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91	ABS-94	Teaching and Learning in Science, Technology, Engineering, and Mathematics
Student Critical Thinking Skills in Problem Making on Triangle Topics Rahaju(a,b*), Purwanto(b), I Nengah Parta(b), Swasono Rahardjo(b) a) Elementary School Teacher Education Study Program, Universitas Kanjuruhan Malang, Jl. S. Supriadi No. 48 Malang 65124, Indonesia *ayurakoep[at]unikama.ac.id b) Graduate School, Universitas Negeri Malang, Jl. Semarang 5 Malang 65145, Indonesia Abstract Critical thinking is not only necessary in solving mathematical problems, but also in the making of problems. This study traces the critical thinking skills of students who follow the elementary school teacher education program in making mathematic problems. Students are given the task of making a problem related to the topic of triangle, then interviewed to explore the process or reason of making the problem. This case study found that students do not think critically in making mathematic problems. Problems are made by altering numbers or modifying information on problems that have been studied or contained on the internet without check the accuracy of information in the problem. Students do not always make the key answer to check the truth of the problem. In addition, do not reflection to check the accuracy or logic of the problem, so the problem is monotonous and there is a wrong problem. Therefore, critical thinking skills in problem-making are required. The findings of this research are useful for the development of critical thinking skills and further investigation of critical thinking skills in the manufacture of other mathematic problems. Keywords: critical thinking, making the problem, triangle topics PermaLink | Plain Format | Corresponding Author (Rahaju Rahaju)

92	ABS-98	Teaching and Learning in Science, Technology, Engineering, and Mathematics
Content Analysis of Scientific Approach and Problem Solving in the Topic of Salt Hydrolysis Hilda Nita Pramesthi, Ashadi, Sulistyo Saputro Universitas Sebelas Maret Abstract Abstract. Education in Indonesia currently uses 2013 curriculum as the media for learning. Students are expected to be more active, creative, and innovative in solving any problems encountered. The curriculum released in 2013 suggests that learning should apply a scientific approach. Problem solving is one of the learning models that conforms to a scientific approach. This study aimed to analyze the suitability of teaching materials with aspects found in the scientific approach, and the steps of problem solving model. The sample of this research was three book materials of class XI chemistry. It was used by some high schools in Klaten Regency. The analysis was conducted on three teaching materials that were coded X, Y, and Z. The result of the research showed that the compatibility toward the scientific approach of sample X was 50%, sample Y was 65% and sample Z was 20%. Conformity to problem solving model step sample X was 35%, sample Y was 50%, and sample Z was 10%. These chemistry book materials which used in the high school should be added according to aspects of the scientific approach and problem solving steps that have not been listed. Keywords: Content Analysis, scientific approach, problem solving, book materials, salt hydrolysis PermaLink | Plain Format | Corresponding Author (Hilda Nita Pramesthi)

93	ABS-99	Teaching and Learning in Science, Technology, Engineering, and Mathematics
THE INVESTIGATION LOGICAL THINKING ABILITY OF STUDENTS IN PHYSICS CONVENTIONAL LEARNING. A F Muzaky, Harjana and W Sunarno SEBELAS MARET UNIVERSITY Abstract Physics has the character of logical thinking. The use of technology in physics learning encounters the problem. The problem was conventional learning still being done. The purpose of this study is to investigate the logical thinking ability of students in conventional learning. Descriptive method was used by giving Tests of Logical Thinking (TOLT) with 10 questions depict Probabilistic Reasoning, Controlling Variable, Proportional Reasoning, Correlational Reasoning, and Combinatorial Reasoning. Subjects of this study were 53 Islamic boarding school students, who were given conventional learning. The results show that the average students have a level of concrete thinking with a score of 1,43. This finding describes the logical thinking ability was still being the lowest level. Therefore, the alternative learning such as integrating with technology is necessary to improve logical thinking ability of students. Keywords: Logical Thinking, Conventional Learning, Physics PermaLink | Plain Format | Corresponding Author (AHMAD FURQON MUZAKY)

