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Jurnal Infinity

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Published by STKIP Siliwangi Bandung

ISSN : 20896867 EISSN : 24609285 DOI : -

Core Subject : Education,

Education

Infinity Journal published by STKIP Siliwangi Bandung (IKIP Siliwangi) and Indonesian Mathematics Educators' Society (IMES) publishes original research or theoretical papers about teaching and learning in a mathematics education study program on current science issues.

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Articles 339 Documents

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EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY TOWARDS THE ACHIEVEMENT OF REASONING ABILITY OF HIGH SCHOOL STUDENTS Ali Shodikin
Jurnal Infinity Vol 6, No 2 (2017): VOLUME 6 NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

The purpose of this study was to investigate the effect of learning with abductive-deductive strategy towards the achievement of mathematical reasoning abilities of high school students. Research carried out an experimental pretest-posttest design and the control group was not randomized in class XI student at one high school in Pati, Central Java, Indonesia. Data analysis was conducted quantitative research based on early mathematical ability categories (KAM) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire learning abductive-deductive strategy better than students who received the expository learning. In more detail of KAM categories, only middle category that show achievement of mathematical reasoning abilities better. While in upper and under categories have the same reasoning abilities achievements. This research is expected teachers can encourage students to do abduction and deduction in the learning achievement of students’ mathematical reasoning abilities.

STUDENTS’ GEOMETRIC THINKING BASED ON VAN HIELE’S THEORY Harina Fitriyani; Sri Adi Widodo; Aan Hendroanto
Jurnal Infinity Vol 7, No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

The current study aims to identify the development level of students’ geometric thinking in mathematics education department, Universitas Ahmad Dahlan based on van Hiele’s theory. This is a descriptive qualitative research with the respondents as many as 129 students. In addition to researchers, the instrument used in this study is a test consisting of 25 items multiple choice questions. The data is analyzed by using Milles and Huberman model. The result shows that there were 30,65% of students in pre-visualization level, 21,51% of students in visualizes level, and 29,03% of students in analyze level, 16,67% of students in informal deduction level, 2,15% of students in deduction level, and 0,00% of student in rigor level. Furthermore, findings indicated a transition level among development levels of geometric thinking in pre-analyze, pre-informal deduction, pre-deduction, and pre-rigor that were 20%; 13,44%; 6,45%; 1,08% respectively. The other findings were 40,32% of students were difficult to determine and 4,3% of students cannot be identified.

THE DEVELOPMENT OF COURSEWARE BASED ON MATHEMATICAL REPRESENTATIONS AND ARGUMENTS IN NUMBER THEORY COURSES Cita Dwi Rosita
Jurnal Infinity Vol 5, No 2 (2016): Volume 5 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Courseware have an important role in the achievement of the objectives of education. Nevertheless, it does not mean any learning resources can be used for a type of learning. The teacher should provide and develop materials appropriate to the characteristics and the social environment of its student. Number Theory courses is one of the basic subjects that would be a prerequisite for courses at the next level, such as Linear Algebra, Complex Analysis, Real Analysis, Transformation Geometry, and Algebra Structure. Thus, the student’s understanding about the essential concepts that exist in this course will determine their success in studying subjects that mentioned above. In trying to understand most of the topics in Number Theory required the abilities of mathematical argumentation and representation. The ability of argumentation is required in studying the topic of complex number system, special operations, mathematical induction, congruence and divisibility. Ability representation especially verbal representations and symbols required by almost all the topics in this course. The purpose of this paper is to describe the development of teaching and learning Number Theory materials which facilitate students to develop the ability of mathematical argumentation and representation. The model used is a Thiagarajan development model consisting phases of defining, planning, development, and deployment. This paper is restricted to the analysis of the results of the materials validation from number theory experts.

DEVELOPMENT OF TEACHING MATERIALS ALGEBRAIC EQUATION TO IMPROVE PROBLEM SOLVING sri adi widodo
Jurnal Infinity Vol 6, No 1 (2017): Volume 6 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Problem-solving skills are the basic capabilities of a person in solving a problem and that involve critical thinking, logical, and systematic. To solve a problem one-way necessary measures to solve the problem. Polya is one way to solve a mathematical problem. by developing teaching materials designed using the steps in solving problems Polya expected students could improve its ability to solve problems. In this first year, the goal of this study is to investigate the process of learning the hypothetical development of teaching materials. This study is a research & development. Procedure development research refers to research the development of Thiagarajan, Semmel & Semmel ie 4-D. Model development in the first year is define, design, and development. The collection of data for the assessment of teaching materials algebra equations conducted by the expert by filling the validation sheet. Having examined the materials of algebraic equations in the subject of numerical methods, reviewing the curriculum that is aligned with KKNI, and formulates learning outcomes that formed the conceptual teaching material on the material algebraic equations. From the results of expert assessment team found that the average ratings of teaching materials in general algebraic equation of 4.38 with a very good category. The limited test needs to be done to see effectiveness teaching materials on problem-solving skills in students who are taking courses numerical methods

