The Covid-19 pandemic has become a world problem now. The pandemic has affeected a lot of core sectors including the education sector. Students are not able to go to school to study and have to do a social distancing by staying at home. What the government did so that students will still be able to study at home is by developing a long-distance learning media. In this research, we will get to know more about how students in China learn mathematics at home and their learning attitude towards the learning video. This research will use a qualitative and quantitative research method. The researchers gave out questionnaires to 408 students in Guangxi province, China. The researchers also did an interview on the parents and students to know the advantages and disadvantages of using the learning video during this covid-19 pandemic. The research result shows that there is a good student learning attidude towards the learning video. Students feel that the learning video is very interesting yet effective as they were able to understand the concept taught.

Now, the whole world is facing the coronavirus pandemic. In the meantime, students in China are required to do social distancing and not go to school. This coronavirus pandemic resulted in the use of online learning to teach students. In this research, we will get to know the students’ learning attitude towards online learning during the coronavirus pandemic. The sample population for this research are students in West Java, Indonesia. The data will be collected by using questionnaires and there was a total of 16 questionnaires that is collected for this research. The result of this research shows that online learning during this coronavirus pandemic is not very effective. Also, the students’ learning interest towards online learning is also very low. Based on the interview done on students and teachers, most of them stated that there are various factors that can affect online learning in China such as learning environment, internet and etc. The suggestion that is given in this research is that aside from online classes, teachers can also use video learning media that are used by developed countries so that it can solve the bad internet problem. The result of this research hopefully, can become a reference to improving a more effective learning media that can be used during the coronavirus pandemic in Indonesia.

Penelitian ini bertujuan untuk menganalisis dan menelaah secara mendalam tentang kemampuan pemahaman matematik yang dipengaruhi self confidence dari siswa SMP. Metode dalam penelitian ini menggunakan metode korelasional dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah siswa SMP di Kota Cimahi dan sampelnya sebanyak 28 orang yang ditetapkan dengan teknik purposif sampling pada salah satu SMP di Kota Cimahi. Instrumen dalam kemampuan ini berupa tes kemampuan pemahaman sebanyak 5 butir soal dan skala self confidence siswa sebanyak 28 skala pernyataan. Hasil penelitian ini memperoleh kesimpulan bahwa, kemampuan pemahaman matematik siswa SMP dipengaruhi positif oleh self confidence sebesar 74,6% sedangkan 25,4% dipengaruhi oleh faktor selain self confidence siswa.

According to the observation of schools in Indonesia, the quadratic function graph is a lesson for junior high school students. For it is an abstract concept, students have difficulties to understand and picture out the graph functions. The main purpose of this research is to design a learning media to improve students’ learning achievement by using hawgent dynamic mathematic software. The method of this research is research and development method. The target audience of this research were 32 students in experimental class and 32 students in controlled class. The result of this research is the material expert, research and media experts obtaining “valid” criteria. This means that the software is better than traditional teaching methods as students are able to easily visualise and generalise the graphical form of the quadratic equation. This automatically increases student’s learning achievement and makes them find math interesting.

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.

Learning media is a help assistant for students to understand mathematics concept. Sometimes textbooks are very boring and not interesting therefore an innovation using a technology based media is needed. This research aims to make a learning media to improve students’ ability on the topic of trigonometry. The learning process will use hawgent dynamic mathematic software as a mathematics learning media. The problems that we are going to find out through this research are 1) can developing a learning media such as hawgent dynamic mathematic software improve students’ mathematical ability? and 2) did the student show a positive response in the learning process when using hawgent dynamic mathematic software? This research will use the ADDIE method. The target of this research are 30 high school students. The instruments use for this research are the cognitive test, interview and observation. According to the research result, there is an improvement in the students’ mathematical ability for trigonometry when using hawgent dynamic mathematic software. This means that the implementation of hawgent dynamic mathematic software in the learning process is successful. Students are more active and enthusiastic in class. In conclusion, developing hawgent dynamic mathematic software can improve the students’ mathematical ability in trigonometry as students’ show positive response when the learning process is helped by hawgent.

This research was motivated by the low problem-solving abilities, mathematical disposition, and learning motivation of junior students. This study aims to find and analyze the influence of mathematical dispositions empirically and learning motivation on problem-solving abilities. Samples were obtained in class VII-2 at SMPN 2 Cimahi as many as 34 students.  The study uses quantitative correlational methods. The analysis was done by a regression method. The data collection was given two pieces of study instruments, namely problem-solving test instruments and non-test questionnaires in a set of mathematical dispositions and learning motivation. The data were tested for regression and correlation. The results of data analysis that was a mathematical disposition and learning motivation were significantly influenced by the problem-solving ability of junior students, with the regression equation Y = 1.95 + 0.121X1 + 0.015X2 indicating a positive influence, and the degree of closeness is the Pearson correlation coefficient of 0.827 classified in a robust positive interpretation. Together, mathematical disposition variables and learning motivation variables can determine the problem-solving variable by 68.3%. Recommendations from this study, teachers should design learning processes that can improve mathematical disposition and student motivation so that students' problem-solving abilities increase.

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