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Test content-based proof of validity is a type of evidence that supports the validity of a measuring instrument. This research aims to develop a mathematical problem-solving assessment instrument utilizing five experts. This study is classified as developmental research and follows a research design that includes two separate stages: the preliminary design stage and the prototype stage. However, its application is restricted to Prototype 1 and Prototype 2, specifically for expert evaluation. This instrument was designed explicitly for grade VIII students studying mathematics, covering all the topics from the odd semesters. The analysis progressed through three distinct stages — curriculum analysis, content analysis, and context analysis — each contributing to a comprehensive understanding of instructional resources. The study sought to narrow the gap between theoretical knowledge and practical application in mathematics education by incorporating real-world context. Surveys have revealed difficulties in answering mathematical problems, highlighting the need to address gaps in learning to improve competency. The careful and thorough construction of test instruments, considering factors such as validity, established the foundation for creating accurate assessment tools. The content validity assessment by the expert panel, with scores ranging from 0.817 to 0.884 based on the V-Aiken category, confirms that the instrument is vital in assessing students' mathematical problem -solving skills, and the implementation of this study yielded many valuable insights for educators and academics. This study helps improve mathematics education resources and evaluations to promote mathematical thinking.

Establishing a crucial connection between religious practices and mathematics is essential for comprehending the regularity and temporal discipline inherent in fulfilling religious duties, notably observed in traditional tools like bencet for determining prayer times. This qualitative ethnographic study aims to unveil the mathematical concepts involved in using and crafting bencet. This exploration of bencet represents the first-ever study in the history of ethnomathematics. Data analysis using the Miles and Huberman model reveals that the community's unconscious use of bencet tongkat demonstrates mathematical concepts, particularly in parallel lines, measurements, and the need for flat sides. Meanwhile, crafting bencet garis showcases the community's unconscious understanding of mathematical concepts related to parallel lines, perpendicular lines, the use of circles for angles, and measurements. These findings expand our understanding of cultural values and local wisdom, demonstrating their relevance to mathematical concepts. Furthermore, the study provides recommendations for future research, suggesting an exploration of ethnomathematics as an innovative alternative approach to learning.

The ability that students must have is the ability of mathematical representation. This research aims to determine if eighth-grade students at Al-Qona'ah Islamic Junior High School improve their mathematical representation skills after using the Edpuzzle application to learn how to construct polyhedrons. It was a quantitative research design using the Quasi Experiment research method with control and experimental classes. This research's population comprised 60 students (23 males and 37 females). After conducting research, it was determined that students' mathematical representation abilities did not improve with the aid of the Edpuzzle application on the polyhedron due to the need for more learning support facilities when utilizing the Edpuzzle application. This research is supported by the t-test, which yielded t-count < t-table or -29.2936 < -1.67155 so that H0 is accepted. The results of the n-gain calculation yielded a total n-gain score of 0.03, or the n-gain was low, indicating was no progress in learning using the Edpuzzle application on the polyhedron. This study did not have an impact on increasing students' mathematical representation.

Mathematical refractive thinking ability must be given in every lecture because it is needed in decision making. This study aims to produce a quality mathematical refractive thinking ability instrument, especially for calculus material. Instrument quality is measured in terms of validity and reliability. Content validity, construct validity and face validity were assessed by three material experts. The instrument was tested by 32 mathematics education students to measure empirical validity and reliability. This research resulted in three items of mathematical refractive thinking ability tests that are valid and have instrument reliability in the medium category.

Refractive thinking needs to be developed in lectures because it has an essential role in decision-making. However, so far, there has not been found any relevant research that develops refractive thinking through applying a learning strategy. The purpose of this study was to obtain an overview of the enhancement of students' mathematical refractive thinking ability based on prior mathematical knowledge through the application of Peer-Assisted Reflection learning and the influence of the interaction of learning factors and the level of prior mathematical knowledge on enhancing mathematical refractive thinking ability. This research is a quantitative study with a quasi-experimental design. Using the purposive sampling technique, 73 students were selected to take the Multivariable Calculus course. The research sample was students who took the Multivariable Calculus course. The instrument used was a prior mathematical knowledge test and a mathematical refractive thinking ability test. Data analysis used t-test, t’-test, Mann-Whitney U test, Aligned Rank Transform, and two-way ANOVA. The findings of this study are: (1) The enhancement of students' mathematical refractive thinking ability who got Peer-Assisted Reflection learning is better than those who got conventional learning for all levels of prior mathematical knowledge; and (2) There is no significant effect on the interaction between learning and prior mathematical knowledge on improving mathematical refractive thinking ability.

A large class can be a problem source in learning Calculus. Peer-Assisted Reflection learning,as the solution, is a learning that combines peer analysis and self-reflection. The purpose of this study was to describe the implementation of Peer-Assisted Reflection learning based on Students’ opinions in Multivariable Calculus lecture. The research design used was pre-experimental with a one-shot case study design. The data obtained from questionnaire responses were analyzed by using descriptive statistics. The result of this study shows that thePeer-Assisted Reflection learning help Students’s carry out activities: reflecting the result of their own work, commenting on the friend’s work, and increasing understanding of the material after revising their work. On contrary, the Peer-Assisted Reflection learning has not been able to carry out the following activities: determining concepts, understanding problems in a short time, understanding the work of colleagues, and finding doubts about the correctness of the answers.

