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
Articles
336 Documents
<![CDATA[INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM ]]>
<![CDATA[Yoppy Wahyu Purnomo]]>;
<![CDATA[Chairunnisa Widowati]]>;
<![CDATA[Syafika Ulfah]]>
<![CDATA[ Jurnal Infinity Vol 8 No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p57-74
<![CDATA[The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi- structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.]]>
<![CDATA[STUDENT READINESS AND CHALLENGE IN COMPLETING HIGHER ORDER THINKING SKILL TEST TYPE FOR MATHEMATICS ]]>
<![CDATA[Kusaeri Kusaeri]]>;
<![CDATA[Asep Saepul Hamdani]]>;
<![CDATA[Suprananto Suprananto]]>
<![CDATA[ Jurnal Infinity Vol 8 No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p75-86
<![CDATA[Mathematics teaching and learning should equip students with the ability to think critically and creatively and problem-solving skill to enable them to compete in the industrial revolution 4.0. This descriptive explorative study explores the readiness and challenges faced by Indonesian junior high school (SMP/MTs) student in solving HOTs type mathematics test using Islamic context. Data were collected from a test-based open-ended questionnaire distributed to 164 students in the 8th of five schools in Sidoarjo East Java comprising 2 junior madrasas (Islamic schools), 2 Islamic-based junior high schools and 1 public junior high school. Descriptive analysis using SPSS and categorization of responses (referring to response options in the questionnaire such as have ever-never, necessary-unnecessary, answered-not answered, etc) show that considering their experience, the students are “less ready†to face HOTs type mathematics test. However, students expect that they can be given more practices in doing HOTs type mathematics questions to help them get accustomed to this type of question. Being unaccustomed to non-routine and lengthy questions, lazy trait and being unfamiliar to Islamic terms used as the context of the question becomes the challenges for the students in facing HOTs type mathematics test.]]>
<![CDATA[DESIGN OF LEARNING MATERIALS ON CIRCLE BASED ON MATHEMATICAL COMMUNICATION ]]>
<![CDATA[Cita Dwi Rosita]]>;
<![CDATA[Tri Nopriana]]>;
<![CDATA[Isna Silvia]]>
<![CDATA[ Jurnal Infinity Vol 8 No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p87-98
<![CDATA[Mathematical communication skills is an important role in mathematics learning. However, the importance of mathematical communication skills has not been fully realized in learning, especially circle material. Design a learning material based on mathematical communication is one way to develop this ability. The preliminary study produced the findings of an epistemological learning obstacle so that students' mathematical communication skills were still in the low category. This study aimed to analyze learning obstacle and designing learning materials based on the material mathematical communication circle. This study is design research that contained two stages of Didactical Design Research (DDR), didactic situation and metapedadidactional stage. Research result obtained are students difficulties in relating the material defining elements of the circle with their own language, identifying circle elements that were known and explaining through pictures, calculating the circumference and distance of circular objects based on problems, calculating the surface area of circular objects based on the problems, and rearrange the formula which states the relationship of circle elements. To solve that learning obstacle, we recommend some learning trajectory in a circle that useful for teachers. This design of learning material is valid and practical to implement in the classroom.]]>
<![CDATA[THE INFLUENCE OF CONCEPT ATTAINMENT MODEL IN MATHEMATICAL COMMUNICATION ABILITY AT THE UNIVERSITY STUDENTS ]]>
<![CDATA[Lilis Marina Angraini]]>
<![CDATA[ Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p189-198
<![CDATA[Based on data from observation and interview with lecturer who teaches mathematics course on the subject under study, it was found that students' mathematical communication ability is still low. This study aims the students’ mathematical communication ability through Concept Attainment Model learning. The method in this study is two groups randomized subject post-test only. The number of subjects in this study were 82 students. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two-way were used to analyse the data. The results of this study showed that (1) there is difference grade on the student’s mathematical communication ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical communication ability of experimental classes based on their Prior mathematical knowledge (PMK); (3) there is no interaction between the learning that is used with the students’ prior mathematical knowledge on the students’ mathematical communication ability. The concept attainment model provides a better influence on students’ mathematical communication ability, it is also necessary to see the influence of the concept attainment model on students' high-level mathematical thinking ability.]]>
<![CDATA[EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY ]]>
<![CDATA[ Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p219-228
<![CDATA[Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.]]>
<![CDATA[DEVELOPMENT OF WEB GAME LEARNING MATERIALS FOR PRIMARY SCHOOL STUDENTS ]]>
<![CDATA[Wahyudi Wahyudi]]>;
<![CDATA[Marisa Ambarwati]]>;
<![CDATA[Endang Indarini]]>
<![CDATA[ Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p199-208
