ANALISIS KESULITAN MAHASISWA DALAM MENGERJAKAN SOAL ELIPS

Prospective mathematics teachers experience errors in solving straight-line equations, such as using unorthodox methods, answers that conflict with concepts and wrong calculations. This study aimed to analyze the difficulties of prospective mathematics teachers in algebraic material about straight-line equations. This research is descriptive qualitative research with a case study approach. The subjects in this study were students of the 3rd semester of the Mathematics Education Study Program, Widya Dharma University, Klaten, who had taken field analytic geometry courses. The data collection method in this study used the test method and the interview method. This study uses triangulation techniques to obtain valid data. The triangulation technique used is a triangulation method that compares data or information using different methods. The research instrument includes the main instrument, namely the researcher, whose role is to collect research data and auxiliary instruments in tests and interview guidelines. The data obtained from the interviews were analyzed using the analysis model of Miles, Huberman and Saldana, which includes data condensation, data presentation and drawing conclusions. The results of this study are that prospective mathematics teacher have difficulty in: (1) identifying which equations are straight lines and which ones are not, (2) explaining the concept of gradient, (3) proving the statement that two parallel lines have the same gradient, (4) prove the statement that two lines are perpendicular if the two gradients are multiplied the result is -1, (5) prove the formula for the equation of a straight line with a known gradient and a point through which it passes, and (6) prove the equation for a straight line if two are known the point through which. This study concludes that prospective mathematics teachers have difficulty in the material of straight-line equations.

This study aims to describe and analyze the mathematical creative thinking skills of student exchange program students who take Analytical Geometry courses in the Mathematics Education study program, Prof. Muhammadiyah University. DR. HAMKA. The research approach used is descriptive qualitative. Subjects were taken by purposive sampling technique. The subjects of this study were 5 students of the non-mathematics education study program who took the analytical geometry course in the mathematics study program. The instrument used in the form of a test description which contains indicators of creative thinking, observation and interviews. Based on the research results , it is known that the average score of students' mathematical creative thinking abilities (non-mathematical) is in the criteria of being quite creative (moderate). The error factor in solving the problem of creative thinking skills in analytic geometry material is that students do not understand the problem well. This shows that students are not used to answering questions that contain indicators of creative thinking

The problem formulation in this research are a) what is the level of students' ability in mastering the concept of Survey and mapping ?, and b) what difficulties do students experience in mastering the concept of Survey and Mapping?. The research approach uses both quantitative and qualitative approaches. The research procedure goes through several stages, namely a) preparation stage, b) problem formulation stage, c) data collection stage, d) data analysis stage, and e) research results. The population in this study is students of the Industrial Engineering Study Program of South Aceh Polytechnic, while samples are students of semester II of the Academic Year 2020/2021 Industrial Engineering Study Program as many as 1 (one) class. Research is conducted at South Aceh Polytechnic. The instruments in this research are test questions and interview guidelines. Data collection techniques in this study used tests and interviews. Hypothesis testing of students' ability level in understanding survey and mapping subjects (tests) using right-hand t-test at a significance level of 0.05 with acceptance criteria H0 if t t(1-α) and H0 declined for t other values. Interview data were analyzed with the following stages 1) reducing the data, 2) presenting the data, and 3) concluding the data. External must be in the form of an accredited national journal ranked 1- 6 which is published in the Journal of Innovation and Engineering Technology with the information accepted/published. Technology Readiness Level (TKT) is 3. The results of data analysis performed at a significant level α = 0,05 gained and = 1,73, so or 2,51 > 1,73. Thus, it can be concluded that students of the Industrial Engineering Study Program of South Aceh Polytechnic are able to master the concept of survey and mapping courses

