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61	Mathematics and Mathematics Education	ABS-21
Using Making Drawing Strategy in Solving a Space Geometry Problem: An Example of Learning Design Tian Abdul Aziz, Makmuri, Lukman El Hakim Universitas Negeri Jakarta Abstract The study aims to design problem based learning using making a drawing strategy and identify potential students and teachers behaviors. The study is part of an instructional design on space geometry for 10th graders. The seven episodes of Artzt and Armour Thomas problem solving processes describe the process carried out by students in solving problems in which making a drawing is the primary strategy. In addition, this paper uncovers students and teachers behaviors in problem based learning environments. As a result, making a drawing can facilitate students to deal with a problem in which they construct an external representation of the given data and situation. In addition, students behavior can be identified based on their ability, whether they are naive, routine, or sophisticated problem solvers. Finally, understanding teachers behavior can be equated with understanding teachers role in problem solving approaches Keywords: Drawing Strategy- Problem Solving- Space Geometry- Learning Design Share Link | Plain Format | Corresponding Author (Tian Abdul Aziz)

62	Mathematics and Mathematics Education	ABS-23
Mathematical Communication Ability of Grade XI Vocational High School Students in Solving Problem in Quadratic Function Ayu Nur Oktavia (a*), Tatang Herman (a) a) Mathematics Education, Universitas Pendidikan Indonesia Jalan Setiabudi 229, Bandung 40154, Indonesia *ayunoktavia12[at]upi.edu Abstract Mathematical communication ability is one of the most important ability for students to have in improving their understanding on learning mathematics. This research aimed to explore students^ mathematical communication ability in solving problem in quadratic functions using a qualitative approach with a case study method. This research involved 20 eleventh-grade students from vocational high schools in Garut Regency, West Java Province, who had studied quadratic functions. Data were collected through a written test focused on mathematical communication ability and follow-up interviews. The results showed that students failed to meet the mathematical communication ability indicators due to lack of practice in solving contextual questions on quadratic functions. Students with high mathematical communication ability were achieve two indicators of mathematical communication ability, students with moderate mathematical communication ability were only achieve one indicator of mathematical communication ability, and students with low mathematical communication ability did not meet any indicators of mathematical communication ability. Keywords: Mathematics Communications Ability- Problem Solving- Vocational High School- Quadratic Functions Share Link | Plain Format | Corresponding Author (Ayu Nur Oktavia)

63	Mathematics and Mathematics Education	ABS-25
Pedagogical Analysis of Anxiety in Learning Mathematics Among Seventh Grade Students Yohannes Rafhael Septhian Sibuea (a*), Prof. Dr. H. Tatang Herman, M.Ed. (b) Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Jawa Barat, Indonesia Abstract Mathematics is often perceived as a daunting subject for students, which can lead to anxiety even before the learning process begins. This anxiety can hinder students^ ability to understand the material and complete tasks, negatively impacting their academic performance. This study aims to explore math anxiety among seventh-grade students and provide pedagogical recommendations to alleviate this anxiety. The method used is a qualitative approach with a case study design, involving 28 seventh-grade students from a junior high school selected through saturated sampling. Data were collected through in-depth interviews, questionnaires, and classroom observations. The results indicate that 75% of students experience moderate to high levels of anxiety, influenced by the transition to more complex learning, pressure from the social environment, and a lack of emotional support. Math anxiety is divided into four main components: mathematics knowledge, physiological responses, mindset, and attitude. These findings suggest that anxiety can impede students^ ability to understand and solve mathematical tasks. Therefore, it is essential for educators to design interactive and collaborative teaching strategies, as well as provide positive feedback to enhance students^ confidence. This research emphasizes that a deep understanding of math anxiety is crucial for creating a more positive and productive learning experience for students. Keywords: Anxiety, Mathematics, Students Share Link | Plain Format | Corresponding Author (Yohannes Rafhael Septhian Sibuea)

64	Mathematics and Mathematics Education	ABS-28
Perspectives of Prospective Mathematics Teachers on Digital Media for Learning and Proving the Pythagorean Theorem Yusuf Adhitya,Bill Chairy Rizki Bustaren,Nurmala Setianing Putri Universitas Pendidikan Indonesia Abstract This research aims to analyze the needs of prospective mathematics teacher students in learning the Pythagorean Theorem, particularly in terms of understanding concepts, proofs, and the use of learning media. The research was conducted with a descriptive qualitative approach through a survey method. The research sample consisted of 80 students of the Mathematics and Mathematics Education Study Program at a university in Bandung. The results of the study show that, in general, students have understood the basic concepts of the Pythagorean Theorem and showed a positive interest in learning the material. However, most students are not used to using mathematical justification skills systematically in solving problems or proving theorems. In addition, they identified the need for interactive and contextual digital learning media to help understand and independently prove the Pythagorean Theorem. These findings imply the importance of developing and utilizing digital media based on mathematical visualization to support the learning process, strengthen justification skills, and encourage active student engagement. Keywords: Pythagorean, Digital Media, Proof Share Link | Plain Format | Corresponding Author (Yusuf Adhitya)

65	Mathematics and Mathematics Education	ABS-29
A Study of Students^ Statistical Literacy Abilities in Sumatra and Java Nurul Astuty Yensy. B- Fitria Virgantari Universitas Bengkulu Abstract Many factors influence the students^ statistical literacy skills, including learning strategies. Learning strategies depend on the lecturers in a particular region, as they are related to literacy culture and supporting facilities in each region. This study aims to examine in more depth the statistical literacy skills of students in Sumatra and Java. The case studies observed were undergraduate students of Mathematics Education in Bengkulu City and undergraduate students of Mathematics in Java (Pakuan University). The research method was a mix-method study using quantitative and qualitative methods. The research instruments used test sheets, questionnaires, and interviews. The results showed that the statistical literacy skills of undergraduate students of Mathematics Education in Sumatra tended to be at the Inconsistent level, which was 62.5%, while in Java it tended to be at the Critical level, which was 75.8%. There was a significant difference between the literacy skills of undergraduate students of Mathematics Education in Sumatra and undergraduate students of Mathematics in Java. Several factors causing differences in statistical literacy skills of students in Sumatra and Java, especially in the cities of Bengkulu and Bogor, include the learning model used by lecturers, student learning motivation, self-regulated learning, frequency of carrying out statistical practicums, and the availability of statistical discussion groups. Keywords: Literacy Statistics, Sumatra, Java Share Link | Plain Format | Corresponding Author (Nurul Astuty Yensy. B)