94	ABS-101	Teaching and Learning in Science, Technology, Engineering, and Mathematics
THE EFFECT OF PROBLEM BASED LEARNING AND AUTHENTIC ASSESSMENT ON STUDENTS NATURAL SCIENCE LEARNING PROFICIENCY BY CONTROLLING ACHIEVEMENT MOTIVATION OF THE JUNIOR HIGH SCHOOL STUDENTS I Wayan Sarya Program Pascasarjana, Universitas Pendidikan Ganesha, Jalan Udayana No 11 Singaraja Bali kode Pos. 81116 Abstract ABSTRACT This experimenta research aims at discovering the effect of problem based learning and authentic assessment on natural science learning proficiency by controlling achievement motivation. This research was done on eighth grade students in Manggis Subdistrict with 2x2 factorial design. The data of learning result were collected by objective enlargement test with very high reliability (r = 0,86) and achievement motivation data were collected by questionnaire with very high reliability (r = 0,85). The obtained data were analyzed by using two ways Analisis of Covarience. The result of this research discovers that by controlling achievement motivation, both problem based learning and authentic assessment have positif effect on students result of learning (FA= 7,04; p=0,009/ FB= 15,93; p=0,000). In addition, there is an interactional effect of instructional model and assessment type on students natural science result of learning (FAB= 618,65; p=0,000). Problem based learning is more appropriate to authentic assessment (tA= 19,28; p=0,000); meanwhile conventional model is more appropriate to conventional assessment (tB= 20,44; p=0,000). Based on those findings, it is recommended to implement problem based learning with authentic assessment. Keywords: problem based learning, authentic assessment, natural science learning result, achievement motivation PermaLink | Plain Format | Corresponding Author (I Wayan Sarya)

95	ABS-102	Teaching and Learning in Science, Technology, Engineering, and Mathematics
THE EFFECT OF PROJECT BASED LEARNING AND AUTHENTIC ASSESSMENT ON STUDENTS NATURAL SCIENCE LEARNING PROFICIENCY BY CONTROLLING CRITICALTHINKING SKILL OF THE JUNIOR HIGH SCHOOL STUDENTS Ni Wayan Parwati Program Pascasarjana Universitas Pendidikan Ganesha Singaraja Bali Jalan Udayana No 11 Singaraja Kode Pos 81116 Abstract ABSTRACT This experimental research aims at discovering the effect of project based learning and authentic assessment on natural science learning proficiency by controlling critical thinking skill. This research was done on eighth grade students in Amlapura City with 2x2 factorial design. The data of learning result were collected by using objective enlargment test with very high reliability ( r = 0,857) and critical thinking skill were collected by using objective test with very high reliability (r = 0,822). The obtained data were analyzed by using two ways Analysis of Covariance. The result of this research discovers that by controlling critical thinking skill, both project based learning and authentic assessment have positive effect on students result of learning (FA= 25,041; p=0,000/ FB= 8,79; p=0,001). In addition, there is an interactional effect of instructional model and assessment type on students natural science outcome of learning (FAB= 147,62; p=0,000). Project based learning is more appropriate to authentic assessment (tA= 13,65; p=0,000); meanwhile conventional model is more appropriate to conventional assessment (tB= 11,50; p=0,000). Based on those findings, it is recommended to implement project based learning with authentic assessment. Keywords: project based learning, authentic assessment, natural science learning outcome, critical thinking PermaLink | Plain Format | Corresponding Author (I Wayan Sarya)

96	ABS-104	Teaching and Learning in Science, Technology, Engineering, and Mathematics
The Enhancement of Students Mathematical Modeling Abilities through Interpretation-construction Design Model Rafiq Zulkarnaen, Yaya S. Kusumah School of Postgraduate Studies, Universitas Pendidikan Indonesia Abstract Mathematical modeling uses mathematical approaches to understand and to make a decision real world problem. Unfortunately, students mathematical modeling is still poor. Students difficulties are in understanding problems correctly, making assumptions in simplifying problem situations into a mathematical problem, remembering mathematical knowledge needed for solving the problem, and the students do not get used to checking the solution of the problem situation. The study aims at investigating whether interpretation-construction design model (ICON) enhances students mathematical modeling abilities (MMA). This study is experimental research and it was conducted in a public senior high school in Bogor, West Java, Indonesia. The sample of this research consists of the 10th grade students. The teaching materials given were quadratic equations and functions. The instrument used in this research covers mathematical modeling test, and the data were analysed by using t test. The results show that students mathematical modeling abilities who received learning treatment using ICON is better than those who received conventional learning. The enhancement of mathematical modeling abilities (who received ICON) are in medium level. However, the result indicates that the students found it diffilcult in interpreting solution and mathematical model of situation. Keywords: Mathematization, de-mathematization, contextualization, collaboration, cognitive apprenticeship PermaLink | Plain Format | Corresponding Author (Rafiq Zulkarnaen)

