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<![CDATA[MEMBANGUN KEAKTIFAN MAHASISWA PADA PROSES PEMBELAJARAN MATA KULIAH PERENCANAAN DAN PENGEMBANGAN PROGRAM PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN KONSTRUTIVISME DALAM KEGIATAN LESSON STUDY ]]>
<![CDATA[Farida Nurhasanah]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p62-78
<![CDATA[Subject Planning and Development of Mathematics Teaching Programis one of the compulsory subjects studied by the student teachersmathematics. although students have a pretty good value at this course,it turns out the learning process that lasts until today is still dominated by a teacher centered approach. Students tend to be passive and silent throughout the learning process takes, and lecturers dominated by lecture method. It is an irony, because the current student teachers introduced in a constructivist approach, which is student-centered approach. With this approach the expected knowledge no longer be moved through lectures but built by individuals who learn. One effort peningakatan pembalajaran quality can be carried out through the lesson study. As one of the efforts to improve the quality of the learning process through lesson study activities it is necessary to study how keaktifkan and mastery learning students in the learning process in the course P4M that uses cooperative approach with the background konstrutivisme. In accordance with the object to be examined, this study is a qualitative research, consisting of three cycles with research subjects students take courses Planning and Development of Mathematics Learning Program in the first semester of the 2011/2012 academic year Class A in Mathematics Education Prodi FKIP UNS. Based on the analysis of data that consists of activities (1) reduce the data; (2) present data; (3) make findings and (5) triangulate the conclusion that that the activity of the student in the learning process in the course of Planning and Development Program Teaching Mathematics using constructivist approach and background cooperative looks dominant appeared on the group's activities or more likely awakened by the situation of sociological constructivism , Mastery learning students in the subject of Planning and Development of Teaching Mathematics Program by using a constructivist approach and cooperative background indicated increased with increasing activity of students in the learning process takes place.]]>
<![CDATA[MEMBANGUN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Wahid Umar]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p1-9
<![CDATA[Until now, the role of teachers in building students' mathematical communication skills, especially in mathematics is still very limited. Communication skills are a very important aspect that needs to be owned by students who want to succeed in their studies. Similarly, according to Kist (Clark, 2005) effective communication skills is an ability that needs to be owned by the students for all subjects. Mathematical communication skills (mathematical communication) in the learning of mathematics is very necessary to be developed. This is because through mathematical communication students can organize mathematical thinking both orally and in writing. In addition, students are also able to provide an appropriate response among students and media in the learning process. Even in the association community, someone who has good communication skills will tend to be more adaptable to anyone where it is located in a community, which in turn will be a success in life.In this paper, the author presents the notion of mathematical communication skills, with coverage of two things: the ability of students to use mathematics as a tool of communication (language of mathematics), and the student's ability to communicate mathematics is learned as the content of the message should be delivered. How and why communication is important to build a mathematical community through open communication in the classroom. ]]>
<![CDATA[Peningkatan Kemampuan Berpikir Statistis Mahasiswa S1 Melalui Pembelajaran MEAs yang Dimodifikasi ]]>
<![CDATA[Bambang Avip Priatna Martadiputra]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p79-89
<![CDATA[This paper contains the results of research on improving the ability to think statisis S1 students through the learning model-eliciting Activities (MEAs) are modified from the MEAs that have been developed by Garfield, Delmas and Zieffler (2010) by entering the didactical Design Research (DDR) when creating instructional materials , In this research, quasi experimental method with a pretest-posttest design. Research carried out on all students S1 Department of Mathematics Education of a State in Bandung who are following the lecture Basic Statistics on odd semester of 2011/2012 academic year. In the control class (class A student Pend Prodi. Mat force 2010/2011 39) were given conventional learning while the experimental class 1 (student of class B Prodi Pend. Mat force 2010/2011 41 people) and the experimental class 2 (student Prodi Pend. Mat force repeating 2008/2009 Basic Statistics 12 persons) were given a modified learning MEAs. Furthermore, in each class, the students were divided into three groups: high, medium and low based on a score initial capability test results statistically (TKAS). Data on statistical thinking skills students thinking skills obtained through statistical tests (TKBS), while the disposition of the statistical data is obtained by using scale student disposition. The results showed that there are differences in the increase in the ability to think statistically significant student between the control class, the experimental class 1 and class experiment 2. Increased statistical thinking skills students use learning MEAs modified significantly higher compared to students using conventional teaching. There are differences increase student statistically significant disposition between the control class, the experimental class 1 and class experiment 2. Improved statistical disposition of students who use the learning MEAs modified significantly higher compared to students using conventional teaching.]]>
<![CDATA[MENUMBUHKAN DAYA NALAR ( POWER OF REASON ) SISWA MELALUI PEMBELAJARAN ANALOGI MATEMATIKA ]]>
<![CDATA[Rahayu Kariadinata]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p10-18