66	Mathematics and Mathematics Education	ABS-31
Improving Student^s Collaboration and Communication Skills through Project-Based Learning Model and a Deep Learning Approach in Phase F Statistics Material Isna Fauziyah (a*), Elah Nurlaelah (a), Toyib Febri Kisdiono (b) (a) Universitas Pendidikan Indonesia, Bandung, Indonesia (b) SMAN 1 Panggarangan, Banten, Indonesia Abstract Collaboration and communication skills are part of the eight dimensions outlined in the graduate profile of the Merdeka Curriculum. The deep learning approach emphasizes three core principles: mindful, meaningful, and joyful learning. When integrated into project-based learning, this approach is expected to enhance student^s collaboration and communication abilities. The aim of this study is to analyze the effectiveness of implementing project-based learning with a deep learning approach in the Phase F statistics material on student^s collaboration and communication skills. The statistical topics covered in this study include scatter plots, linear regression equations, and correlation analysis, with the aid of Microsoft Excel. This research uses a qualitative descriptive method. The instruments used consisted of observation sheets to assess collaboration and communication skills, as well as student response questionnaires. The findings indicate that after the implementation of project-based learning with a deep learning approach, student^s collaboration skills reached 77.25%, categorized as good, while communication skills reached 65.75%, categorized as enough. Meanwhile, student responses to the implementation of this approach in Phase F statistics material were very good. Based on the findings, it can be concluded that implementing project-based learning with a deep learning approach in Phase F statistics material can influence student^s collaboration and communication skills. Keywords: Project Based Learning, Deep Learning, Statistic Share Link | Plain Format | Corresponding Author (Isna Fauziyah)

67	Mathematics and Mathematics Education	ABS-45
Students Mathematical Reflective Thinking Skills in Solving Division of Fraction Problem Hendra Lesmana (a,b*), Yaya Sukjaya Kusumah (a), (a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia (b) Mathematics Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University, Sumatera Selatan, Indonesia (*) hendralesmana1302[at]gmail.com or hl1302[at]upi.edu Abstract Mathematical reflective thinking skills is one of important skills in 21st century and must be mastered by student. However, need to know how develop it properly. This research is a development study with design research type which aims to design a set of questionares that meet valid, practical, and effective criteria in developing learning in division of fractions in grade V elementary school. The research used the formative evaluation flow proposed by Tessmer which consisted of one-to-one evaluation and expert review stages, small-group evaluation, and field test. Data was collected by asked students comments, and suggestions and results of expert review. In the one-to-one evaluation stage, many questionaires need to be revised because the questions are ambiguous according to students^ opinions. At the same time, the expert said that questionaires were has not ambiguous. So, need to revice the questionaires. At the small-group evaluation stage, students did not have a problem and there were no negative comments about the questionares given. Practicality score was in 0,86, so it included in the very practical category. At the field test stage, the distribution of students was obtained according to student^s learning profiles. Based on pretest and posttest, there is an increase in student^s mathematical reflective thinking skills by n-gain 0,89 which is included in the high category. It was concluded that the question can be said to be valid, practical and effective for being used to enhance the student^s mathematical reflective thinking skills in division of fraction. The researchers hope that this result can be used for other similar studies related to mathematical reflective skills. Keywords: Mathematical reflective thinking skills, division of fraction, fractional division, high-order thinking skills problem Share Link | Plain Format | Corresponding Author (Hendra Lesmana)

68	Mathematics and Mathematics Education	ABS-46
Trend issues and challenges on Differentiated Instruction Framework in Mathematics Education: A Systematic Literature Review Hendra Lesmana (a,b*), Yaya Sukjaya Kusumah (a), Dadang Juandi (a) (a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia (b) Mathematics Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University, Sumatera Selatan, Indonesia (*) hendralesmana1302[at]gmail.com or hl1302[at]upi.edu Abstract Differentiated instruction which is part of inclusion education is very much discussed in Indonesia. But, a lot of references which has no good quality in term of differentiated instruction, whereas the good literature is a very important thing to conduct the good research. In this study, 15 articles were collected from Scopus, Science Direct, and Taylor & Francis Online which has good rate for their index. This study conducted in Systematic Literatures Review (SLR) that using PRISMA protocol as a discovery strategy. Differentiated parts, publication type, demography, journal indexer, field of study, access, and using integration of other research Parameters were used as inclusion criteria in this study. All of collected data were analyzed descriptively. The results show that the research about differentiated instruction often distinct in content by learning profiles, published as journal article, conducted in US, indexes by Scopus, in language field of study in open access, and technology were using on conducting differentiated instruction were assisted by computer. This study may have contributions in differentiated instruction implementation on the future learning. The discuss in this study through the limitations provides important information as a rational of the futures research. This study has some recommendation for other researcher to conduct the study relate to differentiated instruction according to the gap findings in the results. Keywords: Differentiated Instruction, Mathematics Education, PRISMA Framework, Trend Issues, Challenges, Share Link | Plain Format | Corresponding Author (Hendra Lesmana)

