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<![CDATA[THE ROLE OF CONSTRUCTIVISM-BASED LEARNING IN IMPROVING MATHEMATICAL HIGH ORDER THINKING SKILLS OF INDONESIAN STUDENTS ]]>
<![CDATA[Ani Minarni]]>;
<![CDATA[E. Elvis Napitupulu]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p111-132
<![CDATA[To make students actively involved in learning to grasp mathematical higher-order thinking skills (MHOTS) is not easy. Meanwhile, the ability is so important for students to master for it takes place when students continue their studies to a higher level as well as work within a variety of professions, especially in the era of the industrial revolution such nowadays. Many factors affect students' thinking abilities, including learning factors. This study, which implemented constructivism-based learning, aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of MHOTS of middle secondary school students. The data tested through Multivariate Analysis at the 0.05 significance level. In general, this study found that: (1) In the experimental class, the learning approach plays an important role in the way it increased students' MHOTS significantly. (2) The average contribution of constructivism-based learning to MHOTS was at the range of 18% to 57%. (3) Student activity in learning increased significantly. (4) In some cases, there is an effect of interaction between learning factors and MPK towards the achievement of MHOTS. The study recommended the teachers to have courageous in implementing constructivism-based teaching and learning to improve students’ MHOTS.]]>
<![CDATA[OPTIMIZATION OF GUIDED DISCOVERY LEARNING MODELS TO INCREASE STUDENTS' INTEREST IN MATHEMATICS ]]>
<![CDATA[Nurhayani Nurhayani]]>;
<![CDATA[Raden Rosnawati]]>;
<![CDATA[Tuslikhatun Amimah]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p69-80
<![CDATA[Student interest in learning is a very important factor in determining student success in learning mathematics. Various attempts were made by educators and educational researchers to increase student interest in learning. This research is a classroom action research model by Kemmis and Mc Taggart that aims to describe the application of Guided Discovery learning in optimizing students' interest in learning mathematics. The increase in students' interest in learning mathematics is also supported by the results of student achievement. The research data consisted of students' interest in learning mathematics, learning achievement data, and observations of learning outcomes. Data on learning interest in mathematics is obtained through a questionnaire, data on learning achievement is obtained through tests and data on the results of observations of learning achievement are obtained through observation sheets during learning. In general, the results of the study showed that the average student interest in learning mathematics at 83.93 reached the good category. The completeness of student achievement test results reached 83.87% of students achieving the minimum completeness criteria with an average student score of 85.61. The percentage of teacher and student learning outcomes respectively at 83.80% and 76.91% reached the good category. Therefore it can be concluded that the Guided Discovery learning model can be applied to optimize students' interest in mathematics learning especially by paying attention to the results of reflections from this study.]]>
<![CDATA[EXPERIENCE STUDENT BACKGROUND AND THEIR BEHAVIOR IN PROBLEM SOLVING ]]>
<![CDATA[Yulyanti Harisman]]>;
<![CDATA[Muchamad Subali Noto]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p59-68
<![CDATA[These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.]]>
<![CDATA[DEVELOPING STUDENT WORKSHEET BASED ON MISSOURI MATHEMATICS PROJECT MODEL BY USING THINK-TALK-WRITE STRATEGY OF CLASS VIII ]]>
<![CDATA[Reny Wahyuni]]>;
<![CDATA[Efuansyah Efuansyah]]>;
<![CDATA[Sukasno Sukasno]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p81-92
<![CDATA[This study aims to develop the worksheet based Learning Model Missouri Mathematics Project using Think Talk Write Strategy on cube and cuboid material, and to find out the quality of the worksheet developed in terms of validity and practicality. Subjects in this study are students of class VIII SMP N 11 Lubuklinggau in the even semester of the 2018/2019 school year. This research is a development research that refers to the 4-D development model (Define, Design, Develop, and Disseminate). Based on the analysis results, it was found that the quality of worksheets developed was based on the assessment of 3 validators, the validity aspect was in the Good category with an average score of 3.99, while the quality of worksheets from the practical aspect was in the Very Practical category with an average score of 0.903.]]>
<![CDATA[THE CONSTRUCTION LEARNING MEDIA AND LEVEL OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY ]]>
<![CDATA[Dian Fitri Argarini]]>;
<![CDATA[Nok Izatul Yazidah]]>;
