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Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.

This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.

Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.

Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis siswa ditinjau dari gaya belajar visual, auditori, dan kinestetik, serta faktor-faktor yang mempengaruhi keterampilan berpikir kritis siswa. Sebanyak tiga siswa dengan gaya belajar visual, auditori, dan kinestetik dipilih dari sekolah menengah pertama dengan menggunakan tes gaya belajar di Yogyakarta Indonesia untuk menyelesaikan masalah matematika yang mendorong berpikir kritis. Hasil penelitian menunjukkan bahwa siswa dengan gaya belajar visual mampu mencapai 2 tahap berpikir kritis dengan benar, namun sedikit kurang lengkap yaitu tahap pembinaan keterampilan dasar (basic support) dan tahap kesimpulan (inference), sedangkan siswa dengan gaya belajar auditory. Mampu 2 tahap berpikir kritis dengan benar dan tepat, yaitu tahap pengembangan keterampilan dasar (basic support) dan tahap kesimpulan (inference). Sedangkan siswa dengan gaya belajar kinestetik hanya mampu mencapai 1 tahap berpikir kritis yaitu tahap keterampilan dasar (basic support). Beberapa faktor yang mempengaruhi kemampuan berpikir kritis siswa dalam menyelesaikan masalah matematika teridentifikasi yaitu lemahnya kemampuan menyelesaikan masalah yang berkaitan dengan masalah cerita, gaya belajar yang digunakan siswa, dan kecenderungan siswa hanya menggunakan satu metode untuk menyelesaikan masalah matematika yang mungkin bersumber dari guru.

This study aims to develop a test instrument to measure the high-level thinking ability of the two-variable linear equation system material. This research is a Research and Development using the ADDIE development model consisting of steps of analysis, design, development, implementation, and evaluation. The test subjects in this study were students of class VIII of SMP Negeri 3 Payung. The instruments used in this study were validation sheets and documentation. Data collection techniques through expert judgment and tests. This research has succeeded in developing a test instrument to measure the high-level thinking ability of two-variable linear equations system material. The test developed consists of 10 multiple choice items and 5 description items that have been declared valid by expert judgment. The trial results show from the difficulty index analysis of multiple-choice questions was obtained as much as 1 item in the easy category, 9 questions in the moderate category, the analysis of the difficulty index for the essay obtained by 2 items in the medium category, 3 questions in the difficult category. In the analysis of discriminant index of multiple-choice questions, there were 1 question in the bad category, 3 questions with enough categories, and 6 questions in the good category. In the analysis of the difference in power, 2 questions were categorized as bad, 1 question was categorized as sufficient, 2 questions were categorized as good. Based on the analysis of the function of the distractor, it was found that 1 question was not functioning properly, 9 questions were functioning properly. Finally, from the reliability analysis, it was obtained 0.73 for multiple choice questions and 0.716 for essay questions with high reliability interpretation.

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.

Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation. On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.

This study was conducted in response to the curriculum reform in Indonesia which have encouraged a different approach to teach the mathematics content employing innovative methodology or model in teaching and learning. This study aimed to understand the secondary school mathematics teachers’ Pedagogical Content Knowledge (PCK) towards curriculum reformation. Every participant was interviewed in relation to the domain of PCK, and some intended teaching practice in K-13. The result shows that each teacher has a unique approach to teaching system of linear equations of three variables (SLETV) in curriculum reform. Though the content structures are different, the patterns for teaching two variables to three variables of SLETV are similar. Some intended teaching may still not be implemented regarding students’ and classroom teaching/practices condition which in the end makes the teachers return to the old paradigm of teaching. Hence, although the government has provided good efforts in suggesting some innovative teaching practices to increase the achievement of students, those ideas may still not be executed in the classroom practice.