69	Mathematics and Mathematics Education	ABS-65
The Role of Digital Task-Based Activities in Strengthening Arithmetic Skills Among Primary Children Narmada Devi G(1a), Manju PK(1b), P Rajasekaran(1c), Josly Jose(1d), Prawnya V(1e) & Dr.P.S.Sreedevi(b) (1a,1b,1c,1d,1e )Research Scholar, Department of Education, The Gandhigram Rural Institute-DTBU, Dindigul, India (b)Professor & Head, Department of Education, The Gandhigram Rural Institute-DTBU, Dindigul, Tamil Nadu, India Abstract This experimental study investigates the impact of digital task-based learning activities on enhancing arithmetic skills among primary children. The study was conducted with 60 students from Grades 4 and 5, divided equally into control and experimental groups. The experimental group was exposed to a series of digital, task-based activities over three weeks, using tools such as interactive math games, story-based word problems, measurement simulations, and pattern-recognition tasks. The control group continued with traditional instruction. Arithmetic skills, including fluency in basic operations like addition, subtraction, multiplication, and division, are critical for building a strong numeracy foundation. Given the growing affinity of young learners toward technology, incorporating digital platforms creates a more engaging environment that naturally supports the development of these essential skills. A Mathematics Achievement Test was administered before and after the intervention to both groups, alongside a Student Engagement and Motivation Scale. The pre-test results indicated no significant difference between the groups. However, post-test analysis using a t-test revealed a statistically significant improvement in the experimental group^s performance across number operations, problem-solving, and data handling skills. Moreover, engagement levels were notably higher in the experimental group, as observed through classroom participation and learner feedback. The findings suggest that digital task-based strategies not only enhance core arithmetic skills but also foster motivation and active participation. The study supports the integration of digital tools in early mathematics education and aligns with the broader goals of NEP 2020 and NIPUN Bharat to strengthen foundational numeracy through innovative pedagogies. Keywords: Digital Task-Based Learning, Arithmetic Skills, Primary Education, Foundational Numeracy, NEP 2020 Share Link | Plain Format | Corresponding Author (Narmada Devi G)

70	Mathematics and Mathematics Education	ABS-67
A Modified Seagull Optimization Algorithm for Fixed Point Approximation in Nonlinear Functions Natasha Clarissa Maharani, Mohamad Muslikh, and Abdul Rouf alghofari Department of Mathematics, Faculty of Mathematics and Natural Science, Brawijaya University, 65145 Malang, Indonesia Abstract This paper proposes a modified version of the Seagull Optimization Algorithm (SOA), called NuM-SOA, to solve nonlinear fixed point problems. The enhancement involves introducing a decay-based parameter &#957- to dynamically control the exploration behavior of the seagulls during the optimization process. The performance of NuM-SOA is evaluated on three fixed point problems and compared against several methods: the original SOA, the Bat Algorithm (BA) as a representative of swarm intelligence techniques, and state-of-the-art mathematical methods including the SuperMann Algorithm and the Extragradient Method. Experimental results demonstrate that NuM-SOA achieves the lowest mean squared error (MSE) in all three problems and offers high precision in identifying fixed points. While the original SOA and BA show competitive behavior in certain cases, NuM-SOA consistently outperforms them, particularly in terms of accuracy and robustness. These results highlight NuM-SOA^s effectiveness and its potential as a powerful tool for solving nonlinear fixed point problems. Keywords: Fixed Point, Seagulls Optimization Algorithm, Nonlinear Function, Swarm Intelligent Share Link | Plain Format | Corresponding Author (Natasha Clarissa Maharani)

71	Mathematics and Mathematics Education	ABS-69
The Potential Integration of Computational Thinking as a 21st-Century Competency in Mathematics Learning in Indonesia Mirza Aulia (a*), Siti Fatimah (a), Aqidatul Izzah (a) a)Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia *mirzaaulia[at]upi.edu Abstract Computational Thinking (CT) is one of the essential 21st-century competencies that has gained increasing attention in the field of education, including in Indonesia. This study aims to identify research trends and the potential integration of CT into mathematics learning in Indonesia using a Systematic Literature Review (SLR) method. The analyzed articles were selected from the Scopus database using specific criteria focused on the context of mathematics education in Indonesia. The review reveals a significant increase in publications related to CT in mathematics learning over the past five years. The unplugged approach emerged as the most commonly used strategy in the reviewed studies due to its ease of implementation in classroom settings. Furthermore, the integration of CT has been shown to support problem-solving skills, mathematical reasoning, and the professional development of prospective teachers. On the other hand, several technical challenges remain, including limited access to devices and internet connectivity. These findings indicate that CT holds promising prospects for integration into mathematics learning in Indonesia and requires strategic support in terms of policy, teacher training, and curriculum development. Keywords: computational thinking- mathematics learning- systematic literature review Share Link | Plain Format | Corresponding Author (Mirza Aulia)

72	Mathematics and Mathematics Education	ABS-70
Learning Obstacles of Grade VIII Junior High School Students on Number Pattern Material Aqidatul Izzah (a*), Didi Suryadi (a), Tatang Herman (a) a) Departement of Mathematics Education, Indonesia University of Education, Bandung, Indonesia *aqidatulizzah[at]upi.edu Abstract This research focuses on studying learning obstacles, especially epistemological obstacles, which aims to analyze the learning obstacles experienced by class VIII SMP students in number pattern material, analyze students^ difficulties in solving the test questions given, and teachers^ efforts to overcome obstacles or difficulties. students and what characteristics of learning design can minimize the occurrence of learning obstacles. Using qualitative research methods to understand the learning obstacles experienced by students in number pattern material. The subjects in this research were class VIII students at one of the junior high schools in Bandung City, West Java Province. Research data was collected using the learning obstacle test technique which consisted of three questions about number patterns and interviews with mathematics teachers and several students. The steps for data analysis in this research are 1) Analyzing the material that will be the topic of the instrument in the form of learning obstacle test questions- 2) Develop instruments in the form of learning obstacle test questions- 3) Testing the instrument on students- 4) Analyze the instrument test results that have been obtained- 5) Determine the student^s difficulty category- 6) Interpret in narrative form- 7) Present in the form of tables, pictures, etc.- 8) Draw conclusions. Then the main conclusion obtained is that there are 4 types of learning obstacles experienced by students including difficulties in conceptualizing the problem material, difficulties in determining pattern formulations, difficulties in using pattern formulations, and difficulties in calculations. Keywords: Learning obstacles- Mathematics- Number pattern Share Link | Plain Format | Corresponding Author (Aqidatul Izzah)

