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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 effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
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.p235-258

Abstract

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.
Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context Pramasdyahsari, Agnita Siska; Rubowo, Maya Rini; Nindita, Velma; Astutik, Iin Dwi; Pant, Binod Prasad; Dahal, Niroj; Luitel, Bal Chandra
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.p213-234

Abstract

Enhancing mathematical creativity requires more learning activities that foster creative thinking. However, teachers need more resources and activities to nurture students' creativity in mathematics effectively. Therefore, this study aimed to design STEAM-based geometry activities using the Engineering Design Process (EDP) to explore how such projects can enhance students' mathematical creativity. In this study, creativity focuses on how students use geometric principles to design Wingko Babat as an Indonesian cuisine, making culturally meaningful connections and solving design challenges. The study involved research and development using the analysis, design, development, implementation, and evaluation (ADDIE) model, continuing with a descriptive qualitative approach. The activities designed for the STEAM-Geometry projects allow students to think creatively and elaborate on the engineering design process. Through expert reviews that involved multiple educators, the design activities on the STEAM-Geometry project are reliable and valid. The findings show that the EDP on Geometry project enables students to think creatively. The findings imply that teaching geometry can develop the students' mathematical creativity through the engineering design process in STEAM activities. Furthermore, it indicates that the design activities encompass more than just understanding geometry; they also nurture creativity by applying STEAM principles in the engineering design process. Integrating STEAM principles within culturally meaningful, geometry-based tasks enhances students' critical thinking, creativity, collaboration, and real-world problem-solving skills, preparing them to tackle complex challenges beyond the scope of mathematics.
Oral traditions as a fount of ethnomathematical knowledge: A bibliometric analysis of contemporary research trends Nugraha, Adhi Surya; Nugraha, Danang Satria
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.p189-212

Abstract

This study mapped the contemporary research landscape surrounding “oral traditions as a fount of ethnomathematics knowledge” through a bibliometric analysis employed as a methodological procedure. The main problem addressed in this study is the lack of a comprehensive consideration of evolving research trends and intellectual structure within ethnomathematics, i.e., the role of oral traditions as a source of knowledge. Oral traditions, defined as the cultural knowledge, art, ideas, and practices transmitted verbally across generations, offer a rich repository of ethnomathematical insights. 713 publications were identified from the Dimensions database between 2014 and 2024. This bibliometric analysis focused on identifying key research themes, authors, publishers, keywords, or key terms distributions within the corpus of extracted publications, as well as temporal trends in publication activity and citation patterns. The findings revealed a growing interest in the field, focusing on (a) educational context, (b) cultural studies, and (c) the intersection of mathematics and language. The analysis also identified key research themes, such as (a) the role of language and culture in shaping mathematical thought, (b) the development of ethnomathematical practices, and (c) the pedagogical implications of incorporating ethnomathematics into formal education. Additionally, 11 influential scholars who are driving the field forward were identified. According to the term distribution analysis, of the 6,092 terms, 316 met the threshold (minimum number of occurrences of the term: 6). For each 316 terms, a relevance score has been calculated. Based on this score, the most relevant terms have been selected. The VOSviewer’s default setting (60% of the most relevant terms) resulted in selecting 190 terms. Based on the given criteria, there is a result of 5 distinctive clusters related to the query that emerged. This study provides theoretical insights into the conceptual foundations of ethnomathematics derived from oral traditions and empirical evidence for informing future research directions and pedagogical practices in mathematics education.
Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
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.p163-188

Abstract

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.
Case study in a grounded theory perspective: Students' reasoning abilities in Lithner's framework across self-regulated Siregar, Ginda Maruli Andi; Wahyudin, Wahyudin; Herman, Tatang
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.p259-282

Abstract

Students' performance in understanding and developing algorithms from numerical methods is crucial because these concepts require them to engage in reasoning. DL-CA facilitates learning for fifth-semester bachelor students, specifically those in mathematics education, in comprehending numerical methods, algorithm concepts, and program development. Computer-assisted learning is appropriate for internalizing discovery learning and supporting autonomous study. The condition that differentiates individual learners is the level of self-regulated learning (SRL), which significantly enhances reasoning abilities by enabling goal setting, progress monitoring, and strategy adaptation, resulting in improved critical analysis and problem-solving skills. This grounded theory research investigates the reasoning outcomes of students in learning algorithm concepts for non-linear equation problems using computer-assisted discovery learning (DL-CA) through a web platform. It examines levels of self-regulated learning (SRL) and explores students' reasoning perspectives to describe differences in each level of SRL. Data analysis involved open coding through to categorization as essential steps in grounded theory, supported by method triangulation to enhance the validity and reliability of the findings. It was conducted using HyperRESEARCH output, a tool that aids in following comprehensive qualitative research procedures. The output suggests the following conjecture: The reasoning abilities of students in the high self-regulated learning (SRL) group encompass four categories: memorization, algorithm, plausibility, and mathematical foundation. In contrast, students in the medium and low SRL groups only demonstrate imitative reasoning abilities. Novel reasoning abilities are not sufficiently explained by these students, potentially due to limitations in the instruments or misunderstandings of the problems.
Understanding mathematics prospective teachers' comprehension of function derivatives based on APOS theory: Insights from low mathematics anxiety levels Listiawati, Enny; Juniati, Dwi; Ekawati, Rooselyna
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p483-512

