liked effective in increasing the ability to think critically in students learning mathematics those students belong active during learning currently going on (wahyuni et al., 2018). some studies on description learning to use theory studied gagne and his approach problem-solving. however still not yet there is combined research on both, so need exists study continuation to expand insight and experience in possible learning done by educators to increase the ability to think critically student. research method the type of research used is the pre-experimental design method using one class without a control class. this research was conducted to determine the effectiveness of learning mathematics through gagne's learning theory with a combination of problem-solving approaches to the mathematical critical thinking skills of class ix students of smp negeri 55 surabaya. the research design used in this study was a pre-experimental design in the form of a one-shot case study. one shot case study is a research design that involves only one experimental class which is carried out without a comparison class and a pre-test (rukminingsih et al., 2020). the design model is as follows. table 1. pre-experimental design model for one shot case study group pre-test treatment post-test experiment x q information: x : treatment, namely learning mathematics by applying gagne's learning theory with a combination of problem-solving t : final test or evaluation after treatment this research was conducted in the odd semester of the 2022/2023 school year at smp negeri 55 surabaya which is located on jalan pegesangan 4 mulia, jambangan district, surabaya city. a population is an object or subject that has certain qualities and characteristics as a whole in a study. the population in this study were all class ix-e students at smp negeri 55 surabaya for the 2022/2023 academic year. while the sample is part of a population that has certain characteristics. the sample in this study was class ix e smp negeri 55 surabaya with details of 17 male students and 19 female students. samples were taken using a random sampling technique where each element used as a sample was taken randomly. 35 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej data collection techniques and instruments data collection techniques are the methods used to obtain research data. this descriptive quantitative research uses data collection techniques, namely observation, questionnaires, and tests. while the data collection instrument is a procedure used to determine the success rate of the learning process. data collection instruments used in this study are. 1. observation sheet activity student in the learning process mathematics these instruments are used to get data about the activity student during the learning process going on. observation sheet this is used for net activity students during they study on lessons applied mathematics theory study gagne with combination approach purposeful problem-solving for get activity data student during learning going on. 2. observation sheet master's ability to manage learning observation sheet teacher's ability to manage to learn used to obtain teacher ability data as well as see teacher success in managing learning that applies gagne's learning theory with combination problem-solving along with the rpp that has been made by researchers. observation sheet filled with give sign check in the appropriate column with assessed aspects. 3. test ability think critical mathematical student testability thinks critical mathematical student form description of as many as 10 questions, which aims to measure the ability to think critical mathematical after student carry out the learning process. according to facione (1994) in a journal state that there are six indicators of the ability to think critically that is interpretation, analysis, evaluation, inference, explanation, and regulation of self (rani et al., 2018). but in this research, the researcher only uses indicators to think critically that is interpretation, analysis, evaluation, and inference. for obtaining ability data think critically about students, and do scoring to answer students for each grain question. criteria scoring used is score modified rubric from facione (1994), ismaimuza (2013), and karim (2015). table 2. guidelines for scoring critical thinking skills indicator information score interpretation do not write down what is known and what is asked 0 write down what is known and what is asked with no appropriate 1 write down what is known just with appropriate or being asked just with appropriate 2 write known from the question with appropriate but not enough complete 3 write down what is known and asked from the question with precise and complete 4 analysis not creating a mathematical model date question given _ 0 create a mathematical model from the question given but no appropriate 1 create a mathematical model from the question given with appropriate without giving the explanation 2 create a mathematical model from the question given appropriately but there is an error in the explanation 3 create a mathematical model from damn given with right and deliver the correct and complete explanation 4 evaluation not using deep strategy finish question 0 use a strategy that doesn't right and does not complete the finished question 1 36 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej using the right strategy in the finish question, however not complete or using an indifferent strategy appropriate but complete in the finish question 2 using the right strategy in the finish question, complete but do errors in calculation or explanation 3 using the right strategy in the finish questions, complete and correct in doing calculation or explanation 4 inference not create conclusion 0 make no conclusion right and no in accordance with to context question 1 make no conclusion appropriate although customized with context question 2 make a conclusion with the right, appropriate context but not complete 3 make a conclusion with the right, appropriate context question and complete 4 as for the way calculation mark results study with percentage as following : 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝐺𝑎𝑖𝑛 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 × 100% percentage value ability thinks critical already obtained from results study students will categorize by table following (normaya, 2015). table 3. category percentage of critical thinking ability interpretation (%) category 81,25 < 𝑋 ≤ 100 very high 71,5 < 𝑋 ≤ 81,25 tall 62,5 < 𝑋 ≤ 71,5 currently 43,75 < 𝑋 ≤ 62,5 low 0 < 𝑋 ≤ 43,75 very low 4. questionnaire response student to learning mathematics questionnaire response student used for answer question about response student to learning math uses theory study gagne with combination approach problem-solving. good learning model what we can be certain of is can give a response positive for the student after following activity learning. aspect response student in study this concerns the atmosphere of the class, interest in learning, the way the teacher teaches, and suggestions. the technique used to get response data is to share the questionnaire with the student after ending the meeting and finally for filled in by instructions given. in research, the questionnaire used form questionnaire closed for know response students to learning mathematics use theory study gagne with combination approach problem-solving. response answer consists of 2 categories that are negative and positive. data analysis technique 1. activity data analysis student activity data analysis students can obtain direct with doing observation of the ongoing learning process. activity data students analyzed with method look for percentage activity student use formula as follows. percentage activity student = σ𝑓𝑖 σ𝑓 × 100% description: 𝑓𝑖 : the number of activity categories of the students 𝑓: the sum of the frequencies of all student activities 37 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej furthermore calculating the average percentage of activity student activities during the learning process mathematics uses gagne's learning theory with combination problem-solving. to determine category activity student active demanded criteria presented in table 4. table 4. student activity category no. percentage activity student category 1. 0% ≤active student activity <65% off _ 2. 65% ≤active student activity <80% less active 3. 80% ≤active student activity <95% active 4. 95% ≤active student activity < 100% very active (arikunto, 2016) 2. data analysis of teacher ability to manage learning data on the ability of teachers to manage to learn obtained from activity observations made at the time apply gane's learning theory with combination problem-solving. to know the teacher's ability to manage to learn every meeting, used the formula as follows. 𝑆𝑐𝑜𝑟𝑒 = 𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑡ℎ𝑒 𝑡𝑒𝑎𝑐ℎ𝑒𝑟 𝑇𝑜𝑡𝑎𝑙 𝑚𝑒𝑒𝑡𝑖𝑛𝑔𝑠 learning mathematics said effective if the teacher's ability to achieve the criteria. as for the criteria, the teacher's ability to manage to learn is as follows (arikunto, 2016). table 5. teacher activity (ta) category no. mark criteria 1. 0,0 <ta≤ 1,0 very not good 2. 1,0 <ta≤ 2,0 not good 3. 2,0 <ta≤ 3,0 good 4. 3,0 <ta≤ 4,0 very good 3. data analysis of test questions mastery learning outcomes for count completeness results study students that is with see results score knowledge to test them. the formula for the count percentage completeness study is as follows. 𝐴𝑐ℎ𝑖𝑒𝑣𝑒𝑚𝑒𝑛𝑡 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑚𝑎𝑛𝑦 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒 𝑇𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 × 100% whereas formula for count the average value is as following. �̅� = σx σ𝑛 description: �̅� : average value σx : the sum of all student scores σ𝑛 : the number of students the calculation percentage must be by criteria completeness studied at smp negeri 55 surabaya, students said complete if mark competence his knowledge get kkm ≤ 78 value. class completeness is achieved if there is ≤ 85% have completed this class. 4. response data analysis student response data analysis student counted use presentation. response student said effective if percentage response students who answered "agree or happy" is by 70% or more. percentage of every response student analyzed with formula. 38 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 𝑃 = 𝐴 𝐵 × 100% description: q : percentage response student a : a lot students who choose b : amount student furthermore results percentage the categorized as based on criteria following: table 6. criteria for student response to learning percentage response student category 0% ≤ 𝑅 < 20% not effective 20% ≤ 𝑅 < 40% less effective 40% ≤ 𝑅 < 60% enough effective 60% ≤ 𝑅 < 80% effective 80% ≤ 𝑅 < 100% very effective (arikunto, 2016) results and discussion in part, this serves as a discussion of the results of research that has processed the data. presentation results and discussion research uses tables and graphs as means to explain results research and documentation activity research. research results by the problems posed, so an explanation in section this can explain through sub-sections as follows. 1. activity student the study held two meetings at one class on november 8, 2022 and november 10, 2022 with the material subject of “congruence and congruence”. activity data students obtained after the following learning using gagne's learning theory with combination approach problem-solving. the liveliness of students in learning graded mathematics including (1) paying attention and listening to explanations from the teacher; (2) review material that has then; (3) discussing and asking the teacher if there is trouble; (4) engagement and liveliness student in discuss group; (5) conveying ideas or opinion; (6) finding solution for every given problem; (7) show self/do question/displays performance; (8) join give feedback to a friend already follow show self; and (9) activities no relevant with kbm. activity student rated during the learning process teaches currently going on. the observation sheet is shared with the assigned observer in a few corner classes, so evaluation can be done with easy. then the data from the results observation activity student from meeting first and meeting second analyzed with method count how many big percentage activity students during the learning process. so that will produce mark activity students during follow learning at meetings first and meeting second as well as average activity students during follow the second meeting. activity results from students are shown in the table under this. table 7. average student activity no. syntax learning gagne's learning theory with combination problem-solving activity student meeting to aspect average information 1 2 1. learning steps are gagne's nine watch and listen teacher’s explanation 83,30% 79,02% 81,16% active 39 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej no. syntax learning gagne's learning theory with combination problem-solving activity student meeting to aspect average information 1 2 instructional events involvement of students in a group 88,70% 91,50% 90,1% active discuss or ask the teacher when there is difficulty 85,45% 90,50% 87,97% active read and understand the given lkpd 65,97% 64,44% 65,20% less active submit an idea or opinion 82,57% 80,50% 81,53 active show self or do questions in front of 60,66% 70,55% 65,60 less active 2. ps-1: formulate problem knowing and formulating problems that exist in lkpd 73,52% 88,70% 81,11% active 3. ps-2: analyze hypothesis discussion students in a group for responding to problems in lkpd 75,97% 88,70% 82,33% active 4. ps-3: formulate hypothesis make formula hypothesis settlement problem from results discussion 81,11% 82,02% 81,56% active 5. ps-4: collecting and categorizing data group data from problem, write is known in problem 81,11% 82,02% 82,01% active 6. ps-5: testing hypothesis finish problems in lkpd with assisted by existing data 85,20% 92,40% 88,8% active 7. ps-6: formulate recommen-dation solving problem make conclusion in the process of completion problem 79,50% 75,60% 77,55% less active total average 78,58% 82,57% 80,41% active description: ps-n (problem-solving step to -n), n=1,2,…,6 based on the criteria activity student during learning show that activity students at the 1st meeting 78,58% and at the 2nd meeting 82,57%. the liveliness student overall average is obtained during two meetings is 80,41% which included in the criteria active. 40 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 1. students work on the blackboard figure 2. students do the post-test frequent activity done by students in learning is “involvement and activeness student in discussion group”. this is because the enthusiastic student sees and understands the questions in the lkpd. students in a manner group with each other to discuss for finding solutions and solving problems that exist in lkpd. start with formulating a problem, analyzing the problem, formulating a hypothesis, collecting data, testing the hypothesis, and the last process that is solving the problem, this by steps approach problem-solving. besides that liveliness students are also visible when “show self/do question/displays performance”. students in a manner alternate show result performance group with presence in front of friends class. activity this to implement theory study gagne. this can be seen from the change act in demand participants previously taught passively and after given stimulus materials and lkpd change become active. because that, in the whole activity students in learning going on with using gagne's learning theory with a combination problem-solving on the material congruence and congruence in class ix-e of smp negeri 55 surabaya in criteria active because the average percentage activity student in a manner whole of 80,41%. 2. master 's ability in manage learning during the research learning process led by a math teacher class ix-e smp negeri 55 surabaya used teaching materials that have been prepared researcher with discussion by the eye teacher of the lesson concerned. plan implementation learning (rpp) using rpp type one sheet containing 3 components main that are objective learning, activities learning, and assessment. the curriculum used is curriculum 2013. furthermore, rpp is made researcher in activity learning already there are learning process steps according to gagne and also steps for settlement problems based on the problem-solving process. the researcher also made observation sheets on the teacher's ability to manage learning, questionnaires, and critical thinking skills rubrics. observation sheets and critical thinking skills assessment instruments are expected to be used optimally in the process of implementation of gagne's learning theory with a combination problem-solving. observation of teacher's ability to manage to learn rated based on guidelines that have been made and customized with the rpp that has been there. observation conducted by researchers with math teacher subject class ix-e smp negeri 55 surabaya in doing activity learning that applies gagne's learning theory with a combination approach problem-solving. evaluation is done during two meetings. data from second meeting the then will be recapitulated so that will produce an average value for each aspect of both meetings. recapitulation results from observation teacher's ability to manage to learn as seen in table 8. 41 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 8. recapitulation of observation results of teachers' ability to manage learning no. syntax learning gagne's learning theory with combination problem-solving teacher activity meeting to aspect average information 1 2 1. gaining attention (giving attention) gagne's learning theory introduction a. control learning with regards 4 4 4 very good b. ask news and check presence student 4 3 3,5 very good c. give motivation 3 3 3 good stimulating the recall of prerequisite learning (building return past knowledge) gagne's learning theory d. check ability beginning student 3 3 3 good informing the learner of the objective or concept to be learned (telling goals and concepts learning) gagne's learning theory e. convey objective learning 3 3 3 good average (1) 3,4 3, 2 3,3 very good 2. presenting the stimulus material or concept to be learned (presenting learning as stimulation) gagne's learning theory core a. convey material 4 4 4 very good b. organize student into the groups 4 4 4 very good providing the learning guidance (providing guide study) gagne's learning theory c. share and give something problem in lkpd to student in accordance group 4 4 4 very good formulate and analyze problem problem-solving d. observe and guide student in identify problem 4 4 4 very good formulate hypothesis problem-solving e. guide student in formulate solving problem 4 4 4 very good collect and classify data problem-solving f. guide student in the process of grouping problem data 3 3 3 good testing hypothesis and formulate g. observe and guide student in finish problem 4 4 4 very good 42 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej no. syntax learning gagne's learning theory with combination problem-solving teacher activity meeting to aspect average information 1 2 recommendation solving problem problem-solving h. discuss or ask answer with student 4 4 4 very good eliciting the performance (showing performance) gagne's learning theory i. guide student for brave for self in present results discussion group 4 4 4 very good providing feedback about the performance (giving bait back) gagne's learning theory j. respond and deliver appreciation on results discussion group 3 3 3 good assessing the performance (judging performance) gagne's learning theory k. evaluate performance student 4 4 4 very good enhancing the retention and transfer (increase memory and knowledge transfer) gagne's learning theory l. guide student for conclude material that has studied 4 4 4 very good average (2) 3,8 3, 8 3,8 very good 3. prepare learning to be come closing a. convey the title of the sub material to be delivered at the meeting furthermore 3 3 3 good b. end of lesson 4 4 4 very good average (3) 3,5 3, 5 3,5 very good 4. time management learning using gagne's learning theory with combination problem-solving managing time 3 3 3 good average (4) 3 3 3 good 5. the ability of the teacher in manage atmosphere class moment learning using gagne's learning theory with class atmosphere a. student centered 4 4 4 very good b. enthusiastic student 4 4 4 very good c. teacher enthusiasm 4 4 4 very good 43 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej no. syntax learning gagne's learning theory with combination problem-solving teacher activity meeting to aspect average information 1 2 combination problem-solving average (5) 4 4 4 very good average observed aspect ( 1, 2, 3, 4, 5) 3,74 3, 7 3,72 very good based on the table shows that the average of two meeting teachers' ability the engage in learning on stage introduction is 3,3 which is included in the category very ok. this is due to one teacher meeting not carrying out all aspects of the part introduction. the core stage is 3,8 which is included in the category very ok. this is because, at the time of learning, there is a number of students who don't attentive and are busy with their world alone. but in the process of organizing students into the group got to the stage of guiding students in concluding very teacher material skilled in coordinating two meetings. the closing stage is 3,5 which is included in the category as very good because every aspect is already implemented by the teacher right. management stage time is 3 included in the good category because the time used still deviated from the existing rpp made. atmosphere stage class is 4 which is included very well because learning is already student-centered with involves students in a manner directly in the process of investigation problem come to a resolution problem. based on the description above, shows that the teacher's ability to manage learning during two meetings is very good with an average of 3,72. with thereby can be concluded that the teacher's ability to manage to learn that applies gagne's learning theory with a combination approach problem-solving on the material congruence and congruence class ix-e smp negeri 55 surabaya is very ok. 3. mastery learning outcomes students and abilities think critical mathematical student after executing learning mathematics using gagne's learning theory with a combination approach to problem-solving and the participant educate has finished do post-test given, then will be done calculation by guidelines the scoring has made. this is done to know the completeness results of the study participant education on material that has been taught. then the value data will be analyzed with method count percentage achievement results study participants educate in a manner classic. completeness results study student rated from results post-test conducted at the 2nd meeting, after carrying out the learning process. form test description with amount question 4 items with 40 minutes. recapitulation completeness results study student class ix-e at smp negeri 55 surabaya is as follows. table 9. completeness of student learning outcomes post-test value average value criteria σstudent % complete (≥ 78) 33 91% 87,72 not completed (< 78) 3 9% guidelines researcher's assessment used by guidelines scoring on indicators of ability thinks critically in table 2, where student considered already own ability to think critically. the test questions given shaped the test ability to think critically consisting of 4 questions. 44 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej figure 3. value of critical thinking ability based on indicators table 9 above shows that completed students get marks of 91% and students who did not complete 9%. meanwhile, from figure 1 the diagram above shows that students' critical thinking skills are included in the high category d in every aspect. so from the second result, it can be said that ability to think critically students included in the category very tall that is with interpretation 91% for completeness results studied and an average of 3 for indicator ability to think critically. complete students actively follow a series of learning processes that apply gagne's learning theory with a combination approach to problem-solving. 33 students pass in class ixe whereas students don't complete there are 3 students. students who don't complete experience difficulty answering question tests that do not include analysis problems or conclusions as should be listed in indicator ability to think critically. so, it can be concluded that the learning completeness and critical thinking skills of class ix-e students at smp negeri 55 surabaya are classically achieved because students who complete their learning outcomes are ≥85% of the number of students or to be exact 33 students out of 36 students and their thinking skills reach an average 3. 4. response student charging questionnaire response student done after doing activity learning using gagne's learning theory with a combination problem-solving and post-test. the questionnaire was given with media google form which is more make it easy for participant educate in the charging process. questionnaire response student this is used for knowing interest participants educate on the learning process using gagne's learning theory with a combination problem-solving that has done. in practice alone responds to students in a manner no direct already seen from expression face and behavior. however to find valid data then will present questionnaire data that has been spread researcher. data that has been obtained then will be recapitulated in every aspect so that data can be grouped into positive and negative categories, response data students obtained after the following learning using gagne's learning theory with combination problem-solving is as follows. table 10. student responses to learning mathematics questionnaire response student learning mathematics by using gagne's learning theory with combination problem-solving positive negative 91,84% 8,15% based on the table obtained that students choose a response category positive by 91,84% and choose a response negative 8,15%. thereby response students to gagne's 0 0,2 0 1 0,5 1 3,5 0,5 0 0,5 0 0 3,5 2,3 0,5 2,5 0 2 4 interpretation analysis evaluation inference critical thinking ability indicator not write write incorrectly write incomplate write exactly write accurate and complate 45 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning theory with a combination problem-solving including criteria positive and appreciated very effectively used. conclusion based on the results of research data management and general discussion, it can be concluded that the mastery of learning outcomes and critical thinking skills for class ix-e students of smp negeri 55 surabaya using gagne's learning theory with a combination of problem-solving is said to be effective. therefore it can be concluded that 1. student activities during the learning process using gagne's learning theory with a combination of problem-solving are included in the active category. the average aspect of 80.41% shows the effectiveness of student activities in the implementation of gagne's learning theory with a combination problem-solving. 2. the ability of the teacher to manage to learn using gagne's learning theory with a combination problem-solving in the first and second meetings is a very good category. 3. test results student class ix-e smp negeri 55 surabaya after following learning using gagne's learning theory with combination problem-solving show that completeness results in learning and the ability to think critically student in a manner classic reached. 4. response students after the learning process using gagne's learning theory with combination problem-solving in class ix-e smp negeri 55 surabaya is very positive. references al-mahiroh, r. s., & suyadi. (2020). kontribusi teori kognitif robert m. gagne dalam pembelajaran pendidikan agama islam. jurnal pendidikan, sosial, dan agama, 12, 117–126. andrian, y., & rusman, r. (2019). implementasi pembelajaran abad 21 dalam kurikulum 2013. jurnal penelitian ilmu pendidikan, 12(1), 14–23. https://doi.org/10.21831/jpipfip.v12i1.20116 arikunto, s. (2016). prosedur penelitian: suatu pendekatan parktik. rineka cipta. arum, d. m. m., suryaningtyas, w., & soemantri, s. (2021). efektifitas komik digital sebagai media pembelajaran online pada materi sistem persamaan linear dua variabel. journal of education and teaching (jet), 3(1), 24–36. https://doi.org/10.51454/jet.v3i1.127 firdausi, b. w., warsono, & yermiandhoko, y. (2021). meningkatkan kemampuan berpikir kritis pada siswa sekolah dasar. jurnal mudarrisuna: media kajian pendidikan agama islam, 11, 229–243. gagne, r. m. (1985). the conditions of learning and theory of instruction. rinehart and winston holt saunders japan. galang, a., suryaningtyas, w., & kristanti, f. (2016). penggunaan model pembelajaran blended learning terhadap hasil belajar maatematika kelas viii di smpn 38 surabaya. must: journal of mathematics education, science and technology, 1, 10–20. ilmiati, e. (2020). penggunaan teknik pemecahan masalah dalam bimbingan kelompok untuk mengurangi kesulitan belajar siswa smp. prosiding seminar & workshop bimbingan dan konseling nasional, 53–58. indraswati, d., marhayani, d. a., sutisna, d., widodo, a., & maulyda, m. a. (2020). berpikir kritis dan pemecahan masalah dalam pembelajaran ips untuk menjawab tantangan abad 21. horizon sosial: jurnal pendidikan sosial, 7, 12–28. janna, a. m., shoffa, s., & suryaningtyas, w. (2022). pengaruh penggunaan metode active knowledge sharing terhadap kemampuan komunikasi matematika siswa smp. pedagogy jurnal pendidikan matematika , 7, 126–145. https://doi.org/10.21831/jpipfip.v12i1.20116 https://doi.org/10.51454/jet.v3i1.127 46 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej ngussa, b. m. (2014). gagne’s nine events of instruction in teaching-learning transaction: evaluation of teachers by high school students in musomatanzania. international journal of education and research, 2, 189–206. normaya, k. (2015). kemampuan berpikir kritis siswa dalam pembelajaran matematika dengan menggunakan model jucama di sekolah menengah pertama. edu-mat: jurnal pendidikan matematika, 3, 92–104. putra, a. s., suripto, & salimi, moh. (2016). penerapan model pembelajaran problem solving untuk meningkatkan kemampuan problem solving cerita tentang problem solving pada siswa kelas v sdn 1 krakal tahun pelajaran 2015/2016. kalam cendekia, 4, 719–723. rani, f. n., napitupulu, e., & siregar, h. (2018). analisis kemampuan berpikir kritis matematis siswa melalui pendekatan pendidikan matematika realistik di smp negeri 3 stabat. paradigma: jurnal pendidikan matematika, 11, 1–7. rukminingsih, adnan, g., & latief, m. a. (2020). metode penelitian pendidikan (e. munastiwi, ed.). erhaka utama. ruswadi. (2013). psikologi pembelajaran . cv. cipta pesona sejati. sartika, d. (2021). pembelajaran problem solving dalam meningkatkan keterampilan berpikir kritis matematika siswa smp. jurnal pendidikan dan pembelajaran, 1, 30–38. sastrawan, k. b., suardipa, p., tinggi, s., hindu, a., mpu, n., & singaraja, k. (2020). quality learning based on nine instructional events gagne’s learning theory. 1(2). shanti, w. n., & abadi, a. m. (2015). efektifitas pendekatan problem solving dan problem posing dengan setting kooperatif dalam pembelajaran matematika. jurnal penelitian pendidikan matematika, 2(1), 121–134. https://doi.org/10.21831/jrpm.v2i1.7155 stehle, s. m., & peters-burton, e. e. (2019). developing student 21st century skills in selected exemplary inclusive stem high schools. international journal of stem education, 6(1), 39. https://doi.org/10.1186/s40594-019-0192-1 sugiyarti, l., arif, a., & mursalin. (2018). pembelajaran abad 21 di sekolah dasar. prosiding seminar dan diskusi pendidikan dasar nasional. wahyuni, r., mariyam, m., & sartika, d. (2018). keefektifan model pembelajaran creative problem solving (cps) dalam meningkatkan kemampuan berpikir kritis matematis siswa pada persamaan garis lurus. jpmi (jurnal pendidikan matematika indonesia), 3(1), 26. https://doi.org/10.26737/jpmi.v3i1.520 wirnayanti, sukmawati, & satriani, s. (2019). perbandingan hasil belajar matematika melalui pendekatan problem solving dan problem posing pada siswa kelas viii smp muhammadiyah 1 makassar. sigma (gaya matematika suara intelektual), 11, 78–87. zakaria, p., nurman, & silalahi, f. d. (2021). deskripsi kemampuan berpikir kritis siswa melalui pembelajaran daring segi empat. jurnal ilmiah matematika, sanis dan teknologi, 9, 32–39. https://doi.org/10.21831/jrpm.v2i1.7155 https://doi.org/10.1186/s40594-019-0192-1 https://doi.org/10.26737/jpmi.v3i1.520 122 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the development learning video of cube and cuboid for deaf students in the 3rd grade of middle school pramita respati, marhan taufik, agung deddiliawan ismail study program of mathematics education, faculty of teacher and training education, university of muhammadiyah malang, pramitarespati@gmail.com abstract this research was aims to develop video instructional media of cube and cuboid for deaf students. the background of doing this research instructional media is not only required by means of the normal students, but it is needed by the students who have special needs like deaf students also. observation result addresses that the deaf students are inclined to be slow in catching the materials are given due to the lack of media, difficulty in imagining cube and cuboid, and forget the materials are given. in accordance with the students' characteristics and needs, it requires the visual-based media. this research typically employed research and development method. the result of validation based on the assessment of media practitioner with the scale starting from 0 to 5 was 4.42, and material practitioner from 0 to 5 was 4. the result of validator's assessment demonstrated that this instructional media can be available to use. the result of students' response in using this instructional media was 74.5 %. it revealed that students' response to this instructional media was good. this research has added the sistem isyarat bahasa indonesia (sibi), and accordance with the characteristics of deaf students and also has added animations from the cabri3d software to help students observe the shape and characteristics of the building blocks and cubes. key words: instructional media, deaf students learning video, cube and cuboid introduction prastowo (2012) suggested that learning medium is necessary during the teaching process due to its ability to communicate and deliver the lesson effectively to students. learning medium is not only necessary for regular students, but also students with special needs such as students with hearing disabilities. deaf students often face problems especially those related to verbal communications. observations that had been conducted suggested that deaf students in general posses the same level of intelligence with regular students, but due to their limited ability to hear, they tend to be slower to receive and process the lesson. this condition is worsen by the lack of learning medium that can help them to receive better understanding of the lesson. written materials, facial expressions and gestures that is showed by the teachers are the sole assistance for them to understand the lesson. mailto:pramitarespati@gmail.com 123 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the difficulties in understanding the lesson usually occur during the lesson of 3d shapes, particularly in finding the face diagonal and space diagonal of a cube. therefore, it is urgently needed for a learning medium that not only can help students to understand the lesson and attract their interest, but also recall their memory of the lesson. a learning medium that works effectively for deaf students is visual learning medium since visual ability is the thing they rely on the most during the learning process. one of the visual media that can be used to deliver lesson is learning video. previous research is conducted by yunjiyani (2014) "pengembangan media video pembelajaran materi bumi dan alam semesta untuk peserta didik tunarungu kelas vi" suggested the insertion of sing language to clarify certain sentences or words that are barely known or used to deaf students. another research from amalia (2011) "pengembangan media video pembelajaran pecahan sederhana pelajaran matematika kelas iii tunarungu di sdlbn kedungkandang 04 malang" suggested the attempt to understand the characteristics of target students so that teachers can create learning medium that is suitable for them. based on the outlined problem, observations, and previous studies, it can be concluded that a learning medium for 3d shapes especially cube and cuboid is urgently needed to be developed. in this study, researcher attempted to create a learning video that employs sistem isyarat bahasa indonesia (sibi) and subtitles. this learning video is also supported with a special mathematics software for geometry called cabri3d so that the material delivered can attract the interest of students and be easily understood. the learning video mainly talks about cube and cuboid. according to agus and avianti (2008), cuboid is a 3d shape bounded by six quadrilateral faces which polyhedral graph is the same of that cube. meanwhile, according to nugroho and meisaroh (2009), a cube is a 3d shape that bears 6 faces with the shape of square. cabri3d is an interactive mathematics software especially designed for geometry mean while the definition of sistem isyarat bahasa indonesia (sibi) according to lakshita (2013) is that sibi is a language that emphasizes on manual communication, gestures, and lip movements to communicate. based on those definitions, the aim of this study to develop learning medium in the form of video about cube and cuboid for deaf students. research method the development of learning video for math lesson is aiming to help teachers in delivering the lesson and also as an alternative way in teaching. this research employs research and development model. sugiyono (2015) suggested that this method of research is employed to create certain products and also examine the effectiveness of the products. according to sugiyono (2015), there are several steps in employing this method, such as: (1) potency and problem, (2) the collection of data, (3) the design of product, (4) the validation of product, (5) the revision of product, (6) the examination of product, (7) the revision of product, (8) the testing of products on consumer. the subject of this study consisted of 5 deaf students of smplb yptb malang. instruments used in this study were material validation forms, medium validation forms, and questionnaire for students. validation forms consisted of certain indicators aimed to collect response from experts regarding learning medium in development. this validation process is needed to measure the expediency of the learning video. the learning video was graded by an expert in mathematics and an expert in visual media. questionnaire for students consisted of indicators aimed to collect students' opinion 124 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej regarding the learning video. data analysis employed in this study is the analysis of data that consisted of validation from the mathematics expert and visual media expert. validations from experts contained statements are supported by rating using the method of rating scale from 1 to 5. this method was also applied on the questionnaire for students. discussion discussion in this study emphasizes on the expediency of the learning video of cube and cuboid. the expediency was measured through the design of the video in validation process. table 1. validity of learning medium no. indicator rating 1 the compatibility of learning video with the characteristics possessed by deaf students 5 2 the compatibility of learning video with learning environment 4 3 the sequence of display on the learning video 5 4 compatibility of design and animation of the video with students‘ characteristics 4 5 medium’s ability to recall the lesson that had been taught 4 6 medium’s ability to help students understand and memorize the lesson 4 7 medium’s ability to enhance students‘ motivation to learn 5 8 the easiness of medium’s operating by teachers 5 9 the time efficiency possessed by learning medium 4 10 the energy efficiency possessed by learning media 4 11 the safety of medium during the usage 5 12 the quality of learning medium 4 average rating 4,42 (adapted from rahmadhani, 2014) table 2 validity of material no. indicator rating 1 the compatibility of material with lesson’s goal 4 2 the compatibility of material with medium 4 3 the compatibility of material with characteristics and level of difficulties possessed by deaf students 4 4 the potency of learning effectiveness using learning video 4 5 the depth of lesson’s material delivered 3 6 the clarity of lesson’s material and examples delivered 4 7 the sequence of lesson’s material delivered on learning video 5 8 the clarity of sentences and language structureof lesson on learning video 4 9 the compatibility of vocabulary with students‘ level of thought processing 4 average rating 4 (adapted from latuversia, 2015) 125 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the first discussion is about the validity of the learning video about cube and cuboid. the visual media expert gave 4,42 for the video from the scale of 0 to 5, so therefore it can be concluded that the video was considered very proper. meanwhile, the math expert rated the video to have a score of 4 from scale of 0 to 5 which means the material delivered in the video was also considered very proper. however, there were several suggestions from the experts, such as (1) explaining the material in sign language as the video is being played in background, (2) adding the animation of filling the 3d shapes with liquid during the lesson about cuboid's volume (3) the usage of equation and subtitle (4) extending the simulation of cabri3d (5) adding the example of things in daily life that bear the shape of cube and cuboid. not all of these suggestions could be applied on the revision process of the video due to lack of time. however, there were some suggestions that were applied, such as the insertion of equation and subtitle, extending the duration of cabri3d simulation, and insertion of exampleof things in daily life that bear the shape of cube and cuboid. other suggestions could be applied in future studies. in previous study by yunjiyani (2014) “pengembangan media video vi”, there was a suggestion to add sign language to emphasize and clarify certain words or phrases that were hardly known to students. in this study, researcher had had added sign language in the end of each sub section of the lesson, so it could be easily understood by deaf students and the subtitles also made it easy for regular students to understand the material. another study by amalia (2011) “pengembangan media video pembelajaran pecahan sederhana pelajaran matematika kelas iii tunarungu di sdlbn kedungkandang 04 malang” gave a suggestion for future studies to pay attention on the characteristics of target students so a proper and suitable learning medium could be created for them. in this study, the learning video had been designed to match the characteristics of the target students which were deaf students in the 3rd year of middle school by adding some animations from cabri3d to help them observe the shape and characteristics of cube and cuboid and also microsoft powerpoint to enhance the appearance of the animation that was shot using super screen capture. moreover, it was needed for sign language in bahasa indonesia to be added to help students get a better understanding of the lesson. the next discussion is about students' response regarding the learning video. the response from the students was collected using questionnaire. based on the response from the questionnaire, the rate of 74,5% was achieved, so therefore it could be concluded that in general, students had good response for the video. from all the process that have been done, it was concluded that this learning video was considered very proper and could be applied during the lesson of cube and cuboid for deaf students. conclusion based on the development process of this learning video, it can be concluded that there are 7 phases in the development process: 1) analysis result of potencies and problems showed that students who have hearing disabilities facing difficulties of abstracting things that can not be seen, having troubles in recalling the lessons that have been taught, and the lack of learning medium available at school, but these students possessed the same level of intelligence with regular students. these facts were taken into consideration as the base of the creation of this medium, 2) the data collection regarding the medium's development that consisted material of the lesson, characteristics and needs 126 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of the students. analysis result showed that deaf students required visual medium in the form of video then 3) the first creation step of this video was the making of storyboard, the recording of sibi scenes and the making of subtitles, the creation of cube and cuboid animations using cabri3d which later then recorded using super screen capture. the integration of sibi video, subtitle and animations of cube and cuboid was done using adobe premier pro, 4) validation process done by experts in mathematics and visual media showed a satisfying result, 5) revisions that were added to the video consisted the extending of cabri3d simulation, the insertion of examples of cube and cuboid in daily life, and correction on subtitles regarding the width of cuboid’s surface area, 6) trial phase of the video on 5 deaf students in the grade 3 of middle school achieved good response, 7) the final product in the form of video that has been validated by the experts. therefore, this learning video is regarded as very proper and applicable. references agus, n.a. (2008). mudah belajar matematika untuk kelas viii. jakarta: pusat perbukuan departemen pendidikan nasional amalia, d.a. (2011). pengembangan media video pembelajaran matematika kelas iii tunarungu di sdlbn kedungkandang malang, skripsi s-1 pendidikan luar biasa tidak dipublikasikan, universitas negeri malang lakshita, nattaya .(2009). belajar bahasa isyarat untuk anak tunarungu (menengah). jogjakarta: javalitera latuversia, r. (2015). pengebangan media interaktif dalam pembelajaran matematika materi bangun ruang untuk anak tunarungu kelas viii smplb, skripsi s-1 pendidikan luar biasa tidak dipublikasikan, universitas negeri malang nugroho, l.m. (2009). matematika smp dan mts kelas viii. jakarta: pusat perbukuan departemen pendidikan nasional prastowo, a. (2011). panduan kreatif membuat bahan ajar inovatif. yogyakarta: diva press sugiyono. (2015). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: penerbit alfabeta yunjiyani, a. (2014).pengembangan video pembelajaran ipa materi bumi dan alam semesta untuk peserta didik tunarungu kelas vi. skripsi s-1 program studi pendidikan fisika tidak dipublikasikan, universitas islam negeri sunan kalijaga yogyakarta 1 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the role of continuous assessment learning activities (cala) in enhancing mathematics competency and proficiency in secondary school learners chipo makamure 1 , zingiswa m. jojo 2 1,2 university of south africa, africa email: makamburec@gmail.com corresponding author: chipo makamure makamburec@gmail.com abstract this paper examines the significance and contribution of cala to the mathematics knowledge of students. it focuses on the instruments and methods used in cala to teach mathematics effectively in zimbabwe. learners’ failure to implement what they learn in mathematics has been worrisome to the ministry of education whose focus is to promote industrialisation through effective teaching and learning of stem subjects. it is believed that most learners memorise mathematics with little understanding in order to pass an examination. inappropriate and ill-suited assessment methods of mathematics are regarded as the principal causes of this rote learning approach by learners. the educational policy makers came up with the concept of cala, which was effected in 2021, to all levels of education in zimbabwe. according to the curriculum framework, learners are expected to demonstrate their knowledge of mathematics through cala. however, whilst the intended goal of cala is prudent, the concern is whether teachers are knowledgeable about how this model of assessment can be implemented effectively. ten secondary school mathematics teachers were interviewed to examine their views and practices in the classroom implementation of the cala component. in this study, the findings established that the incorporation of the component in the teaching and learning of mathematics has come with limited benefits that were marred by teachers’ knowledge deficiency to operationalise cala. this study recommends thorough support and developmental programmes which can equip teachers with the appropriate skills to implement cala. keywords: assessment; continuous assessment; mathematization; realistic mathematics education; mathematics proficiency makamure, c., & jojo, z. m. (2023). the role of continuous assessment learning activities (cala) in enhancing mathematics competency and proficiency in secondary school learners. mathematics education journal, 7(1), 1-15. doi introduction conceptualisation of mathematics content has been continuously disappointing in the zimbabwean schools and the world over. this has been revealed by learners’ failure to operationalise and implement what they learnt. according to meshack (2013), evidence has shown that learners have problems in comprehending and interlinking concepts in mathematics. in addition, the performance of learners globally has remained low in mathematics. various attempts have been made to improve learners’ performance in mathematics, but these have been unsuccessful in addressing their poor achievements in the subject mailto:makamburec@gmail.com 2 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej at secondary school level (meshack, 2013). the poor performance in mathematics by learners in zimbabwe, for example, has seen an increasing national concern over the past several years (kusure & basira, 2012). however, the problems causing this underperformance in mathematics remain unsolved as the solutions to this underachievement in the subject is still elusive. the major causes of this underperformance in mathematics have been diagnosed as inappropriate pedagogical strategies of teaching and ill-suited assessment methods of mathematics based on a content-based curriculum (zimbabwe curriculum framework, 2015-2022). hancock (2007, p.221) avers that assessment for learning could “simplify the meaning of complicated learning targets; evaluate learners’ capacity to take action; establish the extent to which learners can integrate skills, abilities and knowledge; permit teachers to examine the thought processes learners employ and the products they produce; as well as be consistent with contemporary theories of learning”. in the same vein, chytry and kubiatko (2021) emphasise that school assessment is considered as a deciding factor for learners’ success. schulman (1996) asserts that the assessment of mathematics learning remained virtually unchanged throughout most of the last half century. in addition, schulman (1996) contends that most classroom assessments were limited to summative assessment. according to the association of teachers of mathematics (atm, 2007), the current forms of summative assessment are condemned because they fail to provide a guide that is reliable for the understanding of mathematics learners or capable of applying and using with confidence. it is a strongly felt that the current summative tests fail to assess the full range of skills and knowledge that are supposed to be part of mathematics literacy and consequently neglect to assess skills that cannot be readily tested. in their study, the atm (2007) established that preparation for examinations and tests results in learners concentrating on those aspects of mathematics that are tested and this adversely affect learners’ attitude to the subject. this is because there is tremendous pressure to cover the whole syllabus at the expense of taking more time to comprehend the basic but important concepts. the pressure to achieve better examination results leads to thinly covering all topics in the syllabus with little grasp of concepts. such an approach is detrimental to developing a genuine comprehension of concepts. in addition, students may fail to confidently employ mathematical ideas in a variety of contexts in later in their studies and even beyond school as well as college. this is because most learners may memorise mathematics with little understanding in order to pass an examination. according to marchetti (2021), some of the best mathematics learners do not have a full grasp of applying mathematics in everyday contexts. such students can use formulas, follow steps to solve algorithms, pass tests with high scores, but are ignorant of what to do in a real-life situation given a context of using related content to give a solution to a word problem. unsuitable assessment strategies were considered as the main reasons for this problem. due to these concerns, the zimbabwean policy makers raised the following questions: would one short examination in mathematics actually assess adequately what a learner has learnt over a period of a year? does the result in mathematics after writing a 2-3 hour paper a measurement of mathematical proficiency in the student? is the examination grade a measure of understanding mathematics in the learner? in response to these 3 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej recurring questions and in a desire to get students interested and actively involved in continuous learning, the educational policy makers in zimbabwe came up with the concept of cala which was effected to all levels of education in 2021. initially, when a new national curriculum framework was introduced, cala was meant to be implemented along with it from 2015 to 2022. however, the ministry of primary and secondary education (mopse) later announced that cala was now a permanent component of the national education model. the cala component therefore contributes to a learner’s assessment at grade 7, form 4 and upper 6 final examinations (new curriculum framework zimbabwe, 2015-2022). according to the policy makers, cala is any educational activity that demands students to demonstrate and perform their understanding, proficiency and knowledge of any subject they are learning. cala is meant to produce tangible products (prototypes) that serve as evidence of learning. dambudzo (2015) concurs with such a view and maintains that education that is only confined to the classroom and detached from the environment is unsustainable. in addition, dambudzo (2015) calls this education irrelevant as it fails to equip students with work ethics and basic skills. however, whilst the intended goal of cala is commendable, the concern is whether teachers are knowledgeable about how this concept is applied. most educators have questioned the approaches and methods used to implement cala. some have been concerned about the time period between planning and implementation of cala. in light of these divergent views, the authors sought to interrogate the efficacy of cala in learning mathematics. hence the following questions guide the study: how do mathematics teachers understand cala? what do mathematics teachers actually do in the classroom to enforce cala? how do mathematics teachers use cala to enhance mathematical proficiency among learners? this paper therefore examines the significance and contribution of cala to the mathematical knowledge of learners focusing on the instruments and methods used in the component to teach mathematics effectively in zimbabwe. conceptual analysis of assessment generally, assessment comprises all activities carried out by teachers and learners to acquire information which can be utilised to modify teaching and learning. it also refers to as a report on learners’ progress and achievement (oyinloye & imenda, 2019). the issue of assessment has taken a significant and central role in research, hence its importance in the learning of mathematics cannot be overstated, (camargo, 2015). the national council of teachers of mathematics (nctm, 1995) assessment standards for mathematics define assessment as the gathering of evidence and information about the learners’ knowledge. this knowledge includes learners’ ability to apply mathematical concepts and their disposition towards mathematics. according to camargo (2015), ‘assessment practices’ is not only about techniques or procedures, but has a broader meaning involving assessment of daily schoolwork such as tests, homework, classwork or observations of students’ responses in class, hence the name continuous assessment. duckett (2005) avers that assessment for learning should be continuous so that it improves learners’ classroom practices, contributes to the personalised learning whereby learners are empowered to be actively involved in their own learning, and that it develops the confidence of learners to undertake peer and/or self-assessment. 4 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the way teachers assess their learners’ work can therefore impact on the learners’ understanding of mathematics. the nctm (1995) described the assessment processes they thought was necessary for mathematics teachers to take into consideration during assessment of their learners’ work. according to the nctm (1995), there are 4 interrelated phases in the process of assessment of students’ work. the four phases in the process of assessment are, first, plan the assessment; second, gather evidence; third, interpret the evidence; and fourth, use the results. these phases operate in a cyclic form as it is given in figure 1 below. figure 1: assessment processes (nctm,1995) in each phase the assessment process is characterized by actions and decisions that happen within that phase. the ‘plan assessment’ phase, for example, focuses mainly on the purpose of assessment and the methods used to gather evidence of performance. the ‘gather evidence’ phase looks at how the activities and tasks are created or selected, and how the learners can be engaged in those activities. the ‘interpretation of the evidence’ phase concerns how the quality of the evidence is determined. finally, the ‘use results’ phase is about how the results are reported and the actions to be taken based on the inferences made. this implies that the key to a successful assessment strategy is planning for it. hence, the expectation is that cala can be successful only if it treads on the same route. impact of assessment on school mathematics according to oyinloye and imenda (2019), assessment has been pivotal to teaching and learning, hence there is little doubt among educational practitioners about the significance of cala as a basic condition for meaningful learning. whilst it is fundamental that the aspects of assessment are adhered to, the issue of assessment being divorced from learning is mentioned by kanjee and moloi (2014) and motsamai (2017) who contend that most schools in south africa do not actually focus on promoting on-going classroom learning. most educational practitioners thus remain stuck in the theoretical aspect of planning rather than implementation, which may result in a blind type of curriculum. in the learning and teaching of mathematics, assessment is critical element and one that demands teachers’ careful consideration. according to niss (1993), the assessment criterion in most classrooms is still based on a behaviourist approach whereby discrete skills and facts are tested and the ranking and grading are the principal goals of assessment. kilpatrick (1993) contends that assessment should do more than measuring an individual's mind and then assign a mental treatment. students should be able to employ mathematical concepts in diverse social contexts and teachers ought to 5 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej create instructions in mathematics that help the learner to use more rewardingly, responsibly and even better. for teachers and schools to be able to do that, they are required to transcend the myopic visions of assessment as engineering, the school as a machine, and the mind as a hierarchy (kilpatrick, 1993, p. 44). in the same vein, chigonga (2020) underscores that assessment must not be restricted to pencil and paper but could be a task, a project or an observation to demonstrate that a learner has grasped the concept, and can therefore soundly make connections with other interrelated concepts. learning is therefore worthwhile when students comprehend the correlation between what they have learned and other knowledge; hence, creating or generating craft knowledge. the cala programme heeds the demands of the craft knowledge as described by cooper and mcintyre (1998). it should be highlighted that craft knowledge is, to a great extent, established through experience, and is grounded on the collaboration between learners and their teachers. in consistency with this view, cooper and mcintyre (1998) further assert that craft knowledge is solidly rooted in learners’ practical experiences that emanate from their use of senses to generate empirical knowledge. cala is also rooted in learners’ experiences because it is related to the everyday practices of learners and that it limns the knowledge that emerges from what learners actually do. as a result, craft knowledge is generated from cala. in essence, cala is practical in nature and not theoretical. the cala definition therefore heeds bennett’s (2011) assertion that continuous assessment is meant to enhance learning and promote problem-solving skills in learners. mathematics is a practical subject and its practical nature should be realised through authentic problem-solving approaches such as project-based approaches. mathematics learners therefore develop this type of knowledge by using practical problem-solving approaches (cooper & mcintyre, 1998). this implies that knowledge is gained when learners are engaged in hands-on activities, which justifies the application of cala in a mathematics classroom. according to muzawazi (2021), the chief director (cd) (secondary and non-formal education) in the ministry of primary and secondary education zimbabwe, cala tests the candidates’ continuous behavioural and physically skills (coursework), and this contributes 30% to their final assessment marks. the knowledge or summative skills that candidates are assessed during their examinations contribute 70% to the final grade. muzawazi (2021) submits that cala examines three domains in the learner, that is, the cognitive domain (knowledge domain), the affective and the psycho-motor domains. this implies that cala tests the learners’ knowledge, physical skills (simpson, 1972) as well as emotional skills respectively. thus, the cala model generally underscores the assessment of values, skills, trends, abilities and knowledge to determine the performance of learners. the examination of other domains demonstrates the fact that cala is extending the education system further into a practical context where assessment ought to be authentic and holistic because the potential of learners is not limited to their retention capability or what they keep in the head, but involves other skills too. in mathematics, the link between theory and practice may take a further step towards mathematical proficiency when learners become aware that “they live with mathematics and live in mathematics” (makamure, 2016). if there is a concept of 6 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej relevance in mathematics, the subject then ceases to be unfamiliar or odd. learners are therefore likely to have the drive to better understand and learn. keller (1987) submits that, in a learning activity, relevance can be developed when classroom instruction is related to concrete examples from a learner’s experience. once learners realise the relevance, they may therefore set their goals. it should be noted that goals that are self-imposed give learners’ satisfaction and confidence and these can be a great source of motivation (keller, 1987), which can also be stimulated by the use of cala. a real life example in which mathematics is necessary is whereby a learner is involved in home improvement and try to figure out the total amount of materials needed for the project. for example, it could be the amount of concrete required for a slab; measuring accurately the various angles, widths and lengths; estimating the cost of the project; and all these mathematical daily problems resonate with the attributes of cala. theoretical framework this study is underpinned by the realistic mathematics education (rme) framework. the rme provides one possibility for equipping students with problem-solving skills because it is grounded on the concept of mathematics as a human activity (freudenthal, 1973). in addition, rme is anchored in the realistic correlations of mathematical ideas (bu, spector & haciomeroglu, 2011). according to clements and sarama (2013), rme involves the development of mathematical models that allow students to relate problems to contexts, to give solutions to problems as well as interpreting mathematical solutions based on their contexts. thus, rme propels critical and logical thinking as well creativity (ruseffendi, 1990). based on these facts, it is fundamental for teachers using cala to understand and implement rme principles in their teaching. barnes (2005) recommends that the objective of teaching mathematics is to equip learners with skills, knowledge and strategies to employ the subject to solve the challenges encountered in daily lives. if the teaching of mathematics fails to bequeath these skills to learners, then learners would have been denied access to mathematical literacy (makamure, 2021). this is because most evidence of failures by learners doing mathematics is, to a great extent, attributed to teachers’ instructional strategies and or teaching-learning environments (barnes, 2005). the authoritarian type of teaching and assessing mathematics, according to barnes (2005), has failed to bolster effective mathematics learning in high schools. teachers should therefore be privy to the processes of assisting learners in cala education to solve the contextual issues based on rme. such attributes could enrich the progress in the teaching of skills that improve mathematical literacy among learners and teachers. research method this research employed a qualitative approach in the collection and analysis of data from the 10 randomly selected mathematics secondary school teachers. the authors conducted structured interviews to examine and illuminate the views, experiences and practices of teachers assisting their mathematics students to implement the cala component. furthermore, the authors also thoroughly went through the curriculum framework for cala implementation to explore the details given in the document for the curriculum implementers. results of the interviews 7 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej with the mathematics teachers were examined and the data were processed in response to the research questions of this study. the teachers’ responses to the interviews were juxtaposed against the requirements and goals of the cala model in order to answer the research questions of the study. some repetitive reflections of the interviewed teachers were not written separately to avoid monotone. each theme was discussed using some representative excerpts from the participants. the data collected revealed three themes, namely, teachers’ knowledge about cala, learning activities involving cala and challenges and opportunities of cala. participants in this study were identified by codes to ensure confidentiality. the study was conducted in zimbabwe where the cala programme was initiated. the interviews were audio recorded to ensure the trustworthiness and credibility of the results. textual data was used to analyse the data collected. results and discussion knowledge about cala nearly all the participants except two, claimed that they understood cala and were using cala in their teaching. most of them could articulate the purpose and benefits of cala as given in the curriculum framework. however, 50% of the participants did not like cala for one reason or the other. the study established that the participants’ interpretation of cala were varied. the following are example definitions of cala as given by the respondents: resp 1 : cala is a process of continuously assessing our learners to identify other skills which are not only academic. although resp 1 did not mention the other skills which are not academic, it seems he is pointing at the social side of the students’ life other than solving mathematical problems in the classroom. this means he is referring to the application of mathematics in students’ daily life situations by being able to solve social problems mathematically (mathematising situations). resp 2 : cala involves hands on application on the subject content. respondent 2 is mainly concerned about the practical part of cala. resp 3 : cala is a learning activity that demands students to demonstrate their understanding of the subject. resp 4 : cala is meant to assess learners’ ability to solve problems. although respondent 4 did not mention the problems to be solved (whether mathematical or social) all she knows is that cala develops the skill to solve problems. resp 5 : it is part of continuous assessment, where learners are given an activity to do in form of a practical activity and the task is on the mathematics content you teach. in summary, respondent 5 raised the following points: in cala students are given a cala activity to do by the teacher; the activity is practical; the activity is a mathematics one and for him, this is what constitutes cala. resp 6 : cala is meant to show students that mathematics is not complicated, and that they can actually earn a living out of mathematics. for example, when preparing food at home, be it cooking sadza, in the process of rationing the mealie 8 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej meal and water to come out with this product, it is part of cala. respondent 6 is talking about the application of mathematics in students’ daily life activities. however, he has a different view about the purpose of cala as a way to show students that mathematics is not difficult. by and large, in their understanding of cala, one common issue being raised by all the participants is the concept of practicality or hands on practice during learning. however, the participants seem to overlook the issue of continuity. from the definitions, any activity that involves practice, even though it is once off, is still a cala activity. learning activities involving cala after being asked to depict the activities done in the classroom as part of cala, the respondents in general articulated the purpose of cala in conjunction with what they were teaching in the classroom. the participants explained that cala makes learners understand the content better by applying and relating the concepts to real life situations, hence the activities were narrated. however, the teachers’ knowledge of cala was demonstrated differently through the activities performed or given to the students in the classroom. different teachers had different views about cala as exhibited by what they do in the classroom. for example, after being asked to explain the activities done by the learners as cala activities, here is what some of them said: resp 3 : i ask students to calculate the number of cement bags needed for a given building project. resp 7 : learners measure a pathway using a ruler and then use scale to show the scale drawing of the pathway. resp 6 : i find a topic for the students. students are actually supposed to find their own topics but if we allow them it is quite hectic and we are overloaded with work as teachers. so, i give them one uniform cala. in mathematics, so far i have given them one cala of area, like in tiling. so, i asked them to measure the tile and the room and they have to find how many tiles are required for the room. this can be done in one day and i record. i have one cala for all the students. all the learners do is to observe or participate in an activity and record the results individually. the mark acquired contributes towards cala. the activities are also determined by the environment. for us here in the rural areas, our exposure to cala activities is limited. when resp 6 was asked whether the activities were cumulative in order to ensure continuity and develop a mathematical concept, he responded that continuity was quite difficult. he quipped that, “as long as i manage to submit a cala activity, it’s enough”. resp 8 also reiterated : personally, i can set aside 5 days to cover or finish all calas. it doesn’t take me long. 9 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej resp 5 : i asked them to gather data on shoe sizes. suppose a nongovernmental organisation wishes to donate shoes and they require the shoe sizes. the learners will then do a survey of collecting shoe sizes from the beneficiaries. from the data collected, they can plot graphs, calculate the mean, mode, median of the data and present it to the responsible authorities in summary form and this can take about 3 to 4 days. whilst all the participants were trying to connect the learners with their environment/society, the concepts learnt were not cumulative to enhance deep understanding of the topics. most of the activities were once off. the participants also indicated that the examination board (zimsec) sometimes demand sample files with cala activities. however, they explained that the random sampling is not done quite often and does not involve all the schools. the zimsec belief is that schools are not privy to how the samples are picked hence the schools should always be alert. however, once they grasp the system, there is a likelihood that some teachers falsify marks because they are already complaining about too much work load. ultimately, the quality of learning could be compromised. challenges after being asked if there were any challenges experienced in implementing cala, the participants alluded to too much work load on both the teachers and learners (5 calas per subject). this implies that a student doing 8 subjects is expected to do 40 projects or 40 activities to demonstrate cala. additionally, a teacher teaching an average class of 40 students in high school, marks 40 x 5 activities = 200 projects. in primary schools, teachers teach at least 5 subjects, implying that a teacher teaching a class of 40 students would assess 5 calas per subject per student x 5 subjects x 40 students = 1000 activities. on average, according to the participants, the classes are big and are 1:50 on average (one teacher to 50 students). this means teachers can assess above 1000 calas per year in addition to daily exercises and homework. this load is likely to impact on the quality of assessment, and can induce cheating among both students and teachers, which may result in dubious and unauthentic results. this kind of load actually stifles the purpose and significance of cala because everything is done without depth. the participating teachers also raised the issue of resources and lack of training. their training was very short and some did not even get training. this is evidenced by the varied ways teachers were implementing cala in their classrooms. the other major challenge was on external candidates. zimbabwe has a system where non-formal students (those that are not in the formal stream) can write their examinations in formal schools. they only come on the day of examinations to write their papers. after being asked how external candidates are handled in terms of cala, one of the participants explained that the candidates normally approach the subject teachers at the exam centre to sign and formalise the cala activities so that they are accepted by zimsec. however, no one monitors how the 10 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej activities were developed. the activities are considered valid as long as they bear the school stamp. here is what resp 7 expressed: … yes, our school is a centre for exams, we also have external candidates – those that did not learn here. all they do is to bring their project files to be assessed by the subject teacher who then allocates a mark, signs and stamps in order to formalise it. the entire process therefore leaves a lot to be desired. interviews with teachers showed that both teachers and students were suffering in the hands of cala. a teacher at one school admitted asking learners to pay a ‘reasonable’ fee to help them with their cala activities. here is what resp 10 said after being asked about his views about cala: it is actually a challenge to adapt to this new normal of cala. however, despite too much load of supervising more than 100 projects, it is the only means for one to get extra money, and i am convinced most of us are charging students a few dollars to assist them do their cala activities. the students really appreciate it and are willing to pay; …. out of desperation, parents also approach us to assist their children and are willing to pay…. by and large, according to the teachers interviewed, asking learners to pay for education that should be provided within the framework of the public system, tended to take the form of a daily ritual of small remunerations to teachers. opportunities despite the challenges experienced by teachers in the implementation of cala, this model has the potential to pave significant opportunities to both teachers and students in teaching and learning mathematics. by responding to items 8, 9, 15, 16, 17, 19, and 20, some teachers revealed that the model developed motivation in the learners to study mathematics because of their personal involvement in practical activities. for example, resp 5 explained, ….. i like cala, yes because you see the children are excited when they are doing their own things, especially if you do not interfere a lot. yah, it’s a slow process that sometimes you are afraid we may fail to cover the syllabus, but why rushing? we can’t rush when they don’t understand. so cala is good, students understand mathematics better.” when asked if he was seeing any changes in the learners’ performance after engaging them in cala activities, resp 5 said, the changes in performance are difficult to see. they are still doing the same, but eeh, you see they now like the subject, you know with mathematics. motivation, motivation is the way forward…… resp 5 raised two benefits associated with the use of cala. first, motivation for the learners and second, better understanding of the subject. however, resp 5 is claiming better understanding of mathematics concepts but at the same time he is confessing that there is no change in performance. when responding to item 19, the participants did not say much about what cala has facilitated in their teaching but what problems it has brought. however, 11 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej those that responded positively towards cala were more inclined to the social aspects than the intellectual aspect. resp 8 from a rural school reiterated; ….with cala activities, students do not become idle, and as a result they are better disciplined in terms of behaviour. they are always on their toes to refine their projects for examination. the learners also acquire the skill to own and manage their own work with little supervision. on responding to item 8, resp 2 and resp 4 contend that they like the cala model because students tend to realise the relevance of mathematics in their lives. they concurred that because