cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wahyu Hidayat
Contact Email
wahyu@ikipsiliwangi.ac.id
Phone
+6285624081143
Journal Mail Official
infinity@journal.ikipsiliwangi.ac.id
Editorial Address
Ruang HKI & Publikasi IKIP Siliwangi Gedung D - Ruang D11 IKIP Siliwangi Bandung Jl. Terusan Jenderal Sudirman, Cimahi 40526
Location
Kota cimahi,
Jawa barat
INDONESIA
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
 30   31   32   33   34 
"Ajarin" mobile: A mobile technology-based learning application to improve students' mathematical understanding Deswita, Hera; Japar, Muhammad; Solihatin, Etin
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.p349-368

Abstract

Several previous studies have tried to develop mathematics learning applications, but they are still limited as a learning medium. Developing a digital-based mathematics learning application that facilitates learning from start to finish is necessary. This study aims to develop a viable and effective mobile application. The Development Process uses the CAI design model, which includes needs assessment, design, and development & implementation. Formative evaluations were obtained from expert reviews and students. The experts involved are experts in content, learning media, and multimedia. The formative evaluation stage by students includes one-to-one trials, small groups, and field trials. Research data was collected through questionnaires and test questions. This study involved 1 teacher and 52 high school students in Indonesia. The average score of expert reviews is 3.6, which is in the category of very good. The average score obtained from Formative Evaluation by students is 3.5, with an excellent category. The pretest and post-test scores showed an increase of 40% in students who achieved the completeness of learning outcomes. The average score of N-gain is 0.4 in the medium category. The Ajarin Mobile Application is feasible and effective in improving students' mathematics learning outcomes. This research is expected to be an alternative digital learning resource that makes it easier for teachers to facilitate mathematics learning in schools.
Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers Leton, Samuel Igo; Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Fitriani, Nelly
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.p369-392

Abstract

The gap in the decline in PISA scores is likely due to an abstract and contextually irrelevant approach to teaching mathematics, which often fails to connect everyday experiences that utilize the potential of local wisdom to make learning more engaging and culturally relevant. This research aimed to develop mathematics learning materials that integrate local wisdom to improve students' mathematical literacy skills. The study employed the Research and Development (R&D) method with the ADDIE development model. The developed learning materials incorporated elements of Timor local culture, including traditional houses, handwoven fabrics, and traditional games, as contextual tools to enrich the learning experience. The quality of the developed product was evaluated for three aspects: validity, practicality, and effectiveness. The validation results showed an average score of 93.1%, which is included in the very valid category. Product implementation showed a significant increase in trial results, with all students meeting the minimum competency criteria after using the learning materials. The final score of students' responses after using this developed product is 96.93%, categorized as very practical. The average N-Gain score of 0.76 significantly increased students' mathematical literacy skills. Feedback from students highlighted that learning materials inspired by local wisdom made the learning process more engaging and relatable. Teachers appreciated the inclusion of cultural elements, noting that they facilitated a deeper connection between mathematical concepts and students' everyday experiences. The research underscores the transformative potential of a culture-based approach in mathematics education.
The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems Setiyani, Setiyani; Gunawan, Gunawan; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur; Mutia, Mutia; Yunianto, Wahid
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.p531-550

Abstract

In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on final results, which causes students to struggle in evaluating and reconstructing their problem-solving processes. Reflective thinking skills are necessary for students to solve problems, including numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and initial mathematical and reflective thinking ability tests. Based on the research results, DF students couldn't analyze arguments from various perspectives and see if there were deeper implications. This finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts. This also includes the ability to relate numbers to real-world situations, make appropriate interpretations, and take suitable actions based on those numerical results. The results of this study can serve as a foundation for designing differentiated instruction that emphasizes the development of reflective thinking skills, particularly in numeracy, through approaches involving technology, models, pedagogy, or other learning strategies.
Ethnomathematics study: The use of modulo concept in Kampung Naga Umbara, Uba; Prabawanto, Sufyani; Anwar, Agus Saeful
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.p513-530

