Background of this research is many student errors at solving linear equation systems with two variables problems. The research aim is to know the kinds and level of errors at solving linear equation systems with two variables problems. This research is descriptive quantitative. The subject of this study is 30 students grade 7 from one of junior high school at Mataram, West Nusa Tenggara. A data collection done by tested and interviewed. The error of the problem solving that could analyze were a reading error, comprehension, transformation, process skills and encoding. Result of the research indicate that percentage of reading error was 17.78% (too low category), comprehension error was 55.56% (middle category), transformation error was 18.52% (too low category), process skills error was 36.67% (low category) and encoding error was 83.70% (too high category).

The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students' algebraic thinking. As design research study, it followed the three steps of preliminary studies, teaching experiment and retrospective analysis. The subject of the study is 32 fifth grade students of MIN 2 Palembang during the teaching experiment phase. The data were gathered from students' worksheets, lesson observation and interviews with the students. Data analysis was done using a constant comparative qualitative method. The results from the study indicate that pattern investigation in pre-algebra class that visualized geometrically supports the students to identify the form of the pattern and construct generalization. AbstrakPenelitian ini adalah bagian dari design research untuk menghasilkan teori pembelajaran lokal di bidang praaljabar dengan menggunakan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI). Artikel ini akan memfokuskan pada pembahasan tipe kelas pra-aljabar yang dapat membantu pengembangan kemampuan aljabar siswa sekolah dasar. Sebagai suatu penelitian desain, tahapan yang digunakan dalam penelitian ini adalah studi pendahuluan, uji coba lapangan, dan analisis retrospektif. Subjek penelitian ini adalah 32 orang siswa kelas V MIN 2 Palembang pada saat tahapan uji coba lapangan. Data dikumpulkan melalui lembar jawaban siswa pada lembar kegiatan, observasi dan wawancara selama kegiatan diskusi berlangsung. Data kemudian dianalisis secara kualitatif dengan menggunakan metode komparasi konstan. Dari hasil analisis, diketahui bahwa penelusuran pola pada kelas pra-aljabar yang direpresentasi secara geometri dapat membantu siswa untuk mengidentifikasi pola dan membuat generalisasi.

Covid-19 Pandemic has an impact on education that is bringing up new policies for learning from home. The purpose of this study was to determine students’ views on learning mathematics in higher education while learning from home and its sustainability towards a new normal. This type of research is qualitative with data collection techniques using online surveys and interviews. Respondents in this study were 169 students of Mathematics Education in Higher Education. The results of this study indicate that 100% of lectures are conducted online with a composition of 34.32% in the form of Asynchronous Online Course, 19.53% Synchronous Online Course, and 46.15% using Hybrid Online Course. The effectiveness of online course that has been carried out was obtained 7.1% very effective, 20.1% effective, 53.8% sufficient, 17.8% less effective, and 1.2% ineffective. Open questions are provided in the questionnaire to allow students to convey constraints/difficulties experienced during Learning from Home (LFH), including network constraints, health problems, costs, the environment, course constraints, and time problems. Student responses regarding the application of the Blended Learning method in the new normal period showed 48% agreed, 31% were doubtful, and 21% disagreed.

The difficulty in learning algebra is mostly blamed to the discrepancy between arithmetic lesson in elementary school and algebra lesson in middle school. Hence, a bridge is needed to connect those two core subjects thorough a pre-algebraic lesson. This study is aimed to generate an understanding of how the students’ shift from arithmetic to algebraic thinking during pre-algebraic lesson. It is a part of a larger study in design research to establish a learning trajectory in pre-algebraic lesson by using pattern investigation. The data were gathered from written works, video registrations and field notes in 32 fifth grade students’ of an elementary school in Palembang. The data were analyzed qualitatively using constant comparative method. The result showed that the students’ shifting from arithmetic to algebraic thinking is highly impacted by their clarity in seeing geometrical structure of a pattern. Hence, it is recommended for the teachers to conduct a pre-algebraic lessons using pattern investigations visualized in geometrical representation for the elementary school students