The national exam results show that students still have difficulty solving PISA standardization questions, reinforcing the reason why Indonesian students' mathematical literacy scores on PISA are still very low. This mathematical literacy is part of the mathematical thinking ability, so building it will impact students' mathematical literacy. The comprehensive mathematics instruction (CMI) model is thought to build students' mathematical thinking abilities. This study aims to describe students' mathematical thinking achievement who obtain learning with the CMI model. Besides, this study also analyzed the achievement of students' mathematical thinking through the CMI model by paying attention to the prior knowledge of mathematics (PAM). This research is a quasi-experimental study. Samples were taken purposively from the population of high school students in Subang. The results showed that the achievement of students' mathematical thinking through the CMI model differed significantly from students' mathematical thinking abilities through conventional models. The difference in the achievement of generalizing, conjecturing, and convincing abilities between students who get CMI model learning and those who get conventional model learning occurs in students with moderate PAM. Thus, the CMI model is effective for building students' mathematical thinking abilities.

Penelitian ini bertujuan untuk memperoleh perangkat pembelajaran berbasis discovery learning berbantuan Microsoft Excel yang efektif dalam meningkattkan kemampuan pemecahan masalah statistika (KPMS) dan soft skills siswa SMP. Kriteria efektif bersandar pada teori intervensi pembelajaran yang meliputi adanya peningkatan capaian hasil belajar setelah intervensi, adanya respon positif siswa dan guru terhadap perangkat pembelajaran yang dikembangkan, keterlibatan (engagement) siswa yang tinggi dalam pembelajaran, serta diperoleh lebih dari 65% siswa mencapai skor 65 dari skala 100 dalam tes KPMS. Peningkatan KPMS diselidiki melalui indeks gain ternormalisasi. Peningkatan soft skills dideskripsikan dengan bersandar pada statistik deskriptik. Penelitian ini menghasilkan perangkat pembelajaran yang memiliki karakteristik efektif dalam meningkatkan KPMS dan soft skills siswa SMP sehingga siap untuk disebarluaskan. Disarankan agar guru lebih diberi kesempatan untuk mengimplementasikan perangkat pembelajaran yang dikembangkan sesuai dengan tujuan pembelajaran matematika sehingga dapat diharapkan siswa memperoleh kemampuan pemecahan masalah dan soft skills yang lebih tinggi lagi. This study aims to obtain discovery learning-based learning tools supported by Microsoft Excel that are effective in increasing statistical problem solving abilities (KPMS) and soft skills of junior high school students. Effective criteria rely on the theory of learning interventions which include an increase in learning outcomes after the intervention, positive student and teacher responses to the learning tools developed, high student engagement in learning, and obtained more than 65% of students achieving a score of 65 from a scale of 100 in the KPMS test. The increase in KPMS is investigated through a normalized gain index. Improved soft skills are described by relying on descriptive statistics. This research produces learning tools that have effective characteristics in improving problem solving skills and soft skills of junior high school students so that they are ready to be disseminated. It is recommended that teachers be given more opportunities to implement learning tools that are developed in accordance with the learning objectives of mathematics so that students can expect to get higher problem solving skills and soft skills.

Mathematical reasoning is an essential ability that students must have in every mathematics lesson. However, student behavior during the process of mathematical reasoning has yet to be widely studied. This research explores the mathematical reasoning behavior of selected eighth-grade students to solve problems requiring a mathematical reasoning process. A qualitative methodology based on grounded theory was implemented, which included an in-depth analysis of student answers and student interviews. The data show that students are engaged in imitative, algorithmic, semi-creative, and creative reasoning behavior. Next, an in-depth explanation was carried out for four students from each level of mathematical reasoning behavior. Students from the imitative, algorithmic, semi-creative, and creative reasoning behavior groups showed consistency in answers and behavior for the given problems. The findings of this study can encourage teachers to focus on fostering the highest level of mathematical reasoning, namely creative mathematical reasoning, in students.

Tujuan dari penelitian ini adalah untuk menganalisis peningkatan kemampuan representasi matematis siswa melalui pembelajaran CPS. Metode penelitian yang digunakan adalah penelitian kuantitatif dengan kuasi eksperimen. Sampel penelitian ini sebanyak 63 siswa SMA Gumay Talang. Kelas eksperimen memperoleh pembelajaran CPS, kelas kontrol memperoleh pembelajaran konvensional. Pengumpulan data dilakukan melalui tes representasi matematis siswa. Data dianalisis menggunakan perbedaan rerata dengan uji Mann-Whitney. Dari analisis data diperoleh bahwa peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran CPS lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran konvensional.