This study aims to look at the effect of independent learning on mathematics learning achievement, 2) the effect of critical thinking disposition on mathematics learning achievement, and 3) the effect of joint learning independence and critical thinking disposition on mathematics learning achievement during online lectures for the Analytical Geometry course. flat 4th semester students of Mathematics Education Study Program, FKIP UMPRI. This type of research is quantitative using an ex post facto approach. The research population amounted to 27 people. Data analysis technique using multiple linear regression. The findings of the research are: 1) There is an influence of independent learning on the achievement of 4th semester students of the Mathematics Education Study Program FKIP UMPRI in online lectures for the Basic Analytical Geometry course. 2) There is an influence of critical thinking disposition on the achievement of first semester students of Mathematics Education Study Program FKIP UMPRI in online lectures for the Field Analytical Geometry course. 3) There is an effect of learning independence and critical thinking disposition together on student achievement in online lectures for the Field Analytical Geometry course. From the results of R Square = 0.669 x 100% = 66.9% which shows that student achievement in online lectures is for the eye Field Analytical Geometry course can be explained by independent learning and critical thinking disposition of 66.9%.

Penelitian ini bertujuan untuk menganalisis kesalahan mahasiswa dalam menyelesaikan masalah geometri analitik berdasarkan Newman’s Error Analysis. Kesalahan-kesalahan yang dilakukan oleh mahasiswa dalam mneyelesaikan soal geometri analitik perlu dianalisis untuk mengetahui beragam kesalahan yang dilakukan. Kesalahan tersebut perlu diidentifikasi untuk melihat letak kesalahan serta penyebab kesalahan tersebut. Dengan demikian informasi tersebut dapat menjadi umpan balik untuk peningkatan mutu pendidikan yang lebih baik. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Penelitian ini dilakukan di Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta. Partisipan penelitian adalah 81 mahasiswa yang mengambil mata kuliah Geometri Analitik pada. Data yang dikumpulkan merupakan data kuantitatif dan data kualitatif yang diperoleh dengan menggunakan teknik tes dan wawancara. Berdasarkan hasil analisis, mahasiswa masih melakukan kesalahan dalam menyelesaikan masalah geometri analitik di antaranya merupakan kategori kesalahan reading (decoding), comprehension, transformation, process skill, dan encoding. This study aims to analyze students' errors in solving analytic geometry problems based on Newman’s Error Analysis. The mistakes made by students in solving analytic geometry problems need to be analyzed to identify the various types of errors. These errors need to be identified to determine their locations and causes. Thus, this information can serve as feedback for improving the quality of education. This research is descriptive, using a qualitative approach. The study was conducted in the Mathematics Education Study Program at FMIPA, Jakarta State University. The participants were 81 students enrolled in the Analytic Geometry course. The data collected includes both quantitative and qualitative data obtained through testing and interviews. Based on the analysis, students still make errors in solving analytic geometry problems, including errors in reading (decoding), comprehension, transformation, process skills, and encoding. Keywords: Error analysis, analytic geometry, Newman’s Error Analysis.

Introduction. The facts show that students at the school level still have low spatial reasoning abilities at the school level, but the spatial reasoning abilities of students at the university level are not yet known. The results of students' spatial reasoning abilities are not yet known, so it is necessary to carry out detailed research so that it can be understood more widely. The purpose of this research is to analyze how hyperbolic problem solving differs based on the level of student ability, so that students with high, medium and low ability can be described more specifically at each step of problem solving. Study participants and methods. The subjects in this research were undergraduate students in the mathematics education study program at the Institut Pendidikan Tapanuli Selatan, Indonesia, who were determined using purposive sampling on the condition that they had taken analytical geometry courses. The research subjects selected were 3 students, each of whom had high ability with a score of 95, medium ability with a score of 85 and low ability with a score of 73 who were tested with a geometric ability test. The results of solving hyperbolic problems refer to indicators of spatial reasoning. Hyperbola problem solving data is analyzed based on the level of geometric ability with stages of data reduction, data presentation, and drawing conclusions. This research method is a qualitative descriptive research method with a single case design. Results. First, subjects with high geometric abilities based on analysis of spatial reasoning indicators, namely spatial visualization, mental rotation, and spatial orientation, have good problem-solving skills with an average achievement of 92.4.In spatial reasoning on hyperbolic objects, starting from the steps to understand the problem and planning a solution based on the problem, as well as carrying out the solution and evaluating the solution, there is no difficulty in solving the hyperbolic problem. Second, subjects with moderate geometric abilities based on analysis of spatial visualization abilities, mental rotation, and spatial orientation have good learning achievements, which are also shown based on spatial reasoning indicators. It is known that the average problem-solving ability for moderate geometry is 84.83. Third, subjects with low geometric ability based on analysis of spatial visualization ability, mental rotation, and spatial orientation showed poor performance, with the average achievement of problem solving with low geometric ability being 73.2. Conclusion. This research describes how the ability to solve hyperbola problems differs based on the level of geometric ability. The results of this research provide a basic description that can be used to show differences in hyperbola problem solving abilities from the four steps based on high, medium and low geometric abilities.

