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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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THE COMMON ERRORS IN THE LEARNING OF THE SIMULTANEOUS EQUATIONS Pg. Mohammad Adib Ridaddudin Pg. Johari; Masitah Shahrill
Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p263-274

Abstract

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.
DEVELOPING AN INTERACTIVE LEARNING MODEL USING VISUAL BASIC APPLICATIONS WITH ETHNOMATHEMATICAL CONTENTS TO IMPROVE PRIMARY SCHOOL STUDENTS' MATHEMATICAL REASONING Euis Eti Rohaeti; Nelly Fitriani; Padillah Akbar
Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p275-286

Abstract

This study aims to examine the development of an interactive learning model using Visual Basic Application for Microsoft excel with ethnomathematical content on fractions, to improve primary school students’ mathematical reasoning abilities. The research method used is development through the stages of conducting preliminary studies and literature, designing interactive learning models, conducting FGDs, producing initial designs of interactive learning models, conducting limited trials in one primary school, making revisions, conducting extensive trials in four primary schools, producing trial in another primary school. The last obtaining a final model and conducting socialisation. The last, it provides a test of mathematical reasoning ability. The research subjects were teachers and students in six primary schools. The research instruments were interviews, validation sheets, documentation, learning observation sheets, questionnaires and mathematical reasoning ability test.  The assessment criteria for the developed learning model include syntax, social system, principle of reaction, supports system and instructional impact. The results showed that 1) Development of VBA-assisted and ethnomatematically-loaded interactive learning models go through two major stages, namely product development and validation  2) The Interactive learning model was declared very valid; 3) The responses of teachers and students were generally positive; 4) The achievement of students’ mathematical reasoning abilities after gave learning with an interactive model using VBA for Microsoft Excel with ethnomathematical contents better than using ordinary learning.
MATHEMATICAL LITERACY ABILITY AND METACOGNITIVE CHARACTERISTICS OF MATHEMATICS PRE-SERVICE TEACHER Christina M Laamena; Theresia Laurens
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.p259-270

Abstract

This study aims to determine the characteristics of students' metacognition in solving mathematical literacy problems. The metacognitive traits explored are related to awareness in planning, monitoring, and evaluating the design of the thinking process used. The research method used is a mixed-method (sequential explanatory), which uses quantitative research results to conduct qualitative research. The research subjects were 80 early semester students who took the literacy test and chose six respondents representing the upper, middle, and lower groups, with two people in each group to be interviewed. The results showed that the mathematical literacy skills of pre-service teachers were at a low level. Metacognitive characteristics that appear in the low group are (1) realizing that the solution of strategy is not right but not improved; (2) planning to develop a settlement strategy, but are not sure, (3) do not carry out the re-check process, and (4) do not believe what is being thought and do not understand the concept. Metacognitive traits in the middle group are (1) aware of what they are thinking, (2) consciously plan various strategies to improve thinking accuracy, but do not always use these strategies, (3) tend to monitor the thinking process, and (4) show tendency to master the basic mathematical concepts of the problems at hand. The characteristics of metacognition in the high group during problem-solving are (1) Using various strategies to demonstrate or improve the accuracy of thinking (sketching, drawing), (2) Analyzing the problem before solving it, and (3) Understanding and mastering the mathematical concepts that underlie the problem which is given.
COLLABORATIVE LEARNING THROUGH LESSON STUDY IN PMRI TRAINING FOR PRIMARY SCHOOL PRE-SERVICE TEACHER: THE SIMULATION OF POLYGON MATTER Anna Fauziah; Ratu Ilma Indra Putri; Zulkardi Zulkardi
Jurnal Infinity Vol 11 No 1 (2022): VOLUME 11, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i1.p1-16

Abstract

Collaborative learning through lesson study has become one of the promising methods for improving the quality of education and improving teachers' quality, likewise with the PMRI approach. The combination of the two in the training for primary school pre-service teachers, specifically in the second simulation session, was observed and reported. This article aims to describe the collaboration process in the second session of the simulations about polygon learning at PMRI training for primary school pre-service teachers. A design research method of the development type was used in this study, only at the preliminary and development or prototyping phase. The research subjects are students of Primary School Pre-service Teachers of Sriwijaya University that consisted of eight students for the small group and 32 students for the field test. Data was collected through documentation, observation, and field notes. The result showed that there were good collaboration occurs between researcher-lecturer, lecturer-student, and between students at the plan-do-see-redesign stage of the lesson study.
PRE SERVICE TEACHERS' PERCEPTION ON THE IMPLEMENTATION OF PROJECT BASED LEARNING IN MATHEMATIC CLASS Marah Doly Nasution; Ahmad Ahmad; Zulkifley Mohamed
Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p109-120