Limit merupakan materi utama dalam pembelajaran kalkulus yang telah dikenalkan dan dipelajari mahasiswa sejak jenjang sekolah menengah atas. Namun tidak sedikit mahasiswa masih mengalami kesulitan dalam mempelajari dan memahami materi limit di tingkat awal perguruan tinggi. Seorang mahasiswa tidak hanya harus memiliki pengetahuan prosedural saja, namun juga perlu memiliki pemahaman konseptual tentang limit. Artikel ini membicarakan tentang cara mengidentifikasi pengetahuan prosedural dan pemahaman konseptual mahasiswa terhadap materi limit. Adapun metode yang digunakan untuk mengidentifikasi pengetahuan prosedural dan pemahaman konseptual tersebut adalah dengan memberikan tes kepada mahasiswa berupa soal-soal yang berkaitan dengan materi limit. Soal-soal tes tersebut didesain sederhana dengan tujuan untuk menghindari kesalahan yang muncul disebabkan oleh tingkat kesulitannya. Temuan hasil tes dengan soal-soal yang telah didesain tersebut menunjukkan bahwa terdapat mahasiswa dapat menyelesaikan soal-soal limit dengan baik secara prosedural, namun mereka memiliki permasalahan dalam menyelesaikan soal yang berkaitan dengan pemahaman konseptual. Hal tersebut mungkin disebabkan pembelajaran tentang limit yang mereka dapatkan di jenjang sekolah menengah atas lebih berorientasi pada penyelesaian soal-soal limit secara prosedural saja.

Today, hundreds of studies on mathematics learning have been found in various literature, supported by the use of GeoGebra software. This meta-analysis aims to determine the overall effect of using GeoGebra software and the extent to which study characteristics moderate the study effect sizes to consider the implications later. This study analyzed 36 effect sizes from 29 primary studies identified from ERIC documents, Sage Publishing, Google Scholar, and repositories from 2010 to 2020, and a total of 2111 students. In order to support calculation accuracy, a Comprehensive Meta-analysis (CMA) software was used. The effect size is determined using the Hedges equation, with an acceptable confidence level of 95%. It is known that the overall effect size of using GeoGebra software on the mathematical abilities of students is 0.96 based on the estimation of the random-effect model, and the standard error is 0.08. These findings indicate that, on average, students exposed to GeoGebra-based learning outperformed math abilities, which was initially equivalent to 82% of students in traditional classrooms. This study considers the five characteristics of the study. It showed that the GeoGebra software used was more effective in sample conditions less than or equal to 30. Providing classrooms with sufficient numbers of computers allowed students to use them individually, which was necessary to achieve a higher level of effectiveness. GeoGebra software is more effective when the treatment duration is set to less than or equal to four weeks. These findings help educators consider the characteristics of studies that moderate effect sizes using the GeoGebra software in the future.

This research is motivated by the importance of mathematical communication ability. The mathematical communication ability of students is still low. In order that this problem can be solved, a learning model that can enhance mathematical communication ability of students is required. In this research, CORE model learning with a scientific approach was selected. This study aims to analyze the enhancement of mathematical communication ability. This research was a quasi-experimental with nonequivalent control group design. The population was students in eighth grade in one of the junior high schools in Jambi. The sample consisted of two classes which were selected by purposive sampling. The instrument of this research is a test of mathematical communication ability. The data were analyzed using the independent t-test. Based on the data analyzed, it is found that: The enhancement of mathematical communication ability of students who received the CORE learning model with the scientific approach is better than the enhancement of students who received conventional learning.

Ghose Bishwajit, Sanni Yaya Faculty of Social Sciences, School of International Development and Global Studies, University of Ottawa, Ottawa, ON, Canada Background: The nonuse of family planning methods remains a major public health concern in the low-and-middle-income countries, especially due to its impact on unwanted pregnancy, high rate of abortion, and transmission of sexually transmitted diseases. Various demographic and socioeconomic factors have been reported to be associated with the nonuse of family planning methods. In the present study, we aimed at assessing the influence of domestic violence (DV) on contraceptive use among ever married women in Nigeria. Methods: Data on 22,275 women aged between 15 and 49 years were collected from the most recent Nigeria Demographic and Health Survey conducted in 2013. The outcome variable was contraceptive utilization status, and the main exposure variable was DV, which was assessed by the self-reported experience of physical and psychological abuse. Complex survey method was employed to account for the multistage design of the survey. Data analyses were performed by using bivariate and multivariable techniques. Results: The mean age of the participants was 31.33±8.26. More than four fifths (84%) of the participants reported that they were not using any contraceptive methods at all. Lifetime prevalence of psychological and physical abuse was, respectively, 19.0% (95% CI =18.0–20.1) and 14.1% (95% CI =13.3–14.9). Women who reported physical abuse were 28% (adjusted odds ratio [AOR] =1.275; 95% CI =1.030–1.578), and those reported both physical and psychological abuse had 52% (AOR =1.520; 95% CI =1.132–2.042) higher odds of not using any contraception. Conclusion: The rate of contraception nonuse was considerably high and was found to be significantly associated with DV. Thus, the high prevalence of DV may compromise the effectiveness of the family planning programs in the long run. Evidence-based intervention strategies should be developed to protect the health and reproductive rights of the vulnerable women and to reduce DV by giving the issue a wider recognition in public policy making. Keywords: contraceptive non-use, demographic and health survey, spousal violence, physical abuse, psychological abuse

This study aims to improve the mathematical proofing ability of prospective mathematics teachers in IKIP Mataram using Abductive - Pictorial Strategy (which will be abbreviated as APS). This study used an explanatory sequential design, a combination of quantitative and qualitative methods in sequence. The first stage is done by quantitative method and the second stage with qualitative method. Quantitative method is used to obtain measurable data and qualitative method is used to explore the findings obtained from the quantitative stage. This research considers the Prior Mathematical Knowledge (PMK) factor of prospective teacher. The results showed that the improvement of students' mathematical proofing ability in high, medium, and low PMK categories with APS better than Conventional Learning (CL). The mean improvement of students' mathematical proofing ability in high PMK category which got learning with APS and PK included in medium category. The mean improvement of students' mathematical proofing ability in medium PMK category with APS included in medium category, with CL included in low category. The mean improvement of students' mathematical proofing ability in the low PMK category with APS and CL included in low category.