73	Mathematics and Mathematics Education	ABS-71
Solving Constrained Engineering Design Optimization Problems Using the Hippopotamus Optimization Algorithm with Novel Multiple Predator Strategy Safrizal Ardana Ardiyansa, Mohamad Muslikh, and Syaiful Anam Department of Mathematics, Faculty of Mathematics and Natural Sciences, Brawijaya University Abstract This research presents a novel enhancement to the Hippopotamus Optimization Algorithm (HOA) through the introduction of a Multiple Predator Strategy (MPS) aimed at improving exploratory capability in solving constrained engineering design problems. The proposed MPS-HOA was evaluated on eight classical benchmark problems. Quantitative analysis demonstrates that MPS-HOA outperforms the conventional HOA in terms of both solution quality and robustness. Notably, in the pressure vessel design problem, the MPS-HOA achieved an average best fitness of 2.6138 x 10^3 with a standard deviation of 3.3852, representing a 2.97% improvement in accuracy and a 96.85% reduction in performance variability compared to the HOA. For the cantilever beam problem, optimal performance was obtained using 6 predators, yielding a fitness value of 1.344 x 10^0 with lower variance and a computation time of 13.8 seconds. Although computational cost increases linearly with predator count, from 9.1 seconds (1 predator) to 29.6 seconds (20 predators), the trade-off is justified by enhanced optimization outcomes. The results confirm that the proposed MPS-HOA offers a robust, accurate, and efficient approach for solving complex, nonlinear, and highly constrained design optimization problems. Keywords: Hippopotamus Optimization Algorithm, Constrained Engineering Design Problem, Multiple Predator Strategy Share Link | Plain Format | Corresponding Author (Safrizal Ardana Ardiyansa)

74	Mathematics and Mathematics Education	ABS-76
Mapping Five Decades of Research Trends on Mathematical Word Problems in School Education: Insights from Scopus (1974-2025) Marfi Ario (a*), Suhendra (a**), Al Jupri (a), Elah Nurlaelah (a) a) Study Program of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia. *marfiario[at]upi.edu **suhendra[at]upi.edu Abstract Mathematical word problems play a pivotal role in mathematics education by enhancing students^ problem-solving skills, logical reasoning, and analytical thinking. This study provides a comprehensive bibliometric overview of research on mathematical word problems in school education spanning five decades. A total of 1,024 publications indexed in the Scopus database from 1974 to 2025 were analyzed using Bibliometrix and Biblioshiny in R Studio. The findings reveal a steady increase in publications from 1974 to 2024, indicating sustained scholarly interest in this topic. The Journal of Educational Psychology was identified as the most prolific source, Powell S.R. as the most productive author, and the United States as the leading contributor. Co-occurrence analysis highlighted ^problem solving^ as the most frequent theme associated with word problems. Additionally, the article ^Word problems in mathematics education: a survey^ by Verschaffel L. emerged as the most cited publication, underscoring its foundational influence in this research domain. These results offer valuable insights into the intellectual landscape and evolving trends of mathematical word problem research, providing a useful reference for guiding future studies and informing effective instructional practices in mathematics education. Keywords: bibliometric, mathematical word problems, mathematics learning, school education. Share Link | Plain Format | Corresponding Author (Marfi Ario)

75	Mathematics and Mathematics Education	ABS-77
Groupoids associated with self-similar groupoids Isnie Yusnitha Mathematics Study Program, FPMIPA, Universitas Pendidikan Indonesia Abstract Let E be a row-finite directed graph without sources. Let G be an amenable discrete groupoid. The groupoid G acts self-similarly on E with the unit space G^{((0))} =E^{0}. We write this self-similar action of G on E as the pair (G,E). To our more general situation, we follow Brownlowe et al (2023) to construct two groupoids associated with (G,E), namely the groupoid S_{(G,E)} &#8905-E^&#8734- and G_{(G,E)}. We explore the interplay between the groupoid S_{(G,E)}&#8905-E^&#8734- and G_{(G,E)} and how powerful they are. Keywords: Groupoids, Graphs, Self-Similar Action Share Link | Plain Format | Corresponding Author (Isnie Yusnitha)

76	Mathematics and Mathematics Education	ABS-78
Analysis of Instrument Validation Results Using CVI and FDM in Assessing the E-Module NanoPintar at Cell Biology Diana Susanti1,2 a) and Shakinaz Desa1, b) 1Pendidikan Biologi, Fakulti Sains dan Matematika, Universiti Pendidikan Sultan Idris (UPSI), Malaysia. 2Pendidikan Biologi, Fakultas Sains dan Teknologi, Universitas PGRI Sumatera Barat, Indonesia Abstract This study analyzes the results of instrument validation using the Content Validity Index (CVI) and the Fuzzy Delphi Method (FDM) to assess the NanoPintar e-module in Cell Biology. The aim is to compare the validity of both methods and guide the selection of the most suitable approach for instrument validation. The CVI analysis shows unanimous agreement among three experts, with an I-CVI and S-CVI score indicating perfect consensus, where the S-CVI (AVE) reached 1.0. This suggests that all items in the instrument are highly relevant and valid, making CVI ideal for situations where expert consensus is easily achieved and a simple quantitative measure of validity is desired. In contrast, FDM applies fuzzy ratings to each item, handling uncertainty in expert opinions. Fuzzy scores are defuzzified to calculate an overall consensus score, indicating that all items were accepted by the expert panel, with their priority ranked accordingly. FDM is more flexible, especially for complex or subjective constructs. Both methods confirm the validity of the NanoPintar e-module, with the choice between CVI and FDM depending on the instrument^s complexity and the need for flexibility in expert opinions. Keywords: Content Validity Index (CVI)- Fuzzy Delphi Method (FDM)- E-Module- Cell Biology Share Link | Plain Format | Corresponding Author (Diana Susanti)