<![CDATA[Learning mathematical analogy is one alternative learning that can be applied in order to cultivate the power of reason (power of reason) students. Through mathematical analogy students are required to be able to look for similarities or relationship nature of the two concepts are the same or different by comparison, then draw a conclusion from the similitude. Thus the analogy can be used as an explanation or as the basis of reasoning. Before starting the analogy of learning mathematics, teachers should examine the ability of understanding mathematical concepts of students, because of the level of understanding of students will affect the power of reason. Tasks (problems) mathematical analogy included non-routine matter, therefore the required readiness of teachers to make it. In each question contained mathematical analogy same or different concepts, so it takes quite a lot of material. Steps to make about the mathematical analogy, are: a) assemble all the concepts in mathematics student has learned; b) Similarly stacking properties / relationships contained in any concept, and c) select materials that have a nature / relationship analogous. In this paper is given two forms of matter of mathematical analogy is the analogy of mathematical models and mathematical analogy 1 models 2. Learning mathematical analogy should be carried out after a number of concepts learned. It is better to be given in classes end for many of the concepts that have been learned by the students. Reasoning power (power of reason) the student becomes an important part in the process of learning to drive them toward their future as citizens are intelligent, which will be led by the power of reason (the brain) and not by the strength (muscle) only. As noted by former US President Thomas Jefferson (in Copi, 1978: vii), which states: "In a republican nation, Whose citizens are to be led by reason and persuasion and not by force, the art of reasoning Becomes of first importance" ]]>
<![CDATA[PEMBELAJARAN MATEMATIKA HUMANIS DENGAN METAPHORICAL THINKING UNTUK MENINGKATKAN KEPERCAYAAN DIRI SISWA ]]>
<![CDATA[Heris Hendriana]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p90-103
<![CDATA[This research uses experimental method pretest posttest disign. The purpose of this study was to determine the increase in the confidence of students in mathematics in mathematics learning with metaphorical thinking humanist. This research was conducted at the Junior High School level. The instrument used in this study is the achievement test and questionnaire about students' confidence. The results showed that mathematics humanists with metaphorical thinking (MT) is superior to conventional learning in enhancing the confidence of students, viewed as a whole and based on the level of the school and the beginning of students' mathematical abilities. There is a high association between KAM and confidence in the classroom with learning metaphorical thinking, and the conventional class association between KAM and confidence quite enough. The confidence of students whose learning approach metaphorical thinking (MT) is better than using the normal way (CB), students gain confidence to approach learning MT and CB are in qualifying was. ]]>
<![CDATA[HUBUNGAN ANTARA SELF-CONCEPT TERHADAP MATEMATIKA DENGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA ]]>
<![CDATA[Risqy Rahman]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p19-30
<![CDATA[This study aimed to examine and describe the creative thinking relationship with the self-concept is a survey research design. To get the research data used instrument in the form of creative thinking ability tests and students' self-concept scale. The study population was all students of SMP Negeri 13 Jakarta with seventh grade students study sample as many as two classes were selected by cluster random sampling. The data were analyzed quantitatively. Quantitative analysis was conducted on the ability to think creatively and data self-concept. The instruments used were 12 creative thinking ability test questions and 31 statements about the self-concept. In a trial calculation using the program Anates instruments and statistical calculations using SPSS 18. Results showed that self-concept affects students' ability to think creatively.]]>
<![CDATA[PENERAPAN METODE BESARAN PIVOT DALAM PENURUNAN RUMUS TAKSIRAN INTERVAL DARI KOEFISIEN REGRESI LINEAR SEDERHANA ]]>
<![CDATA[Narr Herrhyanto]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p104-125
<![CDATA[Regression is the relationship between the independent variables X and Y response variables were expressed in a mathematical equation. Equations TSB will then constitute a regression equation. The linear regression equation is actually shaped Y = α + βX + ε. From the regression coefficients α and β, then β is the regression coefficient changes affecting the response variable Y.Because the value of β is usually not known, then the value will be estimated based on sample data. In this case, β assessment which will be discussed in this paper is the estimation interval. In other words, how to shape the interval estimate formula of this β. Thus, in this paper will explain how the derivation interval estimates of β. In mathematical statistics there is a method used in the valuation of this interval, ie the amount of pivot method.]]>
<![CDATA[PENERAPAN TEORI PERKEMBANGAN MENTAL PIAGET PADA KONSEP KEKEKALAN PANJANG ]]>
<![CDATA[Idrus Alhaddad]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p31-44
<![CDATA[According to the mental development of Piaget's theory, there are four stages of cognitive development in children, namely: 1) sensory phase motors, from birth until the age of about 2 years; 2) Phase pre operations, from the age of about 2 years to about 7 years; 3) stage of concrete operations, from the age of about 7 years to about 11-12 years; and 4) the stage of formal operations, from the age of about 11 years to mature.Each stage of mental development have a nature or characteristic of each. One of the characteristics that appear in the stage of concrete operations among which at this stage that children are beginning to understand the concept of eternity. Among the concept of eternity long (7-8 years). Of course it is aimed at children abroad where Jean Piaget did research, namely in the State Switzerland.The question is whether the stages of child development applies also to the children in our country. The results of our study showed that, there are children according to age are at the stage of concrete operations is not yet understand the concept of eternity long. ]]>
<![CDATA[PEMBELAJARAN MATEMATIKA BERBASIS-MASALAH YANG MENGHADIRKAN KECERDASAN EMOSIONAL ]]>
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v1i1.p45-61
<![CDATA[Problem-based learning in the context of mathematics learning is a math learning strategies in the classroom with activities solve mathematical problems so that students can construct mathematical knowledge by himself. In connection with the efforts to achieve the learning objectives of mathematics through problem-based learning, of course, requires students to use the potential optimally. Meanwhile, to create mathematical learning process with the use of students' potential optimally, then the emotional intelligence of the students need to be a concern. Emotional considerations in mathematics learning in particular may be a bit much help in receiving math, in the middle of contention that still believed by most students, that math is a difficult subject. Thus, the presence of emotional intelligence can be seen as aspects to consider, it can even be used as the basis for follow-problem-based learning process well so that the achievement of mathematics learning in their entirety.]]>
