Jurnal Infinity
Jurnal Infinity, a peer reviewed journal, provides a forum for publishing the original research articles, review articles from contributors, and the novel technology news related to mathematics education. This journal is designed and devoted not only to Indonesian Mathematics Educators Society (IMES) and Indonesian Mathematics Society (IndoMS) members but also to lecturers, researchers, mathematics school teachers, teacher educators, university students (Master and Doctoral) who want to publish their research reports or their literature review articles (only for invited contributors), and short communication about mathematics education and its instructional. Besides regular writers, for each volume, the contents will be contributed by invited contributors who experts in mathematics education either from Indonesia or abroad. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Mathematics Ability, Realistic Mathematics Education (RME), ICT in Mathematics Education, Design/Development Research in Mathematics Education, Ethnomathematics
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<![CDATA[Evaluating graphing quadratic worksheet on visual thinking classification: A confirmatory analysis ]]>
<![CDATA[Rina Oktaviyanthi]]>;
<![CDATA[Ria Noviana Agus]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p207-224
<![CDATA[Applying a graphing quadratic worksheet as a medium for learning the concept of a Quadratic Function clearer is an alternative instrument to accommodate the needs of developing students' mathematical visual thinking. In implementing graphing quadratic worksheet should show details of the dominant and recessive visual thinking classification aspects that develop in students. Classification of dominant and recessive aspects of visual thinking needs to be completed to determine stages in improving the worksheet and learning instructions that are applied especially to recessive aspects. Therefore, there is a need to evaluate the factors and trace the classification aspects of visual thinking that developed in students after practicing the graphing quadratic worksheet. The purpose of this research is to determine the categorization aspects of visual thinking in graphing quadratic worksheet items that develop and do not develop in students. Confirmatory factor analysis was employed as a research method on 12 sub-variables from the three classifications of visual thinking. As research data, 93 student records were used. Four main factors were formed as a result of the confirmatory factor analysis procedure, with the top two factors, namely factors 1 and 2, completely representing each aspect of the visual thinking classification and achieving the factor loading significance criteria. The implication is that the variables developed in the graphing quadratic worksheet for each aspect of the visual thinking classification have a strong relationship with the visual thinking ability overall. Enhanced by a cumulative variance value for factors 1 and 2 specifically 56.88% of the total 81.78% for all factors. Thereby it can be said that the categorization aspect of visual thinking that develops in students after implementing a graphing quadratic worksheet is achieved sensibly.]]>
<![CDATA[Towards numeracy literacy development: A single-case study on the use of the living book homeschooling model ]]>
<![CDATA[Andi Harpeni Dewantara]]>;
<![CDATA[Farida Agus Setiawati]]>;
<![CDATA[Sari Saraswati]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p225-242
<![CDATA[Public schools are not always believed to be able to support the development of an individual's potential comprehensively. Homeschooling, an educational program where students learn from home, is currently an alternative education. This study aims to reveal why parents choose to homeschool their children and describe how a homeschooler parent as a single tutor develops her child’s numeracy literacy skills in living book homeschooling. This research is a holistic single-case study with two subjects: a homeschooler (J) and his mother (UPL) as the tutor. Data were collected through in-depth interviews and document analysis of J’s learning activities. Thematic analysis with Atlas.ti software was employed. Findings reveal that the parents’ main reasons for homeschooling are dissatisfaction with public school instruction and flexibility to comprehensively develop homeschoolers’ skills. In addition, the integration of RME (Realistic Mathematics Education) in the living book homeschooling model is a very powerful support to students’ literacy numeracy development. Practically, there are three main strategies implemented; the use of real contexts and concrete teaching aids, as well as an emphasis on conceptual understanding and high-order thinking skills.]]>
<![CDATA[Utilizing lesson study in teaching synthetic division for procedural fluency in a post-pandemic classroom ]]>
<![CDATA[Jessa Christine Dedal Agsalon]]>;
<![CDATA[Joy Meribeles Anore]]>;
<![CDATA[Hanna Arnedo Salinas]]>;
<![CDATA[Princess Pera Dipasupil]]>;
<![CDATA[Minie Rose Caramoan Lapinid]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p193-206