One of problem solving cases that is often encountered by undergraduate students of mathematics education study program in various courses is the mathematical proof problem. This problem is encountered starting from the first year to the last year. This research used a qualitative approach that aimed to describe the levels of students’ understanding in solving mathematical proof problem. The description used Pirie-Kieren’s theory. In Pirie-Kieren’s theory, there are 8 levels of understanding, namely primitive knowing, image making, image having, property noticing, formalizing, organizing, structuring, and inventing. The subjects in this research were students of Mathematics Education study program of Universitas Sulawesi Barat who were taking Abstract Algebra course in the academic year of 2019-2020. Subjects consisted of 6 students with three levels of abilities: high, medium, and low. Each category was represented by 2 students. Data were obtained using mathematical proof problem test and interview guidelines. The results of the research and discussion in this research indicate that the levels of understanding of the high category subjects in solving mathematical proof problem are primitive knowing, image having, property noticing, formalizing, organizing, and structuring. The levels of understanding of the medium category subjects in solving mathematical proof problem, namely primitive knowing, image having, property noticing, formalizing, and organizing. Meanwhile, the low category subjects are only at the primitive knowing, image making, and property noticing levels.

This study aims to determine the effectiveness of online lectures at the Indonesian Language and Literature Education Study Program, Widya Dharma University, Klaten. The questions to be answered through this research are: 1) Has the implementation of online lectures at the Indonesian Language and Literature Education Study Program at Widya Dharma Klaten University proven effective? 2) What are the advantages and disadvantages of online lectures at the Indonesian Language and Literature Education Study Program, Widya Dharma University Klaten? 3) What areas need to be improved so that the implementation of online lectures runs better?
 This research uses qualitative research methods with interview and documentation data collection techniques. The research subjects are lecturers and students at the Indonesian Language and Literature Education Study Program, Widya Dharma University, Klaten. The data analysis technique in this study used a qualitative descriptive data analysis interactive model from Milles and Michael Huberman which consisted of three concurrent activity lines, namely; data reduction, data presentation, and conclusion drawing.
 The research findings show that 1) The implementation of online learning in online lectures at the Indonesian Language and Literature Education Study Program, Widya Dharma University, Klaten, is less effective. 2) The advantages of online learning in online lectures at the Indonesian Language and Literature Education Study Program, Widya Dharma University Klaten A, are flexible study times, students are closer to their parents, students do not depend on teachers and train students' self-confidence. While the drawbacks of implementing online learning are teachers cannot interact directly with students, and the internet network is not stable. 3) Areas to improve so that online learning runs better is the use of more interesting learning media such as animated videos, slide shows, power point.