77	Mathematics and Mathematics Education	ABS-79
THE INFLUENCE OF MATHEMATICS ANXIETY ON HIGH SCHOOL STUDENTS PROBLEM-SOLVING ABILITY IN SOLVING UTBK QUESTIONS Syipa Lisfianisa, Aan Hasanah Mathematics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.299, Bandung 40154, Indonesia Abstract Mathematics anxiety refers to feelings of discomfort, worry, or fear experienced by individuals, particularly students, when engaging with mathematical tasks. This study aims to examine the influence of mathematics anxiety on high school students^ problem-solving abilities in answering Computer-Based Written Examination (UTBK) questions. A quantitative approach with an ex-post facto design was employed, involving 32 twelfth-grade students from SMA Negeri 17 Bandung selected through purposive sampling. The research instruments consisted of a mathematics anxiety questionnaire adapted from the Revised Mathematics Anxiety Rating Scale (RMARS), a problem-solving test using Higher Order Thinking Skills (HOTS) UTBK questions, and supporting interviews. Data were analyzed using simple linear regression after fulfilling classical assumption tests, including normality, linearity, and heteroscedasticity. The results indicated that mathematics anxiety had a negative and significant effect on problem-solving ability, with a regression coefficient of -0.955 and a significance value of 0.000. The coefficient of determination (R2) was 0.460, meaning that 46% of the variance in problem-solving ability was explained by mathematics anxiety, while the remaining 54% was influenced by other unexamined factors. These findings confirm that higher levels of mathematics anxiety are associated with lower problem-solving performance, particularly on HOTS-based UTBK questions. The implications highlight the importance of emotionally supportive teaching strategies, structured practice, and psychological guidance to reduce mathematics anxiety and enhance students^ problem-solving skills. Keywords: Mathematics Anxiety, Problem-Solving Ability, UTBK Question Share Link | Plain Format | Corresponding Author (Syipa Lisfianisa)

78	Mathematics and Mathematics Education	ABS-80
Learning Obstacles Encountered by 10th-Grade Hight School Students in Trigonometry Rachmawati Khaerun Nisa1, Tatang Herman2 Mathematics Education, Universitas Pendidikan Indonesia Jln. Dr. Setiabudi No.299, Bandung 40154, Indonesia Abstract This study aims to identify and analyze learning obstacles experienced by 10th-grade high school students in understanding trigonometry. Using a descriptive qualitative approach, data were collected through observations, diagnostic tests, and in-depth interviews with both students and teachers. The results indicate that students encounter ontogenic obstacles (lack of prior knowledge), didactic obstacles (ineffective teaching strategies), conceptual obstacles (misunderstanding of trigonometric ratios), procedural obstacles (difficulty in organizing problem-solving steps), and representational obstacles (difficulty visualizing concepts in mathematical form). These findings highlight the importance of employing contextual, visual, and adaptive learning approaches to help students develop a more comprehensive understanding of trigonometry. Keywords: learning obstacle, contextual approach, trigonometry Share Link | Plain Format | Corresponding Author (Rachmawati Khaerun Nisa)

79	Mathematics and Mathematics Education	ABS-82
Elementary School Teachers^ Misconceptions in Understanding and Modeling Division Thesa Kandaga (a*), Elang Krisnadi (b), Puryati (c) a) Universitas Terbuka Jalan Cabe Raya, Pondok Cabe, Pamulang, Tangerang Selatan 15437, Indonesia thesa.official[at]ecampus.ut.ac.id b) Universitas Terbuka Jalan Cabe Raya, Pondok Cabe, Pamulang, Tangerang Selatan 15437, Indonesia c) Universitas Terbuka Jalan Cabe Raya, Pondok Cabe, Pamulang, Tangerang Selatan 15437, Indonesia Abstract This study investigates the nature and extent of conceptual misconceptions held by elementary school teachers in interpreting and modeling the mathematical concept of division. Motivated by the recognition that students^ misunderstandings often originate from teachers^ inadequate conceptual grasp, particularly regarding the use of partitive and quotitive models, this research addresses a critical gap in the literature on teachers^ mathematical representations. Although division is a foundational concept in mathematics instruction, limited empirical research has explored how teachers misconstrue its meanings in classroom contexts. Employing a descriptive qualitative design within a multiple-case study framework, the study involved 80 fifth-grade teachers from four major Indonesian cities: Jakarta, Bandung, Yogyakarta, and Surabaya. Participants were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and lesson plan analysis. Thematic analysis was used to identify recurring patterns of misconception across instructional practices. Findings in this study revealed misconception among many teachers in distinguishing between the partitive (repeated substraction) and quotitive (equal sharing) interpretations of division. This confusion results in the use of inappropriate, rigid, or overly simplified concrete models. The misconception distort mathematical representations and contribute directly to the propagation of student misconceptions. The most prominent patterns occurred during story problem interpretation, where teachers struggled to match the semantic structure with the appropriate division model. These conceptual misconceptions not only distort instructional representations but also contribute into students way of thinking. These findings highlights the urgent need for targeted professional development programs. Those would emphasize semantic analysis of word problems and the flexible use of multiple representations. Such interventions are essential to help teachers deliver instruction that fosters conceptual understanding beyond procedural fluency. Aligning teacher training with findings in this study may prevent the transfer of fundamental misconceptions to students and promote deeper mathematical thinking in early education contexts. Keywords: Misconceptions, Interpretations, Division, Elementary School, Teacher. Share Link | Plain Format | Corresponding Author (Thesa Kandaga)