Abstract

Project-based learning is one of the 21st-century methods that can increase the students' ability to have useful competence in their knowledge, especially in learning mathematic. Hence, the teachers' perception of the implementation of PBL is essential to know. The purpose of this study was to determine student perceptions about the application of project-based learning models. This research is a survey research with a quantitative descriptive approach. The samples used in this study amounted to 63 students of the sixth semester in the Department of Mathematical Education, Muhammadiyah University North Sumatra. The data collection technique used a questionnaire. The data analysis technique consists of quantitative analysis techniques with a statistical approach. The results of this study indicate that: (1) the students' perceptions of the interaction aspects of students and teachers are in the very good category with a mean score of 85.32%. (2) Students' perceptions of motivation / increasing student interest in learning are in the very high category, with an average score of 85.53%. (3) Students' perceptions on the competency aspect of understanding subject matter are in the very good category with an average score of 85.48%. (4) Students' perceptions of the competency aspects of critical, effective, and efficient thinking are in the category of strongly agree with a mean score of 82.62%. (5) Students' perceptions of good time management competence are in the good category with an average score of 79.10%. (6) Students' perceptions of good student learning outcomes are in the very good category, with a mean score of 82.67%. (7) Students' perceptions of the learning model's conformity aspect with subject characteristics are in the very high category with a mean score of 84.05%.
THE STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITIES, SELF-REGULATED LEARNING, AND VBA MICROSOFT WORD IN NEW NORMAL: A DEVELOPMENT OF TEACHING MATERIALS Citra Megiana Pertiwi; Euis Eti Rohaeti; Wahyu Hidayat
Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p17-30

Abstract

The new normal period makes ICT-based education the spearhead of the implementation of learning. This becomes an obstacle and a challenge for students, especially in the mathematical problem-solving ability (MPSA), which is very important for students because it is a prior mathematical ability and is included in HOTS. Self-regulated learning in mathematics (SRL) also has a significant role in adapting to learning in the new normal and influences students' mathematical learning outcomes. However, the facts on the ground show that these two abilities are still low. To solve this problem, the researchers developed VBA Microsoft Word-based teaching materials on the relevant polyhedron materials for use so that learning would be more optimal. The method used in this research is an experimental method with a pretest-posttest control group design. The population is all the students in Cimahi City, while the sample is two classes randomly selected. This study indicates that VBA Microsoft Word-based teaching materials are appropriate to be applied in the new normal period, as indicated by the results of the achievement and improvement of MPSA and SRL of students is better than ordinary learning. There is an association between MPSA and SRL and positive response even though they still have difficulty making mathematical models on MPSA questions. Students are more enthusiastic in learning and don't get bored quickly; in line with the challenges of the new normal, the industrial revolution 4.0, and the learning curriculum, learning is more structured, interactive, effective, and efficient.
THE DEVELOPMENT OF ONLINE LEARNING GAME ON LINEAR PROGRAM COURSES Zainnur Wijayanto; Dafid Slamet Setiana; Betty Kusumaningrum
Jurnal Infinity Vol 11 No 1 (2022): VOLUME 11, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i1.p133-144

Abstract

This study aims to produce online learning games on linear program subjects for 3rd-semester students that are valid, practical, efective and can increase student learning motivation. Students are less interested in linear program subject because it requires high analysis skill and feel boring. This research and development model consisting of the stages of define (literature study and field survey), design (early product design activities), develop (expert validation, product revisions, and development testing), and disseminate (final product revision) with descriptive analysis techniques qualitatively and quantitatively. Qualitative descriptive analysis techniques are used to describe the stages of development that describe the results of observations of the implementation and effectiveness of online learning games that have been developed in the field. Quantitative descriptive analysis techniques are used at the development stages. This study has achieved the expected goal: producing online learning games for linear program subjects that are valid (very good category), practical (very good category), and effective (85.71% of students had achieve a minimum score of C).
PROSPECTIVE TEACHERS UNDERSTANDING FRACTION DIVISION USING RECTANGLE REPRESENTATION Muhammad Ghiyats Ristiana; Dadang Juandi; Sulistiawati Sulistiawati
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.p161-174