<![CDATA[Rigid planning, implementation, and evaluation of the learning activities has proved crucial in reflective teaching practice, especially in collaboration through a lesson study. This study was conducted in the Philippine post-pandemic context with the aim of using lesson study to improve lesson delivery in a HyFlex classroom setup in teaching synthetic division for procedural fluency. Participants included four collaborating full-time teachers and an intact class of twenty-two online and seventeen in-person learners. Research instruments were a self-assessment tool, classroom observation, and a focus group discussion. Most students could perform synthetic division but some failed to achieve procedural fluency due to poor prior knowledge in performing operations on real numbers and arranging terms in descending order of degree, and inadequate understanding of the concepts behind the algorithm. These findings underscore the importance of striking a balance between procedural fluency and conceptual understanding in a lesson. The challenges in conducting lesson study were difficulty in scheduling and conducting online meetings. The challenges in implementing the research lesson were intermittent and weak internet connection, HyFlex learning classroom management, and getting students to express their mathematical ideas. On the basis of these findings, the research lesson is then revised and improved for future implementation.]]>
<![CDATA[Systematic literature review on the recent three-year trend mathematical representation ability in scopus database ]]>
<![CDATA[Rizki Wahyu Yunian Putra]]>;
<![CDATA[Sunyono Sunyono]]>;
<![CDATA[Een Yayah Haenilah]]>;
<![CDATA[Hasan Hariri]]>;
<![CDATA[Sugeng Sutiarso]]>;
<![CDATA[Nurhanurawati Nurhanurawati]]>;
<![CDATA[Nanang Supriadi]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p243-260
<![CDATA[Mathematical representation is essential as the gateway to mastering mathematical literacy. This literature study aims to determine the growth of students' mathematical representation abilities in the last three years. This literature study presents a literature review on the development of mathematical representations, including media, strategies, and measurement instruments to serve as the basis for future mathematical representations. The literature study method used is the SLR (Systematic Literature Review), utilizing a review procedure that refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework in the period 2020 to 2022 because the growth in literature studies on mathematical representations is very significant and latest. Data were collected by reviewing 24 Scopus-indexed articles and proceedings from the Scopus database. The study's results reveal that from the 24 selected literature, it can be interpreted if the mathematical representation ability can be improved and fulfills the indicators of mathematical representation itself by providing innovation in media, strategies, and instruments in learning mathematics. The innovations provided can be in the form of technology integration (Geogebra), no longer conventional strategies (RME strategy), and instrument indicators of the representation itself. Thus the ability of students' mathematical representations is no longer included in the low category in solving mathematical problems.]]>
<![CDATA[Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral ]]>
<![CDATA[Rooselyna Ekawati]]>;
<![CDATA[Ahmad Wachidul Kohar]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Agung Lukito]]>;
<![CDATA[Kai-Lin Yang]]>;
<![CDATA[Khoirun Nisa]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p261-274
<![CDATA[This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.]]>
<![CDATA[Grade 10 Namibian learners' problem-solving skills in algebraic word problems ]]>
<![CDATA[Hesekiel K. Iilonga]]>;
<![CDATA[Ugorji I. Ogbonnaya]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p275-290
<![CDATA[This study investigated Grade 10 Namibian learners' problem-solving skills in algebraic word problems. A sample of 351 Grade 10 learners from ten secondary schools in the Ohangwena Region in Namibia participated in this study. The study followed a qualitative approach and adopted Polya's Problem-Solving Model as the framework. The data were collected using the Algebra Word Problem-solving Test and Interview. The findings showed that the learners needed better problem-solving skills in algebraic word problems. Only 6% and 7% of the learners showed an ability to understand the problems and devise a plan, respectively, while only 5% could carry out the plans. Based on the findings, it is recommended that teachers introduce learners to Polya's steps of problem-solving and incorporate word problems into mathematics teaching.]]>
<![CDATA[Teaching measurement: The role of mathematics teachers' enacted PCK on gain in learner outcomes ]]>
<![CDATA[Hanlie Botha]]>;
<![CDATA[Corene Coetzee]]>;
<![CDATA[Liezell Zweers]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p307-322