PENDEKATAN BRAINSTORMINGROUND-ROBIN UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASIMATEMATIS SISWA SMP Maya Siti Rohmah
Jurnal Infinity Vol 4, No 2 (2015): Volume 4 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

ABSTRAKPenelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi matematis siswa yang pembelajarannya menggunakan Brainstorming Round-Robin dibandingkan dengan siswa yang pembelajarannya konvensional. Penelitian kuasi eksperimen ini mengambil populasi siswa kelas VII pada salah satu SMP di kabupaten Bandung Barat dengan sampel 2 kelas. Dari dua kelas yang dipilih dalam penelitian ini, salah satunya digunakan sebagai kelas eksperimen yang memperoleh pembelajaran dengan pendekatan Brainstorming Round-Robin, sedangkan kelas lainnnya sebagai kelas kontrol yang pembelajarannya konvensional. Kedua kelompok diberikan pretes dan postes kemampuan komunikasi matematis. Data N-gain yang diperoleh diuji secara kuantitatif dengan uji perbedaan rerata nonparametrik Mann-Whitney. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis siswa yang mendapat pembelajaran dengan menggunakan pendekatan Brainstorming Round-Robin lebih baik daripada siswa yang pembelajarannya konvensional.Kata Kunci : Brainstorming Round-Robin, KomunikasiMatematis ABSTRACTThe aims of these research are to determine anincrease in mathematics communication of students who obtain learning using Round-Robin Brainstormingbetter thanstudents who receivedconventional learning. This quasi experimental take population all students at class VII in one of public secondary school in West Bandung district with 2 classes as sample. From this 2 classes choosen in this research, one of them as an experimental classthatacquirelearningwithRound-Robin Brainstormingapproach, and the other one as acontrol class that receive conventional learning. Both groups weregiven thepretest and posttest of mathematics communication. N-gain data obtainedquantitatively,testedwitha meandifference testnonparametricMann-Whitney. The results showedthat an achievement and increase inmathematics communication of students thatgetslearning usingRound-Robin Brainstormingapproachbetter thanstudents who receivedconventional teaching.Keywords: Round-Robin Brainstorming, mathematics communication

THE STRATEGY OF FORMULATE-SHARE-LISTEN-CREATE TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ MATHEMATICAL PROBLEM POSING ABILITY AND MATHEMATICAL DISPOSITION ON PROBABILITY CONCEPT Tina Rosyana; M. Afrilianto; Eka Senjayawati
Jurnal Infinity Vol 7, No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

This study aims to examine the improvement of students’ mathematical problem posing ability and mathematical disposition through the strategy of Formulate-Share-Listen-Create (FSLC) on probability concept. The method used in this research is the experimental method, with the design of pretest-posttest control group. The population is all students of the vocational high school in Cimahi, while the sample was selected two classes from one of the vocational high school selected at random. The instrument of a test in the form of description is used to measure students’ mathematical problem posing ability, while the non-test instrument is questionnaire of mathematical disposition scale. The results showed (1) The mathematical problems posing of the students who obtained FSLC learning strategy is better than that of those who obtained conventional one; (2) The improvement of mathematical problems posing of the students who obtained FSLC learning strategy is better than that of those who obtained conventional one; (3) The mathematical disposition of students who obtained FSLC learning strategy is better than that of those who obtained conventional learning.

PROSPECTIVE TEACHERS’ ABILITY IN MATHEMATICAL PROBLEM-SOLVING THROUGH REFLECTIVE LEARNING Yunika Lestaria Ningsih; Rohana Rohana
Jurnal Infinity Vol 5, No 2 (2016): Volume 5 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

The research aims to determine the mathematical problem-solving ability of prospective teachers’ through reflective learning. Reflective learning is a learning process that provides students the opportunity to examine and investigate the problems that is triggered by experience, analyzing of individual the experiences, and facilitate the learning of the experiences. These lessons are identified to improve mathematical ability students. By using a descriptive qualitative research. The subject of this study were students of Mathematics Education Program in one of private universities in Palembang, consisting of 34 students. This study was conducted in odd semester academic year of 2015/2016. The instruments in this study were mathematical problem-solving ability test, observation sheet, and interview guide. The data were analyzed descriptively. Based on analysis of the data are found that the average mathematical problem-solving ability of students’ through reflective learning in good categories.

THE EFFECTIVENESS OF GUIDED DISCOVERY LEARNING TO TEACH INTEGRAL CALCULUS FOR THE MATHEMATICS STUDENTS OF MATHEMATICS EDUCATION WIDYA DHARMA UNIVERSITY Yuliana Yuliana; Tasari Tasari; Septiana Wijayanti
Jurnal Infinity Vol 6, No 1 (2017): Volume 6 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students’ understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model and experimental group that was taught using Guided Discovery Learning model. The instruments of this research included pre-test, post-test, and student’s response questionnaire. The data of post-test was analyzed using T-test. The result was H0 was rejected for the level of significance The result of this data analysis found out that Guide Discovery Learning was more effective than Conventional Model. It was supported by the result questionnaire. The result of questionnaire that more than 75% questionnaire items got 67.65% positive response. It means Guided Discovery Learning can increase students’ interest in joining integral calculus class.

PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN ARGUMENTASI MATEMATIS MAHASISWA R. Bambang Aryan Soekisno
Jurnal Infinity Vol 4, No 2 (2015): Volume 4 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

ABSTRAK Pembelajaran matematika di tingkat perguruan tinggi lebih banyak menggunakan pendekatan berbasis masalah. Mahasiswa diberikan masalah dan diminta memecahkannya. Pada proses pemecahan masalah pada umumnya yang dilakukan adalah problem lansung solving, melewatkan argumentasi, padahal argumentasi merupakan hal penting. Pada argumentasi akan terlihat proses berpikir yaitu data apa yang diketahui, dukungan dari definisi atau teorema yang digunakan, sanggahan apa yang dapat dilakukan, sehingga sampai pada klaim. Seseorang dikatakan memahami masalah secara bermakna apabila ia dapat mengemukakan alasan, data, jaminan, idea bahkan klaim dalam masalah secara benar. Karena itu, untuk memeriksa apakah mahasiswa telah memiliki kemampuan mengemukakan masalah matematika secara bermakna, dapat diestimasi melalui kemampuan mahasiswa menyampaikan secara lisan atau menuliskan kembali idea dalam argumentasi matematis. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan argumentasi matematis mahasiswa pendidikan matematika dalam pembelajaran kalkulus 1. Untuk meningkatkan kemampuan argumentasi matematis mahasiswa, perlu adanya upaya untuk menerapkan suatu pendekatan pembelajaran yang dapat memfasilitasi mahasiswa dalam berargumentasi. Penelitian eksperimen ini, dengan populasi seluruh mahasiswa pendidikan matematika di UHAMKA. Pemilihan sampel dalam penelitian ini dengan menggunakan purposif random sampling, dua kelas sebagai kelas eksperimen dan dua kelas sebagai kelas kontrol. Kelas eksperimen diberikan pembelajaran berbasis masalah (PBM), dan kelas kontrol diberikan pembelajaran konvensional (KS). Sampel yang terlibat sebanyak 141 orang mahasiswa. Instrumen yang digunakan adalah soal tes kemampuan argumentasi matematis. Analisis data menggunakan uji-t, dan ANOVA satu dan dua jalur. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa terdapat perbedaan secara signifikan peningkatan kemampuan argumentasi matematis mahasiswa antara kelompok PAM (atas, tengah dan bawah) pada pendekatan PBM. Perbedaan peningkatan terjadi pada kelompok PAM atas dengan tengah. Secara signifikan peningkatan kemampuan argumentasi matematis mahasiswa berdasarkan kelompok PAM pada pendekatan PBM lebih baik dibandingkan dengan peningkatan kemampuan argumentasi matematis yang memperoleh pembelajaran KS. Terdapat perbedaan peningkatan yang signifikan kemampuan argumentasi matematis mahasiswa pada masing-masing kelompok PAM dengan pendekatan PBM dan KS. Secara bersamaan kedua faktor kelompok PAM dan pendekatan pembelajaran memberikan pengaruh yang signifikan terhadap peningkatan kemampuan argumentasi matematis mahasiswaKata Kunci : Argumentasi matematis, Pembelajaran berbasis masalah ABSTRACT Learning mathematics at the college level more problem-based approach. Students are given a problem and asked to solve it. In the problem-solving process is generally carried out direct problem solving, skip the argument, but the argument is important. On the argument would seem to think that the data is what is known, the support of the definition or theorem is used, a rebuttal of what to do, so until the claim. Someone said to understand the problem substantially if he can give the reasons, the data, assurance, ideas and even claims in issue correctly. Therefore, to check whether the student has the ability significantly raised the issue of mathematics, can be estimated by the ability of the students expressed orally or rewrite the idea in mathematical argument. This study aims to determine the increase in the ability of mathematical argumentation mathematics education students in learning calculus 1. To improve student mathematical argument, should the effort to implement a learning approach that can facilitate students in arguing. This experimental study, the entire student population in UHAMKA mathematics education. The selection of the sample in this study using purposive random sampling, two classes as experimental class and two classes as the control class. Given experimental class problem-based learning (PBM), and the class is given control of conventional learning (KS). Samples were involved as many as 141 students. The instrument used is a matter of testing the ability of mathematical argumentation. Data analysis using t-test and ANOVA one and two lanes. Based on the results of data analysis, it is concluded that there are significant differences in improvement of student mathematical argumentation ability between groups PAM (top, middle and bottom) in the PBM approach. The difference in the increase occurred in the group of PAM on the middle. Significantly increased the ability of the student mathematical arguments based on the PAM group PBM approach is better than the increase in the ability to obtain a mathematical argumentation learning KS. There are significant differences in improvement of mathematical argumentation ability of students in each group PAM PBM approach and KS. Taken together these two factors and the PAM group learning approach has a significant influence on the improvement of the ability of the student mathematical arguments.Keywords: mathematical argumentation, problem-based learning

DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING Muchamad Subali Noto; Surya Amami Pramuditya; Yudrick Maulana Fiqri
Jurnal Infinity Vol 7, No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

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