Ghose Bishwajit,1,2 Shangfeng Tang,1 Sanni Yaya,3 Zhanchun Feng1 1School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, People’s Republic of China; 2Institute of Nutrition and Food Science, University of Dhaka, Dhaka, Bangladesh; 3School of International Development and Global Studies, University of Ottawa, Ottawa, ON, Canada Background: Asthma, dyspnea, and chronic cough are well-established risk factors of COPD and often associated with exacerbation of the disease, which is a leading cause of morbidity and mortality in South Asian countries. Objective: The aims of this study were to, 1) measure the prevalence of asthma, dyspnea, and chronic cough, and 2) assess the relationship between these respiratory problems and self-reported health status among South Asians. Methods: Data for this research came from the World Health Survey (2002–2003) conducted by the World Health Organization. Subjects were 35,929 men and women, aged 18 years and older, selected from Bangladesh, India, Nepal, Pakistan, and Sri Lanka. Crude prevalence rates of asthma, dyspnea, and chronic cough were presented as percentages, and the results of their association with subjective health status were presented as odds ratios and corresponding 95% CIs. Results: Prevalence of daily smoking was highest in Bangladesh (39.9%) and lowest in Sri Lanka (14.1%). Prevalence of asthma was highest in India (6.3%), while Nepal had the highest prevalence of dyspnea (11.3%) and chronic cough (15.3%). Overall prevalence of asthma and dyspnea was higher among women, while that of chronic cough was higher among men. Significant differences were observed in the prevalence rates of all the conditions among regular, occasional, and nonsmokers. A majority of the men and women who had asthma, dyspnea, and chronic cough had higher likelihood of reporting poor health status compared to those who did not have these diseases. Conclusion: Findings suggest that prevalence rates of asthma, dyspnea, and chronic cough were considerably high in all the countries and were significantly associated with poor subjective health. Being a high COPD-prone region, programs targeted to address these diseases could help reduce the burden of COPD and respiratory disease-related mortalities in South Asia. Keywords: asthma, chest pain, respiratory diseases, chronic cough, dyspnea, older population, South Asia

Ghose Bishwajit,1,2 Shangfeng Tang,1 Sanni Yaya,3 Zhanchun Feng1 1School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, People’s Republic of China; 2Institute of Nutrition and Food Science, University of Dhaka, Dhaka, Bangladesh; 3School of International Development and Global Studies, University of Ottawa, Ottawa, ON, Canada Introduction: Globally, chronic back pain is one of the most commonly encountered medical conditions among an elderly population with significant bearings on health, functional mobility and general well-being.Objective: To estimate the burden of chronic back pain and its association with physical activity (PA) among population aged 50 years and above in Bangladesh, India, Nepal, Pakistan and Sri Lanka.Methods: Cross-sectional data on 8502 men and women aged 50 years and above were collected from the World Health Survey (2002). Three forms of PA were considered – vigorous physical activity (VPA), moderate physical activity (MPA) and walking. Odds ratios (ORs) of the association between self-reported back pain and VPA, MPA and walking were calculated by using generalized estimating equations.Results: The prevalence of back pain was, respectively, 64.8%, 19.8%, 69.5%, 40.6% and 36.2% in Bangladesh, India, Nepal, Pakistan and Sri Lanka. No significant association between back pain and VPA was observed among men in any of the countries. In India, Pakistan and Sri Lanka, the odds of suffering from back pain were, respectively, 29%, 2.5 times and 59% higher among women who almost never took MPA. In India, taking MPA for few days a week and almost never was associated with, respectively, 38% (OR=1.38; 95% confidence interval [CI]=1.017–1.876) and 56% (OR=1.564; 95% CI=1.003–2.438) higher odds of reporting back pain. Walking almost never was also associated with, respectively, 83% (OR=1.829; 95% CI=1.14–2.934) and 2.9 times (OR=2.854; 95% CI=1.419–5.738) higher odds of reporting back pain among men in Nepal and Pakistan, respectively.Conclusion: Though the relationship was not consistent across sex and countries, results indicate that inadequate or nonparticipation can substantially increase the likelihood of suffering from back pain among an elderly population in this region. Further research is needed to better understand this relationship and the potential of exercised-based strategies to prevent and treat back pain among elderly persons. Keywords: back pain, older people, physical activity, South Asia, world health survey