97	ABS-107	Teaching and Learning in Science, Technology, Engineering, and Mathematics
Use of Flannel Puzzle to Improve The Initial of Counting Ability Mumun Mulyati(a*), Yufiarti (b), Yetti Supryati (c), Suharti (d) State University of Jakarta Abstract The ability to start counting is essential for children to solve problems in everyday life. This study aims to describe the use of Flannel Puzzle in improving the fundamental numeracy skills in Renggali PAUD. Action research in 15 children. Data analysis. Data are analysed by descriptive qualitative and quantitative. Stages of planning, action, observation, and reflection. The results of the study conclude that: flannel puzzles can improve initial numeracy. By using the Flannel Puzzle the ability to calculate the beginning of students can increase. Students abilities increase from 44.66% before action and increased in the first cycle around 49.25% and in the second cycle became 90.16%. Keywords: flannel puzzle, compute early, counting, numeracy PermaLink | Plain Format | Corresponding Author (Mumun Mulyati)

98	ABS-117	Teaching and Learning in Science, Technology, Engineering, and Mathematics
Mathematical Understanding and Reasoning Abilities Related to Cognitive Stage of Senior High School Students Euis Eti Rohaeti (a*), Harry Dwi Putra (b), Restu Bias Primandhika (c) a) IKIP Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia. b) IKIP Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia. c) IKIP Siliwangi, Jalan Terusan Jenderal Sudirman, Cimahi 40526, Indonesia. Abstract The goal of this study is to analyze relation among students mathematical understanding, reasoning abilities and their cognitive stage. The study is a descriptive-analytic research involving 414 eleventh-grade students (17,43 years old) from seven senior high schools. The instruments of this study are tests on mathematical understanding and reasoning abilities, the Longeot Test and the Test of Logical Thinking (TOLT). The study revealed there were two kinds attributes of the findings. First, based on subyects age (17,43 years old) there was different findings on students cognitive stages from the Piaget theory, there were many students did not reached formal operational stage yet, namely 21 % students were still on concrete stage, 34% students were still on transition stage, and only 45% were on formal stage. The second one, there were two kinds findings those were firm toward Piaget theory, those were: a) the higher subjects school classess the more number of formal subyects; b) on students mathematical understanding and reasoning abilities and mathematics formative and sumative tests, formal students attained higher grades than transition students, and transition students attained higher grades than concrete students. Keywords: mathematical understanding, mathematical reasoning, Piaget theory of child cognitive development. PermaLink | Plain Format | Corresponding Author (Euis Eti Rohaeti)

99	ABS-57	Training and professional development for STEM teachers
The Competnce of Teachers Based on Academic Qualification and Gender Marjon, Khathibul Umam Zaid Nugroho Postgraduate Program of Education, Universitas Bengkulu Abstract The research aimed to determine the competency map of Bengkulu City Junior High School teachers based on UKG results in terms of age, class and gender . This research is the research of Junior High School teachers in Bengkulu City. This study is a survey with a sample of 157 mathematics teachers in Bengkulu City Junior Year 2015 . The result of this study is UKG graduation rate for Bengkulu Junior High School teachers only 64.97 % graduated, and 35.03 % did not pass, it shows that the completeness of SMP Teacher competence in Bengkulu City has not been reached yet . The percentage of UKG graduation rate in 2015 for junior high school teachers in Bengkulu City when reviewed by gender is that the junior high school teacher in Bengkulu city has male gender as many as 63.83%, and female is 65.45%, this means female teacher is slightly more superior ie 1, 62%. This indicates that the average score of competency of teachers working in Private School has a higher score score when compared to teachers who work in the State School that the difference in the score far enough for 6.43. The average score of SMP Teacher competence in Bengkulu City based on academic qualification (≤D-3, D-4/S-1 and S-2 ) is 52.51; 58.84 and 69.21 . This indicates that the average score of competence of teachers who have academic qualification of S-2 has the highest score and the teacher who has the lowest D-3 qualified has the lowest score, even under the passing grade to be passed. Keywords: competency map, qualification of academic and gender PermaLink | Plain Format | Corresponding Author (Khathibul Umam Zaid Nugroho)