80	Mathematics and Mathematics Education	ABS-85
THE INFLUENCE OF THE DISCOVERY LEARNING MODEL ON THE UNDERSTANDING OF BASIC ALGEBRAIC CONCEPTS IN CLASS VII JUNIOR HIGH SCHOOL STUDENTS Aisyah Muthia Ghefira Faculty of Education and Natural Sciences of Indonesian Education University Abstract This research is a quantitative study using an experimental method. The aim of the study is to determine the effect of the discovery learning model on students^ conceptual understanding of basic algebra in Grade VII of junior high school. The study involved 62 students, divided equally into an experimental class and a control class, each consisting of 31 students. The experimental design applied was discovery learning. The results of the analysis showed that there was a significant effect of the discovery learning model on students^ understanding of basic algebra concepts. This was evidenced by the increase in the average score of the experimental class students, from 67.5 on the pretest (below the minimum mastery criterion of 70), to 84.5 on the posttest (above the mastery criterion). In contrast, the control class, which was not subjected to the same treatment, obtained an average pretest score of 70.4 and a posttest score of 75.5. Keywords: Basic Algebra, Discovery Learning Share Link | Plain Format | Corresponding Author (Aisyah Muthia Ghefira)

81	Mathematics and Mathematics Education	ABS-87
Gamified Interactive Assessment for Enhancing Mathematics Learning and Reducing Assessment Anxiety: A Design-Based Research Study Rizki Amalia, Tatang Herman Universitas Pendidikan Indonesia Abstract Assessment plays a crucial role in mathematics education- however, traditional approaches often increase students^ anxiety levels and limit their engagement, which may hinder optimal learning outcomes. While gamification has been widely applied in various educational contexts, its integration into mathematics assessment remains underexplored. This study introduces a gamified interactive assessment framework aimed at enhancing mathematics learning performance and alleviating assessment-related anxiety. Using a Design-Based Research (DBR) methodology, the study followed three iterative phases: (1) problem identification and needs analysis, (2) prototype development and expert validation, and (3) classroom implementation and refinement. The participants comprised 33 secondary school students and 3 mathematics teachers from Langsa City, Aceh. Data were collected using pre- and post-tests to measure learning outcomes, the Mathematics Anxiety Rating Scale to assess anxiety levels, and qualitative instruments including classroom observations and semi-structured interviews. Quantitative data were analyzed using paired t-tests, while qualitative data underwent thematic analysis. The results revealed a significant improvement in students^ mathematics achievement scores (p < 0.05) alongside a measurable reduction in reported assessment anxiety. Qualitative findings indicated increased student engagement, enjoyment, and a perception of fairness in the assessment process. These findings demonstrate that gamified interactive assessment offers a promising alternative to conventional assessment methods, with potential to foster both cognitive and affective gains in secondary mathematics education. The approach may be adapted to other subjects and educational levels to promote more engaging and supportive assessment environments. Keywords: Gamified Assessment, Interactive Learning, Mathematics Education, Assessment Anxiety, Design-Based Research, Student Engagement, Learning Outcomes Share Link | Plain Format | Corresponding Author (Rizki Amalia)

82	Mathematics and Mathematics Education	ABS-88
Scratch-Based Interactive Learning Media Design on the Topic of Exponents Using the MDLC Model Lia Arista, Siti Nafiah Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Mathematics learning on exponent material still faces challenges in terms of understanding abstract concepts, low student learning motivation, and limited interactive learning media. This study aims to: (1) develop interactive Scratch-based learning media using the MDLC model on exponent material, (2) determine the level of validity of learning media according to media and material experts, and (3) determine the level of practicality of learning media according to students. This type of research is Research and Development (R&D) using the Multimedia Development Life Cycle (MDLC) development model, which consists of six stages: Concept, Design, Material Collecting, Assembly, Testing, and Distribution. The research subjects are 2 lecturers as validity subjects and 17 students as practical subjects. The research instruments are media and material expert validation sheets, and student practicality questionnaires. The data analysis technique uses descriptive analysis for validity and practicality. The results of the study showed: (1) interactive learning media assisted by Scratch was successfully developed through six MDLC stages with interesting interactive features and in accordance with the characteristics of junior high school students, (2) the learning media obtained a validity level of 97.5% from media and material experts with the category ^very valid^, (3) the learning media received a practical response of 82.9% from students with the category ^very good^. Interactive learning media, Scratch-based on the topic of exponents, has been proven to be valid and practical, so it can be recommended as an alternative, innovative mathematics learning media. Keywords: Interactive Learning Media, Scratch, MDLC, Exponent. Share Link | Plain Format | Corresponding Author (Lia Arista)

83	Mathematics and Mathematics Education	ABS-89
Profile of Mathematics Anxiety among Indonesian Islamic Elementary Students: Gender Differences and Links to Numeracy Skills Sri Rezeki (a), Sindi Amelia (b*), Fikri (c), Rozmi Ismail (d), Liza Puspita Yanti (e) (a,b*) Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Islam Riau, Pekanbaru, Indonesia *sindiamelia88[at]edu.uir.ac.id (c) Faculty of Psychology, Universitas Islam Riau, Pekanbaru, Indonesia (d) Psychology and Human Wellbeing, Universitas Kebangsaan Malaysia, Bangi, Malaysia (e) Mathematics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Indonesia Abstract Mathematics anxiety is a common emotional response that can influence students^ attitudes, confidence, and performance in mathematics. In Indonesian Islamic elementary schools, where learning integrates religious values with academic content, understanding the profile of mathematics anxiety is essential for supporting both cognitive and affective development. This study examines the level of mathematics anxiety among 59 fifth-grade Indonesian Islamic students, its variation by gender, and its relationship with numeracy skills. Mathematics anxiety was measured using an adapted version of the Abbreviated Math Anxiety Scale (AMAS), while numeracy skills were assessed through a curriculum-based numeracy test. The results showed that students^ mathematics anxiety was generally low, with a mean score of 17.9. Independent samples t-test analysis revealed no significant difference in mathematics anxiety levels between boys and girls. Pearson correlation analysis indicated an almost negligible relationship between mathematics anxiety and numeracy skills. Furthermore, simple linear regression analysis showed that mathematics anxiety did not significantly predict numeracy performance. These findings suggest that, in this context, mathematics anxiety is relatively consistent across genders and has minimal association with students^ numeracy achievement. The generally low level of mathematics anxiety observed among students may be linked to teacher-led interventions that foster a relaxed, encouraging, and non-threatening learning environment. Keywords: Gender- Islamic Elementary School- Mathematics Anxiety- Numeracy Skills Share Link | Plain Format | Corresponding Author (Sindi Amelia)