[Bahasa]: Penelitian ini bertujuan untuk mengungkap kecenderungan lintasan belajar mahasiswa dalam melakukan penelitian pendidikan matematika, khususnya dalam kemampuan mendesain, melaksanakan, dan mempublikasikan hasil penelitian, dengan menggunakan model pembelajaran berbasis riset. Metode yang digunakan adalah design research dengan 3 tahapan, yaitu preliminary design, teaching experiment, dan retrospective analysis. Penelitian ini mendeskripsikan bagaimana lintasan belajar yang dikembangkan memberikan kontribusi dalam menumbuhkan keterampilan meneliti pada 9 mahasiswa pendidikan matematika di STKIP Surya, dengan mendeskripsikan kegiatan dosen, mahasiswa, dan melihat hasil akhir pembelajaran, selama kurun waktu 5 bulan. Hasilnya, 2 orang mahasiswa mampu memenuhi semua indikator keterampilan meneliti sampai tahapan publikasi karya ilmiah dalam jurnal yang terindeks Google Scholar, 1 orang mahasiswa sampai tahapan penulisan hasil penelitian (skripsi), 2 orang mahasiswa sampai tahapan pembuatan proposal penelitian dan sudah diseminarkan, 3 orang mahasiswa sampai tahapan pembuatan proposal penelitian, dan 1 orang mahasiswa masih dalam tahapan mendesain suatu penelitian. Selain itu, penelitian ini juga memberikan gambaran faktor-faktor penyebab keberagaman hasil yang diperoleh mahasiswa selama proses pembelajaran. [English]: This study aims to reveal the tendency of students' learning trajectory in doing research in mathematics education, especially in the ability to design, implement, and publish the research result by using research-based learning model. The method used is design research with three phases, i.e., preliminary design, teaching experiment, and retrospective analysis. This study describes how the learning trajectory that was developed to contribute to enhancing the research skills of nine pre-service mathematics’ teacher at Surya College of Education with describing the activities of lecturer, students, and the final result of learning during five months. As a result, two students were able to meet all the indicators of research's skill until publishing a scientific paper in journals indexed by Google Scholar. One student was able to the stage of writing the research result (undergraduate thesis). Two students were able to the stage of making a research proposal and already seminar. Three students were able to the stage of making a research proposal. One student is still in the stage of research design. Besides, this study also illustrates the diversity of the factors that cause results obtained by students during the learning process.

This paper reports some results of a research attempted to cultivate students’ mathematical reasoning ability (MRA) by means of implementing problem-based learning (PBL) model. The population was upper secondary students of public schools in Bandung. Cluster sampling technique applied to take sample of amount 158 students from middle-level schools. Data were teacher’s assessment on students’ performance in last two months, prior mathematical knowledge (PMK) and MRA test, observations, and interview. Two-factors ANOVA then used to analyze the data. Findings showed that overall students in PBL-classroom achieved better MRA than their counterparts in conventional one though the category in both classrooms was low. Interaction between PBL and PMK factor towards MRA did not emerge. Most part of the participants viewed PBL neither positive nor negative. On the contrary, they assessed that the tasks given made and demanded them thinking and learning more actively than ever. The findings showed adopting PBL in schools to facilitate students getting their higher order thinking skills is a reasonable choice, especially schools having middle or high ability students.Keywords: problem-based learning (PBL), mathematical reasoning ability DOI: http://dx.doi.org/10.22342/jme.7.2.3542.117-128

Problem-based learning are very common in mathematics teaching and learning in college level where students are exposed to problems and required to solve them. However, in general, when students are making efforts to solve the problems, they usually implement direct problem solving strategy without involving argumentation as one of the most important component of the problem solving process. Through argumentation, a reasoning process will take place and will involve thinking about what data gathered, what theorem support the process, how rebuttal is given, and what final claim to confirm. A student is able to comprehend a certain problem meaningfully when he/she is able to state the reasons, to elaborate the data, to express assurance, and even to make a claim of a problem in correct ways. Therefore, in order to see if the students have already acquired the skills to express mathematics problem meaningfully, they can be asked to express ideas orally and rewrite the ideas in mathematical arguments. Thus, this research was intended to find out if the students have improved their mathematical argumentation in Calculus 1 course. A learning process that facilitates the students to develop arguments is needed in order to improve their mathematical argumentation skills. Therefore, this research took students at the Dept. of Mathematics Education in UHAMKA University as the subjects in which four classes of them were taken as the samples using purposive random sampling technique. The four classes were then divided into two groups: two classes as control groups and two other classes as experimental groups. In this research, the teaching and learning process in the experimental groups used Problem-based Learning (PBM); meanwhile, conventional learning process (KS) was implemented in the control groups. There were 141 students involved in this research. And the instrument used in this research was a test intended to measure mathematical argumentation skills. The data was analyzed using t-test and ANOVA through one and two lines. Based on the analysis, this research found that there was significant differences in mathematical argumentation between PAM Groups (upper, middle, and lower) on Problem-based Learning. There was differences in the improvement of PAM for upper and middle groups. Significantly, the improvement of students’ mathematical argumentation skills in PAM groups using Problem-based Learning is better than those using conventional learning. There was also significant improvement on students’ mathematical argumentation skills in each of PAM groups between those using Problem-based Learning and Conventional Learning. Collectively, both factors of PM groups and learning approach have given significant effects on students’ mathematical argumentation skills.