This study aims to describe the errors and the causes of errors in solving mathematics word context problem in the topic of absolute value. Based on Newman’s Error Analysis terms of  student’s lerning styles. Error analysis must continue to be carried out so that teachers know the types, causes, and solutions to overcome student errors. This type of research is descriptive qualitative.The research subjects of class X MIA 1 SMAN 1 Janapria academic year 2020/2021 were selected by purposive sampling. To deepen the research results, 2 students were selected from each type of learning style. Data collection techniques used are learning style questionnaire, diagnostic tests, and interviews. Data analysis technique used data reduction, data presentation, and conclusion. Based on the  results of the data is (i) students with visual learning style and audits mostly made errors in stage of transformation, process skill, and encoding. While  students with kinesthetic learning style mostly made errors in stage of comprehension, transformation, process skill, and encoding, (ii) the causes of mistakes for both students with visual, auditory, and kinesthetic learning styles are that students less understanding of the prerequisite lessons, cannot make mathematical models, and not know the steps to solve problems.

This research aimed to determine the influence of adversity quotient (AQ) on student mathematics learning achievement (MLA) of class VIII SMP Negeri 1 Narmada academic year 2019/2020. Population in this study consisted of 379 students and sample of the research is consisted of 80 students which are selected by using the purposive sampling technique. Data collection techniques in this research using questionnaires and test. The instrument of this research using a closed AQ questionnaire consisting of 50 statements and essay of pattern and sequence mathematics number consisting of 4 questions. The data obtained was analyzed using correlation and simple linear regression. Correlation coefficient (r) equal to 0,799, which indicate that relation between AQ on student MLA including was strong category. The contribution of AQ on student MLA, coefficient of determination is 60,684 %. This indicated AQ also affect the student’s MLA of class VIII SMP Negeri 1 Narmada academic year 2019/2020 shown by liniear regression equation in this research is Y=-20,592+0,577X

This study aimed to describe the mathematical problem solving ability of class VIII MTsN 1 Mataram at academic year 2019/2020 in solving numbers pattern problems based on reflective and impulsive cognitive styles. This type of research was quantitative descriptive research. The subjects in this study were students of class VIII-6 MTsN 1 Mataram at academic year 2019/2020. Data  retrieval were done by using the cognitive test and the test results of problem solving. Based on the results of the study, it was found that the number of reflective students were 14 students (63,6%) who were distributed into 5 students (22,7%) with high ability, 7 students (31,8%) with moderate ability, and 2 student (9,1%) with low ability. While the number of impulsive students were 8 students who distributed into 5 students (22,7%) with medium ability and 3 students (13,6%) with low ability. Those results showed that there were differences in problem solving abilities between students who had reflective and impulsive cognitive styles. Reflective students in solving problems had been able to meet all the indicators at the problem solving stage according to Polya namely understanding the problem, thinking about the plan, carrying out the plan, and looking back. While impulsive students in solving problems had been able to fulfill the indicators thinking about plans and implementing plans. Impulsive students tend to skip the stages of understanding a problem and looking back.

The present descriptive study aims to analyze the misconceptions among prospective mathematics teacher on geometry using three-tier diagnostic tests. The research subjects were 52 students of mathematics education study program in a university in Mataram, Indonesia. The data were collected from students' written work in solving the three-tier geometry test. The test investigated the students' (1) understanding of concepts, (2) reasons, and (3) confidence in answering problems ( 1) and (2). Data analysis performed quantitatively and quantitatively using descriptive method. The results showed that there are: (1) 28.6% students who understood the concept, (2) 10.8% students who only guessed or were not sure of the answer and (3) 60.6% students had misconceptions. Misconceptions that occurred in students can be divided into three categories, namely: (1) pure misconceptions as much as 43.7%, (2) false positives (understanding deficiency) as much as 9.8%, and (3) false negatives (less information or careless) as much as 7.1%. The study implies many attempts are needed to improve prospective mathematics teachers' conceptual understanding in geometry.