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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336 Documents
<![CDATA[WATSON'S CATEGORIES ANALYSIS OF SEQUENCES AND SERIES QUESTION ]]>
<![CDATA[Anggita Maharani]]>;
<![CDATA[Ika Wahyuni]]>;
<![CDATA[Cucu Oktavianingsih]]>
<![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.p31-40
<![CDATA[This article contains students' answers to the row and series questions which are then analyzed based on the Watson category. The problem that often arises is a large number of students who still cannot give the right answer to the sequence and sequence problems. Analysis very important to do, especially on the wrong answers so that the teacher knows where the student lies in solving a problem so the teacher can take appropriate corrective action. The Watson category is used to facilitate the tracking of errors that are often made by students. This paper describes the types of errors in solving row and series problems based on the Watson category and describes the percentage of each type of error. This type of research is a descriptive study with a qualitative approach. This research was conducted by giving a test about sequences and series question in the form of a description of four questions. The results showed that there were two categories based on Watson which were dominantly carried out by students, namely 1) incorrect procedures (34.06%) and 2) conclusions were lost (20.33%).]]>
<![CDATA[OPTIMIZATION OF GUIDED DISCOVERY LEARNING MODELS TO INCREASE STUDENTS' INTEREST IN MATHEMATICS ]]>
<![CDATA[Nurhayani Nurhayani]]>;
<![CDATA[Raden Rosnawati]]>;
<![CDATA[Tuslikhatun Amimah]]>
<![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.p69-80
<![CDATA[Student interest in learning is a very important factor in determining student success in learning mathematics. Various attempts were made by educators and educational researchers to increase student interest in learning. This research is a classroom action research model by Kemmis and Mc Taggart that aims to describe the application of Guided Discovery learning in optimizing students' interest in learning mathematics. The increase in students' interest in learning mathematics is also supported by the results of student achievement. The research data consisted of students' interest in learning mathematics, learning achievement data, and observations of learning outcomes. Data on learning interest in mathematics is obtained through a questionnaire, data on learning achievement is obtained through tests and data on the results of observations of learning achievement are obtained through observation sheets during learning. In general, the results of the study showed that the average student interest in learning mathematics at 83.93 reached the good category. The completeness of student achievement test results reached 83.87% of students achieving the minimum completeness criteria with an average student score of 85.61. The percentage of teacher and student learning outcomes respectively at 83.80% and 76.91% reached the good category. Therefore it can be concluded that the Guided Discovery learning model can be applied to optimize students' interest in mathematics learning especially by paying attention to the results of reflections from this study.]]>
<![CDATA[THE EFFECT OF GEOGEBRA-ASSISTED DIRECT INSTRUCTION ON STUDENTS' SELF-EFFICACY AND SELF-REGULATION ]]>
<![CDATA[Zetriuslita Zetriuslita]]>;
<![CDATA[Nofriyandi Nofriyandi]]>;
<![CDATA[Endang Istikomah]]>
<![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.p41-48
<![CDATA[This study aims to find out the effect of Geogebra Assisted Direct Instruction on students' self-efficacy and self-regulation. This is a mixed method research with a sequential explanatory strategy, while the research design is a pretest and posttest unequivalent group design. The experimental group applied Geogebra Assisted Direct Instruction while the control group used conventional learning. The population in this study is the third semester students who have studied Field and Space Analytic Geometry. The research sample was selected using cluster random sampling technique. The research instruments were self-efficacy and self-regulation questionnaires for quantitative data and interview sheets for qualitative data. Data analysis was performed quantitatively using inferential statistical analysis and qualitatively analyzing the results of interview with students. The results showed that there was a significant effect of geogebra-assisted direct instruction on the achievement of students' self-efficacy and self-regulation. From the interviews it was found that the application of Geogebra-assisted Direct Instruction can facilitate the achievement of students' self-efficacy and self-regulation.]]>
<![CDATA[EXPERIENCE STUDENT BACKGROUND AND THEIR BEHAVIOR IN PROBLEM SOLVING ]]>
<![CDATA[Yulyanti Harisman]]>;
<![CDATA[Muchamad Subali Noto]]>;
<![CDATA[Wahyu Hidayat]]>
<![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.p59-68
<![CDATA[These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.]]>
<![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[STUDENTS' MATHEMATICAL THINKING SKILL VIEWED FROM CURIOSITY THROUGH PROBLEM-BASED LEARNING MODEL ON INTEGRAL CALCULUS ]]>
<![CDATA[Zetriuslita Zetriuslita]]>;
<![CDATA[Rezi Ariawan]]>
<![CDATA[ Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p31-40
<![CDATA[This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes. This research employed a simple random sampling technique. The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High, Medium, Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects.]]>
<![CDATA[PROJECT-BASED WORKSHEETS USING A LESSON STUDY SYSTEM ]]>
<![CDATA[ Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p41-52
<![CDATA[Often students are only given practical problems in the form of algorithms without inviting them to think at a high level and almost never given daily problems in the form of projects. From this it can be seen that there are still teachers who have not carried out directives from the government that is to assess competencies made in the assessments that require students to demonstrate certain competencies using projects. This study aims to produce worksheets in the form of school cooperation projects on the value of direct proportion and social arithmetic, and analyze students' answers in solving these problems and the implementation of learning is carried out using a lesson study for learning community (LSLC) system. This research uses a design research method which is a form of qualitative approach. The stages in the design research type of development studies. The subjects of this study were seventh grade students of SMP Palembang. From this study, student worksheets were generated about direct proportion and social arithmetic consisting of four activities including determining the price list of goods purchased, determining the price of capital goods, reporting prices of goods and selling prices, and determining conditions of sale. Based on the results of the analysis of students' answers to worksheets, some students can perform procedures of direct proportion and determine conditions of sale (profit, loss, or break even) so that this worksheet has been deemed valid and practical to use.]]>
<![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).]]>