This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one university in the city of Bogor. The results showed: (1) the increase of MCTA of student who receive CTL better than students who receive TTL; (2) There are differences in the increase MCTA between students in groups of high MPA, medium MPA, and low MPA, both the student who received the CTL and TTL; and (3) There is no interaction between learning factors (CTL and TTL) with MPA (high, medium and low) toward the enhance of MCTA.

This research aims to investigate, compare, and describe the achievement and enhancement of students’ mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCS students that used TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students

The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.Keywords: problem-based learning, mathematical critical thinking ability DOI: dx.doi.org/10.22342/jme.72.107

The intention of the present study was to see the improvement of students’ intuitive skills. This improvement was seen by comparing the Realistic Mathematics Education (RME)-based instruction with the conventional mathematics instruction. The subject of this study was 164 fifth graders of elementary school in Palembang. The design of this study was a Pretest-Posttest Control Group Experiment. Data was analyzed with the help of SPSS. The result of this study showed that there was different improvement of students’ skills. The improvement was higher in the class using the RME-based instruction that in conventional mathematics class.Keywords: Realistic Mathematics Education (RME), Intuition DOI: http://dx.doi.org/10.22342/jme.5.1.1446.27-34

Delivering an effective online mathematics course at the university level is more challenging than the offline mode because of the method course content's nature. One of the strategies to answer the challenges faced in an online learning environment is the utilization of Open Educational Resources (OER). This descriptive case study research investigates students' satisfaction and performance in the Open Educational Resources (OER)--integrated online calculus course. This study involved eight students who took a calculus course entirely online. The lecturer used various OER, both integrated into Canvas and during the online meetings. Students were satisfied with the online calculus course since it has met their expectations. The online course content and use of OER, classroom environment, and lecturer facilitation were three components that students find valuable. Likewise, students' performance in the online calculus course is excellent, where all students got grades A. Although students' performances in Unit Test 1 and Unit Test 2 are not as excellent as other assessments, they demonstrate active participation during the online meetings, frequently use OER, and consistently fulfill all assignments. They succeed in developing digital learning activities as their pair works and learning videos about the application of integral as their group projects.

The aim of this study is to know the differences of enhancement inmathematical problem solving ability (MPSA) between the studentswho received soft skill- based metacognitive learning (SSML) with thestudents who got conventional learning (CL). This research is a quasiexperimental design with pretest-postest control group. The populationin this study is the students of Junior High School in Pekanbaru city.The sample consist of 135 students, 68 of them are from the high-levelschool, and 67 students are from the middle-level school. The instruments are mathematical prior knowledge (MPK) test, MPSA test,instruction observation sheet, students journal about the lesson, and the guideline for interview. The data was analyzed using t-test and two way ANOVA. The result of data analysis indicates: (1) overall, theenhancement of students’ MPSA with SSML approach significantly ishigher than those with conventional learning (CL); (2) there is nointeraction between the learning approach (SSML and CL) with theschool level (high and middle) toward the enhancement of MPSA; (3)there is no interaction between the learning approach (SSML and CL)with MPK (upper, middle, and low) toward the enhancement of MPSA.

Steve Kanters,1,3 Margaret Nansubuga,2 Daniel Mwehire,2 Mary Odiit,2 Margaret Kasirye,2 William Musoke,2 Eric Druyts,3 Sanni Yaya,3 Anna Funk,3 Nathan Ford,4,5 Edward J Mills3,61Faculty of Health Science, Simon Fraser University, Burnaby, BC, Canada, 2Mildmay Uganda, Kampala, Uganda; 3Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada; 4Médecins Sans Frontières, Geneva, Switzerland; 5Centre for Infectious Disease Epidemiology and Research, University of Cape Town, South Africa; 6Stanford Prevention Research Center, Department of Medicine, Stanford University School of Medicine, Stanford, CA, USABackground: We aimed to assess the relationship between gender and survival among adult patients newly enrolled on antiretroviral therapy (ART) in Uganda. We also specifically examined the role of antenatal services in favoring women's access to HIV care.Methods: From an observational cohort study, we assessed survival and used logistic regression and differences in means to compare men and women who did not access care through antenatal services. Differences were assessed on measures of disease progression (WHO stage and CD4 count) and demographic (age, marital status, and education), behavioral (sexual activity, disclosure to partner, and testing), and clinical variables (hepatitis B and C, syphilis, malaria, and anemia). A mediational analysis that considered gender as the initial variable, time to death as the outcome, initial CD4 count as the mediator, and age as a covariate was performed using an accelerated failure time model with a Weibull distribution.Results: Between 2004 and 2011, a total of 4775 patients initiated ART, and after exclusions 4537 (93.2%) were included in analysis. Men initiating ART were more likely to have a WHO disease stage III or IV (odds ratio: 1.46, 95% confidence interval [CI]: 1.29–1.66), and lower CD4 cell counts compared to women (median baseline CD4 124 cells/mm3, interquartile range [IQR]: 43–205 versus 147 cells/mm3, IQR: 68–212, P-value < 0.0001). Men were at an increased risk of death compared to women (hazard ratio: 1.38, 95% CI: 1.03–1.83). Baseline CD4 cell counts accounted for 43% of the increased risk of death in men (95% CI: 22%–113%). Access to care via antenatal services did not explain differences in outcomes.Conclusion: In this cohort there is a marked increase in risk of mortality for men and approximately half of it can be attributed to their later engagement in care. More effort is required to engage men in care in a timely manner.Keywords: HIV, antiretroviral therapy, gender, Uganda, antenatal care, mortality