100	ABS-58	Training and professional development for STEM teachers
The Development of ICT-Based Learning Curriculum for Preservice Physics Teacher Agus Setyo Budi (a)*, Dewi Muliyati (a), Diah Ambarwulan (a), and Fauzi Bakri (a) a) Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka No.1, Jakarta 13220, Indonesia *agussb[at]unj.ac.id Abstract ICT-based learning course aims to produce professional teachers who proficient in utilizing ICT in each learning component and processes. For preservice physics teachers, the skills of integrating ICT in the learning process become the primary requirement, since ICT gives the advantages and convenience to explain the concept and the phenomena of physics. It can achieve by design an appropriate curriculum for ICT-based learning courses, specifically for preservice physics teachers. This research uses ADDIE model with stages: analyze, design, develop, implement, and evaluate. Product results give a curriculum of ICT-based physics learning by applying project-based learning method. The resulting product has passed the validation test and field trials to one class of preservice physics teacher. The results obtained based on expert validation are excellent categorized curriculum, and it is highly recommended to revise the contents regularly to face the ICT progress is so rapidly. The implementation stage shows that this curriculum design makes preservice physics teachers have portfolios and can support learning process in the classroom. With this developed curriculum, preservice physics teachers are expected to be ready to become professional physics teachers in the digital age. Keywords: ICT-Based Learning Curriculum, Preservice Physics Teacher PermaLink | Plain Format | Corresponding Author (Diah Ambarwulan)

101	ABS-76	Training and professional development for STEM teachers
The Effect of Emotional Intelligence, and Self Efficacy toward The Job Performance Susnaini Julita, Dewi Herawaty, Sandra Alfi Gusri Universitas Bengkulu Abstract The research was purpose to understand the relationship between emotional intelligence self-efficacy and job performance. The method was conducted by survey research. The research sample were 80 teachers of teachers on the junior high schools as Kota Bengkulu. The sample was selected by simple random sampling. The data was collected through a Likert scale questionnaire technique. The statistical analysis for the data, we were applied path analysis. The results of this study were 1) there is direct effect of emotional intelligence towards job performance, 2) there is direct effect of self-efficacy towards job performance, 3) there is direct effect of emotional Intelligence towards self-efficacy. Keywords: Direct Effect, Job Performance, Emotional Intelligence, Self Efficacy PermaLink | Plain Format | Corresponding Author (wahyu widada)

102	ABS-119	Training and professional development for STEM teachers
Dispositions Aspect on the Educational Field Experiences Practices of Student Teacher Candidate Nandi, Sapriya, Effy Mulyasari Universitas Pendidikan Indonesia Abstract The study aims at evaluating a manual book and assessment document that use to educational field experiences practices by the student teacher candidate at Universitas Pendidikan Indonesia (UPI). Recently, the educational field experiences practices (PPL) is still contains weaknesses in the affective domain or personality traits (dispositions). To produce an appropriate assessment scope of PPL UPI, the study focuses on the standard documents on the implementation of teacher education programs and observation and evaluation of the assessment on PPL UPI. Source of data obtained from assessment documents of PPL UPI, some learning support courses, as well as assessment standards on teacher education providers institutions. This research use descriptive method with research subject is PPL UPI student. The research variables are rubric of assessment of student teacher candidate in PPL program with indicator social aspect and personality. The research instrument is documentation study, interview, and observation. The results showed that the disposition aspect document in the rubric of students PPL assessment in UPI, contains teacher preparation standard, the observation format for the student teacher candidate and the integrated internal progress assessment format in the manual book. Keywords: Student Teacher Candidate, Educational Field Experiences Practices, Disposition Aspect PermaLink | Plain Format | Corresponding Author (Nandi Nandi)

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