Istima' is one of the components of passive and active language skills. This study aims to determine the types of audio media and the learning process in Arabic listening or Istima' 2 learning for 2nd semester students of the Arabic Language Education program, Faculty of Islamic Studies, University of Muhammadiyah Malang. This study has a qualitative approach with a case study research type. This research was conducted at the University of Muhammadiyah Malang in the 2018/2019 academic year. The subjects of the study were 2nd semester students of the Arabic Language Education Study Program, class of 2018 who took the Arabic listening or Istima' 2 course, consisting of 2 classes, namely class A and class B. Data collection using observation sheets, interviews, and documentation. The data analysis stage is carried out by collecting the data that has been obtained and then analyzing it with general theories and concepts related to facts to correct or investigate the problem. The results of this study indicate that: (1) The type of media used by lecturers in the istima' learning process uses audio media in the form of Mp3. (2) The Istima' learning process consists of three stages: preparation, learning activities, and closure. The use of audio media in Istima' 2 learning involves playing audio three times, students note down vocabulary that is not yet understood, questions related to vocabulary that is not yet understood, lecturers provide exercises from the material being taught and finally, explanations related to the material contained in the audio.

This study aims to describe (1) human resource management; (2) obstacles experienced in human resource management is teachers and school administrative personnel; and (3) factors influencing human resource management at Karitas Nandan and Eksperimental Mangunan Elementary School in Yogyakarta..This study used a descriptive qualitative research approach. The subjects of this research were principals, vice principals, teachers, and school administration personnel. Data collection techniques used observation, interviews, and documentation. Qualitative research is research with the main instrument in collecting data is the researcher himself with the help of observation guidelines, interview guidelines, and documentation guidelines. Furthermore, the data analysis stage was carried out by collecting data, condensing data, presenting data and drawing conclusions. The results showed that (1) human resource management at Karitas Nandan and Eksperimental Mangunan Elementary School in Yogyakarta includes planning, recruitment, selection, placement and organization, training and development, maintenance and dismissal. (2) the obstacles experienced are limited communication, mismatch of teachers with their fields, limited HR competence, excessive workload, the existence of Merdeka Belajar platform which results in difficulties in realizing school distinctiveness, and changing school policies. (3) influencing factors include finance, motivation, age, and individual or group dynamics to find a suitable pattern in accordance with the Romo Mangun Education concept

Aims: To analyze the mathematical reasoning ability of mathematics education students.
 Study Design: Qualitative research with a descriptive approach.
 Place and Duration of Study: The population of all 3rd-semester mathematics education students at Bung Hatta University who take geometry courses is 25 students.
 Methodology: This research is qualitative research with a descriptive approach. Researchers directly measure the mathematical reasoning ability of students in the mathematics education study program. Judging from the research subjects, the population of all 3rd-semester mathematics education students at Bung Hatta University who took geometry courses was 25 students.
 Results: From the analysis results, it was found that the achievement of mathematical reasoning abilities for indicators of students' ability to present mathematical statements orally, in writing, pictures, and diagrams indicated by question number 1 was 74% (Good Category). The indicators of mathematical manipulation ability shown in questions number 2 and 5 are 41% (Category Enough), and 42% (Category Enough). And the indicators of students' ability to conclude, compile evidence, provide comments, or evidence from several solutions shown by questions number 3 and 4 are 67% (Good Category) and 58% (Enough Category).
 Conclusion: The conclusion of this study is to be able to determine the category of mathematical reasoning of the 3rd-semester students of the Bung Hatta University Mathematics Education Study Program.

One of the reasons for learners to have poor covariational reasoning is because learners understand covariation to the extent that it is procedural, while conceptually it is not fully understood. The goal to be achieved is to describe the process of student covariational reasoning in constructing graphs. This research uses a qualitative approach. This type of research is qualitative research in which the main data is written and/or spoken words. The subjects in this study were odd semester students consisting of 3, 5, and 7 Mathematics Education Study Programs, Faculty of Mathematics, Natural Sciences and Technology IKIP-PGRI Pontianak. The research instrument consists of the main instrument, namely the researcher himself and the supporting instrument, namely the task of covariational problems in the form of a written test and interview guidelines. Data analysis by processing and preparing data from the assignment results to interpreting the data and making conclusions. This study examines the process of student covariational reasoning in solving dynamic incident problems. Students initially experience a pseudo error, however, along with the problem-solving process students can eliminate pseudo thinking that was initially experienced. Students have been able to solve covariational problems at Level 5, where these problems require students to be able to coordinate changes in the value of one variable against changes in the value of other variables. The problem at level 5 also requires students to be able to see changes in time and changes in water level that occur continuously by paying attention to the irregular shape of the bottle. The existence of the Covid-19 pandemic provides a limit for researchers in collecting data that should have been done directly online. This limits researchers to dig deeper into what students think in depth. The number of students who can solve this problem needs to pay attention to the IKIP PGRI Pontianak Institute to compile a curriculum or learning media that instils the concept of reasoning.