<![CDATA[Teaching is a challenging profession where teachers must create valuable learning opportunities to enhance learners’ conceptual understanding. Apart from mathematical content knowledge, teachers use their pedagogical content knowledge (PCK) that develops as they reflect on previously taught lessons and learner responses in assessments. International and national assessment studies showed that South African learners perform poorly in, among other topics, Measurement. Thus, we determined the gain in learner outcomes as revealed in a pre-and post-test on Measurement and studied one of the PCK domains, namely teachers’ enacted PCK as informed by the baseline assessment learner outcomes. The aim was to determine how teachers’ enacted PCK relate to learner outcomes. Underpinned by a social constructivist paradigm, the study used a mixed-method research approach. Data were gathered from a pre-and post-test written by 124 Grade 9 learners taught by two experienced mathematics teachers in a city school in South Africa. Findings revealed that although some improvements are evident after the topic has been taught, the test was still experienced as difficult by almost all the learners. However, from the observations, there is little evidence that the experienced teachers extensively used the baseline assessment outcomes to inform their teaching.]]>
<![CDATA[Generalizations and analogical reasoning of junior high school viewed from Bruner's learning theory ]]>
<![CDATA[Lilis Marina Angraini]]>;
<![CDATA[Vahid Norouzi Larsari]]>;
<![CDATA[Ilham Muhammad]]>;
<![CDATA[Nia Kania]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p291-306
<![CDATA[Inductive reasoning has an important role in mathematics learning. It includes making generalizations and analogical reasoning. While a generalization explains the relationship between several concepts applied in more general situations, analogical reasoning compares two things. This research is qualitative and descriptive. It reviews and describes the mathematical reasoning abilities of junior high school students based on Bruner's learning theory. It was conducted at one of the junior high schools in Pekanbaru in the eighth grade in the 2022/2023 academic year, involving 70 students. The students were divided into three categories of prior mathematical knowledge: low, medium, and high. The instruments used to obtain data on how mathematical reasoning abilities relate to Bruner's learning theory in this study were (1) a test of mathematical reasoning abilities and 2) an interview guide. The results show that the average mathematical reasoning abilities of the eighth graders in this study were very high for the material on arithmetic sequences and series and low for the material on geometric sequences and series. However, the eight grade students' average generalizing and analogical reasoning abilities were quite good for both materials.]]>
<![CDATA[The profile of students' mathematical representation competence, self-confidence, and habits of mind through problem-based learning models ]]>
<![CDATA[Ahmad Ahmad]]>;
<![CDATA[Lukmanul Akhsani]]>;
<![CDATA[Zulkifley Mohamed]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p323-338
<![CDATA[Mathematics is an essential subject for students. Teachers, therefore, need to provide innovative learning that develops students' mathematical skills. This study was conducted to determine the effect of a problem-based learning (PBL) model on students' mathematical representation competencies, self-confidence, and habits of mind. It used a quantitative methodology and was conducted on eighth-grade students divided into an experimental class with a PBL model and a control class with a direct learning model. The results showed that the mathematical representation competencies of the students in the experimental class were better than those in the control class. Students' self-confidence and habits of mind also influenced their mathematical representation competencies. It shows that the PBL model positively affects students' mathematical representation competency, self-confidence, and habits of mind. Teachers can use the PBL model to develop their students' mathematical representation competencies by paying attention to students' self-confidence and habits of mind.]]>
<![CDATA[Combination of mathematical literacy with ethnomathematics: How to perspective sundanese culture ]]>
<![CDATA[Uba Umbara]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Mohamad Gilar Jatisunda]]>
<![CDATA[ Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i2.p393-414
<![CDATA[Mathematical literacy and ethnomathematics are the two main approaches to understanding mathematics in everyday life. Research on the two aspects should be conducted in an integrated manner. It is expected to be a reference for the development of urban mathematics education based on the social requirements of mathematics and individuals' mathematical competence in a cultural group. The primary goal of this research is to describe the Sundanese people's mathematical literacy through an ethnomathematical perspective. The research is focused on living equipment systems and technology, which is one of the elements of the seven universal culture elements. The study employed phenomenographic and ethnomethodological approaches with a realist ethnographic design. Participant observations and interviews were chosen as data collection techniques, while content analysis, triangulation, and identification of patterns were chosen as data analysis techniques. Ethnomathematics in living equipment systems and technology consists of counting, measuring, explaining, discovering, designing, and explaining activities. The results show that the ethnomathematics of the Sundanese community are relevant to the aspects of mathematical literacy consisting of content, context, and mathematical processes. The study's results emphasize that mathematical literacy and ethnomathematics cannot be separated from daily life.]]>