Abstract

This article discusses the ethnomathematics study of the Kampung Naga community in Tasikmalaya, Indonesia. Ethnomathematics can investigate the application of mathematical notions in these cultural activities. The study explored the forms of ethnomathematics in their ideas and activities in living their daily lives. This study uses an ethnomethodological approach with a realistic ethnographic design to show facts and provide broader meaning. Data were collected from five respondents through in-depth interviews. The study results show that the Kampung Naga community uses the modulo concept to determine the criteria for days that can be used to start various activities, such as building or repairing houses, working, farming, and other social activities. This exploration proves that mathematical concepts are integrated into cultural values ​​in everyday life.
Does students' thought structure in object configuration patterns follow cognitive verbs in learning outcomes? Dahlan, Jarnawi Afgani; Nurlaelah, Elah; Bariyah, Nusrotul; Kristiani, Yasinta Dian
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.p551-570

Abstract

This study aims to comprehensively investigate students' learning approach in identifying, predicting, and generalizing object and number configuration. A qualitative method was applied with as many as 28 participants from eighth-grade students in Bandung, Indonesia. Students’ ability to recognize, predict, and generalize the configuration of objects and numbers was assessed. At the same time, the approaches employed in the process were analyzed. The research showed that students used different approaches to figure out the pattern of objects and number configuration. These approaches were: descriptive, operational, visual-descriptive, visual-operational, and descriptive-visual-operational. Keywords were typically employed in the descriptive approach to predict unknown objects or numbers. However, the descriptive approach could not accurately predict specific patterns. Therefore, students employed other approaches, including operational, visual-descriptive, visual-operational, and descriptive-visual-operational approaches. Unfortunately, all approaches have proven inadequate for formulating generalizations (general rules) independently. These results showed that when teaching students how numbers and objects are configured, they should be encouraged to try different ways of seeing patterns, such as descriptive, visual, operational, or a combination of the three.
Students’ mathematical justification abilities in analyzing ChatGPT’s answers Sutrisno AB, Joko; Pratama, Elvandri Yogi; Putra R, Andika; Nasution, Syaiful Hamzah; Lestyanto, Latifah Mustofa
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.p445-460

Abstract

This study investigates students' mathematical justification abilities in analyzing answers obtained from one of the Artificial Intelligence (AI) based services, namely ChatGPT. The subjects of this descriptive qualitative study are 13 fourth-semester students of STKIP-PGRI Bandar Lampung. They were asked to utilize ChatGPT to solve two linear equation system questions adopted from Indonesian university entrance tests in 2019. The students were then requested to analyze and justify the responses generated by ChatGPT. The justifications from students were then analyzed to see their abilities and determine whether the answers from ChatGPT were correct. As many as 61.54% of the respondents could understand the instructions of the two questions and provide reviews for the answers generated by ChatGPT. 38.46% of the respondents did not understand the questions' instructions. The results showed that students may have lacked the necessary ability to analyze the AI-generated answers in depth and explain them in detail. This may be due to weak mastery of the basic concepts of the material and a lack of accuracy. The findings call for paying more attention to students' mathematical justification abilities in the current AI-assisted era.
Investigating the limit of peer collaboration: Insight from worked-example in multivariable calculus Santosa, Cecep Anwar Hadi Firdos; Filiz, Mehmet
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.p461-482

Abstract

This study validates the superiority of individual learning over peer collaborative learning when studying worked examples in a multivariable calculus course. It examines cognitive load dimensions and the quality of students' conceptual understanding to provide empirical recommendations for instructional design in higher education. A mixed-method approach with a concurrent triangulation design combined quantitative and qualitative analyses. The quantitative aspect involved experimental comparisons of cognitive load, comprehension tests, and surveys, while the qualitative analysis focused on interaction patterns through discussion transcripts. Participants included 131 undergraduate students (41 male, 90 female, average age 19.25 years) from a state university in Banten, Indonesia. They were randomly assigned to individual (52 students) and peer collaboration (79 students) groups. The results revealed that students in the individual learning condition achieved significantly better comprehension than those in peer collaboration, though cognitive load showed no difference between the groups. Peer collaboration presented notable challenges in supporting the effectiveness of worked-example learning. In most cases, collaboration was either ineffective or partially effective. However, instances of effortful understanding and clarification-seeking suggest collaboration may be supportive if instructional design encourages deeper engagement and problem-solving. These findings provide insights for optimizing collaborative strategies in worked-example learning.
Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Abstract