The students’ difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach with contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches. Keywords: Visual Thinking Representation, Mathematical Problem Solving, Contextual Teaching Learning Approach DOI: http://dx.doi.org/10.22342/jme.4.1.568.113-126

Abstrak Penelitian ini adalah kuasi eksperimen dengan disain kontrol pre dan post tes pada mata kuliah Bilangan terhadap 67 mahasiswa calon guru SD di suatu universitas di Bandung Tahun Akademik 2010/2011. Kelompok eksperimen mendapatkan perlakuan berupa pembelajaran dengan pendekatan induktif. Instrumen yang digunakan terdiri dari: Tes Kemampuan Awal Matematis (KAM), Tes Kemampuan Penalaran Deduktif Matematis (KPDM), pedoman observasi, kamera photo, dan wawancara. Analisis data menggunakan ANOVA dua Jalur. Berdasarkan analisis data diperoleh kesimpulan bahwa: (1) Tidak terdapat interaksi antara faktor TKAM dan pembelajaran terhadap KPDM dan (2) Kemampuan Induksi Matematis tergolong rendah. Kata kunci: Pembelajaran dengan Pendekatan Induktif, Penalaran Deduktif Matematis, Kemampuan Induksi Matematis, dan Mahasiswa calon guru SD.

Penelitian kuasi eksperimen ini bertujuan untuk mengetahui dampak daripendidikan matematika realistik (PMR) terhadap peningkatankemampuan pemecahan masalah matematik (KPMM). Desain penelitianyang digunakan adalah kelompok kontrol non-ekuivalen dengan subjekpopulasi seluruh siswa SMP di Kota Yogyakarta yang berasal darisekolah level rendah (C), sedang (B), dan tinggi (A). Dari masing-masinglevel sekolah diambil satu sekolah kemudian dari setiap sekolah yangterambil diambil satu kelas eksperimen yang mendapat PMR dan satukelas kontrol yang mendapat pembelajaran biasa (PB). Instrumen yangdigunakan berupa dua set tes KPMM yang setara. Analisis datamenggunakan uji-t dan Anava. Hasil penelitian yang diperoleh adalah:(1) peningkatan KPMM siswa PMR lebih tinggi daripada peningkatanKPMM siswa PB pada keseluruhan siswa dan semua level sekolah; (2)peningkatan KPMM siswa PMR paling tinggi terjadi pada sekolah levelA; dan (3) tidak ada interaksi antara pembelajaran dengan level sekolahdalam peningkatan KPMM.Kata Kunci: pendidikan matematika realistik, pemecahan masalahmatematik DOI: http://dx.doi.org/10.22342/jme.1.1.793.41-52

Penelitian kuasi eksperimen ini bertujuan untuk mengetahui dampak dari pendidikan matematika realistik (PMR) terhadap peningkatan kemampuan pemecahan masalah matematik (KPMM). Desain penelitian yang digunakan adalah kelompok kontrol non-ekuivalen dengan subjek populasi seluruh siswa SMP di Kota Yogyakarta yang berasal dari sekolah level rendah (C), sedang (B), dan tinggi (A). Dari masing-masing level sekolah diambil satu sekolah kemudian dari setiap sekolah yang terambil diambil satu kelas eksperimen yang mendapat PMR dan satu kelas kontrol yang mendapat pembelajaran biasa (PB). Instrumen yang digunakan berupa dua set tes KPMM yang setara. Analisis data menggunakan uji-t dan Anava. Hasil penelitian yang diperoleh adalah: (1) peningkatan KPMM siswa PMR lebih tinggi daripada peningkatan KPMM siswa PB pada keseluruhan siswa dan semua level sekolah; (2) peningkatan KPMM siswa PMR paling tinggi terjadi pada sekolah level A; dan (3) tidak ada interaksi antara pembelajaran dengan level sekolah dalam peningkatan KPMM

The purpose of this research is to analyze the effect of GeoGebra in three-dimensional geometry learning on students 'mathematical communication ability as a whole and based on students' prior mathematical abilities. This quasi-experimental research with randomized posttest only design included 84 XII grade students in high school in Central Jakarta, Indonesia. Before the research, students were grouped based on their prior mathematical abilities including high, medium and low groups. The research data were the results of mathematical communication skills tests consisting of 7 questions which were then analyzed by Mann- Whitney test. The results reveal that overall and for students with high and medium mathematical prior abilities, there were significant differences in mathematical communication skills between students who received GeoGebra assisted Geometry learning and students who obtained conventional mathematics learning, while for students with low prior mathematical ability, there is no significant difference.