Abstract

Fraction division is one of the most difficult subjects in elementary school. Not only elementary students but many prospective teachers don’t understand the fraction division concept yet—most of them using a keep-change-flip algorithm to solve fraction division problems. A study using rectangle representation was conducted by us to prospective teachers. This study aims to see whether this rectangle representation will make prospective teachers understand or not. To do so, we made a mixed-method study with 80 prospective teachers as participants. The results show that 53,75% of prospective teachers use the keep-change-flip algorithm without understanding the concept of fraction division, and just 15% of prospective teachers understand fraction division. We assume that most prospective teachers still can’t imagine how fraction division works in a real-life context. They remember what they used to do to finish the fraction division problem that their teacher has introduced in primary school. Based on the results, we conclude that the study with rectangle representation still needs an improvement, whether the teacher’s explanation or the rectangle media.
FRACTION CIPHER: A WAY TO ENHANCE STUDENT ABILITY IN ADDITION AND SUBTRACTION FRACTION Mohd Afifi Bahurudin Setambah; Anis Norma Jaafar; Mohammad Ikhwan Mat Saad; Mohd Faiz Mohd Yaakob
Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p81-92

Abstract

Learning the concept of fractions can be one of the most difficult skills to master for primary school students. Fractions are also seen to affect other mathematical knowledge, such as algebra. Researchers have introduced an innovation called Fraction Cipher to help students learn fractions. Fraction Cipher is an innovation in the arena of education that involves learning the Malay language and Mathematics. Design research is used as the research method to solve this problem consisting of three phases: preliminary design, teaching experiment, and retrospective analysis. The instruments used are fraction cipher, fraction test, and observation checklist. The results of the pair's comparative study by controlling the type I error using the Bonferroni method show that the mean values of the mathematical achievement of the experimental group and the control group are significantly different. The results show that Fraction Cipher impacts students to understand and master the concept of fractional addition and fraction subtraction operations. This research also explains the "Sake-Beda" strategy to make it easier for students to solve fractional operation problems. Besides, this study also shows the change in students' attitudes from negative to more positive. Thus, students understand and are more motivated to learn the concept of fractions.
STUDYING CONDITIONS AND PROBLEMS FOR DEVELOPING MATHEMATICS LEARNING MODEL OF UNDERGRADUATE STUDENTS IN THAILAND Puchong Praekhaow; Tweesak Chindanurak; Sureerat Areeraksakul Konglok; Kritsana Sokhuma
Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p121-132

Abstract

This research intends to study the conditions and problems of learning management in Mathematics for undergraduate students. Research problem is that students have low achievement and ability problem-solving in mathematics. The research method used is development through the stages of conducting preliminary studies and quantitative survey research, producing initial designs of integrative learning models. The results of this research were used to develop the mathematics learning model. The research was conducted over a one-year period considering two groups. The first sample was collected from the group with 376 students studying mathematics in the academic year 2020. The second sample was collected from the group with 116 professors of public universities in Thailand. Questionnaires were used as a tool of the research. The data analysis was divided into 2 stages. The first stage was to analyze supporting factors with factor analysis. The second stage was to design the learning management of students and professors with regression analysis. The results have shown that the opinions of students and professors on conditions and problems of learning management can be summarized as follows: (1) The students’ opinions for corrections in the aspects were group learning and teamwork, steps of solving problems, a learning model that is real situations, and the problem-based learning, respectively. (2) The professors’ opinions for corrections in the aspects were student interaction, academic achievement, problem-based learning, and learning management model that is current situations, respectively. (3)The supporting factors for the development of the learning management model that professors and students were consistent in solving problems. It was found that there were three main factors as follows; group learning, problem-based learning, and active learning. The learning management model should be developed by integrating group learning, problem-based learning, and step of mathematical problem-solving to enhance problem-solving ability and mathematics learning achievement.

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