learners are engaged in hands on activities, there are skills that are instilled in them, which can sustain them throughout their lives. however, these teachers expressed their disgruntlements against a lack of resources to implement cala. their concern was that the meagre and depleted resources in their schools had become a stumbling block to the success of cala. in fact, the general view of the participants was that whilst the theoretical goals of cala are quite good, the resources, lack of training and sometimes resistance from the teachers have barred the achievement of cala goals. discussion the purpose of this study was to explore the effectiveness of cala in learning mathematics. whilst the intended goal of cala is brilliant, the concern is that teachers seem not to be knowledgeable about how this model is applied to promote mathematical proficiency. by and large, the study established that, although in theory the cala component is a good learning framework, its addition to the school examinations without training of teachers was unfortunately haphazard as their knowledge about the model is thin. the study revealed that teachers lack the capacity to competently supervise and evaluate cala projects. most educators have questioned the approaches and methods used to implement cala. some have been concerned about the time period between planning and implementation of cala. the data collected also revealed the various issues. first, cala is a hands on activity done by learners. however, cala is not cumulatively continuous on a particular topic which contradicts the ideal purpose of cala. all the activities seemed to be short period activities which could be done in a day or two. hence, the difference between cala and a normal classroom activity is blurred. there was clear evidence of lack of knowledge of cala among the implementers. according to chisara et al. (2019), continuous assessment should be cumulative in the sense that previous evaluations and decisions on an individual/project should be put into consideration in subsequent decisions. institutions or individuals who attempt to expedite continuous assessment may change the formative nature of continuous assessment into summative, thus bringing all its benefits to nought (popkova, 2018). ajinomoh and eze (2017) also buttress this idea when they explicitly spelt out that continuous assessment should be progressive and cumulative; hence, showing the rate of development of a learner over a period of time. in this way, and based on the project, it becomes easy to tell whether the learner is improving or not. second, the cala activities are designed on a variety of learning areas/topics per learner and are too many, hence, no depth study or no deep 12 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej knowledge of a particular topic is generated. the teachers therefore end up doing superficial work activities in order to meet the demands of the ministry and the examination board but the process compromises quality. as it is currently believed, most teachers teach to cover the syllabus in order to produce results (atm, 2007). there is therefore a lot of pressure to cover the whole syllabus at the expense of spending time to grasp the most important but basic concepts (atm, 2007). neglecting long term projects-based assessment in cala stifles understanding of mathematical concepts in general because learners are not inspired to study areas outside the intended examination. in this case, schools tend to remain examination factories because learners are denied the opportunities to be critical thinkers, problem solvers, researchers and the ability to self-evaluate themselves, which are skills recommended for lifelong learning (aldabbus, 2018). aldabbus emphasised that research-based learning is not just limited to providing learners with content knowledge, but gives them the opportunity to further develop their psychomotor and social skills. third, the study found that the teachers choose activities for learners and; hence, denied them an opportunity to be autonomous. all learners did the same things, had uniform activities except for the methodology to do the activities, which were slightly different. this demonstrates that learners were provided with fewer opportunities to explore the subject beyond the rather restrictive curriculum. the system of choosing topics for the learners encouraged an attitude in the learner that mathematics is a dull and lifeless subject. denying learners an opportunity to explore further could therefore prohibit mathematical literacy. providing them with more freedom to explore could turn them into more motivated and thoughtful mathematicians (atm, 2007). according to sarte (1946), no two learners are alike. learners differ in personality, background, interests and therefore need to be treated as individuals and allowed to take a positive role in shaping their education and their lives. lawless (2005) concurs that there are no universal standards for human life, people are what they do. therefore, giving them the same activities may suppress individual interests. the purpose of cala on paper is to foster unique qualities in learners. individual choices must therefore be respected to enhance perfectibility and interest (curtis, 1968), hence teachers must cater for individual differences among learners by allowing them to choose their own activities for cala. as for external candidates, cala is just a ritual in order to get a mark or grade at the end of the year. kilpatrick (1993) hence underscored that schools and teachers should change their “focus of assessment from summative assessment whereby a learner is assessed to determine an overall measure of achievement, to the more supportive role of formative assessment in which the achievements of a learner result in action plans for both the learner and teacher, in the pursuit of further learning”. so, allocation of a mark to a finished product is likely to instigate poor quality of work and consequently the grade may become questionable. the other finding was that the examination board, zimsec, and the national curriculum framework (2015-2022) do not have a standard assessment criteria or checklist or handbook to clearly guide the cala implementers or examiners. a properly designed handbook can support a productive educational culture and ease concerns of teachers by creating clear expectations and standards to be followed 13 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (stronge et al., 2004). this assertion can be construed to imply that a proper guide can provide an in-depth understanding of the aspects of cala that yield gains, uniformity and coherence in student learning. the study also established that teachers are just relabelling the old system of teaching to be cala, hence cala becomes a ritual because of their limited knowledge about it. because the teachers do not really understand it, this has caused compliance among teachers, they stick to their usual businesses and rename what they already have to suit the new demands of the ministry. hence, the newsday (2017) reported that a former minister of education commented that the new curriculum was likely to throw the sector into disarray as it was introduced without adequate consultation with educators. the amalgamated rural teachers union of zimbabwe (artuz) president also explicated that monitoring and evaluation of cala should take place at every stage. regular evaluation could help to clear doubt and enhance confidence in both teachers and learners. this study also ascertained that low remuneration was a frequently cited reason teachers gave for ‘forcing’ their own school learners to pay facilitation fees for cala activities. the practice of corrupt private tutoring can have a range of detrimental effects on all actors involved in the education system (hammond, 2018). in this case, schools request students and families to pay teachers for ‘supplementary’ lessons for cala. such corrupt practices introduced in schools may constitute some destructive effects of the new curriculum hence impacting negatively on the entire education system. due to these corrupt practices, the artuz president (2021) spelt out that the cala monitoring and evaluation procedure could be falsified to make it appear as if it is working. however, the entire process will be simply a form of assigning marks to half-baked learners. the grades awarded would therefore fail to reflect the true aptitude level of the learner. since the study established that teachers are struggling to embrace cala as a new learning model, the mopse should re-structure its implementation. to curb the corruption associated with cala, the component should have a budget to support it strongly. hence the artuz president (2021) asserted that the implementation of cala requires “massive investments in capacity building of teachers, investment in raw materials for its implementation, and competitive remuneration of teachers to enhance their morale and curb corruption”. as a result of all this, the study can comfortably conclude that, if no appropriate and immediate measures are taken towards improving cala implementation, it can die in the same shawls of the other noble innovations of curriculum done in the past. these include education with production (ewp) and zimasset conclusion in conclusion, the idea of cala is a very valuable model and, with training and experience, teachers can teach the component effectively to raise standards in mathematics and thereby encourage the full range of attributes of good mathematical learning. the incorporation of the cala component to the teaching and learning of mathematics can have many benefits that include improvement in mathematics content performance, creativity, enhancement of problem solving skills, learners’ self-esteem and self-reliance. however, this study recommends 14 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej thorough support and developmental programmes which can equip teachers with the appropriate skills to implement cala. if cala is to support meaningful learning in mathematics, in line with the demands of the mopse in zimbabwe, there is a need to address the challenges faced by the mathematics teacher. with more developmental programs for teachers in place, cala may boost mathematical conceptualisation, competency and proficiency for mathematics learners at all levels of education. according to dambudzo (2015), meaningful assessment should involve learning activities that require a learner to demonstrate and perform one’s understanding, knowledge of and proficiency in any subject being taught in the classroom. schulman (1996) also recommended an assessment system that focuses on learning outcomes and involves students actively in the learning process. such an assessment process encourages learners to demonstrate their knowledge of the mathematical concepts learned to ensure proficiency and literacy. this way, the positive impact of cala activities on learners’ performance in mathematics can be realised. references ajinomoh, v.e. & eze, c.a. (2017). cumulative and guidance-oriented characteristics of continuous assessment and students’ career choice in public secondary schools in uyo local government. equatorial journal of education and curriculum studies, 2(1), 1-8. aldabbus, s. (2018). project-based learning: implementation and challenges. international journal of education, learning and development, 6(3), 71-79. association of teachers of mathematics (atm) (2007). retrieved from www.atm.org.uk, info@atm.org.uk camargo, (2015). teachers' perceptions and use of assessment information: an exploratory study of mathematics teachers in brazil. international journal for research in mathematics education, 5, 73-94. chigonga, b. (2020). formative assessment in mathematics education in the twentyfirst century. in theorizing stem education in the 21st century. intechopen. retrieved from https://doi.org/10.5772/intechopen.88996 chytry, v. & kubiatko, m. (2021). pupils’ summative assessments in mathematics as dependent on selected factors. eurasia journal of mathematics, science and technology education, 17(8). cooper, p. & mcintyre, d. (1998). effective teaching and learning: teachers and students’ perspectives. uk: open university press. dambudzo, i.i. (2015). teaching and learning for sustainable development in developing countries: zimbabwe case study. journal of education and learning, 4(1), 11-24. https://doi.org/10.5539/jel.v4n1p11 hammond, c.d. (2018). corruption in the classroom: the dilemma of public school teachers in cambodia providing private tutoring to their own students. the journal of rikkyo university language center, 39, 3-13. hancock, d.r. (2007). effects of performance assessment on the achievement and motivation of graduate students. active learning in higher education, 8(3), 219-231. http://www.atm.org.uk/ 15 mathematics education journals vol. 7 no. 1 february 2023 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej keller, j.m. (1987). development and use of the arcs model of motivational design. journal of instructional development, 10(3), 2-10. kilpatrick, j. (1993). the chain and the arrow: from the history of mathematics assessment. in m. niss. (ed.), investigations into assessment in mathematics education. an icmi study (pp. 31-46). dordrecht: kluwer. kusure, l.p. & basira, k. (2012). instruction in science and mathematics for the 21st century. bindura, zimbabwe: bindura university of science education. makamure, c. (2018). evoking motivation for achievement in ó’ level mathematics in zimbabwe. international journal of education (ije), 6(4), 13-21. marchetti, c. project-based learning in the secondary mathematics classroom? retrieved from https://blog.definedlearning.com/tag/project-basedlearning meshack, e.o. (2013). the role of school and motivational factors in mathematics achievement and self-efficacy: a multi-level analysis. etd archive. paper 203. muzawazi, p. (2021). chief director (secondary and non-formal education) in the ministry of primary and secondary education. continuous assessment learning activity (cala). retrieved from https://www.pindula.co.zw/continuous_assessment_learning_activity _ (cala) national council of teachers of mathematics. (1995). assessment standards for school mathematics. reston, va: author. niss, m. (1993). assessment in mathematics education and its effects: an introduction. in m. niss. (ed.), investigations into assessment in mathematics education: an icmi study (pp. 1-30). dordrecht: kluwer. popkova, e.m. (2018). continuous cumulative assessment in higher education: coming to grips with test enhanced learning. retrieved from https://doi.org/10.1007/978-3-319-62884-4_16. schulman, l. (1996). new assessment practices in mathematics, the journal of education, 178(1), 61-71. simpson, e.j. (1972). the classification of educational objectives in the psychomotor domain. washington dc.: gryphon house. stronge, j.h., tucker, p.d., & hindman, j.l. (2004). handbook for qualities of effective teachers. alexandria: association for supervision and curriculum development https://blog.definedlearning.com/tag/project-based-learning https://blog.definedlearning.com/tag/project-based-learning https://www.pindula.co.zw/continuous_assessment_learning_activity_%20(cala) https://www.pindula.co.zw/continuous_assessment_learning_activity_%20(cala) http://dx.doi.org/10.1007/978-3-319-62884-4_16 63 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the analysis of problem based learning in learning mathematics senior high school tiara anggraeni, akhsanul inam, marhan taufik study program of education mathematics, faculty of teacher training and education, university of muhammadiyah malang tiaraanggraini121@gmail.com abstract this study aims to determine the level of response, the level of motivation, student learning outcomes and learning process using problem based learning on learning mathematics. this research is descriptive research where there is no manipulation only to describe and to analyze the data obtained. this research uses quantitative research methods with the subjects of the study which amounted to 33 people. data collection techniques used include questionnaires, observations, interviews and tests. data analysis used in this research is qualitative analysis technique and quantitative analysis. the result of the research indicates that the students response level to problem based learning is high with the percentage of achievement of 72.02% and the students' motivation level with the percentage of achievement of 70.05%. student learning outcomes obtained using problem based learning are quite satisfactory. with the percentage of achievement level reached 75.75%. with the minimum exhaustiveness criteria (kkm) score at the school is 75, so that all students meet the given kkm. keywords : problem based learning(pbl), level of responsiveness and motivation of student learning introduction progress on education world continue including the development of curriculum .the curriculum is all education experience given by the school to all students, either in school or outside school ( suryosubroto, 2004 ). the 2013 curriculum is the latest curriculum in which place students to become the learning centers and teachers only as facilitators. curriculum 2013 aims to train student independence and improve students' activeness in learning process. the learning process in curriculum 2013 teachers are required to act as motivators and facilitators so that students become learning centers. but not all teachers have such competence and lack of time to prepare for learning maturely is one of the obstacles faced (alawiyah, 2015). in the development of curriculum also demanded teachers can adjust methods used.based on the regulation of ministry of education and culture number 65 concerning about the standard process,the learning models primary for the implementation of 2013 curriculum are 64 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej learning of inkuiry model, discovery learning model, projects based learning model and of problems based learning model (pbl). based on the research that has been done in the implementation of pbl there is increasing participation and activeness of student discussion. the average increase in the percentage of participation and activeness of the students' discussions indicates that there is a change in student behavior in teaching and learning activities to be better and there can be concluded that pbl is an effective learning model (sholihah, 2010). in this study the selected learning model is problem based learning (pbl). the problem-based learning model is one of the learning models of the scientific approach. students are given a problem to solve themselves with the teacher only as a facilitator. the use of problems in relation to the real world allows students to understand the existing problems so that students more easily understand the material to discuss and create the learning process more effective. problem based learning is a learning that uses real-world problems as a context for students to learn self-confidence and problem-solving skills as well as to acquire knowledge and concepts that are the essence of the subject matter. this learning can provide an opportunity for students in exploreing, collecting and analyzing data so that students can be confident which includes: analysis, synthesis, and evaluation (rusman, 2010). according to pitadjeng the characteristics of problem-based learning as follows: a) the submission of questions or social problems; b) focusing on the interrelationship between the problem and the real world; c) the investigation is authentic; d) produce the product / work and display it; and e) cooperation among students in finding solutions (pitadjeng, 2008). research methods this study aims to analyze the results of treatment of research subjects. because in this study there is no element of manipulation, which will only describe the results and analyze the data obtained. so research is descriptive research, that is a kind of research which attempts to describe phenomenon / event naturally. to get maximum result in this research using qualitative and quantitative approach. this approach has chosen because of data will of the process is the result of the problem based learning study results of students and data the interviews and questionnaire. 65 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej in this study using quantitative research methods. this method can be interpreted as a research method based on positivism philosophy, used to examine the population or a particular sample, sampling techniques are generally done randomly, data collection using research instruments, data analysis is quantitative or statistical (sugiyono, 2011). research subjects or respodents of this research are students of class xi ipa 1 man batu city. in class xi science 1 consists of 6 male students and 27 female students with a total of 33 students. this study aims to collect data about the response, motivation and student learning outcomes. therefore, at the time of the learning process conducted observations of student activities that focus on the response and motivation of students. after observation of the learning process will be conducted interviews and questionnaires to get data about student responses and motivation. furthermore, the response and motivation data which is along with the student learning result data will be further analyzed. data processing response and more motivation using qualitative data analysis while data of student learning result which is quantitative data will be processed using quantitative / statistical data analysis. the data which is will be analyzed using quantitative data analysis (descriptive statistics) and qualitative data analysis. the data uses questionnaire, interview, observation and test, before the collection tool used was tested the validity and reliability of the questionnaire by using spss and there were obtained that each questionnaire is valid with the value (0.6319) and the results of the test reliability states that the reliable questionnaire with > (0,970 > 0,4683). research results and discussion the results of this study obtained data response, motivation, learning outcomes and learning process. the result of questionnaire that has been processed obtained student response to learning mathematics using problem based learning as in table 1. table 1 : analysis results questionnaire of student response no indicator of student response result sts ts s ss 1 i am happy with learning mathematics use pbl 0 (0%) 3 (9%) 24 (73%) 6 (18%) 3,09 2 the math lesson using pbl kept me from sleepy during the lesson 0 (0%) 9 (27%) 20 (61%) 4 (12%) 2,85 3 the use of pbl made me motivated to learn math 0 (0%) 8 (24%) 23 (70%) 2 (6%) 2,82 4 i can express my opinion well on the pbl process 1 (3%) 6 (18%) 23 (70%) 3 (9%) 2,85 66 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej 5 pbl makes me more active in the learning process 0 (0%) 6 (18%) 26 (79%) 1 (3%) 2,85 6 pbl makes learning maths more interesting to learn 0 (0%) 7 (21%) 24 (73%) 2 (6%) 2,85 7 i am able to discuss with a group of friends. 1 (3%) 1 (3%) 27 (82%) 4 (12%) 3,03 8 i am able to apply work in groups 1 (3%) 4 (12%) 23 (70%) 5 (15%) 2,97 9 i can understand and solve problems related to the environment to use pbl 0 (0%) 9 (27%) 23 (70%) 1 (3%) 2,76 10 i can deduce the result of the solution 1 (3%) 8 (24%) 22 (67%) 2 (6%) 2,76 amount 4 (1,2%) 61 (18,3%) 235 (71,5%) 30 (9%) 28,8 in addition to student response data also obtained data on student motivation in learning mathematics using problem based learning as table 2. tabel 2 : analysis results questionnaire of student motivation no indicator of student motivation result sts ts s ss 1 pbl on learning mathematics makes me more skilled in solving mathematical problems. 0 (0%) 4 (12%) 27 (82%) 2 (6%) 2,94 2 pbl encourages me to discover new ideas. 0 (0%) 8 (24%) 22 (67%) 3 (9%) 2,85 3 i easily understand the material when using pbl 0 (0%) 7 (21%) 23 70% 3 (9%) 2,82 4 learning math using pbl makes me better remember the material 0 (0%) 10 (30%) 20 (61%) 3 (9%) 2,85 5 i am enthusiastic about taking math lessons using pbl 0 (0%) 9 (27%) 21 (64%) 3 (9%) 2,85 6 i am able to analyze the problems easily given by using pbl 0 (0%) 10 (30%) 22 (67%) 1 (3%) 2,85 7 i feel math subject matter feels easier when using pbl 0 (0%) 9 (27%) 23 (70%) 1 (3%) 3,03 8 i do not feel bored with learning math using pbl 1 (3%) 7 (21%) 23 (70%) 2 (6%) 2,97 amount 1 (0,3%) 64 (24,2%) 181 (68,8%) 18 (6,7%) 22,54 after processed data there can be concluded that students are very enthusiastic and getting less bored when the learning is engaging problem based learning. approximately 65%-70% of students agree that this makes students easier in remembering and understanding the material provided, and get more easily to analyze 67 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the problems they encounter. from the questionnaire it is found that the amount of = 22,54, 16< so that the student's motivation level uses high problem based learning. by the high motivation of students to learn mathematics by using pbm addressed under the pbm can be used as an alternative that gives a positive influence on students. student learning outcomes data obtained from the value of lks, the value of exercise questions and daily test, the three values obtained are processed into the final value with the final value = . the final value is presented in a histogram and processed using spss to find out the mean, median, mode, quartiles, standard deviations and variety. picture1 : final student value histogram central fixed size value, location and distribution of final value data is obtained by using spss application, concentration size value, location and data spread can be seen in table 3 table 3 : centralization measures, location and spread of final values 68 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej from the table obtained that the average final value of 33 students is equal to 82.94 with standard error of spss of 0.981 or error rate of 0.012. the median value score of the student's final score is 83 and the mode or value of the most students is 76. so that it can be concluded that the student's frequency is the most to get the value of 76. for the location size, the quartile 1, quartile 2 and quartile 3, respectively are 76.5.83 and 87.5. the size of the data distribution is the range, the variant and the standard deviation of the data, the range or range from the highest to the lowest is 19. so the value range of 33 students is 19, the higher the range of students the more the student's score. description of variant is how the data scattered or spread and obtained the value of the variant of the data is 31,7. the variance value which is regarded to be low because it is still close to zero. with a low variance value it can be concluded that the data or values treated are not too different from each other or the rate of spread is low. similar to variants, standard deviation is a way of determining how data spreads and how close individual data to the mean (average) point of a sample. the standard deviation value obtained is 5.36. learning activities held 4 times meetings (4 times 90 minutes), at the first meeting students form a group and started collecting data according to the lks has been given. the existence of guidance in the lks facilitates students to do it with a little help from the teacher. at the second meeting the activity was to continue the lks until completion and students were required to prepare as well as to present the results of the lks. at the second meeting the students worked on the lks about finding the mean, median, mode, quartile, deviation and range for group data. at the third meeting students are given the opportunity to present the lks in front of their friends. seeing that the time constraints, from 10 groups there were only 2 groups who could present the results of completion of the lks. after completing the presetation activities the teacher a little additional material by presenting formulas and sample questions in order to facilitate students to understand more about the material being discussed. after completing the materials, students were reminded of the next meeting of the students daily tests. descriptive research in class xi ipa 1 man batu city lesson 2016/2017 results of this study indicate that with the use of problem based leraning student responses and student motivation on learning mathematics is considered high. data response and motivation of students obtained from the questionnaire, observation and interview. based on the results of the questionnaire of students 72.02% and student motivation of 69 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej 80.5%, the data on the research were supported by the observations in the learning activities and interviews of some students. based on the research that has been done in the implementation of pbm to increase the participation and activeness of student discussion shows that there is an increase of student participation from 59,11% (pre cycles) to 80% (end of cycle ii) and student activeness improvement from 50,62% (pre cycle ) to 77.3% (end of cycle ii). the average increase in the percentage of participation and activeness of the students' discussions indicates that there is a change in student behavior in teaching and learning activities to be better and there can be concluded that pbl is an effective learning model. implementation of this learning model makes students more familiar with the matterial that are given subject matter given by the teacher, because the students are required to work with a group of friends to explore the has been give that material by the teacher and presenting it in front of the class (sholihah, 2010). based on the students learning activities there were obtained the group score, tasks score and remidial score to where futher processed into the final score. with kkm 75 all grades of students of class xi ipa 1 complete with an average of 82. based on the data obtained student learning outcomes have the percentage of students mastery of students score is 100% and the value above 76 (mode) of 75.75%. with a percentage of 75.75% which is classified as high can be said problem-based learning provides satisfactory learning outcomes. based on the research that has been done in the application of pbl model in class iii sdn ii jeruk surabaya showed that there is an increase in student learning outcomes from 35.5% (pre cycles) to 85.36% (end of cycle ii). according to the rahma and tjatik the activities of teachers using the pbl progress and achieve the best results, the most important matter to note is to establish student activeness through group discussion and deepen into the memories of students about the material learned (malik & mudjiarti, 2014). from the previous research on the use of problem based learning on the material opportunities obtained data such as table 4. tabel 4 : results of pbl use on the opportunity material average end value 87,42 82,16 amount students are complete the study 27 21 amount students are not complete the study 4 10 percentage of many students who complete the study 87,1% 67,7% exhaustiveness of learning in classical complete not complete 70 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej from table 4 shows that the percentage of many students who succeeded in learning that belong to those who get learning with the model of learning based on the problem group (experimental class) are 87.1%, it shows the students who get learning with the model of learning based on the problem the classical thoroughly. while the percentage sum of students who succeeded in learning that belong to classical problem based leraning (control class) are 67,7%, it indicates the students who get classical problem based learning have not succeeded classically (katiasri, nusantara, & qohar, 2012). seing from the result of this research and some previous studies study results students are showing the result of mutual support. this showed that using learning based problems the average study results obtained of students 80-85 % compared to learning conventional. conclusion based on the results of research and discussion that has been described previously, the use of problem-based learning model (pbl) in class xi ipa 1 man batu city academic year 2016/2017 in mathematics learning can be concluded that the student response to pbl is high with the percentage of achievement of 72,02%. students are able to follow the learning process well and provide a positive response that supports the course of the learning process. the level of student motivation to pbl is high with the percentage of achievement of 70,05%. by the high level of student motivation shows that with the use of problem based learning to make students more motivated and enthusiastic to follow the learning of mathematics. student learning outcomes which are obtained using problem based learning are quite satisfactory. with the percentage of achievement level reached 75.75%. the score which is by students on average is quite satisfactorily found in the range 75-80. with the minimum exhaustiveness criteria (kkm) score at the school is 75, so that all students meet the given kkm. learning activities held 4 times meetings (4 times 90 minutes),at first meeting students did the data collection, second meeting students started to processed the data, the third meeting students presented lks and worked on the exercise in order to examine material understanding and the last meeting students conducted review and tests. the data have been processed obtained from questionnaires, interviews, observation and written tests. the questionnaire data to spread has been through the process of 71 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej validity and reliability test, where the questionnaire data is supported by interview and observation data. writing test data is used to determine student learning outcomes in the form of values with a range of 0-100. some suggestions, responses and learning motivation denote the main key for students during activities in the classroom and gaining optimal learning outcomes. learning model used in learning activities greatly affect to student's learning responses and motivations that also affect student learning outcomes. in addition to the factor learning model that is used factor also influential teachers. teachers should use more innovative and varied media materials when implementing math learning. so that students are more motivated to follow the learning, so that student learning outcomes can also increase. not only teachers, students also affect the success of a learning. students should not be dependent on the material which is provided by the teacher only, but also more actively seek material information from other sources so that will increase students' insight in solving the problems faced. in addition students should be more active in group discussion activities as well as during group presentations. reference alawiyah, faridah. 2015. teachers readiness in curriculum implementation 2013. kajian singkat vi(15) katiasri, nusantara, & qohar. 2012. problem-based learning in simple event opportunity in class ix smp negeri 3 tulungagung. malik, r. & mudjiarti, t. (2014). application of problem based learning model to improve learning outcome of size and square rectangle of class iii sdn jeruk ii surabaya. pitadjeng. (2008). effectiveness of problem-based learning (pbm) nuanced jigsawassisted learning cd graduate program.. rusman. (2010). in model the learning model develops teacher professionalism. jakarta: pt. raja grafindo persada. sholihah, i. (2010). application of problem based learning learning model (pbl) to increase participation and activity discussion of students in biology learning class vii smp negeri 2 surakarta. sugiyono. (2011). research methods quantitative, qualitative and r & d. bandung: alfabeta, 90. suryosubroto, b. (2004). education management in school. jakarta: pt. rieneka cipta. 115 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the influence of intensity and habits learning on mathematical critical thinking ability dian purwaningsih jurusan pendidikan matematika universitas peradaban dian.purwaningsih24@yahoo.com abstract the problems often faced by students in the learning process are the ability to solve mathematical problems. the process of solving mathematical problems requires thinking skills. thinking skills needed to provide creative ideas in solving mathematical problems include critical thinking skills. the understanding of students in providing creative ideas is still low and the ability of students to identify a mathematical problem is still low. the purpose of this study was to determine the effect of learning intensity on the ability to think critically mathematically, to determine the effect of learning habits on mathematical critical thinking skills, to determine the effect of learning intensity and learning habits on mathematical critical thinking skills. this type of research is explanatory research. the results of this study, namely there is a positive influence on learning intensity on mathematical critical thinking skills, there is a positive influence on learning habits on mathematical critical thinking skills, there is a positive influence on intensity and learning habits on mathematical critical thinking skills. keywords: intensity, habits, mathematical critical thinking introduction learning is needed by everyone, because learning can provide a person's experience in his life. based on this, learning will provide changes in one's behavior. according sudjana (2005: 5) suggests that learning is a process that is characterized by changes in a person. changes in behavior that everyone has varies depending on the learning process carried out. learning takes a technique or a way so that something that is received can be understood well, so that success can be achieved. according to djaali (2009: 101) revealed the factors that influence success in the learning process include motivation, attitudes, interests, study habits and self-concept. according to rana and kausar (budijanto, 2016: 18) argues that the main key to successful student learning is good learning habits. meanwhile, according to sardiman (ristanti, 2016: 93) states that the learning intensity of students will determine the level of achievement of learning objectives, namely improving their achievement. based on this, sufficient learning intensity and routine learning habits can provide a change in student learning outcomes. the process of increasing learning outcomes, students need to be equipped with certain abilities in dealing with various problems of everyday life. the problems often faced by students in the learning process are the ability to solve mathematical problems. the process of solving mathematical problems requires thinking mailto:dian.purwaningsih24@yahoo.com 116 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej skills. according to selz (suryabrata, 2004: 64) argues that thinking is an abstract activity, in a direction determined by a problem that must be solved thinking skills needed to provide creative ideas in solving mathematical problems include critical thinking skills. according to krulik and rudnik (abdullah, 2013: 72) suggests that critical thinking is grouping, organizing, remembering and analyzing the information needed, testing, connecting and evaluating all aspects of the problem situation. based on the observations of student behavior towards the readiness to accept the material, it can be seen from the students' understanding in providing creative ideas and solving mathematical problems. the understanding of students is still low and the ability of students to identify a mathematical problem is still low. this can also result in low students' critical thinking skills. based on the background of the problem, the objectives of this study are as follows: (a) to determine the effect of learning intensity on critical thinking skills, (b) to determine the effect of learning habits on mathematical critical thinking skills, (c) to determine the effect of learning intensity and habits learn about mathematical critical thinking skills research method this type of research is explanatory research (explanation) that is research that explains the position of the variables studied and the relationship between one variable with another variable (sugiyono, 2011). this research approach is a quantitative approach. this research was carried out at the university of civilization in the 2017/2018 school year. the population of this study were students of mathematics education department of the university of civilization in the sixth semester of academic year 2017/2018. independent variables (independent variables) in this study are learning intensity and study habits. the dependent variable (dependent variable) in this study is the ability to think critically mathematically. the research instruments used were observation sheets, questionnaire sheets and test sheets. data collection was carried out by questionnaire method, observation method, and test method. analysis of the data used in this study is a regression analysis test. result and discussion in this study a regression test analysis was conducted to determine the effect of learning intensity and learning habits on the communication skills of mathematical critical thinking. this analysis test uses spps. 1. effect of learning intensity on mathematical critical thinking skills used simple regression a) to analyze the effect of learning intensity on mathematical critical thinking skills obtained results can be seen in the following table. 117 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tabel 1. anova model sum of squares df mean square f sig. 1 regressi on 1748.276 1 1748.276 21.958 .000a residual 1035.057 13 79.620 total 2783.333 14 from the results of the data above obtained f = 21.958 with sig 0,00 < 0,05, which means that h0 is rejected, meaning that the simple regression equation of learning intensity affects the ability to think critically mathematically. b) to measure the magnitude of the effect of learning intensity on mathematical critical thinking skills can be seen in the following table. tabel 2. model summary model r r square adjusted r square std. error of the estimate 1 .793a .628 .600 8.923 the amount of influence can be seen from the value of r square = 0,628 = 62,8% which means that 62,8% of mathematical critical thinking ability is influenced by the intensity of learning and the rest is influenced by other factors. c) to find out the form of regression equation can be seen in the following table. tabel 3. coefficients model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constan t) -122.149 41.851 -2.919 .012 x1 3.102 .662 .793 4.686 .000 the table above can be seen the relationship of learning intensity to mathematical critical thinking abilities shown in the regression equation. the form of the regression equation is yaitu , meaning that each addition to the learning intensity variable is one unit, it will increase the value of mathematical critical thinking ability by 3,102, so h0 is rejected and accept h1. based on this, it means that learning intensity has a positive effect on mathematical critical thinking skills 2. the influence of study habits on mathematical critical thinking skills is used simple regression and obtained results can be seen in the following table. a) to analyze the influence of study habits on mathematical critical thinking skills, the results can be seen in the following table 118 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tabel 4. anova model sum of squares df mean square f sig. 1 regression 1766.755 1 1766.755 22.593 .000a residual 1016.578 13 78.198 total 2783.333 14 from the results of the data above obtained f = 22,593 with sig 0,00 < 0,05, which means that h0 is rejected, meaning that a simple regression equation of learning habits affects the ability to think critically mathematically. b) to measure the magnitude of the influence of study habits on mathematical critical thinking skills can be seen in the following table tabel 5. model summary model r r square adjusted r square std. error of the estimate 1 .797a .635 .607 8.843 the amount of influence can be seen from the value of r square = 0,635 = 63,5% which means 63,5% of mathematical critical thinking abilities are influenced by study habits and the rest is influenced by other factors. c) to find out the form of regression equation can be seen in the following table tabel 6. coefficients model unstandardized coefficients standardize d coefficients t sig. b std. error beta 1 (constant) -9.293 17.602 -.528 .606 x2 1.157 .243 .797 4.753 .000 the table above can be seen the relationship of learning habits to mathematical critical thinking skills shown in the regression equation. the form of the regression equation is ,, meaning that each addition to the study habits variable is one unit, it will add the value of critical thinking skills of 1.157, so that h0 is rejected and accepted h1. based on this, it means that learning habits have a positive effect on mathematical critical thinking skills. 3. the effect of intensity and study habits on mathematical critical thinking skills used multiple regression and obtained results can be seen in the following table. a) to analyze the effect of intensity and study habits on mathematical critical thinking skills obtained results can be seen in the following table. 119 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tabel 7. anova model sum of squares df mean square f sig. 1 regressi on 2151.184 2 1075.592 20.41 8 .000a residual 632.149 12 52.679 total 2783.333 14 from the results of the data above obtained f = 20.418 with sig 0.00 <0.05, which means that h0 is rejected, meaning that the multiple regression equation intensity and learning habits affect the ability to think critically mathematically. b) to measure the magnitude of the effect of intensity and study habits on mathematical critical thinking skills can be seen in the following table. tabel 8. model summary model r r square adjusted r square std. error of the estimate 1 .879a .773 .735 7.258 the amount of influence can be seen from the value of r square = 0.773 = 77.3% which means 77.3% of mathematical critical thinking abilities are influenced by the intensity and study habits while the rest is influenced by other factors. c) to find out the form of regression equation can be seen in the following table. tabel 9. coefficients model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -97.930 34.529 -2.836 .015 x1 1.871 .660 .478 2.836 .015 x2 .752 .248 .511 3.028 .011 the table above can be seen the relationship between intensity and learning habits of mathematical critical thinking skills shown in the regression equation. the form of the regression equation is , meaning that each addition to the variable learning intensity is one unit, it will increase the value of mathematical critical thinking ability by 1,871, and each addition of study habits variable by one unit, it will add the value of critical thinking ability is 0.752, so h0 is rejected and accept h1. based on this, it means that the intensity and study habits are equally positive for the ability to think critically mathematically. 120 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion the conclusion of this study is that there is a positive influence on learning intensity on mathematical critical thinking skills, there is a positive influence on learning habits on mathematical critical thinking skills, there is a positive influence on intensity and learning habits on mathematical critical thinking skills. the regression equation can be used as a basis for predicting mathematical critical thinking skills if the intensity and learning habits are known. references abdullah, h. 2013. berpikir kritis matematis. delta-pi:jurnal matematika dan pendidikan matematika vol.2 no.1 april 2013, issn 2089-855x. budijanto, dkk. 2016. pengaruh kebiasaan belajar dan self-efficacy terhadap hasil belajar geografi di sma. jurnal pendidikan geografi tahun 21, no.2 juni 2016, hal. 17-28. tersedia di: http://journal.um.ac.id/index.php/pendidikan-geografi/ index djaali. 2009. psikologi pendidikan. jakarta: bumi aksara. hariyanto, dkk. 2012. belajar dan pembelajaran. bandung: pt remaja rosdakaya. karim, n. 2015. kemampuan berpikir kritis siswa dalam pembelajaran matematika dengan menggunakan model jucama di sekolah menengah pertama. edu-mat jurnal pendidikan matematika vol.3 no.1 april 2015, hal 92-104. tersedia di: http://ppjp.unlam.ac.id/journal/index.php/edumat/article/download/634/542 mahmuzah, r. 2015. peningkatan kemampuan berpikir kritis matematis siswa smp melalui pendekatan problem posing. jurnal juang vol.4 no.1 oktober 2015, issn: 2302-5158. tersedia di: http://www.jurnal.unsyiah.ac.id/peluang/article/ download/5860/4852 napituplu dan hasratuddin. 2015. peningkatan kemampuan berpikir kritis matematis dan kemandirian belajar siswa smp melalui pembelajaran berbasis masalah. admathedu vol.5 no.1 juni 2015, issn: 2088-687x. tersedia di: http://journal.uad.ac.id/index.php/admmathedu/article/download/4786/3148 nurhayati. 2010. pengaruh sikap dan kebiasaan belajar terhadap hasil belajar matematika . jurnal formatif 1(3): 247-254, issn: 2088-351x. tersedia di: http://journal.lppmunindra.ac.id/index.php/formatif/article/download/77/76 ristanti, dkk. 2016. hubungan antara kedisiplinan siswa, lingkungan social dan intensitas belajar dengan prestasi belajar fisika. vol.3 no.3 desember 2016. tersedia di: http://jurnal.ustjogja.ac.id/index.php/compton/article/download/ 689/1005 sholikhah, s. 2010. hubungan intensitas dan motivasi belajar dengan prestasi belajar mahasiswa s1 keperawatan stikes muhammadiyah lamongan. surakarta: universitas sebelas maret. http://journal.um.ac.id/index.php/pendidikan-geografi/%20index http://journal.um.ac.id/index.php/pendidikan-geografi/%20index http://ppjp.unlam.ac.id/journal/index.php/edumat/article/download/634/542 http://www.jurnal.unsyiah.ac.id/peluang/article/%20download/5860/4852 http://www.jurnal.unsyiah.ac.id/peluang/article/%20download/5860/4852 http://journal.uad.ac.id/index.php/admmathedu/article/download/4786/3148 http://journal.lppmunindra.ac.id/index.php/formatif/article/download/77/76 http://jurnal.ustjogja.ac.id/index.php/compton/article/download/%20%20%20689/1005 http://jurnal.ustjogja.ac.id/index.php/compton/article/download/%20%20%20689/1005 121 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sudjana, n. 2005. dasar-dasar proses belajar-mengajar. bandung: sinar baru. sugiyono. 2011. metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta sukestiyarno. 2010. olah data penelitian berbantuan spss. universitas negeri semarang. suryabrata, s. 2004. psikologi pendidikan. jakarta: pt rajagrafindo persada. syah, m. 2011. psikologi pendidikan. bandung: pt remaja rosdakary. 83 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sq4r approach to improve the ability of mathematical connections and adversity quotient matematik mts students siti nur tresnawati ikip siliwangi tresnawati_nur@yahoo.co.id abstract this study is a quasi experiment, which aims to examine the achievement and improvement of mathematical connection ability and adversity quotient of mts students through sq4r learning as a whole and based on kam and association among variables. the population in this research is all students of class viii mtsn 1 subang. samples were taken by random class, which are from eight grade obtained two classes, namely viii d as the experimental class and class viii a as the control class. instruments in this study were each set of tests for mathematical connections, and a set of student’s adversity quotient scales and a set of student’s scale of views on sq4r learning. the study found that the achievement and improvement of mathematical connection ability of students whose learning using sq4r learning is better than that of learning using ordinary learning as a whole or reviewed from kam. and also adversity quotient of students who study using sq4r is better than the learning using ordinary learning. it was also found an association between the ability of connections and adversity quotient of students in the classroom using sq4r learning. the student’s performance illustration during the sq4r study shows the student’s activity both individually or in cooperate in their group to build new knowledge that must be owned by students, so that improving the ability of mathematical connections as well as the adversity quotient of the student. keywords : mathematical connection, adversity quotient, sq4r approach introductions math lessons have a very important role in education. mathematics learning in schools should not only be directed at improving student’s skills in numeracy skills, but also aimed at improving student’s skills in terms of understanding and connections. as ruseffendi (2006) argues that there are many learners who, after studying mathematics, are unable to understand even the simplest parts, many concepts are misunderstood so that mathematics is regarded as difficult, intricate, and hard. understanding the concept is the most important part in learning mathematics as stated zulkardi (2003) that "the subjects of mathematics emphasize the concept". this means that in learning mathematics, learners should understand the concept of mathematics first in order to solve the problems and able to apply the learning in the real world. the concepts in mathematics are organized systematically, logically, and 84 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej hierarchically from the simplest to the most complex. understanding of mathematical concepts is the basis for learning mathematics meaningfully. in mathematics contains some capabilities that are expected to be mastered by students, one of which is the ability of mathematical connections. through the ability of mathematical connections, student’s thinking ability towards mathematics is expected to become increasingly widespread. in addition, mathematical connections can also improve student’s cognitive abilities such as recall, understand the application of a concept to the environment and so on. without applying the concept to the student's experience, it will be difficult to remember a given material and to remember too many separate concepts whereas math is rich in principles. according to suherman (2008), "the ability of connections in mathematics is the ability to associate concepts / rules of mathematics with one another, with other fields of study, or with applications in real life". mathematical connections refer to an understanding that requires students to demonstrate the relationship between mathematical topics. while the external relations of mathematics include the relationship between mathematics with other fields of study and with daily life. mathematical connection refers to mathematical understanding, a very important part of mathematics and mathematics education. understanding is a way of sharing ideas and clarifying mathematical connections. because through understanding, the most important is the achievement of the goal is that students are able to understand something based on learning experience. this understanding ability is very fundamental, because with the understanding will be able to achieve the knowledge of the procedure. after students understand the ability of understanding and mathematical connections, it is expected to arise in students to have intelligence in the face of learning difficulties (adversity quotients) according to paul (2000) in his two books entitled "adversity quotients" explains what intelligence means to deal with adversity and how to improve the new intelligence. adversity quotients is the intelligence of facing difficulties by questioning how much control is perceived to be an event of difficulty (control): who or what is the origin of the difficulty, and how far a person acknowledges the result of the difficulty (origin and ownership); questioning how far difficulties will reach or affect other parts of a person's life (reach) and questioning how long the difficulty lasts and the duration of the cause of adversity will persist (endurance). so adversity quotients students are very important in the success of a student's learning. but in reality based on the experience of teaching mts students, let alone to master the ability of mathematics such as mastering the ability of understanding and mathematical connections, to cultivate adversity quotient students are difficult to happen. this is indicated by the average score of math students who are less good and still many students never do homework. students are indifferent to learning math, as if math is a difficult, boring lesson. based on the above explanation, to improve the ability of mathematical connection, also to grow the adversity quotients owned by mts students in this research will be applied learning model by using sq4r approach, this is because sq4r approach is strongly expected to improve the ability of mathematical connection can also grow adversity quotients students. sq4r approach is one of the learning model with reading strategy that can develop the students metacognitive by assigning the students to read the study materials 85 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej carefully, thoroughly, through six stages of survey, question, read, reflect, recite and review. sq4r approach is one of the learning strategies commonly used in learning that provides an opportunity for students to think learning to solve learning problems to apply knowledge of concepts and skills, this method aims to enable students to be active and understand the concept with the ability of each. the application of the sq4r learning model has several advantages such as being able to increase student activity in the learning process of mathematics, and assisting students in positioning themselves as active learning subjects in mathematics learning, can also organize the material read in easy-to-understand relation, and can relate facts to one with other facts that can help students in improving the ability of mathematical connections and adversity quotientnya. based description above, the researchers are interested to examine "sq4r approach to improve the ability of mathematical connections and adversity quotient mts students" research method the method of this research is a quasi-experiment in which the researcher took two classes as research sample. one experiment class and one control class. before and after the treatment both classes were given a treatment test in parallel which is mathematics connection with the design as follows: o x o o o (ruseffendi, 2010: 53) in which: o : pretes = post test of mathematics connection x : learning by using sq4r approach : non-random sampling of the subject the population in this research is all 8th grade students in viii mtsn 1 subang. the sample is taken from random classes, 2 from 8 classes which are viii d as experiment class and viii a as control class. the instrument in this research is one set of mathematics connection essay test and one set of student’s adversity quotient scale test and one set of students view towards sq4r learning test. those data are processed through normality test, homogeneity test, and two averages difference, two way anova test, and association test using spss software version 21.0 for windows. results the general view of research result for mathematics connection skill and students adversity quotient are as follows: 86 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tabel 1. data analysis of pretest, post test, and n-gain for achievement and improvement in mathematics connection skill and students adversity quotient kam sq4r learning regular learning n pretes postes ngain n pretes postes ngain m a th e m a ti c a l c o n n e c ti o n high 10 14,22 29,5 0,77 10 14,2 26,3 0,61 s 1,32 0,71 0,02 1,03 1,25 0,04 moderat 19 11,47 26,79 0,69 18 11,11 23,11 0,53 s 1,12 1,68 0,07 0,83 0,83 0,02 low 10 7,3 23,5 0,61 11 7,82 19,45 0,45 s 1,16 1,58 0,04 1,32 1,75 0,03 overall 39 10,97 26,64 0,69 39 10,87 22,89 0,53 s 2,72 2,67 0,09 0,07 2,83 0,07 l 27,4% 66,6% 27,2% 57,2% a d v e rs it y q u o ti e n t high 10 93,9 10 88,8 s 3,28 2,48 moderat 19 86,84 18 79,78 s 1,01 1,83 low 10 68,6 11 60,73 s 3,38 5,25 overall 39 83,97 39 76,72 s 9,94 11,3 l 70% 63,9% ket: connection smi =34 ; smi adversity = 120 ; = rerata ; s = standar deviasi ; l = % to ideal score ; n = sampel amount the result shows that the average of mathematics connection skill pretest is reviewed overall in sq4r learning class is higher than the students in regular learning class with the deviation of 0,1, while based on the kam category, the average of pretest in high kam category and moderate kam category in sq4r learning class is higher than the students in regular learning class while the average of pretest in low kam category in sq4r learning class is lower than the students in regular class. this shows that the initial mathematics connection skill in experiment class is almost the same as the students in control class. in the post test result of both classes in mathematics connection skill can be seen that the average student’s achievement who get sq4r learning is higher than the students who get regular learning, it can be reviewed overall and all kam categories (high, moderate, low). the achievement in mathematics connection skill who get sq3r learning in moderate kam category is higher than the student’s achievement who get regular class in high kam category. this shows that the sq4r learning plays a big role in the student’s achievement in mathematics connection skill. 87 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the normalized gain result can be seen that the n-gain average of students who get sq4r learning is higher than the students who get regular learning, reviewed overall and in all category of kam (high, moderate, and low) in mathematics connection skill and the n-gain average of students who get sq4r learning in moderate and low kam category is higher than the students who get regular learning in high kam category. this shows that the sq4r learning is very influential in student’s mathematics connection skill improvement. in the result score of student’s adversity quotient scale can be seen that the average of adversity quotient of students who get sq4r learning is higher than the students who get regular learning, reviewed overall shown by the average score of 83,97 for the class with sq4r learning and 76,72 for the class with regular learning. same goes for all kam category (high, moderate, low) for students who get sq4r learning are higher than the students who get regular learning. in table 1 can be seen that the higher the kam, the higher the adversity quotient. this shows that kam influences the achievement of student’s mathematics quotient. tabel 2. data analysis for post test and n-gain for achievement and improvement in mathematics connection skill and students adversity quotient kam sq4r learning regulated learning normalitas normalitas uji t /mann whitney postes gain postes gain postes gain overall 0,006 0,019 0,200 0,200 0,000 0,000 the research shows that overall and kam for both post test and gain the sig score is <0,05 which means that the achievement and improvement of student’s mathematics connection skill for students with sq4r learning is better than students with regular learning. kruskal wallis test result tabel 3. result of kruskal wallis posttest and gain ability of mathematical connections kam postes gain n range asymp.sig n range asymp.sig high 20 61,68 0,000 20 57,95 0,000 moderat 37 40,20 37 38,85 low 21 17,14 21 23,07 the kruskal test result shows that in post test and gain the asymp.sig score is <0,05 which means that at least there is one group of students with certain kam category in which the mathematics learning results are significantly different with other kam 88 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej categories in significance level of 5%. to see the difference between each kam category, a mann whitney test is conducted with the results as follows: tabel 4. mann whitney test result in each kam category kam postes gain mann whitney asymp.sig ( 1-tailed) mann whitney asymp.sig ( 1tailed) high 207,000 0,003 167,000 0,0005 moderat high 1,500 0,000 44,000 0,000 low moderat 21,00 0,000 209,500 0,002 low the mann whitney test result shows that there’s a significant difference in mathematics connection skill achievement and improvement in high and moderate kam, in high and low kam, and in moderate and low kam. the research result of the student’s adversity quotient is as follows: tabel 5. data analysis for student’s adversity quotient scale pengujian data class normalitas mann whitney adversity scale eksperime n 0.000 0.000 control 0.000 the result shows that the student’s adversity quotient with sq4r learning is better than the students with regular learning. the result of association is as follows: tabel 6. result of chi-square for mathematics connection skill and adversity quotient the result shows sig. 0,000 < 0,05 which means reject h0, therefore, there is an association between connection skill and adversity quotient of students in mt df asymp.sig ( 2-tailed) pearson chi-square 4 0,000 89 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej discussion from the posttest result, it can be seen that there is a significant difference of mathematical connection ability of students who gain learning using sq4r learning with students who gain ordinary learning either overall or based on kam level. based on the posttest result of students' mathematical connection ability, it shows that the mean score of the experimental class students is higher than the control class group either overall or based on kam. this means that the achievement and improvement of the mathematical connection ability of the experimental class is better than the control class either overall or based on kam level. based on the average posttest result also shows that at the low kam level the average postes score of the experimental class is better than the average postes score at the medium kam level in the control class and aso nd the mean posttest score at the medium kam level in the experimental class is better than the postes average score at the high kam level in the control class. this shows that the learning model using sq4r approach have a role in improving students' mathematical connection ability.this is in line with research conducted by e rindiyani (2017) entitled "improving the ability of mathematical connection and self regulated learning of smk students through sq4r learning model". that concludes that the improvement of mathematical connection ability of students who get the sq4r learning model is better than the students who get the learning problem based learning. from result of data processing seen that study of sq4r influence to adversity quotient mathematic student. based on learning method that learning using sq4r learning can help in developing adversity quotient of student mathematics. this is in line with the pangestika rf research (2017) entitled "the influence of sq4r learning model on critical thinking skill and mathematical adversity quotient of high school students" shows that the adversity quotient of mathematics students who get learning mathematics through sq4r learning is better than students who get conventional learning. based on observations of students' mathematical adversity quotient, whose learning using the sq4r approach is better than that using ordinary learning. from the test results, there is an association between the ability of mathematical connections, and adversity quotient of mathematical students whose learning using learning model with sq4r approach. conclusion based on the results of research and discussion previously proposed obtained the conclusion that achievement and improvement of mathematical connection ability of students whose learning using sq4r learning is better than those using ordinary learning as a whole or kam. mathematics’s adversity quotient of students whose learning using sq4r learning is better than those using ordinary learning and there is a high association between the connection and adversity quotient of mathematic students whose learning uses sq4r learning references pangestika rf (2017). pengaruh model pembelajaran sq4r terhadap kemampuan berpikir kritis dan adversity quotient matematik siswa sma.. tesis pada fkip unpas. bandung : tidak diterbitkan 90 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej paul g,( 2000), adversity quotient: mengubah hambatan menjadi peluang. jakarta: grasindo rindayani e (2001). peningkatan kemampuan koneksi matematis dan self regulated learning siswa smk melalui model pembelajaran sq4r. tesis pada fkip unpas. bandung : tidak diterbitkan ruseffendi, e. t. (2006). pengantar kepada membantu guru mengembangkan potensinya dalam pengajaran matematika untuk meningkatkan ruseffendi, h. e. t. (2010). dasar-dasar penelitian pendidikan dan bidang non-eksakta lainnya. bandung: tarsito suherman, e. (2008). belajar dan pembelajaran matematika. hands-out perkuliahan. jurusan pendidikan matematika fpmipa upi. sumarmo, u. (2003). visi misi program studi pendidikan matematika. makalah disajikan pada diskusi himpunan mahasiswa indonesia (hmi) di departemen matematika itb tanggal 24 mei 2003. zulkardi,( 2003), pengembangan matematika di indonesia : beberapa permasalahan dan upaya penyelesaiannya. palembang: unsri 19 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej project-based learning: road to make connection between concept and skills in mathematics manipulative media tri candra wulandari, kawakibul qamar department of mathematics education, kanjuruhan university fikri.chan@unikama.ac.id, ikings94@unikama.ac.id abstract mathematics is based on certain concepts and rules, teachers must motivate students to be able to express the concept in the real world yet. not all mathematical material is abstract or all mathematical material can be made real. therefore, there needs to be a bridge between the abstract world and the real world. mathematics manipulative media is one of the subjects in mathematics education program at kanjuruhan university. this subjects is given to third year students this class started using project-based learning (pbl). pbl was design to teach the student with combining concept and student skills. these skills include communication and presentation skills, organization and time management skills, research and inquiry skills, selfassessment and reflection skills, group participation and leadership skills, and critical thinking. all of these skills are needed for their life in their society. implementation of pbl in this manipulative media class is done using 4 stages, namely the delivery of rules and concepts, the delivery of ideas, product/creation solution and problem conclusion. while the skills involved at each stage are communication and presentation skills, time and organizational management skills, searching and discovering skills, selfassessing and reflection skills, leadership and lead skills, and critical thinking. keywords: project-based learning, mathematics manipulative media introduction teaching mathematics same likes getting students into the world of mathematics. the world of mathematics that students will see depends on how teachers bring them. if the teacher only shows mathematics in the abstract world, students only see about the abstract of mathematics. conversely, if the teacher shows mathematics in the real world, students will see the math in real terms. mathematics is based on certain concepts and rules, teachers must motivate students to be able to express the concept in the real world yet (schoenfeld, 1992). however, not all mathematical material is abstract or all mathematical material can be made real. therefore, there needs to be a bridge between the abstract world and the real world. one way that teachers can do in bridging between the abstract world and the real world is through media, i.e. concrete media or manipulative media. utilizing the media on learning activities appropriately expected to be more ease in delivering learning messages to students (hidayati, 2007) mailto:fikri.chan@unikama.ac.id mailto:ikings94@unikama.ac.id 20 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematics manipulative media is one of the subjects in mathematics education program at kanjuruhan university. this subjects is given to third year students, this class started using project-based learning (pbl). project-based learning (pbl) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. from gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction (bell, 2010). beside that, pbl allows students to collaborate, create an authentic learning environment where students are actively involved in completing project tasks independently and work with teams in integrating mathematical concepts with the real world (kamdi, 2010; rais, 2010). pbl environments shift the focus of learning away from ―correct, indisputable‖ answers to the process of converging on solutions, they create a dynamic space where power, authority, and control are necessarily shared between the teacher, students, and disciplinary practices (rogers, 2011). project-based learning is required in the learning of manipulative media courses. this is caused by many things, among others (1) one of the goals of manipulative media lectures is to produce products in the form of manipulative media, (2) project completion process requires good team collaboration, (3) manipulative media lectures not only make but will start from requirements analysis process, presentation of design, manufacture and presentation of media usage. so it requires independence and good teamwork. pbl teaches students the skills needed when students become part of the community. these skills include communication and presentation skills, time and organizational management skills, searching and finding skills, self-assessing and reflection skills, leadership and lead skills, and critical thinking. in addition, stated that effective online projects encourage students to work on a problem in depth, rather than covering many topics briefly. students also engage in learning what is required to solve a problem or complete a project, rather when the teacher decides in the predetermined curriculum. both literatures as being important tools to improve learning (goodman, 2010). the lecture activities are purely student-oriented, the lecturers act as facilitators and motivators to the students. project-based learning (pbl) is a student-driven, teacherfacilitated approach to learning. learners pursue knowledge by asking questions that have piqued their natural curiosity (bell, 2010. the results showed that 90% of students who follow the learning process by implementing project-based learning believe and optimistic to implement project-based learning in the world of work and can improve academic achievement (rais, 2010). a project-based learning in the classroom learning media manipulative allows students to investigate questions, propose hypotheses and explanations, discuss their ideas, challenge the ideas of others, and try out new ideas (krajcik, 2006). the phase applied to the pbl in the media class uses the phase of mergendoller (english, 2013) consisting of three main phases: 1) project/problem launch, 2) guided inquiry and product/solution creation, and 3) project/problem conclusion. however, in the implementation of pbl in the media class, researchers modified the pbl phase. this modification is done in accordance with the needs during the lecture took place. this modification lies in the implementation of pbl, that is, before entering the first phase, the 21 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej lecturer gives the rules of implementing the pbl while explaining the concept of manipulative media. this needs to be done in order to have a common perception of media concepts between lecturers and students. the second modification is done in the first phase, that is when the problem is delivered, the lecturer gives space to the students to criticize the idea of the group that the presentation. critical thinking is done to see how much mastery of mathematical concepts and concept of media ideas from the group. so, the implementation of pbl in this manipulative media class is done using 4 stages, namely the delivery of rules and concepts, the delivery of ideas, product/creation solution and problem conclusion. while the skills involved at each stage are communication and presentation skills, time and organizational management skills, searching and discovering skills, self-assessing and reflection skills, leadership and lead skills, and critical thinking. research method this study aims to describe the implementation of pbl which links the four skills with mathematical concepts held by students. in accordance with these objectives, the researchers used a qualitative approach. description of learning using pbl is implemented in the even semester of the academic year 2016/2017 on lectures media manipulative. students that involved in this pbl consist of 38 students who are divided into 12 groups with the number of members per group of 3 to 4 students. the determination of the group is done by the students with the consideration of the location of the residence so that the students there is no reason the project is not completed because the residence is far apart. the project theme is a manipulative medium for explaining mathematical concepts in junior high school or high school. topics or materials are chosen by students to be made free media, in accordance with the above provisions. when the presentation of media ideas are in the same group, one will be chosen by the concept of conceptualization, the clarity of the media creation plan and the skill to explain the conceptual linkage with the media to be created. each group will perform 3 presentations, namely (1) the presentation of ideas includes the mathematical concepts that will be created by the media and the reasons why to create the media with the concept, (2) the presentation of material design and the estimated material resource acquisition. at this stage, the lecturer advises students to use the materials around them, which are still usable and do not cost much, (3) product presentation and how to use it. however, if there are any shortcomings or errors of each presentation, the group should repeat the presentation. it is intended that the group really master the concepts, designs, types of materials to be used, the process of making the media and how the media work. result the pbls performed in the media class produce 11 manipulative media, tutorial, mobatry, posan ucut, hubardut, patroli, tekoor, sempoa logaritma, lompat kartun, pasutri, bogsiling (bongkar pasang garis singgung lingkaran). at this stage of the discussion, we will describe four stages of pbl applied to media lectures, namely the delivery of rules and concepts, the delivery of ideas, product/creation solutions and problem conclusion. in the first stage, the lecturer takes an important role to 22 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej convey the rules of pbl implementation and the delivery of the concept of manipulative media. media recognition activities were conducted during two meetings. at this stage the lecturer explains the concept of media, media characteristics and media elements. this stage is an important stage to be conveyed so that there will be similar perception between lecturer and student about manipulative media. the teacher's primary role in pbl is to structure activities to stimulate learning through scaling, feedback, guidance and prompts for thinking (english, 2013). at the second meeting, besides the lecturers explained about the criteria of good media, in this second meeting formed a group to implement the project. as already stated, the group formed is 12 groups, with members of 3 to 4 students. many groups are determined by lecturers with the objective of project completion effectiveness, in the hope that all students are involved in project completion. project-based instruction is innovative by its emphasis on cooperative learning. cooperative learning encourages active engagement by the students in learning, and it also builds critical skills needed in today's workplace. additionally, students create tangible results to represent what they have learned (goodman, 2010). after the lecturer conveys the concept and rules of pbl, the lecture enters the second stage, namely the delivery of the problem. at this stage, students are more directed at the presentation of ideas. of course, the idea of the media to be created departs from the analysis of problems that students have previously done with their groups. this stage is held during three meetings. at this presentation stage, the lecturer gives space to the students to criticize the idea of the presenter group, related to the feasibility level of the concept for the media, the difficulty of making the media related to the concept, and the source of materials and the cost used. in addition, at this stage, each student must be able to apply communication and presentation skills. the idea presented is not merely an idea the media will make. however, there will be a shared decision-making process within the classroom, whether the idea is worthy of being a project or not. consideration of eligibility is reviewed from the media's novelty, the presence or absence of media similarity with examples-media on youtube or other social media, the level of difficulty and cost an estimated time required. from 12 presentation groups, there were 2 groups that had to replace the mathematical concepts that the media would make. in addition, there was one group that fell in the preparation of this project; this is because during two weeks from the time agreed to the presentation of ideas, the group was not present. it is evident that there are skills that the non-presentation groups cannot meet namely presentation skills, time management skills and problem-solving skills. next is the third stage, the product/creation solution. after the group conveys the idea, the next stage is to make the product in accordance with the ideas that have been presented. before each group makes a product, each group presents a draft solution of an idea that has been previously submitted. this presentation is done in order to see the suitability of the design with the ideas that have been submitted. at this stage in addition to the skills to make presentations, the skills required are the searching and finding skills. 