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Wahyu Hidayat
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Jurnal Infinity
Published by IKIP Siliwangi
ISSN : 20896867     EISSN : 24609285     DOI : https://doi.org/10.22460/infinity
Core Subject : Education,
Mathematics
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
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 336 Documents
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TEACHER'S AND STUDENT'S NEEDS FOR MATHEMATICAL PROBLEMS IN DISASTER CONTEXT Nuzulidar Nuzulidar; Rahmah Johar; Sulastri Sulastri
Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i2.p239-246

Abstract

Indonesia is an archipelagic country lies on the Pacific Ring of Fire, resulting in the country being vulnerable to disaster. Teachers need to accustom students to manage natural disaster situation in a more logical approach. Therefore, it is necessary to develop mathematical problems in disaster contexts. This research is an early stage of developmental research. The purpose of this study was to analyze the needs of teachers and students of mathematical problems in disaster contexts. The participants in this study were a mathematics teacher and 53 Year 7 and 8 students at one of the public junior high school, located in a Tsunami affected area, in Banda Aceh. Data collection involved an open questionnaire, and data analysis was carried out descriptively. The results showed that the teacher often provided mathematical problems in learning but had never read mathematical problems in disaster contexts. Also, only three students had ever read such problems. The results also revealed that nearly half of the students (41.5%) liked to solve mathematical problems. Besides, both the teacher and 71.7% of the students agreed and were willing to participate in the learning process involving mathematical problems in disaster contexts. The results of the study also showed that the mathematical questions in disaster contexts were limited. Thus, it is necessary to develop mathematical problems in disaster contexts.
HYPOTHETICAL LEARNING TRAJECTORY IN REALISTIC MATHEMATICS EDUCATION TO IMPROVE THE MATHEMATICAL COMMUNICATION OF JUNIOR HIGH SCHOOL STUDENTS Ida Nuraida; Asep Amam
Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i2.p247-258

Abstract

This research was motivated by the difficulties of junior high school students in linear equation system material. The focus of this research is to produce the Hypothetical Learning Trajectory (HLT) system of linear equations based on the development of Learning Trajectory (LT) with the aim of research to improve students' mathematical communication skills. Research method used design Research with 3 phases: Preliminary design, teaching experiment, and retrospective analysis. The subject of study in SMP grade VII in Tasikmalaya district. This research uses the instrument of communication skills test students. Processing of research data using test-T.  Based on the results of the research obtained: (a) HLT results from the development of LT linear alignment system in RME to improve student mathematical communication skills; and (b) students who acquire RME learning have increased mathematical communication skills greater than those who acquire conventional learning.
MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS Rully Charitas Indra Prahmana; Tri Sutanti; Aji Prasetya Wibawa; Ahmad Muhammad Diponegoro
Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i2.p179-188

Abstract

Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.
ADVOCACY APPROACH WITH OPEN-ENDED PROBLEMS TO MATHEMATICAL CREATIVE THINKING ABILITY Ibrahim Ibrahim; Sri Adi Widodo
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p93-102

Abstract

The purpose of this study is to find out the increase in students' ability to think creatively in advocacy learning by using open-ended problems. This type of research is an experiment with nonequivalent control group design. The sample in this study were 72 students taken using random sampling techniques. The variables in this study are learning models, mathematical creative thinking abilities, and general mathematics abilities. The instruments used in this study were creative thinking tests and general mathematics tests. Data analysis techniques used in this study are statistical inference using the Mann-Whitney test and one-way ANOVA. The results showed that students who were treated with an advocacy approach by presenting open-ended problems improved their mathematical creative thinking abilities better when compared with conventional learning.
ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS Imam Kusmaryono; Mochamad Abdul Basir; Bagus Ardi Saputro
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p15-30

Abstract

Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.
PRIMARY STUDENTS' MATHEMATICAL LITERACY: A CASE STUDY Rooselyna Ekawati; Susanti Susanti; Jian-Cheng Chen
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p49-58

Abstract

This paper analyses Indonesian primary students’ Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students’ categories (Good, Middle and Low) were established by cluster analysis methodology. The most students’ challenge on MLT was space and shape as well as uncertainty and data’s content problem. The description of profile of primary students’ mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.
THE ROLE OF CONSTRUCTIVISM-BASED LEARNING IN IMPROVING MATHEMATICAL HIGH ORDER THINKING SKILLS OF INDONESIAN STUDENTS Ani Minarni; E. Elvis Napitupulu
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p111-132

