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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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Impact of "Donkey", "Snap" dan "King" (DSK) non-digital gamification cards on fourth-grade students' math performance in fractions Mohd Afifi Bahurudin Setambah; Mazlini Adnan; Syaza Hazwani Zaini; Mujiasih Mujiasih; Riyan Hidayat; Muhammad Alhaji Ibrahim; Hayato Hanazono
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p175-196

Abstract

This research investigates the impact of Non-digital Gamification (NDG) techniques on students' math achievement, focusing on Fractions. Utilizing a quasi-experimental design, the study involved 100 primary school students in Perak. Two groups were formed: the control group, which followed traditional teaching methods, and the experimental group, which experienced NDG learning approaches. The findings indicate that students using NDG perform better in math (fractions) assessments compared to those using conventional methods. This study provides empirical evidence supporting the efficacy of NDG in teaching Fractions. The results underscore the potential for educators to innovate and enhance gamification tools, particularly in mathematics, contributing to educational advancements aligned with the goals of the Malaysian Ministry of Education.
When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student Ahmad Muhammad Diponegoro; Ibrahim Alhussain Khalil; Rully Charitas Indra Prahmana
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p413-440

Abstract

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.
Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers Tommy Tanu Wijaya; Wahyu Hidayat; Neni Hermita; Jesi Alexander Alim; Corrienna Abdul Talib
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p139-156

Abstract

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.
Exploration of ethnomathematics research in Indonesia 2010-2023 Anggun Badu Kusuma; Farida Hanum; Agus Maman Abadi; Ahmad Ahmad
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p393-412

Abstract

Ethnomathematics is the finding of mathematics in the cultural values of a place. Indonesia has many kinds of cultures, and ethnomathematics research has been done in some areas of Indonesia. This study aims to identify the cultural forms and mathematical materials found in ethnomathematical research in Indonesia. The research method used is a literature review. The stages of the research method included selecting a topic, developing tools of argumentation, searching the literature, surveying the literature, critiquing the literature, and writing the thesis. The instruments used were Google Scholar, the search engine, and the NVivo application. The number of articles analyzed was 88 articles. These articles represent the culture spread across 34 provinces of Indonesia. The research results obtained are cultural forms containing mathematical material, including ideas, activities, and artifacts. Mathematical materials explored in these cultures include statistics, trigonometry, vector, algebra, arithmetic, one-dimensional geometry, two-dimensional geometry, three-dimensional geometry, coordinate geometry, transformation geometry, calculus, logic, and opportunity. The complexity of the culture and material found in mathematics shows that ethnomathematical research can be developed in all forms of culture and applied in various mathematics learning materials.
Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience Ahmad Fauzan; Yulyanti Harisman; Yerizon Yerizon; Suherman Suherman; Fridgo Tasman; Sahrun Nisa; Sumarwati Sumarwati; Hafizatunnisa Hafizatunnisa; Hamdani Syaputra
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p301-316

Abstract

Literacy and numeracy are the abilities of students to use basic mathematics in solving daily life problems, and students should have it. Various studies have shown that Indonesian students' literacy and numeracy skills still need to improve. One of the solutions to this problem is RME, and one of the components that influence this skill is teachers as a facilitator and their experiences. Thus, this research aims to refigure how students who receive Realistic Mathematics Education (RME) literacy and numeracy skills improve based on teacher's experiences. The research subjects are third, fourth, and fifth-grade students in elementary schools in Padang. Three schools were selected for each grade level and taught by three teachers with different experiences. The students were given literacy and numeracy problems before and after RME instruction. The answers were assessed and grouped to examine the student's literacy and numeracy achievement. The research results show that student's literacy and numeracy skills are better with RME learning. Student's literacy and numeracy skills are not influenced by teachers' experience.
Mathematics teachers’ practices in light of the effective teaching practices Awaji, Bakri M.; Abdel-Hamid, Rasha Hashim; Khalil, Ibrahim Alhussain; Prahmana, Rully Charitas Indra
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p1-20

Abstract

Recognising the pivotal role of effective teaching practices in enhancing student learning outcomes, the National Council of Teachers of Mathematics (NCTM) has outlined a comprehensive framework of key strategies. However, empirical research on these practices remains limited. Therefore, this study aimed to investigate the extent to which mathematics teachers apply NCTM-identified effective teaching practices and examine potential differences attributable to teachers' gender and teaching experience. Adopting a quantitative approach and employing a descriptive survey, the study systematically assessed eight designated practices using a validated observation checklist in the Jazan Education Administration, observing 38 mathematics teachers during routine classes. The results indicated a moderate level of implementation overall, with ten practices demonstrating high application. Statistical analyses found no significant differences in practice implementation based on gender or teaching experience at the .05 level. The limitations included the study's relatively small sample size, potentially limiting generalisability, and the observational nature of the checklist, which may not fully capture nuanced teaching dynamics. Future research could focus on developing training initiatives to enhance educators' application of NCTM-recommended practices and undertake qualitative inquiries to understand barriers to integration and teachers' attitudes towards these practices. Finally, this study contributes to the discourse on effective mathematics teaching by providing empirical insights into current practices and highlighting avenues for further investigation and professional development in educational settings.
Revealing the uniqueness of variations in prospective teachers' metacognitive activities in solving mathematical problems based on gender Ramlah Ramlah; Tatag Yuli Eko Siswono; Agung Lukito
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p477-500