84	Mathematics and Mathematics Education	ABS-98
Investigation of student learning obstacles in transition from arithmetic to algebraic thinking skills I Ketut Kertayasa, Rizky Rosjanuardi, Al Jupri, Endang Cahya Mulyaning Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia Abstract In Indonesia Curricula, studies about algebra especially variable, coefficients, constant, and the used for modelling is first time introduced at Junior High School level. To learn about it, arithmetic thinking skills are used as prerequisite materials. However many studies reveal that students at various educational levels struggle in solving algebraic problems, So is necessary to investigate student learning obstacles when they solve about algebraic problems. This case study, involving 30 eighth-grade students in Palu, Indonesia, aimed to uncover the obstacles that contributing to these students difficulties. Data were collected through the administration a test 6 problem about algebra, and then analyzing student responses, and lastly in-depth interviews with six students. The findings indicate that students^ struggles stem from a fundamental lack of understanding regarding the purpose of learning algebra after mastering arithmetic. This lack of purpose led to several key issues namely a. students felt comfortable on their arithmetic thinking skills, b. they could solve routine algebraic problems but struggled with unfamiliar ones, and c. they had difficulty creating effective formulas or models for problem solving. Keywords: Learning Obstacle, algebraic thinking, arithmetic thinking, Junior High School Share Link | Plain Format | Corresponding Author (I Ketut Kertayasa)

85	Mathematics and Mathematics Education	ABS-100
The Relation between W-Convex and W-Concave Functions on Convex Metric Space Rahmanda Amrullah, Encum Sumiaty Mathematics Study Program, Universitas Pendidikan Indonesia Abstract Studies on convexity such as convex sets, convex functions, concave functions, convex metric spaces, and their variations have been carried out by researchers. One of the topics about the variation of convexity that has not been widely studied is W-convex and W-concave functions on convex metric space. Therefore, this study examines the relation between W-convex and W-concave based on the properties possessed. The method used is adapting and modifying the relation of convex and concave functions with the properties of W-convex and W-concave functions. It is obtained that the negative of W-convex function is W-concave and conversely. This invention also reveals that the properties of W-convex and W-concave functions have relations. Keywords: W-convex function, W-concave function, convex metric space, relation, properties Share Link | Plain Format | Corresponding Author (Rahmanda Amrullah)

86	Mathematics and Mathematics Education	ABS-101
Analysis of the Presentation of the Pythagorean Theorem Topic in Mathematics Textbook of Grade VIII Based on Praxeology Nusrotul Bariyah* (a), Sufyani Prabawanto (b), Jarnawi Afgani Dahlan (c) abc: Department of Mathematics Education Universitas Pendidikan Indonesia Jalan Dr. Setiabudhi No. 229, Kota Bandung, Jawa Barat *nusrotulbariyah[at]upi.edu Abstract The Pythagorean theorem is a fundamental concept in mathematics that is widely used in various fields, such as physics and engineering. The Pythagorean theorem is important for students to learn. However, many students have difficulty in solving Pythagorean theorem problems. Based on the literature study, it was revealed that students^ difficulties occurred due to learning obstacles, which were strengthened by the results of the preliminary study. This study aims to analyze the presentation of the Pythagorean theorem topic in the mathematics textbook of the grade VIII independent curriculum based on praxeology. To achieve this goal, the research was carried out using a qualitative method of the hermeneutic phenomenological approach. Data collection through data triangulation, namely written tests, interviews, and document studies. At the data collection stage, there were 30 students and two teachers who participated. To maintain the credibility of the research, at the analysis stage, focus group discussions were carried out and the ATLAS.ti software was used. The results of the study show that in some of the sentences in the textbooks of multi-interpretation students, there are inconsistencies between the images in the sample questions and in the discussion, the incompatibility between the content of the questions and the existing theory, and the incompatibility between the context of the questions and the reality in the field. The tasks are incoherent, and there is no chance for students to develop their own techniques and convey their meaning. The implications of the presentation of material in student textbooks reveal the existence of didactical obstacles- in addition, it also reveals ontogenic obstacles and epistemological obstacles in solving the problem of the Pythagorean theorem. Further research can develop a hypothetical learning trajectory and its didactic design. Keywords: Topic Presentation Analysis- Textbooks- Learning Obstacle- Praxeology- PythagoreanTheorem Share Link | Plain Format | Corresponding Author (Nusrotul Bariyah)

87	Mathematics and Mathematics Education	ABS-105
Optimizing Feature Selection with Binary Hippopotamus Algorithm and Random Forest: A Case Study on Chronic Kidney Disease Classification Zuraidah Fitriah, Ratno Bagus Edy Wibowo, Syaiful Anam Brawijaya University Abstract This paper proposes an integrated framework combining the Binary Hippopotamus Optimization Algorithm (BHOA) and Random Forest (RF) for feature selection and classification in chronic kidney disease (CKD) prediction. Evaluated on the UCI CKD dataset, the proposed method examines four different S-shaped transfer functions to guide the binary search process. Results show that transfer function T_(S_2 ) achieved the highest final fitness score of 0.9421 +- 0.0024, effectively balancing accuracy with feature sparsity, while transfer function T_(S_4 ) attained the highest f_1-score of 0.9545 +- 0.0208, emphasizing classification performance. These findings highlight the critical influence of transfer function design in binary optimization and demonstrate the potential of the proposed approach to build accurate and interpretable predictive models for medical decision support. Keywords: Binary Hippopotamus Algorithm- Chronic Kidney Disease Classification- Random Forest Share Link | Plain Format | Corresponding Author (Zuraidah Fitriah)

