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[PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY ]]>
<![CDATA[Samuel Igo Leton]]>;
<![CDATA[Kristoforus Djawa Djong]]>;
<![CDATA[Irmina Veronika Uskono]]>;
<![CDATA[Wilfridus Beda Nuba Dosinaeng]]>;
<![CDATA[Meryani Lakapu]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p133-146
<![CDATA[Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.]]>
<![CDATA[RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL ]]>
<![CDATA[Johannis Takaria]]>;
<![CDATA[Wahyudin Wahyudin]]>;
<![CDATA[Jozua Sabandar]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p183-196
<![CDATA[The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.]]>
<![CDATA[PROFILE OF STUDENTS' JUSTIFICATIONS OF MATHEMATICAL ARGUMENTATION ]]>
<![CDATA[Sukirwan Sukirwan]]>;
<![CDATA[Dedi Muhtadi]]>;
<![CDATA[Hairul Saleh]]>;
<![CDATA[Warsito Warsito]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p197-212
<![CDATA[This study investigates the aspects that influence students' justification of the four types of arguments constructed by students, namely: inductive, algebraic, visual, and perceptual. A grounded theory type qualitative approach was chosen to investigate the emergence of the four types of arguments and how the characteristics of students from each type justify the arguments constructed. Four people from 75 students were involved in the interview after previously getting a test of mathematical argumentation. The results of the study found that three factors influenced students' justification for mathematical arguments, namely: students' understanding of claims, treatment given, and facts found in arguments. Claims influence the way students construct arguments, but facts in arguments are the primary consideration for students in choosing convincing arguments compared to representations. Also, factor treatment turns out to change students' decisions in choosing arguments, and these changes tend to lead to more formal arguments.]]>
<![CDATA[THE ROLE OF SCAFFOLDING IN THE DECONSTRUCTING OF THINKING STRUCTURE: A CASE STUDY OF PSEUDO-THINKING PROCESS ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Nila Ubaidah]]>;
<![CDATA[Mochamad Abdul Basir]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p247-262
<![CDATA[This study aimed to (1) analyze the role of scaffolding in deconstructing pseudo-thinking structure, and (2) analyze the development of students' thinking structures after receiving scaffolding. The study was framed with a qualitative methodology by involving case study design. This research was conducted at State Junior High School 31 in Semarang City, Indonesia. Data was collected through tests, observation, and interview methods. Result of the study indicated that (1) scaffolding has changed the pseudo thinking process into a real thought process, and (2) scaffolding could develop students’ thinking structure into a more complex (abstract) level. Their thinking structure was initially on the stage of comparative thinking structure before receiving scaffolding assistance and after receiving scaffolding, to developed into the stage of logical reasoning thinking structure. In other words, scaffolding could become a useful strategy to help students go through different Zone of Proximal Development (ZPD).]]>
<![CDATA[REFLECTIVE THINKING CHARACTERISTICS: A STUDY IN THE PROFICIENT MATHEMATICS PROSPECTIVE TEACHERS ]]>
<![CDATA[Cholis Sa'dijah]]>;
<![CDATA[Muhammad Noor Kholid]]>;
<![CDATA[Erry Hidayanto]]>;
<![CDATA[Hendro Permadi]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p159-172
<![CDATA[Reflective thinking begins with repeated confusion and evaluation to solve a problem. There are four aspects to reflective thinking, namely techniques, monitoring, insight, and conceptualization. However, the problem-solvers’ reflective thinking characteristics in mathematical problems have not been discovered. The study describes the reflective thinking characteristics of proficient mathematics prospective teachers based on four aspects. The qualitative research was conducted at Universitas Muhammadiyah Surakarta with a total of 64 reflective thinkers. Data collected by test, observation sheets, and interview methods. The tests were administered twice. The instruments developed has been through the validation process and declared valid. Data analyzed through the stages of reduction, presentation, and verification. We successfully conclude that proficient mathematics prospective teachers have complete and consistent reflective thinking characteristics. Further research can be focused on the characteristics of reflective thinking based on another aspect.]]>
<![CDATA[COMPARISON OF ALGEBRA LEARNING OUTCOMES USING REALISTIC MATHEMATICS EDUCATION (RME), TEAM ASSISTED INDIVIDUALIZATION (TAI) AND CONVENTIONAL LEARNING MODELS IN JUNIOR HIGH SCHOOL 1 MASOHI ]]>
<![CDATA[Anderson Leonardo Palinussa]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p173-182