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.
Analysis of mathematical communication ability on prospective elementary school teachers based on self-regulated learning level Ristiana, Muhammad Ghiyats; Wahyudin, Wahyudin; Herman, Tatang; Nurjanah, Nurjanah
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p607-632

Abstract

Mathematical communication skills are essential for prospective elementary school teachers. However, many problems still occur in prospective elementary school teachers related to their mathematical communication skills. This study aims to describe the mathematical communication skills of prospective elementary school teachers and their level of self-regulated learning. This qualitative research, employing a phenomenological design, aims to explore and identify the mathematical communication skills of prospective elementary school teachers. Forty-eight prospective elementary school teachers participated in this study, and nine were selected for in-depth interviews to understand their mathematical communication skills better. The results showed that prospective elementary school teachers with high self-regulated learning almost met all indicators, prospective teachers with moderate self-regulated learning met three indicators, and prospective teachers with low self-regulated learning met one indicator. All of them were unable to provide mathematical solutions with rational reasons. Several factors cause prospective elementary school teachers not to have good mathematical communication skills, such as 1) lack of knowledge of basic geometry concepts, 2) lack of motivation to learn independently, 3) inability to manage what to learn, and 4) inability to evaluate their mistakes. Based on the research results, not all prospective elementary school teachers possess practical communication skills.
Students’ obstacles in solving algebra form problems viewed from mathematical problem-solving ability Wahyuni, Reni; Suwanto, Fevi Rahmawati; Sthephani, Aulia; Ahyan, Shahibul
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p587-606

Abstract

Mathematical problem-solving ability is the most effective cognitive instrument in learning mathematics, and enhancing students' mathematical problem-solving ability is the primary objective of education. However, to reach the most effective level of mathematical problem-solving ability, we need to comprehend the reasons behind students' challenges while learning. This research investigates the learning obstacles of the students based on their mathematical problem-solving ability, particularly in algebraic form material. The method used in this research employed qualitative study with a series of Didactical Design Research (DDR) projects to learn the obstacles to the student's mathematical problem-solving ability. Seventy-six eighth-grade students from a public junior high school in Kampar region were given a test to assess their ability to solve mathematical problems. Various research instruments are used, including tests of mathematical problem-solving ability, interview guidelines, and interviews by audio recordings. The data were analyzed using a qualitative approach to determine students' learning obstacles. The findings highlight ontogenic, epistemological, and didactical obstacles students face while understanding the problem, particularly the concept of algebraic form, interpreting the word to the mathematical concept of algebraic form, and designing the algebraic forms.

Page 33 of 34 | Total Record : 336

 30   31   32   33   34 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY Vol 11 No 1 (2022): VOLUME 11, NUMBER 1, INFINITY Vol 10 No 2 (2021): VOLUME 10, NUMBER 2, INFINITY Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY Vol 9 No 1 (2020): Volume 9, Number 1, Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity Vol 8 No 1 (2019): Volume 8 Number 1, Infinity Vol 7 No 2 (2018): Volume 7 Number 2, INFINITY Vol 7 No 1 (2018): Volume 7 Number 1, INFINITY Vol 6 No 2 (2017): VOLUME 6 NUMBER 2, INFINITY Vol 6 No 1 (2017): Volume 6 Number 1, INFINITY Vol 5 No 1 (2016): Jurnal Infinity Vol 5 No 1 Februari 2016 Vol 5 No 2 (2016): Volume 5 Number 2, Infinity Vol 4 No 2 (2015): Jurnal Infinity Vol 4 No 2, September 2015 Vol 4 No 1 (2015): Jurnal Infinity Vol 4 No 1, Februari 2015 Vol 3 No 2 (2014): Jurnal Infinity Vol 3 No. 2 September 2014 Vol 3 No 1 (2014): Jurnal Infinity Vol. 3 No. 1 Februari 2014 Vol 2 No 2 (2013): Jurnal Infinity Volume 2 No 2 Vol 2 No 1 (2013): Jurnal Infinity Volume 2 No 1 Vol 1 No 2 (2012): Jurnal Infinity Volume 1 No 2 Vol 1 No 1 (2012): Jurnal Infinity Volume 1 No 1 More Issue