<![CDATA[Anik Kurniawati]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p1-14
<![CDATA[This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasi-experimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication]]>
<![CDATA[ADVOCACY APPROACH WITH OPEN-ENDED PROBLEMS TO MATHEMATICAL CREATIVE THINKING ABILITY ]]>
<![CDATA[Ibrahim Ibrahim]]>;
<![CDATA[Sri Adi Widodo]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p93-102
<![CDATA[The purpose of this study is to find out the increase in students' ability to think creatively in advocacy learning by using open-ended problems. This type of research is an experiment with nonequivalent control group design. The sample in this study were 72 students taken using random sampling techniques. The variables in this study are learning models, mathematical creative thinking abilities, and general mathematics abilities. The instruments used in this study were creative thinking tests and general mathematics tests. Data analysis techniques used in this study are statistical inference using the Mann-Whitney test and one-way ANOVA. The results showed that students who were treated with an advocacy approach by presenting open-ended problems improved their mathematical creative thinking abilities better when compared with conventional learning.]]>
<![CDATA[ONTOLOGICAL MISCONCEPTION IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Imam Kusmaryono]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Bagus Ardi Saputro]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p15-30
<![CDATA[Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.]]>
<![CDATA[PRIMARY STUDENTS’ MATHEMATICAL LITERACY: A CASE STUDY ]]>
<![CDATA[Rooselyna Ekawati]]>;
<![CDATA[Susanti Susanti]]>;
<![CDATA[Jian-Cheng Chen]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p49-58
<![CDATA[This paper analyses Indonesian primary students’ Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students’ categories (Good, Middle and Low) were established by cluster analysis methodology. The most students’ challenge on MLT was space and shape as well as uncertainty and data’s content problem. The description of profile of primary students’ mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.]]>
<![CDATA[THE EFFECT OF GEOGEBRA-ASSISTED DIRECT INSTRUCTION ON STUDENTS’ SELF-EFFICACY AND SELF-REGULATION ]]>
<![CDATA[Zetriuslita, Zetriuslita]]>;
<![CDATA[Nofriyandi, Nofriyandi]]>;
<![CDATA[Istikomah, Endang]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p41-48
<![CDATA[This study aims to find out the effect of Geogebra Assisted Direct Instruction on students' self-efficacy and self-regulation. This is a mixed method research with a sequential explanatory strategy, while the research design is a pretest and posttest unequivalent group design. The experimental group applied Geogebra Assisted Direct Instruction while the control group used conventional learning. The population in this study is the third semester students who have studied Field and Space Analytic Geometry. The research sample was selected using cluster random sampling technique. The research instruments were self-efficacy and self-regulation questionnaires for quantitative data and interview sheets for qualitative data. Data analysis was performed quantitatively using inferential statistical analysis and qualitatively analyzing the results of interview with students. The results showed that there was a significant effect of geogebra-assisted direct instruction on the achievement of students' self-efficacy and self-regulation. From the interviews it was found that the application of Geogebra-assisted Direct Instruction can facilitate the achievement of students' self-efficacy and self-regulation.]]>
<![CDATA[MATHEMATICAL REPRESENTATION OF GRADE 7 STUDENTS IN SET THEORY TOPICS THROUGH PROBLEM-BASED LEARNING ]]>
<![CDATA[Ida Lestari]]>;
<![CDATA[Nila Kesumawati]]>;
<![CDATA[Yunika Lestaria Ningsih]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p103-110
<![CDATA[Set theory has a wide role in mathematical concepts. Students have to understand the set theory before learning other concepts such as algebra and probability. This study aims to determine the effect of the problem-based learning (PBL) model on the students’ mathematical representation in set theory topics. The method used in this study is a quasi-experiment design. The populations in this study were 289 students of 7th grade at Secondary School in Palembang. The sample of this study were students of class 7.8 (control group) and 7.10 (experimental group). Data were collected through tests, interviews, and documentation. Based on data analysis, known that PBL affects the students’ mathematical representation. Students who had the PBL model get the better score of mathematical representation. They could use the symbol of set correctly, represent the set into Venn diagram correctly and they also could explain their answer. Furthermore, the implementation of the PBL model is offered.]]>