Purpose done research to know how mathematical communication ability of student either in writing or orally.The type of this research is descriptive research with qualitative approach. The subjects of the research are S-1 students of Mathematics Education Department of UNIPA Surabaya who are taking angle geometry courses that have good mathematical communication ability, good enough and less good that has been predicted by mathematics teacher in that class. Methods of data collection used were observations during learning, tests and in-depth interviews. Research instruments are diagnostic tests and interview guidelines. Data analysis in this research is descriptive qualitative analysis. The data analyzed are observational data during the learning, test results and in-depth interviews that are used to describe students' mathematical communication abilities in writing and orally. The results obtained from this study among others. The result of the analysis of students who have the ability of mathematical communication as a whole found that 28.65% are at level 4, where students are able to use math language (term, symbol, sign, and or representation) which is very effective, accurate and comprehensive. Furthermore, 21.87% of students are at level 3, where students are able to use math language (terms, symbols, signs, and or representations) that are less effective but accurate. So also students who have the ability of mathematical communication at level 2 is 19.78%. Where at level 2 students are able to use math language (terms, symbols, signs, and or representations) that are less effective. Furthermore 25% of students are at level 1, where students in using mathematics language (term, symbol, sign, and or representation) are inaccurate and ineffective. At level 0 where the student does not give answer as much as 4.67%.
 Keywords: analysis of mathematical communication skills, angular geometry

The main objective of this research is to analyze the effect of learning using Geogebra software on student learning outcomes in analytic geometry courses. The type of research used in this study is a quasi-experimental and data obtained by using test instrument testing, both pretest and posttest. The pretest that was first distributed was used to determine the students' initial abilities, while the posttest was given to determine the level of understanding (learning outcomes) of students. The population in this study were students in the fifth semester who took the Analytical Geometry Course at the Tadris Mathematics Study Program FTIK (Faculty of Tarbiyah and Teacher Training) IAIN Pekalongan. Respondents in this study consisted of two classes, namely the control class (class B) and the experimental class (class C). Analysis of the data used in this study is using the free sample t test. The results obtained concluded that there was no difference in learning outcomes between students who were given the Geogebra learning model and students who were given the conventional (conventional) learning model. This can be seen from the results of the t test, with a significance value of 0.126 0.05.

The purpose of this research is to describe the ability of cultural-based geometry problems in student of the mathematics education are reviewed from gender differences. This research is a qualitative descriptive with the research subject is students of the Mathematics Education Study Program, Universitas Tidar on the course of Space Geometry as many as six students (high ability, medium ability, and low ability) that each category consists of males and females. The instruments in this research are about tests of geometry-based problem-solving ability and interview guidelines. Data is analyzed qualitatively and data validation uses triangulation. The results showed that students are low ability, both male and female have problem-solving ability in poor category. The students have limitations on understanding problems, drafting problem-solving plans, implementing the problem-solving plans, and returning troubleshooting results. Medium ability students, both male and female, have fair problem-solving ability in the category. The students have limitations in implementing problem-solving plans and returning problem-solving results. High ability students, both male and female, have fair problem-solving ability. The student is able to understand the problem, develop a problem-solving plan, fair in implementing the problem-solving plan, and recheck problem-solving results.