88	Mathematics and Mathematics Education	ABS-118
A Systematic Review of AI-Enhanced Mathematics Learning: Implications for Student Motivation, Interest, and Engagement Rani Rizka Ramdani (a *), Kana Hidayati (b) Department of Mathematics Education, Yogyakarta State University, Indonesia. (a*) ranirizka.2023[at]student.uny.ac.id, (b) kana[at]uny.ac.id Abstract The rapid development of artificial intelligence (AI) has revolutionized various aspects of education, offering significant potential to improve the quality of mathematics learning. While much research has focused on cognitive benefits, affective aspects such as student motivation, interest, and engagement are often less explored. This study aims to systematically examine how AI integration impacts student motivation, interest, and engagement in mathematics learning across various educational levels. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this systematic review synthesizes findings from 12 relevant, peer-reviewed articles published between 2018 and 2025, which were selected from six reputable international databases. The results of the analysis show that the use of AI-such as ChatGPT, AI-based gamification, and other generative platforms-significantly and positively impacts student motivation, interest, and engagement. This improvement is achieved through personalized, interactive, and contextual learning approaches that can reduce students^ cognitive load. While this positive impact was found at all education levels, research is most dominant at the secondary school level, and the study identifies a literature gap at the primary and tertiary education levels. Furthermore, a key finding includes implementation challenges related to teachers^ readiness to optimally integrate AI. Therefore, the successful utilization of AI depends on aligning the type of technology with pedagogical goals and strengthening the professional capacity of teachers to create effective, sustainable learning oriented towards enhancing students^ affective aspects. Keywords: Artificial Intelligence, Mathematics Education, Motivation, Interest, Engagement Share Link | Plain Format | Corresponding Author (RANI RIZKA RAMDANI)

89	Mathematics and Mathematics Education	ABS-119
Optimizing Critical Thinking Skills through Flipped Mobile-Based Microlearning with GeoGebra in Problem-Based Calculus Learning Mimih Aminah (a*), Widya Dwiyanti (b), Deris Santika (c), Eneng Faizatul (d), Pahrijal Saban Mubarok (e) a),b),c),d),e), Universitas Sebelas April, Jl. Angkrek Situ No.19, Situ, Kec. Sumedang Utara, Kabupaten Sumedang, Jawa Barat 45323, Indonesia *mimih_fkip[at]unsap.ac.id Abstract Critical thinking is one of the essential 21st-century skills that must be fostered in mathematics learning, particularly in Calculus courses. However, evidence suggests that students often struggle to develop this skill due to the dominance of conventional learning methods that provide limited opportunities to engage with interactive digital media. This study investigated the effectiveness of applying flipped mobile-based microlearning integrated with GeoGebra in problem-based calculus learning to foster students^ critical thinking skills. quantitative quasi-experimental design with a pre-test and post-test was employed, involving 120 university students enrolled in calculus courses at Universitas Sebelas April, Sumedang, Indonesia. The students were equally divided into an experimental group and a control group, with 60 participants in each group. The data collection instrument has been a critical thinking test that has been validated and tested for reliability. The results have indicated that the group using the flipped mobile-based microlearning model supported by GeoGebra has shown a more significant improvement in critical thinking skills compared to the group that did not use GeoGebra. The use of GeoGebra has enabled the dynamic visualization of calculus concepts, while the flipped microlearning approach via mobile devices has provided high flexibility and independence in learning. The study concluded that incorporating GeoGebra into the flipped mobile-based microlearning model effectively enhanced students^ critical thinking skills in problem-based calculus learning. These results provide valuable contributions to advancing technology-driven learning innovations within higher education. Keywords: Flipped learning, microlearning, GeoGebra, critical thinking, calculus, mobile learning, problem-based learning Share Link | Plain Format | Corresponding Author (Mimih Aminah)

90	Mathematics and Mathematics Education	ABS-121
Synergy of Think Pair Share and R Software: Enhancing Mathematical Communication Ability in Statistics Course Sri Sukmawati (a*), Ratu Khoirotun Nisa (b) a) Statistics, Department of Statistics, Faculty of Science and Technology, Jl. Raya Serang - Jkt No. KM. 03 No. 1B, Serang City, Banten 42124, Indonesia *sri.sukmawati[at]binabangsa.ac.id b) Mathematics Education, Department of Mathematics Education, Faculty of Teacher Training and Education, Jl. Raya Serang - Jkt No. KM. 03 No. 1B, Serang City, Banten 42124, Indonesia. Abstract Mathematical communication has been recognized as one of the essential abilities that students must possess, especially in statistics courses. However, many students have faced difficulties in expressing mathematical ideas and concepts clearly and systematically. This study has aimed to explore the effectiveness of the synergy between the Think Pair Share (TPS) learning model and R software (TPS-R) in enhancing students^ mathematical communication abilities. The study has employed an experimental design with pre-tests and post-tests to measure mathematical communication abilities before and after the implementation of the learning model. The subjects of the study have been computer science students enrolled in a statistics course. The instrument used has been a mathematical communication test that assesses students^ ability to convey statistical concepts mathematically. The results have shown that the implementation of the TPS model combined with the use of R software (TPS-R) has resulted in a significant improvement in students^ mathematical communication abilities. This model has not only enhanced conceptual understanding but also encouraged active interaction among students, which, in turn, has enriched their understanding of the material taught. The synergy between TPS and R software has contributed positively, which are expected to be adopted in statistics education at the university level Keywords: Think Pair Share- R Software- Mathematical Communication Ability- Statistics Course Share Link | Plain Format | Corresponding Author (Sri Sukmawati)

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