Abstract

Understanding function derivatives shows global patterns of difficulty in comprehension and application. More research is needed to examine students' understanding of APOS theory. This research analyzes prospective mathematics teacher students' understanding of function derivatives based on mathematics anxiety. This study used a qualitative-exploratory design to describe the understanding of function derivatives of prospective mathematics teacher students with APOS theory, considering mathematics anxiety through assignments and interviews. A saturated sample of 26 students was studied. Instruments included math anxiety questionnaires, math ability tests, and function derivative tasks. Data was analyzed using triangulation, peer debriefing, member checking, data reduction, presentation, conclusion, and verification. The study of function derivatives, based on APOS Theory, integrates mental structures and mechanisms like encapsulation and coordination, showing proficiency in simple function derivatives and composition function derivatives but challenges with graphing function derivatives. This research emphasizes the need for teaching strategies that address math anxiety to improve conceptual understanding. It encourages further study of teaching interventions, emotional support, and the long-term impact of math anxiety.
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making Rodríguez-Nieto, Camilo Andrés; Pabón-Navarro, María Luisa; Cantillo-Rudas, Benilda María; Sudirman; Font Moll, Vicenç
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p419-444

Abstract

This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to daily life. A qualitative ethnographic methodology involved a workshop divided into three stages. Fourteen pre-service mathematics teachers in northern Colombia enrolled in an ethnomathematics course participated. Participant observation was used during the workshop to document how students solved problems and engaged with the material. Data analysis was guided by the Extended Theory of Connections and the Onto-semiotic Approach. The study examined the mathematics emerging from brick production, focusing on problems involving area, volume, and proportional reasoning. Ethnomathematical connections were emphasized, providing a foundation for pre-service teachers to solve problems related to the area and volume of bricks. Various mathematical connections were identified, such as representation, procedural understanding, meaning, and modelling. The research concluded with feedback from researchers, highlighting the educational potential of integrating mathematics with real-world tasks like brick-making. This study provides valuable insights for pre-service teachers in designing contextualized, meaningful math problems.
Mathematical modelling in higher education: Evolving research and emerging trends (1980–2023) Ngu, Pham Nguyen Hong; Nam, Nguyen Danh; Cuong, Le Minh; Thao, Trinh Thi Phuong
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p393-418

Abstract

Mathematical education in higher education plays a significant role in training future citizens with problem-solving skills to meet professional requirements. One of the trends in teaching mathematics at universities that has received much focus is teaching mathematics through modelling. The article uses the bibliometric analysis method through Bibliometrix and VOSviewer software to analyze 271 publications extracted from the Scopus database to provide an overall picture of mathematics modelling research in higher education from 1980 to 2023. The results indicate that the growth trend of publications is unstable, with a significant increase in the last 5 years. The United States and China are the two leading countries in terms of the number of published publications and citations; Tecnológico de Monterrey (Mexico) is the affiliation with the highest number of publications; the Book series “International Perspectives on the Teaching and Learning of Mathematical Modelling” is the most release source on this topic. The article also analyzes co-occurring keywords and identifies 03 research trends on this topic, including using technology and computer programming in mathematics modelling curriculum for students of technical universities, teaching mathematic modelling in universities, as well as using technology in teaching modelling and STEM education, innovating teaching methods of mathematics modelling and applying information technology in teaching mathematics modelling in pedagogic training programs. This is the first bibliometric study on mathematics modelling. These important research results help scholars interested in this research direction have an overview through useful quantitative information regarding mathematical modelling research in higher education worldwide, thereby developing appropriate research trends.
STEAM approach in project-based learning to develop mathematical literacy and students' character Supianti, In In; Yaniawati, Poppy; Bonyah, Ebenezer; Hasbiah, Astri Widiastuti; Rozalini, Nisrina
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p283-302

Abstract

Mathematics is essential for individuals to solve everyday life problems. However, students remain insufficiently motivated in mathematics learning, necessitating the implementation of engaging teaching approaches integrated with other disciplines, such as STEAM (Science, Technology, Engineering, Art, and Mathematics). This study investigated the effectiveness of a STEAM-based Project-Based Learning (PjBL) approach on mathematical literacy and character development among secondary school students. Utilizing a mixed-methods convergent parallel design, the research employed quantitative and qualitative techniques. The quantitative data collection used a literacy skills test to measure mathematical literacy. Meanwhile, the qualitative data collection to measure students' character utilized surveys, interviews, and observations. Quantitative data analysis was conducted using the Kruskal-Wallis test, while qualitative data analysis employed triangulation, including data reduction, data presentation, and data verification stages. The study results revealed that students' mathematical literacy significantly improved after participating in STEAM-PjBL-based learning. Additionally, STEAM-PjBL fosters the development of students' character traits, including teamwork, communication, and responsibility, highlighting its potential to support holistic educational outcomes. These findings indicate that integrating STEAM principles with PjBL enhances academic performance and cultivates critical 21st-century skills.
Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Abstract

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.

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