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Wahyu Hidayat
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infinity@journal.ikipsiliwangi.ac.id
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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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Integrating technology, ethnomathematics, and realistic mathematics education in learning statistics: A learning trajectory Nursyahidah, Farida; Wardono, Wardono; Mariani, Scolastika; Wijayanti, Kristina
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.p633-654

Abstract

Statistics is a critical subject for developing students' academic and career competencies, yet it remains challenging for many students due to its abstract nature. To address this issue, a study was conducted to design a learning trajectory for teaching statistical concepts by integrating technology, ethnomathematics, and realistic mathematics education (TE-RME) within the culturally relevant context of pranata mangsa, a traditional Javanese calendar system. Employing a design research methodology, the study involved 32 eighth-grade students from a junior high school in Semarang, Indonesia. It was conducted in three phases: preparation for the experiment, designing learning activities, and retrospective analysis. The resulting learning trajectory consisted of three structured activities: observing pranata mangsa videos to collect and present data, deriving formulas for measures of central tendency, and exploring methods for calculating data dispersion. Findings indicated that the integration of pranata mangsa in the TE-RME framework significantly enhanced students' understanding of statistical concepts by connecting abstract ideas to culturally meaningful contexts. This approach facilitated quicker and more meaningful learning, demonstrating the effectiveness of incorporating local wisdom into mathematics education. The study also highlights the potential for future research to explore other culturally relevant contexts to teach mathematical concepts, further advancing the field of culturally responsive education.
Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors Maifa, Talisadika Serrisanti; Suryadi, Didi; Fatimah, Siti
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.p673-694

Abstract

This study investigates learning obstacles encountered by pre-service mathematics teachers in constructing proofs for geometric transformations, a topic that has not been extensively examined in previous research. In contrast to prior studies, this research identifies specific types of errors, as well as their interconnections, representing the first step in uncovering learning obstacles. The study followed the four steps of phenomenology: bracketing, intuiting, analyzing, and describing, using written tests and interviews to explore students' errors. The findings reveal that errors can be categorized into three types: visualization errors, conceptual errors, and procedural errors. The analysis of their interconnections revealed that conceptual errors were the primary factor contributing to both procedural and visualization errors. Analyzing these errors led to the identification of epistemological obstacles, which manifested when participants struggled to apply fundamental concepts—such as injectivity, surjectivity, and bijectivity—to more complex tasks. Therefore, the study concludes that the primary learning obstacle discovered is an epistemological obstacle.
A systematic literature review on implementation of GeoGebra: Benefits and challenges in mathematics education Azis, Yunia Mulyani; Rohaeti, Euis Eti
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.p655-672

Abstract

GeoGebra is a popular dynamic geometry software that is used by many teachers and students throughout the globe to understand mathematical concepts better. Its versatility to be used online and offline has opened up a new horizon in multiple learning environments in the mathematics education field. Whether it is blended, online, or even in a traditional learning environment, a literature study regarding its benefits and challenges is still relatively rare. This study follows a Systematic Literature Review (SLR) by utilizing PRISMA's meta-synthesis formulation to identify the benefits and challenges of the application of GeoGebra in different learning environments, which initially identify 527 literature and through a deep screening inclusion and exclusion criteria, a result of matching 33 literature studies has selected and shown that the most mentioned benefits of GeoGebra in multiple learning environment are its capabilities to improve mathematical concept understanding, while the most mentioned challenges itself is showing a requirement for supplementary module to assist GeoGebra implementation. These findings are crucial for teachers or educational institutions to set up a better learning component, media, or tools before integrating GeoGebra into the learning process.
Supporting statistical literacy skills for prospective teachers: A learning trajectory used South Sumatra local wisdom context through hybrid learning Utari, Rahma Siska; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi; Hapizah, Hapizah
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.p711-732