Serums are skincare products containing concentrated active substances, often used to enhance skin health and manage specific skin conditions. Green coffee (Coffea canephora var. Robusta) beans are rich in flavonoids and possess antibacterial activity. Gold nanoparticles are popular in cosmetics due to their ability to enhance skin elasticity and their anti-aging properties. The present study aims to formulate, characterize, and assess the antibacterial activity of green coffee bean extract gold nanoparticle serum. Green coffee beans were extracted by maceration in 96% ethanol. Gold nanoparticles of green coffee bean extract (GCBE) were prepared by mixing green coffee bean ethanol extract (70%), 1400 µL chloroauric acid (HAuCl4), and 50 µL polyvinyl alcohol following standard procedure. Different formulations of the serum (F1, F2, and F3) were prepared by combining different concentrations of GCBE; 5% (F1), 10% (F2), and 15% (F3) with serum base comprising carbopol, triethyl amine, propylene glycol, propylparaben, methylparaben, and sodium metabisulfite. The formulations were analyzed for their organoleptic properties, pH, viscosity, stability, spreadability, and adhesion. The antibacterial activity was evaluated against Staphylococcus epidermidis ATCC 12228 using the disc diffusion method. The resulting formulations F1 (light yellow), F2 (pink), and F3 (light purple) were slightly viscous, homogenous, and had pH values from 5.84 to 5.87. They were stable on storage at room and cold temperatures, evidenced by unchanged organoleptic properties, pH, and viscosity over a 28-day period. All three formulations exhibited antibacterial activity against Staphylococcus epidermidis, with F3 exhibiting the highest antibacterial activity with an inhibition zone diameter of 12.6 mm. [ABSTRACT FROM AUTHOR]

Conceptual understanding (CU) and procedural fluency (PF) are two important mathematical competencies required by students. CU helps students organizing their knowledge into a coherent whole, and PF helps them to find the right solution of a problem. In order to enhance CU and PF, students need learning experiences in constructing knowledge and procedures. One of learning approaches which supports CU and PF enhancement is Model-Facilitated Learning (MFL). In MFL, students are given opportunities to build their knowledge and construct their own procedure through exploration with a virtual model. This study was an experiment based on pretest-posttest control group aiming to examine the influence of Model-Facilitated Learning on students' achievement and enhancement of CU and PF. The research subjects were 55 students of grade VII State Junior High School (SJHS) 19 Kerinci, Jambi Province. The results showed that the students who learned mathematics under Model-Facilitated Learning (MFL) had higher CU and PF than the students who received Conventional Learning (CL). Furthermore, the result showed that the students who learned by using MFL had higher enhancement of CU and PF than the students who received Conventional Learning (CL).

Mathematical reasoning ability, are component that must be governable by the student. Mathematical reasoning plays an important role, both in solving problems and in conveying ideas when learning mathematics. In fact there ability are not still developed well, even in middle school. The importance of mathematical reasoning ability (KPM are parallel in improving student skill to mastery those three abilities. Therefore it is necessary to apply learning strategy that is expected to improve the KPM, in mathematics teaching. This research applied mind mapping strategy (SMM) as an alternative to improve all three. This aims to find out contribution level in SMM application to ward the enhancement of mathematical reasoning ability, at school rank (low, high and medium), KAM (high, medium and low). The research is a quasi-experimental research by using Pretest and Posttest Control Group Design. The sample in this research is 130 students in eight of two School in Ambon. Each school represents high school rank and medium school rank. The hypothesis was tested at 5% significance level. The data were analysed by applying the Kolmogorov-Smirnov (KS), Levene test, t-test, t'-test, Mann-Whitney U test, and ANOVA two lines. The result shows that: (1) there is a difference achievement, the enhancement of KPM, in experiment class and control class; (2) there is an interaction between learning and school rank in enhancing the ability of mathematical reasoning; (3) there is no interaction between learning and KAM in increasing reasoning ability. A bibliography is included.

The study reported the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.

This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCS students that used TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students.

The intention of the present study was to see the improvement of students' intuitive skills. This improvement was seen by comparing the Realistic Mathematics Education (RME)-based instruction with the conventional mathematics instruction. The subject of this study was 164 fifth graders of elementary school in Palembang. The design of this study was a Pretest-Posttest Control Group Experiment. Data was analyzed with the help of SPSS. The result of this study showed that there was different improvement of students' skills. The improvement was higher in the class using the RME-based instruction that in conventional mathematics class.

The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach with contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches.

The aim of this study is to know the differences of enhancement in mathematical problem solving ability (MPSA) between the students who received soft skill- based metacognitive learning (SSML) with the students who got conventional learning (CL). This research is a quasi experimental design with pretest-postest control group. The population in this study is the students of Junior High School in Pekanbaru city. The sample consist of 135 students, 68 of them are from the high-level school, and 67 students are from the middle-level school. The instruments are mathematical prior knowledge (MPK) test, MPSA test, instruction observation sheet, students journal about the lesson, and the guideline for interview. The data was analyzed using t-test and two-way ANOVA. The result of data analysis indicates: (1) overall, the enhancement of students' MPSA with SSML approach significantly is higher than those with conventional learning (CL); (2) there is no interaction between the learning approach (SSML and CL) with the school level (high and middle) toward the enhancement of MPSA; (3) there is no interaction between the learning approach (SSML and CL) with MPK (upper, middle, and low) toward the enhancement of MPSA.