Abstract

To make students actively involved in learning to grasp mathematical higher-order thinking skills (MHOTS) is not easy. Meanwhile, the ability is so important for students to master for it takes place when students continue their studies to a higher level as well as work within a variety of professions, especially in the era of the industrial revolution such nowadays. Many factors affect students' thinking abilities, including learning factors. This study, which implemented constructivism-based learning, aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of MHOTS of middle secondary school students. The data tested through Multivariate Analysis at the 0.05 significance level. In general, this study found that: (1) In the experimental class, the learning approach plays an important role in the way it increased students' MHOTS significantly. (2) The average contribution of constructivism-based learning to MHOTS was at the range of 18% to 57%. (3) Student activity in learning increased significantly. (4) In some cases, there is an effect of interaction between learning factors and MPK towards the achievement of MHOTS. The study recommended the teachers to have courageous in implementing constructivism-based teaching and learning to improve students’ MHOTS.
PISA-LIKE PROBLEMS USING ISLAMIC ETHNOMATHEMATICS APPROACH Muhammad Win Afgani; Retni Paradesa
Jurnal Infinity Vol 10 No 2 (2021): VOLUME 10, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i2.p203-216

Abstract

The study aimed to produce PISA-like mathematics problems with the Islamic ethnomathematics approach that were valid and practical. A development study with formative evaluation was used as the method in this study with 32 9th-grade students as the subjects at one of the junior high schools in Palembang, South Sumatra province, Indonesia. There are five phases: self-evaluation, expert review, one-to-one, small group, and field test. Interviews, questionnaires, and tests were used in this study as the instruments to collect the data. The results showed that three experts from the expert review phase assess that 77.78% agree that six PISA-like mathematics problems meet the validity criteria. For the practicality criteria, three students from the one-to-one step set about 77,78% agree, three students from the small group phase assessed about 61,11% strongly agree, and 26 students from the field test phase considered 61,33% agree. This result is supported by the average test result that was classified as a low category. This showed that the results obtained are not optimal because students still did not understand the problems and had difficulty solving them.
DEVELOPING STUDENT WORKSHEET BASED ON MISSOURI MATHEMATICS PROJECT MODEL BY USING THINK-TALK-WRITE STRATEGY OF CLASS VIII Reny Wahyuni; Efuansyah Efuansyah; Sukasno Sukasno
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p81-92

Abstract

This study aims to develop the worksheet based Learning Model Missouri Mathematics Project using Think Talk Write Strategy on cube and cuboid material, and to find out the quality of the worksheet developed in terms of validity and practicality. Subjects in this study are students of class VIII SMP N 11 Lubuklinggau in the even semester of the 2018/2019 school year. This research is a development research that refers to the 4-D development model (Define, Design, Develop, and Disseminate). Based on the analysis results, it was found that the quality of worksheets developed was based on the assessment of 3 validators, the validity aspect was in the Good category with an average score of 3.99, while the quality of worksheets from the practical aspect was in the Very Practical category with an average score of 0.903.
MATHEMATICAL REPRESENTATION OF GRADE 7 STUDENTS IN SET THEORY TOPICS THROUGH PROBLEM-BASED LEARNING Ida Lestari; Nila Kesumawati; Yunika Lestaria Ningsih
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p103-110

Abstract

Set theory has a wide role in mathematical concepts. Students have to understand the set theory before learning other concepts such as algebra and probability. This study aims to determine the effect of the problem-based learning (PBL) model on the students’ mathematical representation in set theory topics. The method used in this study is a quasi-experiment design. The populations in this study were 289 students of 7th grade at Secondary School in Palembang. The sample of this study were students of class 7.8 (control group) and 7.10 (experimental group). Data were collected through tests, interviews, and documentation. Based on data analysis, known that PBL affects the students’ mathematical representation. Students who had the PBL model get the better score of mathematical representation. They could use the symbol of set correctly, represent the set into Venn diagram correctly and they also could explain their answer. Furthermore, the implementation of the PBL model is offered.

Page 15 of 34 | Total Record : 336

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