Abstract

In an era where data is increasingly prevalent, statistical literacy skills are essential for active citizenship and informed decision-making. For future generations, prospective teachers play a role in developing this skill. However, current instructional approaches often overlook the integration of practical applications and local wisdom, limiting students' ability to connect abstract statistical concepts with real-world experiences. The objective of this research is to design a Learning Trajectory (LT) that supports the statistical literacy skills of prospective teachers by utilizing a hybrid learning strategy that integrates local knowledge from South Sumatra as context. A total of 60 prospective teachers from a mathematics education study program participated in this study. A design research method was employed, specifically utilizing a validation study. The research unfolded in three stages: preparation for the experiment, the experimental design, and the retrospective analysis. Data collection techniques included student activity sheet assessments, classroom observations, and interviews. Data analysis involved comparing the Hypothetical Learning Trajectory (HLT) with the Actual Learning Trajectory (ALT) in the retrospective analysis stage to develop the LT. The results indicate that the designed LT guided students through five activities that support statistical literacy: reading and interpreting data tables using statistical situations with local wisdom from South Sumatra as context, interpreting graphs, analyzing and reflecting, exploring outliers, and making conclusions and presenting findings. These findings highlight the importance of integrating local wisdom contexts into statistical education, as well as the relevance and applicability of mathematical concepts for prospective teachers. This research contributes to the design of a learning trajectory based on a local wisdom context that can be applied in statistical literacy learning.
Implementation of SOLO taxonomy and Newman error analysis in first-order differential equation Yarman, Yarman; Murni, Dewi; Tasman, Fridgo
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.p695-710

Abstract

First-order Ordinary Differential Equation (ODE) has many applications in physics, engineering, biology, economics, and ecology. Therefore, mastering the concepts and methods of solving ODE is essential for students to be able to apply mathematics in solving real-world problems. However, the teaching of first-order ODE has not paid attention to practical applications, so that students have difficulty linking theory with real cases. This study aims to analyze the implementation of the SOLO taxonomy and Newman Error Analysis (NEA) in first-order ODE. The methodology used is a case study. The research subjects consisted of nine students of the mathematics department of FMIPA Universitas Negeri Padang. Data were collected through tests, interviews, and documentation. Then the data were analysed quantitatively and qualitatively. The results showed that there were five errors in solving first-order ODE made by students, namely Reading Errors (RE), Comprehension Errors (CE), Transformation Errors (TE), Process Skill Errors (PE), and Encoding Errors (EE). Some of the causes of these errors include students' low ability to read mathematical symbols, students' inaccuracy, not being able to use algorithms correctly, not mastering the concepts of algebra, differential, and integral, as well as not understanding in determining the systematic solution of the problem and not being accustomed to writing the final answer. This information can be used as a guideline for lecturers in designing strategies and lecture designs for first-order ODE.
E-didactics design of differential calculus based on TPACK to overcome learning obstacles for mathematics pre-service teachers Meika, Ika; Sartika, Nenden Suciyati; Sujana, Asep; Jarinah, Jarinah; Hakim, Zaenal; Windiarti, Ika Safitri; Hendra, Hendra
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.p733-752

Abstract

Many mathematics pre-service teachers face obstacles in understanding basic differential calculus concepts, which could affect their teaching abilities. A deep understanding of learning obstacles and developing relevant learning strategies is necessary to address this issue. This research aims to identify learning obstacles experienced by mathematics pre-service teachers in differential calculus and evaluate the effectiveness of an e-didactics design based on TPACK in overcoming those obstacles. The research method is Design-Based Research (DBR) with the Plomp development model, which includes the stages of analysis, design, evaluation, and revision. The subjects involve 39 mathematics pre-service teachers from Mathla’ul Anwar University and La Tanza Mashiro University, Banten, Indonesia. Research instruments include pretest, post-test, validation, and effectiveness questionnaires with data analysis covering walkthrough, documents, triangulation, instruments, and qualitative analysis. The finding identifies three types of learning obstacles: ontogenic, epistemological, and didactical. The improvement in learning outcomes demonstrates the effectiveness of the e-didactics design: 52% in real number systems and functions, 74% in limits, 88% in derivatives, and 65% in the application of derivatives. The effectiveness survey recorded a score of 83%, indicating that the e-didactics design of differential calculus based on TPACK effectively addresses learning obstacles.

Page 34 of 34 | Total Record : 336

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