<![CDATA[The study aims to examine the application of the Realistic Mathematics Education (RME), the Cooperative Learning Model Team Assited Individualization (TAI) type and conventional learning models on algebra. The population in thIS study were all eighth grade SMPN 1 Masohi. The type of this study is an experimental research design with quasi experimental research. Instruments in this study using the test results, analyzed using ANOVA test and further tests using Tukey's HSD test. From the analysis of these study obtained data: (1) Based on the normality test results obtained sig. X1 (RME Learning Model) of 0.976, X2 (Cooperative Learning Model TAI Type) of 0.889 and X3 (Conventional Learning Model) of 0.906. (2) Based on the one-way ANOVA calculation with the SPSS 20.0 program, obtained a significance value of 0.003. (3) There are significant differences in algebra learning outcomes between classes using the RME learning model, the cooperative learning model TAI type and conventional learning model, and (4) The algebra learning outcomes of students used the RME learning model are higher than the students that are used cooperative learning models TAI type and the students that used conventional learning model.]]>
<![CDATA[CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION ]]>
<![CDATA[Muhammad Irfan]]>;
<![CDATA[Betty Kusumaningrum]]>;
<![CDATA[Yuyun Yulia]]>;
<![CDATA[Sri Adi Widodo]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p147-158
<![CDATA[On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.]]>
<![CDATA[RELATIONSHIP BETWEEN MISCONCEPTION AND MATHEMATICAL ABSTRACTION OF GEOMETRY AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Gida Kadarisma]]>;
<![CDATA[Nelly Fitriani]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p213-222
<![CDATA[This study aims to examine the misconceptions that often occur in junior high school students on the concept of geometry based on abstraction level. The research method is qualitative with a case study design. Subjects in this study are 27 students of the 3rd grade of junior high school students, who had to learn all the concepts that will be appeared on the test. Material that will be given on the test of this research is the concept of Triangle, Quadrilateral, Flat Side Geometry and Curved Side Geometry. This research takes a place at one of the junior high schools in Cimahi. The instrument in this study is a diagnostic test (to find out the types of students’ misconception), mathematical abstraction tests (to determine the level of abstraction) and interview rubrics. Misconceptions produced by students are closely related to students’ mathematical abstractions, the higher the level of abstraction ability, the more students away from misconceptions. The topic taken in this study is the topic of basic geometry, the results can be a source of information about the types of misconception that often occur in students, and how the solution so that these misconception do not re-occur.]]>
<![CDATA[TWO DECADES OF REALISTIC MATHEMATICS EDUCATION RESEARCH IN INDONESIA: A SURVEY ]]>
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Laela Sagita]]>;
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Niken Wahyu Utami]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p223-246
<![CDATA[Freudenthal's ideas on mathematics that stated mathematics as a human activity and mathematics must be connected to reality have colored towards learning mathematics all over the world, including Indonesia. Existing research on this topic in Indonesia among two decades is categorized and compared. This paper presents a systematic literature review of empirical studies on this learning approach in Indonesian context. The implementation of this approach in Indonesia was analyzed comprehensively and divided into several major topics. Resources of this research come from 110 articles by ten highest rank accredited journals by the Ministry of Research, Technology, and Higher Education, the Republic of Indonesia as an achievement for the peer-reviewed journal, which has excellent quality in management and publication. The results show that there are seven categories summarized in this research: the dominance of published RME articles, RME research subjects, mathematical topics, students' abilities, RME terms, and the research method used in RME articles. Lastly, the summarized 110 papers are displayed in the table to give essential information as a fundamental idea for further RME research.]]>
<![CDATA[THE COMMON ERRORS IN THE LEARNING OF THE SIMULTANEOUS EQUATIONS ]]>
<![CDATA[Pg. Mohammad Adib Ridaddudin Pg. Johari]]>;
<![CDATA[Masitah Shahrill]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p263-274
<![CDATA[The purpose of this study is to understand the causes of common errors and misconceptions in the learning attainment of simultaneous equations, specifically on linear and non-linear equations with two unknowns. The participants consisted of 30 Year 9 students in one of the elite government schools in Brunei Darussalam. Further analyses of their work led to the categorisation of four factors derived from the recurring patterns and occurrences. These four factors are complicating the subject, wrong substitution of the subject, mathematical error and irrational error in solving the question. These factors usually cause participants to make errors or simply misconceptions that usually led them to errors in solving simultaneous equations.]]>