Preface The Ahmad Dahlan International Conference on Mathematics and Mathematics Education, abbreviated as AD INTERCOMME, is a biennial international conference hosted in a cooperation by the Mathematics Department - Faculty of Science and Applied Technology - and the Mathematics Education Department - Faculty of Teacher Training and Education - of Universitas Ahmad Dahlan, Yogyakarta, Indonesia. It aims to provide a great forum for worldwide mathematicians, professors, teachers, and researchers to share their ideas about the trends and the emerging issues both in mathematics and mathematics education. In 2019, the AD INTERCOMME would be implemented for its second edition. We invite researchers and practitioners to come and to contribute in this conference. We would be very happy to welcome you in Yogyakarta. The keynote presentations are provided especially to show the contribution of Mathematician and Mathematics Educators in the world of mathematics and mathematics education towards research and knowledge sharing where our conference theme for this year is the contribution of Mathematics and Mathematics Education in Industrial Revolution Era 4.0. The main event is the talk of three keynote speakers. The first keynote speaker is Associate Professor Dr. Mazlini Adnan form Universiti Pendidikan Sultan Idris, Malaysia. The second keynote speaker is Associate Professor Martianus Frederick Ezerman, Ph.D from Nanyang Technological University, Singapore. The third keynote speaker is Associate Professor Dr. Sitti Maesuri Patahuddin from University of Canbera, Australia. We also have speakers in workshop session coming from Universitas Ahmad Dahlan, Dr. Rully Charitas Indra Prahmana, S.Si., M.Pd who deliver the talk on the Publishing Manuscripts in a Scopusindexed Journal and M. Rizky Alif Yuza who deliver the talk on the Workshop Big Data: “Sentiment Analysis Using Pyhton, Elastic Search and Kibana. ADINTERCOMME 2019 was an overwhelming success, attracting the delegates, speakers and sponsors from many countries and provided great intellectual and social interaction for the participants. Without their support, the conference would not have been successfully organized. We trust that all the participants found their involvement in the Conference both valuable and rewarding. Our wish is that all participants would enjoy this conference, contribute effectively toward it and take back with you knowledge, experiences, contacts and happy memories of this conference and especially with this beautiful kingdom of Yogyakarta. Dr. Puguh Wahyu Prasetyo, S.Si., M.Sc Editor in Chief

Differential calculus becomes a primary pre-requisite material for every student to start learning calculus. It mainly discusses the concepts and theorems regarding derivative of functions. Many mathematics educators believe that learning differential calculus needs specific conditions and attitude as it cannot be set as rote and procedural learning. This research aims to find out the students’ perception towards the implementation of self-regulated flipped classroom approach in their differential calculus class. Thirty-six students participated in the seven meetings of the class and gave their perceptions at the end of every meeting. They were engaged in a various type of learning activities outside the classroom such as setting their own goal, gaining information from many sources, and uploading a video of their presentation, while during the class, they were assessed with an interview confirming their understanding about the topics. The result suggests that the self-regulated flipped classroom approach is promising to maintain the students’ right attitude towards differential calculus.

Target yang ingin dicapai dalam penelitian ini adalah mendeskripsikan sejauh mana pendekatan SRFC mampu membuat mahasiswa program studi pendidikan matematika Universitas Ahmad Dahlan (UAD) belajar mandiri. Paradigma baru yang berkembang di perguruan tinggi menuntut pembelajaran harus mampu memandirikan mahasiswa dalam belajar (self regulated learning). Pendekatan pembelajaran yang secara teori berpotensi mampu memfasilitasi belajar mandiri adalah pendekatan SRFC. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Bedasarkan hasil penelitian, penulis berharap pendekatan Self Regulated Flipped Classroom (SRFC) tidak hanya diterapkan pada mata kuliah Kalkulus diferensial saja melainkan dapat menjadi rujukan pada mata kuliah lain. Adapun pelaksanaan SRFC dari sisi kognitif masih memiliki kekurangan dimana mahasiswa belum terlibat aktif dalam melakukan refleksi berpikir selama pembelajaran, namun mahasiswa lebih terlibat aktif dalam sisi intepretasi. Selain itu, motivasi dan perilaku mahasiswa cenderung positif selama menggunakan pendekatan pembelajaran SRFC. Hal ini dikarenakan adanya dukungan dari pengajar dan teman sejawat serta interaksi selama pembelajaran berlangsung. Kata kunci: kalkulus, SRFC, kemandirian belajar. ABSTRACT This research aims to describe the SRFC approach through self regulated indicators and the result of the study of college students in Universitas Ahmad Dahlan. The new paradigm related to Higher Level Education strive for students whom can independently get their own knowledge. SRFC has a potential method to make the students study independently. This research is using qualitative descriptive approach. Based on the result, the author recommend to used SRFC approach not only implemented in Calculus Diferential course but also the other subject. As far as the SRFC activities, cognitive domain hasn’t actively contributed in teaching and learning process because the students havent involve their reflection in learning the subject. However, their intepretation of the subject is actively involved better. In addition, the motivation and the attitude of the students is positive in using SRFC approach. It is because there are support from the teacher and their collegaues and their interaction while they were studying. Keywords: calculus, self-regulated learning, mastery learning.