23 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej this skill is absolutely necessary because the student is not printed not just giving the idea, but how he is able to realize his idea in accordance with the concept needed. they have access to people and information from the real world, and they develop a closer relationship to the real-world context of problems and projects. the connections to real people, events, and problems in the world are related to their interests, their intellect, and their participation (krajcik, 2006). these skills will be very useful when they jump into the community, by having the skills to find and find solutions, students not only convey the discourse but also big on the act of providing a real solution of the problems faced. this fourth stage is the final stage in the pbl in the media class, namely the problem conclusion stage. at this stage, each group has completed the media and is ready to be presented how to use it. presentation of media is done by way of demonstration media usage. this demonstration was held twice, the first presentation of the media, when the group presented the media, another group criticized the media product that has been produced, which is criticizing the attraction related to color, writing, letters and things related to visualization. in addition, another thing that is criticized is the application of the concept of using the media, whether the media can be applied to understand the concept or not. if the group gets suggestions regarding changes in color, shape, text or matters relating to visualization or clarity of concepts, then the group should revise the media it has created and re-present its media revision results. this first demonstration involves presentation skills, collaboration, time management and critical thinking. presentation skills will be visible from how students explain media usage, collaborative skills will appear from the form of communication between group members during a presentation, whether it is dominated by only one person or all group members understand the concept used in the media. time management will be evident from the timeliness of product completion. there is no reason the media is not finished yet. while the critical thinking skills appear from how students discussed critiquing media presented in front of the class. conclusion: implementation of pbl in the class media manipulative can make connection between mathematical concepts and skills that needed in society. collaboration between skills and concepts is reflected in every stage of pbl implementation in the classroom. understanding of mathematical concepts and communication skills is apparent when students present the idea of a media plan to be created. critical thinking looks when students be criticize each group of presentations. self-assessment and reflection skills looks when students and their groups can measure their ability to create manipulative media, while reflection skills are evident from the group's willingness to revise the media. research and inquiry skills appear from how students analyze media needs and relate to the mathematical concepts needed. while the participation and leadership skills group is visible from the role of each group member in collaborating with all team members to produce the media. finally, organization and time management skills are evident in the group's ability to complete the media on time, assigning tasks to each member of the group so that at the time of presentation the resulting media outcome is a team‘s collaboration, not an individual work. although pbl is project, there is no harm to applied pbl for 24 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej another subject. so, from this research, we recommended applied pbl for statistics, real analysis or education subject. references bell, s. (2010). ―project-based learning for the 21st century: skills for the future,‖ clear. house a j. educ. strateg. issues ideas, vol. 83, no. 2, pp. 39–43 english, m. c. and a. kitsantas. (2013). ―supporting student self-regulated learning in problemand project-based learning,‖ interdiscip. j. probl. learn., vol. 7, no. 2 goodman, b.. (2010). ―project-based learning why use it?,‖ hidayati, k., d. bondan, m. susanti, e. arliani, and r. subekti. (2007). ―upaya menumbuhkan dan meningkatkan keterampilan mahasiswa prodi pendidikan matematika fmipa uny dalam membuat media kartun untuk pembelajaran statistika dan peluang di smp dan sma,‖ phytagoras, vol. 3, no. 2, pp. 51–64 kamdi w. (2010), ―implementasi project-based learning di sekolah menengah kejuruan,‖ vol. 17, no. april, pp. 98–110. krajcik, j. s. and p. c. blumenfeld. (2006). ―project-based learning,‖ stem proj. learn. rogers, m. a p., d. i. cross, m. s. gresalfi, and ...,. (2011). ―first year implementation of a project-based learning approach: the need for addressing teachers‘orientations in the era of …,‖ int. j. …, pp. 893–918 rais, m.. (2010). ―model project based-learning sebagai upaya meningkatkan prestasi akademik mahasiswa,‖ j. pendidik. dan pengajaran, vol. 43, no. 3, pp. 246–252. schoenfeld, a. h.. (1992). ―learning to think mathematically : sense-makingin mathematics,‖ d. grouws (ed.), h a n d b o o k f o r r e se a r c h o n m a t h e m a t i cs t e a ch i n g a n d l e a r n i n g (pp. 334-370). new york macmillan. 101 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improving the mathematical problem solving ability and mathematical disposition using a problem posing approach yayu yusniawati, heris hendriana, rippi maya pascasarjana pendidikan matematika, ikip siliwangi bandung yayuyusniawati@gmail.com abstract this research is a quasi experimental research, which aims to examine the achievement and improvement of problem solving skills and mathematical disposition of ma students by using problem posing approach. the population in this study is the students of class xi in one ma in tasikmalaya city. with the sample subject is class xi iis 1 as the control class and xi iis 3 as the experimental class which totals the total of 62 students. data obtained from research instruments in the form of tests (pretest and postes problem solving ability) and nontes (scale of mathematical disposition). after the observation, the data is reviewed and analyzed. based on the results of research and data processing, obtained: (a) improvement and achievement of mathematical problem solving ability of ma students whose learning using problem posing approach is better than the learning using ordinary learning, and (b) mathematical disposition of ma students whose learning using problem posing approach better than learning using ordinary learning. keywords : problem solving, dispotition, problem posing introduction problem solving is an important part of the mathematics curriculum. because the process of solving mathematical problems is one of the basic mathematical skills that must be mastered by high school students. the importance of possessing such capabilities is reflected in branca's revelation (sumarmo, 2013: 445) that mathematical problem solving is one of the important goals in mathematics learning and even the process of solving mathematical problems is the heart of mathematics. and problem solving is one of the goals of learning mathematics according to ktsp. but the reality that happened in the field just the opposite. based on observation result of giving diagnostic test by janayasa (2017) to class x mia 2 private high school al-ulum medan on the topic of pythagoras and pythagoras theorem at a special angle, with the number of 2 items about essay, that of 34 students who take the test , obtained the average student score 45.15 (from a scale of 0-100). or if described, no students get 90-100 points, for students who score 80-89, 75-79 each 1 person, and students who score 61-74 as many as 2 people, while the remaining 30 88.24% got the value 0-60. from the observation results, it is clear that the mathematical understanding ability of student is very low. another important aspect to be considered in the learning process is the attitude or positive views of students to mathematics. this is in accordance with one of the objectives of mathematics learning which is contained in the 2004 curriculum and ktsp that is in addition to having the ability to the ability of mathematics, has an attitude of 102 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej appreciating the usefulness of mathematics in life such as curiosity, attention, interest in learning mathematics and resilience and confidence in mathematical problem solving is also important for students. (mahmuzah, et al., 2014: 45). such a condition is called mathematical disposition. however, some research results indicate that there are still many students in indonesia who do not yet have a positive view of mathematics or have a low mathematical disposition. one of them is kesumawati research on 297 students from four junior high schools in palembang. the results showed that the percentage of the average score of disposition score of 58% was in a low category. (mahmuzah, et al., 2014: 46) the low ability of both above and the mathematical disposition should be taken seriously especially by the math teachers. because the materials in the mathematics course are structured, and the mathematical concepts that are related to each other. this means the students' mathematical knowledge that was previously the basis for further material understanding. so it would be highly recommended to be taken seriously if the child's ability is still low. because it will affect the ability or knowledge of the other and the next. early math skills of students assessed will predict the success of future student learning, whether in math or other subjects. many factors cause low students' mathematical thinking ability and positive attitude toward mathematics. one way of learning in school may be a bit boring, and does not require active students. therefore it is necessary an appropriate learning approach so that it can change the learning process and improve learning outcomes. one approach that can realize the learning process and can improve students' mathematical skills, especially the ability to connect and solve mathematical problems, and to grow a positive view of mathematics is a problem posing approach. problem posing is the most important core in math discipline. this is in accordances with susilawati'sopinion (2012: 223) that problem posing or filing a problem is an important part of students' math experience, even becoming one constructive suggestion in learning mathematics. mathematical issues are defined as the reformulation of a series of mathematical problems from the given situation or information. in the implementation of problem posing or problem solving is known by three types of models, among others: 1. situation problem posing free, ie students are given life widest opportunity to ask questions, for example, can use the experience of daily life as a reference. 2. situation problem posing semi-structured, ie students are given information openly, then students are asked to ask questions or problems relating to information that has been given and can be associated with a particular concept. 3. situation problem posing structured, students are given the problem and asked to solve the problem, then based on the question the students are asked to ask a new question. from the above understanding seen that problem posing or filing a problem is a development or part of problem solving. even filing a problem or filing a problem is one step in the problem-solving plan. the purpose of this study is to examine the achievement and improvement of problem solving skills and mathematical disposition of ma students using problem posing approach. 103 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research method this research method is quasi-experiment where the writer takes two class as sample subject, with one class has given learning problem posing and other class with ordinary learning. o x o --------------------- o o where: o: pretes = postest mathematical problem solving ability x: learning with problem posing approach ---------: the sampling is not random subjects the population in this study is the students of class xi in one ma in tasikmalaya city academic year 2017-2018 consisting of 7 classes, including 4 classes of xi iis and 3 classes mia. with the sample, subjects are two classes, namely class xi iis 1 and xi iis 3. class xi iis 1 as a control class by using normal learning and class xi iis 3 as an experimental class with learning by using problem posing approach. to obtain research data made research instrument. the instrument consisted of pretest test and posttest test and non-test in the form of a mathematical disposition scale questionnaire. results and discussion based on pretest data processing, posttest mathematical problem solving ability (mpsa) and mathematical disposition (md) in the experimental class (pp) and control class (pb) obtained the mean score (x ̅) following percentage of ideal score (%), standard deviation (s ). can be seen in the following table: table 1. recapitulation of mathematical problem solving ability test results mathematical ability and s experiment (pp) control (pb) pretest (%) posttest (%) gain n pretest (%) postest (%) gain n mpsa total 8,42 38,39 0,58 31 8,42 30,13 0,42 31 % 14,03 63,98 0,97 14,03 50,22 0,70 s 1,63 7,59 0,14 1,46 5,00 0,09 maximum score mpsa = 60 based on the above table, it is seen for the achievement and improvement of mathematical problem solving ability (mpsa) of ma students whose learning using problem posing approach and ordinary learning show difference. overall, the 104 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej achievement of mathematical problem solving ability (mpsa) students using problem posing approach with = 38,39 (63,98%) is higher than the learning using ordinary learning with = 30,13 (50,22%) and improvement of problem solving ability of mathematics students using problem posing approach with = 0.58 higher than the learning using ordinary learning with = 0.42. to see the significance, can be seen from the following table: table 2. mathematical problem solving ability (mpsa) test kelas pretest posttest n-gain sig (2tailed) sig (1tailed) sig (1tailed) experiment (pp) 8,42 .872 38,39 .000 0,53 .000 control (pb) 8,42 30,13 0,42 based on the data in the table above shows that sig. (1-tailed) is 0.000 <0.05 then h0 is rejected which means the achievement of mathematical problem solving ability of ma students whose learning using problem posing approach is better than the learning using ordinary learning. and based on the data on that seen that sig. (1-tailed) is 0,000 <0,05 then h0 is rejected which means improvement of mathematical problem solving ability of ma students whose learning using problem posing approach is better than the learning using ordinary learning. in addition, siswapun showed a positive attitude towards the approach of problem posing than usual learning, as in the table below. table 3. recapitulation of mathematical dispotition test results mathematical ability and s experiment (pp) control (pb) posttest n postest n md total 81,26 31 71,06 31 % 78,13 68,33 s 7,98 8,17 maximum score md = 104 visible to the achievement of mathematical disposition (md) of ma students whose learning using problem posing approach and ordinary learning show differences. overall, the achievement of mathematical disposition (md) of students using problem posing approach with = 81.26 (78.13%) is higher than that of learning using ordinary learning with = 71.06 (68.33%). to see the significance, can be seen from the following table: table of mathematical dispotition class posttest sig (1-tailed) experiment (pp) 81,26 .000 control (pb) 71,06 105 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the data in the table above shows that sig. (1-tailed) is 0,000 <0.05 then h0 is rejected which means the level of mathematical disposition of ma students whose learning using problem posing approach is better than students whose learning is using ordinary learning. discussion based on the results of the research, students' mathematical problem solving skills have improved, and the achievement is better than the students using ordinary learning. the improvement of these two capabilities is similar to that of kadir (2011) on the implementation of problem posing learning approaches and their impact on learning outcomes. the results of his research revealed the approach of problem posing significantly affect the results of learning mathematics. and he argues that learning mathematics with problem posing approach is able to make students active and creative, visible from the ability of students to develop their own math problems, cultivate and explore existing information and solve math problems that can be solved. conclusion from the results of research and discussion of problem solving, and mathematical disposition of students using problem posing approach and ordinary learning, which has been stated in the previous chapter, then obtained some conclusions as follows: 1. the achievement of mathematical problem solving ability of ma students whose learning using problem posing approach is better than the learning using ordinary learning. 2. improved mathematical problem-solving skills of ma students whose learning using problem posing approach is better than that of learning using ordinary learning. 3. the mathematical disposition of ma students whose learning using the problem posing approach is better than that of learning using ordinary learning. references janayasa, h.f. (2017). “perbedaan kemampuan pemecahan masalah matematika menggunakan model problem based learning dengan model group investigation”. semnastika unimed. isbn: 978-602-17980-9-6 kadir. (2011). “impelementasi pendekatan pembelajaran problem posing dan pengaruhnya terhadap hasil belajar matematika”. jurnal pendidikan dan kebudayaan. vol. 17-no.2, 206. mahmuzah, r., ikhsan, m., & yusrizal (2014). “peningkatan kemampuan berpikir kritis dan disposisi matematis siswa smp dengan menggunakan pendekatan problem posing”. jurnal didaktik matematika. vol. 1–no. 2, 45-46. sumarmo, u. (2013). kumpulan makalah berpikir dan disposisi matematik serta pembelajarannya. bandung: tidak diterbitkan. susilawati, w. (2012). belajar dan pembelajaran matematika. bandung: cv. insan mandiri. 91 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improving mathematical communication ability and self confidence of junior high school students through learning transactional reading strategy ukan suheri ikip siliwangi 09.08.24.ukry@gmail.com abstract this study is a quasi experiment that aims to determine whether the achievement and improvement of students' mathematical communication skills and confidence of students who get the learning transactional reading strategy is better than the ordinary study reviewed overall and kam categories. alternative approach applied is learning transactional reading strategy. the research method used is quasi experimental method with the population of junior high school students in bandung. while the sample is taken from class vii as much as two classes are randomly selected from 9 classes. before doing the research the first test of prerequisite or early mathematical ability (kam) is done. at the beginning and end of the learning the two experimental and control classes were given a test and attitude questionnaire. the data collection in this research is in the form of test which contains 6 description questions for mathematical communication ability and 30 attitude questionnaires of student's self confidence . the score data of each capability was analyzed by descriptive and inferential statistic using the difference test of two averages. based on the results of the study, both the results of data analysis and hypothesis testing, the author concludes that the improvement of mathematical communication skills of students who get the learning transactional reading strategy is better than the improvement of students' communication skills learning using ordinary learning reviewed overall and kam category is medium. while the self-confidence of students who get the learning transactional reading strategy is better than the students' self-confidence who get ordinary learning reviewed overall and categories of high, medium and low kam. keywords: communication, self -confidence, learning transactional reading strategy introduction mathematics is one of the important lessons in everyday life. the importance of learning mathematics can not be separated from its role in life, for example, various information and ideas can be communicated by the language of mathematics, as well as many problems that can be simplified and presented in the mathematical model. for example, trade problems can be presented in mathematical equations, matrices, and so on. mathematics has a characteristic as a science that has an abstract object. mathematics mailto:09.08.24.ukry@gmail.com 92 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej courses need to be given to all learners to equip them with logical, analytical, systematic, critical and creative thinking and cooperative skills. such competence is necessary so that learners have the ability to acquire, manage and utilize information to survive in an everchanging, uncertain and competitive state. math is therefore studied at all levels of education in the hope of discovering the ability and shaping the learners' personalities in line with future demands. in addition, the future competencies that students must achieve in the 2013 curriculum are the ability to communicate, think critically, the ability to be responsible citizens, understand and tolerant of different views and have broad interests. based on the purpose of learning mathematics can be traced that learning mathematics certainly not only develop the mathematical ability but also the attitude of students to mathematics. communication skills required learners to be able to convey what is thought, put forward ideas and dealing with others. if learning is seen as a process that involves communication, then the interaction between learners and teachers and between learners and other learners is very important. however, communication opportunities arise not only because of interaction, but more important is the transactions between the people involved in them to construct meaning. in line with that, baroody (kadir, 2010: 31) says that there are at least two important reasons for the need to discover communication in learning mathematics. first, mathematics as an essential language, mathematics is not just a thinking tool, a tool for finding patterns, solving problems, or drawing conclusions, but math is also an invaluable tool for communicating ideas clearly, precisely and briefly. second, mathematics is a social activity and also as a vehicle for interaction. the process of learning mathematics also needs to consider the learning environment to ensure students’ comfort , this can be done by showing a friendly and patient attitude in dealing with various problems faced by students, always trying to make students be free, and presenting mathematical material in a more concrete form. the aim is to discover students' interest in mathematics so that it is expected to foster selfconfidence in math skills. student self-confidence in teaching and learning process can be seen from active, creative, and innovative attitude and always actively involved in every learning activity. students activeness will appear if the students master the concept well so as to solve the problems given by the teacher and able to develop his mindset, want to express ideas and others. students can think and reason a mathematical problem and understand math problems so that they can solve the mathematical problem. a student's perspective on mathematical issues influences the mindset about the settlement. based on the reality in the field almost in every school found most of the students have low ability on materials that demand communication skills such as problems related to real objects, drawings and diagrams into mathematical ideas or vice versa as on the subject line, angle and figure . in fact, most students do not have curiosity so it will greatly affect the other affective side, such as self-confidence, learning independence, mathematical disposition and others. in addition to the above facts, encountered also interaction in learning only happened one direction that is from teacher as source of information and student as recipient of information. students are not given many opportunities to actively participate in teaching and learning activities in the classroom, in other words learning is more teacher-centered, not students. mathematics learning that is implemented today is oriented more to the outcome than the process. addressing the problems that arise in mathematics education, and hope to be achieved in learning mathematics, it is necessary innovative efforts to improve and 93 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej improve the quality of learning mathematics through improvement of the learning process. transactional reading strategy (trs) is one of the learning strategies that is expected to improve students' mathematical ability. in addition to the transactional reading strategy, there are other things that will be considered in learning, namely mathematical preliminary ability (kam). according ismaimuza (2010), kam students is the initial ability (student prior knowledge) that has been owned by students before the study was conducted. departing from the description above, the formulation of this research is whether the achievement and improvement of mathematical communication skills and self-confidence of students who get the learning transactional reading strategy is better than the ordinary study reviewed overall and kam categories. research method this research is a research conducted with quasi-experimental method, this research aims to improve students' mathematical communication ability of selfconfidence through the application of transactional reading strategy (trs) learning. this research involves two classes namely experiment class and control class. the experimental class is a group of students whose learning uses transactional reading strategy, while the control class is a group of students whose learning use ordinary learning. class pretest treatment postest eksperiment : o x o ------------------------------------------------------ controls : o o information : o: pretes and postes the ability of mathematical communication, especially students' selfconfidence postes only x: transactional reading strategy (trs) table 1. research design patterns this research was conducted from february 19, 2018 until may 29, 2018 in the even semester of the academic year 2017-2018 at smpn 3 bandung with the subject of research is the students of class vii with the number of 64 students consisting of 32 students of experimental class and 32 class students control. the instruments used are 6 problems of mathematical communication skills and 30 attitude questionnaire of self-confidence. sources of data are the results of pretest and postes the ability of mathematical communication and the scale of self-confidence. as subject class pretest treatment postes experiment mathematical communication test learning transactional reading strategy mathematical communication test attitudes questionnaire of mathematical confidence controls mathematical communication test ordinary learning mathematical communication test 94 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej well as mathematical preliminary data (kam). data obtained from this research is processed by using microsoft excel2016 and statistic of ibm spss 24. results and discussion table 2. descriptive statistics of communication ability and confidence scores overall self and kam category kam learning transactional reading strategy ordinary learning n pretest postest n-gain n pretest postest n-gain m a th e m a ti c a l c o m m u n ic a ti o n high 10 14.20 43.60 0.76 9 11.67 41.44 0.71 s 4.57 5.87 0.12 2.55 5.55 0.12 medium 13 9.62 38.77 0.65 14 9.50 32.93 0.53 s 3.40 4.38 0.09 1,56 4.89 0.11 low 9 6.89 25.89 0.39 9 7,67 20.78 0.29 s 1.69 8.08 0.15 1,50 6.91 0.11 whole 32 10.28 36.66 0.61 32 9.59 31.91 0.51 s 4.44 9.24 0.19 2.37 9.65 0.20 l 19.04 67.88 17.77 59.09 s 4.31 9.57 0.20 4.57 10.01 0.20 l 18.17 65.63 18.34 56.13 c o n fi d e n t high 10 101.60 9 92.67 s 9.72 11.45 medium 13 97,00 14 80.36 s 0.15 11.00 low 9 88.67 9 81.11 s 10.30 6.88 whole 32 96.09 32 84.03 s 10.64 10.01 l 80.08 70.03 smi : mathematical communication = 54; confident = 120; n-gain = 1 based on table 2 it can be expressed that: a) the average pretest of mathematical communication skills is viewed in its entirely and each category of kam (low, medium, and high) in the trs learning class and regular learning class does not differ greatly. acquisition of pretes as a whole and each category of kam (high, and medium) trs learning classes are higher than ordinary learning classes with a difference of 0.69, 2.53 and 0.12 respectively. as for the pretest of students in low kam category, the usual learning class is higher than the trs learning class with the difference of 0.78. b) the average postes of mathematical communication ability are viewed as a whole and each category of kam (high, medium, and low), trs learning class is higher than ordinary learning class by the difference of 4.75, 2.16, 5, 84, and 5.11. the higher the kam the higher the achievement score of the mathematical communication ability, it 95 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej means that kam plays a role in the achievement of the postes score of mathematical communication ability. c) average n-gain mathematical communication capability viewed overall and each category of kam (high, medium, and low), trs learning class higher than ordinary learning classes with the difference of 0.10, 0.09, 0.12, and 0.13. this means improving students 'mathematical communication skills trs learning classes better than the improvement of students' mathematical communication skills with ordinary learning. d) average postes of students' overall mathematical self-confidence score and each category of kam (high, medium, and low) trs learning classes are better than ordinary learning classes with an average difference of 12.06, 8.93, 16 , 64, and 7.56. this means students 'confidence with the trs learning is better than the students' self-confidence with the usual learning. results of data analysis: 1. data score postes the ability of mathematical communication. table 3. normality tests score postes result the ability of mathematical communication class kam kolmogorov-smirnovª conclusion note statistic df sig. trs learning whole 0.116 32 0.200 accepted normal high 0.194 10 0.200 accepted normal medium 0.171 13 0.200 accepted normal low 0.210 9 0.200 accepted normal ordinary learning whole 0,081 32 0.200 accepted normal high 0.115 9 0.200 accepted normal medium 0.225 14 0.052 accepted normal low 0.200 9 0.200 accepted normal table 4. homogenity test score postes result the ability of mathematical communication kam homogenity test f sig. note whole 0.092 0.763 accepted high 0.193 0.666 accepted medium 0.221 0.643 accepted low 0.055 0.818 accepted 96 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 5. difference test of two scores postes result the ability of mathematical communication kam uji t asymp.sig.(2-tailed) note whole 0.049 rejected high 0.424 accepted medium 0.003 rejected low 0.169 accepted table 3 shows the posttest score data of overall mathematical communication skills and by kam category in the experimental class and the normal distributed control class, so that it is followed by the homogeneity test seen in table 4, all posttest data of mathematical communication ability in both homogeny classes. to find out the difference was significantly tested by parametric test of t test, the result showed in table 5 that there was a significant difference in mathematical communication ability of students who received trs learning with students who received ordinary learning overall and medium kam category. while in high and low kam category did not differ significantly. it concludes that the achievement of mathematical communication ability of students who get the trs learning is better than the students who get overall ordinary learning and medium kam category. 2. n-gain score data of mathematical communication ability table 6. recapitulation of n-gain of mathematical communication ability class statistic kam whole high medium low trs learning n 10 13 9 32 0.74 0.66 0.40 0.61 criteria high medium medium medium ordinary learning n 9 14 9 32 0.71 0.53 0.27 0.51 criteria high medium low medium 97 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 7. normality test results n-gain score ability of mathematical communication class kam kolmogorov-smirnovª conclusion information statistic df sig trs learning whole 0.920 32 0,200 accepted normal high 0.162 10 0.200 accepted normal medium 0.140 13 0.200 accepted normal low 0.217 9 0.200 accepted normal ordinary learning whole 0.110 32 0.200 accepted normal high 0.122 9 0.200 accepted normal medium 0.191 14 0.280 rejected abnormal low 0.670 9 0,188 accepted normal n-gain score data of mathematical communication ability in trs learning class as a whole and based on high, medium and low kam categories normally distributed. whereas in normal learning class normal distribution normal and high kam low category, abnormal distribution in medium category. based on the data in table 7 above then continued homogeneity test and parametric test the mean difference for overall data and high and low kam categories as well as direct non-parametric test of mann-whitney u. for medium category kam data. table 8. homogeneity test results and two-difference difference test n-gain score ability of mathematical communication kam statistic f test t test f sig. information asymp. sig.(2-tailed) asymp. sig.(1-tailed) information whole 0.055 0.815 accepted 0.039 0.019 accepted high 0.285 0.600 accepted 0.557 0.279 rejected medium uji mann-whitney u. 0.005 0.003 accepted low 0.135 0.718 accepted 0.137 0.067 rejected from table 8 we get overall n-gain score data and high and low homogeneous kam categories, so that it is directly followed by parametric test of t test. results from the mean difference test of both t test and non-parametric test of mann-whitney u. indicated that the improvement of mathematical communication ability of students who 98 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej received trs learning was significantly higher than that of students who received overall ordinary learning and medium kam category. while in high and low kam category did not differ significantly. 3. data on the scale of students' self-confidence table 9. test result of normality test self confidence score class kam kolmogorov-smirnovª conclusion information statistic df sig. trs learning whole 0.115 32 0.200 accepted normal high 0.237 10 0.119 accepted normal medium 0.159 13 0.200 accepted normal low 0.216 9 0.200 accepted normal ordinary learning whole 0.084 32 0.200 accepted normal high 0.103 9 0.200 accepted normal medium 0.156 14 0.200 accepted normal low 0.216 9 0.200 accepted normal table 10. homogeneity test results scale of self confidence kam f sig conclusion information whole 0.025 0.874 accepted homogeneous high 0.144 0.709 accepted homogeneous medium 0.043 0.838 accepted homogeneous low 2.457 0.137 accepted homogeneous based on table 9 and table 10 the data on students' overall confidence attitude questionnaire and kam categories are normal and homogeneous distributed. furthermore, parametric test of average difference or t test. table 11. difference tests of two average score attitude questionnaire result confidence based on overall student. statistic conclusion t df sig. (2-tailed) sig. (1-tailed) 4.402 62 0.000 0.000 rejected table 11 shows the results of the difference test scores on the average score of students 'self-confidence score and obtained sig. (1-tailed) <0.05 means that the self-confidence of students who get trs learning is better than the students' self-confidence that gets the usual learning overall. 99 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tabel 12. test results difference two scores average score self confidence based on each kam category kam category statistic conclusion t df sig. (2-tailed) sig. (1-tailed) high 1.840 17 0.083 0.042 rejected medium 4.256 25 0.000 0.000 rejected low 1.830 0.086 0.043 rejected table 12 shows the results of the difference test scores on the average score of students 'self-confidence score and obtained sig. (1-tailed) <0,05 means that the self-confidence of students who get trs learning is better than the students' self-confidence based on high kam category, low , and medium. conclusion the average score of the students on postes of mathematical communication ability and the higher the scale of self-esteem attitude in terms of the kam category the higher the average score of mathematical communication ability and students' selfconfidence. this means that kam plays a role in the achievement of students' mathematical communication skills and confidence. the implications prior to the start of new material learning need to be checked and consolidated before the students' prerequisite materials. achievement of students' mathematical communication skills of trs learning class on a moderate level, while achieving mathematical communication ability in ordinary class at low level. achievement of mathematical communication ability of students who receive trs learning is better than students who received ordinary learning viewed from the overall data and kam category being. improved mathematical communication skills of students who received trs learning better than students who received rordinary learning viewed from the data as a whole and kam category was at the level of significance 5%. the increase is good in the class that gets trs learning or ordinary learning is at a moderate level. references atika rahmawati, 2016. peningkatan kemampuan komunikasi dan pemecahan masalah matematika melalui strategi thing talk write, 2016 baroody, a. (1998). fostering children’s mathematical power. new jersey: lawrence erlbaum. hakim, t. (2002). mengatasi rasa tidak percaya diri. jakarta : puspa swara. ismaimuza, d. (2010). pengaruh pembelajaran berbasis masalah dengan strategi konflik kognitif terhadap kemampuan berpikir kritis matematis dan sikap siswa smp. jurnal pendidikan matematika. vol. 4 (1). 100 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej national cuncil of teacher of mathematics. (2000). principles and standards for school mathematics. reston, va: nctm. rina aristiani, 2016. meningkatkan percaya diri siswa melalui layanan informasi berbantuan audisionala, juli-desember 2016 soemarmo, u. (2013). berpikir dan disposisi matematik serta pembelajarannya. bandung: jurdikmat fpmipa-upi. surya, h. (2010). rahasia membuat anak cerdas dan manusia unggul. jakarta : pt. elexmedia komputindo. turmudi (2008). landasan filsafat dan teori pembelajaran matematika: paradigma eksploratif dan investigatif. jakarta: leuser cita pustaka. 49 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej students mathematical communication skills on cooperative learning of tgt type to set material meinar yuari salsabil, siti inganah, yus mochamad cholily department of mathematics education, faculty of teacher training and education university of muhammadiyah malang meinarojolamban@gmail.com abstract this study aims to describe students' mathematical communication skills both oral and written. the communication ability is observed through the application of cooperative learning model type tgt for set theory. the research design was qualitative descriptive. the subjects of the study were 17 students of class vii-b. the learning material were lesson plan, discussion group, game group, worksheet, game question, and written test. the research instruments were observation sheet of teacher activity, written and oral mathematical communication ability. the results of the study at the first meeting showed that the ability of oral mathematical communication had sufficient category and written had low category. the second meeting of oral mathematical communication skills had sufficient category and written was better than before. oral mathematical communication improved at the third meeting, while written in the low category. the fourth meeting was increased in the ability of oral and written mathematical communication, for high oral mathematical communication and written with high category as well. the students' mathematical communication skills from the first to fourth meetings had increased. the average overall ability of oral and written mathematical communication was sufficient. keywords: mathematical communication ability, cooperative learning model of tgt type introductions cooperative learning is one of the learning models that can bring togetherness of the students diversity. cooperative learning refers to the student learning method of small groups work and help each other in learning process (riyanto, 2010: 267). the learning involves a group of four students with different abilities. an active students participation in learning process is supported by communication skills. the communication ability development is to give students the opportunity to explain and argue both oral and written, asking or answering questions from friends or teachers, and discussing on each small study group and classroom learning group (suryadi, 2009: 166). good student communication skills can be seen from student activities in telling problem solving ideas to teachers and other students, providing mathematical mailto:meinarojolamban@gmail.com 50 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej reasons for the problem-solving, and speaking clearly on the explanation of mathematical concepts. the observations were done in grade vii darussalam junior high school lawang indicated that a small proportion of students made in the active learning class. the students did still not maximize in expressing opinion, asking questions about mathematical concepts that had not been understood, and responding to other students' mathematical ideas. these conditions were in accordance with the results of interview with teachers of mathematics class of vii-b darussalam junior high school lawang that students' communication skills were low in math learning. the students who actively communicated were 4 students or 22% of the total number of 18 students. a total of 4 students were able to express ideas of mathematical concepts and explain the mathematical steps of working on problems with clear language. the rest of the students have not been able to express problem-solving ideas, discuss problem solving, or provide coherent reasons in the answer to the description. learning model that can be applied in junior high school is cooperative learning model of tgt type (teams games tournament). the tgt learning type focuses on the students' level of ability and uses academic game to encourage student motivation. each student is placed in a group of low, intermediate, and high-ability students. each group is set to have a balanced member composition (warsono and hariyanto, 2013: 165). the tgt learning type assigns each group member to learn the material first along with the other members, then they compete on behalf of the group through academic games. the value they get from this game will determine the score of their respective groups (huda, 2016: 117). application of this tgt learning type is expected to develop students' mathematical communication skills both oral and written. the research result of gusniawati and baskoro (2015) showed that after applying cooperative learning model of tgt type, the students were eager in following the learning process and increasing the students' learning outcomes in math subjects. fahradina's (2014) research of mathematical communication ability and student learning independence of junior high school showed that communication ability and student learning independence were better when using group investigation type of cooperatif learning model instead of using conventional learning model. 51 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the problem which was chosen by the author was about students' mathematical communication skills on cooperative learning of tgt type. the reason why the writer selected that problem was to describe how the mathematical communication skills of students both oral and written with application of cooperative learning of tgt type. the application of that learning was expected to improve students' mathematical communication skills. research method qualitatif descriptive research for this research was about students' mathematical communication ability. observation was used to get data of student's mathematical communication ability and direct observation was used to this research. the research subjects are observed using the observation indicator. this research was conducted on march 15-25, 2017 of academic year 2016/2017 consisting of four meetings. the research subjects of this study were 17 male students of vii-b darussalam junior high school lawang. the activities for each meeting are arranged to facilitate the research conduction. the research procedure was preparation, implementation, and reportation. the implementation of learning which was conducted by the teacher was observed the teacher activities by using observation. the data of students' mathematical communication skills were orally collected using observation instruments when the students discussed in group. the ability of students' mathematical communication in writing was observed by using a written test. the documentation used in this research was pictures of activities to describe student activities and answers. the qualitative analysis is a technique used to analyze data in this study. the planning of tgt type for set theory is described based on the written learning instrument. application of cooperative learning of tgt type is described based on observation instrument of learning implementation. the describing of oral mathematical communication uses the circumstances in the classroom when students discussing. the students' written mathematical communication skills are described in accordance with student answers. research results and discussion this research was conducted on march 15-24, 2017 consisting of 4 meetings. the lesson plans which had been arranged in this research on cooperative learning of tgt 52 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej type were learning implementation plan for every meeting, discussion group between students which consist of 3-4 students, student worksheets for every meeting, academic tournament table with representatives from discussion group, academic game question for each tournament table and a matter of written test for each student. the implementation category of cooperative learning of tgt type in the mathematics learning of the set material is shown in table 1. table 1: the implementation of cooperative learning of tgt type meeting i ii iii iv average percentage 81,2% 87,5% 87,5% 93,8% 87,5% category good goo d good very good good the implementation of cooperative learning of tgt type at the first meeting was 81.2% with good category. the teacher left some activities, so the learning was still not perfect. the implementation of the second lesson was better than the first meeting because the teacher had better preparation to do the learning process. the learning steps that have been applied at the first meeting make it easier for the teacher to take the second step. the second learning reached a good about 87.5% level of implementation. the teacher had better preparation for the third lesson so that the students were eager to follow every step of learning process. the implementation of cooperative learning of tgt type at this meeting was 87.5% with good category. the skills of teachers during the first, second, and third meeting make the teacher mastery of the learning model. very good result was achieved by teacher in the implementation of learning at the fourth meeting with percentage of 93.8%. the lessons learning during the four meetings were already obtained the data of students' mathematical communication skills. the categories of mathematical communication ability of vii-b students oral and written were shown by table 2. table 2: student mathematical communication 53 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the first meeting of the class was seen quite active in the discussion, but it was not used to apply the knowledge during the discussion on the worksheet. the students' mathematical communication of written at the first meeting was 63.3% with low category. orally, the mathematical communication of the students was better than written, that was got 71,7% with enough predicate. the second meeting of students' mathematical communication of written rose to 74.6% with sufficient category. the students have started to fill the skill of solve the problem solving through cooperative learning model of tgt type, so as to create good written mathematical communication. the oral communication of students at the third meeting was experienced a pretty good increasing, that was 78.6% with enough category. this happened because the students at that time seemed eager to follow the lesson. the spirit of students was seen actively by discussing with group members. student activity in discussions has not an impact on the ability of written communication. the students' mathematical c o m m u n i c a t i o n ability of written has 68,6% with low category. the fourth meeting of students discussed well. this happened because students already understand how to make cooperative learning of tgt type steps. the learning run smoothly from the beginning until to the end of the meeting. the students were more critical in discussing with members of their group. oral communication got percentage of 82.8%. the students' activity in discussing had a good impact on students' mathematical communication ability of written at this fourth meeting, which was 83.8% with good category. good learning activities have an impact on student learning development in accordance with epong utami (2013) research that cooperative learning of tgt type performed with good and structured steps could improve the quality of student learning. the research was also in line with gusniawati (2014) research that cooperative learning of tgt type could improve student learning outcomes through students' activities in discussion. the whole series of learning that have been done by researchers in class viib on the set material was going well so as to increase students' activity in learning process. the improvement of mathematical communication skills through cooperative learning which accordance with fahradina’s research (2014) that cooperative learning of group investigation type could improve students' mathematical communication. students who learned to use cooperative learning models have better mathematical communication 54 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej skills than students who learned to use conventional learning models. the ability of mathematical communication in cooperative learning of tgt type toward set theory in class vii-b was commonly seen a quite good. conclusions the research of students' mathematical communication ability on cooperative learning of tgt type toward set theory in class vii-b darussalam junior high school lawang malang has reached the final stage. the conclusions that can be drawn from the research are as follows. 1) the plans that have been done by teachers to implement the cooperative learning of tgt type were learning implementation plan, discussion group division, student worksheet, academic tournament table, tournament problem, and individual written test. 2) the implementation of cooperative learning of tgt type to the learning of subject matter in class vii-b darussalam junior high school was conducted based on learning implementation plan gave positive impact to the students. this can be seen from students' activeness in group discussions and academic games. the academic games uplift the students' spirit in learning because of the competition among the discussion groups. 3) students' mathematical communication ability on cooperative learning of tgt type has developed during the first to last learning process. the mathematical communication of the students orally envolves according to the liveliness of the students discussion while in written ability shows the progress of the written test results. the description on the result of research, discussion, and conclusion about student mathematical communication research on cooperative learning of tgt type for set theory in class vii-b darussalam junior high school lawang has been presented. the researcher gives some suggestions that need to be considered as follows: 1) learning activities using cooperative learning model of tgt type can be used as an alternative for teachers to be applied in mathematics learning because it can support students' mathematical communication skills 2) other researchers or teachers who will apply cooperative learning models of tgt type can be further developed in other mathematical material except set theory. 55 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej 3) this research only examines the students' mathematical communication ability, so it can be used as input material for other researchers by examining other mathematical aspects. references fahradina, n., & ansari, b. i. (2014). improvement of mathematical communication skill and self-reliance of junior high school students by using group investigation model. mathematics didaktic journal, 1(1), 54–64. gusniawati, e., & baskoro, e. p. (2015). application of cooperative learning method teams games tournaments techniques in efforts to improve student learning outcomes in mathematics subject sub subject matter of integers. eduma, 4(1), 113–124. huda, miftahul. 2016. cooperative learning. yogyakarta: pustaka pelajar. moleong, lexy j. 2005. qualitative method research. bandung: rosda. permata, c. p., kartono, k., & sunarmi, s. (2015). analysis of mathematical communication skills of grade viii junior high school students on tsts learning model with scientific approach. unnes journal of mathematics education, 4(2). riyanto, yatim. 2010. new paradigm of learning. jakarta: prenada media. sugiyono. 2013. qualitative and quantitative research methods. bangdung: alfabeta suryadi, didi. 2009. educational sciences and applications. bandung: imtima. utami, epong. 2013. application of tgt learning model through realistic mathematics approach as efforts to increase learning outcomes in class iv a material sdn-p bantarjati 9 bogor teaching year 2012/2013. dompet dhuafa education journal, 01 (03): 48-58. warsono & hariyanto. 2013. active learning. bandung: remaja rosdakarya. 56 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the analysis of mathematical problems using newman stages reviewed from emotional intelligence yuli nur wahidah, siti inganah, agung deddiliawan ismail study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang nuryuliw@gmail.com abstract: this study aims to describe student’s mathematical problem solving abilities with high, medium, and low emotional intelligence. the type of this research is descriptive with qualitative-quantitative approach. subjects in this study were students of class vii of smpn 3 maron which amounted to 9 students. data obtained through questionnaires, tests, and interviews. data analysis techniques used are likert scale, average and percentage. the results showed the ability to solve mathematical problems based on the stages of newman items, namely: students with high levels of emotional intelligence: (1) reading the problem, determining keywords, (2) understanding the problem, determining sufficient conditions, necessary terms and change the problem into the mathematical sentence, (3) the problem of transformation, determining relevant strategy, (4) process skills, executing strategy, (5) writing the answer, finding the answer and conclusion. students with moderate emotional intelligence: (1) reading the problem, hesitating to determine keywords, (2) understanding the problem, being able to determine sufficient conditions and necessary conditions but cannot change the problem into mathematical sentences, (3) the problem of transformation, relevant strategies, (4) process skills, being able to execute the strategy but less accurate on the calculation process, (5) writing answers, answers and conclusions are less precise. students with low emotional intelligence: (1) reading problems, not being able to determine keywords, (2) understanding the problem, being able to determine sufficient terms and conditions necessary but not yet able to change the problem into mathematical sentences, (3) transformation problem, less relevant, (4) process skills, many errors in the calculation process and did not complete until the final stage, (5) writing answers, have not found answers and conclusions. keywords: problem solving, newman stage, emotional intelligence introduction the development of a country is determined by the quality of education. mathematics is a field of study that has an important role in education. fathani`s (2009) states that mathematics is important as a tool, as a science (scientists), as well as forming attitudes as well as guide mindset. this is because the math is often used to solve problems in everyday life such as economic and technological issues. mathematics mailto:nuryuliw@gmail.com 57 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej education in indonesia is still low compared with other countries. this is indicated by the results of pisa (program for international student assessment) in 2015 showed indonesia was ranked 69 out of 76 countries. while the survey results trends in international mathematics and science study (timss) were reissued by the ministry of education and culture declared in 2011, indonesia ranks 38th with a score of 386 from 42 countries. one factor that causes indonesian students' mathematical ability is still low is because students in indonesia are poorly trained in solving problems that require reasoning and creativity in solving the problem. based on the results of interviews conducted on 7 november 2016 at smpn 3 maron with one of math teacher the mathematical problem solving ability in form of about the story is still low. it can be seen from the results of daily tests that, most students still score below the kkm. marsudi (2008) says that more than 50% of teachers believed that most students experience an error in solving the story problems. the results of the interview also states, that most of the causes of errors in solving math problems is the lack of ability to understand the issues, the inability to interpret problems into mathematical form and lack of motivation in learning mathematics. the ability of mathematical problem solving is the ability of students to understand the problem, devise and implement solving a strategy (aqib, 2013). the ability to solve mathematical problems can be seen from student answer sheets. according to newman (in white, 2010), students passed a series of stages to response to the problem including; reading problems, comprehending the problem, transforming of matter, processing skills ,and write the answers (encoding). there are several factors affecting mathematical problem solving. siswono (2008) mention four factors that affect the student's ability in problem solving, such as: early experience, mathematical background, structural problems, and motivation. the failure of someone to solve the problem and the absence of one's motivation becomes one of the causes of failure in managing the their emotions. not all students have the same motivation. it resulted in the level of emotional intelligence of students vary. associated with research on the ability of mathematical problem solving to the level of emotional intelligence, supriadi (2015) states that, students with high and medium emotional intelligence are able to do process of thinking problem solving well. while students with low emotional intelligence have difficulty in thinking process of 58 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej problem solving. in line with this, wulandari (2016) also states that students who have high ability and high emotional intelligence are capable to solve math problems correctly, students who have moderate ability with emotional intelligence level are less accurate in return score, students who have low ability with low level of emotional intelligence are less accurate in question. research methods this research applies descriptive research with quantitative and qualitative approach that aims to describe in detail the mathematical problem-solving abilities from the data of the student answer sheets, interviews and the use of descriptive statistics including the average, the percentage of each stage by newman stage. the subjects were students of vii grade smpn 3 maron in the second semester of the school year 2016/2017 who were selected based on the following procedure: (1) classifying students based on emotional intelligence of students, (2) choose three students both randomly based on the students emotional intelligence, and the consideration of teacher, (3) selected research subjects in each group of emotional intelligence levels who will be assigned problem solving tesr and interviews. data collection techniques used in this study were questionnaires, tests and interviews. questionnaire instrument is used to measure the level of emotional intelligence of students. the test instrument is used to measure the ability of mathematical problem solving based on the newmn stage with two questions to amounting material. while the interview is used to analyze the results of the data collected of technical tests. results and discussion questionnaire scores data of emotional intelligence are obtained from the fulfillment of emotional intelligence questionnaire distributed to students of vii class c smpn 3 maron on march 6, 2017. the results are taken as a starting point to group students into three groups of students with a level of emotional intelligence high, medium, and low. based on the results of the study, out of 27 students who obtained the highest scores on the emotional intelligence questionnaire is 90 and the lowest score is 71. the subjects used in mathematical problem solving test only 9 students consisting of three at each level of emotional intelligence. 59 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej data collection of mathematical problem solving test and interview is conducted on march 7, 2017. the data of mathematical problem solving were analysed by rubric on newman which have been made and interview results were used to get more in depth information. discussion of the results of this study include the ability to read the problems (reading), to understand the problem (comprehending), the transformation of problem (transforming) ,processing skills (processskill), and write the answers (encoding). a) students with high level of emotional intelligence students with high level of emotional intelligence can solve mathematical problems very well. the results of this study are in line to lestaringsih (2013) who states that students who have high emotional intelligence will be easier to solve mathematical problems. based on this research, students with a high level of intelligence emosional in reading skills fall into the category of very high, since the student is able to determine the keywords that exist on the matter. the ability to understand the problems (comprehension) is categorized very high, since the students were able to determine with their own sentences about the sufficient conditions (things that are known) and the necessary condition (things that were asked) and were able to transform into a mathematical sentence. the ability of transforming the problem (transformation) is classified very high, since the students were able to select the relevant strategies in solving the problem, for example being able to write the equation of things that are known from a mathematical problem. the ability to process (process skill) is categorized very high, since the students answer sheets are capable of running the planned method or strategy and each step of the calculations result the right answer. the ability of writing the answers (encoding) is classified very high, since the students are able to correct and interpret or infer a final answer in accordance with a given mathematical problem. b) students with medium level of emotional intelligence the ability of mathematical problem solution of the students with medium level of emotional intelligence have some errors. since they lack of precision in solving mathematical problems. the result of this study corresponds to lestaringsih (2013) who states that students with medium emotional intelligence will result little disruption to 60 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej solve problems that would affect in solving mathematical problems. the ability to read problems is qualified to the moderate category. since students are still hesitant and confused in determining the keywords that exist in mathematical problems. the ability to understand the problems (comprehension) is qualified to moderate, since students are able to understand the problem well as seen from answer sheets and interviews, but they have not been able to exactly turn the story into a mathematics. the ability to problem transforming is qualified very high, since students are able to choose methods, procedure or strategy that is relevant to find the desired answer. the ability to process skills (process skills) is qualified to very high, since the students answer sheets were able to execute the planned and in every step of the calculation resulted the right answer, yet they did not thoroughly do calculation process and strategy. the ability of writing the answers (encoding) is qualified to moderate. since students are able to write the right answer, however, they did incorrect calculation process which resulted wrong conclusion. c) students with low level of emotional intelligence the ability of solution mathematical problem of the students with low level of emotional intelligence is very poor. the result of this study corresponds to supriya (2015) who says states that students with low emotional intelligence are poor in reading, understanding, transforming, process and writing the answer. based on this study, the ability of reading problems is qualified to very low. since the students are unable to determine the keywords contained in the mathematical problem. the ability to understand the problems (comprehension) is qualified to very low category. since the student can not write the sufficient conditions (things that are known) and the necessary condition (things that are asked) well. however, the interview shows that they are able to understand a mathematical problem by re-reading the test sheet problem solving and unable to change the question into the proper sentence of math. the ability of transforming problems (transformation) is qualified to moderate category, since the student are able to write method, procedure or strategy even thought they do not understand properly and less relevant stategies. this is because students do not master well the material , so that they use strategy carelessly. the ability to process (process skill) is qualified to low category, since some student were not to determine relevant methods or strategies which affected to the 61 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej calculation process and some other did not complete the final stage of the calculation process. the ability of writing the answers (encoding) is qualified to the low category. since the students' answer sheets are still unable to write and find the correct answer. this happens, because the method or the strategy used is irrelevant, which affect is to the answers, likewise with the conclusions writing. conclusion a) the ability of students with high level of emotional intelligence in solving mathematical problems is presented as follows. reading problems, being able to determine the right keywords. understanding the problem, being able to determine sufficient conditions, a necessary condition and able to turn a problem into a mathematical sentence appropriately. transformation problems, being able to determine the relevant strategy. process skills, being able to implement the strategy previously planned correctly. writing answers, being able to find the answers and conclusions appropriately. b) the ability of students with medium level of emotional intelligence in solving mathematical problems is presented as follows. reading problems, students are still hesitant in defining keywords, understanding the problem, students are able to determine sufficient conditions and a necessary condition correctly but has not been able to turn a problem into a mathematical sentence. transformation problems, being able to determine the relevant strategy. process skills, being able to carry out a planned strategy before but less accurate in the calculation process. writing answers, being able to find the answers and conclusions, but still lacking a precise c) the ability of students with low level of emotional intelligence in solving mathematical problems is presented as follows . reading problems, being unable to specify the keyword. understanding the problem, being able to determine sufficient conditions and a necessary condition but not being able to turn a problem into a mathematical sentence. problem transformation, in determining the strategy is still less relevant. skills process, in implementing the strategy is still a lot of mistakes in the calculation process and do not carry out the calculation process until the final stage. writing the answers, not being able to find the answers and the appropriate conclusions in accordance with math problems 62 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej references aqib, z. 2013. teaching and research models. yogayakarta: pustaka pelajar. fathani, a.h. 2009. mathematics of nature & logic. jakarta: ar-ruzz. lestaringsih, m. 2013. profile of student ability in solving circumference problem based on emotional intelligence. stkip pgri sidoarjo. marsudi, r. 2008. learning stories relate to addition and reduction in elementary school. yogyakarta: p4tk. riduwan.2007. formulas and data in statistics analyzes. bandung:alfabeta siswono dkk. 2008. mathematical learning model based on submission and problem solving to improve creative thinking ability. surabaya: unesa university press. supriadi, d. 2015. analysis of student thinking process in solving mathematical problem based on polya step judging from emotional intelligence student class viii smp al azhar syifa budi. surakarta: sebelas maret university. wuladari, d.a. 2016. profile of mathematics problem solving for junior high school grade viii viewed from level of intelligence and mathematical ability. surabaya: unesa. white, a.l. 2010. numeracy, literacy, and newman’s error analysis. journal of science and mathematics. education in southeast asia. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 32 mathematics education journals vol 3 no. 1 february 2019 the development of interactive instructional media using adobe flash in a form of game on the geometry lesson (cube and cuboid) for secondary school herdiansyah, yus mochamad cholily, hendarto cahyono study program of mathematics education faculty of teacher training and education university of muhammadiyah malang herdy019@gmail.com abstract the purpose of this study was developing an interactive instructional media using adobe flash in a form of the game at the geometry lesson (cube and cuboid) and analyzing the effectiveness of the media. the type of this study was research and development (r&d). the media development was started from potential and problem phase, data collection, product design, design validation, design revision, and product trial. the instruments of the study were the questionnaire validation and the questionnaire response of teacher and students. the results showed that development of interactive instructional media using adobe flash in a form of the game was valid. the average score of material expert was 3.43 and the average score of media expert was 3.61. the effectiveness of the media using adobe flash in a form of the game was effective. it was based on the score of teacher’s response was 78.57% and the score of students’ response was 86.42%. keywords: instructional media, adobe flash, geometry. introduction basically, education, one of which is an education in the school environment, is essential in human life. school education is designed and implemented intentionally with certain rules (tirtarahardja & sulo, 2012). certainly, education carried out in the school environment requires the role of the teacher in it. the teacher must be able to encourage the students to develop their knowledge and skill in solving the problem they face in each subject in the learning process. one of the important subjects in education are mathematics. however, mathematics is often considered boring and difficult to learn; it is because mathematics has an abstract object of study and formulas that are difficult to understand (fitri, 2014). according to safrina, et al. (2014), among various branches of mathematics, geometry is the lesson which occupies the most concerning position. it shows that students experience difficulties in understanding geometry. as evidence, the result of the observation conducted by the researcher at muhammadiyah 8 batu secondary school on november 4, 2017, is that students had difficulty in understanding geometry material. in this case, concretizing geometry shapes and formulas used are needed. in addition, the teacher uses textbook and blackboard only as learning media. besides, the lecture method is used that the learning only occurs in one direction and students tend to be passive because they only listen to the teacher’s explanation. seeing these conditions, a right understanding to support students’ abilities and skills in learning geometry is needed, one of which is by using learning media. arsyad (2011) states that the main function of learning media is as a teaching media used by teachers in delivering learning materials. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 33 mathematics education journals vol 3 no. 1 february 2019 along with the development of information and communication technology, many types of media can be used by teachers; one of them is computer-based learning media packaged in the form of a game. the use of computers in the learning process allows students to have control over their learning activities that make them do not just listen to the teachers’ explanation. besides, using the game as a learning media makes students enjoy learning the material as they are playing the game which is an activity they like (rohwati, 2012). adobe flash is computer software that can make various kinds of objects, animations, and videos (waxer, 2011). it has many advantages compared to other software. for instance, this software is equipped with an action script which is used to store variables and values, perform calculations, and many more. therefore, adobe flash is suitable for making games, animations, interactive menus, and so on. based on the explanation above, the researcher is interested in developing learning media entitled “the development of interactive instructional media using adobe flash in a form of game on the geometry lesson (cube and cuboid) for secondary school.” the objective of this study is to develop an interactive instructional media using adobe flash in a form of the game at the geometry lesson (cube and cuboid) and analyze the effectiveness of the media. research method the type of research used research and development (r&d). there are six stages of the learning media development process adapted from sugiyono (2013), namely: (1) potential and problem, (2) data collection, (3) product design, (4) design validation, (5) design revision, and (6) product trial. the subjects in this study were thirty students of class of viii e, muhammadiyah 8 batu secondary school. the questionnaire was used as the instruments of the study to obtain data. there were four types of questionnaires used in this study: media validation, material validation, teachers’ response, and the students’ response questionnaire. the data obtained was continued with data analysis which purpose to determine the validity and effectiveness of learning media that have been developed. result and discussion the development of interactive instructional media using adobe flash in a form of the game on the geometry lesson (cube and cuboid) is based on the stage of the type of research and development (r&d) starting from potential identification and problem, data collection, product design, design validation, design revision, and product trial. the first stage, the potential and problem found by doing the observation at muhammadiyah 8 batu secondary school on november 4, 2017 was that students had difficulty in understanding abstract material. besides, the teacher still used conventional learning method that the learning only occurs in one direction and students tend to be passive because they only listen to the teacher’s explanation. in the next stage, data collection, the data obtained in the form of material and basic competencies that would be used in the media as well as several previous studies. the result of this data collection was used as materials for designing products. after the data are collected, the third stage which was product design was continued by making the material design and product display design until the product is finished. the fourth stage, design validation was carried out by material and media experts using material validation questionnaire and media validation questionnaire. in the fifth stage, the design revision was based on material expert and media expert suggestion during design validation. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 34 mathematics education journals vol 3 no. 1 february 2019 for the last stage, product trial was done when the product developed had been declared valid and had been revised according to the advice of material expert and media expert. the process of testing this product aimed to determine the teachers and students’ responses to the media that had been developed. purwanto (2016) in his research on website media development conducted a media validity test by looking at the percentage of the final score of the validation questionnaire. in his study, the final score was 83.33% and was valid. according to fatimah (2017), whereas, in her research on the development of cbi (computer based instruction) media in the form of the game on algebraic material, the validity of media is tested by looking at the average values based on the material validation questionnaire and media validation questionnaire. from her study, the media was valid interpreted based on the assessment of material expert on 4.49 and media expert at 4.56. in line with this, interactive learning media using adobe flash in a form of the game was also tested for validity using material validation questionnaire and media validation questionnaire. the assessment result from material expert obtained an average total value of 3.43 while the result from media expert obtained an average total value of 3.61. therefore, the media is valid and suitable for use in the learning process. the learning media that has been declared valid will be tested at school to determine the teachers and students’ response to the media. in her research, putriani (2017) stated that to identify the effectiveness of the use of aandroid-based learning media with the construct 2 program on geometry using students’ response questionnaire and students’ outcome tests as the instruments. similarly, umam (2015) used students’ response questionnaire to see the effectiveness of the media developed on the learning media based on educational games. as the result, as much as 86.33% students’ responses with very good criteria and positive responses was shown by students to the media based on comments and suggestions given by students. hence, it could be said that the media itself was effective. on the other hand, this study uses teachers and students’ response to identify the effectiveness of learning media that has been developed. based on the questionnaire of teachers and students’ response, the presentations are 78.57% and 86.42%. therefore, according to the media effectiveness level category table, the categories are effective and very effective. in line with the result, as stated by arikunto (2009), the learning media that is developed is effective if the students’ response percentage is above 70%. by the previous statement, it can be concluded that interactive learning media using adobe flash in the form of a game is effective and suitable for mathematics learning. conclusion the development of interactive learning media using adobe flash in the form of a game was done in the six stages: potential and problem stage, data collection, product design, design validation, design revision, and product trial. the assessment result from material validation obtained an average total value of 3.43 while the result from media validation obtained an average total value of 3.61. therefore, the developed learning media is valid. besides, the results of media trial in school shown the score of teachers and students’ response, the presentations are 78.57% and 86.42%. by that result, the interactive learning media using adobe flash in the form of a game is effective. the interactive learning media using adobe flash in the form of a game is packaged in the .exe format and stored offline. besides, this media can only be operated on a computer. since the material used is geometry lesson (cube and cuboid) for secondary school, the researcher expects the media to be developed using different software and material in the future. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 35 mathematics education journals vol 3 no. 1 february 2019 references arsyad, a. 2011. media pembelajaran. jakarta: pt raja grafindo presada. fatimah, a. s. 2017. pengembangan media cbi (computer based instruction) bentuk permainan pada materi operasi aljabar. skripsi s1. pendidikan matematika. universitas muhammadiyah malang. fitri, r. 2014. penerapan strategi the firing line pada pembelajaran matematika siswa kleas xi ips sma negeri 1 batipuh. jurnal pendidikan matematika. hlm 18-22. handayani, i. 2013. pengembangan media pembelajaran berbantuan komputer pada materi diagram venn untuk siswa kelas vii smp. jurnal pendidikan matematika. hlm 1-11. hobri. 2010. metodologi penelitian dan pengembangan. jember: pena salsabila. purwanto, s. (2016). pengembangan website matematika sekolah untuk meningkatkan hasil belajar mahasiswa, siswa sekolah menengah dan sekolah dasar. prosiding, 591598. putriani, d. 2017. pengembangan media pembelajaran berbasis android dengan program construct 2 pada materi bangun ruang sisi data untuk siswa smp kelas 8. jurnal pendidikan matematika. vol 6, no 3, hlm 1-10. rohwati, m. 2012. penggunaan education game untuk peningkatan hasil belajar ipa biologi konsep klasifikasi makhluk hidup. jurnal pendidikan ipa indonesia. vol. 1, no. 1, hlm 75-81. safrina, khusnul, dkk. 2014. peningkatan kemampuan pemecahan masalah geometri melalui pembelajaran kooperatif berbasis teorivan hiele. jurnal didaktik matematika. vol. 1, no. 1, hlm 9-20. sugiyono. 2013. metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta. tirtarahardja, u., & lulo, s. l. (2012). pengantar pendidikan. jakarta: pt rineka cipta. umam, k. (2016). media pembelajaran interaktif berbasis game edukasi android menggunakan app inventor 2 pada materi matematika kelas vii. skripsi s1. pendidikan matematika. universitas muhammadiyah malang. waxer, b. m. 2011. adobe flash professional cs5 ilustrated. boston: course technology. 59 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej mathematical reasoning analysis in solving limit functions problems of students in mathematics education of pare-pare muhammadiyah university asdar dollo mathematic education university of muhammadiyah parepare indonesia asdardollo@ymail.com abstract this research aimed to describe the students‘ reason in solving the problem of limit function and comparation between high-ability subject (hs) and medium-ability subject (ms). the instrument in this research was the researcher himself as the main instrument guided by the task limit function and valid interview guidelines. data collection was done by taskbased interviews. the subjects of the study were v-semester students consisting of 2 students (1 subject is having high ability and 1 subject is having medium ability). the research process followed the steps of: (a) formulating the mathematical reasoning indicator in solving the problem of limit function based on theory, (b) formulating the supporting instrument (task limit function and interviewing guide), (c) taking the research subject, (d) taking the data to tell the students‘ reasoning in solving the limit function tests (f) conducting analysis of mathematical reasoning data of the students in solving the problem of function limit, (g) conducting discussion of analysis result, (h) concluding the research results. the result of the research showed that 1) the reasoning equation of the high-ability subject (hs) and the medium ability subject (ms) in solving the function limit problem was to do inductive reasoning first then perform deductive reasoning, 2) difference of reasoning subject with high ability (hs) medium ability (ms) in solving the problem of function limit was only in terms of mathematical reasoning process. keywords : mathematical reasoning; high ability subject; medium ability subject introduction the most important basic lessons learned by the student from the basic to the top level are math. the function and role of mathematics is enormous in many disciplines because mathematics is a universal science and plays a major role in the development of science, technology, and the arts (ipteks). mathematics is a necessary knowledge of students to support their learning success for higher education. mathematics is also a means of scientific thinking necessary to develop logical, systematic and critical thinking skills of students, even in everyday life it is not be separated from the use of mathematics itself, albeit in its simplest form. 60 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej according to shurter and pierce (sumarmo, 2010) reasoning is one of the basic competencies of mathematics in addition to understanding, communication and problem solving. reasoning is also a process of thinking in developing the mind of some facts. mathematical reasoning required students both in the process of understanding mathematics as well as in everyday life. in learning mathematics, reasoning ability plays an important role, for example when solving problems in the private sphere, society and other social institutions more broadly. many problems faced in the world of education, especially mathematics education shows that the ability of students‘ mathematical reasoning is still very weak. the results of previous researches have shown the low level of math skills of students in schools, as did (ruseffendi, 1991) suggesting that there are many children after studying math, even the simplest parts of it, many of them do not understand, even many concepts are misunderstood. mathematics is considered to be a difficult, intricate and deceptive science. this proves that many children have difficulty in learning mathematics, because most of them do not understand the concept but memorize it. the results of other researchers conducted by wahyudin (1999), in detail found that one of the tendencies that led to a number of learners failed to master it well of the mathematics subjects was the lack of understanding and the use of good reason in solving problems or given problems. one of the materials considered difficult by the students of mathematics education study program of pare-pare muhammadiyah university was function limit material. many students have difficulties in solving problems concerning material function limits. the difficulty in question was the frequency of students making mistakes in solving problems. whether principle errors such as misleading the limit theorem function, the nature of function limits, as well as procedural errors such as sleeplessness and the inability to manipulate steps. in solving the problem of function limit, the students cannot give the right answer. whereas, one of the important skills that are expected to be mastered by students is the ability to solve math problems appropriately. information obtained from some students in the mathematics education study program of pare-pare muhammadiyah university who have studied the material function limit indicated that many students found difficulties in solving the problem of function limit, so they were not able to solve the problems properly. this was in line with information from lecturers who teach the material. he said that in a class, most of the students were not able to solve the problem of function limit especially the function limit properly. this illustrated that the mathematical reasoning ability of the students of mathematics education study program of parepare muhammadiyah university was generally still low. based on the above description, it was necessary to know how the description of the students‘ reasoning of mathematics education study program of parepare muhammadiyah university in solving the problem of function limit. knowledge of the students‘ reasoning description of mathematics study program of parepare muhammadiyah university in solving the problem of function limit could help the lecturer 61 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej to reflect the learning of the limit concept so that the students have an understanding in accordance with the concept of the function limit and able to solve the problem of function limit properly. this was what encouraged researchers to raise the issue with the title ―analysis of mathematical reasoning in solving function limit problems in mathematics education students of parepare muhammadiyah university‖. the purpose of this research was to describe the reasoning of mathematics students of mathematics education study program of parepare muhammadiyah university in solving the problem of function limit. mathematical reasoning that included the ability to think logically and systematically was the highest cognitive domain of mathematics. dirjen dikdasmen‘s regulat ion no. 506 / c / pp / 2004 (marpiyanti, 2012) is about reasoning and communication indicators to be achieved by learners. indicators that demonstrated reasoning and mathematical communication included: 1. the ability to present math statements orally, in writing, drawings, and diagrams 2. the ability to file allegations 3. the ability to manipulate 4. the ability to compile evidence and provide reasons for the correctness of the solution 5. the ability to draw conclusions from statements 6. checking the validity of an argument 7. finding the pattern or nature of mathematical phenomena to make generalizations reasoning associated with problem solving were two things that cannot be separated. this was because when students looked for solutions to a problem then the students performed the process of conscious activity in seeking solutions of mathematical problems given through a mental activity called reasoning. every step of the problem solving, students did reasoning activity. so it could be drawn a conclusion that the solution of mathematical problems was closely related to mathematical problems because in solving mathematical problems, it was needed mathematical reasoning. in general, there were two types of reasoning, namely (1) inductive reasoning and (2) deductive reasoning. 1) mathematical problem solving ruseffendi (alhadad, 2011) argues that a problem is a problem for a person, first if the problem is unknown or in other words the person does not have a specific procedure or algorithm to solve it. hudoyo (ibrahim, 2011), divides problems in mathematics into six types, namely: routine, non-routine, routine-applied, non-applied routine, and non-routine non-applied. some opinions above can be concluded that the problem of mathematics is a matter that cannot be searched solution or answer directly, but require deep thinking. 2) student reasoning indicators in solving function limit problems mathematical reasoning in this research was a mental activity in solving problems that included: (1) presenting mathematical statements in writing or oral; (2) filing allegations; (3) conducting mathematical manipulation; (4) developing evidence or solutions and giving reasons for the correctness of the solution; (5) drawing conclusions; and (6) examining the validity of an argument. 62 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research methods the type of this research was a qualitative descriptive research that aimed to describe the process of students‘ mathematical reasoning in solving the problem of function limit. this research was conducted in mathematics education study program of parepare muhammadiyah university. subjects of this research were the students of semester v of mathematics education study program at parepare muhammadiyah university in academic year 2017/2018 who has studied function limits of calculus i. the chosen subjects were 2 students, consisting of 1 high ability student (hs) and 1 medium ability student (ms) with consideration of gpa and communication skills. research result and discussion this research was a qualitative research, which illustrated the selected research subject naturally, in this case was a high ability subject (hs) and a medium ability subject (ms) to uncover students‘ reasoning in solving the problem of function limits. the valid data of a high ability subject (hs) in solving the functionality limit problem was as follows: 1) understand the problem a) high ability subject written or expressed mathematical statements in explaining the problem again b) high ability subject estimated the answers as well as the settlement steps that will be done. 2) plan the completion a) high ability subject planned to apply l‘hospital‘s theorem 3) undertake a plan of completion a) high ability subject to write or express mathematical statements in preparing solutions. b) high ability subject performed mathematical manipulation by differentiating the numerator and its denominator. c) high ability subject developed solutions or solutions by using l'hospital's theorem, and the nature of function limits and provided reasons for taking such steps. d) high ability subject drawn conclusions based on logical steps that have been taken earlier in solving the problem of function limits. 4) checking back a) a high ability subject examined the validity of the argument in every step of the solution that he does with no clawing, so he only did in his thinking activity. 63 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the valid data of moderate-capable subjects (ms) in solving the functionality limit problem are as follows: 1) understand the problem a) high ability subject wrote or expressed mathematical statements in explaining the problem again b) high ability subject estimated the completion steps that will be done. 2) plan the completion a) high ability subject planned to rationalize the denominator first 3) undertake a plan of completion a) high ability subject to write or express mathematical statements in preparing solutions. b) high ability subject perform mathematical manipulation by multiplying the numerator and the denominator with the roots of the denominator. c) high capable subject developed solutions or solutions by rationalizing the denominator, and using the features of functional limits as well as providing the reasons for taking such steps. d) high ability subject drew conclusions based on logical steps that have been taken earlier in solving the problem of function limits. 4) checking back a) a high ability subject examined the validity of the argument in every step of the solution by scratching or scribbling. high ability subjects (hs) and medium ability subjects (ms) were equally inductive reasoning first by analogies or generalizations and then performed deductive reasoning in solving the function limit problem. the difference in mathematical reasoning of a high ability subject (hs) and a medium ability subject were in the process of reasoning. in submitting a presumption, a high ability subject (hs) estimates the answers or steps to be taken, while the medium subject (ms) only estimated the steps of completion. in performing mathematical manipulation, the subject of high ability (hs) differentiates (decreases) the numerator and its denominator, while the moderate subject (ms) multiplies the numerator and its denominator with the roots of its denominator. in preparing the solution, the high-ability subject (hs) used l'hospital's theorem, while the moderate subject (ms) rationalized the denominator. in examining the validity of an argument, medium-tempered subjects (s) did so by scratching or scribbling, while the high-storied subject (hs) did so without scratching or scribbling. high ability subjects were able to properly resolve the problem of function limits. while the medium ability subject (ms) was not able to solve the problem of limit function properly. the medium ability subjects were less careful and wrong in solving the problem. medium ability subjects were wrong in doing mathematical manipulation or in preparing solutions. 64 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej conclusion high ability subject reasoning (hs) in solving limit functionality issues, namely: 1) understanding the problem, namely: to present mathematical statement in writing or oral in explaining the purpose of the problem and to propose the estimation of the answer or step to be done. 2) planning the settlement, ie: plan to use l‘hospital‘s theorem. 3) making a plan of completion, ie: performing mathematical manipulations by differentiating (dividing) the numerator and denominator, preparing the solution with l‘hospital‘s theorem and the limit properties of functions and drawing a conclusion. 4) checking again, ie checking the validity of an argument in its thinking activity, without clawing or scribbling. a) medium subject reasoning (ms) in solving limit functionality issues, namely: (1) understanding the problem, namely: to present mathematical statement in writing or orally in explaining the purpose of the problem and to propose the estimation of the steps to be performed. (2) planning the settlement, ie plan to rationalize the denominator (3) making a plan of completion, namely: performing mathematical manipulation with the numerator and denominator with the roots of the denominator, compile the solution by rationalizing the denominator and the properties of the function limit and drawing a conclusion. (4) checking again, ie check the validity of an argument by scratching or doodling. b) equation of high ability subject of mathematics reasoning (hs) with medium ability subject (ms) in solving limit function problems, high ability subjects (hs) and medium ability subjects (ms) were both inductive reasoning and then deductive reasoning. while the difference in the reasoning of high ability subject of mathematics (hs) with medium ability subject (ms) in solving limit function problems, which was in the process of reasoning, especially in performing mathematical manipulation, making solutions and checking the validity of an argument. references sumarmo, utari. mathematical thinking and disposition: what, why, and how developed in learners. (online), (2010). (http://math.sps.upi.edu/wpcontent/upload /2010/02/berpikir-dan-disposisi-matematik-sps-2010. pdf, accessed on 22 january 2017) ruseffendi, e.t. (1991). introduction to helping teachers develop their competencies in mathematics teaching to improve cbsa. bandung: tarsito wahyudin. (1999). ability of math teachers, math teacher candidates, and students in mathematics subjects. doctor's disappointment at fps upi bandung: unpublished http://math.sps.upi.edu/wpcontent/upload%20/2010/02/berpikir-dan-disposisi-matematik-sps-2010 http://math.sps.upi.edu/wpcontent/upload%20/2010/02/berpikir-dan-disposisi-matematik-sps-2010 65 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej marpiyanti. (2012) improvement of understanding concept and mathematical reasoning through problem based learning in student class xi ipa sma topoyo. thesis not published. makassar: unm postgraduate program. alhadad, syarifah fadillah. (2011). improve multiple mathematical representation ability, mathematical problem solving, and self esteem smp students through learning with open ended approach. dissertation. repository.upi.edu ibrahim. (2011). improved communication skills, reasoning, and mathematical problem solving and emotional intelligence through problem-based learning at high school students. dissertation. repository.upi.edu 1 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning polyhedrons based on it siti hajar madrasah tsanawiyah negeri 1 kota malang email: sitihajar6556@gmail.com abstract learning resources and media play very important roles in learning activities in the classroom. various learning resources complemented with interactional media will encourage the learners to be more active in the classroom. the objective of this present research is to analyze what learning resources and media are used by the teacher in learning polyhedrons. this research was conducted in mts n malang 1. the methods of data collection were observations and interviews. to obtain the data, the researcher made observations during learning activities and then compared the data from the observations and those of the interviews with the teacher concerned and with one of the students joining in the learning activities. the data were qualitative in nature. based on the data analysis, it was revealed that learning resources and media used were it-based. the learning resources were electronic books and the package books for grade viii and the media were the property from power point. the learningbased it for students grade viii-a mts n malang 1 gave good effects on all students, so that all of them joined in the learning activities actively. key words: learning resources and media, polyhedrons introduction education is closely related to life, since it not only deals with the transmission of cultures from one generation to the next but also the spread of knowledge through learning activities given by others or done in an autodidact way (dewey, 1916). the law no. 20 year of 2003 on national education system defines that education is a conscious and planned effort to realize the learning condition and process in such a way that the students can actively develop their potential in order to possess religious spiritual power, selfcontrol, personality, intelligence, noble character, and competences needed by him/herself, the society, the nation and the country. from the description, it can be concluded that it is necessary to have a learning atmosphere and learning processes that may support the students to make them develop their potentials actively. one of the ways in realizing such active students is by creating a classroom condition that enables them to learn (hudoyo, 2005). teachers become the ones who are mostly responsible for the learning management in the classroom. learning resources and media used by the teachers in the learning process really determine the situation in the classroom. learning resources are a power covering messages, people, materials, tools, techniques and environment made use of in the learning process either individually or in groups, directly or indirectly, partly or as a whole (hamalik, 1989; subandijah, 1983; aect,1996). in learning activities, learning resources in general are in the form of texts, mailto:sitihajar6556@gmail.com 2 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej video, software and other materials that may help students learn (anonymous, 2008). learning resources in general are closely related to learning media. learning media are defined as the tools used as the media to present messages and may stimulate students‘ thoughts, feelings and advancement in such a way that may promote the teaching-learning process to occur (sabri, 2005). however, in a more specific term, the term media in the learning process tends to be perceived as tools or graphics, photographs, or electronics to catch, process, or to rearrange visual or verbal information (kosasih, 2007). geometry occupies a special position in the mathematics curriculum due to many concepts contained in it. from mathematical point of view, geometry provides approaches to problem solving, for instance, pictures, diagrams, coordinate systems, vectors, and transformations. geometry is also a medium for learning mathematical structures (burger & culpepper, 1993). one of sub sections in geometry in grade viii is polyhedrons. the learning of polyhedrons in grade viii covers the concepts of an introduction, an understanding, the nature, the characteristics and the determination of the area and volume of polyhedrons consisting of cubes, rods, prisms and pyramids. the learning of polyhedrons is considered to be difficult by students (aisah, 2012), therefore, the visualization in the form of geometric illustrations is beneficial for understanding the concepts. this visualization may be used as the media for developing the students‘ understanding, attention, and interest to the problem, definition, guess, formation of preliminary understanding and their attention to the relation and the use of visual facts as the basis for understanding and reasoning factually or intuitively (ponter, 2009). research method research method is a series of ways used in a scientific process. research method is used to guarantee that the principles of a research are implemented so that the end result of the research are scientifically accountable. the focus of this present research was on understanding how the learning resources are used to learning polyhedrons in grade viii. to obtain the data, a qualitative approach was employed where the subject of this present research was the teacher in the mathematics field study in grade viii. qualitative research is an approach which is also called as an investigation approach since the researcher collected data by facing and interacting with the people directly in the research site. qualitative research may also mean as a research type of which the findings are obtained through statistical procedures or other forms of calculation. however, the data collected from such a qualitative research may be analyzed using a calculation. research procedure is part of a research. the stages of this present research consisted of two namely observations and interviews stages. the observation stage was conducted during the learning activities, while the interview stage was made when the learning activities had been done. the researcher made interviews with the teacher of mathematics grade viii-a and a student in grade-a since this research intended to refer to learning resources and media used by the teacher to present the material of polyhedrons to students in grade viii-a. moreover, it was intended that the data obtained from the observations could be compared with those of the results of the interviews without reducing the validity of the data from the results of observations. data analysis is a process of arranging data so that they can be interpreted. data interpretation in this present research means giving the meaning to the analysis, explaining 3 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the pattern or category, looking for the relations among various concepts reflecting the research‘ perspective. the results of the interpretation are also not generalization in a qualitative meaning, but working hypotheses that should be done through observations in the classroom. data analysis in this present research consisted of 1) the analysis of observations in the classroom, and 2) the analysis of interviews with the teacher. result based on the research made in mtsn malang i, it was known that the learning resources used in learning polyhedrons varied. in the learning activities, the learning resources used by the learners were package book grade viii semester 2, electronic school book, students‘ worksheets, and other mathematics books, beside the resources given by the teacher. the learning resources in the form of the package books and students‘ worksheets in learning polyhedrons were possessed by the teachers and the students. the package books for grade vii were possessed and distributed by the school, the students‘ worksheets, which contains exercises, were bought by the students. in learning mathematics, the learning resources were the combination from the mathematics package books grade viii, electronic school books, and students‘ worksheets and also the knowledge of the teacher. the teacher usually used other mathematics package books to give the students exercises for homework, improvement and enrichment. therefore, it can be concluded that the main learning resources used by the students grade vii-a mtsn 1 malang in learning polyhedrons were electronic school books, package books and students‘ worksheets. the forms of the learning resources are softcopy and hardcopy. the learning resources in the form of hardcopy are mathematics package books grade viii and students‘ worksheets, while for electronic school book is in the form of either softcopy or hardcopy. in general, the teacher used the electronic school book when he presented the materials using lcd projector. at that time, the teacher combined the examples of exercises in the electronic school book and the students‘ worksheets. the electronic school book was used in learning the polyhedrons when the teacher showed the summary of the materials via lcd projector in front of the classroom. based on the statement made by the mathematics teacher grade vii-a, there were many benefits from the use of electronic school book, one of the benefits was the its form is flexible. it is in line with the results of an interview with the teacher grade viii-a: “many benefits from using the electronic school book mam, besides as the complement of the package book and the students’ worksheet, its softcopy may also be used by students from the low economic level to study at home or at school, without being printed to save money”. from the statement it can be concluded that besides supporting knowledge, the electronic school book is chosen due to economic factors. the package books used were mathematics books grade viii from some publishers. the books may help students understand the existing materials. there were other mathematics package books which were generally used by students at home. the students always combined the knowledge from the learning activities at school and that from the complementary package books in the form of mathematics books from publisher x. from the results of the interviews with the students, it was shown that in general the 4 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej students used the book package from the publisher x without being ordered by the teachers. some students also completed the exercises in the book. in presenting the materials in the classroom, the teacher always made use of interactive media intended to make the learning process more maximal. therefore, the learning of polyhedrons in grade viii-a would give positive impressions to the whole students. the interactive media used was power point via laptop and lcd projector. power point is one of the media used to present a property visually that may reach all students. each slide in the power point was completed with an interesting animation to visualize the material of polyhedrons. the explanation and visualization of the material presented in the slides in front the class were clearer that the materials presented manually on the board. learning activities based on it using power point made the students more active and focus. it is in line with the statement made by one of the students grade viii-a, “if power point is used, learning mathematics is easier mam, the animations in the power point are good and vary so i easily understand the content”. the mathematics teacher also said the same: “i like to use power point as my media mam, it is easy to make and it facilitates me to implant concepts to the students, especially when i had to explain polyhedrons. i just added some animations in the pictures of cubes. this may substitute me to give explanations manually on the board.” the it-based media the teacher made use of in teaching polyhedrons was the softcopy of the electronic school book, beside power point. the book was used as supplement materials that may be presented in lcd projector. this may save time in learning mathematics, and the time saved may be used by the teacher to enrich materials, exercises and also to give some advices. but, the teacher usually used the time to give exercises. although in learning polyhedrons no time left, exercises were still given by the teacher amid the explanation of the materials on polyhedrons. using the it-based learning, the teacher should really prepare the materials before. the materials here were the teaching materials in power point or the software of other applications that may be used to present the materials or the materials that serve to help students understand concepts. the materials to present the should also be in the form or print out or hardcopy. when the teacher compared the materials from the electronic school book, the teacher did not give handouts or prints out from the electronic school book, since the students had possessed the soft files from the electronic school book. power point is considered to give more benefits for the learning activities in mathematics, but from the results of the interviews it was shown that using power point or it-based media such soft copy of the electronic school books via lcd projector also had some hindrances. the hindrance of using it-based media could be grouped into two: internal and external. internal hindrance is the hindrance coming from the components in the learning activities either from the teacher himself or the students. in learning polyhedrons, the hindrance in using the power point media was less preparation made by the teacher. the teacher did not give handouts to the students. in any learning activity using power point the teacher in general should always give a summary or print out from the slides presented in the class. but, the students were very enthusiastic and attractive in joining the learning polyhedron. the students were still focused and often asked the teachers when the explanation of a material was unclear. beside internal hindrance, sometimes some external hindrances were faced in using the it-based learning, for 5 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej example, when the electricity was off. learning materials using a recent technology must really depend on electricity. although in learning polyhedrons the electricity was always on, the teacher had anticipated it. it is expressed by the mathematics teacher grade viii-a as follows: , “if the electricity is off suddenly when i am explaining the material, i yeah … explain it using the existing media mam, using the wardrobe for beam, room for cubes, and the like”. discussion the result of the research made indriyanti (2010) showed that most students liked learning activities which are innovative, not monotonous and those using students‘ worksheet and property as the media. it is in line with the research result conducted in mts n malang 1. in the research, the researcher concluded that due to various and flexible learning resources and innovative media, the students were more active in joining in the learning process. to realize this innovative media, the teacher always tried to create the interesting learning condition so that students were more enthusiastic in the learning activity. it is proved from the use of animation in the media of power point in learning the polyhedron. power point with a lot of animation would facilitate the students in accepting the teachers‘ explanation. because of the media with a lot of animations, the students did not need to imagine of what was explained by the teacher. the students merely watched what was presented by their teacher. moreover, the students could make used of the media many times, anywhere and anytime. this made the students moreeasy to study. another it-based media in mts n malang 1 besides power point was electronic school book. electronic school book played a very important role, since this book serves as the supplement with economic value, beside the package book. although the electronic school book is economical, the materials of the book is also complete. the students also could use the book anywhere using their personal laptop without printing it out. in the classroom, the teacher also often presented the book in the lcd projector to explain a certain concept. moreover, the electronic school book was also used by the teacher to give exercises during the learning process. therefore, the electronic school book was also maximally used to learn polyhedrons. according to hudoyo (2005), the way the students depended on their motivation and ability. teachers should facilitate the emergence of their motivation, so that their ability may be optimal. one of the facilities provided by the teacher was various types of innovative learning media. it was also conducted by the teacher in mts n malang 1. the teacher tried to optimize his learning media and learning resources. he often updated and solved each hindrance in using the learning resources and media. for example, to solve a problem in presenting the material in the form of power point when the electricity was off, he tried to provide other learning resources and media that may be used without electricity, from the use of the package and students‘ worksheet and also other media in the classroom. i wayan ponter (2009) stated that the form of geometrical illustrations are beneficial for the students to understand concepts and the application of concepts, therefore it may be used as media for developing, understanding, attracting the attention to and interest in problems, defining, guessing, forming preliminary understanding, looking at the relation and using visual facts as the basis for actual or intuitive understanding and reasoning. 6 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej therefore, it can be concluded that in learning polyhedrons which are also a subcategory of geometry, besides power point, other visual media should also be provided to anticipate if the electricity is off, so that in learning geometry, geometric illustrations may still be presented because using such illustrations the concepts of polyhedrons may be more meaningful. conclusion: from the research conducted dealing with the learning of polyhedrons in grade viii-a mts n malang 1, it can be stated in the it-based learning, various learning resources and media such as the mathematics teacher, the package books grade viii, other reference books such as electronic school books, students‘ worksheets, and other interactive learning media such as power point were made use of. in the it-based learning dealing with polyhedrons, the students could learn actively in the classroom and still could make use of learning resources and media out of the classroom. however, there are some hindrances in the it-based learning, namely internal and external hindrances. one of the internal hindrances is the teachers‘ less preparation in making the teaching materials, while the external hindrance is when the electricity is off, since the it-based learning is dependent on electricity. to solve the problem, the teacher usually made use of other learning resources such as the package books and other media in the classroom such as wardrobes for cubes. references aect.(1996) definisi teknologi pendidikan. jakarta: cv. rajawali aisah, lusi siti. 2012. desain didaktis konsep luas permukaan dan volume prisma dalam pembelajaran matematika smp.jakarta: universitas pendidikan indonesia angkowo. r, a.kosasih. (2007). optimalisasi media pembelajaran. jakarta: pt. grasindo burger, w. f., & culpepper, b. (1993) restructuring geometry. chapter 8 in p. s. wilson (ed.), research ideas for the classroom: high school mathematics. new york: macmillan. dewey, john (1916/1944). democracy and education. the free press. hlm. 1–4. isbn 0684-83631-9 anonymous. (2008). evaluating, selecting and acquiring learning resources: a guide. canada: society of composers, authors and music publishers of canada hamalik, o. (1989). media pendidikan.bandung :penerbit alumni. hudoyo, h. (2005). pola perilaku pengajar dan pelajar dalam proses belajar-mengajar matematika. kapita seleka pembelajaran matematika, malang: um press pointer, i wayan. (2009).visualisasi ungkapan geometris peserta didik smp. seminar nasional matematika 2009. isbn : 979-8176-66-9 sabri, ahmad.2005. strategi belajar mengajar dan microteaching. jakarta:ciputat press subandijah. 1983. pengembangan dan inovasi kurikulum. jakarta :raja grafindo persada. uu no 20 sisdiknas tahun 2003 48 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej increasing learning result of pythagoras material through geogebra application media of viii4 grade students at smp negeri 12 parepare sriyanti mustafa1, sulvianti2, adiwinata saputra3 department of mathematics education university of muhammadiyah parepare sriyanti_mustafa@yahoo.co.id, soelvianthie@gmail.com, adi.emoetzz@gmail.com abstract this research was a classroom action research that aims to know that the used of geogebra application media could improved the learning outcomes of phytagoras material of viii.4 grade students at smp negeri 12 parepare.the subjects of this research were students of class viii.4 at junior high school 12 parepare which amounted to 20 people. this research was conducted in two cycles, each of which was three meetings of the learning process and one meeting in conducted the result of learning test of phytagoras material. the data collection techniques used in this research were test techniques and observation techniques.based on the results of the research and discussion for two cycles, it can be concluded that the results of learning materials phytagoras on students of class viii.4 smp negeri 12 parepare increased from cycle i to cycle ii. this was indicated by: (1) average score of learning result of phytagoras material of student that was 77,65 in cycle i increase to 91,54 in cycle ii. (2) the achievement of students' learning mastery from cycle i was 70% increased to 100% in cycle ii, or completely classical. (3) the increased of percentage of student activity average in learning process that was 43,33% in cycle i become 53,33% in cycle ii. keywords—geogebra, learning outcomes, pythagoras introduction media is a communication component that is as a messenger from communicator to communicant (daryanto, 2010). in this case, the media meant here is a medium of learning. an entertaining and interesting media will attract students' attention, so the selection of learning media is the first step in determining the outcome of the arrival of the subject. one effort that can be done to improve the results of learning mathematics, especially on pythagoras material is by using geogebra application. geogebra is a computer application created to facilitate the learning of mathematics, especially in geometry, algebra and calculus (judith, 2008). in the use of geogebra application media, the teacher can immediately draw at once explain wake up space. geogebra application media is expected to attract students' attention, so it can spur the spirit of learning from within students. the emergence of questions was an indicator that the student was concerned during the learning process takes place. mailto:sriyanti_mustafa@yahoo.co.id mailto:soelvianthie@gmail.com 49 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej some research results indicate that the use of geogebra application media could improve student's mathematics learning outcomes. one of them was research (suyadi, 2015) which reveal the influence of geogebra software on mathematics learning result of junior high school students. similarly, wahyuningsih's research (wahyuningsih, 2013) about the experimentation of the used of geogebra in the circle material that provides an increase in mathematics learning outcomes of junior high school students. based on the description that has been put forward, then the problem in this research formulated as follows "whether or not the results of learning materials phytagoras can be improved through media applications geogebra of the viii4 grade students at smp negeri 12 parepare?". research methods this research was a classroom action research with implementation phases (kunandar, 2013) including: planning, implementation, action, observation, and reflection. to obtain the necessary data in this research, the research instruments used for data collection were pythagoras study result test sheets, and observation sheet (observation). the collected data was then analyzed by using descriptive statistics. results and discussion this research was conducted in class viii.4 smp negeri 12 parepare on pythagoras material through geogebra application media. in this research, the learning time used was 8 meetings or 16 hours of lesson, with 6 lesson meetings and 2 test result learning meetings in which each meeting consists of 2 hours lesson. the description of research results as follow. 1. description of test result analysis of phytagoras material in cycle i cycle i held 4 (four) meetings. three meetings were held in the learning process and once a meeting was conducted a concept comprehension test which was an essay form. the implementation of learning in cycle i was held at the first meeting until the third meeting or on august 15, 2016, august 18, 2016, and august 20, 2016. the fourth meeting was held on 22 august 2016. for the initial meeting, the researcher explained that in the learning process will be used media geogebra application. each meeting was conducted by using geogebra application in learning. each meeting on the implementation of learning was divided into several activities, among others: (1) explanation of pythagoras material by using geogebra application. (2) demonstrate material taught by using geogebra application media. (3) working group worksheet (lkk). (4) presenting the results of group work by using geogebra application. 50 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table i test result data for learning materials pythagoras cycle i statistics statistics value subject ideal score high scores lowest score score range average standard deviation median 20 100 93,85 56,92 36,92 77,65 10,83 76,92 table i shows that after used geogebra application media, obtained the average of test result of pythagoras material learning was 77.65, it indicates that the results of learning pythagoras were in high category. furthermore, if the results of the pythagoras study results were grouped into 5 (five) categories, it would be obtained the distribution and percentage as in table ii. table ii frequency distribution and percentage of learning result of pythagoras materials cycle i score interval category frequency percentage 85 – 100 65 – 84 55 – 64 35 – 54 0 – 34 very high high medium low very low 5 11 4 0 0 25 55 20 0 0 total 20 100 based on table 2 shows that the frequency and percentage of learning result of pythagoras material through geogebra application media in cycle i found that there were 5 students or 25% were in very high category, 11 students or 55% were in high category, and 4 students or 20% were in sufficient category. 2. the description analysis of phytagoras learning result in cycle i based on the results of the analysis, the description of learning material pythagoras students shown in table 3. 51 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table iii the frequency distribution of learning results of pythagoras materials in cycle i score interval categories of learning mastery frequency percentages 0 – 74 incomplete 6 30 75 – 100 completed 14 70 total 20 100 based on table iii, it shows that there were 6 students or 30% included into the incomplete category and 14 students or 70% included into the category of completed. this means there were 6 students who need improvement because they have not achieved individual completeness. 3. the description analysis of student activity observation on cycle i the student activity that analyzed was student activity in learning material of pythagoras by using media of geogebra plication. the types of student activities observed were: (1) students pay attention to teacher's explanation of the material taught by using geogebra application. (2) students respond or submit opinions on explanations of pythagoras materials using geogebra applications. (3) students demonstrate material taught by using geogebra application. (4) students discuss with their group to solve pythagoras material problem in lkk. (5) students concent on the result of group discussion by using geogebra application media. furthermore, the data analysis of the percentage of student activities observed during the first cycle was presented as in fig. 1. fig. 1.the percentage of student activity in cycle i 83.33% 16.67% 13.33% 78.33% 25.00% 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% activity 1 activity 2 activity 3 activity 4 activity 5 cycle i 52 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej information: activity 1 = students pay attention to teacher's explanation of the material taught by using geogebra application. activity 2 = student responds or submits an opinion on explanation of pythagoras material by using geogebra application. activity 3 = students demonstrate the taught material by using the geogebra application. activity 4 = students discuss with group to solve pythagoras material problem in lkk. activity 5 = students concentrate the result of group discussion by using geogebra application media. based on fig.1. it shows that the percentage of student activity pay attention to the teacher's explanation of the taught material by using geogebra application that was 83,33%, the percentage of student give responses or give opinion on explanation of pythagoras material by using geogebra application that was 16,67%, student percentage demonstrated the taught material by using the geogebra application was 13.33%, the percentage of students discussing with the group to solve the pyt hagoras material problem in lkk that is 78,33%, and the percentage of students presented the result of group discussion by using media of application of geogebra that was 25%. the average percentage of student activity in the first cycle was 43.33%. 4. reflection table iv constraints and cycle repair efforts in ii no. obstacles improvement efforts 1. some students did not pay attention to the researchers explaining the pythagoras material through the geogebra application media. the researcher gave a reprimand to the students who did not pay attention to the explanation of the researcher. 2 some students did not cooperate in completing lkk. the researcher informs each group to write down the names of uncooperative group members and choose individual work 3 some students have not been able to demonstrate pythagoras material by using geogebra applications. the researchers explain pythagoras material by using geogebra application in detail based on table iv found some obstacles in the used of geogebra application media on pythagoras material, then the researchers continue on cycle ii as an effort to improve it. 53 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 5. description of learning result analysis of pythagoras student material in cycle ii in cycle ii, 4 meetings were held. three meetings were held in the learning process and once a meeting was conducted an essay-based learning test. the implementation of learning in cycle i was held at the fifth meeting until the seventh meeting or on august 25, august 27, and august 29, 2016. the eighth meeting was held on september 1, 2016. each meeting on the implementation of learning was divided into several activities, among others: (1) explanation of pythagoras material by using geogebra application. (2) demonstrate material taught by using geogebra application media. (3) working group worksheet (lkk). (4) presenting the results of group work by using geogebra application. the result of test result of learning material of pythagoras in cycle ii was presented in table 5. table v. test result data of student phytagoras learning in cycle ii table v shows that after used the geogebra application media, the average test result of the pythagoras material achievement was 91.54, it indicates that the pythagoras learning outcomes were in very high category. furthermore, if the results of the pythagoras study results were grouped into 5 (five) categories, it would be obtained the distribution and percentage as in table 6. table vi. frequency distribution and test result percentage of understanding concpet in cycle ii score interval category frequency percentage 85 – 100 65 – 84 55 – 64 35 – 54 0 – 34 very high high medium low very low 15 5 0 0 0 75 25 0 0 0 total 20 100 statistics statistics value subject ideal score high scores lowest score score range average standarddeviation median 20 100 100 83,08 16,93 91,54 5,50 93,84 54 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on table vi, it shows that the frequency and percentage of learning result of pythagoras material through geogebra application media in cycle i found that there were 15 students or 75% were in very high category and 5 students or 25% were in high category. 6. the description analysis of pythagoras learning result in cycle ii based on the results analysis, the description of the completeness results of learning pythagoras students could be seen in table vii. table vii the frequency distribution of pythagoras learning result in cycle ii score interval categories of learning mastery frequency percentages 0 – 74 incomplete 0 0 75 – 100 completed 20 100 total 20 100 based on table vii, it shows that no students were included in the incomplete category and 20 students or 100% were included in the category of completed. the overall data shows the achievement of classical completeness which exceeds the achievement of the indicator that was 85%. based on the results of cycle i and cycle ii it can be said that there was an increase in learning results of pythagoras material through the geogebra application media of viii.4 grade students at smp negeri 12 parepare, this proved in fig.2. fig.2. the comparison of pythagoras learning results cycle i and cycle ii based on fig.2. above, it shows that the average score of learning result of students' pythagoras materials increased in cycle i was 77.65 to 91.54 in cycle ii. 77.65 91.54 70 80 90 100 cycle i cycle ii 55 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej fig.3. the comparison of completion of learning results of pythagoras students in cycle i and cycle ii based on fig.3. it shows that students' learning mastery improved on the cycle i by 70% to 100% in cycle ii. 7. the description of student activity observation analysis in cycle ii the data analysis of the percentage of student activities observed during the cycle i was presented as in diagram 4. fig. 4. the percentage of student activity in cycle 1 based on fig. 4. it shows that the percentage of students activity pay attention to the teacher's explanation taught material by using the geogebra application that was 95%, the percentage of students given responses or submit an opinion on the explanation of pythagoras material by using the application geogebra was 28.33%, the percentage of students demonstrating the material which was taught by using geogebra application that was 21,67%, the percentage of students discuss with their group to solve pythagoras material problem at lkk was 96,67%, and percentage of student that presented the result 70% 100% 0% 20% 40% 60% 80% 100% 120% cycle i cycle ii 95.00% 28.33% 21.67% 96.67% 25.00% 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% activity 1 activity 2 activity 3 activity 4 activity 5 56 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of group discussion by using geogebra plication media that was 25%. the average percentage of student activity in cycle ii was 53.33%. the increase of average percentage of result analysis from cycle i to cycle ii was presented in diagram 5. fig.5. the comparison of average percentage of student activity from cycle i to cycle ii furthermore, to know the average increase in student activity shows in diagram 6. fig.6. the average comparison of student activity percentage from cycle i to cycle ii based on diagram 6, it shows that the average percentage of student activity has increased was 43.33% in the first cycle to 53.33% in cycle ii. 8. the description of pythagoras material outcome through geogebra application media. geogebra application media is a learning medium used to draw up geometry (making sketches of triangle images), making it easier to understand the concept of 83.33% 16.67% 13.33% 78.33% 25% 95% 28.33% 21.67% 96.67% 25% 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% activity 1 activity 2 activity 3 activity 4 activity 5 cycle i cycle ii 43.33% 53.33% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% cycle i cycle ii 57 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej pythagoras. learning process by using the application of geogebra media was able to attract students' interest in the learning process so that students are more active in the learning process and to solve any given problem related to pythagoras material. the use of geogebra application media was intended to improve the learning outcomes of students' pythagoras material. this research was in line with the research of suyadi [3] which reveals the influence of geogebra software on mathematics learning outcomes of junior high school students. similarly, wahyuningsih [4] research on the experimentation of the use of geogebra in the circle material that provides improved learning outcomes of junior high school students. this can be seen from the results of research that the average learning outcomes pythagoras students increased from the cycle i that was 76.75 its the good category and increased in the cycle ii where the score was 91.54, its in very good category. the average percentage of student activity also increased from cycle i 43.33% increase in cycle ii 53,33%. so it can be concluded that the use of geogebra application media could improve the learning outcomes of students pythagoras material. (2) increased percentage of completeness of learning result of pythagoras material of students either individually or classically, (3) increasing the activity percentage of student during learning process, meaning that the student enthusiastically learns and easy to solve math problems. 9. constraints of geogebra application media in learning process the achievement of research results that have been obtained, cannot be separated from various obstacles, among others: a. some students did not pay attention to the researchers explaining the material pythagoras; b. some students have not been able to demonstrate pythagoras material by using geogebra applications; c. some students did not cooperate in completing lkk. 10. follow up research learning process by using this geogebra application media, it still need to be developed according to the limits of the ability of researchers. therefore, other researchers may have expected to be: a. more creative in developing on different materials. b. can develop a more interesting geogebra application media so that students are motivated in learning math. references daryanto. learning media. bandung: one nusa. 2010. judith, m., & team. introductionto geogebra version 4.4. international geogebra institute. (online), (http://www.geogebra.org/en/wiki), accessed february 28, 2016. . 2008. 58 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej kunandar. easy step classroom action research as teacher profession development. jakarta: rajawali pers. 2013. suyadi. influence of geogebra software on student learning outcomes of class ix1 smp negeri 1 pinrang. unpublished thesis. parepare: umpar. 2015. wahyuningsih, dwi. experimenting the use of geogebra in mathematics learning matter materials on student results class viii smpnegeri 1 ngunut. unpublished thesis. tulungagung: iain tulungagung. 2013. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 9 mathematics education journals vol 3 no. 1 february 2019 analysis the ability of mathematic connection with cooperative learning model thinking pair share and thinking pair square miftakhul jannah, paridjo, wikan budi utami study program of mathematics education faculty of teacher training and education university of pancasakti tegal miftakhuljannah96@gmail.com abstract the study aims to determine the better mathematical connection capabilities between those taught using cooperative learning models of the type of think pair share or think pair square, and describe the mathematical connection ability of students taught by cooperative learning models of think pair share and think pair square types. the population in this study were all students of class viii of smp negeri 2 adiwerna in the academic year of 2017/2018. quantitative samples use 2 experimental classes. while the qualitative sample is 12 high, medium and low ability students. data collection was carried out quantitatively, namely by tests, and qualitative by observation, documentation, and interviews. the results of this study showed that the mathematical connection ability taught with the think pair share type of cooperative learning model was better than think pair square, the mathematical connection ability of students taught by think pair share and think pair square learning models was partly achieved by the low group students , medium, and high. keywords: analysis, mathematical connection ability, cooperative learning model, think pair share (tps), think pair square (tpsq) introduction mathematics is one of the subjects taught in school. the material learned in mathematics involves mathematical symbols and calculation of numbers. therefore, mathematics is considered a subject that seems abstract by some students so it is difficult to understand. based on the results of preliminary observations conducted by researchers, most of the eighth grade students of adiwerna state junior high school 2 considered mathematics subjects difficult. researchers asked directly to the eighth grade students of adiwerna state middle school 2 regarding subjects that were considered difficult, almost all students answered math subjects. this can also be proven by the results of the semester 1 math uas which are lower when compared with the value of other subjects. one of the material taught in class viii even semester is statistical material. statistical material is not new material for class viii students because this material has been studied in grade vi elementary school. statistics is the study of how to analyze and process data. statistics is not only used to process data in mathematics, but can be applied to process data outside the field of mathematics, such as calculating rainfall data, agricultural products data, population data, and others. statistics is also very closely related to everyday life. so that in studying statistics there is a need for mathematical connection capabilities. according to sugiman (2008: 56), in nctm it is stated that there are five basic mathematical abilities, namely problem solving, reasoning and proof (reasoning and proof), communication (communication), connections (connections), and representation (representation). mathematical connection ability is one component of five basic mathematical abilities because it is very much needed in mathematics learning. the mathematical connection ability connects mathematics to the mailto:miftakhuljannah96@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 10 mathematics education journals vol 3 no. 1 february 2019 experiences of students so that concepts in mathematics do not seem abstract and are easier for students to understand. in an effort to improve quality human resources, educators and adequate infrastructure are needed during the learning process. various learning models are applied by teachers in an effort to improve the ability of students. there are various kinds of learning models, one of which is the cooperative learning model. cooperative learning model is done by dividing students into small groups that have different levels of ability. there are so many types of cooperative learning models, for example, are think pair share and think pair square learning models. from its name, think pair share and think pair square learning models can be said to be almost similar. both are types of cooperative learning models. think pair square learning model is a modification of the think pair share learning model. both of these learning models provide opportunities for students to express their opinions or answers to their own thoughts, improve cooperation between students through discussion with their peers, and form students' confidence and activeness in presenting the results of the discussion. the difference is in the think pair square learning model, after students discuss with their peers, then discuss again with the four groups. januartini, et al (2016) conducted a comparative study of think pair square learning models and think pair share on the motivation and learning outcomes of class x ict students of sma n 1 sukasada. the results showed that there were higher average learning outcomes in students who used the cooperative learning model of think pair square type compared to the cooperative learning model of think pair share type on class x ict subjects of sma n 1 sukasada in the 2015 school year / 2016 the source of previous research was conducted as an effort to clarify the variables used in this study, as well as to distinguish this research from previous research. the similarity in the study is the variable used, namely the researcher uses the cooperative learning model think pair share and think pair square as the independent variable and the mathematical connection ability of the students as the dependent variable. whereas the difference is that the researcher analyzes the mathematical connection abilities of students with cooperative learning models of think pair share and think pair square. the purpose of this study was to find out: (1) better mathematical connection skills between those taught using cooperative learning models of think pair shar or think pair square types. (2) mathematical connection abilities of students who are taught using the cooperative learning model type think pair share. (3) the mathematical connection ability of students who are taught using the think pair square cooperative learning model. sugiman (2008: 65) said that mathematical connection ability is an ability that must be mastered by students in learning mathematics. according to suherman (lestari and yudhanegara, 2017: 82-83), mathematical connection ability is the ability to associate mathematical concepts / rules with one another, with other fields of study, or with applications in the real world. based on the above definition, it can be concluded that mathematical connection ability is the ability that must be mastered by students in applying relationships between mathematical topics, the relationship between mathematics and other fields of study, and the relationship between mathematics and everyday life. rusman (2016: 202) suggests that cooperative learning is a form of learning by means of students learning and working in small groups collaboratively with heterogeneous group structures. while hosnan (2014: 234) argues that the cooperative learning model is a learning model that prioritizes the existence of groups. every student in the group has different levels of ability (high, medium and low) and if possible group members come from different races, issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 11 mathematics education journals vol 3 no. 1 february 2019 cultures, tribes and pay attention to gender equality. based on several definitions above, it can be concluded that the cooperative learning model is a learning model that is carried out by forming small groups that have different abilities. the think pair share type cooperative learning model was first developed by frank lyman at the university of maryland in 1981. think pair share is one type of cooperative learning that stimulates thinking activities of students in pairs and sharing knowledge with other students (lestari and yudhanegara, 2017 : 52). according to husna, et al (2013: 83), the cooperative learning model of the think pair share type is a type of cooperative learning that is designed to influence students' interaction patterns. the think pair square (tpsq) type cooperative learning model was developed by spencer kagan in 1933. according to lie (2014: 57), the think pair square learning model is a learning model that gives students the opportunity to work alone and work with others. januartini et al. (2016: 150) stated that the think pair square learning model is a learning model that if a pair of students cannot solve the problem given, then another pair of students can explain how to answer it. if the problem raised does not have a correct answer, then two pairs can combine their results and form a more comprehensive answer. based on the description, the researcher is interested in conducting research related to the analysis of students' mathematical connection skills with the cooperative learning model think pair share (tps) and think pair square (tpsq) at adiwerna 2 public middle school in the subject matter of statistics. research method the approach used in this study is a combination approach, which combines quantitative research with qualitative research. the quantitative approach is used to analyze data on students' mathematical connection abilities. while the qualitative approach is used to supplement the data and describe aspects of the quantitative approach. the research design used in this study is concurrent embedded design, which is a study that combines quantitative and qualitative research together, but the weight of the method is different. the population taken in this study was the eighth grade students of adiwerna 2 public middle school in the academic year 2017/2018 which consisted of 9 classes as many as 313 students. sampling in this study uses 2 sampling techniques. to obtain quantitative data using simple random sampling technique, the samples taken were class viii e as experimental class 1 as many as 34 students, class viii d as experimental class 2 as many as 34 students, and class viii f as the pilot class as many as 36 students . whereas to obtain qualitative data using purposive sampling technique, it was obtained 2 low group students, 2 moderate group students, and 2 high group students for each experimental class 1 and 2. experimental class 1 qualitative research sample namely subject ep-21 , ep-23, ep-17, ep-29, ep07, ep-19. while the qualitative research sample for experimental class 2 is the subject er-10, er-11, er-30, er-31, er-29, er-34. quantitative data collection is a mathematical connection ability test using cooperative learning model think pair share (tps) in class viii e and think pair square (tpsq) in class viii d. while qualitative data collection is by observing the teaching process conducted by researchers, observation mathematical connection skills of students, interviews with eighth grade mathematics teachers, interviews with students, documentation in the form of odd semester uas math scores, data on the number of all eighth grade students of adiwerna state middle school 2, list of names of students used as samples, and the results of the photos during the learning process take place. result and discussion the results of quantitative research were obtained from the value data of the mathematical connection ability which then carried out hypothesis testing using the t test of the right side. before hypothesis testing is carried out, a prerequisite test for the hypothesis is first, namely the normality test and homogeneity test. based on the prerequisite tests that have been carried out, issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 12 mathematics education journals vol 3 no. 1 february 2019 it is known that the data on mathematical connection ability of experimental class 1 students and experimental class 2 are normal and homogeneous. the results of the spss output from the right one t test can be seen in the table below: table 1. results of the spss output test for the right one-t test independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper data equal variances assumed ,485 ,489 ,720 66 ,474 1,706 2,369 -3,025 ,437 equal variances not assumed ,720 63,944 ,474 1,706 2,369 3,028 ,440 testing the right one t is known from the sig. (2-tailed) in the t-test for equality of means table of 0.474. because the test is a one-party test (right-hand test), the 𝑆𝑖𝑔 = 1 2 × 𝑛𝑖𝑙𝑎𝑖 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) = 1 2 × 0,474 = 0,237. therefore, the value of α chosen is also 1 2 𝛼 = 1 2 (0.05) = 0.025. because the sig value is greater than 1 2 𝛼, then h0 is accepted. in addition, the value of tcount = 0,720while ttabel = 1,668. because tcount < ttabel, then h0 is accepted. thus, it can be concluded that mathematical connection skills taught using think pair square cooperative learning models are no better than think pair share. however, januartini, et al. (2016) conducted a comparative study of think pair square learning models and think pair share on motivation and learning outcomes of students of ict learning class x at sma n 1 sukasada that there were higher average learning outcomes for students who using cooperative learning learning models think pair square compared to cooperative learning learning types think pair share. mathematical connection ability is part of student learning outcomes so this is different from the presumption that mathematical connection skills taught by think pair square type cooperative learning models are better than think pair share. based on observations made to observe the researcher as a teacher, it shows that the learning process has been carried out in accordance with the steps of the learning model. however, at the pairing stage, the researcher forms a pair of groups according to the seat. forming groups in pairs according to seating is intended to save time. but this can cause students to pair in a homogeneous or heterogeneous manner. in experimental class 1 taught by think pair share learning models, groupings that occur homogeneously can be anticipated at the sharing stage. at the sharing stage, students present the results of their discussion in front of the class, so that if they cannot solve the problem given, they will be assisted by their classmates. in contrast to students who are taught with think pair square learning models, after discussing with groups in pairs, discuss again with the four groups. in the square (four) stage, the possibility of forming a homogeneous group can also occur. therefore it can be concluded that mathematical connection skills taught by think pair share cooperative learning models are better than think pair square. qualitative data is obtained from the results of data reduction, namely collecting data from observations, interviews, and documentation, then selecting important data and discarding unused data. the next stage is the presentation of data, which is looking for the relationship issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 13 mathematics education journals vol 3 no. 1 february 2019 between the data from observations, interviews, and documentation, then presents the data into a relationship pattern in the form of a brief description. the final stage of conclusions is making conclusions in the form of new findings from the results of data presentation, then constructing these conclusions into the research title. based on the observation results of mathematical connection abilities taught by the cooperative learning model of think pair share type, it shows that the indicators of mathematical connection ability that is applying relationships between mathematical topics can be applied by subject ep-17, ep-29, ep-07, and ep-19 . indicators of mathematical connection ability that is applying the relationship of mathematics to everyday life can be applied by subjects ep-07 and ep-19. indicators of mathematical connection ability, namely applying the relationship between mathematical topics and topics outside mathematics, can be applied by subjects ep-17, ep-29, ep-07, and ep-19. based on the results of interviews with students after learning with the think pair share learning model, ep-21 subjects still have relatively low mathematical connection skills because there are no indicators of mathematical connection abilities that he mastered. subject ep-23 has a relatively low mathematical connection ability because it is only one indicator of mathematical connection ability that he mastered. subject ep-17 has a relatively low mathematical connection ability because it is only one indicator of mathematical connection ability that he mastered. subject ep-29 has a relatively moderate mathematical connection ability because there are only two indicators of mathematical connection ability that he mastered. subject ep-07 has a relatively high mathematical connection ability because he can master all three indicators of mathematical connection ability. subject ep-19 has a relatively moderate mathematical connection ability because only two indicators of mathematical connection ability are mastered. therefore, it can be concluded that the indicators of students' mathematical connection abilities taught by the think pair share learning model can be partially achieved by low, medium and high group students. based on the observation results of mathematical connection abilities taught by the cooperative learning model of think pair square type, it shows that the indicator of mathematical connection ability that is applying relationships between mathematical topics can be applied by the subjects er-10, er-11, er-30, er-31, er-29, and er-34. indicators of mathematical connection ability, namely applying the relationship of mathematics to everyday life can be applied by the subjects er-30, er-31, er-29, and er-34. indicators of mathematical connection ability, namely applying the relationship between mathematical topics and topics outside mathematics can be applied by the subjects er-30, er31, er-29, and er-34. based on the results of interviews with students after learning with the think pair square learning model, the er-10 subject had relatively low mathematical connection ability because it was only one indicator of mathematical connection ability that he mastered. er-11 subjects have relatively low mathematical connection ability because there is no indicator of mathematical connection ability that he mastered. er-30 subjects have relatively low mathematical connection ability because they are only one indicator of mathematical connection ability that they master. er-31 subjects have relatively low mathematical connection ability because they are only one indicator of mathematical connection ability that he mastered. er-29 subjects have relatively moderate mathematical connection skills because only two indicators of mathematical connection ability are mastered. er-34 subjects have relatively moderate mathematical connection ability because only two indicators of mathematical connection ability are mastered. therefore, it can be concluded that the indicators issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 14 mathematics education journals vol 3 no. 1 february 2019 of students' mathematical connection abilities taught by the think pair square learning model can be partially achieved by low, medium and high group students. conclusion based on the results and discussion, it can be concluded that the mathematical connection skills taught using the think pair share (tps) type cooperative learning model are better than think pair square (tpsq) and the students' mathematical connection skills are taught using think pair share (tps) learning models. ) and part of think pair square (tpsq) can be achieved by low, medium and high group students. based on the conclusions above, the suggestion that researchers can recommend is that teachers should form heterogeneous pairing groups if they apply the cooperative learning type think pair share and think pair square models, students should improve their mathematical connection skills so that mathematics becomes easier and does not seem abstract, participants students should be active during the learning process, because it has a positive effect on improving mathematical connection skills. references badjeber, r., & fatimah, s. (2015). peningkatan kemampuan koneksi matematis siswa smp melalui pembelajaran inkuiri model alberta. jurnal pengajaran mipa. online. vol. 20 (1), 18-26, diakses 11 desember 2017 dari http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/557. erra, u., & scanniello, g. (2011). assessing think-pair-square in distributed modeling of use case diagrams. in empirical requirements engineering (empire), 2011 first internasional workshop on (pp. 77-84). ieee, diakses 14 desember 2017 dari http://ieeexplore.ieee.org/document/6046249/. eviliyanida, e. (2011). model pembelajaran kooperatif. jurnal visipena. online. vol. 2 (1), 21-27, diakses 10 januari 2018 dari http://visipena.stkipgetsempena.ac.id/home/article/view/19. fajri, n. (2015). korelasi antara kemampuan koneksi dan komunikasi matematis siswa dengan menggunakan pendekatan contextual teaching and learning (ctl). jurnal numeracy. online. vol. 2 (1), 51-60, diakses 11 desember 2017 dari http://numeracy.stkipgetsempena.ac.id/home/article/view/16. . (2016). analisis kemampuan koneksi dan komunikasi matematis mahasiswa pendidikan matematika: studi kualitatif pada mahasiswa pendidikan matematika stkip bina bangsa getsempena kota banda aceh, aceh. jurnal numeracy. online. vol. 3 (2), 23-30, diakses 11 desember 2017 dari http://numeracy.stkipgetsempena.ac.id/home/article/view/40. hosnan, m. (2016). pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. bogor: ghalia indonesia. husna, m., ikhsan, & fatimah, s. (2013). peningkatan kemampuan pemecahan masalah dan komunikasi matematis siswa sekolah menengah pertama melalui model pembelajaran kooperatif tipe think-pair-share (tps). jurnal peluang. online. vol. 1 (2), 81-92, diakses 11 desember 2017 dari http://www.jurnal.unsyiah.ac.id/peluang/article/view/1061. januartini, p. d., agustini, k., & sindu, i. g. p. (2016). studi komparatif model pembelajaran think pair square dan think pair share terhadap motivasi dan hasil belajar siswa mapel tik kelas x sma n sukasada. jurnal pendidikan teknologi dan kejuruan. online. vol. 13 (2), 148-160, diakses 11 desember 2017 dari http://ejournal.undiksha.ac.id/index.php/jptk/article/view/8523. http://journal.fpmipa.upi.edu/index.php/jpmipa/article/view/557 http://ieeexplore.ieee.org/document/6046249/ http://visipena.stkipgetsempena.ac.id/home/article/view/19 http://numeracy.stkipgetsempena.ac.id/home/article/view/16 http://numeracy.stkipgetsempena.ac.id/home/article/view/40 http://www.jurnal.unsyiah.ac.id/peluang/article/view/1061 http://ejournal.undiksha.ac.id/index.php/jptk/article/view/8523 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 15 mathematics education journals vol 3 no. 1 february 2019 kementerian pendidikan dan kebudayaan. (2016). buku guru mata pelajaran matematika. jakarta: kementerian pendidikan dan kebudayaan. lestari, k. e. dan yudhanegara, m. r. (2017). penelitian pendidikan matematika. bandung: refika aditama. lie, a. (2014). cooperative learning: mempraktikkan cooperative learning di ruang-ruang kelas. jakarta: gramedia. miftah, r. (2014). pengaruh pembelajaran kooperatif tipe think pair share terhadap kemampuan koneksi matematis peserta didik. innovation in mathematics education toward asian community: prosiding seminar nasional pendidikan matematika 2014. jakarta: uhamka press. mufidah, l., dzulkifli, e., & titi, t. (2013). penerapan model pembelajaran kooperatif tipe tps untuk meningkatkan aktivitas belajar siswa pada pokok bahasan matriks. jurnal pendidikan matematika stkip pgri sidoarjo. online. vol. 1 (1), 117-125, diakses 14 desember 2017 dari http://lppm.stkippgrisidoarjo.ac.id/index.php?pilih=mat&modul=yes&action=detail&id=c20ad4d76fe9775 9aa27a0c99bff6710. nasution, y. s., & surya, e. (2017). application of tps type cooperative learning in improving students’ matematics learning outcomes. internasional journal of sciences (ijsbar). online. vol. 34 (1), 116-123, diakses 14 desember 2017 dari http://gssrr.org/index.php?journal=journalofbasicandapplied. priansa, d. j. (2017). pengembangan strategi & model pembelajaran. bandung: cv pustaka setia. pusat bahasa. (2008). kamus besar bahasa indonesia pusat bahasa. jakarta: pt gramedia pustaka utama. rinawati. (2014). analisis butir soal matematika pada ulangan tengah semester genap berdasarkan item response theory (irt). skripsi universitas pancasakti tegal: tidak diterbitkan. rusman. (2016). model-model pembelajaran: mengembangkan profesionalisme guru. jakarta: raja grafindo persada. shoimin, a. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: arruzz media. siregar, n. d., & surya, e. (2017). analysis of students’junior high school mathematical connection ability. international journal of sciences:basic and applied research (ijsbar). online. vol. 33(02), 309-320, diakses 10 januari 2018 dari http://gssrr.org/index.php?journal=journalofbasicandapplied. sholikhah, z., kartana, t. j., & utami, w. b. (2018). efektifitas model pembelajaran openended terhadap prestasi belajar matematika ditinjau dari kreativitas siswa. jes-mat (jurnal edukasi dan sains matematika). online. vol. 4 (1), 35-46, diakses 30 maret 2018 dari http://journal.uniku.ac.id/. sugiman. (2008). koneksi matematik dalam pembelajaran matematika di sekolah menengah pertama. pythagoras: jurnal pendidikan matematika. online. vol. 4 (1), diakses 12 desember 2017 dari https://journal.uny.ac.id/index.php/pythagoras/article/view/687. sugiyono. (2012). statistika untuk penelitian. bandung: alfabeta. . (2017). metode penelitian kombinasi (mixed methods). bandung: alfabeta. susongko, p. (2016). penilaian hasil belajar. tegal: badan penerbit universitas pancasakti tegal. wara, m., rizal, y., dan nilaswati. (2012). model cooperative learning tipe think pair square dalam pembelajaran matematika di kelas vii smpn 1 pulau punjung. jurnal http://lppm.stkippgri-sidoarjo.ac.id/index.php?pilih=mat&modul=yes&action=detail&id=c20ad4d76fe97759aa27a0c99bff6710 http://lppm.stkippgri-sidoarjo.ac.id/index.php?pilih=mat&modul=yes&action=detail&id=c20ad4d76fe97759aa27a0c99bff6710 http://lppm.stkippgri-sidoarjo.ac.id/index.php?pilih=mat&modul=yes&action=detail&id=c20ad4d76fe97759aa27a0c99bff6710 http://gssrr.org/index.php?journal=journalofbasicandapplied http://gssrr.org/index.php?journal=journalofbasicandapplied http://journal.uniku.ac.id/ https://journal.uny.ac.id/index.php/pythagoras/article/view/687 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 16 mathematics education journals vol 3 no. 1 february 2019 pendidikan matematika. online. vol. 1 (1), diakses 11 desember 2017 dari http://ejournal.unp.ac.id/students/index.php/pmat/article/view/1157 http://ejournal.unp.ac.id/students/index.php/pmat/article/view/1157 25 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the implementation of recollection smart teaching learning method can increase learning mathematics result of the eleventh grade students of ips1 at sma negeri 4 parepare arifuddin mathematic education university of muhammadiyah parepare indonesia arif_umpar@yahoo.co.id abstract this research was a classroom action research including planning, implementation, observation, and reflection phase which were implemented in sma negeri 4 parepare which aimed to improve mathematics learning result through the implementation of learning method of smart teaching recollection utilizing students‘ unconsciousness in learning process. subjects in this study were students class xi ips1 sma negeri 4 parepare 2016/2017 academic year which amounted to 26 students. the research was conducted in 2 cycles, each of cycle was conducted in 4 meetings and carried out the final test of it.the data were collected by using observation and learning result test. the data collected were analyzed by using descriptive statistic. the result of the research showed that the result of mathematics learning of students class xi ips1 of sma negeri 4 parepare increased from cycle i to cycle ii through the implementation of learning method of smart teaching recollection. this could be seen from (a) the learning results in cycle i, the number of students who completed were only 9 students with an average score of 64.31 and in cycle ii increased to 23 students with an average score of 78.27. (b) the increasing percentage of students‘ mathematics learning achievement was 34.6% in the first cycle increased to 88.5% in cycle ii. (c) the average increase in the learning activities of the students from cycle i to cycle ii. from the results of this research could be concluded that there was an improvement of students‘ mathematics learning results of class xi ips1 at sma negeri 4 parepare by implementing the teaching method of recollection smart teaching. keywords : mathematics learning results; smart teaching recollection learning method introduction mathematics learning is a means of thinking clearly, creatively, systematically and logically. mathematics also plays a role in solving everyday problems, recognizing relationship patterns and generalizing experiences and developing creativity. this causes mathematics to be studied as a provision for students from elementary school to college. students often assume that mathematics is a science that is difficult to learn and boring, especially seeing the formula memorization that looks complicated and difficult calculations, coupled with less enjoyable learning. actually, the method of learning is 26 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej undirected and focused on the improvement of intellectual ability only where the teacher only provides debriefing ability of knowledge and explanation. this will certainly have an impact on the lack of motivation to learn so that the students‘ mathematics learning results is in less satisfactory. based on the results of preliminary observations conducted in class xi ips1 sma negeri 4 parepare, the researcher was obtained information that most of the mathematics learning results at the odd semester was 70, while the minimum co mpleteness criteria (mcc) that has been established by the school that was 75. one of the problems of this learning result due to lack of students‘ motivation to learn was caused by the weak teacher's role in processing the students‘ emotion and creating a pleasant classroom atmosphere. the researcher chose the method of learning recollection of smart teaching as an alternative solution in overcoming the problems of mathematics learning in school. webe (2010: 37) suggests that teachers should bring up five hidden potentials in themselves through the recollection before it becomes smart, namely: 1. can reflect the existence of himself as a teacher 2. can communicate effectively and efficiently 3. having a leadership soul in leading the students 4. implementing an excellent service and full integrity 5. full of motivation in his life this learning method would provide opportunities for students to empower all the potential they have, students were cheerful, joyful and more able to receive the materials taught. actually, the teaching method of smart teaching recollection was a very simple method, many of us were using this method accidentally. understanding this method well deliberately would show something extraordinarily conscious that was coincidentally considered in the previous time (not accidentally). based on the above description, the authors conducted a study in sma negeri 4 parepare with the title ―the implementation of recollection smart teaching method to improve student‘ mathematics learning results in class xi ips1 of sma negeri 4 parepare". based on the problems background that have been stated above, then the formulation of the problem in this study was ―whether by the implementation of recollection smart teaching method improve the students learning results in class xi ips1of sma negeri 4 parepare?‖. based on the formulation of the above problem, the purpose of this study was to know that the implementation of recollection smart teaching method can improve the students‘ learning results in class xi ips1 of sma negeri 4 parepare. research method the research‘s type was classroom action research which the implementation included planning, action, observation, and reflection. subjects in this research were students of class xi ips1 even semester at sma negeri 4 parepare academic year 2016/2017 which amounted to 26 students, consisting of 14 men and 12 women. 27 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a. operational definition of variables operational definitions of variables used in this research, namely: 1) the learning method of recollection smart teaching was a learning method in which the teacher communication was created with the subconscious of students so that the students‘ minds were more open in receiving the given materials. 2) learning results were scores obtained by students from the tests given at each end of the cycle of mathematics learning with of recollection smart teaching learning methods. b. research procedure the implementation of this action research was conducted in two cycles, where cycle i was held for four meetings and cycle ii was also held for four meetings. in accordance with the nature of classroom action research, cycle ii was an improvement in cycle i, then each cycle consists of: (a) planning stage, (b) action stage, (c) observation stage, and (d) reflection stage. in detail the procedures of this action research were described as follows: 1) cycle i a) planning stage some things must be prepared and done at this stage by researchers before acting as a teacher in the classroom for the effectiveness of the learning process, because the learning would work well if it was done a mature planning therein. as for the things that were meant were as follows: (1) reviewing the current curriculum in the even semester of class xi ips1 of the academic year 2016/2017. (2) analyzing the subject matter to be taught. (3) creating a learning implementation plan at each meeting. (4) preparing the supporting materials. b) action stage this stage is the implementation or follow-up of the planning stage, as for what would be done was as follows: (1) creating an exciting opening teachers could tell stories or show things that are interesting to students. (2) explaining the students‘ problem explaining the problem faced by the students. the difficult formula problem or whatever the teacher knew was being faced by the students in relation to the teaching materials that have been taught at the previous meeting. (3) giving solution to the students‘ problem. the teacher entered the material that was the solution of the problem in step two, and then provided the solution with the materials to be taught. (4) closing the teacher closed lessons by giving homework and motivation. c) observation stage 28 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej observation of action implementation was done by using observation sheet to record the activities that occured in the classroom during the learning process took place, then the observation sheet was made observation table used to observe the learning process in the form of attendance list and the activities of students in the learning process. d) reflection stage the results of the observation stage were collected and analyzed and then made a plan of improvement with the completion of action in cycle ii. 2) cycle ii the procedure or steps in cycle ii was the same as cycle i, that was the teacher still use the teaching method of smart teaching recollection. all the obstacles that were obtained in the first cycle attempted to solve and improve on cycle ii. c. research instruments data retrieval in this research used instrument in the form of activity observation sheet of students, observation sheet of teacher activity, and test of mathematics learning result. the observation sheets were used to collect students‘ activity data and the teacher‘s ability to manage the learning, while the mathematics learning test was used to collect data on the success rate of learners on mathematics learning. the tests of mathematics learning result and activity observation sheet of learners that have been compiled beforehand were validated by validator which was considered to know it. d. data collection technique data collection techniques in this research were: 1) observation technique data on the activities of students and teacher activity during the learning process of mathematics using the method of learning recollection smart teaching observed by researchers along with peers using observation techniques. 2) test technique data on mathematics learning result of students was obtained by using the test technique at the end of each cycle. e. data analysis technique data obtained from the results of research through observation techniques and test techniques were analyzed by: 1) activity data of students activity data of students obtained by using observation technique was analyzed by using the following formula: 29 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej (purwanto, 2010: 102) information: np = percent score sought r = raw score obtained sm = maximum score 100 = fixed number 2) teacher activity data for the results of observation of the ability of teachers to manage the learning was analyzed by calculating the average score of each observed aspect in managing the learning of many meetings conducted in the study. table 1 converting average scores of teachers’ ability to manage learning bloom (mulbar, 2013: 423) 3) data of mathematics learning result of students data of mathematics learning result of students was analyzed by using descriptive statistic. student learning results were described to calculate average scores, standard deviations, maximum and minimum scores. the criteria used to categorize learning results based on standards established by nurkancana (badolo, 2012: 16) were as follows: mastery 90% -100% was categorized as ―very high‖ mastery of 80% 89% was categorized as ―high‖ mastery 65% 79% was categorized as ―medium‖ mastery of 55% 64% was categorized as ―low‖ mastery of 0% 54% was categorized as ―very low‖. analysis of mastery of mathematics learning results of students categorized as follows: 0-74 was categorized as ―incomplete‖ 75-100 was categorized as ―complete‖ average criteria 0,5 – 1,5 very poor 1,6 – 2,5 poor 2,6 – 3,5 fair 3,6 – 4,5 good 4,6 – 5,0 very good np = r sm x 100 30 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej a. success indicators the success indicators of this research were: 1) the increasing of the average score of mathematics learning results of students from cycle i to cycle ii. 2) the increasing of activity of learners in the process of learning mathematics from cycle i to cycle ii. the increasing of mathematics learning completeness from cycle i to cycle ii, that was complete individual and thoroughly classical. completed individuals if the student has reached the minimum completeness criteria of 75 and mastery of 65% of the subject matter controlled by students then called completed learning students, and 85% students completed learning was called classical thoroughly result a. research results 1) descriptive analysis result a) the results of the students’ mathematical learning in cycle i the result of the mathematics learning test from cycle 1 was analyzed by descriptive analysis using spss 21 program. the result score data of students‘ mathematics learning from cycle i test can be seen in table 4.1 as follows: table 4.1 statistics score of students’ mathematics results in cycle i based on table 4.1 it can be seen that the average score of learning results of mathematics students in cycle i using the method of learning recollection smart teaching is equal to 64.31, with the lowest score reached 35 and the highest score 80 of the ideal score 100. if the score of students‘ mathematics learning ability were grouped into five criteria statistic statistic scores subjects 26 average score 64,31 median 65,00 standard deviation 15,64 variance 244,46 gain score 45 minimum score 35 maximum score 80 ideal score 100 31 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej of categorization of mathematics learning results, then it would be obtained the frequency distribution and percentage in table 4.2 as follows: table 4.2 distribution of frequency and percentage of students‘ mathematics learning result in cycle based on the table 4.2 showed that the percentage of students‘ learning achievement score after applying the teaching method of recollection smart teaching in cycle i was not obtained by the students that included in a very high learning category, high category was 5 students (19.2%), fair category was 10 students (38,5% ), low category was 4 students (15,4%), and very low category was 7 students (26,9%) of 26 students. based on the results of data analysis in table 4.1 showed the average score of learning ability of students in the first cycle was 64.31. if the average score of students‘ mathematics learning results was categorized in the criteria of the categorization of mathematics learning results, then the average score of students was in the low category. furthermore, if the mathematics learning results of students in the first cycle was analyzed with the percentage of students‘ mastery of mathematics learning, so that it can be seen in table 4.3 below: table 4.3 frequency distribution and percentage completion of students‘ mathematics learning in cycle i based on table 4.3, it showed that there were 9 students or 34.6% of the 26 students were in the complete category and 17 students or 65.4% were in the incomplete category. if the completeness was based on the classical completeness category, then the result of students‘ mathematics learning after learning with recollection smart teaching method in the first cycle has not been completed in a classical. mastery level category of percentage frequency 0% 54% very low 7 26,9 5% 64% low 4 15,4 65% 79% fair1038,5 80% 89% high 519,2 90% 100% very high 00,0 total 26 100,0 t. completeness of score interval of frequency category 75% – 100% 75 – 100 complete 9 0% – 74% 0 – 74 tidak incomplete 17 total 26 32 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej b) the results of the participants' mathematics learning were ii descriptive statistical analysis of students‘ mathematics learning results based on test results in cycle ii can be seen in table 4.4 below: table 4.4 statistics score of students‘ mathematics learning results in cycle ii based on table 4.4, it can be seen the average score of students‘ mathematics learning results in cycle ii by implementing recollection smart teaching learning method was equal to 78.27, with the lowest score reached 40 and the highest score reached 90 of the ideal score was 100 or the score of students‘ mathematics learning were grouped into five criteria of categorization of mathematics learning results, then developed the distribution and percentage in table 4.5 below: table 4.5 distribution of frequency and percentage of students‘ mathematics learning results in cycle ii mastery level category score of percentage frequency 0% 54% 0-54 very low 27,7 55% 64% 55-64 low 13,8 65% 79% 65-79 fair 415,4 80% 89% 80-89 high 1765,4 90% 100% 90-100 very high 27,7 total 26 100 based on table 4.5, it showed that the frequency and percentage of students‘ learning achievement score after being given learning action through recollection smart teaching method in cycle ii was obtained by students who were categorized as very high learning results as much as 2 students (7.7%), high category is 17 students (65,4%), fair statistic statistic score subject 26 average score 78,27 median 82,50 standard deviation 12,57 variance 157,88 gain score 50 lowest score 40 highest score 90 ideal score 100 33 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej category is 4 students (15,4%), low category was 1 student (3,8%), and very low category was 2 students (7,7%) of 26 students. based on the results of data analysis in table 4.4, it showed that the average score of learning ability of students in cycle ii was 78.27. if the average score of mathematics learning results of students was included in table 4.5, then the average score of students was in the fair category. furthermore, if the mathematics learning results of students in cycle ii were analyzed with the completeness percentage of students‘ mathematics learning, it can be seen in table 4.6 below: tabel 4.6 distribution of frequency and percentage of students‘ mathemat ics learning completeness in cycle ii table vi. statistics score of students‘ mathematics learning results in cycle ii based on table 4.6, it showed that 23 students or 88.5% of students were in the complete category. if the completeness was based on the classical completeness category, then the result of students‘ mathematics learning by applying the teaching method of recollection smart teaching in cycle ii has reached the completeness in classical. improvement of mathematics learning results of students from cycle i to cycle ii by using recollection smart teaching was illustrated by diagram 4.1 below: t. interval completeness score of frequency category 75% – 100%75 – 100complete 23 0% – 74%0 – 74 incomplete 3 jumlah26 100 statistic statistic score subject average score median standard dviation variance gain score highest score lowest score ideal score 26 78,27 82,50 12,57 157,88 50 40 90 100 34 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej diagram 4.1 learning results from cycle i and cycle ii based on diagram 4.1, it can be seen that the highest score obtained by the students have increased from cycle i to cycle ii that was 80 to 90, and the lowest score obtained by the students have increased from cycle i to cycle ii that was from 35 to 40. furthermore, the average score increased from cycle i to cycle ii that was 64,31 to 78,27. based on the analysis, it was concluded that the results of students‘ mathematics learning have increased from cycle i to cycle ii with the recollection smart teaching learning method. 2) description of observation results the result of observation data on the activity of the students that have been obtained was used to observe the activity of the students in the learning process in cycle i and cycle ii, while the observation data of teacher activity was used to observe the teacher‘s ability in managing the learning by using the teaching method of recollection smart teaching. a) result of students’ activity observation the improvement of mathematics learning results, not apart from the activities of the students themselves. the change of students‘ activity is obtained from observation sheet of students‘ activity at each meeting recorded by the observer at each meeting. the types of activities of students observed were: activity 1. students listened / listened to teacher explanations activity 2. students played and did not pay attention to the teacher activity 3. students asked activity 4. students answered questions activity 5. students completed the task individually activity 6. students concluded learning materials the comparison of the percentage of student‘s activity in each cycle i and cycle ii can be seen in figure 4.3 below: ak. 1 ak. 2 ak. 3 cycle i 80 64.31 35 cycle ii 90 78.27 40 0 20 40 60 80 100 a x is t it le 35 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej diagram 4.3 activities of students from cycle i and cycle ii based on diagram 4.3, it can be seen that the percentage of students who paid attention / listened to teacher explanation during the learning was 100% in cycle i and cycle ii while the percentage of students who played and did not pay attention to teachers was 0% in cycle i and cycle ii. the percentage of students who asked at the learning process was 20.5% in cycle i to 29.5% in cycle ii, the percentage of students who answered the question was 19.3% in the first cycle to 30.8% in cycle ii, students percentage who completed the task individually was 100% in cycle i and cycle ii. the percentage of learners who concluded learning materials was 6.4% in cycle i to 10.2% in cycle ii. b) observation analysis results of teachers’ ability to manage learning through recollection smart teaching learning method in this research, the observation of teacher‘s ability in managing the learning was done in 6 times meeting, that was in cycle i in 3 times meeting, and cycle ii was also in 3 times meeting. the comparison of the average ability of teachers to manage learning in cycle i and cycle ii can be seen in diagram 4.4 below: diagram 4.4 teachers‘ ability to manage based on the diagram 4.4, it can be seen that the average ability of teachers in managing learning has increased from 3.9 in the first cycle to 4.1 in cycle ii, and based on the average score of the teacher‘s ability to manage learning through recollection smart teaching method on cycle i and cycle ii were in the ―good‖ category. b. discussion 1) achievement of goals achievement of research objectives was indicated by the increase of mathematics learning results of students of class xi ips1 sma negeri 4 parepare by implementing 34.6 88.5 0 50 100 completeness cycle i cycle ii 0 1 2 3 4 5 3.9 4.1 cycle i cycle ii 36 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej recollection smart teaching method based on the results of descriptive analysis that has been done. after doing research, it was proven that the implementation of learning method of recollection smart teaching can improve students‘ mathematics learning results. this can be seen from the increase of students‘ mathematics learning results score from cycle i to cycle ii, and also marked by the increasing activity of the students from cycle i to cycle ii. although there were still some things that must be addressed in this research, but from the planning of the research implementation which was only implemented in two cycles that has been obtained the fact that the results of students‘ mathematics learning was increased. 2) specific findings specific findings revealed were findings that were directly related to teachers and students of class xi ips1 of sma negeri 4 parepare during the process of mathematics learning took place using the method of recollection smart teaching. specific findings obtained during the course of the research included: a) the time allocation in the rpp was sometimes significantly different than the time spent in the lesson. b) students who got praise from the teacher after successfully answering the given questions look more eager in following the lesson. c) students revealed that the learning done by researchers was very interesting and different than other mathematics teachers. d) constraints experienced during the study the constraints faced during this research were as follows: a) in cycle i, most students were still shy and did not dare to ask the teacher, to answer questions from the teacher, and to make conclusions on the material that has been studied. b) most students did their homework at school. c) lack of students prerequisite knowledge of learning materials. d) students felt a little difficult in the process of understanding the subject matter with terms that were rarely heard in everyday life. 3) research weaknesses weaknesses that existed during the research process was the subject in this study only focused on one class that was in class xi ips1, so the input and responses obtained not too much. conclusion: based on the results of data analysis and discussion, it can be concluded that the results of mathematics learning after applying the method of recollection smart teaching on the students of class xi ips1 at sma negeri 4 parepare was increased. this was indicated by: 1) increasing the average score of students‘ mathematics learning results from cycle i to cycle ii that was equal to 13.96 from 64.31 in the first cycle increased to 78.27 in cycle ii. 37 mathematics education journals vol. 2 no. 1 february 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2) the increasing of completeness percentage of students‘ learning results from cycle i to cycle ii, students who complete the learning in the first cycle as many as 9 students or 34.6% increased in cycle ii to 23 students or 88.5%. 3) the increasing activity of students in following the learning process from cycle i to cycle ii references abdurrahman, mulyono. 2003. education for children with learning difficulties. jakarta: pt rineka cipta. badolo, mas'ud. 2012. guidelines and techniques of thesis writing. parepare. fajri, em zul & dusk, queen aprilia. 2007. complete dictionary of indonesian revised edition. jakarta: difa publisher. haling, abdul. 2006. learning and learning. makassar: badan penerbit universitas negeri makassar. hamalik, oemar. 2006. teaching and learning process. jakarta: earth literacy. hergenhahn, b. r. & olson, m.h. 2008. theories of learning. jakarta: kencana. hopkins, david. 1993. a teacher‘s guide to classroom research. philadelphia: open university press. hudoyo, herman. 1979. development of mathematics curriculum and its implementation in front of classroom. surabaya: national business. ihsan, fuad. 2005. fundamentals of education. jakarta: rineka cipta. kunandar. 2011. easy step classroom action research as teacher profession development. jakarta: pt rajawali press. luisha. 2012. understanding of learning outcomes according to experts. available at (http://www.scribd.com/doc/87914090/51282702-understanding-learningaccording to-ahli-les). retrieved on january 8, 2014. mulbar, usman. 2013. development of mathematical learning model by utilizing social system society. yogyakarta: the educational horizon. purwanto. 2010. evaluation of learning outcomes. yogyakarta: student literature rusman. 2011. learning models (developing teacher professionalism). jakarta: raja grafindo persada. soedjadi. 2000. tips on mathematics education in indonesia (current situation conversion towards future hope). jakarta: ministry of education and culture. shah, muhibbin. 2006. learning psychology. jakarta: raja grafindo persada. 127 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej cooperative models practice type teams games tournaments (tgt) with a saintific approach on material opportunity adimas eko permadi, yus mochamad cholily, alfiani athma putri mathematics education, faculty of teacher training and education university of muhammadiyah malang email: adimaseko28@gmail.com abstract this study aimed to describe learning plan on opportunity material using teams games tournaments (tgt) with a scientific approach, and to know student learning activities on learning materials opportunities using teams games tournaments (tgt) with scientific approach, as well as to know the results of student learning on learning materials opportunities using teams games tournaments (tgt) with scientific approach. type of this research is descriptive and the approach used is qualitative and quantitative. technique of collecting data were observation, test, and documentation. the results showed that the planning of tgt learning was only based on 4 components: (1) class presentations, (2) teams, (3) games, and (4) tournaments as well as the non-implementation of group awards and components combined with scientific approaches, while student learning activities are in type of “good” category since the test results showed that 28 students were complete and 6 students were unfinished. in classical, students' completeness reached 82.3% and was said to be complete. these results indicated that learning activities with tgt model with scientific approach is good to be applied. keywords: teams games tournaments (tgt), scientific approach, learning planning, student learning activities, and learning outcomes. introduction mathematic is one of subject holding an important role in life. mathematic is a tool which has been widely applied to facilitate, streamline and to efficient human works (yuhasriati, 2012: 81). therefore, mathematics is learned at every level of education from the basic to the highest level and each every level must be able to develop the potential of the students so then are able to understand mathematics correctly which is very useful to face life in the future. based on the results of observations of researchers in grade 8.5 smp negeri 5 malang, researchers found that teachers were using group discussion method during the learning process in the classroom. as in discussion, students exchanged the tasks which was to be done by other group members. the exchanging tasks caused in a commotion and made the discussion process stunted. as the result, students would do the task by themself and sometimes others were just imitating and crowded themselves so that the learning process could not run as expected. at the end of the discussion, the teacher asked mailto:adimaseko28@gmail.com 128 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the students to rework the results of their discussion on the board, but students were embarrassed to come forward and eventually the teacher called forcibly to work on the board. learning using discussion method was not wrong, but it needs to use variations of discussion to reduce the mutual throwing tasks and not even contribute to the group. one of learning models that can be used to actively increase student participation in learning is by applying the teams games tournamens (tgt). the tgt lesson emphasizes playing game to score the respective teams. the game can be arranged by teachers in the form of quiz consisted of questions related to learning materials (rusman, 2012: 202). students will not feel bored in the learning activities with game and will be active because they are required to obtain the score for their respective teams. the use of cooperative learning type tgt allows students to learn more relax, while the use of this learning model can foster responsibility, honesty, cooperation, fair competition and student involvement in learning (sudarti, 2015: 179). according to slavin (2009: 166) there are five main components in cooperative learning type teams games tournaments (tgt): (1) class presentations, (2) teams, (3) games, (4) tournaments, and (5) group awards. at the beginning of the tgt lesson, the teacher conveyes some questions of previous material, and delivered the subject matter. after that, the teacher divides the students into groups of 4 to 5 heterogeneous students. after the group activity is completed, the teacher creates a game consists of questions designed from the material that the teacher gave to the students to test the knowledge in order to represent each group in the tournament activities. a student represents the group picks up a numbered card and answers the question that matches the number on the card. students who correctly answer the question will get score. this score should be collected to follow the tournament. furthermore, in this tournament they will play an academic game that answers questions with relevant content to test students' knowledge of class presentations and teamwork. the game is played on a table with three or four students each representing the team. students who correctly answered the question will get the score. this score is then collected by the students and summed up with the scores obtained by teammates to gain group awards. after the tournament ends, the teacher then announces the winning group, each team or group will get a certificate or prize if the average score meets a predetermined criteria. team or group gets the nickname "super team" if the average score was 50 or more, "great team" if the average reaches 50-40 and "good team" if the background was 40 down. seeing that smp negeri 5 malang isusing k-13 curriculum, the learning activities were implemented using a scientific approach or a science-based approach. the scientific approach includes 5m activities: observing, questioning, gathering information or trying, reasoning or associating, and communicating. the purpose of this research is to describe the learning plan, to know the student's learning activity, and to know the student's learning result on the learning of opportunity using teams games tournaments (tgt) with scientific approach in smp negeri 5 malang. this study is based on the results of research which states that cooperative learning model of tgt type with scientific approach is one of the learning model that can be used to achieve optimal learning result (ramadhana, 2015: 420). 129 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej research methods the type of research used in this research are qualitative and quantitative research. this research was conducted in smp negeri 5 malang academic year 2016-2017 in class 8.5 which consisted of 34 students. activities undertaken in this research were planning, designing, executing, collecting data, drawing conclusions, and making reports. this research used data collection method are; (1) observation, (2) test, and (3) documentation. observations were conducted to observe student learning activities during the learning process. observations were made by the observer by filling in the obervation sheets provided. the test was used to determine student learning outcomes. documentation was by photographing the learning activities. this study used the following instruments: (1) learning implementation plan (rpp), (2) observation sheets, (3) group worksheet (lkk), and (4) test. learning implementation plan (rpp) was used as a guide or reference in carrying out learning activities. the rpp was made based on students learning time in school. observation sheets were used to measure student learning activities with an observational format for student involvement during the learning process. the observation sheet used was adjusted to the activity indicator in the lesson. the group work sheet (lkk) in this study was used as a discussion material for the students. lkk is a description of 3 questions at the first meeting and 2 questions at the second meeting. the test in this research is used to know the student learning outcomes. this test was a matter of description which consisted of 5 questions and used to know the results of student learning after the learning process. data analysis used in this study was to calculate the average value of each indicator in the study. results and discussion before conducting the research activities, the researcher met the mathematics teacher discussing the research plan that will be implemented. in addition, the researchers also demonstrated the learning implementation plan (rpp) that has been made to be studied directly by the teacher. the rpp had been adapted to the steps of preparing rpp which include writing: (1) identity of school / madrasah, subject, and class / semester; (2) time allocation; (3) ki, kd, indicators of competence achievement; (4) learning materials; (5) learning activities; (6) assessment; and (7) media / tools, materials, and learning resources (permendikbud, 2013). researchers plan tgt activities to focus on 4 components: (1) class presentation, (2) team, (3) game, and (4) tournament. this is based on the learning time at the school which has 40 minutes at each meeting and the tgt activities must be combined with a scientific approach that has 5 activities, are; (1) observing, (2) asking, (3) trying, (4) reasoning , and (communicating). after reading the lesson plan, the teacher gives direction in the form of time adjustment in planning the activity from the beginning till the end because the implementation exceeds the planned time. at the end of the dialogue, the teacher provides the research schedule and direction to improve the rpp. researchers realized that some obstacles were found in making learning plan. the constraints consist of: (1) adjusting the time from start to the end of activities; and (2) arranging the steps in the core activities of learning. in addition, the author met one of the mathematics lecturer to submit the rpp to be validated. the authors got directions to better explaining the indicators of competencies achievement, step on the core activities and replace some sentences on 130 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej daily test questions (final test) in order to be well understood by students. then researchers revised the section and got rpp validation with an average value of 4.4 from the average value of 5 and declared valid for use. student learning activities in this research is known in the learning process with learning in groups using student observation sheets. study groups were formed from students with different abilities which were 7 groups. student learning activity research was conducted only in 3 groups selected randomly as the subject. the subjects of this study were 14 students. the following is the description of student learning activities during the learning process that was then directly analyzed and categorized as follows; table 1. student learning activity percentage no. indicators meeting 1 2 observing 1 paying attention to the material presented by the teacher 2 recording important information related to the material 3 paying attention to the division of groups that have been set by the teacher average (b) (b) asking 4 asking friends or teachers about unfamiliar material 5 arguing while discussing 6 responding to friends' opinions when expressing opinions average (b) (b) reasoning 7 searching deeply information related to material 8 discussing and analyzing the problem 9 conducting an experiment to find out the truth of the given problem average (b) (b) trying 10 reading information from other resources 11 doing the on the exercises provided by teacher to solidify the concept 12 writing down the group work average (b) (b) game 13 joining the game enthusiastically 14 working on the problem with the ability owned 15 not bothering friends or cheating average (b) (b) 131 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej tournament 16 joining the game enthusiastically 17 working on the problem with the ability owned 18 not bothering friends or cheating average (b) (b) communicating 19 summing up the results of the discussions in written form 20 presenting the results of discussions that have been implemented 21 containing the conclusions of the material being studied together with the teacher average (b) (b) notes: b: good based on table 1, it can be seen that aspects of observing, asking, reasoning, trying, games, tournament, and communicating the grade 8.5 students of smp negeri 5 malang are in good category. here is an analysis of each aspect of student learning activities consists of 7 aspects with 3 indicators of each. 1. aspect of observing the observing aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. paying attention to master's submissions at the first and second meetings, it appears that there were 2 (two) students who did not pay attention to the material provided. it shows that there are still students who tend to ignore the material provided. the teacher does not know exactly why they are not paying attention to the material and the teacher only gives a reprimand to focus on the material presented. b. recording important material related to relevant information in the first and second meetings, students recorded the material in order and complete. it indicates that recording is routin activity done by the students. without taking notes, students will forget the material they have learned, while by noting the students can learn to understand the material well, let alone written in the words they understand. c. paying attention to the division of groups that have been set by the teacher at the first and second meetings after the material, the teacher gave instructions to count from 1-7 to facilitate the division of the group. students listened carefully to the instructions conveyed by the teacher. then, students counted in sequence numbers 17. teachers provide direction to form groups according to their respective serial numbers and sit in a place that has been determined by the teacher. 132 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2. aspects of asking the asking aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. asking friends or teachers about undisclosed materials at the first meeting, one of the students raised his hand to ask the unknown matter. the student asked teacher the types of opportunity and its differences. teachers only provided answers to the various course and the difference, the students were given direction to keep paying attention to the teachers explanation and finding its own differences. another example can also be seen from one group asking the teacher. at the second meeting, one student asked whether the writing of the experimental conclusions they have made is appropriate. the teacher checked the conclusion till the conclusion is correct and do not need to be replaced or added. b. giving opinions on discussing in the first and second meetings, not all groups could interact well, this was caused by people who like to stay and wait for the friends work and also busy asking to other groups. c. responding to friends' opinion when issuing opinions similarly with the 2nd indicator, the first and second meetings did not look good because the process of giving opinion is not going well. 3. aspects of reasoning the reasoning aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. digging related information in the first and second meetings, students read the book to find out how to answer the given question. the questions given were in the form of description of the worksheet (lkk). b. discussiing to analyze problems at the first and second meetings, students discussed well. the teacher tried to come to one of the groups to observe the discussion process, 2 students were aware and the atmosphere was gone awkward where the other members were no longer continuing the discussion. teachers assumed that students were embarrassed to discuss when the teacher i accompanying them. c. conducting an experiment to know the truth problems provided in the first and second meetings, students conducted an experiment to find out the truth of the problems given in the lkk. then, the results of these experiments was seen in the experimental results they did in groups. the results of these experiments showed that students had experimented and got different results with other groups. the experiment was conducted to find out the empirical opportunity of an event. opportunities made by a student in the experiment must have a different opportunity value. 4. aspect of trying the trying aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. reading information from other resources 133 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej in the first and second meetings, the teacher gave directions to read the material in another reference. some students immediately asked whether they can use mobile phones, and teachers allowed it. observer found there were 4 students using mobile phone for chating and playing games. hearing the report, the teacher immediately gave directions to include handpone so that students were more focused with learning. considering that students did not have books other than the package books they have, students find it difficult to find references from other sources. the incident happened in every meeting. b. working on problem exercises given by teacher to establish concepts in the first and second meetings, teachers provided lkk to be done in groups, teachers also provided direction to each student to work on the matter in their respective notebooks. the activity aimed to anticipate the sense of students laziness and stimulate students to release the capabilities possessed so that these activities can avoid the nature of individuals in working on lkk given. c. writing group results at the first and second meetings, students did the lkk that has been given. the lkk consisted of 3 description questions. all the groups wrote well the results of the discussion. the teacher tried to re-check and got 2 groups who wrote the wrong answers. 5. game aspects the game aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. joining the game enthusiastically at the first meeting, students were confused of the learning process. many obstacles encountered, ranging from the struggle to be a reader about, the process of work that is not in accordance with the time set which was for 2 minutes, and the reader did not control the time in the problem process. although some obstacles appeared, students still did not feel burdened by the process of the game. the game was done enthusiastically. furthermore, at the second meeting, students could already adapt the rules of the game set. even students felt less to the problem given as many as 6 problems because there were 12 problems to be done at the first meeting. teachers did the same thing to other groups to check the enthusiasm of students in doing the game. b. working on the problem with the ability owned at the first and second meetings, the game results were recorded on the scoreboard that has been given. the score showed different results. it showed that the students actually did the game in accordance with the ability they have. the score indicated that there were differences indicating the level of students’ ability. the results were used by teachers to facilitate the division of students in following the tournament. c. not bothering friends or cheating in the first and second meetings, students enthusiastically participated in the game even not infrequently some students interfered with friends by making jokes and speeding up the time for other students can not do the problem. not cheating activity was found because students work on the game in accordance with their own ability. the results of the scoreboard will be the same if the cheating happened. 134 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 6. aspects of tournament the tournament aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. joining the game enthusiastically this activity was the same as in game implementation. at the first meeting, many students complained of having the same thing as games though with different groups. students feel objected and some feel this activity was in vain because they have to work on the problem again with impossible conditions that the lesson time is almost done. indeed teachers understand about it, the teacher gave an explanation that students must implement the tournament because it has become part of the learning activities. students tried to work and enthusiastically following the tournament although some students were meaning to immediately end the activity due to the break time. this enthusiasm is because they have been competing with friends from different groups and raising a sense of wanting to show the greatest. the results of the scores obtained can show which group was best. scrambling to answer questions was inevitable. at the second meeting, students could already understand why tournament activities should be held after the game activities. teachers were very easy at controlling this activity rather than in the first meeting. b. working on the problem with the ability owned at the first and second meetings, the scores obtained by the students were written on the scoreboard given. the score showed different results. it showed that the students really did the tournament problem in accordance with their ability. the score indicated that there were differences that can indicate the level of ability students have. c. not bothering friends or cheating at the first and second meetings, students enthusiastically followed the tournament, even not infrequently some students interfered with friends by making jokes and speeding time to make them can not do the same as the game implementation. no cheating activity was found because students work on the game in accordance with their own ability. the results of the scoreboard will be the same if the cheating happened. 7. aspects of communicating the communicating aspect consists of three indicators. these three indicators will be translated through the following elaboration. a. summing up the results of the discussions in written form at the first and second meetings, students concluded the results of the discussions they have made. indeed not all groups can write well the conclusions they got. there were also groups that did not write the conclusions they got. b. presenting the results of discussions that have been implemented at the first meeting there were 3 groups while the second meeting were 2 groups that presented the work/ of the group. in the first meeting presentation, there were 2 (two) groups presenting the results that were still less precise, the results in the form of writing the sample space of events in the lkk so that it took 1 (one) more group to improve the writing of the sample space. in the second meeting presentation, the teacher appointed 2 (two) groups to present the results of the discussion. this was based on the discussion of the lkk that required students to experiment on throwing coins. the results of the presentation showed that each experiment conducted by each 135 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej group would get different results because the opportunity itself was the possibility of each event. c. containing the conclusions of the material being studied together with the teacher at the first and second meetings, the teacher had a conversation with the students about the material they have learned. some students were able to give conclusions about the material being studied. the process showed that during learning activities, some students were are able to understand the material well. student learning outcomes in this research was in the form of final test results after the end of learning activities and become a reference as a complete learning of students. the table below represents the percentage of individual student learning outcomes achievement. table 2. individual completeness number of students percentage explanation 28 completed 6 uncompleted the table below is the percentage of learning mastery achievement in classical. table 3. classical exhaustiveness number of completed students number of students classical exhaustiveness 28 34 table 3 is a complete student learning table. based on the above table, from 34 students who take the test, 28 students have minimum achievement for 80%. based on the criteria set, the 28 students are individually having complete learning, while 6 students were not complete the study because it has not reached a predetermined standard. based on the standard set in smp negeri 5 malang, it is classically have to reached 80% completenes. table 4 shows that the percentage of achievement is 82.5% classical and can be said to be complete because the percentage has reached a minimum of 80%. this is supported by the results of previous research which stated that the result of students learning mathematics by applying cooperative learning model type tgt with scientific approach had reached minimum standard (ramadhana, 2015). conclusion researchers designed tgt activities focused on 4 components: (1) presentation in class, (2) team, (3) game, and (4) tournament. this is based on the learning time at the school which has 40 minutes at each meeting and the tgt activities must be combined with a scientific approach that has 5 activities, are (1) observing, (2) asking, (3) trying, (4) reasoning , and (communicating). the planning process met the constraints of adjusting the time from the beginning to the end and preparing the steps in the core activities of learning. at the time of the validation process, the planning that has been made was 136 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej corrected and improved to better explaining indicators of achievement competency, step on the core activities, and replace some sentences on test questions to be well understood by the students. the process of learning through the tgt model with a scientific approach had worked well. the results showed that student learning activities through the application of cooperative model type tgt with scientific approach on the material opportunity at class viii in smpn 5 malang class 8.5 was in “good” category. the results obtained were 28 complete students and 6 uncompleted students. the students' completeness was based on the school's kkm that has achieved the score of ≥80. classically, the students' completeness reaches 82.3% and was said to be complete because they had achieved classical completeness at school by ≥80%. references lampiran permendikbud nomor 103 tahun 2014 tentang pembelajaran pada pendidikan dasar dan pendidikan menengah. jakarta: unpublished ramadhana, rizky. 2015. penerapan model pembelajaran koperatif tipe tgt (teams games tournament) dengan pendekatan saintifik terhadap hasil belajar matematika. jurnal prosiding seminar nasional. 02 (1): 418-420. rusman (2012). model-model pembelajaran: mengembangkan profesionalisme guru. jakarta: pt raja grafindo persada. slavin, r. e. (2009). cooperatif learning. bandung: nusa media. sudarti (2015). peningkatan prestasi belajar ips melalui team games tournament (tgt) di kelas v sd negeri 1 gemaharjo kecamatan watulimo kabupaten trenggalek. jurnal pendidikan profesional vol. 4, no. 2, 179. yuhasriati. 2012. pendekatan realistik dalam pembelajaran matematika. jurnal peluang vol. 1, no. 1, 81. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 25 mathematics education journals vol 3 no. 1 february 2019 the development of comics based on algebraic literacy for 7th grade students of junior high school farida nur azizah, yus mochamad cholily, hendarto cahyono study program of mathematics education faculty of teacher training and education, university of muhammadiyah malang faridazizz22@gmail.com abstract this research aimed at describing the development process and the effectiveness of mathematics media using comics based on algebraic literacy for 7th-grade students of junior high school (smp). the kind of research, that conducted, was research and development (r&d) by using the addie model. in which the model was analysis, design, development, implementation, and evaluation. the media was tested into 24 students of 7th-grade. the average result of the media validation test both the validators were 3,7 in which is categorized as very valid with a feasible description to be tested. while the average result of material validation was 3,39 which is categorized as very valid with a feasible description to be tested. the effectiveness analysis result obtained that the students gave very positive responses with the obtained percentages of 85,21% and the mastery percentages of the class were 87,5% ineffective category. therefore, it can be concluded that the comics based on algebraic literacy is effective to be used in algebra material for 7th-grade students smp. keyword: media development, comics, algebraic literacy, algebra introduction according to the oecd (2013), mathematical literacy is a person's ability to formulate, use and interpret mathematics in a variety of concepts. covers mathematical reasoning and the use of concepts, procedures, facts and mathematical tools to describe, explain and predict a phenomenon. mathematical literacy helps individuals to recognize the role of mathematics in life as a consideration for making judgments and making good decisions needed by society. based on research conducted by the research and development agency, ministry of education and culture on literacy skills based on the content it turns out that students do not understand the subject matter related to algebraic concepts (mahdiansyah & rahmawati, 2014). the results of research conducted by mujulifah, sugiatno, & hamdani (2015), also stated mathematical literacy in terms of understanding, students have not fully understood algebraic expressions and algebraic simplifications. in terms of application, students are able to work on routine questions, but cannot work on non-routine questions as well as stories in algebraic material. in terms of reasoning, students still cannot prove the ideas and reasons that can support the answer. viewed in terms of communication, students still cannot express ideas and use mathematical language correctly (mujulifah et al., 2015). given that mathematical literacy is also very broad in scope, so researchers try to narrow and focus on algebraic literacy. based on the description of the definition of mathematical literacy, the researcher redefined algebraic literacy as a person's ability to formulate, use and translate algebra in various life contexts. mailto:vivikartika200@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 26 mathematics education journals vol 3 no. 1 february 2019 highlighting certain difficulties encountered by students in school while learning algebraic difficulties can be broadly classified in three main categories, namely, students are not familiar with algebraic sentences, students are confused with the use of different letters in algebraic symbols, students find algebraic procedures too abstract (toh, 2009). the things that influence the realization of algebra literacy include personal, instructional and environmental factors. personal factors are the views and self-confidence of students in facing mathematics. instructional factors include how intense and how qualified the teaching method is. environmental factors include the presence of learning media in the classroom. (mahdiansyah & rahmawati, 2014). based on several factors that can realize literacy, there are environmental factors, namely the availability of learning media in schools. therefore, it is necessary to integrate algebraic literacy and learning media. integration can be done by using learning media as the delivery of information based on algebraic literacy. mediawati (2011) states that the position of learning media is very important in learning because teaching and learning activities that are not yet clear in its delivery can be helped by the media as an intermediary. material that feels complicated can be simplified with the help of the media. the media is also able to represent what the teacher cannot convey. the media also helps make abstract things concrete. so, students are more helped in understanding the lesson that without media assistance. media that according to researchers is capable of delivering information based on algebraic literacy is comics. comics as learning media have an important role, which is to foster interest in learning students and facilitate students in remembering subject matter (mediawati, 2011). comics are a cartoon that tells a character in a story in tight order. designed with images that are interconnected to provide entertainment to readers (novianti & syaichudin, 2010). if associated with mathematics learning, comics have their own uniqueness, namely, comics which can help readers to develop visual imagination (negara, 2014). mass communication research has raised interesting ideas about how the commercial world has succeeded in using cartoons and comics to attract teenagers to commercial products. this is the origin of the idea of connecting cartoons and comics with mathematical education: because most students in school like to read cartoons and comics, why not use them in teaching mathematics? (toh, 2009). this comic media is very interesting for students and many are available in reading shops. the fact is that most of the students know and remember the characters of the comics they see (saputro, 2015). novianti & syaichudin (2010), states that in terms of images, mathematical comics must emphasize clear images, contrasting colors, easily digestible languages, and continuity between images and text. so, mathematical comics have a simple concept but are still clear in terms of their depiction. based on the explanation above, the researcher was interested in developing an algebraic literacy-based comic media for class vii junior high school students. so the purpose of the research is to describe the process of developing an effective media of algebra-based comic literacy for seventh-grade junior high school students. research method this research was r & d (research and development) research using the addie model which has five stages, namely analysis, design, development, implementation, and evaluation. this research was conducted in the odd semester of the 2018/2019 academic year. limited trials were conducted at ma'arif 03 malang islamic middle school with research subjects, 24 students of class vii who had not taken algebraic material. the research procedure used in accordance with the addie development model. the stages of analysis activities were conducted needs analysis, curriculum analysis, and student issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 27 mathematics education journals vol 3 no. 1 february 2019 character analysis. the design stage was designed products and research instruments. the development stage was production and media validation. the implementation phase was a media trial activity on the research subject. and the evaluation phase aimed to measure product quality and achievement of media goals. the data collection instruments used media validation questionnaires, material validation questionnaires in the media, student response questionnaires and learning outcomes test sheets. the media validation questionnaire used to measure the level of validity of the media. questionnaire for material validation in the media to measure the validity of material in the media based on algebraic literacy indicators. student questionnaire responses and learning outcome test sheets were given after students use the media to determine the effectiveness of media products. data analysis techniques included validity analysis and effectiveness analysis. validity data analysis was obtained by calculating the average of each criterion from the validator, the average of each aspect and the average total validity. analysis of media effectiveness was measured by analyzing student response questionnaire data and analyzing the results of student learning completeness. the results of the data obtained from the responses questionnaire of recapitulated students by changing into quantitative data according to likert calculation scores. result and discussion the steps used in the development of this product adopt and adapt the addie development process which consists of five stages namely analysis, design, development, implementation and evaluation. the activities of each stage in the product development process are as follows. the initial stage is the analysis phase which includes needs analysis, curriculum analysis and character analysis of students. needs analysis was carried out by interviews and observations at ma'arif 03 islamic middle school in malang, obtained by identification of problems, namely teachers still rarely use the media of learning while teaching, students still have difficulty connecting algebraic lessons with everyday life. curriculum analysis is in accordance with the curriculum used in schools, namely k13 with the following basic competencies table 3: basic competencies and indicators of achievement basic competencies indicators of achievement 3.5 describe algebraic forms and perform operations on algebraic forms (addition, subtraction, multiplication, and division) (i) understanding the basic concepts of algebraic forms (ii) complete operations on algebraic forms (addition, subtraction, multiplication, and division) 4.5 resolve problems related to algebraic forms and operations on algebraic forms (i) resolve the typical contest problem in the operation of algebraic forms (ii) resolve a real problem in the operation of algebraic forms source: kemdikbud (2016) the results of the analysis of the characteristics of student researchers concluded that junior high school students were less interested in reading ordinary textbooks. students are more interested in books that contain images such as comics. this analysis phase is in line with saputro's (2015) opinion that before comics are used as learning media, comics must be developed correctly whether the characteristics of the comics are in accordance with the needs issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 28 mathematics education journals vol 3 no. 1 february 2019 of the students and how the characteristics of these students. submission of educational messages through comic media can attract student learning interest. the second stage is the design stage. the design of the product itself goes through several stages, namely, preparation of material, making figures, storyline writing, an initial depiction of comic sketches, digital coloring, adding dialogue, making covers and planning materials to be used. preparation of materials using bse class vii revised k13 2017. the comics are divided into 4 chapters, namely recognizing algebraic forms, summarizing and subtracting algebraic forms, multiplying algebraic forms, and division algebraic forms. making characters is done by drawing manually on a sketchbook. the name of the character is the result of writing by the author. character traits created to adjust to the description of teenage children. this is done so that students feel close to the characters in the comic. writing the flow is made to adjust the indicators of algebraic literacy namely mathematizing, reasoning and argument, and using symbolic, formal and technical language and operation according to the initial purpose of making media. the storyline is written based on stories that are close to students' daily lives by adding problems related to algebra. the initial depiction of the comic sketch is done above the sketchbook by adjusting the storyline that has been made. after drawing the sketch manually, through the scanning stage the image is changed in digital form. the next step is the image editing stage using adobe photoshop cs6 software. then, the coloring process itself is done with corel draw x7 software. after the process is complete, the process of compiling the pieces of the image is done, in corel draw with a5 size paper. the selection of materials used in this media is based on criteria that are durable, strong and harmless. based on these criteria the paper material used for the cover is 210 gr art paper and for its contents using 150 gr art paper. the third stage is the development which is divided into two, namely the manufacturing stage and the validation stage. at the manufacturing stage, all media components that have been designed are printed using pre-determined paper materials and combined into one unit. media based on algebraic literacy comics for class vii junior high school students validated by 2 validators. the two validators were media expert validators who were umm mathematics education lecturers and learning practitioners who were mathematics teachers at ma'arif 03 islamic middle school malang. the results of the assessment by the two validators, namely the content aspect obtained an average of 3.63; language aspects 3.84; presentation aspects 3.92 and compatibility aspects 3.75. of the four aspects, obtaining an average of 3.79 is a very valid category with proper information. the acquisition of the results of the two validations, namely the appropriate media to be tested with several revisions according to the suggestions of the two validators. the results obtained from the material expert validator obtained an average of each aspect, namely the mathematising aspect 3.5; 3.67 aspects of reasoning and argument and aspects of using symbolic, formal and technical language and operation 3.00. so, the average obtained is 3.39 said to be valid and worth testing. each of these aspects is an algebraic literacy indicator taken from oecd (2013). the results of this validation are in line with the research conducted by sri adi widodo & pardimin (2017) who also developed the comic media in which the results of the validity of the media obtained a score of 3.93 categorized as very valid. the visual appearance of an algebraic literacy based comic media is like the picture below. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 29 mathematics education journals vol 3 no. 1 february 2019 picture 1. comic cover and figure page picture 2. example of display of comic contents page the fourth stage is the implementation or trial phase. the algebraic literacy based comic media that has been developed and declared feasible is tested on 24th-grade students of ma'arif 03 islamic middle school as many as 24 students on tuesday, september 25th, 2018. classes are divided into 5 groups randomly, each member consists of 45 students. the teacher explains the media for algebraic literacy that will be used in learning. students observe and read comic media. the teacher appoints groups randomly to advance in front of the class and read comics. each group member acts as a character in a comic. every time you finish reading one chapter, the teacher invites the students to conclude with the story in one chapter by asking questions and answers. after the learning is complete, students fill out the student response questionnaire and do the learning outcomes test. the last stage is an evaluation, this stage is used to measure product feasibility and achievement of product development goals by analyzing the data that has been obtained. the level of media feasibility is measured through the validity value of the media, the level of media effectiveness is measured by the level of student response and from the results of student learning tests. media products are said to be effective if the student response is at least positively categorized and more than 75% of the test students are declared complete learning. both of these must be fulfilled to state whether the media can be declared effective. the results of student responses after using comics based on algebraic literacy obtained an average student response score of 85.21%. this is in line with the research conducted by anip dwi saputro (2015) which results from the percentage of student responses gaining an average of 86.9% which is very positive. while the results of the percentage of class completeness of 87.5% are positively in line with the research conducted by michael amin manalu et al. (2017) who also issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 30 mathematics education journals vol 3 no. 1 february 2019 developed a comic media in which the results of classical completeness reached 83%. based on these two things, the media is declared effective to be used as a learning media for algebraic material in class vii junior high school students. conclusion the development of algebraic literacy-based comic media for class vii smp students is carried out in accordance with the procedures for r & d development using the addie model. in the analysis phase, the researcher analyzes the needs, curriculum, and character of students. at the design stage, the researcher makes the characters in the comic then make a storyline that is adjusted by algebraic literacy indicators, followed by sketching, then scanning the image in digital form, editing, coloring and adding text is done with the help of adobe photoshop cs6 and corel draw x7 software. in the development phase, the researcher prints media and media validation by validators of media experts, material experts, and learning practitioners. during the implementation phase, a product trial is carried out to determine the effectiveness of the media. in the evaluation phase, a data analysis phase is carried out to measure product feasibility and effectiveness. the comic media based on algebraic literacy was declared effective in algebra learning for class vii smp. the results of the percentage of student responses after using the media amounted to 85.21%. the results of student learning completeness revealed that 21 out of 24 students with a percentage of 87.5% were declared complete. so that the media is categorized as effective because it has exceeded the minimum level of classical completeness which is 75%. references arikunto, s. 2011. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. kemdikbud.go.id. (2016). kementerian pendidikan dan kebudayaan. https://doi.org/10.1038/nrd3246 khabibah, s. 2006. pengembangan model pembelajaran matematika dengan soal terbuka untuk meningkatkan kreativitas siswa sekolah dasar. thesis surabaya: program pascasarjana unesa. mahdiansyah, & rahmawati. (2014). literasi matematika siswa pendidikan menengah: analisis menggunakan desain tes internasional dengan konteks indonesia. jurnal pendidikan dan kebudayaan, 20(4), 452–469. https://doi.org/10.24832/jpnk.v20i4.158 manalu, m. a., hartono, y., & aisyah, n. (2017). pengembangan media komik matematika berbasis nilai karakter pada materi trigonometri di kelas x sma negeri 1 indralaya utara. elemen, 3(1), 35–48. mediawati, e. (2011). pembelajaran akuntansi keuangan melalui media komik untuk meningkatkan prestasi mahasiswa. jurnal peneliitian pendidikan, 12(1), 61–68. mujulifah, f., sugiatno, & hamdani. (2015). literasi matematis siswa dalam menyederhanakan ekspresi aljabar. jurnal pendidikan dan pembelajaran, 1–12. retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/8766 negara, h. s. (2014). penggunaan komik sebagai media pembelajaran terhadap upaya meningkatkan minat matematika siswa sekolah dasar (sd/mi). terampil, 3, 66–76. novianti, r. d., & syaichudin, m. (2010). pengembangan media komik pembelajaran matematika untuk meningkatkan pemahaman bentuk soal cerita bab pecahan pada siswa kelas v sdn ngembung. jurnal teknologi pendidikan, 10, 74–85. retrieved from http://ejournal.unesa.ac.id/ issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 31 mathematics education journals vol 3 no. 1 february 2019 oecd. (2013). pisa 2012 assessment and analytical framework: mathematics, reading, science, problem solving and financial literacy. oecd report. https://doi.org/10.1787/9789264190511-en prasetya, y. (2014). pengembangan media permainan kartu kwartet dalam pembelajaran matematika pada materi pokok segitiga dan segiempat. jurnal ilmiah pendidikan matematika (mathedunesa), 3(3), 215–220. saputro, a. d. (2015). aplikasi komik sebagai media pembelajaran. m u a d d i b vol.05 no.01, 05(01), 1–19. toh, t. l. (2009). use of cartoons and comics to teach algebra in mathematicas classrooms. mathematics of prime importance: mav yearbook 2009 (hal. 230–239). widodo, s. a., & pardimin. (2017). development comic based problem solving in geometry, 12(3), 233–241. 72 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej analysis of students’ mathematical communication of junior high school (smp) through the savi (somatic, auditory, visualization, intellectually) approach mazidah maghfiroh, baiduri, siti khoiruli ummah study program of mathematics education, faculty of teacher training and education university of muhammadiyah malang mazidahmaghfiroh@gmail.com abstract the purpose of this research is to analyze the students’ mathematical communication in junior high school verbally as well as written by means the approach of savi. this research uses qualitative approach with descriptive research type. the subjects of this study totally 31 students of junior high school on a class viii, while the object is the students’ mathematical communication, verbal as well as written using the approach of savi. the instrument used in this study are observation and test sheets. the data will be analyzed using three plots, namely: data reduction, data presentations and summarizing. the result of this study shows that students’ verbal communication in mathematics by means the approach of savi is in good category. students can finely declare the examples, explain mathematics representations, give questions and answers, declare the situation of a problem in mathematical model, discuss a problem, conclude the result of the discussion and make summary related to the subject. the written mathematical communication of students is also in good category. students can do well in writing mathematical ideas and representations, finding important points, rewriting the test in mathematical model, finishing the problem and wraiting the summary related to the subject. keywords: mathematical communication, the approach of savi. introduction a graduate qualification profile is required to achieve national education objectives as set forth in the competency standards of graduates. according to the regulation of the minister of education and culture number 20 of 2016 on competency standards of graduates of primary and secondary education section 1 paragraph 3, the competency standards of graduates are the criteria of graduate qualification which includes attitudes, knowledges and skills aimed at the main reference of the development of content standards, process standards, educational assessment standards, educator standards and education personnel, equipment and infrastructure mailto:mazidahmaghfiroh@gmail.com 73 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej standards, management standards and financing standards. process standards according to the regulation of the minister of education and culture number 22 of 2016 on standard processes of primary and secondary education section 1 paragraph 1 is a criterion on the implementation of learning in educational units to achieve graduate competence. the standards of this process include the planning of the learning process, the implementation of the learning process, the assessment of learning outcomes, and the supervision of the learning process. content standard according to the regulation of the minister of education and culture number 21 of 2016 on basic and secondary education content standards section 1 paragraph 1 and paragraph 2 comprise the level of competence and core competence according to the level and type of education. core competencies include spiritual attitudes, social attitudes, knowledge and skills. thus, process standards and content standards are the standards for achieving graduate competency standards in realizing national education objectives. communication is an important aspect of learning. communication is an essential part of mathematics and mathematics education (turmudi, 2008). according to the regulation of the minister of education and culture number 21 of 2016 on basic and secondary education content standards section 1 paragraph 9, that demonstrate the skills of reasoning, processing, and communicating is one of the competencies to be achieved in the core competence of skills. according to the national council of teachers of mathematics (2000), communication is one of the standard learning process. this means showing the skills of reasoning, processing, and communicating is one of the core competencies of the skills and learning process standards. approach is an important aspect of learning. the selection of the right approach in learning can make the learning process run smoothly and more efficiently. savi (somatic, auditory, visualization, intellectually) is one of the alternative approaches that can be applied in learning. the savi (somatic, auditory, visualization, intellectually) approach which is part of the accelerated learning concept is a fast and natural way of learning which is a modern movement that breaks the way of learning in structured education and training (hamid, 2011). this approach meets the standard of learning process according to regulation of the minister of education and culture number 22 of 2016 on standard process of primary and secondary education section 1 paragraph 2 because it is a scientific approach. 74 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej communication and savi (somatic, auditory, visualization, intellectually) approach in learning is very important. there are two important reasons why communication in mathematics learning needs to be nurtured in school, first is mathematics not just a thinking tool, a tool for finding patterns, solving problems or making decisions but also as a tool for communicating ideas clearly, precisely and concisely; the second is as a social activity in learning mathematics in schools, mathematics is also a vehicle for interaction between students and also as a means of communication of teachers and students (baroody in ansari, 2009). the results of observations and interviews to teachers of class viii-b smp negeri malang, teachers convey that at the time of teaching and learning activities are still dominated by teachers. this can be seen when teachers explain the students tend to be silent, less daring to ask and give opinions, students prefer engrossed with other activities rather than listening to teacher explanations, as well as students’ communication, most of the students still have difficulty in communicating lessons when presentations, ask questions or answer questions verbally as well as written. some research results indicate that students' mathematical communication ability is not as expected. this is as shown by previous research which has the conclusion that students' mathematical communication ability is still low, either in verbal communication or writing (istiqomah, 2007). other research also shows that the improvement of mathematical communication ability of students who gain learning with the application of quantum learning approach is better than students who get conventional learning and student motivation in the class that get learning with quantum learning approach is better than the motivation of students who learn conventionally (darkasyi, et al; 2014). furthermore, other studies also suggest that students' mathematical communication skills in their learning using think-talk-write (ttw) learning are significantly better than those in the conventional way at the 5% significance level (elidia, 2012). furthermore, other studies have also shown that the mathematical analogy of students acquiring learning with the wingeom-based savi (somatic, auditory, visualization, intellectually) approach is better than that of students receiving conventional learning (putra, 2011). other studies also show that the application of savi approach (somatic, auditory, visualization, intellectually) can improve student learning outcomes (mayliana, 2013). 75 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej based on the description of the importance of mathematical communication, savi approach (somatic, auditory, visualization, intellectually) and the observation of mathematics learning in school, research on mathematical communication through savi (somatic, auditory, visualization, intellectually) approach needs to be done. the aim of this research is to describe the students' mathematical communication verbally as well as written by means the approach of savi (somatic, auditory, visualization, intellectually). methods the approach in this research is qualitative approach. a qualitative approach is an approach that focuses more on the aspects of the process than the outcome. researchers observe directly about students' communication verbally as well as written by means the approach of savi (somatic, auditory, visualization, intellectually) during the learning process. the type of research used is descriptive research because this study aims to describe students' mathematical communication verbally as well as written by means the approach of savi (somatic, auditory, visualization, intellectually). this research was conducted in smp negeri 22 malang city which is located at street el tari villa gunung buring, cemorokandang, kedungkandang, malang city, postal code 65138. this research was conducted on the even semester of academic year 2016/2017. this research was conducted on 27 march-06 april 2017. the research procedure used: the planning stage of research, the stage of research implementation, the data analysis stage, and the final stage of the study. subjects in this study were students of class viii-b which amounted to thirty-one students. furthermore, which will be the object of this research is the students' mathematical communication verbally as well as written by means the approach of savi (somatic, auditory, visualization, intellectually). data collection techniques used are observation and test. observation is used to know the students’ mathematical communication verbally as well as written, while the test is used as a support for observation of mathematical communication in writing. this test is given during the training phase in the learning process. the problem test is written test with the number of questions as much as two items related to the matter. the instrument used is an observation sheet to see students' mathematical communication verbally as well as written by means the approach of savi (somatic, auditory, 76 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej visualization, intellectually) and the test sheet to see the students' mathematical communication in writing. data analysis technique used are data analyzed every meeting and the whole of the meeting with reference to criteria of mathematical communication. results and discussion the result of the mathematical communication of the students verbally obtained from observation during the learning process took place through savi approach (somatic, auditory, visualization, intellectually) with the material of polyhedron. the indicators used to determine students mathematical communications verbally are: (1) express an example of polyhedronin the neighborhood; (2) explain mathematics representation related to the material; (3) give questions and answers related to the material; (4) declare the situation or picture of a problem in mathematical model; (5) discuss the problem related to the material; (6) concludes the result of group discussion; and (7) summarize the related summary of the material that has been studied. the results of students mathematical communication analysis verbally by means the approach of savi (somatic, auditory, visualization, intellectually) reached good mastery level. each aspect of mathematical communication has been done by students well. the first verbally mathematical communication indicator is expressing an example of polyhedronin the neighborhood. students have been able to name examples of objects around the beam-shaped like cupboard, pencil box, and tissue box. the savi element that appears in this indicator is auditory learning by listening and speaking. the second verbally mathematical communication indicator is explaining a mathematical representation related to the material. students have been able to explain the characteristics of the cube that has 12 sides of the same length, 3 pairs of parallel sides and 8 equal angles. the savi elements that appears in this indicator are auditory, visual and intellectual learning by talking, listening, seeing and thinking. the third verbally mathematical communication indicator isgiving questions and answers related to the material. students have an active role in questioning such as mentioning the types of prism. the savi elements that appears in this indicator are auditory, visual and intellectual learning by talking, listening, seeing and thinking. the fourth verbally mathematical communication indicator is declaring a situation of a problem into the mathematical model. students have been able to explain a situation on matter into a mathematical model such as how to determine the base and the height of a trapezoid 77 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej prism. the savi element that appears in this indicator are visual and intellectual learning by seeing and thinking. the fifth verbally mathematical communication indicator is discussing the problem related to the material. students have been active in discussing and solving problems correctly and completely as discussed in solving the problem about the surface area of the beam. the savi elements that appears on this indicator are the auditor, visual and intellectual learning by talking, listening, seeing and thinking. the sixth verbally mathematical communication indicator is concluding the result of group discussion. students have been able to summarize the results of group discussions correctly and completely such as reading out the results of group discussions in front of his friends. the savi elements that appears in this indicator are somatic, auditory, visual and intellectual learning by moving, speaking, listening, seeing and thinking. the seventh verbally mathematical communication indicator is summarizing the related summary of the material that has been studied. students can already deduce what has been learned at the meeting. the savi element that appears in this indicator are auditory and intellectual that is learning by talking, listening and thinking. the result of the mathematical communication of the students in writing is obtained from the test sheet and observation sheet during the learning process through savi (somatic, auditory, visualization, intellectually) approach with the material of polyhedron. indicators used to identify students' written mathematical communications are: (1) write the mathematical ideas that are presented at apperception; (2) write a mathematical representation of matter; (3) write the important points of the material; (4) write what is known in the problem into the mathematical model; (5) solve mathematical problems related to the material; and (6) write a summary related the material that has been learned. the result of mathematical communication analysis of students in writing through savi (somatic, auditory, visualization, intellectually) approach reaches good mastery level. each aspect of mathematical communication has been done by students well. the first written mathematical communication indicator is writing the mathematical ideas conveyed at apperception. students have been able to write mathematical ideas such as the area of the base beam = p × l, the area of the base of the triangle = 1 2 , the width of the diamond = 2 , and the trapezoidal area = 1 2 . 78 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej the savi elements that appears on this indicator are auditory, visual and intellectual learning by listening, seeing and thinking. the second written indicator of mathematical communication is writing a mathematical representation of matter. students can already write a mathematical representation such as writing the characteristics and understanding of the cube by looking at the picture. the savi elements that appears in this indicator are visual and intellectual learning by seeing and thinking. the third written mathematical communication indicator is writing the important points of the material. students have been able to write important points of material such as surface area of prism = 2 × base area + circumference of base × height. the savi elements that appears in this indicator are auditory, visual and intellectual learning by listening, seeing and thinking. the fourth written indicator of mathematical communication is writing what is known in the problem into the mathematical model. students have been able to write what is known in the problem into mathematical models such as triangular sides length = 6 cm, base = 8 cm, vertical side area = 24 cm², 32 cm², and 40 cm². the savi elements that appears in this indicator are visual and intellectual learning by observing and thinking. the fifth written indicator of mathematical communications is solving mathematical problems related to the material. students have been able to solve math problems correctly where the surface area of pyramid in question number 1 is 120 cm ² and in question number 2 is 384 cm² and complete with the conclusion. the savi elements that appear in this indicator are auditory, visual and intellectual learning by talking, listening, observing and thinking in solving problems. the sixth written mathematical communication indicator is writing a summary of the material that has been learned. students can already write a summary of the material that has been studied such as understanding pyramid and surface area of pyramid. the savi element that appears in this indicator is intellectual learning by thinking. students’ mathematical communication verbally through savi (somatic, auditory, visualization, intellectually) approach in a good category. this means that students have been able to express the example of polyhedron in the neighborhood, explain a mathematical representation related to the material, give questions and answers related to the material, declare the situation of the problem in the mathematical model, discussthe problem related to the problems, concludes the result of group discussion, and 79 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej summarize the related summary of material that has been well studied. student mathematical communication in writing through savi (somatic, auditory, visualization, intellectually) approach in a good category. this means students can write mathematical ideas that are presented at apperception, write a mathematical representation, write the important points of the material, write what is known in the problem into the mathematical model, solve the mathematical problems related to the material, and write a summary related the material well. based on research data of students’ mathematical communication verballyas well as written by means approach of savi (somatic, auditory, visualization, intellectually) atclass viii-b smp negeri 22 malang is in good category. according to haerudin (2013), savi approach provides greater opportunities for students in developing their mathematical communication verballyand written. students who scored low in mathematical communication because less meet the indicators of mathematical communication well. while students who scored high in mathematical communication because already meet the mathematical communication indicators well. this is in line with sulthani (2012) research that students at level 0 and level 1 (low level) use mathematics language inaccurately and provide improper solutions in working on problems or math problems does not even provide solutions and workmanship at all. while students at level 3 and level 4 (high level) have been able to use the language of mathematics very effective, accurate, provide the correct solution exposure and demonstrate appropriate strategies even if there is a small error in computation. conclusion based on the research results obtained, it can be concluded that: a) students mathematical communication verbally through savi (somatic, auditory, visualization, intellectually) approach in a good category. this means that students have been able to declare an example of polyhedronin the neighborhood, explain a mathematical representation related to the material, give questions and answers related to the material, declare the situation or picture of a problem in mathematical model, discuss a problem related to the material, concludethe resultofgroup discussion, and summarize the related summary of material that has been studied well. 80 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej b) students’ mathematical communication in writing through savi (somatic, auditory, visualization, intellectually) approach in a good category. this means students can write the mathematical ideas, write a mathematical representation of the material, write the important points of the material, write what is known in the problem into the mathematical model, solve mathematical problems, and write a summary related the material that has been learned well. references ansari, b. i. (2009). mathematical communication concepts and applications. banda aceh: pena. darkasyi, m., johar, r., & ahmad, a. (2014). improvement of mathematical communication skills and student motivation with learning of students quantum learning approach at smp negeri 5 lhokseumawe, 21–34. elidia, n. (2012). improve the mathematical communication ability of junior high school students through think-talk-write (ttw) learning. scientific journals study program of mathematics stkip siliwangi bandung. 1(2): 178–185. hamid, s. (2011). metode edutainment. jogjakarta: diva press. haerudin. (2013). the influence of savi approach to communication skill and mathematical reasoning and junior high school student self-reliance. scientific journals study program of mathematics stkip siliwangi bandung. 2(2): 183193. istiqomah, n. (2007). efforts to improve the communication skills of mathematics students of sd negeri sekaran 2 on basic material of kpk and fraction by using kbk learning is characterized by utilization of mentoring equipment tool. (online),(http://digilib.unnes.ac.id/gsdl/collect/skripsi/archives/hash01a1/01cb64 33. dir/doc), mayliana, e. & sofyan, h. (2013). application of accelerated learning with savi approach to drawing clothing competition. journal of vocational education. 3(2): 14–28. national council of teachers of mathematics. (2000). principles and standards for school mathematics. (online), (http: //www.nctm.org/standars/overview.html), diakses 10 november 2016. permendikbud. (2016). regulation of the minister of education and culture no. 20, 21, and 22, year 2016, on graduate competency standards, content standards and standards process primary and secondary education. putra, h. d. (2011). geometry study with savi-assisted savi approach to improve mathematical analogic ability of junior high school students. proceedings of the national seminar on mathematics education stkip siliwangi bandung. 1: 1–11. sulthani, n. a. z. (2012). mathematical communication skills of excellence class students and students regular class x class sma panjura malang on mathematical logic material. online journal state university of malang. 1(1). http://digilib.unnes.ac.id/gsdl/collect/skripsi/archives/hash01a1/01cb6433.%20dir/doc) http://digilib.unnes.ac.id/gsdl/collect/skripsi/archives/hash01a1/01cb6433.%20dir/doc) http://www.nctm.org/standars/overview.html 81 mathematics education journals vol. 1 no. 2 august 2017 p-issn : 2579-5724 e-issn : 2579-5260 http://ejournal.umm.ac.id/index.php/mej turmudi. (2008). the foundation of philosophy and mathematics learning theory (paradigm eksploratif and ivestigatif). jakarta: leuser cita pustaka. 106 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the influence of the savi approach and learning styles on student’s creative math skills bt yosi olda fionika, kamid, evita anggereini magister of mathematic education study program faculty of teacher training education, jambi university. btyosioldafionika@gmail.com abstract learning technique at school should concentrate on developing students creativity. creative thinking ability will be the determinant of individual success. but in fact, students are familiar with routine and simple learning. the savi approach is an approach that combines physical movement with intellectual activity. learning style is the capital of a student to absorb information. the method used in this research is quantitative method, which is the purpose is to know the influence of savi approach and learning style to students' creative thinking ability in mathematics when compared with direct learning. the instruments used are tests of creative thinking abilities and learning styles of students. the result of data analysis using statistical test that is (1) there is influence of savi approach and learning style to student creative thinking ability. (2) there is influence of savi approach to savi creative thinking ability. (3) there is influence of student learning style to student creative thinking ability. (4) there is an interaction between savi approach and learning style to students' creative thinking ability. keywords: savi approach, creative thinking ability, learning style. introduction indonesia is a developing country, which still requires creativity of the nation's children to advance science and technology. so, learning in schools should be more emphasis on aspects of student creativity development, so the children are familiar to find creative ways to solve a problem. according to ali mahmudi (2009: 1) the ability of creative thinking becomes the determinant of individual success in the face of increasingly complex life challenges. the progress of a nation is no longer determined by how much resources the nation possesses, but how creative the society of a country is. after the researchers made observations to some students in sman 11 jambi city, it was found that students' creative thinking ability is not optimal. students are familiar to get routine and simple questions which only can be solved in one way or only by using one formula. therefore, when they are faced with non-routine and varied questions, they are confused in relating mathematical concepts that they already learned to solving the problems. this is due to the activity of teachers who only pursue the learning materials finished in time. the teacher emphasizes that the student must complete the material at 107 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej the targeted meeting. so, reasonable if there are still many students who will solve the problems given by the teacher in a way that the teacher gave. involving the activity of all the senses in the learning process is very important and influential. magnesen (dryden & jeannette, 2013:100) says that in learning 10% students will capture lessons from what they read, 20% of what is heard, 30% of what is seen, 50% of what is seen and heard, 70% of what is said, and 90% of what it does and says. according to meier, learning with the savi approach is a learning that combines physical movement with intellectual activity and the use of all the senses that can have a major effect on learning. the savi elements are somatis (learning by moving and doing), auditory (learning by speaking and listening), visual (learning by observing and describing), and intellectual (learning by solving problems and thinking). it is expected that students learn by moving and doing, learning by speaking, learning by observing and describing and learning by solving a problem will help students in shaping the ability of creative thinking, yangmana in creative thinking ability there are 4 indicators that is smoothness, flexibility, originality and elaboration ( details). however, in order for learning to be more effective in solving creative thinking problems, it is important to have teacher's knowledge about student learning styles. in fact, students have a variety of modalities that must be optimized in learning in order to obtain maximum results. some of these modalities as proposed by deporter are visual modalities, auditorial modalities, and kinesthetic modalities (somatic), known as vak. the three modalities are factors that influence the learning styles of each student. based on the results of research from aswar and nilam (2014) entitled "pengaruh gaya belajar vak terhadap hasil belajar matematika siswa" indicates that there is an influence of learning style of kinesthetic visual auditory to student learning outcomes. the research of learning style is also done by indrawan dwi candra (2015) entitled "pengaruh gaya belajar terhadap hasil belajar siswa kelas iv sd negeri pajang 3 surakarta" which indicates that there is a significant influence between learning styles on learning outcomes. learning styles contributed 11.8% influence on student learning outcomes. but in this study, researchers only take the data, not doing experiments in the classroom. so the researcher does not know what learning model used by the teacher when teaching that affect student learning outcomes. based on the above description, it can be concluded that the students' academic achievement in school is influenced by two factors, namely the factor of the student's self and the factors of his environment. one of the factor from the student's self is the learning style while the factor of the environment is the way of teaching the teacher. then, one of the efforts considered to solve the problem is by using the approach savi (somatis, auditory, visual, intellectual). the learning no longer benefits only one group of students, but all students with different learning styles are able to receive learning materials according to the way they capture information from the lesson. mathematics learning is a process of interaction between teachers and students in an organized form of activity in order to help students to obtain information and knowledge of mathematics. so that students are able to think logically, able to find mathematical patterns, relate connections between patterns and then communicate the knowledge of mathematics both in the form of symbols and oral. 108 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej savi stands for somatis, auditory, visual, and intellectual. the savi approach is incorporated into a student-centered approach (student centered approach). meier (2000: 42) argues that "learning does not automatically improve by standing up and moving around. but combining physical movement with intellectual activity and the use of all the senses can have a profound effect on learning ". however, combining physical movement with intellectual activity and uses all of the senses can have a major impact on learning. basic principle of the savi approach is learning involves the whole mind and body, so it's not just the brain that works. style of learning is the key to developing a performance at work, at school, and in interpersonal situations. in some elementary schools and high schools in america, teachers realize that everyone has the optimal way to learn new information. they understand that some students need to be taught other ways than standard teaching methods. if these students are taught by standard methods, it is possible for them to understand the material is very small. knowing these different learning styles has helped teachers everywhere to be able to approach all or nearly all students by simply passing on information in different styles. prashing (2007: 10) states that "everyone of all ages can really learn anything if they are allowed to do it in a unique style that suits their own personal strength". it states that if human diversity is considered and taken into consideration in the learning process, it will produce positive results such as learners feel happy, gain the sensation of achieving something without frustration and stress, increasing motivation and always able to control the learning process. in short, one's learning style can be defined as a combination of how one absorbs, then organizes and manages the information or lessons that they learned. any way someone chooses, the different of learning styles show the fastest and best way for each individual to be able to absorb an information or lesson from outside themself. each individual has their own learning style that can not be equated and enforced just like everyone else. generally the type of someone's learning style can be classified into three types: visual learning style, auditory learning style, and kinesthetic learning style. research method the method used in this research is quantitative method. this type of research is a quasi experiment. sugiono (2009: 72) "methods of experimental research can be interpreted as a research method used to find the effect of certain treatment against others in controlled conditions". research using this experimental method is an activity to examine an event due to a condition that is monitored carefully to determine the effect that appears. the research design uses quasi-experiment design with the type of pretest and posttest design. the research design according to (creswell, 2008: 314). table 1 design quasi experiments (posttest only design) group pre-test treatment post-test exsperimental control y1 y1 x y2 y2 109 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej x = treatment given to the experimental class y1 = initial test given to the experimental class and control class at the beginning of the lesson y2 = the final test given to the experimental class and control class at the end of the lesson the research design using 3 x 3 factorial can be seen in the following table: table 2 research design learning styles (b) approach (a) savi (a1) savi + media (a2) di (a3) visual (b1) (a1 b1) (a2 b1) (a3 b1) auditori (b2) (a1 b2) (a2 b2) (a3 b2) kinestetik (b3) (a1 b3) (a2 b3) (a3 b3) population in this research is all student of class x sman 11 jambi city. table 3 number of students of class x sma 11 jambi city no class number of students 1 xmipa 1 35 2 xmipa 2 33 3 xmipa 3 35 4 x mipa 4 33 total 136 students in this research, two groups of randomly selected samples were chosen from one group of experiments from study group using savi approach, savi + media approach and one control group that is learning group using direct instructional. in order to obtain a representative sample, steps are taken such as taking the monthly test scores, and doing normality and homogenity tests, as well as the average similarity. this study uses the help of spss 23. from the calculation, it can be concluded that the population has normal distributed data, has a homogeneous variance and does not have average difference, then to determine the sample class in the population used combination technique. statistical method used is hypothesis test with two way anova test. before analyzing, first tested the normality and homogeneity test using spss 23. it was found that the post test data of the students were normal and homogeneous distributed. furthermore, hypothesis testing using two way anova. result and discussion in this research is given questionnaire student learning style, in experiment class and control class. the learning style questionnaire aims to look at the trend of learning styles that each student has in both the experimental and control classes. here are the 110 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej results obtained from the learning style questionnaire that has been given to the experimental class and control class. 1. in the first experimental class there were 16 students with visual learning style, 7 students with audio learning style and 12 students with kinesthetic learning style 2. in the second experiment class there were 13 students with visual learning style, 14 students with audio learning style and 8 students with kinesthetic learning style 3. in the control class there were 11 students with visual learning style, 12 students with audio learning style and 10 students with kinestetik learning style the results of students' mathematics learning acquired after the end of the tests given in class the first experiment, a second experiment class and control class. here is the data of mathematics learning results of students class 10 presented in the following table: table 4 data result of learning mathematics class x description experiment class 1 experiment class 2 control class statistic std. error statistic std. error statistic std. error mean 82,09 0,815 82,2 0,815 77,42 0,919 95% confidence interval for mean lower bound 80,43 80,54 75,55 upper bound 83,74 83,86 79,3 5% trimmed mean 82,04 82,17 77,58 median 82 82 78 variance 23,257 23,224 27,877 std. deviation 4,823 4,819 5,28 minimum 75 75 66 maximum 90 90 86 range 15 15 20 interquartile range 6 6 8 skewness 0,068 0,398 -0,003 0,398 -0,471 0,409 kurtosis -0,777 0,778 -0,774 0,778 -0,241 0,798 normality test aims to see whether the data is normally distributed or not. test normality of postes value data using kolmogorov-smirnov test. the test results can be seen in the following table. table 5 normality test of student postes value class kolmogorov-smirnova statistic df sig. value eksperimen1 ,133 35 ,123 eksperimen2 ,132 35 ,125 kontrol ,151 33 ,053 111 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej furthermore, the result of homogeneity test of students postes value where homogeneity test is aimed to see whether the student's postal value is homogeneous or not. the result of homogeneity test of students postes value with spss 23.0 program with the following result. table 6 output spss 23.0 homogenity test results of students postes score levene statistic df1 df2 sig. ,138 2 100 ,871 from the output can be seen the value of significance of the student postes value = 0.871 or p-value> alpha = 0.05. then it can be concluded that the data value of postes students homogeneous. furthermore, hypothesis testing will be done using two path analysis (two way anova) and tukey test. the following is presented the results of data analysis using two way anova analysis to test the research hypothesis is as follows: table 7 results of data analysis using two way anova analysis source type iii sum of squares df mean square f sig. corrected model 2257,050a 8 282,131 37,095 ,000 intercept 620019,387 1 620019,387 81520,959 ,000 modelpembelajaran 381,982 2 190,991 25,112 ,000 gayabelajar 1673,017 2 836,509 109,985 ,000 modelpembelajaran * gayabelajar 77,111 4 19,278 2,535 ,045 error 714,931 94 7,606 total 672613,000 103 corrected total 2971,981 102 next, a follow-up tests is done to determine which ones make the average mathematics student learning outcomes different. the method used for the follow-up test is the tukey test. the tukey test results are presented in the following table: table 8 tukey test results (i) kelas (j) kelas mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound eksperimen1 (savi) eksperimen2 -,11 ,659 ,984 -1,68 1,46 kontrol 4,66* ,669 ,000 3,07 6,26 eksperimen2 (savi+media) eksperimen1 ,11 ,659 ,984 -1,46 1,68 kontrol 4,78* ,669 ,000 3,18 6,37 control (di) eksperimen1 -4,66* ,669 ,000 -6,26 -3,07 eksperimen2 -4,78* ,669 ,000 -6,37 -3,18 112 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej based on the above table, it can be seen that the p-value at direct instructional toward savi approach and savi + media approach are 0.000 and 0,000 respectively compared to the alpha value 0.05 then the p-value is smaller than the alpha value. classes with savi approach to savi + media and direct instructional approach obtained p-value values of 0.984 and 0.000 respectively. when compared with the aplha value of 0.05 then the p-value for the savi approach class against the direct instructional approach is smaller than the alpha value (0,000 <0.05) and when compared with the alpha value of 0.05 then the p-value for the class approach savi against savi + media approach is greater than alpha value (0.984> 0.05). if the class of savi and savi + approach of media compared with direct instructional hence can be concluded that there is difference of mean of the mathematics learning result of student class x sman 11 jambi. figure 1 sample class interactions from the plot chart above shows that there is an interaction between the first experimental class and the second experimental class in influencing the student's mathematics learning outcomes. this is indicated by the existence of a tangent line. after testing all four hypotheses. then proceed with a further test. a further test is useful to know that the average of the class which makes different students' ability to think creatively. the method used is tukey test. from the test, it can be concluded that in the experimental class 1 and the experimental class 2, there is no average difference. so it can be concluded that the application of savi approach has an effect on the students' creative thinking ability. this conclusion corresponds to the graph shown that there is an 113 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej interaction between the experimental class 1 and the experimental class 2 in influencing students' cognitive thinking skills. conclusion 1. based on the results of research that has been done, it can be concluded that: 2. there is influence of savi approach (somatis, auditori, visual, intellectual) and student learning styles together to the ability of creative thinking mathematics in the students of class x sma negeri 11 kota jambi 3. there is a significant influence between savi approach (somatis, auditori, visual, intellectual) to the ability of creative thinking mathematics in the students of class x sma negeri 11 kota jambi 4. there is influence of student's learning styles to the ability of creative thinking mathematics in class x students of sma negeri 11 kota jambi 5. there is an interaction between savi approach (somatis, auditori, visual, intellectual) and learning style of students in influencing the ability of creative thinking mathematics in the students of class x sma negeri 11 kota jambi 6. there is influence of visual learning style to student's creative thinking ability of mathematics. 7. there is an influence of auditory learning style on students' mathematical creative thinking ability. 8. there is an influence of kinesthetic learning style on students' creative thinking ability. suggestion 1. it is suggested to the teacher or further researcher if using savi approach (somatis auditori visual intellectual) on learning process to pay more attention to the activities of students in the group 2. if using the savi approach (somatis auditori visual intelektual) requires good planning with class management as well as the right time. 3. it is expected that further research can be done in a subject other than the subject of trigonometry. 4. in choosing a learning approach teachers need to consider the learning style of students, so that the learning approach used can make all students become comfortable in receiving classroom learning. 5. if you are going to apply the savi approach (somatis auditori visual intelektual), the teacher should be able to form a heterogeneous group division. references anas, aswar dan nilam permatasari mumir, 2014. pengaruh gaya belajar vak terhadap hasil belajar matematika siswa, soppeng: jurnal seminar nasional issn 2443-1109 volume 02, nomor 1 candra, indrawan dwi (2015) pengaruh gaya belajar terhadap hasil belajar siswa kelas iv sd negeri pajang 3surakarta tahun ajaran 2014/2015. skripsi thesis, universitas muhammadiyah surakarta. 114 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej creswell, john. w. 2008. educational research planning, conducting and evaluating quantitative and qualitative research (eds thrid). person education, inc. upper saddle river, new jersey. dryden & jeannete, 2013. the learning revolution. revolusi cara belajar, bandung:kaifa mahmudi, ali, 2009. mengembangkan kemampuan berpikir kreatif siswa melalui pembelajaran topik pecahan. yogyakarta: seminar nasional aljabar, pengajaran, dan terapannya di jurusan pendidikan matematika fmipa uny yogyakarta. meier, dave, 2000. the accelerated learning handbook. united states of america: mcgraw-hill compaines prashing, barbara. 2007. the power of learning styles, bandung:kaifa. sugiyono. 2009. metode penelitian kuantitatif, kualitatif dan r & b. bandung: alfabeta. 75 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej enhancing the mathematical communication ability and self-confidence of junior high school students using brain-based learning sri solihah , heris hendriana , rippi maya mtsn 2 ciamis, ikip siliwangi bandung, ikip siliwangi bandung srisolihah1@gmail.com, herishen@gmail.com, rippimaya@gmail.com abstract this research is motivated by the fact shows the mathematical communication ability of the students not yet in accordance with the expected. one such problem is learning that does not provide flexibility to students to exploit the potential of the brain optimally, where in general is generally more emphasis on the left brain function. mathematical communication skills need to be supported by right brain function. characteristics of learning that offers learning concepts that align the way the brain works naturally designed is by learning brain-based learning (bbl). the research method used is quasi experiment. quantitative data is obtained from pretest and posttes data. research found that there are achievements and improvements in students' mathematical communication skills whose learning uses the brain-based learning approach compared with students who received conventional learning in terms of students' early math skills, and self-confidence and there is an association between the ability of mathematical communication and self-confidence. keywords: brain-based learning, mathematical communication, selfconfidence. introduction the mathematical communication ability as an essential learning mathematics outcome should be improved on high school students. that statement was in line with the goals of (ktsp, 2006) those goals among other things were: to communicate mathematically, to use mathematics as a tool for communicating, to make relation or problem by usingsymbol, table, diagram, or other media. further, by referring to same writer’s opinions (sumarmo, 2015) identified some indicators of mathematical communication ability namely: a) to express situation, figure, diagram, or a real situation into mathematical language, symbol, idea, or model; b) to explain or clarify mathematical ideas, situation, and relation either oral or written; c) to listen, to discuss, and write about mathematics; and d) to read written mathematical representation meaningfully. according (rosita, 2008), mathematical communication plays an important role in the problemsolving process. through communication the idea can be an object resulting from a reflection, refinement, discussion, and development. one approach to learning that has characteristics that fit the above indicator is the brain-based learning approach (bbl). the brain-based learning model is a learning model designed to empower students' brain potential, one of which is by creating a fun mailto:srisolihah1@gmail.com mailto:herishen@gmail.com mailto:rippimaya@gmail.com 76 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej learning environment, the brain is designed to naturally learn. according to who have many books and articles on brain-based learning, have stated the core principles of brainbased learning caine &caine (gozuyesil, 2014). according to jensen (2008, p.483), learning in a brain-antagonistic environment can leave one feeling threatened, over or under challenged, and therefore frustrated or boredbbl is more a toolbox than a template (chart pattern). therefore, if viewed as a learning approach, then bbl is a learning toolbox that gives students the freedom to develop their potential naturally, that is based on the way each brain worksthus, the bbl approach leads the students to learn optimally by optimizing their brain function. three important instructions when applying the brain-based learning approach in the classroom according to caine et al (2005, pp.4-6) are as follows. first, relaxed alertness, which seeks a state in which the student can be "alert but relaxed". it is useful to eliminate students' fear, while keeping the environment interesting and challenging for them. according to the description jensen (1998, p.57) optimal learning occurs when students are at stress levels that are relaxed alertness. second, orchestrated immersion namely to create a learning environment that truly makes students feel they have entered into an educative experience directly. third, active processing, an activity that enables students to actively view, consolidate and internalize incoming information. according to jensen (nur, 2008), brain-based learning considers what is natural for our brains and how the brain is affected by the environment and experience. so, brain-based learning is a learning based on how the brain works when the brain works optimally, then at that time effective learning can be implemented. learning is done to challenge students' thinking skills supported by enjoyable learning and with students who are actively involved in learning. based on the principles of bbl, duman (2006, p.23) found that learning with the bbl approach not only enhances academic achievement but also provides good motivation for students and teachers with a conducive classroom atmosphere, joint ventures, and interests. there were some variables that potentially influenced the attainment of good grade on mathematics learning, among them was self-confidence. confidence is an attitude that arises from the desire to manifest itself to act and succeed. in terms of development, confidence can arise thanks to the recognition of the environment (dimyati and mudjiono, 2009). confidence will come from an individual's consciousness that the individual has a determination to do whatever he has to do, until the goal he wants to achieve. the determination to do something is followed by a sense of confidence that he has the ability to achieve the desired goals. research method this study was intended to examine the role of prior mathematics ability (pma) and brain-based learning (bbl) to the achievement of mathematical communication ability (mca) and self-confidence (sc) of junior high school students. the research method used is quasi experiment, with student population of class viii mtsn ciamis which consists of seven classes and taken two classes as research sample. the instruments of this study were an essay test on mathematical communication and selfconfidence scale. the sample items of mca test and sc scale, are as follows: 77 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sample items of mathematical communication ability test 1. examples of communication skills for indicators prepare questions about a given situation with reasons for example known spldv 2x +3y = 5.700 x + 2y = 3.300 make a story of everyday problems that is consistent with the given spldv) ! pose a question about the stories that you create and can be answered with complete spldv 2. sample statements of self-confidence scale. note: qo : strongly diasagree s :agree o : diasagree qs :strongly agree table 1. sample items of self-confidence no statement qo o s qs 1 i extend my own opinion in forum discussion 2 i learn mathematics because i love it 3 i am affraid to pose a question to mathematics teacher 4 i feel confident that i will succeed in the mathematics test 5 i feel nervouse when solving a problem in front of class 6 i feel challenged when i face a complicated problem of spldv 7 i feel asshamed to solve a problem in the front of the class 8 i feell, brave to defend my own opinion in front of the class results and discussion mathematical communication ability (mca), self-confidence (sc), and brainbased learning (bbl) were presented in table 2. before the intervention, students were grouped based on their grades on pma maya (2011): high ( ), medium ( ) and low . table 2 for the achievement of mathematical communication ability of mts students whose learning using brain-based learning model and conventional approach show the overall difference, meanwhile, in the posttest, student taugth by bbl obtained fairly good grades on mca (13,76 or 68,76% out of ideal score) wich were better than students’ grades in conventional group (11,12 or 55,61% out of ideal score). moreover, on the n-gain mca, the result showed students taught by the bbl gained greater grades on n-gain mca (0,58) than their fellow students taught by the conventional teaching (0,44). analyses of mean differences of mca and n-gain mca for the whole students in both groups were presented in table 3. 78 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 2. mathematical communicationability based on prior mathematics ability and teaching-learning approach eksperiment control dan postes (g) postes (g) s (%) (%) h ig h 17,33 0,77 12,75 0,52 (86,67) (63,75) (%) 0,58 0,07 2,99 0,13 m e d iu m 15,5 0,64 14,5 0,60 (77,5) (72,5) s 0,71 0,08 2,12 0,09 l o w 13,29 0,56 10,63 0,41 (66,43) (53,15) s 3,16 0,18 2,58 0,12 sum 13,76 0,58 11,12 0,44 (68,76) (55,61) table 3.testing of hypotesis of mean difference of mca, n-gain of mca, and sc in bbl and conventional teaching vari abel teaching approach sd n sig. mca bbl 13,76 3,16 33 0,000 conv 11,12 2,90 33 n-gain mca bbl 0,58 0,17 33 0,000 conv 0,44 0,14 33 sc bbl 72,91 9,18 33 0,290 conv 69,33 7,60 33 note:mca is mathematical communication ability; ideal score of mca 20. n-gain is normalized gain; sc is self-confidence; ideal score 120.(solihah, 2018) analysis of mca for each level of pma was presented in table 3 for both groups. the table demonstrated the correlation between pma wich mca and n-gain mca; the higher students’ grades pma, the higher their grades on mca and n-gain mca.this indicated the supremacy of students’ pma in affecting their grades on mca and n-gain. these findings supported the hypotesis that having a well understanding on a particular mathematical content will lead students to be more succes in further comprehension or other mathematics contents. as for students with medium and high pma, their grades on mca were higher in the goup thauhgt by bbl than students’ grades from conventional teaching. moreover, students with low pma and getting teaching on bbl attained better grades (15,5 or 77,5% out of ideal score) than the grade of students with high pma taught by conventional teaching (12,75 or 63,75% out of ideal score). table 4 showed that there was no differences in sc grades between students taught by bbl (72, 91 or 60, 79 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 76% out of ideal score) and students taught by conventional teaching (69, 33 or 57, 78% out of ideal score). analysis of mean differences of the acheiment on sc was presented in table 5. however, students with low, medium and high pma given bbl were better on sc grades than students given intervention using conventional teaching. table 4. self-confidence based on prior mathematics ability and teaching-learning approach pma eksperiment control and postest n postest n s (%) (%) h ig h 78 (65) 3 68,5 (57,08) 4 s 8,72 7,14 m e d iu m 81 (67,5) 2 69,5 (57,92) 2 s 8,49 9,19 l o w 71,79 (59,82) 28 70 (58,33) 27 s 9,09 8,06 sum 72,91 (60,76) 33 69,33 (57,78) 33 s 9,18 7,06 (solihah,2018) having computed analysis correlation between mca and sc (presented in table 5), the study found out = 27,433 and c = 0,664 indicated that there was moderate correlation between bbl and sc (presented in table 6). this finding was similar to the finding of several previous studies (qohar, 2010; wardani, 2010; yonandi, 2010; sritresna, 2017), although it was different with the findings of other studies (sumarmo, hidayat, zulkarnaen, hamidah, & sariningsih, 2012; sumaryanti, 2013; rahmat, 2014; hendriana, 2014)) that there were no correlation between cognitive and affective component of mathematics learning outcome. further analysis on the role pma and the applied teaching learning approaches generated a result that there was no relation between pma and teaching approaches on mathematical communication. table 5.the number of students in each level of mca and sc in communications class. self-confedence total high medium low mca high 6 17 0 23 medium 1 9 6 16 low 0 9 18 27 total 7 35 24 66 (solihah,2018) 80 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej table 6.testing hypotesis of association between mathematical communications ability and self-confidence value approximate significance nominal by nominal contingency coefficient ,542 ,000 n of valid cases 66 in addition to superiority of brain-based learning (solihah,2018) conclusion brain-based learning played a better role than the prior mathemtics ability on the acheivement of mathematical communications ability and its n-gain, and on attainment of self-confidence. there are achievements and improvements in the mathematical communication skills of students whose learning used a brain-based learning approach compared to students who received conventional learning in terms of students' early math skills, and self-confidence. the overall students, both with low and medium prior mathematics ability, taught by brain-based learning better grades on mathematical communicatins ability, on its ngain, and on self-confidence than another group. students’ grades on mathematical communication ranged from averge to fairly good and their gradeson self-confidence were relatively good. moreover, that there were no correlation between cognitive and affective component of mathematics learning outcome. further analysis on the role pma and the applied teaching learning approaches generated a result that there was no relation between pma and teaching approaches on mathematical communication. the sudy found that students’ prior mathematics ability affected the attainment of mathematical communication ability and its n-gain well. therefore, teacher has to pay more attention on comprehending the prerequisite materials of mathematics before teaching the more complex materials. the grades of self-confidence of students were still average. improving students’self-confidence a continuous process. similar to development of value and character, there are four ways for improving students selfconfidence of the students: a) teacher makes students recognize the understanding of the expected behavior; b)students are accustomed to expected behavior; c) teacher should model the expected behavior; d) teaching and learning should be conducted integratedly and continously. 81 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej references depdiknas, (2003). kurikulum 2006: kurikulum tingkat satuan pendidikan. jakarta; depdiknas. dimyati & mudjiono. (1999). belajar dan pembelajaran . jakarta: rhineka cipta duman, b.(2006). the effect of brain-based instruction to improve student’s academic achievement in social studies instruction. 9thinternational conference on engineering education, san juan, 24, 1725. gozuyesil, e. dikici ayhan. (2014). the effect of brain based learning on academic achievement: a meta-analytical study. educational sciences: theory & practice, 14(2), 642–648. https://doi.org/10.12738/estp.2014.2.2103 hendriana, h. (2013). membangun kepercayaan diri siswa melalui pembelajaran matematika humanis. paper presented at national seminar on mathematics education at siliwangi school of teacher training and education, bandung. hendriana, h.rahmat, u. sumarmo, u. (2014). mathematical connection ability and self-confidence (an experiment on junior high school students through contextual teaching and learning with mathematical manivulative. international journal of education universitas pendidikan indonesia. vol.8. no.1 jensen, e. (2008). brain-based learning. yogyakarta: pustaka pelajar. maya, r. (2011). pengaruh pembelajaran dengan metode termodifikasi terhadap pencapaian kemampuan pemahamandan pembuktian matematikmahasiswa. disertasi pada sps upi. bandung: tidak diterbitkan. nur,i.r.d.(2016). “meningkatkan kemampuan berpikir kritis matematis dan kemandirian belajar siswa dengan menggunakan model pembelajaran brain based learning”. jurnal pendidikan uniska. vol. 4. pp. 26-41. qohar, a. (2010). mengembangkan kemampuan komunikasi matematis dan kemandiria belajar siswa smp melalui reciprocal teaching. (unpublished dissertation). school of posgraduated studies, indonesia university of education, bandung. rachmat, u.s .(2014). meningkatkan kemampuan koneksi dan pemecahan masalah matematik serta kepercayaan diri siswa smp melalui pembelajaran kontekstual berbantuan mathematical manipulative. (unpublished thesis). postgraduste study, siliwangi school of teacher training and education, bandung. gozuyesil, e. dikici ayhan. (2014). the effect of brain based learning on academic achievement: a meta-analytical study. educational sciences: theory & practice, 14(2), 642–648. https://doi.org/10.12738/estp.2014.2.2103 rosita, c. d. (2008). kemampuan penalaran dan komunikasi matematis : apa, mengapa, dan bagaimana ditingkatkan pada mahasiswa. jurnal euclid, vol.1, no.1, 1(1), 1–2. sritresna, t. (2017). meningkatkan kemampuan komunikasi matematis dan selfconfidence siswa melalui model pembelajaran cycle 7e. mosharafa, 6(september 2017), 419–430. solihah, s. (2018) meningkatkan kemampuan komunikasi dan berpikir kritis matematik sertaself-confidence siswa mts dengan menggunakan pendekatan model brain-based learning. (unpublished thesis). postgraduate study, siliwangi school of teacher training and education, bandung. (in progress) 82 mathematics education journals vol. 2 no. 2 august 2018 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej sumarmo, u. (2014). kumpulan makalah berpikir dan disposisi matematik serta pembelajarannya. fpmipa upi. bandung: tidak diterbitkan. sumarmo, u. (2015). kemampuan-kemampuan afektif [online]. tersedia: http://utarisumarmo.dosen.stkipsiliwangi.ac.id [diakses 5 desember 2017]. sumarmo,u.,hidayat, w., zulkarnaen, r., hamidah, & sariningsih, r. (2012). mengembangkan kemampuan dan disposisi berpikir logis, kritis, dan kreatif matematik siswa sma melalui pembelajaran berbasis masalah dan strategi thinktalk-wraite. research report at stkip siliwangi bandung. in u. sumarmo. sumaryanti, e. (2013). pendekatan indiktif deduktif disertai strategi think-pair squareshare untuk meningkatkan kemampuan pemahaman dan berpikir kritis matematis siswa sma. (unpublished thesis). school of postgraduate studies, indonesia university of education, bandung. turmudi (2009). taktik dan strategi pembelajaran matematika. jakarta: lauser cipta pustaka wardani, s. (2010). meningkatkan kemampuan berpikir kreatif dan disposisi matematik siswa sma melalui pembelajaran dan pendekatan model sylver. (unpublished disssertation). school of postgraduate studies, indonesia university of education, bandung. http://utari-sumarmo.dosen.stkipsiliwangi.ac.id/ http://utari-sumarmo.dosen.stkipsiliwangi.ac.id/ issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 62 mathematics education journals vol 3 no. 1 february 2019 development of web-based interactive learning media on lines and angles material in 7th grade of junior high school vina novianti, dwi priyo utomo, mayang dintarini study program of mathematics education faculty of teacher training and education, university of muhammadiyah malang vinanovianti2@gmail.com abstract this research aimed at: 1) analyzing and describing the development of webbased interactive learning media, 2) analyzing and describing the effectiveness of webbased interactive learning media. the approach of this research was descriptive quantitative. the subjects of this research were the students of 7th grade of junior high school. the instruments that used were the validation sheets of media and material experts, students’ response questionnaires, and test. the data analysis was done by calculating the score of each indicator to find out the validity, students’ responses, and the students’ learning outcomes. based on the validation result that obtained from the analysis of media validation, it was obtained the averages of 3,56 and it was very valid and the result of material validation analysis obtained the averages of 3,29 that meant valid. therefore, the learning media was stated as proper to be tested. however, the analysis result of students’ response analysis was obtained the averages of 87%, in which the learning media got very good response both of students and the students’ learning outcomes that showed the percentages of students achieved the kkm (minimum completeness criteria) in the score of 75 as much as 100% with a very high criterion. therefore, the web-based interactive learning media was stated as effective and could be used in the learning process. keywords: development, interactive learning media, web, effective. introduction in the development of technology, it is not doubtful that internet has an important role as the spreading information. the convenience of technology will bring the advantages and positive effects if it is used clearly and positively. in the education field, there are a lot of utilization of learning media that designed in the form of web (fariz, ajie & duskarnaen, 2014). in mathematics learning of junior high school, there is a material of lines and angles, of which material are still difficult to be understood by the students. along with the problem, it is needed a solution for increasing the interest and also the students’ understanding in the learning process of lines and angles material. the initial results of observation and interview with the mathematics teacher of christian junior high school of on may 18th, 2018, it was obtained the information that the teacher used lectured method and the media used was powerpoint in the learning process. powerpoint, that used, was still 80% containing the words and the background display was too dark, so that the students were less focus to pay attention on that powerpoint. the school facilities were adequate, there were classes that facilitated with projector and internet access, in which it could support the mathematics learning process. looking for the above phenomena, the researcher intends to do a research about the web-based interactive learning media. the web-based learning media is a media that prepared, established, to be implemented on the teaching by using web. this media is presented by multimedia, so that in the learning will be interesting if the multimedia used gives an interactive mailto:vinanovianti2@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 63 mathematics education journals vol 3 no. 1 february 2019 activity (darmawijoyo, 2011). the interactive learning media is a learning media that not only present the material, texts, voice, and videos but also give active responses, and also the speed of material presenting based on the media user (arsyad, 2013). the web-based learning media is stated attractive if the students feel comfortable in using the web media in the learning process. moreover, the web-based interactive learning can facilitate the students to access any learning materials, because it includes of many contents in the form of texts, voices, pictures, animation, videos, and many more. therefore, the researcher intends to conduct a research entitle “development of web-based interactive learning media on lines and angles material in 7th grade of junior high school”. research method the research about the development of web-based interactive learning media on lines and angles material in 7th grade of junior high school was a research and development. the development stages were: 1) potential and problem, by interviewing the mathematics teacher and giving the questionnaires to the students in order to collect the information about the important of media, 2) data collection by determining the basic competence and formulating the indicators, 3) product design was the making of flowchart, storyboard, and the web by using the notepad++ and adobe flash cs4 software, 4) product validation, the media, that had been made, would be validated by the experts, of which experts consisted of media expert and material expert. the purpose of this stage was to find out the validity and quality of the media before it would be trialed to the students, 5) design revision, it was conducted if in the validity stage was needed a revision, 6) product trial, it was conducted by implementing the learning media to the students, giving the response questionnaires, and test, 7) product revision, it was conducted if in the trial stage was found the lacks of it. the subjects of this research were the 7th grade students of christian junior high school of st. albertus donomulyo, of which subjects were 20 students. the data collection technique used the questionnaires and test. the instruments, that used in this research, were the validation sheets that consisted of the validation sheets of media and material experts to find out how the development of this learning media, whether the media had been fulfilled the criteria to be tested or not, the students’ response questionnaire sheets to find out the effectiveness of the developed media. after the data were collected, the research process was continued by analyzing the data. the effectiveness of web-based interactive media on lines and angles material of 7th grade of junior high school was reviewed from the analysis result of students’ response questionnaire and the results of students’ test. the learning media was stated as effective if the analysis result of students’ questionnaires got a minimum of 70% with a good criteria and the students’ test scores fulfilled the kkm (minimum completeness criteria) with the score of 75, in which it showed the completeness by using the 6% minimum of the high mastery criteria. result and discussion 1. the development of web-based interactive learning media the first development stages was potential and problems. according to the interview results with the mathematics teacher and the given questionnaires to the students, the problem that found was the learning process that still used the lectured method. the learning had limitation on the use of learning media, in which the learning media used were student worksheet, mathematics textbook, and powerpoint. powerpoint, that used, was still 80% containing words, the background display was too dark so that the students were less focus on paying attention, and the school never used the web-based learning media. the potential, that issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 64 mathematics education journals vol 3 no. 1 february 2019 found, was the students had good ability to use computer and internet. the school facilities were adequate to be used, there were classes that facilitated with projector and internet access, in which it could support the learning process. second, the data collection was determining the basic competences and indicators of the learning in lines and angles material: 3.12 explaining the angles, kinds of angle, the relation between angles, the way to draw the angles, and dividing the angles; 4.12 completing the problems that related to the lines and angles. then, the learning indicators were: 3.12.1 identifying the line, line segments, and line rays; 3.12.2 determining the position of two lines; 3.12.3 determining the size of the angle from the position of the clockwise; 3.12.4 determining the type of angles (acute, right, obtuse, and straight); 3.12.5 determining the relationship between angles (right, supplementary, and opposite); 4.12.1 problem solving that related to the type of angle; 4.12.2 problem solving that related to the relation of angles. third, the product design included of the design of web-based interactive learning media. the initial stage in designing this interactive media was designing the homepage. this homepage contained the material title and description of the learning media. figure 1. the homepage design the next step was to make a display of the competences’ menu. this page contained the basic competencies and learning indicators in the line and angles material of 7th grade of junior high school. figure 2. the design of competence menu after the competencies display, the next step was to make the material menu display. this display contained the page buttons which presented the material including of the lines material, the position of two lines, the type of angles, the size of the angles from the clockwise, and the relationship between angles. figure 3. the design of material menu issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 65 mathematics education journals vol 3 no. 1 february 2019 1) lines this material explained about lines, lines segment, and lines ray. figure 4. the material design of lines 2) two lines position this material explains the relationship of two lines parallel, intersecting, coinciding, and intersecting perpendicularly. the exercises were about two lines where the students were asked to match the answers to the provided column. figure 5. the material design of the two lines position figure 6. the exercise design of the two lines position 3) kind of angles this material explained about the definition of angles and the kind of angles such as acute, right, obtuse, and straight angles, in which the students could choose the angles that were existed in the house picture. the exercises were about the kinds of angle, in which the students were asked to match the answer into the provided column. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 66 mathematics education journals vol 3 no. 1 february 2019 figure 7. the material design of angle figure 8. the exercise design of angle 4) the angle sizes from the clockwise this material explained about the angle sizes that were formed by the clockwise where the students could shift the length of clockwise on the clock picture to find out the calculation result. the exercises were about the angle sizes of clockwise, in which the students were asked to fill the answer and check whether the answer was right or not. figure 9. the material design of the angle size from the clockwise figure 10. the design of the size of angles from the clockwise exercise issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 67 mathematics education journals vol 3 no. 1 february 2019 5) the relation between angles this material explained about the relation between angles of right, supplementary, and opposite. the exercises were about the relation between angles, in which the students were asked to fill the answer and check whether the answer was correct or not. figure 11. the material desing of relation between angles figure 12. the design of relation between angles exercise the next was the evaluation menu or test, in which it consisted of 10 items about the material of lines and angles. if the students were incorrect in choosing the answer, it would turn up the discussion, while if the students’ answer was correct, it would continue to the next items. figure 13. the evaluation menu design moreover, this learning media was also equipped with the profile menu that consisted of the researcher profile. