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The Covid-19 pandemic has changed many social structures in society. This also impacts the world of education, where suddenly the learning model that is usually done in schools must be done online. This problem has an impact on student learning outcomes, especially in the field of mathematics. This study aims to examine the problems faced by students in learning during the pandemic period. This research uses descriptive qualitative methods, conducted by interviewing 15 mathematics teachers and observations made to 10 junior high school students. Based on the results of interviews with mathematics teachers, it is found that learning in online classes is very different from learning in class both in terms of student attendance, student learning outcomes, and student activities in the online learning process. Meanwhile, from the results of direct observation with students, it was found that students felt bored and did not understand the material in online classes due to a lack of time to ask questions about teaching materials and absence in online classes partly due to inadequate facilities.

Proportional reasoning is the important process in solving social arithmetic problems. A students’ successes in solving mathematical problem is also determined by affective abilities, one of which is a mathematical disposition. This study aims to describe the students’ proportional reasoning in solving non-routine problems based on mathematical disposition. This research is a qualitative study by conducting an in-depth analysis of the proportional reasoning ability of students in students with high, medium, and low mathematical dispositions. The research instrument used was a problem solving ability test, a mathematical disposition scale, and an interview guide. The result shows that in solving non-routine problems, students with high mathematical disposition have mathematical reasoning abilities at level five (Functional and Scalar Relationships), students with moderate mathematical disposition at level four (Accomodating Covariance and Invariance), and students with low mathematical disposition at level five one (Qualitative). Thus it can be concluded that the higher the mathematical disposition of students, the proportional reasoning in solving non-routine problems will be better.

The purpose of this study is to explore the implementation of APOS (Action-Process-Object-Schema) in first-year students at higher education as a basis of instructional learning in Riemann Sum to emerge the reflective abstraction. This is qualitative research, and data were taken by tests, interviews, and observation. To construct the Riemann Sum understanding, students came through the Action by estimating the area under the curve with various shapes, looking for the area under the curve through several partitions, and make repetitions. The Process was built by interiorizing the previous action on n partitions. The Object was constructed through the encapsulation mechanism by determining the existence and value of the limit for the Riemann Sum. Schemes occurred through thematization by applying Riemann Sum to contextual situations involving functions of distance and time. The results showed that the success of APOS implementation was determined by genetic decomposition, assistance, reinforcement of preconditions and reinforcement of concepts by lecturers. Some effective scaffoldings to help the construction of reflective abstractions in Riemann Sum are worksheets and guided question from educator.

Creative thinking is an important part in learning mathematics. However, some Mathematics Education students have low creative thinking skills, especially in the proof process in the Real Analysis course. Use the Problem Posing approach to determine the quality of students' creative thinking abilities in the Real Analysis course. Therefore this study aims to describe the potential of students as designers, in creative thinking in the proof of mathematics. This research is a qualitative research category, with a perspective-constructive approach. A total of 61 sixth semester students take Real analysis courses in the 2019/2020 Academic Year as research subjects. The student studied in two heterogeneous mathematics education classes, from one urban tertiary institution participating in this study. By using descriptive statistics and Pearson correlation can be obtained this research information. The results obtained by the problem posing condition can find a greater difference than the equivalent conditions, about two-thirds of students are able to make in some cases the original equivalent, as well as the relationship between student achievement on Sequences and Series material with originality found at the middle level. This type of research has the potential for lecturers and students to assess the level of student understanding of certain mathematical topics, concepts, or procedures.

This qualitative research purpose to analyze the mathematical representation ability of students in solving problems viewed from the level of self-efficacy. This research was conducted on 6E grade of mathematics education students at the University of Singapore Karawang. This research is focused on the ability of visual representation, equations representation or mathematical expressions, and words representations or written texts as seen from the level of student self-efficacy. The dimensions of self-efficacy include magnitude, strength, and generality. This study uses a qualitative approach with data collection techniques such as tests, questionnaires and interviews. The results showed that the ability of mathematical representation is very important and needed by students in understanding material and solving problems, if the ability of mathematical representation is lacking then it causes a lack of student understanding of the material given so that students have difficulty in working on given problems. A good mathematical representation ability is supported by good student self-efficacy, with optimism and never give up in working on any given problem by thinking of strategies for solving the solution.