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

Vector analysis is one of the cource listed in the curriculum of the Mathematics Education Department, Faculty of Education and Teacher Traning, Universitas Ahmad Dahlan. One of the factors which cause any difficulties and problems in learning Vector Analysis is the student literature used by almost all of the students. That student literature explained a ressume of materials in a brief way completed with many practises., that’s why, the student literature seems too mechanistics. Many student can not use it by theirselves, they need guidances to read that book. In order to solve that problem, teacher designed a student worksheet which is used by the students of the Vector Analysis course when the class is runing. The design of the student worksheet is a concept-based designed. The students can investigate some formulas during the learning of Vector Analysis by theirselves. On the other hand, students can solve some practises contained in the student worksheet easier since the practises is completed with the intructions step by step. During the cource of Vector Analysis, the given student worksheet has a positive response from the student based on the quetionnaire taken from the students. Around 69,2% of the students give their positive response to the student worksheet. The mean of the students score also increased from 60,3 to 80,1. This shows that using the student worksheet in Vector Analysis cource was very useful.

Students' understanding of a mathematics objects can be seen by their perspective of a mathematics topic. In other words, the study of a specific case can enrich one's conceptualization of the general. This study is a descriptive qualitative research. The visualizer's paperwork is described based on their preference in representing a function. Visualizer's paperwork and interviews provide opportunities to get additional description about her mathematical conceptions and how her understanding about functions by using representation. Visualizer tends to connect their imagination of a picture and represents it based on her ideas. Visualizer defines functions by its perceptual unit that each elements of the domain connected with exactly one element of the codomain. In modelling graph representation, object imager uses all information in the diagram and represent it in symbol notation. In interpreting functions, object imager prefers diagram representation rather than word situation and symbol representation.

The aim of this study is developing the learning trajectory to construct students' understanding of the concept of the area of square and rectangle by using Sarong Motive Chess. This research is a design research which is consists of three stages. The stages are preparing for the experiment, designing experiment, and making a retrospective analysis. The activities started by the activity of using sarong motive chess as the manipulative measurement unit. The Sarong motive chess helps students to understand the concept of area of square and rectangle. In the formal stage of cognitive level, students estimate the area of square and rectangle by determining the square unit at the surface area of sarong through many ways. The result of this study concludes that Sarong motive chess can be used for mathematics learning process. It helps the students to construct the concept of a square and rectangle's area. This study produces learning trajectory to construct the concept of a square and rectangle's area by using Sarong motive chess, especially for elementary school students.

A manipulative is a teaching aid designed such that students could understand mathematical concepts by manipulating it. This article aims to provide an insight to the characteristics of manipulatives produced in the mathematics laboratory of Universitas Ahmad Dahlan, Indonesia. A case study was conducted to observe the existing manipulatives produced during the latest three years and classified the manipulatives based on the characteristics found. There are four kinds of manipulatives: constructivism manipulative, virtual manipulative, informative manipulative, and game-based manipulative. Each kinds of manipulative has different characteristics and impact towards the mathematics learning.