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 68 mathematics education journals vol 3 no. 1 february 2019 figure 14. the profile design fourth, the product validation was carried out by two mathematics education lecturers at the university of muhammadiyah malang and two mathematics teaching teachers at christian junior high school of st. albertus donomulyo. the analysis of the results of media expert validation was obtained from the researchers’ recapitulating in all validator statements then looking for the average total of the media validity aspects and web-based interactive learning material. the results of the analysis of media experts obtained a total average of 3.56. the total average showed that the results of media validation were included in a very valid criteria. the results of the analysis of material experts obtained a total average of 3.29. the total averages indicated that the results of media validation were included in the valid criteria. therefore, the web-based interactive learning media on lines and angles material was proper to be tested in the learning process. fifth, the design revisions were an improvement based on the suggestions/inputs from the media and material expert validators when they were conducting the validations. the suggestions that obtained from the media expert validator were that the button on the large material of the clockwise angle was replaced with the appropriate word and the discussion of the exercises on the material of the clockwise angle size was adjusted to the material. figure 15. the switch before revision figure 16. the switch after revision figure 17. the exercise before revision figure 18. the exercise after revision furthermore, the suggestions from the material expert validator were at the end of the lines ray given the back instructions to the material or even to the next material, there were still many sentences and typos, gave the instructions to the bar menu to find out the buttons and functions, the term "large angles" was changed to “the size angles”, the position of the discussion window was better to slide to the right, and it was recommended to replace the evaluation question no. 7. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 69 mathematics education journals vol 3 no. 1 february 2019 figure 19. the guidance before revision figure 20. the guidance after revision figure 21. the term before revision figure 22. the term after revision figure 23. the discussion before revision figure 24. the discussion after revision figure 25. the evaluation items no.7 figure 26 the evaluation items no.7 before revision after revision sixth, the product trial was to apply the web-based interactive learning media on the 7th grade of christian junior high school of st. albertus donomulyo, in which it consisted of 20 students. the trial was conducted on june 6th, 2018. the students were divided into 5 groups, each group consisted of 4 students. each group was given a laptop. after the students tried the interactive learning media that had been developed, the students were asked to answer the test questions and fill out the questionnaire responses. the results of media trial were explained in sub-section 2, namely the analysis of the effectiveness of web-based interactive learning media. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 70 mathematics education journals vol 3 no. 1 february 2019 seventh is the design revision, based on product trial that had been done very well by the students’ responses and students’ learning outcomes on very high criteria, then the webbased interactive learning media were proper to be used in the learning process. 2. the analysis of the effectiveness of web-based interactive learning media 1) the students’ responses analysis the analysis of students’ responses was obtained from the results of questionnaires that distributed at the end of the trial. the results of student response analysis obtained an average of 87%. the average showed that the students' responses were in the very good criteria; thus, the web-based interactive learning media on lines and angles material was effective and proper to be used in the learning process. 2) the students’ learning outcomes analysis the analysis of students’ learning outcomes was obtained from measuring the test scores with the minimum completeness criteria (kkm) of 75. the results of the analysis of students’ learning outcomes showed that the students who reached the kkm scored 75 were 20 students out of 20 students, thus the completeness percentages were 100%. this percentages showed that the learning completeness was included in the very high criteria. therefore, the web-based interactive learning media on lines and angles material was effective and proper to be used in the learning process. the web-based interactive learning media on lines and angles material was developed with notepad ++ and adobe flash cs4 software that could display images, animations, and sounds that were related to the needs. with this software, the web-based learning media, that was developed, could be used as interactive media that was able to support the presentation of material and could attract the students' attention. development of this web-based interactive learning media followed several research stages according to sugiyono (2017). step by step had been carried out according to the needs of media development. one of the main stages was product trial, of which trial was the application of web-based interactive learning media to the students in order to determine the effectiveness of learning media that had been developed. the effectiveness of learning media was seen from the results of analysis of responses and students’ learning outcomes. based on the results of the analysis of students’ responses, it was obtained from the questionnaire that got an average of 87%, in which the criterion was very good. the percentages showed that the students felt interested in using the web-based interactive learning media on this lines and angles material. from the results of the analysis of students’ learning outcomes, it indicated that the students who achieved the minimum completeness criteria (kkm) score of 75 were 20 students with a completeness percentage of 100% with very high criteria. this showed that the percentage of students’ test scores met the kkm ≥ 61%. the percentage showed that the students did not find it difficult to answer the questions and the questions on the media were in accordance with the material presented. the advantages contained in this learning media were: (1) this learning medium was interactive, so that the direction of learning could be determined by the students and the reciprocal relationship between students and the media that made the students for being more active, (2) the main menu in this learning media were appeared, so that the students were free to choose a menu without returning to the main view. the weaknesses in this learning media were: (1) this web-based interactive learning media contained the animation in the form of flash, so that it could only be run using a personal computer (pc) or laptop, (2) the web-based interactive learning media, that developed, was only limited to the material of lines and angles. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 71 mathematics education journals vol 3 no. 1 february 2019 conclusion departing from the research result about the development of web-based interactive learning media on the lines and angles material in 7th grade of junior high school, it can be concluded that: 1. the development of web-based interactive learning media follows the research stages of sugiyono (2017), of which stages are potential and problems, data collection, product design, product validation, design revision, product trials, and product revision. based on the obtained validation result of media expert, it obtains the averages result of 3,56 that are very valid and the material validation results obtain the averages of 3,29 that are valid; therefore, the web-based interactive learning media on lines and angles material is proper to be trialed. 2. the media effectiveness is obtained from the analysis result of students’ questionnaires and the students’ learning outcomes. the students’ response questionnaires get the averages result of 87%, it which the meaning is that the development of web-based interactive learning media get a very good response from the students. the students’ learning outcomes show that the students who achieve the score minimum completeness criteria (kkm) of 75 are 20 students. thus, the percentages of students’ mastery are 100% with a very high criteria. so, the web-based interactive learning media on the lines and angles material is stated as effective and can be used in the learning process. references arsyad, azhar. 2013. media pembelajaran. jakarta : raja grafindo persada darmawijoyo. 2011. pembelajaran matematika berbasis web. jurnal sistem informasi (jsi), 3 (1): 294-303 fariz, a., ajie, h., & duskarnaen, m.f. 2014. pengembangan media pembelajaran berbasis web pada mata pelajaran perakitan komputer di smk 3 perguruan cikini, 1-11. retrieved from http:// academia.edu/6138260/ pengembangan_media_pembelajaran_interaktif_berbasis_we b. purmadi, a. & surjono, h.d. 2016. pengembangan bahan ajar berbasis web berdasarkan gaya belajar siswa untuk mata pelajaran fisika. jurnal inovasi teknologi pendidikan, 3 (2): 151-165. sugiyono. 2017. metode penelitian pendidikan (pendekatan kualitatif, kuantitatif, dan r&d). bandung : alfabeta. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 72 mathematics education journals vol 3 no. 1 february 2019 the analysis of students’ mathematical reasoning ability in completing mathematicalproblems on geometry widya rizkha sandy, siti inganah, anis farida jamil study program of mathematics education faculty of teacher training and education, university of muhammadiyah malang riska.s199@gmail.com abstract this study aimed to describe the level of students' reasoning ability to solve the problems on flat sides of geometry with the level of mathematical reasoning ability of high, moderate and low. the types and the research approaches used were descriptive qualitative and quantitative research design. the research subjectswere 6 students from class viiif. the form of data collection included 4 items ofwritten questions test and interview on the subject selected. based on the analysis, the average value of the entire instrument about the mathematical reasoning abilities gained 71.5% for the indicators that carried out the calculations based on mathematical formulas or rules applicable. while 73.33% and 71.5% for the indicator of conclusions and 66.67% for the indicator ofestimation, that ifsummedup and averaged the percentage was 69%. the ability of class viiif students’ mathematical reasoning was fair. keywords: mathematical reasoning, problem solving, geometry. introduction education is a major pioneer in improving the quality of human resources. education is the way to form of people ability to use rational response in dealing with the problems that arise in the quest for a better future. mathematics as a subject in school is considered very important role since it can enhance students' knowledge of mathematics in logical thinking, rational, critical, accurate, effective, and efficient. mathematical knowledge must be mastered by the students as early as possible. mathematics is used as the basic of all lesson studies. hence, it needs to be given to all students at every level of education (depdiknas,2006). therefore, learn mathematicsappropriately is the first step in the control of development concept. in mastering the concepts, student’s reasoning is required to give the understandingabout the learning process independently. according to ruseffendi (2006) and soedjadi (2000) mathematical reasoning needs the variation of cognitive abilities and thorough cognitive activities in the solution of problems process. according wahyudin (2008) reasoning is part of the process of mathematical problem solving. depdiknas (sadiq,2004) states mathematics and its reasoning cannot be separated from one to each other.both complementary reasoningsare understood and practiced by studying mathematics, while mathematics problems are understood through reasoning. mathematical reasoning is part of the problem-solving process that involves thinking and reasoning skills of students in seeking alternative solutions to problems. (singapore ministry of education, 2009). in real life the reason and think analytically always focused on the pattern, structure or form of symbolic rules. (nctm 2000). the patterns used are observation, conjecture and evidence. with the mastery of mathematical reasoning abilities, the students can solve mathematical problems in the learning process. mailto:riska.s199@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 73 mathematics education journals vol 3 no. 1 february 2019 achievement of the average indonesian students’ mathematics skill is lower than international standards. timss international benchmark, (2011) that written back in puspendik (2012) in which indonesia is ranking 38th with a score of 386 from 42 countries. in 2015 indonesia was ranked 45th out of 50 countries received a score of 397. although there was an increase from the previous year, it obviously need repairing that indonesian students need to strengthen the ability on integrating information, drawing conclusions, and generalizing knowledge to the other things (puspendik 2016). these three things are not separated from aspects of students' mathematical reasoning that need to be improved. results of preliminary observations also showed that the average of mathematics achievement for students of viiifgrade instate of islamic junior high school 1 trenggalek only reaches 71.56%. the percentage of final daily test values ranged between 60-75% of the total number of students. therefore, this research wasmore focused on the "analysis of students’ mathematical reasoning ability in completing the mathematics problem solving on geometry". research method the subjects in this study were 6 students of class viii f in state of islamic junior high school 1 trenggalek. the scope of the materials used were flat geometry that taught in class viii. this study used mathematical reasoning ability test instrument.this type of research was descriptive. in this study the researcher revealedthe students’ reasoning abilities of state of islamic junior high school 1 trenggalek in solving problems related to the understanding of the concepts and procedures on the subject materials of flat sides on geometry that learnt by class viii. this research used qualitative and quantitative approaches. qualitative data in the form of descriptions on how the students completedthe mathematics problems of flat sides on geometry material from mathematical reasoning aspects. quantitative data was derived from scoring of each mathematical indicators. in this study, the indicators used mathematical reasoning and examined the following aspects: 1) the presentation of mathematical statements orally,writing or in the pictures or diagrams,2) conclusion, the preparation of evidence, reasoning or evidence of some solutions, 3)draw conclusions from a statement,and 4)determination of a pattern or make the symptoms of a problem to manufacture the generalizations(iqbal, 2015). result and discussion the result of written tests was gained from the observation of 6 students by using mathematical reasoning skills test instruments. the assessment of instruments in the form of mathematical reasoning ability tests obtained from 4 descriptive questions. the result of this study were the data from the analysis of student answers based on scoring guidelines mathematical reasoning ability (table 2). the scoring resultof mathematical reasoning ability on the material of flat sides geometry were presented in tables 1 and 2 below. table 1 the scoring result of students’ reasoning ability from each of indicator problem no the number of students the maximum score the minimum score average percentage (%) 1 6 4 1 2,66 71.50 2 6 4 1 3 73.33 3 6 4 1 2,66 71.50 4 6 4 0 1.67 66.67 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 74 mathematics education journals vol 3 no. 1 february 2019 table 2 the overall scoring results ofstudents’ reasoning ability from each of indicator problem the average percentage of mathematical reasoning skills on students' ability to carry out the calculations based on the formula / mathematical rules that apply to the questions from number 1 and 3 was 71.5%, it meant that most of the students were able to carry out the calculations based on mathematical formulas orapplicable rules, the students’average percentage mathematical reasoning skills in making an estimation in question 2 was 73.33%, it meant, the studentswere able to make the calculations correctly. while for question4 was 66.67%, it showed most of the students were able to make calculations averagely correct. the students’ percentage of mathematical reasoning abilities for the whole questions reached 69.59%, it could be concluded that most of the students in state of islamic junior high school 1 trenggalek classified as having the ability of mathematical reasoning well. the following were some sample responses of the students in answering questions that include indicators 1 through 4. picture 1. students’ answer in answering the question of indicator1 sc answered the firstquestion on the surface area of the pyramid are not systematically and used some steps: 1) sc no longer write the length of ribs 10, and 2 of height. meanwhile, indicated directly by a small image that was not so clear. 2) sc was asked to write down what was the surface area of the pyramid and the pyramid sketch. 3) sc wrote the correct answer that the rectangular pyramid surface area equal to 360 systematic measures and appropriated with the formula quadrilateral pyramid surface area. step (1) and (2) were an understanding of the stages and the early stages ofplanning polya. while the step (3) was the final stage of planning that was characterized by writing polya formula pyramid surface area and stage of final solving problems that signed by the views of the surface area of the pyramid 360 and rechecking that could be seen at the interview stage that students could conclude that the area of the surface of the pyramid 360 was correct. so sc received a total score of 2 since sc did not present a mathematical statement in writing, but did the calculations correctly. this showed that the first indicator of mathematical reasoning ability was achieved with rudimentary. based on the interview the student could not answer thefirst indicator correctly because the calculation subject question 1 question2 question3 question 4 percentage (%) sa 4 4 4 4 100 sb 4 4 4 0 75 sc 2 4 2 3 71.81 sd 3 4 1 0 50 se 1 1 4 0 37.5 sf 2 1 1 0 25 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 75 mathematics education journals vol 3 no. 1 february 2019 was based on the formula of mathematical rules andthe result was wrong then the score was 2 point. figure 2.students’ answer in answering the question of indicator 2 sb answered the questions number 2 on many sides, ribs and the vertexes on the prism based on the type of prism. the steps that taken by sb to answer the questions were: 1) wrote down what was known about the exact form of the prism, it showed that sb understoodthe questionscorrectly.2) described what was being asked about the sides, ribs and vertexes prism, it meanthe / she did the initial planning steps correctly too. 3) answered correctly according to what was asked about, for example: triangular prism had 9 ribs, 5 sides and 6 of vertexes. the same thing was done on the pentagon and rectangular prism. this step was a finishing step to determine the formula from many sides, ribs and vertexes prism angle of pointn. this meant that sb could conclude what wasthe question about and also able to check it back. for this point, he / she got a score of 4. based on this result, it could be said that sb was able to master the second indicator of mathematical reasoning by drawing the conclusion, compiling evidence, reasoning or evidencing some of good solutions from the questions. figure 3. students’ answer in answering the question of indicator 3 sb worked on question 3 that asked about how much time that needed to drain the water into the tub until it would have filled. some steps taken by sb to answer it were: 1) wrote down what was known about the exact form of a tub-shaped beams measuring of 2 m × 2 m × issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 76 mathematics education journals vol 3 no. 1 february 2019 3m and filled up with the water. it meant sb understood the questions well. 2) wrote down what was being asked, which was: the time required to drain the entire water, it showed that sb did the initial planning as well. 3) answered correctly according to what was asked about, which was the time thatrequired 96 minutes with a volume of tub 12m². these results were obtainedfrom the observation of table. based on the step (3) sb had shown steps to resolve as well as a step of checking back because sb could perform calculations and found the answers correctly about how much time taken for 1m³was 8 minutes. hence, the time used to fill the bathtub was during 96 minutes. from the description above it could be concluded that the third indicator of mathematical reasoning was good such as drawing conclusions from statements, so sb got a score of 4. figure 4. students’ answer in answering the question of indicator 4 sa did the question number 4 on volume of two pyramids that had a different height. some steps that taken by sa were:1) wrote down what was he/ she known about the precise form of: (a) the length of ribs = 6 cm, width ribs = 5 cm,and height= 4 cm and (b) the length of ribs = 6 cm, wide ribs = 5 cm, and height= 6 cm. it meant sa understood the questions very well. 2) wrote down what was being asked if the volume ratio of the pyramid and the volume of the high ratio were p: q, it meant sa performedthe beginning steps with understanding and proper planning. 3) answered correctly according to what was asked about, volume of the pyramid t.abcd = 40 cm² with the formula = x base area × height and volume of the pyramid t.efgh = 80cm² with the same formula and the different height, and could determine the volume ratio t.abcd pyramid and t.efgh = 1: 2. sa also able to find if the ratio of the height of the pyramid p: q, the volume of the pyramid was also in the ratio p: q. step 3 showed the steps to resolve polya appropriately. the researcherdid re-checkingin the interview,then found that sa could explain how that answer came. therefore sa received a score of 4. it showed issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 77 mathematics education journals vol 3 no. 1 february 2019 indicators 4 determined the pattern or nature of the symptoms of mathematical generalization in mathematical reasoning ability was achieved perfectly. from the results of the work, it can be seen that subject sc had been able to fulfill the reasoning indicators. therefore,it was needed for in-depth interview to the sc. here were excerpts from the interview: in the interview above, it showed that sc answer the question by using polya stages. sc was very convinced by step process. sc mastered the concept of second question so the second indicator was fulfilled.the result of working sheet and the interview of question number researcher: ok, now look at number 1 (appendix 2) sc : read the question. researcher: take a look back on your work, was it correct? sc : (taking into account the results of his work) 360 cm² for its volume researcher: ok, so for the first question,was itclear? sc : yes miss, it was clear. researcher: now, see the second question (appendix 2), was it correct? sc : (silence of the outcome of the work) i felt it was right, miss. researcher: please take a look one more time, was there something wrong? sc: (watching worksheet), sorry miss, i less scrupulous. researcher: so how about the conclusion? sc: its formula was number of vertices researcher: notice the question number 3 (appendix 2). was it clear? sc: it was clear, miss. researcher:ok, then let’s come to number 4, why the work was not resumed? sc: i had forgotten how it worked, miss. researcher: now,please try to do it. sc: yes, miss. researcher: have you understood with the answer? sc: yes, miss. i have understood. researcher: now about the formula of prisma? sc: (silence) i do not know, miss. researcher:according to your first steps, did you doitcorrectly? number 1 sc: yes,missbecause the formula was correct. researcher: are you sure? please try to examine it once again, take a look one by one from entering the length, width, height and he calculation. was there anything wrong? sc: (the subject paid attention to the answer sheet). yes, miss. the height should be 8 cm but i wrote 10 cm. i wrote the wrong number. researcher: how could you write the wrong height? sc: yes, i wrote it wrong. then i did it incorrectly. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 78 mathematics education journals vol 3 no. 1 february 2019 2 were similar. the similarity was sc looked very confident and mastered the concepts of materials so that sc could draw exact conclusions. based on the result data analysis the students’ mathematical reasoning ability of viiif grade of in state of islamic junior high school 1 trenggalekcould be seen from the students’ worksheets and interview. students who have high mathematical reasoning abilities were the students who fulfilled almost all indicators of mathematical reasoning abilities, which were; (a) the ability to provide a conclusion, (b) the ability to predict the answers and solutions, (c) the ability to use patterns and relationships to analyze mathematical situations. the following analysis were based on table 2 of students’ math reasoning skills according to ability levels:subjects with high mathematical reasoning abilities reach an average of around 74.22% of the observed subjects. for subjects with high ability reasoning ability categorized as having high mathematical reasoning ability.it could be shown by fulfilling three categorizations of indicators by ability to present a mathematical statement in writing, orally or drawing, tell the conclusions, preparethe evidence and givesome solutions.subjects with mathematical reasoning abilities were averaged approximately 51.26% of the observed subjects. from the results of the students’ work who have the ability to moderate, it could be seen that students were reaching the two of indicators measured, theywere; mathematical ability in writing, orally or drawing and drawing conclusions.subjects with low mathematical reasoning capabilities reached about 44.44% of the observed subjects. from the results of students’ work who had low capability, it could be seen that students were not able to fulfill the indicators of mathematical reasoning abilities that measured. they did not understand the given problem due to the lack of understanding about the concept. this was in line with the statement mentioned by linola, d., marsitin, r., & wulandari, t (2017) and mikrayanti (2016), state that mathematical reasoning abilities of learners in solving word problems was high. learners with reasoning abilities as much as 4% lower categories, students with reasoning ability medium category by 32%, and learners with high category reasoning abilities as much as 64% with the category of ;high, low and moderate. conclusion the level of mathematical reasoning from 6 subjects of students from viiif grade of state of islamic junior high school 1 trenggalek on the flat side geometry subjectwas good with the average of 69.59%. it fulfilled by three categories as follows: students with high mathematical reasoningcould master the three indicators well. students with moderate mathematical reasoningable to master the mathematical reasoning 2 indicator well. subjects with low mathematical reasoning abilities could only master one indicator well and complete the question by using polya step which were understanding the planning and completing well but only the fourth stage aboutrechecking was still lacking. it was proved from the test sheets and interviews conducted, that some of students could not explain their answers. references depdiknas. (2006) permendiknas no. 22 th. 2006 tentang standar isi untuk satuan pendidikan dasar dan menengah. [online] tersedia: https://asefts63.files.wordpress.com/2011/01/permendiknas-no-22-tahun-2006standar-isi.pdf. diakses dari laman web tanggal 10 januari 2017 iqbal. (2015) kemampuan penalaran matematis siswa dalam menemukan rumus barisan aritmatika berbantuan alat peraga sederhana.usu conference systems, issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 79 mathematics education journals vol 3 no. 1 february 2019 linola d., marsitin, r., & wulandari, t. (2017).analisis kemampuan penalaran matematis peserta didik dalam menyelesaikan soal cerita di sman 6 malang. pi: mathematics education journal, volume1 nomor1 pp. 27-33 mikrayanti.(2016) meningkatkan kemampuan penalaran matematis melalui pembelajaran berbasis masalah suska journal of mathematics education. volume 02 nomor 2 pp 97-102 ministry of singapore education (2009) [ online ] http://www.aps.sg/files/speeches/speech-by dr%20ng%20eng%20hen,%2017%20sep%202009.pdfdownload on 20 november 2017. nctm. (2000). executive summary principles and standards for school mathematics. [online]. available on :https://asefts63.files.wordpress.com/2011/01/permendiknasno-22-tahun2006-standard-isi.pdf. accessible from a web page dated january 10, 2017 puspendik (pusat penilaian pendidikan). (2012). kemampuan matematika siswa smp indonesia menurut bechmark internasional timss 2011. jakarta: balitbang kemendikbud. puspendik (pusat penilaian pendidikan). (2016). kemampuan matematika siswa smp indonesia menurut bechmark internasional timss 2015. jakarta: balitbang kemendikbud. ruseffendi.(2006). pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika. bandung: tarsito shadiq, f. (2004).penalaran, pemecahan masalah dan komunikasi dalam pembelajaran matematika. depdiknas dirjen dikdasmen pppg matematika, yogyakarta. soedjadi.(2000). kiat pendidikan matematika di indonesia.bandung: dirjen dikti depdiknas. wahyudin.(2008). pembelajaran &model-model pembelajaran:pelengkap untuk meningkatkankompetensi pedagogis para guru dan calon guru profesional.bandung: mandiri. puspendik (center for educational assessment). (2012). the mathematics ability of junior high schoolin indonesia according to the international bechmarktimss 2011. jakarta: balitbangkemendikbud. puspendik (center for educational assessment). (2016). the mathematics ability of junior high schoolin indonesia according to the international bechmarktimss2015. according to the international bechmark jakarta balitbangkemendikbud. ruseffendi. (2006). introduction to help teachers for developing competence in teaching mathematics. bandung: tarsito sadiq, f. (2004). reasoning, problem solving and communication inlearning mathematics, education ministry director general dikdasmen pppgmathematics, yogyakarta. soedjadi.(2000). tips on mathematics education in indonesia. bandung: directorate general of higher education. wahyudin,(2008). education & learning models: complementary to improve the competencies of pedagogical teachers and professional prospective teachers.bandung: mandiri. http://www.aps.sg/files/speeches/speech-by%20dr%20ng%20eng%20hen,%2017%20sep%202009.pdf http://www.aps.sg/files/speeches/speech-by%20dr%20ng%20eng%20hen,%2017%20sep%202009.pdf issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 55 mathematics education journals vol 3 no. 1 february 2019 the effectiveness of creative problem-solving learning model in mathematics learning riza yuliana, dwi priyo utomo, agung deddiliawan ismail study program of mathematics education faculty of teacher training and education, university of muhammadiyah malang rizayuliana16@gmail.com abstract this research aimed at assessing the effectiveness of the creative problem-solving learning model in 8th grade of mathematics learning. the assessment of the effectiveness of learning model was reviewed based on three aspects, namely students’ activities, students’ responses to the learning model, and students’ learning outcomes. the type and approach, which used in this research, were quantitative descriptive with the research subjects of 8thc class; moreover, the subjects consisted of 32 students. the instruments used to assess the effectiveness of the learning model were the students’ activity observation sheet, students’ responses questionnaire, and test sheet. the results of the research showed that the students’ activities were categorized as very good, in which the percentages were 84.38%. the students’ responses were categorized as very good with a percentage of 82.53%. the students’ learning outcomes in a classical manner could be said as complete with the completeness of 71.88%. therefore, it can be concluded that the implementation of creative problem-solving learning model in mathematics learning can be said as effective. keywords: effectiveness, creative problem-solving, mathematics learning. introduction mathematics is one of the basic sciences that has an important role in everyday life. therefore, the implementation of mathematics is always related to daily life. this can be seen from various fields of science that consist of three elements of mathematics. the importance of mathematics results in every level of education that needs mathematics learning. the purpose of mathematics learning is that the students are able to solve problems in everyday life. this is supported by firmansyah (2014) who states that mathematics learning aims to prepare the students to be able to face up the changing world that is always developing. mathematics learning, which is encountered in education levels, is often associated with problems. these problems can help the students to have the problem-solving ability. prameswari & khabibah (2016) reveal that problems in mathematics are problems that are solved by non-routine procedures so that in solving these problems, the students are required to have the problem-solving ability. in fact, the mathematical problem-solving abilities of indonesian students are still relatively low. shodikin (2015) reveals that the problem-solving ability of indonesian students has not achieved the minimum level that is considered satisfactory or achieves minimal learning completeness. this is because the learning that carried out by the teacher is less helpful for students to improve their problem-solving ability. based on interviews with the teachers of junior high school of taman siswa malang on september 14th, 2017, many of these junior high school students experienced problems in mathematics learning. the problems, which were difficult for students to be solved, were solving the word problems and are less skilled in completing the number of operations. however, e teachers of junior high school of taman siswa malang did not know the causes of these problems. departing from this circumstance, it could be said that the problem-solving abilities possessed by the students of junior high school mailto:rizayuliana16@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 56 mathematics education journals vol 3 no. 1 february 2019 of taman siswa malang were still lacking. in addition, the results of the interview stated that in learning activities, the teachers rarely used discussion method. this caused the students for being less active in teaching and learning activities. the learning such this way should be changed so that the students could be skilled at solving the problems in mathematics. retna, mubarokah, & suhartatik (2013) revealed that the students would easily solve mathematics problems if the students were skilled in solving these problems. thus, a learning that relates to this circumstance is the learning which relates to ability in solving a problem. lack of problem-solving ability is influenced by the accuracy of the selection of learning models. the appropriate learning model to improve problem-solving ability is problem-based learning. the benefit of problem-based learning is that the students can have the problemsolving ability (suprijono, 2012). the learning model that can improve the students' ability to solve mathematics problems is creative problem-solving learning model. the creative problem-solving learning model is a learning model that concentrates on teaching and problem-solving ability. the benefits of creative problem-solving learning models are that the students will be able to state the sequence of problem-solving steps and the students are able to find the problem-solving strategies (shoimin, 2014). thus, this learning model can trigger the students’ ability in solving problems. syazali (2015) reveals that the creative problem-solving learning model influences the students' mathematical problem-solving ability. therefore, this learning model can be used to improve the students' mathematical problem-solving ability. estu (2014) reveals that learning by using creative problem-solving can improve the learning activities and improve the conceptual understanding of mathematics learning. yudharina (2015) in his research shows that the creative problem-solving learning model can improve the ability to solve the mathematics word problems in the students of state elementary school of mejing 2. based on the above problems and a review of the previous research, it is expected that the creative problem-solving learning model can be used to trigger the activeness and problemsolving ability in mathematics for the students of junior high school of taman siswa malang. therefore, this research aimed at assessing the effectiveness of creative problem-solving learning model on the mathematics learning at 8th grade of junior high school of taman siswa malang. research method the type and approach used in this research were quantitative descriptive. the data were obtained in the form of students’ activities data, students’ responses, and students’ learning outcomes. this research was conducted at junior high school of taman siswa malang in the second semester of the academic year of 2017/2018. the subjects in research were the students of 8th grade at junior high school of taman siswa malang, in which it consisted of 28 students. this research assessed the effectiveness of creative problem-solving learning model in mathematics learning. the learning model was stated to be effective when the students’ activities, students’ responses were classified into a good category and the students’ learning outcomes were stated to be complete. based on this circumstance, the data collection techniques chosen in this research were adjusted to the type of data that would be obtained and the aspects that would be measured. the data obtained in this research were quantitative data while the measured aspects were the students’ activity, the students’ response, and the students’ learning outcomes. therefore, the data collection techniques that were in accordance to these things were observation, questionnaire, and test. the observation was used to assess the students’ activities during the teaching and learning process, the questionnaires were used to assess the issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 57 mathematics education journals vol 3 no. 1 february 2019 students’ responses to learning, and test was used to measure the students’ learning outcomes. the data obtained would be analyzed by using data analysis techniques. the data that would be analyzed were instrument validation, students’ activities, students’ responses, and students’ learning outcomes. result and discussion the results would be presented in this research were in the form of a description of the data analysis obtained from the implementation of learning using creative problem-solving learning model at the 8th-c class of in junior high school of taman siswa malang on the material of polyhedron surface area. the data that would be presented in the results of this research was in the form of students’ activities data, students’ responses, and students’ learning outcomes. 1. students’ activities the students’ activities data were obtained from the observation activity conducted by two observers, namely researcher and teacher during the implementation of the creative problem-solving learning model for 8th-c class students junior high school of taman siswa malang on the material of polyhedron surface area. the activities were carried out for two meetings, in which the students’ activities for each meeting were observed by the observers through the students’ activities sheet instrument that previously prepared by the researcher. the analysis results of students’ activities would be presented in the following table: table 1 the analysis of students’ activities no indicators overall percentages (%) category 1 noticing on to the teacher's explanation 93,75 very good 2 understanding the problems given by the teacher 75 good 3 actively asking and answering questions 93,75 very good 4 cooperating in groups 81,25 very good 5 the ability to express opinions 75 good 6 giving a chance to argue with friends in a group 81,25 very good 7 presenting the results of group discussion 93,75 very good percentage (%) 84,38 very good based on the table 1, it could be seen that the measurement of students’ activities was reviewed from 7 indicators which included of noticing to the teacher's explanation, understanding the problems given by the teacher, actively asking and answering questions, cooperating in groups, the ability to express opinions, giving opportunity to friends in groups, presenting the results of group discussion. in the indicator of noticing to the teacher's explanation, the percentage reached 93.75%, in which it was categorized as very good. the indicator of understanding the problems given by the obtained a percentage of 75%. in the actively asking and answering questions indicator, the percentage reached 93.75% that classified as very good. in the indicator of cooperating in groups, the percentage reached 81.25%, in which it classified as very good category. on the indicator of the ability to express opinions, the percentage of 75% belonged to the good category. the indicator of giving the opportunity to friends in groups reached a percentage of 81.25% that classified as a very good category. on the indicator of presenting the results of the group discussion, the percentage reached 93.75% that classified as the very good category. based on the percentage values on issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 58 mathematics education journals vol 3 no. 1 february 2019 each indicator, the overall percentage was 84.38%. thus, the overall of students’ activities in mathematics learning using creative problem-solving learning model was classified into a very good category. 2. students’ responses the students’ responses data in this research were obtained through the questionnaires given to the students at the third meeting after the implementation of the test activity. the questionnaire data obtained were only 31 data. this happened because one of 32 children was absent during the test activity. the data obtained were analyzed according to the analysis of the data that had been set. the questionnaire data analyzed consisted of 25 items that grouped based on two aspects, namely students’ attitudes towards the creative problem-solving learning model with the number of items as many as 13 statements and understanding of the material taught with the number of items as many as 12 statements. the results of data analysis would be presented in the following table: table 2 the analysis of students’ response questionnaire no aspects total average percentage (%) category 1 the students’ attitudes towards learning through the creative problem-solving learning model 1361 3,27 81,29 very good 2 material understanding 1171 3,33 83,27 very good overall percentage (%) 82,53 very good based on the table 2, the measured aspects included of the students’ attitudes toward mathematics learning through the creative problem-solving learning model and material understanding. in the students' attitudes towards mathematics learning through the creative problem-solving learning model, the number of scores obtained in 1361 with an average of 3.27 and the percentage reaching was 81.29%. therefore, the percentage was included in the very good category. in the understanding the material, the number of scores obtained reached 1171 with an average of 3.33 and the percentage reached 83.27%. thus, the percentage was classified into the very good category. based on the percentage obtained in both aspects, it could be obtained that the overall percentage reached 82.53%. thus, the students' responses to mathematics learning through the creative problem-solving learning model could be stated to get very good responses from students. 3. students’ learning outcomes the students’ learning outcomes data were obtained from the group worksheets (lkk) values of the first and second meetings and the final test conducted at the end of learning. this value was stated to be complete if the students’ values individually reached ≥75 and the learning was said to be complete if the percentage of completeness reached 70%. the data analysis of students’ learning outcomes would be presented as follows: table 3 mastery analysis of student learning outcomes the number of students’ completeness lkk 1 lkk 2 final test 28 32 23 percentage 87,5% 100% 71,88% issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 59 mathematics education journals vol 3 no. 1 february 2019 table 4 completeness analysis of classical learning outcomes criteria the number of students percentage (%) complete 23 71,88 incomplete 9 28,13 table 3 above showed the data on the learning outcomes that analyzed including the values of lkk 1, lkk ii, and the final test. in lkk 1, the number of students who completed as many as 28 students with a percentage of 87.5%. in lkk ii, the number of students who completed as many as 32 students with a percentage of 100%. in the final test, the number of students who completed as many as 23 students with a percentage of 71.88%. table 4 above showed the students’ learning completeness classically. classically, the number of students who could be said to complete was 23 students with a percentage of completeness of 71.88%. discussion this research was research that measured the effectiveness of the creative problemsolving learning model in mathematics learning at the junior high school of taman siswa malang. the measurement of the effectiveness of the creative problem-solving learning model in this research was reviewed based on the students’ activities, students’ responses, and students’ learning outcomes on the polyhedron surface area material. this research was conducted in three meetings where the learning was held for two meetings and the final test and questionnaires were conducted at the third meeting. the first measurement of the effectiveness of the creative problem-solving learning model in mathematics learning was the students’ activities. the assessment of students’ activities was carried out through the observations that carried out by two observers. the activity was conducted during two meetings. during the implementation of the creative problem-solving learning model, the students’ activities were observed by the observers. the measurement of students’ activities based on the aspects and indicators. there were 7 indicators of the students’ activities observed. these seven indicators of observation were classified into good to very good categories. the percentage obtained in each indicator reached 75% to 93.75%. the lowest percentage was obtained from the indicator of understanding the problems given by the teacher, cooperating in groups, and expressing opinions. this happened because there were some students who did not do the observed activity. the highest percentage was obtained from the indicator of actively asking and answering questions and presenting the results of group discussion. the overall percentage of students’ activities reached 84.38% with a very good category. this was in line with the research conducted by estu (2014) which stated that the activity of students in learning using the creative problem-solving learning model in the precycle reached the percentage of 42.85% with the medium criteria. then, in the first cycle, the percentage increased to 61.90% with high criteria. in the second cycle, the percentage increased to 85.71% with very high criteria. the measurement of the effectiveness of the second creative problem-solving learning model learning model was the student's responses to learning using the learning model. the students’ responses consisted of two aspects, namely students’ attitudes toward learning through the creative problem-solving learning model and the students' material understanding that being taught. based on the results obtained, the students' responses showed a very good response to every aspect. the percentage obtained in the first aspect reached 81.29%. whereas in the second aspect, the percentage reached 83.27%. overall the responses shown to mathematics learning using the creative problem-solving learning model showed a very good response with a issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 60 mathematics education journals vol 3 no. 1 february 2019 percentage of 82.53%. this was in line with research conducted by in'am (2015) which stated that the learning model was stated to be effective if the students’ responses were classified as high. in his research showed that the students’ responses shown by students belong to the high category with the acquisition of an average of 3.47. the last measurement of the effectiveness of the creative problem-solving learning model through the completeness of students’ learning outcomes. the measurement of completeness of students’ learning outcomes was reviewed from the first and second meeting lkk values and the final test conducted at the third meeting. the acquisition of percentage in every aspect could be said to be complete. the percentages of the first and second meeting lkk could be said to be complete. likewise, the acquisition of percentages in the final test could be said to be complete. this happened because the percentage obtained by the final test was above 70%. classically, the percentage of students could be said to be completed with a percentage of 71.88%. this was in line with the research conducted by estu (2014) which stated that the indicators of the success of students’ learning outcomes were said to be complete if the percentage of completeness showed ≥75%, where the value was obtained from the minimum completion criteria (kkm) that set at the school. in his research, showed that the enhancement of students’ learning outcomes could be seen from the percentage in the pre-cycle, cycle i and cycle ii. the percentage values obtained were 46%, 76%, and 96%. in the second cycle, the percentage obtained was ≥75% so that in this cycle the learning could be said to be complete. basically, this research measured the effectiveness of the creative problem-solving learning model in mathematics learning in 8th grade of junior high school of taman siswa malang. the measurement of the effectiveness of the learning model in this research referred to the assessment of the effectiveness of the learning model proposed by in'am (2014). the assessment of the effectiveness of the learning model was reviewed based on the students’ activities, students’ responses, and students’ learning outcomes. the learning model was stated to be effective if these aspects were fulfilled. the students’ activities showed a positive attitude, positive response, and the students’ learning outcomes could be said to be complete. based on the results of the research, the students’ activities showed a positive attitude. this could be seen from the activities of students who showed very good attitudes. the students’ responses to the learning model showed a positive response. in addition, classically the students’ learning outcomes could be said to be complete. therefore, the creative problemsolving learning model in mathematics learning at 8th grade of junior high school of taman siswa malang could be said to be effective conclusion based on the results of the research and discussion that has been described, the students’ activities shown in the implementation of the creative problem-solving learning model belong to the very good category with a percentage of 84.38%. the students' responses to learning using the creative problem-solving learning model are included in the very good category with a percentage of 82.53%. the students’ learning outcomes through the creative problem-solving learning model are classically complete with the completeness of 71.88%. thus, it can be concluded that the implementation of the creative problem-solving learning model is reviewed based on the students’ activities, students’ responses, and students’ learning outcomes in mathematics learning at 8th grade of junior high school of taman siswa malang that can be said to be effective issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 61 mathematics education journals vol 3 no. 1 february 2019 references estu, l. (2014). konsep matematika siswa melalui creative problem solving siswa kelas xi-ipa1 sma negeri i imogiri, 2(2), 183–190. firmansyah, a. (2014). peningkatan kemandirian belajar dan hasil belajar matematika dengan strategi savi (pada siswa kelas vii semester 2 smp negeri 1 klego boyolali tahun pelajaran 2012/2013). universitas muhammadiyah surakarta. in’am, a. (2014). efektivitas model pembelajaran matematika berbasis metakognitif, 21(1), 24–32. prameswari, n., & khabibah, s. (2016). profil pemecahan masalah matematika siswa smp ditinjau dari adversity quotient (aq), 348–357. retna, m., mubarokah, l., & suhartatik. (2013). proses berpikir siswa dalam menyelesaikan soal cerita ditinjau berdasarkan kemampuan matematika (the student thinking process in solving math story problem), 1(2), 71–82. shodikin, a. (2015). peningkatan kemampuan pemecahan masalah siswa melalui strategi abduktif-deduktif pada pembelajaran matematika, 6(2), 101–110. shoimin, a. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. (r. kr, ed.) (cetakan i). yogyakarta: ar ruzz media. suprijono, a. (2012). cooperative learning teori dan praktik paikem (cetakan vi). yogyakarta: pustaka pelajar. syazali, m. (2015). pengaruh model pembelejaran creative problem solving berbantuan maple ii terhadap kemampuan pemecahan masalah mtematis. junal pendidikan matematika, 6(1), 91 98. yudharina, p. (2015). meningkatkan kemampuan menyelesaikan soal cerita matematika siswa kelas v sd negeri mejing 2 melalui model pembelajaran creative problem solving tahun ajaran 2014/2015. universitas negeri yogyakarta. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 17 mathematics education journals vol 3 no. 1 february 2019 the effect of cooperative learning type teams games tournament (tgt) on creativity and comprehension the student’s concept in mathematics learning anisa ramadiana, akhsanul in'am, adi slamet kusumawardana mathematics education study program faculty of teacher training and education university of muhammadiyah malang ramadiananisa@gmail.com abstract this study aims to effect of the tgt learning model on student’s creativity and comprehension of concepts in mathematics learning. this study used quasi-experimental research. the population in this study were 256 students of class viii smp yppsb. the research sample was obtained in class viii-h of 32 students as the experimental class and class viii-d with total of the students were 31 students as the control class. the test used to analyze the research data was the independent sample t-test on the posttest results. the results of the study showed that creativity and comprehension of concepts using the tgt learning model was better than the class that used conventional learning. the average creativity used the tgt learning model tcount = 4.080 and the average comprehension of the concept of tcount = 11.012 with ttable = 2.00 which means tcount> ttable. thus, the tgt type learning model has a significant influence on student’s creativity and comprehension of concepts in mathematics learning. keywords: cooperative learning, tgt, creativity, comprehension of concepts introduction educational problems can occur in various countries in both developed and developing countries (retnawati et al., 2017). the availability of sophisticated technology, adequate facilities and infrastructure, but it was not not rule out the possibility that developed countries do not have problems in education as well as in developing countries. indonesia as a developing country has various kinds of educational problems in an effort to improve the intelligence of its people (baleendah & rodiah, 2017). the demands of increasingly advanced scientific and technological developments require to create innovative learning in overcoming these educational problems (onal, 2017). various ways have been carried out by the government in an effort to improve the quality of education in indonesia. all efforts was made, namely by holding curriculum changes, changing ministers of education, holding training activities for teachers, completing facilities and infrastructure in schools to increase the level of difficulty in national examinations (raharjo, 2012). the effort was made to create a teacher who has pedagogical, professional, personal and social competencies (agung & yufridawati, 2013). educators who have competence in accordance with expected can educate, teach, guide, direct, train, assess, and evaluate students to create generations that are needed in the future (basri, 2013). learning in indonesia consists of various fields of science, one of was mathematics. mathematics was one of the fields of study offered by formal education in indonesia and the world. considering the importance of mathematics for life, mathematics was one of the lessons that must be given at every level of basic education to university. one science that was very mailto:ramadiananisa@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 18 mathematics education journals vol 3 no. 1 february 2019 useful in everyday life and closely related to calculations (sanusi, suprapto, & apriandi, 2015). students could practice using their minds logically, analytically, systematically, critically and creatively. the student have the ability to cooperate in dealing with various problems and are able to utilize the information they receive, namely by learning mathematics (hakim & windayana, 2016). the learning of mathematics at this time has been facilitated by the various applications of learning models in schools. learning models was needed to optimize, improve and develop student’s creativity. one effort to improve student’s creativity and comprehension is by using learning models that better support student’s activities in comprehension a subject matter. selection of the right learning model in order to stimulate students to play an active role in learning. an effective learning model can improve student creativity is a cooperative learning model, because in the cooperative learning model there is an element or syntax that requires students to be able to cooperate, discussion and group presentations (ainun, 2015). cooperative learning was learning through small groups generally consisting of 4-6 students to be able to discuss, interact, solve problems, and carry out their obligations in groups according to their respective duties to achieve common goals (purnomo, 2011). cooperative learning encouraged students to be active and give mutual support to fellow group members to solve the problems given. completion of the task here was not only in terms of answering questions, but encourages students to reason based on their knowledge in comprehension the material being studied (prabawanti, et al, 2013). cooperative learning was the learning based on comprehension constructivism (trianto, 2012). constructivist approaches in learning mathematics can be carried out if students actively absorb new information, experience and build their own comprehension. one of the main objectives of mathematics education was to help students think mathematically (ding, et al., 2007) and this can be achieved by facilitating problem solving in cooperative learning environments (tarim, 2009). based on this, cooperative learning activities such as group work and discussion in terms of developing the ability to use and apply knowledge, reasoning and cognitive comprehension are felt to be more important than memorizing facts and mastering routine skills in mathematics learning. various reasons for the causes of cooperative learning are able to enter the norm in the learning process. in addition to the existence of tangible evidence of its success, in the present society in the world of education were increasingly aware of the importance of training students to think, solve problems, and combine their abilities and expertise. even though cooperative learning will work well in a class with even abilities, on the other hand, classes with diverse student abilities require more cooperative learning (isjoni, 2016). one of the cooperative learning models, namely the tgt type, focuses on students in the learning process. all students in each group are required to try to understand and master the material being taught and are always active when group work so that when appointed to present their answers they can contribute to contributing scores to their groups (marnih, 2016). another advantage of this learning model in the learning process emphasizes the existence of a competition that was done by comparing members' abilities in a form of tournament or match. this tournament prepares students to have the courage to compete, can cooperate in groups and have the ability to compete (tiya, 2013). the problem that occurs in math class was the teacher dont use various learning models. learning at this time the teacher still adheres to conventional learning namely ordinary learning using the expository method, discussion and assignment. the expository method was easy to implement because it only relies on the voice of the teacher who explains in front of the class and does not require much equipment. the expository method make difficulties to the teachers issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 19 mathematics education journals vol 3 no. 1 february 2019 to control the extent to the students to understand mathematics learning (mudlofir & rusydiyah, 2017). it makes the teacher feeling difficult to know the extent to which learning objectives have been achieved. this is felt by students to be very boring because learning feels very monotonous (hernawan, 2017). learning was currently teacher centered in the class, and it isn’t much involves students in the learning process that is when working on the problem in front of the class. based on that, the lack of involvement of students so that they can play an active role in the learning process. as a result, teachers cannot combine student’s creativity in learning, because there was no opportunity or place for students to express their creativity (windayana, 2010). creativity was needed in learning mathematics, creativity will provide opportunities for students to develop abilities in solving mathematical problems (mann, 2009). the teacher's strategy in applying the right learning model can improve student creativity compared to ordinary learning that does not require creativity. the existence of these strategies can foster student creativity if given different treatments (sharma, 2014). creativity will be seen if the students can find several possibilities and expectations and can find new ways and strategies in solving a problem (subur, 2013). the results of creative thinking refer to creativity because creative thinking can be said to be a process used when students can bring up new ideas (richardo et al. 2014). one of the goals of mathematics learning is to develop student’s creativity. the tgt cooperative learning model can be a place to develop creativity. the development of creativity using the tgt type learning model plays a role in increasing comprehension of mathematical concepts. creativity as the ability to create something new, and provide new ideas that can be applied in problem-solving. creativity can improve understanding of mathematical concepts, encourage initiative and creation, so that understanding concept can be achieved (oktavia, 2015). if the students have good creativity, students will try various efforts to solve problems in a way or technique that is different from the others. this means that students not only use the reference given by the teacher. the students used acquired knowledge to learn with their groups when applying the tgt cooperative learning model. the indicators of creativity in problem-solving can be interpreted by fluency, flexibility, originality, and elaboration (purnomo, 2011). fluent thinking skills can be seen from the ability of the students to think fluently so that they will produce answers or can solve problems quickly and precisely. flexibility thinking skills can be seen from the ability of students to produce ideas, answers, and questions that vary or can see problems from different points of view. original thinking skills can be seen from the ability of students to discover or describe something new and unique from their own thinking. detailed skills or elaboration can be seen from the ability of students to develop an idea or answer by doing steps in detail (munandar, 2004). the ability to comprehension of concepts consists of several indicators namely first, restating a concept; second, classifying the objects according to certain characteristics (according to the concept); third, giving an examples and non examples of a concept; fourth, presenting the concepts in various forms of mathematical representation; fifth, develop necessary requirements or sufficient requirements from a concept; sixth, using certain procedures or operations; seventh, applying a problem-solving algorithm or algorithm (fadjar, 2009). based on the explanation, the writer wants to examine more deeply the presence/absence of the influence of the tgt cooperative learning model on creativity and comprehension of student’s concepts in mathematics learning. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 20 mathematics education journals vol 3 no. 1 february 2019 research method the research approach used was a quantitative approach with a type of quasiexperimental research. the population in this study were 256 students of smp yppsb sangatta utara. the research samples were class viii-h as the experimental class and class viii-d as the control class. the number of students in class viii-h consisted of 32 students and class viii-d consisted of 31 students. the data collection technique used by researchers to obtain the data needed in the study through a descriptive test to measure student’s creativity and comprehension of concepts. the description test consists of 4 items which were arranged based on indicators of creativity and comprehension of concepts. the question number one was used to measure indicators of creativity and to measure indicators of comprehension of concepts, namely restating a concept and giving examples and not examples of concepts. the question number two was used to measure indicators of creativity and to measure indicators of comprehension of concepts, namely presenting concepts in various forms of representation. the question number three was used to measure indicators of creativity and to measure indicators of comprehension of concepts, namely presenting concepts in various forms of representation, using certain procedures or operations, and applying problem-solving algorithms or algorithms. the question number four was used to measure indicators of creativity and to measure indicators of comprehension of concepts, namely developing necessary requirements or sufficient requirements from a concept, using certain procedures or operations, and applying problemsolving algorithms or algorithms. the data analysis techniques used statistical methods. the prerequisite test to test the hypothesis was the normality test using the kolmogorov-smirnov test and homogeneity test using the levene test. after the normality test done by obtaining normal distributed data and homogeneity test by obtaining data that has homogeneous/identical variance, then the hypothesis was tested, namely the analysis technique of the independent sample t-test using the t-test. result and discussion the normality test was carried out to require that the data to be analyzed includes normal distribution. the data used was posttest scores based on creativity and comprehension of concepts. tests were carried out using spss 21 with the kolmogorov-smirnov normality test. the results of the normality test was presented in the following table. table 1. the result of normality test creativity and comprehension of concepts no. data sig. experimental class sig. control class description 1. creativity 0,070 0,064 data normally distributed 2. comprehension of concepts 0,082 0,073 data normally distributed issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 21 mathematics education journals vol 3 no. 1 february 2019 based on the table, the significance value of creativity of the experimental class was 0.070 and the significance value of creativity of the control class was 0.064. both significance values were more than 0.05, so h0 was accepted so that it can be concluded that the creativity of students in the experimental class and the control class was normally distributed. while the significance value for comprehension the student’s concept in the experimental class was 0.082 and the significance value for comprehension the student’s concept of the control class was 0.073. both significances values were more than 0.05, so h0 was accepted so that it can be concluded that comprehension the concepts of students in the experimental class and the control class was normally distributed. the homogeneity test was carried out as an analysis prerequisite test to find out whether homogeneous variants of the experimental class and the control class. tests were carried out using spss 21 using levene test. table 2. the result of homogeneity test creativity and comprehension of concepts no. data 𝑭 sig. description 1. creativity 0,487 0,488 homogeneous variants/identical 2. comprehension of concepts 0,280 0,598 homogeneous variants/identical based on the table, the calculated significance value for student creativity was 0.488. the significance value was more than 0.05, so h0 was accepted so that it can be concluded that the value of the creativity of the experimental class students and control class was homogeneous/identical. while the significance value for comprehension the student’s concept was 0.598. the significance value was more than 0.05, so h0 was accepted so that it can be concluded that the value of comprehension the student’s concept of the experimental class students and control class was homogeneous/identical. hypothesis testing was carried out after the analysis prerequisite test has been fulfilled. in this study, the normality test and homogeneity test have been fulfilled, the researcher could test the hypothesis. testing the hypothesis using the independent sample t-test, this test was used to test the differences in the average value of creativity and comprehension the student’s concept from both classes, with the following hypothesis: a. the first hypothesis h0 accepted : the average score of the two classes was the same (there was no significant positive effect on the implementation of the tgt type learning model to creativity). h1 accepted : the average score of the two classes was different (there was a significant positive effect of the implementation of the tgt type learning model on creativity). b. second hypothesis h0 accepted : the average score of the two classes was the same (there was no significant positive effect on the implementation of the tgt type learning model to comprehension of concept). h1 accepted : the average score of the two classes was different (there was a significant positive effect on the implementation of the tgt type learning model to comprehension of concept). issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 22 mathematics education journals vol 3 no. 1 february 2019 table 3. the result of hypothesis test t-test for equality of means tcount f f sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper creativity 4,080 1 0,000 2,12903 0,52176 1,08571 3,17236 comprehension of concepts 11,012 1 0,000 6,37097 0,57853 5,21412 7,52782 based on this, the hypothesis was obtained using the t-test, which was to determine the effect of the tgt type learning model on creativity and comprehension the student’s concepts. based on the independent sample t-test there was a difference in the value of creativity between the experimental class and the control class ranging from 1.08571 and 3.17236 with an average difference of 2.12903. creativity significance value of 0,000 was less than the alpha value of 0.05; then h0 was rejected. this means that there was a difference in the average value of creativity between the experimental class and the control class with an error std value of 0.52176. the difference on the value of comprehension of concept between the experimental class and the control class ranged from 5.21412 and 7.52782 with an average difference of 6.37097. the significance value of comprehension of concept was 0,000 which was less than the alpha value of 0.05; then h0 was rejected. this means that there was a difference in the value of the average comprehension the concept between the experimental class and the control class with an error std value of 0.57853. then, based on the table above, the tcount for creativity was 4.080 and comprehension the concept was 11.012, the value were greater than ttable where the value of ttable was 2,000. based on this, it could be concluded that the average score of the two classes is different so that there was a significant positive influence on the tgt type learning model on creativity and comprehension of student’s concepts in mathematics learning. tgt cooperative learning was new learning for the student at smp yppsb sangatta utara. the learning model that has been used so far was direct learning, namely the teacher explained the material, the teacher gave an example of the problem and then the student works on the practice problem given. learning using the tgt type allows students to work together in groups, so as to increase creativity and comprehension of student’s concepts. the results of the study were in accordance with the hypothesis that there was the influence of the tgt type learning model on creativity and comprehension of student’s concepts in mathematics learning. the results of the t-test indicate a rejection of h0. the learning model was very influential on creativity and comprehension of student’s concepts in mathematics learning. the implementation of the right learning model in the learning will enhance creativity and comprehension of student’s concepts. this result was in line with the research conducted by (marnih, 2016) that the tgt cooperative learning model could improve the comprehension of student’s concepts. this was also in accordance with the research conducted by oktavia (2015), comprehension of student’s concepts with the tgt cooperative learning model was higher than the comprehension of student’s concepts with the stad type cooperative learning model. this showed that comprehension of student’s concepts will increase if taught using the tgt cooperative model. another study conducted by isjoni (2011) shows that the tgt learning model can make students with low abilities also participate actively and have an important role in their groups. various previous studies stated that the tgt learning model had an effect on comprehension of student’s concepts because with the tgt learning model it was easier for issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 23 mathematics education journals vol 3 no. 1 february 2019 students to understand the student’s concepts through active and enjoyable learning experiences in study groups. conclusion the tgt learning model that has been implemented at smp yppsb sangatta utara has a significant influence on student’s creativity and comprehension of concepts in mathematics learning. this was based on the results of hypothesis testing with a significant value of 0,000 where it was less than 0.05 so that the tcount was smaller than ttable. therefore, the tgt learning model could be applied to enhance student’s creativity and comprehension of concepts in learning mathematics at school. references agung, i., & yufridawati. (2013). pengembangan pola kerja harmonis dan sinergis antara guru, kepala sekolah, dan pengawas. jakarta: bestari buana murni. ainun, n. (2015). peningkatan kemampuan penalaran matematis siswa madrasah aliyah melalui model pembelajaran kooperatif teams games tournament, 4(1), 55– 63. baleendah, a. a., & rodiah, i. s. (2017). hubungan antara kepemimpinan efektivitas guru dalam pembelajaran dengan kreativitas siswa (studi pada siswa kelas xi di madrasah aliyah assalam baleendah), 17(2), 126–137. basri, h. (2013). landasan pendidikan. bandung: pustaka setia. ding, m. l., piccolo, d., & kulm, g. (2007). teacher interventions in cooperative-learning mathematics classes. journal of educational research, 100(3), 162–175. fadjar, s. (2009). diklat instruktur pengembang matematika sma jenjang lanjut. kemahiran matematika. yogyakarta: departemen pendidikan nasional. hakim, a. r., & windayana, h. (2016). pengaruh penggunaan multimedia interaktif dalam pembelajaran matematika untuk meningkatkan hasil belajar siswa sd. eduhumaniora | jurnal pendidikan dasar kampus cibiru, 4(2). https://doi.org/10.17509/eh.v4i2.2827.g1848 hernawan, h. (2017). penggunaan aplikasi mobile learning berbasis html 5 untuk meningkatkan pemahaman mahasiswa pada mata kuliah mikrobiologi, 15(2), 645–652. isjoni. (2011). pembelajaran kooperatif, meningkatkan kecerdasan komunikasi antar peserta didik. yogyakarta: pustaka belajar. isjoni. (2016). cooperative learning: mengembangkan kemampuan belajar berkelompok. bandung: alfabeta. mann, e. l. (2009). the search for mathematical creativity: identifying creative potential in middle school students. marnih. (2016). pengaruh model pembelajaran kooperatif tipe tgt (teams games tournament) terhadap hasil belajar matematika. in prosiding seminar nasional pendidikan matematika-2 (pp. 248–253). mudlofir, a., & rusydiyah, e. f. (2017). desain pembelajaran inovatif dari teori ke praktik. jakarta: rajawali pers. munandar, u. (2004). pengembangan kreativitas anak berbakat. jakarta: rineka cipta. oktavia, i. (2015). pengaruh model pembelajaran kooperatif dan kreativitas belajar siswa terhadap pemahaman konsep matematika. jurnal kajian pendidikan matematika, 1(1), 16–30. onal, n. (2017). use of interactive whiteboard in the mathematics classroom : students ’ issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 24 mathematics education journals vol 3 no. 1 february 2019 perceptions within the framework of the technology acceptance model, 10(4), 67–86. prabawanti, e. h., sujadi, i., & suyono. (2013). eksperimentasi model pembelajaran kooperatif tipe student teams achievement division (stad) dan teams games tournament (tgt) pada materi pokok dimensi tiga ditinjau dari aktivitas belajar siswa sma kelas x di kabupaten magetan tahun pelajaran 2011/2012, 1(1), 34–45. retrieved from http://www.jurnal.fkip.uns.ac.id/index.php/s2math/article/view/3480 purnomo, y. w. (2011). keefektifan model penemuan terbimbing dan cooperative learning pada pembelajaran matematika. jurnal kependidikan, 41(1), 37–54. raharjo, s. b. (2012). evaluasi trend kualitas pendidikan di indonesia. jurnal penelitian dan evaluasi pendidikan, 16(2), 511–532. retnawati, h., kartowagiran, b., arlinwibowo, j., & sulistyaningsih, e. (2017). why are the mathematics national examination items difficult and what is teachers’ strategy to overcome it? international journal of instruction, 10(3), 257–276. https://doi.org/10.12973/iji.2017.10317a richardo, r., retno, d., & saputro, s. (2014). tingkat kreativitas siswa dalam memecahkan masalah matematika divergen ditinjau dari gaya belajar siswa. jurnal elektronik pembelajaran matematika, 2(2), 141–151. sanusi, suprapto, e., & apriandi, d. (2015). pengembangan multimedia interaktif sebagai media pembelajaran pada pokok bahasan dimensi tiga di sekolah menengah atas (sma). jurnal ilmiah pendidikan matematika, 3(2), 398–416. sharma, y. (2014). the effects of strategy and mathematics anxiety on mathematical creativity of school students. international electronic journal of mathematics education, 9(1–2), 25–37. subur, j. (2013). analisis kreativitas siswa dalam memecahkan masalah matematika berdasarkan tingkat kemampuan matematika di kelas. jurnal penelitian pendidikan, 13(1). tarim, k. (2009). the effect of cooperative learning on preschoolers’ mathematics problemsolving ability. educational studies in mathematics, 72(3), 325–340. tiya, k. (2013). penerapan model pembelajaran kooperatif tipe teams games tournament (tgt) untuk meningkatkan hasil belajar matematika siswa smpn. jurnal pendidikan matematika, 4(2). retrieved from http://ejournal.undiksha.ac.id/index.php/jjpgsd/article/view/3849 trianto. (2012). mendesain model pembelajaran inovatif-progresif: konsep, landasan dan implementasinya pada kurikulum tingkat satuan pendidikan (ktsp). jakarta: kencana. windayana, h. (2010). pembelajaran matematika kontekstual kelompok permanen dan tidak permanen dalam meningkatkan kemampuan penalaran dan komunikasi matematik siswa sekolah dasar. jurnal pendidikan dasar, 2(1). issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 1 mathematics education journals vol 3 no. 1 february 2019 experimentation the influence of problem-based learning model on critical thinking ability and understanding the mathematical concept of class vii mts rois mahfud setiawan , senja putri merona mathematics education, faculty of teacher training and education university of muhammadiyah ponorogo mahfudrois5@gmail.com, abstract this study aimed to determine whether the problem based learning models was better than conventional learning models in terms of critical thinking and mathematics conceptual understanding. based on observations at mts-n sampung ponorogo, it was obtained that students’ mathematics conceptual understanding and critical thinking were quite low. this research was a quasi-experimental with the population students of class vii mts-n sampung ponorogo. the sample was class vii a given a conventional learning model and class vii b given a problem-based learning model. reasearch data was collected by using test. pretest and postest was used to get preliminary and final data. pretest data was analyzed by using t-test while posttest data was analyzed by using the mann withney u test. the results of this study were the students’ ability on critical thinking and matematical conceptual understanding used problem based learning models was better than students’ used conventional learning models keywords: cooperative learning, tgt, creativity, comprehension of concepts introduction mathematics is one branch of science that deals with ideas and concepts of extract. in addition, the material in mathematics is hierarchically arranged (hudoyo in hasratuddin, 2014: 30). the concepts contained in mathematics are related to one another. therefore, these mathematical concepts need to be studied and understood in accordance with their hierarchies. in learning mathematics, the teacher should provide material in a coherent and systematic manner so that there are no steps or stages of the concept that are passed. the aim is so that students can understand mathematics in full and deeper. for example, if a student wants to understand the concept of building a flat side space then he must first be able to understand the concept of flat wake. likewise, if students want to understand the concept of flat building, they must first understand the concept of integer operations. according to wardhani (2008: 2) understanding the concept is the ability of students to explain the interrelationships between concepts and apply concepts flexibly, accurately, efficiently, and precisely in problem solving. from some of the opinions above, it can be concluded that understanding mathematical concepts is the ability of students to explain, associate, differentiate and apply each concept or idea that is new and which has been known precisely, accurately, effectively and efficiently. the indicators that show the ability to understand the concept are the ability to restate a concept, classify object objects according to certain characteristics (according to the concept), present concepts in various forms of mathematical representation, apply problem solving algorithms or algorithms (wardhani, 2008: 2 and jihad & harist, 2013: 149). in addition to emphasizing aspects of concept understanding, mathematics also emphasizes thinking skills in solving problems both in mathematical contexts and in everyday life. one of the thinking skills that needs to be developed is critical thinking. as the opinion of mailto:mahfudrois5@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 2 mathematics education journals vol 3 no. 1 february 2019 ennis (in hassoubah 2008: 87) and johnson (2009: 183) critical thinking is a profound ability to think in depth that requires someone to analyze various information actively, logically, and reasoned to be able to interpret and solve problems and determine decisions. the activity of critical thinking skills in question is the ability of students to determine the concepts used in problem solving, formulate an action (strategy, tactics, or approach) in solving problems, provide arguments or reasons in answering and solving problems, evaluating evidence or decisions that have been taken in resolve the problem (ennis in susanto 2013: 125) based on observations carried out in class vii of mts-n sampung ponorogo, there were several problems regarding understanding concepts and critical thinking. like, when the teacher asks to mention the concepts that have been learned, most of the students are unable to recite the concepts that have been studied before. then, when the teacher asks students to give examples of concepts that have been learned, very few students are able to say the right answer. and when the teacher gives practice questions to do, most students copy the work of their friends who are smarter. when given a problem solving problem, most of the students have not been able to determine the concepts, strategies and tactics that will be used in solving the problem. when the teacher asks about the reasons for answering and solving problems, some students still experience confusion. one aspect that can support the development of the ability to understand concepts and the ability to think critically is the use of problem-based learning models. sani (2013: 149) states that problem-based learning is learning that is delivered by presenting a problem, presenting questions, providing opportunities for dialogue and facilitating students to conduct investigations related to solving a problem. in addition, the problem-based learning model has student-centered learning characteristics so that students in the learning process are more active in building their own knowledge. in implementing a problem-based learning model, there are steps where students examine a problem and design a problem solving action plan. when reviewing, students classify the objects in the problem according to the nature of certain characteristics in accordance with the concept of the problem presented. so based on the results of the study, students are able to choose certain procedures or operations that are suitable to find solutions to problems. in this step, you can directly understand the concepts used. before students present and present a solution to a given problem, students first evaluate the evidence or decisions that have been taken in solving the problem. thus, errors that might occur in procedures or algorithms in solving problems can be minimized or none at all. in this case students are indirectly given the opportunity to think critically and more deeply about the problem at hand. based on the problems described above, the problem-based learning model is assumed to have a good influence on the ability to understand concepts and the ability to think critically. so, the author intends to conduct experimental type research to prove whether the problembased learning model has a good influence on the ability to understand concepts and critical thinking research method the type of research used in this study is quasi-experimental or quasi-experimental. this is because researchers cannot provide full control of the external variables that influence it. thus, the design form of this study is the non-equivalent pretest-posttest control group design. schematically can be seen in figure 1 below. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 3 mathematics education journals vol 3 no. 1 february 2019 information: e: experimental class (using problem based learning models) k: control class (using conventional learning models) x: treatment o: pretest / postest this research was conducted at sampung ponorogo mts-n in the even semester of the academic year 2017-2018. the population in this study were seventh grade students of mts-n sampung ponorogo 2017-2018 school year consisting of class 5 classes namely vii a-vii e. the sampling technique used in this study was purposive sampling. the sample in this study were students of class vii a and class vii b. the technique of collecting data in this study used test techniques. the independent variables in this study were the learning models used. the dependent variable in this study is critical thinking skills and the ability to understand the mathematical concepts of class vii students in mathematics. in this study, the instrument used to collect data is in the form of description test questions which are arranged based on indicators of critical thinking skills and conceptual comprehension abilities. the initial data in this study were the pretest scores given before treatment was given. furthermore, for the final data the posttest score is the ability to understand concepts and think critically after treatment is given result and discussion hypothesis testing is used to find out whether the initial ability of critical thinking class is problem based learning model (pbm) and conventional learning class (pk) are the same. however, before that normality and homogeneity tests were carried out as a prerequisite for determining the hypothesis test used. in the normality test, the shapiro wilk test was used with the help of spss 18 software for windows. the following table shows the results of the normality test for the pretest of students' critical thinking skills in the pbm class and the pk class. table 1. results of normality test calculation for pretest value critical thinking ability pbm class and pk class shapiro-wilk statistic df sig. skor bk kelas pbm .940 23 .183 skor bk kelas pk .945 20 .295 based on table 1, it is known that the significance value of the shaphiro wilk normality test for pbm class scores is 0.183. while the significance value of shaphiro wilk class pk normality test is 0.295. the significance value of the two classes is greater than α = 0.05 then h_0 is accepted which means the distribution of pretest score data critical thinking skills pbm class and pk class are normally distributed. after the normality test, testing of variance was carried out using the homogeneity test. the following table presents the results of homogeneity of pretest scores in mathematics critical thinking skills of students in the pbm class and pk class using the levene test with the help of spss 18 software for windows. table 2. results of homogeneity test calculation pretest score critical thinking ability issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 4 mathematics education journals vol 3 no. 1 february 2019 levene statistic df1 df2 sig. .001 1 41 .977 based on table 2, the significance value of the levene test obtained critical thinking skills of 0.977 greater than α = 0.05 so that it was accepted. then it can be concluded, the variance of the pretest score of critical thinking skills of pbm class students and homogeneous pk class students. from the normality and homogeneity test, it is known that the pretest scores of students' mathematical critical thinking abilities are normally distributed and homogeneous, so that the average similarity test used is the independent sample t test. independent sample t test results assisted by spss 18 for windows can be seen in table 3. table 3. results of calculation of average equity test pretest score critical thinking ability pbm class and pk class levene's test for equality of variances t-test for equality of means s ig. t df sig.(2tailed) mean difference std. error difference skor pretest kemampuan berpikir kritis equal variances assumed .977 .279 41 .782 .257 .920 equal variances not assumed .278 39.901 .782 .257 .921 based on table 3, the independent value (2-tailed) of the independent t sample test the pretest score of critical thinking ability is 0.782. the value (2-tailed) is greater than α = 0.05 then h_0 is accepted. it can be concluded that the average initial reliability of mathematical critical thinking of students in pbm class is the same as the average initial ability to understand the mathematical concepts of conventional learning class students. the results of the analysis of the initial ability to understand the concept to find out the test used, the normality test is first carried out. normality test is used to find out whether the pretest score of students' ability to understand mathematical concepts in pbm class and pk class is normally distributed. the following table presents the results of the normality test of the pretest score, the ability to understand the mathematical concepts of students in the pbm class and pk class, using the shapiro wilk test assisted by spss 18 software for windows. table 4. results of calculation of normality test pretest score concept understanding ability shapiro-wilk statistic df sig. skor bk kelas pbm .963 23 .534 skor bk kelas pk .934 20 .184 based on table 4, the significance value of the normality score for the pbm class is 0.534. while the significance value of the normality test for the pk class pretest score is 0.184. the significance value of the two classes is greater than α = 0.05, then h_0 is accepted. so it can be concluded that the pretest score of the ability to understand the concept of pbm class and pk class is normally distributed. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 5 mathematics education journals vol 3 no. 1 february 2019 after knowing the pretest score of the ability to understand the concept of pbm class and pk class is normally distributed, the homogeneity test is conducted. the homogeneity test results can be seen in table 5. table 5. homogeneity test calculation results pretest score concept understanding ability levene statistic df1 df2 sig. .001 1 41 .098 based on table 5, the significance value of the levene test obtained by the concept understanding ability is 0.098 greater than α = 0.05 so that h_0 is accepted. then it can be concluded the variance of the pretest value of critical thinking skills in the pbm class and homogeneous pk class. after it was discovered that the pretest score of students' ability to understand mathematical concepts was normally distributed and homogeneous, the similarity test on average used the independent sample t test. the results of the calculation of the similarity test on the average pretest score of pbm class and pk class using the assisted independent sample t test for spss 18 for windows can be seen in table 6. table 6. results of calculation of test for similarity average pretest score concept understanding ability tabel 6. hasil perhitungan uji kesamaan rata-rata skor pretest kemampuan pemahaman konsep levene's test for equality of variances t-test for equality of means sig. t df sig. (2tailed) mean difference std. error difference skor pretest kemampuan pemahaman konsep equal variances assumed .098 .419 41 .677 .324 .773 equal variances not assumed .413 36.293 .682 .324 .785 table 6 shows that the large (2-tailed) independent t sample test pretest score concept comprehension ability is 0.667 greater than α = 0.05 then h_0 is accepted. so, it can be concluded that the average initial reliability of understanding the mathematical concepts of pbm class students is the same as the average initial ability to understand the mathematical concepts of conventional learning class students. the results of the analysis of students' final mathematical thinking abilities after the learning treatment is given, each student in the pbm class and conventional learning class is given the posture of mathematical critical thinking skills. the posttest scores obtained were tested to find out whether students 'critical thinking skills of mathematics based problem learning (pbm) were better than students' mathematical critical thinking skills in conventional learning classes (pk). in terms of data distribution, the posttest score of critical thinking skills in pbm and pk classes is not nationally distributed. this is based on table 7 results of the normality test using spss 18 for windows software which shows that the significance value of the normality test with saphiro wilk scores of students' critical thinking skills in pbm classes and pk classes are 0,000 and 0,001, respectively. the significance values of the two classes are smaller than α = issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 6 mathematics education journals vol 3 no. 1 february 2019 0.05 so that h_0 is rejected, which means that the posttest score of the critical thinking skills of the pbm class and pk class is not normally distributed. table 7. results of score calculation of normality test postest critical thinking ability pbm class and pk class shapiro-wilk statistic df sig. skor bk kelas pbm .753 23 .000 skor bk kelas pk .795 20 .001 based on the results of the normality test, the hypothesis test used is the non-parametric mann-withney u test. the aim of this test is to find out whether students 'critical thinking skills in problem-based learning (pbm) are better than students' conventional mathematical thinking skills. (pk). the mann-withney u test results can be seen in table 8. table 8. results of calculation of the mann withney test u postest score critical thinking ability score of bk class pbm and pk mann-whitney u 85.000 wilcoxon w 295.000 z -3.679 asymp. sig. (2-tailed) .000 from table 8 the value ( 𝐴𝑠𝑦𝑚𝑝.𝑆𝑖𝑔.(2−𝑡𝑎𝑖𝑙𝑒𝑑) 2 = 𝐴𝑠𝑦𝑚𝑝.𝑆𝑖𝑔.(1 − 𝑡𝑎𝑖𝑙𝑒𝑑) is equal to 0,000. this value is smaller than the value of α = 0.05, which means that h_0 is rejected. therefore, it can be concluded that students 'mathematical critical thinking abilities using problem-based learning models are better than students' critical thinking skills using conventional learning. this is also supported by the results of the descriptive analysis of the average posttest score of students' critical thinking skills problem based learning class (pbm) and conventional learning class (pk). the average score of the two classes shows that the average posttest score of the problem-based ability of problem-based learning (pbm) is greater than the average posttest score of conventional learning class (pk) critical thinking skills with a ratio of 11.04> 9.25 in addition, the problem-based learning model is a learning model which before starting the teaching and learning process in the classroom, students in groups are first asked to observe a phenomenon. then students are asked to study and record the problems that arise. thus students are encouraged to actively solve problems with group friends so that they can trigger students' curiosity when going to study a subject. at the same time, the teacher stimulates students' ability to think critically, systematically, and scientifically in solving existing problems with direction and guidance. according to sanjaya (2014: 214) that the problembased learning model emphasizes the process of problem solving carried out using a scientific thinking approach. where thinking scientifically can be interpreted by thinking logically, empirically and systematically. in addition, permana & sumarmo (2007: 118) also say that problem-based learning encourages knowledge and understanding of concepts, achieves critical thinking, has learning independence, and skills in participating in group work, as well as the ability to solve problems. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 7 mathematics education journals vol 3 no. 1 february 2019 the results of the analysis of the final ability to understand the concept the final ability to understand students' mathematical concepts is obtained from the pretest score that is carried out after the treatment is given. the scores obtained were conducted using several stages of the test using the help of spss 18 for windows software to find out whether the ability to understand the mathematical concepts of pbm class students was better than conventional learning classes. first, the results of the shapiro wilk normality test on the ability to understand the concept of pbm and pk class classes indicate that the significance values of shapiro wilk's normality test are 0.12 and 0.20, respectively. the significance value is smaller than the value α = 0.05 so that h_0 is rejected. this means that the postest score of the final ability to understand the concept of pbm class and pk class is not normally distributed. the results of the normality test can be seen in table 9. table 9. results of the calculation of the normality test score postest understanding ability of the concepts of pbm classes and pk classes shapiro-wilk statistic df sig. skor bk kelas pbm .883 23 .012 skor bk kelas pk .883 20 .020 second, because the posttest score of the ability to understand the concept is not normally distributed, the hypothesis test used is the mann-withney u non-parametric test. the test results can be seen in table 10. table 10. results of calculation of the withney mann test u postest score concept understanding ability skor bk kelas pbm dan pk mann-whitney u 85.000 wilcoxon w 295.000 z -4.283 asymp. sig. (2-tailed) .000 based on table 10, the value of asymp is obtained. sig. (1-tailed) = 0,000 where the value is smaller than the value of α = 0.05. so, based on the hypothesis test criteria, h_0 is rejected and it can be concluded that the ability to understand the mathematical concepts of students who use the problembased learning model is better than the ability to understand the mathematical concepts of students who use conventional learning. this is also supported by the results of descriptive data analysis which shows that the posttest average score of the ability to understand pbm class concepts is greater than the posttest average ability to understand the concept of conventional learning class (pk) which is 12.43 > 10.05. in practice, problem-based learning encourages students to interact with each other to build their knowledge with their group friends by connecting some of the knowledge concepts they have mastered and then applying them to solve the problems at hand. from the interaction between students it can help students who are low and moderate in understanding mathematical concepts by sharing their knowledge with other friends. so that there arises the integration of mathematical concepts that can bring students to an understanding of certain mathematical conceptions. this is in accordance with his opinion piaget (in ruseffendi, 2006: 133) which states that knowledge built in the mind of a child is the result of active interaction with the environment through the process of absorbing new information into his mind (assimilation) and the process of rearranging his mind structure because there is new information received (accommodation). these findings are reinforced by kono's findings (2016) that the problemissn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 8 mathematics education journals vol 3 no. 1 february 2019 based learning model influences both the ability to understand concepts and the ability to think critically in biology subjects. conclusion problem-based learning models are better than conventional learning models in terms of students' understanding of mathematical concepts. problem-based learning models are better than conventional learning models in terms of students' mathematical critical thinking abilities. references hasratuddin. (2014). pembelajaran matematika sekarang dan yang akan datang berbasis karakter. jurnal didaktik matematika, vol. 1, no. 2, 30-42. hassoubah, zaleha ihzab. (2008). mengasah pikiran kreatif dan kritis. bandung: nuasa. jihad, asep & harist, abdul. 2013. evaluasi pembelajaran. yogyakarta: multi pressindo johnson, elaine b. (2002). contextual teaching and learning. menjadikan kegiatan belajar mengajar mengasikkan dan bermakna. terjemahan oleh ibnu setiawan. 2009. bandung: pt. mlc. kono, rahmad, d.mamu, hartono & n. tangge, lilies. (2016). pengaruh model problem based learning (pbl) terhadap pemahaman konsep biologi dan keterampilan berpikir kritis siswa tentang ekosistem dan lingkungan di kelas x sma negeri 1 sigi. jurnal sains dan teknologi tadulako, vol 5, no. 1, 28-38. permana, yanto & sumarmo, utari. 2002. membangun kemampuan penalaran dan koneksi matematik siswa sma melalui pembelajaran berbasis masalah. jurnal educationist, vol. 1, no. 2, 116-123. ruseffendi. 2006. pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan cbsa. bandung: tarsito. sani, ridwan abdulah. (2013). inovasi pembelajaran. jakarta: bumi aksara. sanjaya, wina. (2014). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media group. susanto, ahmad. (2013). teori belajar & pembelajaran di sekolah dasar. jakarta: prenada media. wardhani, sri. (2008). analisis si dan skl mata pelajaran matematika smp/mts untuk optimalisasi tujuan pembelajaran matematika.yogyakarta: pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 44 mathematics education journals vol 3 no. 1 february 2019 the development of audio-based pop-up book media on two-dimensional rectangular for junior high school students lufita elfiani, marhan taufik, baiduri study program of mathematics education faculty of teacher training and education university of muhammadiyah malang lufitaelfiani65@gmail.com abstract this study aimed to develop the learning media and investigated the effectiveness of audio-based pop-up book media on the two-dimensional rectangular shape. this media was tested twice in a small group of 6 students and in a large group of 25 students. respondents were the viith grade students. the result of expert validation showed the average percentage of 88,16 % and was considered valid, thus the learning media was allowed to be used and tested. the analysis of effectiveness in small and large groups in a row revealed that students’ respond was very good, with the percentage of 88.1% and 88.87%. in addition, the activities of students in the class were very good, showed by the percentage of 92% and 86.8%. finally, the classical completeness of the learning outcomes obtained the percentage of 100% from 6 students and 92% from 23 students who completed the test. therefore, it can be concluded that the application of audiobased pop-up book on the two-dimensional rectangular shape was effective for junior high school students. keywords: learning media, pop-up, audio, 2d rectangular. introduction mathematics is one lesson that plays an important role in the development of science. mathematics is available at the elementary school level up to the tertiary level (pt). indonesia in the 2015 program for international students assessment (pisa) reported that indonesia was ranked 63 out of 70 countries for mathematics with a score of 386. pisa stated that indonesia was still relatively low in mastering the material. at present students' interest in mathematics is still lacking, the factor is due to long lesson hours, many formulas, and difficult to understand, for students the formula in abstract mathematics and difficult to solve (pamuji, budiyono & yuzianah, 2014). students who consider mathematics to be a relatively difficult subject and form negative impressions and experiences of mathematics generally have a bad impact on motivation to learn mathematics (gurganus, 2010). this means that there is a need to develop a mathematical learning process by utilizing existing technological developments, namely presenting a learning media of mathematics to help students make it easier to understand concepts, solve problems and can facilitate the achievement of the objectives of mathematics learning. learning media is a container to convey learning messages so that learning objectives can be achieved. creative use of media can increase the possibility for students to learn more, remember well (riyana, 2012). learning media can visualize mathematical material that tends to be abstract (widodo & wahyudi, 2018). learning media are used to facilitate communication in the teaching and learning process, optimally sought to be able to foster creativity and motivation in learning activities to improve the quality of education (wiana, 2017). one type of learning media that can make students interested, not bored, and help students during the learning process is pop-up media. pop-up is amazing when used in learning activities in the form of visual media. media pop-up visuals can provide a very interesting mailto:lufitaelfiani65@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 45 mathematics education journals vol 3 no. 1 february 2019 visualization of stories because the images presented can move in any part that is opened or shifted, and the appearance is in the form of two and three dimensions (widalatika, 2014). popups contain pieces of paper that appear or move when they are opened and fully folded when the book is closed, and the appearance is in the form of two or three dimensions (ahmadi, fakhruddin, trimurtini & khasanah, 2017). media pop-up is a folded piece of paper where a two-dimensional or three-dimensional structure appears when opened (okamura & igarashi, 2010). several studies relevant to the development of pop-up book as a media for learning mathematics are kharisma (2017) developing pop-up learning media to improve student learning outcomes in petroleum and petrochemical materials. dewanti (2018) developed the pop-up book media for learning the environment in which i live. shita & maisaroh (2017) developed the pop-up puppet pandhawa character book. azizan (2017) developed a pop-up book in learning psychowriting based poetry writing. vate (2012) developed the 3d augmented reality multimedia pop-up book media in english lessons. the four studies that are relevant to developing the pop-up book media as learning media. the development of pop-up learning media developed this time, added audio to make it more interesting and more interactive, and students are more excited when learning takes place. the information presented will give a deep and longer impression stored on students and can increase the attention of each student. through audio-visual media, learning content can be more interactive and allow two-way traffic in the learning process (haryoko, 2012). silent audio-visual media is a medium whose delivery of messages can be received by hearing and sight, but images that are presented as still or slightly motionless (susilana & riyana, 2009). audio-visual media is a combination of images and sounds to actualize or visualize certain realities based on images (cintas & remael, 2014). through the development of audio-based pop-up learning media, students are expected to be easier to understand mathematics lessons and attract interest in learning especially in quadrilateral flat building material. the rectangular flat builds described in this media are square, rectangular, lengthy, trapezoidal, kite and rhombus. with the existence of audio-based pop up media, it is hoped that it can help to provide solutions related to rectangular flat building quadrilateral (rectangular, square, length, divide, kite, and trapezoidal) material is very important to be mastered by class vii students because it becomes a prerequisite material when students sit in class viii learn to build flat side spaces (mustakim, 2016). quadrilateral flat material is a prerequisite material for studying material in the form of flat side space and congruence (rahayu, 2016). the relationship between research that is relevant to current research is to produce audio-based pop-up book learning media on quadrilateral flat build material. the development of audio-based pop-up book media is assessed based on validity which includes 5 aspects, namely: 1) aspects of appearance, 2) aspects of audio, 3) aspects of language, 4) aspects of layout and 5) aspects of content. in addition, the development of audio-based pop-up book media looks at student responses, student activities, and student learning outcomes after using audio-based pop-up book media. the development of audio-based pop-up book media aims to describe the process of developing and effectiveness of audio-based pop-up book learning media. not all learning media are effectively used during learning activities. learning media is said to be effective if the student response questionnaire is good with a percentage of ≥ 75%, good student activity with a percentage of ≥ 75% and student learning outcomes complete if the score above kkm is 75 with the percentage of classical completeness ≥ 75% issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 46 mathematics education journals vol 3 no. 1 february 2019 (wahyuningsih, 2012). media that is said to be effective if it can increase student interest in learning and the achievement of learning goals (musfiqon, 2012). research method this research was research and development (r & d) research using a sugiyono model which has ten stages, namely potential problems, information gathering, product design, design validation, design revision, product testing, product revision, usage testing, product revisions, mass production. in this study, the researchers only conducted until the ninth stage. this research was conducted in the odd semester of the 2018/2019 academic year. the trial was conducted at ma'arif 03 malang islamic high school with the subject of class vii students. the research procedure used in accordance to stages the development sugiyono model. a) stage of potential problems related to problems found at school regarding the use of instructional media used. b) the stage of information gathering was done by interviewing teachers in the field of mathematics. c) the product design phase, which starts from the preparation of the material, compiling the cover, packaging box, contents of the pop-up book, the audio-based pop-up book guidance, dubbing, and installation of audio and planning the materials used to print pop-up book and audio installation. d) design validation phase, which required some experts or experts who are experienced to assess the newly designed product, namely the expert validator was a lecturer in mathematics education and learning practitioner who is a teacher. e) the design revision stage, namely the shortcomings provided by the validator were tried to be reduced by improving the design. the product trial stage was carried out in small groups of 6 students. f) the product revision stage, namely the shortcomings obtained in the product trial try to be repaired. g) the trial phase was carried out in a large group of 25 students. h) product revision stage, that is, if there was still a shortage in the last trial researchers need to improve. 1. data collection instruments used the validation sheet of media, student response questionnaire, a student activity sheet and learning outcome test. the media validation questionnaire used to measure the level of validity of the media. student questionnaire responses, student activity sheets, and learning outcome test sheets used to determine the effectiveness of media products. the following aspects assessed in the development of audio-based pop-up book media: media validation consisted of 5 aspects, each of which has indicators (hermanto, 2015). a) display aspects: composition and layout on a balanced cover, full pop-up color appearance, letters used clear and easy to read, illustrated images and material were easy to understand, image quality is clear. b) audio aspects: the voice of the narrator sounds clear, the questions conveyed were easy to understand and clear. c) aspects of language: use indonesian language that was good and correct, language was easily understood by students. d) layout aspects: layouts were not monotonous, layouts were easy to use, the accuracy of images and material. e) aspects of the content: the accuracy of the title with the content of the material, the clear description of the material, the presentation of the material was easy to understand, the sample questions given were clear. 2. student responses consist of 3 aspects, each of which has indicators (anggi & dede, 2014). a) aspects of content: using good and correct language, material easy to understand and clear, examples of questions given are clear. b) display aspects: each page was interesting, the image presented was clear, the layout was not boring, it looks colorful full, interesting writing models. c) audio aspects: sounds can be heard clearly, the questions conveyed are easy to understand. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 47 mathematics education journals vol 3 no. 1 february 2019 3. student activities consisted of 5 aspects, each of which has indicators (sardiman, 2011). a) visual aspect: using a pop-up book, the layout clearly visible, the image presented is clear, interested in learning media. b) listening aspect: students listened to the sound clearly, easily understand the questions conveyed, easily use the audio player. c) aspects of writing: recording the results obtained in learning, writing down the questions correctly received. d) drawing aspect: depicting the flat building that has been studied, illustrates the problem that was conveyed through the audio player. e) emotional aspects: love to take part in audiobased pop-up book learning, dare to ask the teacher. f) mental aspects: preparing for learning, paying attention to teacher's direction, enthusiasm for learning. 4. student learning outcomes, the test used to determine student learning outcomes after using audio-based pop-up book learning media. the test in the form of four items given separately from the audio-based pop-up book analyzed in accordance with the minimum completion criteria (kkm) used at ma'arif 03 islamic high school in malang. data analysis techniques include validity analysis and effectiveness analysis. the product was said to be valid with a percentage of ≥ 60%. validity data analysis obtained by calculating the validity percentage by dividing the number of scores obtained with the maximum score from the validator in each aspect and multiplied by 100%. result and discussion the steps used in developing this product adopt and adapt the development process of sugiyono which consists of nine stages, namely potential problems, information collection, product design, design validation, design revisions, product trials, product revisions, product usage, and product revisions. the activities of each stage in the product development process are as follows: 1. potential problems the results obtained during the learning activities, the teacher uses the lecture method with the help of textbooks and lks. students also feel bored with such repeated learning activities. the use of learning media in schools is very minimal. as well as facilities such as lcds are also still not available in every class. if the teacher uses powerpoint media usually see the class situation first because the availability of lcd is only available in the laboratory. so based on the above problems it is necessary to have new learning media in the form of audio-based pop-up book for students so that students do not get bored when learning activities take place. learning media developed about the properties, extent, and circumference of a flat quadrilateral. 2. information collection the researcher made observations and interviews directly to the school. this preliminary study includes observations when learning activities take place and interviews students and mathematics teachers regarding the media used during learning mathematics. the media developed must be in accordance with basic competencies (kd) and indicators that have been formulated. formulating basic competencies (kd) is understanding the properties of flat building and using them to determine circumference and area, solving real problems related to the application of the properties of rectangles, squares, trapezoidal, square, rhombus, and kites. formulating indicators that are knowing the types of flat rectangular shapes and their properties, solving problems related to rectangular flat builds. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 48 mathematics education journals vol 3 no. 1 february 2019 3. product design the product design phase needs the help of corel draw x7 software. this program is used to design the pop-up book before it will be printed. a. preparation of material, namely quadrilateral flat using the mathematics book of smp / mts class vii in the second semester of the 2013 curriculum revised edition 2017. b. the arrangement of cover, which is a front and back cover made on worksheet a3 corel draw x7 software. the paper used for printing is art paper with a thickness of 150 grams with a2 size. so the cover design is placed in the middle of the a2 paper so that it has the remainder at the bottom and right left. after printing, on the back side of the middle part is affixed a3 size paperboard with a thickness of 4.3 mm then the remaining paper top and bottom left are also taped to the cardboard. picture 1: cover display c. the preparation of the packaging box, which is made by the worksheet of corel draw x7 software with a size of 61cm × 54cm. printed using art paper paper with a thickness of 310 grams measuring 70cm × 60 cm. picture 2: packaging display d. preparation of pop-up book contents, namely the contents of the pop-up book, is made on the worksheet of the a3 size corel draw x7 software. in the content section, there are kd, indicators, table of contents, audio, properties of a flat quadrilateral, broad formulas and circumference of flat square shapes, examples of rectangular flat builds and examples of rectangular flat builds. printed using art paper paper with a thickness of 310 grams. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 49 mathematics education journals vol 3 no. 1 february 2019 when books are not open first page contains ki and kd second page contains table of contents and audio questions third page about square fourth page about rectangles fifth page about jajargenjang issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 50 mathematics education journals vol 3 no. 1 february 2019 sixth page about trapezoid seventh page about kites eighth page about rhombus ninth page when the book is closed picture 3: fill in the pop-up book e. the audio-based pop-up book guidance are made on the a5 size corel draw x7 software worksheet and printed back and forth using paper art paper with a thickness of 150 grams. picture 4 : the audio-based pop-up book guidance issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 51 mathematics education journals vol 3 no. 1 february 2019 f. dubbing preparation is to record the questions submitted, researchers are assisted with the application "voice changer". the questions were 30 questions consisting of 5 square questions, 5 rectangular questions, 5 long question questions, 5 trapezoid questions, 5 kite questions and 5 rhombus questions. g. the audio compilation is affixed to the second page besides the list of contents needed for composing audio is the speaker with a ratio of 65db, mp3, memory, battery box, 4 batteries with aa lr6 1.5v size, cables, alternating black solutions. image 5: audio compilation 4. design validation audio-based pop-up book learning media on flat-build material in junior high school validated by 2 validators. the two validators, the expert validator is a lecturer in mathematics education at the university of muhammadiyah malang and a learning practitioner is a seventh-grade mathematics teacher at ma'arif 03 islamic junior high school malang. the results of the assessment by the two validators, namely the display aspect obtained an average percentage of 95%, 81.25% audio aspects, language aspects 87.5%, 83.3% aspect layout and 93.75% content aspects. of the four aspects, the average value of 88.16% is very valid with information worthy of use. with some suggestions given by the validator for improvement. 5. design revision after entering the validation phase there are several revisions that have been submitted by the validator through the comments and suggestions column that is available in the sheet of media validation. error writing "usera" which should be "usage". layout errors, for example, the flat wake that is presented, should wake up with a description of the sides, base, height and so on put on the front. 6. product testing audio-based pop-up book that has been validated and repaired and declared feasible by media experts and practitioners and then tested it on class 7 students of ma'arif islamic middle school. this product trial was carried out by 6 class vii students and randomly selected, namely 3 female students and 3 male students. audio-based pop-up book given to small groups of 6 students. during the media trial, an observer assessed the activities of students using the media. every time students are asked to do the exercises in the audio questions in groups, after that they are corrected together. at the end of the lesson, students are given a test and response questionnaire. the results obtained in this product trial are the activity of students having an average percentage of 92% with very good criteria, student questionnaire responses having an average percentage of 88.1% with very good criteria and for student learning outcomes having an average the percentage of classical completeness is 100% with kkm 75. 7. product revision issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 52 mathematics education journals vol 3 no. 1 february 2019 it is necessary to use an additional speaker ratio of 100 db in order to harden the audio problems if tested in large groups. many received positive comments about audiobased pop-up book media. 8. usage trial audio-based pop-up book that has been validated and repaired and declared feasible by media experts and practitioners and then tested it on class 7 students of ma'arif islamic middle school. this usage trial was conducted by 25 class vii students. audio-based popup book given to each group of 5 students. during the media trial, an observer assessed the activities of students using the media. every time students are asked to do the exercises in the audio questions in groups, after that they are corrected together. at the end of the lesson, students are given a test and response questionnaire. the results obtained in this product trial are the activity of students having an average percentage of 86.8% with very good criteria, student response questionnaires have an average percentage of 88.87% with very good criteria and for student learning outcomes to have average data percentage of 92% classical completeness with kkm 75. 9. product revision there was no revision after a large group usage trial was conducted on class vii students, amounting to 25 students at ma'arif 03 islamic junior high school malang. discussion based on the results of the research that has been done, audio-based pop-up book learning media on quadrilateral flat material in junior high school has been developed in accordance with nine stages, namely potential problems, information gathering, product design, design validation, design revision, product testing, product revision , trial usage, product revision. the validity of the media is assessed based on the data analysis of the media validation sheet, in which there are display aspects, audio aspects, language aspects, layout aspects, and content aspects. the results of the audio-based pop-up book learning media validation are very valid, so audio-based pop-up book media is feasible to be tested in learning quadrilateral flat builds. learning media that have been created and have been validated are then tested to see their effectiveness by conducting 2 trials on class vii students. the first is the student response questionnaire which is assessed based on the aspects of the content, appearance aspects, and audio aspects. the results of data analysis of student responses in trial 1 and trial 2 were stated to be very good. second is the activity of students who are assessed based on the visual aspects, aspects of writing, aspects of drawing, emotional aspects and mental aspects. the results of the analysis of student activity data in trial 1 and trial 2 were stated to be very good. third, student learning outcomes that are assessed based on the questions given after using audio-based popup book media must meet the minimum completeness criteria (kkm), namely 75. the results of the analysis of the percentage of classical completeness of students in trial 1 and trial 2 are expressed as 75%. it can be concluded that the audio-based pop-up book media is said to be effectively used as a learning media in quadrilateral flat building material. this is in line with the research (dewanti, 2018) and (safri, sari & marlina, 2017) stating the feasibility of media seen from the results of overall validation, namely 95.20% and 92.67% with very valid criteria, then the media is feasible to be used in learning. (azizan, 2017) and (kharisma, 2017) state the results of questionnaire questionnaires, student activities and learning outcomes in a row. questionnaire responses that have an average percentage of 98% and 92% with very good categories, student activities in the class have an average percentage of 88.8% and 97% with very good categories while student learning outcomes have an average percentage of classical completeness of 82% and 87% with very good categories. which means issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 53 mathematics education journals vol 3 no. 1 february 2019 that the effective pop-up book media is used as a learning media. (vate, 2012) conducted 2 trials by giving a test, the first test gained 87.78% and the second test gained 87.4%. conclusion the conclusions of this study are (1) the process of developing audio-based pop-up book media on quadrilateral flat waking material through 9 stages. the stages of making audio-based pop-up book, namely potential problems, information gathering, design, media validation, media revisions, media trials, media revisions, media usage trials, and media revisions. in making it aided by corel draw x7 software. the results of the validation obtained from the media expert validator and learning practitioner the average percentage is 88.16% with very valid criteria, which means that audio-based pop-up book media is worthy of being used as a learning medium in quadrilateral flat building material. (2) the effectiveness of the media seen from the minimum student response questionnaire has good criteria, while the minimum student activity has good criteria and minimum learning outcomes have a percentage of classical completeness ≥ 75%. student responses to audio-based pop-up book learning media have a very good response. while the activities of students when learning using audio-based pop-up book learning media have very good activity. and student learning outcomes after using audiobased pop-up book learning media obtain a percentage of classical completeness ≥ 75%. from the results of student questionnaire responses, student activities and learning outcomes that have been tested showed the results that the audio-based pop-up book media in quadrilateral flat material in smp was effectively used as a learning media. references ahmadi, farid., fakhruddin., trimurti., & khasanah khafidhotul. 2017. the development of pop-up book media to improve 4th grade students’ learning outcomes of civic education. universitas negeri semarang. 3rd international conference on theory & practice. 978-0-9953980-5-4. arikunto, suharsimi. 2013. prosedur penelitian : suatu pendekatan praktik. jakarta: pt. rineka cipta. azizan, yoga. 2017. pengembangan pop up book dalam pembelajaran menulis puisi berbasis psychowriting pada siswa kelas viii d smp negeri 1 srengat kabupaten blitar. surabaya : universitas negeri surabaya. cahyadi, dede. 2014. pengembangan media pembelajaran berbasis flash pada mata pelajaran ipa terpadu pokok bahasan wujud zat dan perubahannya kelas vii smpn 5 satu atap bumijawa. semarang : universitas negeri semarang. cintas, jorge diaz., remael, aline. 2014. audio-visual translation. sysmedia. wincaps : routledge dewanti, handaruni. 2018. pengembangan media pop up book untuk pembelajaran lingkungan tempat tinggalku kelas iv sdn 1 pakunden kabupaten ponorogo. malang : universitas negeri malang. djijar, canggih devi. 2015. efektifitas media pop-up book dalam meningkatkan kemampuan membaca cerita mata pelajaran bahasa indonesia kelas i sekolah dasar brawijaya smart school malang. malang : universitas negeri maulana malik ibrahim. gurganus. 2010. characteristics of student’s mathematics learning. www.education.com/reference/article/studentsmath-learning-problems/. issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 54 mathematics education journals vol 3 no. 1 february 2019 haryoko, sapto. 2009. efektifitas pemanfaatan media audio-visual sebagai alternatif optimalisasi model pembelajaran. makasar. universitas negeri makasar. jurnal edukasi elektro kharisma, miftahul. 2017. pengembangan media pembelajaran pop up book untuk meningkatkan hasil belajar siswa pada materi minyak bumi dan petrokimia di kelas xi mas muta’allimin aceh besar. banda aceh : universitas islam negeri arranry. musfiqon. 2012. pengembangan media & sumber pembelajaran. jakarta : pt. prestasi pustakaraya okamura, sosuke., igarashi, takeo. 2010. an assistant interface to design and produce a popup card. japan : university of tokyo. international journal of creative interfaces and computer, 1(2), 40-50. pamuji, tri, dkk. 2014. persepsi terhadap mata pelajaran matematika siswa smp kelas viii. purworejo : universitas muhammadiyah purworejo. rahayu, s. 2016. analisis kesalahan siswa dalam menyelesaikan soal-soal kesebangunan. jurnal e-dumath, 2(1): 1-9. riyana, cepi. 2012. media pembelajaran. jakarta : direktorat jendral pendidikan islam, kementrian agama ri. safri, meilia., sari, sri adelia., marlina. 2017. pengembangan media belajar pop-up book pada materi minyak bumi. jurnal pendidikan sains indonesia, vol. 05, no.01, hlm 107-113. shita, anggit & siti maisaroh. 2017. pengembangan buku pop-up wayang tokoh pandhawa pada mata pelajaran bahasa jawa kelas v sd. yogyakarta : universitas pgri yogyakarta. sugiyono. 2015. metode penelitian : kuantitatif, kualitatif, dan r&d. bandung : alfabeta. susilana, rudi & cepi riyana. 2009. media pembelajaran. bandung : cv. wacana prima. vate, poonsri. 2012. an augmented reality 3d pop-up book: the development of a multimedia project for english language teaching. bangkok : assumption university of thailand. wiana, w. 2017. inetrractive multimedia-based animation : a study of effectiveness on fashion design technology learning. bandung : indonesia university of education. the 2nd international joint conference on science and technology (ijcst). widalatika, vladina nur. 2014. pengembangan media visual kirigami pop up dengan materi potensi dan sebaran sumber daya alam indonesia untuk pembelajaran ips di smp kelas vii. yogyakarta : universitas negeri yogyakarta. widodo, s. a., & wahyudi. (2018). selection of learning media mathematics for junior school students. tojet (the turkish online journal of educational technology),17(1), 154–160. wirayanti, p.m., hidayah, i.n., & muksar, m. 2016. pengembangan lembar kegiatan siswa (lks) dengan strategi react pada materi keliling dan luas lingkaran. pendidikan matematika unissula issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 36 mathematics education journals vol 3 no. 1 february 2019 the implementation of think pair share (tps) learning model using realistic mathematics approach in problems solving ita milandari khotimah, marhan taufik, hendarto cahyono study program of mathematics education faculty of teacher training and education, university of muhammadiyah malang lufitaelfiani65@gmail.com abstract this research aimed at describing the implementation of tps learning model using realistic mathematics approach in solving problems. the type of research was qualitative descriptive. the subjects of this research were the students of class 8-i that consisted of 20 students. the data collection methods that used in this research were: 1) observation, 2) test, 3) interview, and 4) documentation. the research results indicated that the learning used the tps model using the realistic mathematics approach in the geometry material of prism and pyramid during four-time meetings overall could be conducted based on what had been planned. the learning stages are adjusted to the students’ learning activities in order to improve the students’ thinking abilities and skills to solve the problems. the students’ mathematical problem-solving ability was high categorized after the implementation of this learning model. it was proven by the test results which indicated that the students were able to master the three important stage namely understanding the problems, planning the completion, and implementing the plans. the understanding stage was by writing down the information from the problems and the information that had been asked from the question very well. in the planning stage, the students also could write down the information into the mathematical model and plan the completion strategy even though it was not complete enough. therefore, in the model of implementing the plan, the students were able to implement the completion based on the plans and get the results. keywords: tps, pmr, problem-solving. introduction mathematics is one of the fields of study that occupies an important role in education and commonly called as the queen or mother of science (turmudi, 2001). in education, mathematics learning is used as a foundation and aims to train the students' mindsets, imagination, and creativity of thinking. the learning mathematics requires an interactive learning model and approach so that it supports the progress of the learning purposes. realistic mathematics education is an approach of mathematics learning that comes from dutch (wahyuningtyas, 2014). in indonesia, the rme approach is better known as the indonesian realistic mathematics education (pmri). this realistic mathematics education approach is a type of mathematical approach that adapted from the rme. according to fauzan (2003) in atmini's paper, the pmr approach is characterized by several things namely: a) mathematics is seen as human daily life activities so that the solving of contextual problems is essential in learning; b) learning mathematics means working on mathematics; c) the students are given the opportunity mailto:lufitaelfiani65@gmail.com issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 37 mathematics education journals vol 3 no. 1 february 2019 to find out mathematical concepts under the guidance of the teacher; and d) the learning process takes place interactively where the students become the focus of all activities in the classroom. the pmr approach selects the contextual problems to train the students' problem-solving ability. the problem-solving ability becomes one of the abilities that have to be possessed in the mathematics learning. the mathematical problem-solving is an abstract and complex process, in which it involves the thinking and imagination. nctm clarifies that the main purpose of mathematics learning is problem-solving (atik, 2013). in addition, the nctm also reveals that the purpose of problem-solving teaching in general is to (1) build new mathematical knowledge, (2) solve problems that arise in mathematics and in other contexts, (3) apply and adapt various strategies that are appropriate for solving the problems, and (4) monitor and reflect on the process of solving the mathematical problems (husna et. al, 2013). there are several stages used in the problem-solving such as those that are proposed by g. polya in his book "how to solve it" (djamilah, 2009). the four steps to solving the mathematical problems according to g.polya were: (1) understanding the problem (understanding the problem, identifying what is known by identifying the facts and what is already known in the problem), (2) devising plan (making a plan, drawing the technical framework for completion using the facts obtained from the questions), (3) carrying out the plan (solving the problems, using the chosen completion techniques according to the planned plan/framework), (4) looking back (looking back, checking the truth of completion whether the answer is in accordance with the asked question or not). if the stages of g. polya is explained in the form of an image, it will be as follows: figure 1. the problem-solving process the achievement of mathematical problem-solving ability requires a good mathematical communication using the balanced interactions between the students and other students, or the students and the teacher. based on these problems, the teacher needs an innovation in mathematics learning that is able to improve the problem-solving ability and make the students play an active role in the learning. when reviewing the expected learning method, one of the alternative methods that can be fulfilled is by using a cooperative learning model. this cooperative learning model is a learning activity that centered on the students to actively interact in building a knowledge. one of the learning models is think pair share (tps) (miftahul, 2013). the think pair share learning model is a cooperative learning model that requires the students to pair together for discussion. this learning begins with the teacher giving a problem then the students "think". then, the students look for a pair "pairing" to discuss the problem, then the results of the discussion with their partner are discussed again with the partner of the entire class "sharing" (yuni, 2014). this tps model provides a good result in several previous studies especially in the context of the learning understanding. based on the results of research conducted by wahyuningati (2015), one of the conclusions states that the raising between initial understanding and the understanding after using the learning model can increase the learning completeness from 33.33% to 81.82%, in which it is 48.49%. in addition, a research related to the implementation of the tps learning model is conducted by lailatul (2013), which concludes that using the tps learning model can improve the students’ learning activities by mastering issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 38 mathematics education journals vol 3 no. 1 february 2019 the material, asking questions and discussing, practicing the creative thinking, and making the students to be able to work on the problem especially the understanding problems (problemsolving). the tps model is also suitable for the learning activities in problem-solving and combining them with appropriate and effective approaches. one of suitable approaches is the realistic mathematics education approach (pmr). the pmr approach is a learning approach that combines the views of mathematics, how the students learn mathematics, and how to teach mathematics. based on the results of research conducted by witri (2014) about the problemsolving ability using realistic mathematics learning, the results showed that the mastery of mathematical problem-solving ability could be seen from the pre-test results, of which results showed that the experimental class was 8.83% while the control class was 10.15%, both are in the poor category. the results experienced a rapid increase after the post-test, in which it showed that the results of the experimental class were 62.27% while the control class became 45%. so, it can be concluded that the improvement of problem-solving ability using the realistic mathematics learning is better than the direct learning. the results of the krismiati (2013) research on the implementation of pmr in groups showed that the learning that used problem-solving in groups could improve the students' mathematical problem-solving ability, especially on the aspects of conceptual understanding, processes, strategies, and connections in the problem-solving. based on the description above, the purpose of this research is to describe the implementation of think pair share (tps) learning model using the realistic mathematics education approach in the problem-solving. research method the type of research was descriptive qualitative, in which it produced an overview or illustration of the implementation of think pair share learning model using the realistic mathematics education approach and to find out the students' problem-solving ability. the subjects of this research were the students of 8 i class that consisted of twenty students. this research used four methods of data collection, namely 1) observation, 2) test, 3) interview, and 4) documentation. the observations were used to find out the implementation of the think pair share learning model using the realistic mathematics education approach; the test was used to determine the students’ problem-solving ability; the interview was used to strengthen the students' arguments regarding to the test completed and the documentation was used to capture all of the activities carried out during the implementation process of the think pair share (tps) learning model using the realistic mathematics education approach. the data were analyzed descriptively: 1) test: the researcher would correct the work results of students by using the scoring rubric in the level of problem-solving ability in writing by determining the students’ level, describing each indicator, and concluding the results, and 2) observation: the results of this observation would be explained qualitatively and it was reinforced by the results of documentation in the form of photos when the learning activities took place. result and discussion the implementation of tps model using the pmr approach on the geometry material of prism and pyramid for four meetings overall could be carried out in accordance with the planned learning stages. the teachers’ activities and the students’ activities during the learning were conducted properly based on the learning stages of the lesson plan (rpp). the stages of that learning model generally included of: 1) the teacher provided the contextual problems by issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 39 mathematics education journals vol 3 no. 1 february 2019 adjusting the material, 2) the teacher gave the time to the students for thinking and the students solved the problems individually, 3) the teacher formed pair of students, 4) each pair did a discussion so that they have an answer for the problem, 5) made presentations and the representative of each pair explained (sharing) the results of their group work, 6) after the presentation was finished, the teacher and the students did a class discussion so that they got the conclusion, and 7) the teacher did the reflection and evaluation. the students' problem-solving ability was seen from the group discussions at the second meeting, the third meeting, and the test that conducted at the last meeting. based on the results of the students' problem-solving ability which could be seen from the results of the discussion up to the test, it appeared that the level of students’ ability was very diverse with an increasing and decreasing in the ability level at each meeting. however, most of the students had reached the levels of 3 and 4 or at the medium level until the high level. the following was an explanation of the level of mathematical problem-solving ability of the student that taken from the results of student’s work when following the test on the number 1: a. the student with mathematical problem-solving ability in the low category when it was viewed at a glance of the results of this student work, it had fulfilled all the stages in problem-solving ability. however, based on the work results of the student, the student still had some shortcomings and errors in the process so that only a few indicators were fulfilled. the aspect of understanding the problem with indicator of writing the known data in the problem and writing down the problems asked in the question were fulfilled with the evidence that the student wrote down what was known and asked correctly and properly. in the aspect of planning the completion, on the indicator of writing the problem into the mathematical language (including drawing) was correct but for the resulting image was still unclear and planning the formula/strategy was only partially correct. in the aspects of solving the problems based on the plan with the indicator of solving the problem in accordance to what had been planned had been run but the student still did not understand what had been written on the known and asked points. this was proven by the students who only calculated the volume of milk boxes before they were enlarged, then the student interpreted the amount of change with the use of the wrong formula. thus, the indicator got the results of the right answers that in accordance with the taken stages. the student did not meet at all because the answers produced were not appropriate and in accordance with the purpose of the problem. the last aspect, re-checking with the issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 40 mathematics education journals vol 3 no. 1 february 2019 indicator of making sure that the answers to the question did not meet because the student did not check it. therefore, the student’s ability level in the question number 1 was located at the level of 2 with a level of problem-solving ability that was classified as low. b. the student with mathematical problem-solving ability in the medium category based on the results of the work of aqja students, it showed that the student had fulfilled the completion stages with 4 aspects of problem-solving. however, if it was corrected more thoroughly, there were some indicators that had not been fulfilled. the aspect of understanding the problem with the two indicators and the aspect of planning the completion with the two indicators had also been fulfilled. it was proven by the data that written by the student according to what was known and asked in the question. the student was also able to write it into the mathematical form and draw correctly and write down some of the right formulas to be used in the problem-solving. in the aspect of solving problems in accordance with the plan, on the indicator of solving the problem in accordance with the planned, it had been carried out properly and correctly to the process of the calculation results. from the results of planning formulas which were only partially written, there was a slight misunderstanding of student in understanding the problems asked in the question. the student could not determine the right final result and only part of the process could be calculated correctly. the last aspect, re-checking with the indicator of making sure of the answer to the question was not met because the student did not check it. thus, the student ability level in question number 1 was classified as level of 3 with a medium of problem-solving ability level. c. the student with mathematical problem-solving ability in the high category ( a) the student could fulfill the four ( b) stages of problem-solving figure 4 (a) and (b) were the work result of arb student on the test of number 1 issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 41 mathematics education journals vol 3 no. 1 february 2019 based on the results of the work of arb student, it was seen about the accuracy of the work process of student that was in accordance with the stages to solving the problem. the aspect of understanding the problem with the two indicators had been fulfilled as evidenced by the complete and precisely of the student in writing the known and asked points based on the question. the planning of the completion aspect was fulfilled for both indicators, namely writing the mathematical sentence and drawing it correctly and the student wrote down the formula correctly and completely according to the problem that would be solved. the aspect of solving the problems in accordance with the plan, on the indicator of solving the problem in accordance to what had been planned had been carried out properly and correctly so that it obtained the desired results of the question. the last aspect was to check again with the indicator of making sure the answer and the question that was fulfilled because the student had tried to re-check even the student had been able to write down the conclusion to reinforce the answers of the question. as a result, the ability level of arb student in question number 1 was classified as level of 5 with a very good level of problem-solving ability. the explanation of students works of number 1 on the test when viewed from the level of students’ mathematical problem-solving ability, it obtained that most of the students had mastered the stage of understanding the problem by writing the data that were known and became a problem in the question very well. the stage of planning the problem, the students were also able to write it in the mathematical form and plan a completion strategy even though it was incomplete. thus, at the stage of implementing the plan, the students were able to carry out the completion based on the plan and got the results. the factor that caused the students to get a fairly good level was that the students were not careful when writing the question into the mathematical sentence forms so that the errors emerged and had long sequences until the students determined the final answer. the evidences of the test results from 20 students that had gotten a number of levels from very good ranges, fairly good were seen from the question number 1, in which all of the students got very good level of range; thus, for the question number 2, there were 16 students and there were 14 students on the number 3. this was in line with krismiati (2013) who investigated the implementation of the pmr in groups showed that the learning using problem-solving in groups could improve the students' mathematical problem-solving ability, especially in the aspects of conceptual understanding, processes, strategies, and connections in the problem-solving. conclusion the teacher and students’ activities during the learning are carried out well according to the learning stages in the lesson plan (rpp). the teacher guides the students by giving the instructions during the learning process such as: guiding on the work completion of problemsolving, group formation, the students do a discussion and test using the completion stages that have been taught, discussing the discussions question with the group, and presenting the discussion results. the discussion activities are carried out through the activities of students thinking about the problem-solving, the students begin to plan the completion, the students try to solve the problems, find out the results of answers, and present the results of the discussion in front of the class. the final activity of learning is carried out through the activity of reviewing the material that has been studied by giving feedback questions and the students draw the conclusion with the teacher. it is proven from the results of the test that the students are able to master three stages, namely understanding the problem, planning the completion, and implementing the plan so that it can be categorized as good. the execution of test from numbers 1 to 3, most of the students issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 42 mathematics education journals vol 3 no. 1 february 2019 have mastered the stage of understanding the problem by writing the data that are known and become a problem in the question very well. the stage of planning the problem, the students are also able to write in mathematical form and plan a completion strategy, although sometimes it is incomplete. thus, at the stage of implementing the plan, the students are able to carry out the completion according to the plan and get the results. the factor that causes the students to get a fairly good level is that the students are not careful when writing the question into the mathematical sentence forms so that the errors emerge and have long sequences until the students determine the final answer. the evidences of the test results from 20 students that had gotten a number of levels from very good ranges, fairly good were seen from the question number 1, in which all of the students got very good level of range; thus, for the question number 2, there were 16 students and there were 14 students on the number 3. references anisa, witri nur. 2014. peningkatan kemampuan pemecahan masalah dan komunikasi matematik melalui pembelajaran pendidikan matematika realistik untuk siswa smp negeri di kabupaten garut. jurnal pendidikan dan keguruan vol. 1 no. 1, 2014, artikel 8. diakses pada tanggal 7 maret 2016. djamilah b. 2009. kemampuan pemecahan masalah matematis mahasiswa calon guru matematika: apa dan bagaimana mengembangkannya. seminar nasional matematika dan pendidikan matematika. fmipa uny. isbn: 978-979-16353-3-2. diakses pada tanggal 21 maret 2016. fauzan, ahmad. 2003. rute belajar dalam rme: suatu arah untuk pembelajaran matematika. makalah, disampaikan pada seminar nasional pendidikan matematika di universitas sanata dharma yogyakarta 27-28 maret 2003. diakses pada tanggal 25 februari 2016. husna, dkk. 2013. peningkatan kemampuan pemecahan masalah dan komunikasi matematis siswa sekolah menengah pertama melalui model pembelajaran kooperatif tipe thinkpair-share (tps). jurnal peluang, volume 1, nomor 2, april 2013, issn: 2302-5158. fmipa upi bandung. diakses pada tanggal 21 maret 2016. krismiati, atik. 2013. penerapan pembelajaran dengan pendidikan matematika realistik (pmr) secara berkelompok untuk meningkatkan kemampuan pemecahan masalah matematis siswa di kelas x sma. jurnal ilmiah program studi matematika stkip siliwangi bandung, vol 2, no.2, september 2013. diakses pada tanggal 25 februari 2016. lailatul, dkk. 2013. penerapan modelpembelajaran kooperatif tipe think pair share untuk meningkatkan aktivitas belajar siswa pada pokok bahasan matriks. jurnal pendidikan matematika tki pgri sidoarjo vol 1 no 1, april 3013. issn: 2337-8166. diakses pada tanggal 13 maret 2016. turmudi, drs, dkk. 2001. strategi pembelajaran matematika kontemporer. bandung: jica – upi. wahyuningati, asih. 2015. penerapan model pembelajaran kooperatif tipe think pair share pada materi persamaan garis lurus kelas viii smp muhammadiyah 2 malang. skripsi. universitas muhammadiyah malang. wahyuningtyas, mega. 2014. implementasi metode realistic mathematics education menggunakan model open ended pada siswa smp kelas vii. skripsi. universitas muhammadiyah malang. yuni, dkk. 2014. eksperimentasi model pembelajaran two stay two stray (ts-ts) dan thinkpair-share (tps) dengan pendekatan matematika realistik (pmr) ditinjau dari issn : 2579-5724 issn : 2579-5260 (online) http://ejournal.umm.ac.id/index.php/mej 43 mathematics education journals vol 3 no. 1 february 2019 aktivitas belajar matematika. jurnal elektronik pembelajaran matematika vol.2, no.3 hal 250-259, mei 2014.issn: 2339-1685. universitas sebelas maret surakarta. diakses pada tanggal 13 maret 2016.