<![CDATA[The purpose of this study is to develop a web-based learning game media to improve problem-solving skills in two-dimensional figure. Research method with R & D use the ASSURE development model consisting of 6 steps, that is 1) analyze learners, 2) state objectives, 3) select method, media, and materials, 4) utilize media and materials, 5) require learner participation, 6) evaluated and revise. The validity of the product is assessed by the experts with the expert validation sheets. The practicality of the product was tested by a limited trial of 10 students followed by interviews to see student responses. The Product effectiveness was seen from one class trial with one group pretest-posttest design and the results were analyzed using the Paired-Samples T-Test. The results of this study are in the form of web-based game learning media to improve problem-solving skills in flat-build material. The Learning media is proved valid based on the expert media, material, and learning tests. Learning media was also proved practical based on the results of interviews by 10 students. Learning media is proved effective based on the Paired Samples T-Test which was taken from the results of the pretest and post test]]>
<![CDATA[THE EFFECT OF MATHEMATICAL DISPOSITION AND LEARNING MOTIVATION ON PROBLEM SOLVING: AN ANALYSIS ]]>
<![CDATA[Masta Hutajulu]]>;
<![CDATA[Tommy Tanu Wijaya]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p229-238
<![CDATA[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 empirically the influence of mathematical dispositions and learning motivation on problem solving abilities. Samples were obtained in class VII-2 at SMPN 2 Cimahi as many as 34 students. Study uses correlational quantitative methods. Analysis was done by regression method. The data collection was given 2 pieces of study instruments, namely problem solving test instruments and non-test questionnaires in a set of mathematical dispositions and learning motivation. The data was tested for regression and correlation. The results of data analysis that was mathematical disposition and larning motivation were significantly influenced by problem solving ability of junior students, with the regression equation indicating a positive influence, and the degree of closeness is the Pearson correlation coefficient of 0.827 classified in a strong 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.]]>
<![CDATA[ENHANCEMENT OF STUDENTS' MATHEMATICAL COMMUNICATION UNDER METACOGNITIVE SCAFFOLDING APPROACH ]]>
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p117-128
<![CDATA[This research aims to investigate the enhancement of students’ mathematical communication under metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in Bandung. In this study, there were two groups of subjects: experimental and control groups. The experimental group consists of 60 students under metacognitive scaffolding approach, while the control group consists of 58 students under direct approach. Based on the prior mathematical ability, the students were classified into three levels, namely high, midlle, and low. Data collection instrument used mathematical communication test. The conclusions of the research are: (1) there is a significant difference in enhancing mathematical communication ability between students who attended the course under metacognitive scaffolding approach and those under direct approach, and (2) there was no significant interaction effect between teaching approaches and ability levels based on prior knowledge in enhancing students’ mathematical communication.]]>
<![CDATA[DEVELOPING OF CALCULUS TEACHING MATERIALS BASED ON AUDIOVISUAL ]]>
<![CDATA[Akbar Nasrum]]>;
<![CDATA[Herlina Herlina]]>
<![CDATA[ Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p209-218
<![CDATA[Millennials community right now prefer video media as a learning resource rather than reading textbooks. To understand the contents of books, we need to have a reasonably high literacy ability. Unlike the case with learning videos, explanations accompanied by images in the video can help someone to understand the material in that media. The first goal of this study was to make audiovisual teaching materials that could serve as a supplementary textbook teaching materials. The second goal was to test the effectiveness of teaching materials that have been created. The method used was the development method using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The process of developing teaching materials began with creating multimedia learning, recording stages, editing stages, and completion stages. Material experts and media experts then validated the teaching materials that had been produced and tried out on students. The results of the try out documents to the students showed that there were significant changes both in terms of motivation, enthusiasm for learning, interaction in the classroom, and from student learning outcomes. These results made the student's response to the use of teaching materials excellent. This audiovisual teaching material was worthy and effectively of being used as a learning media, both as a supplementary or primary source.]]>
<![CDATA[THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS' MATHEMATICAL COMMUNICATION ABILITY ]]>
<![CDATA[Dian Fitri Argarini]]>;
<![CDATA[Nok Izatul Yazidah]]>;
<![CDATA[Anik Kurniawati]]>
<![CDATA[ Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p1-14
<![CDATA[This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasi-experimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication]]>