In mathematics, there are several abilities should be belong to students. One of the abilities should be belong to students is the ability of the mathematical representation. Mathematical representation ability makes it easy for students to solve mathematical problems, because students are required to make their mathematical models, by making mathematical models students will be easier to solve mathematical problems. This basic mathematical ability can be mastered well by students if students have affective abilities, one of them is self-efficacy. In this study, qualitative research methods are used. Descriptive research is chosen the type of literature study. Data collection method with literature study. This article examines the ability of the representation and self-efficacy in mathematics learning, which includes indicators of what needs to be developed in the ability of the mathematical representation, and indicators contained self-efficacy in mathematics learning. The brief description is based on an analysis of the representation abilities and self-efficacy in mathematics learning.

The ability of mathematical creativity is needed by every mathematics education student. Mathematical creativity is an important part of Mathematics education. But the mathematical creativity of most Mathematics Education students is still low. Therefore, mathematical creativity is needed for students in Mathematics Education, especially for students who are studying Real Analysis courses. Based on the results of the Open-Ended Real Analysis course, it can be seen the quality of the students' mathematical creativity. The purpose of this study is to analyze the location, causes, and types of student errors in doing Open-Ended Real Analysis test questions through the use of the Newman Error Analysis (NEA) medium. Newman Error Analysis includes Reading Error, Comprehension Error, Error Transformation, Skill Error Process, and Encoding Error. This research is a type of qualitative research. The subjects of this study were students taking Real Analysis courses in the Mathematics Education Study Program at Pancasakti University, Tegal Indonesia. The research subjects were 64 students. The results showed that students in doing the Open-Ended Real Analysis test questions were still confused using the theorem that was right to use. It means that students in the transformation process discuss problems and the skill process is still lacking. This is by the five types of errors / Newman Error Analysis described by experts in Mathematics Education. The new findings in this study are errors of carelessness not working on problems, and misconceptions.

This study aims to explore the mathematical communication of students based on Reflective cognitive style. This research is a qualitative research that is descriptive qualitative. The subjects in this study were students who took statistics methods, the selection of research subjects with a purposive sampling technique, the validity of the data was obtained by the method triangulation technique. Data analysis with the process: (1) reduction data, (2) presentation data; and (3) making conclusions and verification. The results of this study are: (1) SM subjects are able to propose hypotheses by making convince statements related to the problem given, but in guessing hypotheses tend to require a relatively long time, (2) SM subjects can understand and evaluate ideas in mathematics in problems solving in writing, (3) subjects are able to present and read tables, and graphs, as well as fill out the things that are known and asked completely and correctly, (4) the subject SM is able to conclude the answer from the results of solving the problem in accordance with the question, (5) able to complete and clear in communicating his ideas to others verbally, clearly and completely, but tends to take a long time. By studying or analyzing mathematical communication on statistical methods based on reflective cognitive style, it will certainly improve mathematics learning.

In this paper the Poincar’e-Lindstedt perturbation method will be applied to analyse an oscillator with Rayleigh type with Periodic Damping Coefficient. The mathematical model of the oscillator describes flow-induced vibrations in a uniform wind field. The horizontal cylinder supported by springs as a model can be designed vibrate in vertical direction. It will be studied a solution approximation of the oscillator by using Poincar’e-Lindstedt perturbation method. The basic idea of the Poincar’e-Lindstedt perturbation is that from the simple harmonic oscillator, the period of oscillation depends on the amplitude of the motion. The Lindstedt perturbation expansion allows the frequency to adapt to the nonlinearity by defining the “stretched time variable” The periodic solution of Limit cycle will be studied in this paper.

Mathematical literacy is the ability of individuals to formulate, use, and interpret mathematics in various contexts. NCTM has formulated 5 competencies in mathematics learning, namely mathematical problem solving, mathematical communication, mathematical reasoning, mathematical connection, and mathematical representation. These five abilities are included in mathematics literacy abilities and must be possessed by all students. High-level thinking is a thought activity that includes aspects of problem solving, critical, creative, metacognitive to achieve certain goals, which in the domain of Bloom's Taxonomy conducts the analysis, synthesis and evaluation of a problem. The ability of mathematical literacy will encourage students to be able to think at a high level because in mathematics literacy students will be required to use all critical and creative thinking to be able to formulate and interpret mathematics in various contexts so that the highest level of mathematical skills (level 6) can be achieved.