Abstract

A significant amount of scholarly investigation has recently focused on metacognitive activity. However, the examination of metacognitive variations in solving math problems that are still limited in scope. This case study examines gender differences in activity variations of metacognitive activities, specifically awareness, regulation, and evaluation, in prospective teachers solving mathematical problems based on mathematical models. Participants were selected through purposive sampling. Twelve male and sixteen female participants were chosen from those who participated in the 'capita selecta' mathematics course at a public university in West Java, Indonesia. The data were collected through mathematical problem-solving tasks and interviews. The results show that the variations in metacognitive activities between male and female participants are different. Females tend to be more complex and structured in their evaluation activities, while males tend to be more complex and structured in their awareness activities. Based on the results, recommendations are made for future studies.
Global trends in flipped classroom research within mathematics education over past two decade: A bibliometric analysis Gida Kadarisma; Dadang Juandi; Darhim Darhim
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p531-552

Abstract

This research aims to provide a bibliometric review of trends in using flipped classrooms in mathematics learning research. This research is essential to analyze the extent of the flipped classroom research trend in mathematics learning as a reference for future research in this research.  Bibliometric analysis was used to analyze and classify bibliographic data by considering inclusion and exclusion criteria. The database used was Scopus using the Bibliometrix application. The search was carried out using the keywords "flipped classroom", "mathematics learning", and "K-12". The results revealed a total of 102 articles related to the keywords. The data showed increased publications over the last two decades, with 2023 being the year with the highest publication count. Apart from that, Indonesia had the highest rate of producing related articles. The most relevant author was Hew Khe Foon. The most cited article was "A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course". The Indonesian Education University was the most productive affiliate related to this theme. Furthermore, the journal "Educational Technology and Society" was found to be the most prolific journal for publishing research outcomes. New themes emerged in flipped classroom research, such as conceptual and procedural knowledge. Future researchers are expected to utilize the research focus to determine the theme to be explored. It is recommended that further researchers incorporate the novelty discussed in this research.
Realistic mathematics education: Mathematics e-modules in improving student learning outcomes Palinussa, Anderson Leonardo; Tupamahu, Pieter Zakarias; Sabandar, Vederico Pitsalitz; Makaruku, Yulian Hanny; Sabandar, Jozua
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p45-64

Abstract

Realistic Mathematics Education (RME) has gradually influenced the development of mathematics learning worldwide, including in Indonesia. Through the implementation and development of online-based 21st-century education, RME is increasingly proving itself as an effective approach to improving the quality of mathematics teaching and student learning. Learning using the RME approach based on the e-module System aims to become a real learning experience for education and students in implementing mathematical concepts into web-based software systems. The type of research used is pseudo-experimental research with a population in this study of 3 schools, and the number of samples is 147 students. Hypothesis testing was carried out with the N-gain test on the experimental class and control class and the Linear Regression Analysis Test to determine the effect of Gender on improving the learning outcomes of the experimental class. The results of this study show that: 1) There is a difference in the improvement of learning outcomes of classes taught with the RME approach based on the e-module System with conventional learning models; 2) There is no significant difference in the improvement of learning outcomes of students taught using the RME approach based on the E-Module System based on gender characteristics; 3) Gender only contributes 0.1% to the improvement of learning outcomes while 99.9% of other factors.
Mastering fractions and innovating with the station rotation model in blended learning Nurul Harizah Abdul Latif; Masitah Shahrill; Wahyu Hidayat
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p501-530

Abstract

This study explores the effectiveness of the Station Rotation Model (SRM) in adding and subtracting fractions. A mixed-method design was conducted through convenience sampling of 31 students from Year 9. They were given pre-and post-tests consisting of ten questions for collecting quantitative data. Students’ online questionnaires consisting of five-point Likert scales, two open-ended questions, and structured interviews with six selected students were further analysed to collect qualitative data. A non-parametric test was adopted to compare the results of the achievement tests. Wilcoxon’s signed rank test findings showed a significant difference (p=0.024) and a large effect size (rb=0.558) between the achievement test scores. This indicates that the SRM positively impacts students’ performance in adding and subtracting fractions. Three major themes emerged from the questionnaires and interviews about students’ perception of using SRM: Manipulatives make learning fun, enjoyment of working in a group, and challenges in implementing the SRM. Overall, students positively viewed their experiences with the SRM as an approach to teaching and learning. The study offers insights into SRM’s impact on student learning, aiding educators amd researchers assess its future application, especially in mathematics education.

Page 27 of 34 | Total Record : 336

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