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<![CDATA[THE STUDENTS’ MATHEMATICAL UNDERSTANDING ABILITY THROUGH SCIENTIFIC-ASSISTED APPROACH OF GEOGEBRA SOFTWARE ]]>
<![CDATA[Euis Eti Rohaeti]]>;
<![CDATA[Martin Bernard]]>
<![CDATA[ Jurnal Infinity Vol 7, No 2 (2018): Volume 7 Number 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v7i2.p165-172
<![CDATA[This research is motivated by the low ability of mathematics understanding of junior high school students, with the aim of the study is to examine the achievement, improvement, implementation, and difficulty of mathematics understanding ability of junior high school students through learning using Geogebra-assisted scientific approach. The method of this research is an experimental method with two class groups namely experimental class and control class. The population of this research is all junior high school in West Bandung Regency, randomly selected and selected SMP Krida Utama Padalarang. Samples were taken randomly class VIII chosen D as an experimental class, and class VIII C as control class. The experimental level received learning with the Geogebra-assisted scientific approach, and the control class gained regular learning. The results showed that the achievement and improvement of the ability of mathematical understanding between students who received learning with scientific approach assisted Geogebra software better with students who get regular learning. Learning with Geogebra-assisted scientific approach can be implemented in the experimental class by the steps of the scientific method of observing, asking, exploring, associating, and communicating.]]>
<![CDATA[STUDENT READINESS AND CHALLENGE IN COMPLETING HIGHER ORDER THINKING SKILL TEST TYPE FOR MATHEMATICS ]]>
<![CDATA[Kusaeri, Kusaeri]]>;
<![CDATA[Hamdani, Asep Saepul]]>;
<![CDATA[Suprananto, Suprananto]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p75-86
<![CDATA[Mathematics teaching and learning should equip students with the ability to think critically and creatively and problem-solving skill to enable them to compete in the industrial revolution 4.0. This descriptive explorative study explores the readiness and challenges faced by Indonesian junior high school (SMP/MTs) student in solving HOTs type mathematics test using Islamic context. Data were collected from a test-based open-ended questionnaire distributed to 164 students in the 8th of five schools in Sidoarjo East Java comprising 2 junior madrasas (Islamic schools), 2 Islamic-based junior high schools and 1 public junior high school. Descriptive analysis using SPSS and categorization of responses (referring to response options in the questionnaire such as have ever-never, necessary-unnecessary, answered-not answered, etc) show that considering their experience, the students are “less ready†to face HOTs type mathematics test. However, students expect that they can be given more practices in doing HOTs type mathematics questions to help them get accustomed to this type of question. Being unaccustomed to non-routine and lengthy questions, lazy trait and being unfamiliar to Islamic terms used as the context of the question becomes the challenges for the students in facing HOTs type mathematics test.]]>
<![CDATA[A CASE STUDY OF STUDENTS’ CREATIVITY IN SOLVING MATHEMATICAL PROBLEMS THROUGH PROBLEM BASED LEARNING ]]>
<![CDATA[Farrah Maulidia]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[Andariah Andariah]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p1-10
<![CDATA[Creativity could be interpreted as a person's cognitive abilities in solving problems by bringing up new ideas. The problems of students’ math achievement lows are math presented as a finished product, ready to use, abstract and taught mechanistically. This case can be lead to the creativity of the less developed students because students are not given the opportunity to think and use their ideas in solving mathematical problems. Problem Based Learning Model is a learning model that emphasizes the concept and information outlined from the academic discipline. The purpose of this study is to analyzed students’ creativity in solving mathematical problems through Problem Based Learning model (PBL) in class VIII-1 MTsN Model Banda Aceh. Data gained based on the students’ worksheet in groups. The data acquisition is categorized into 5 levels (highest level 4 and lowest level 0) which is analyzed descriptively. The results are three groups were at level 4 with very creative categories, one group is at level 3 with a creative category and another group is at level 2 with deeply creative enough category. To the conclusion is PBL model could cultivate the students’ creativity in solving mathematical problems.]]>
<![CDATA[DESIGN OF LEARNING MATERIALS ON CIRCLE BASED ON MATHEMATICAL COMMUNICATION ]]>
<![CDATA[Cita Dwi Rosita]]>;
<![CDATA[Tri Nopriana]]>;
<![CDATA[Isna Silvia]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p87-98
<![CDATA[Mathematical communication skills is an important role in mathematics learning. However, the importance of mathematical communication skills has not been fully realized in learning, especially circle material. Design a learning material based on mathematical communication is one way to develop this ability. The preliminary study produced the findings of an epistemological learning obstacle so that students' mathematical communication skills were still in the low category. This study aimed to analyze learning obstacle and designing learning materials based on the material mathematical communication circle. This study is design research that contained two stages of Didactical Design Research (DDR), didactic situation and metapedadidactional stage. Research result obtained are students difficulties in relating the material defining elements of the circle with their own language, identifying circle elements that were known and explaining through pictures, calculating the circumference and distance of circular objects based on problems, calculating the surface area of circular objects based on the problems, and rearrange the formula which states the relationship of circle elements. To solve that learning obstacle, we recommend some learning trajectory in a circle that useful for teachers. This design of learning material is valid and practical to implement in the classroom.]]>
<![CDATA[THE STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY OF JUNIOR HIGH SCHOOL THROUGH PROBLEM-SOLVING APPROACH ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Fika Muji Fadhillah]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p11-20
<![CDATA[This study aims to examine the achievement and improvement of mathematical creative thinking skills of students whose learning uses a problem-solving approach compared to those using ordinary learning and the implementation of learning steps using a problem-solving approach in the field. The method used in this study is a quasi-experimental method, because there is manipulation of treatment, where the experimental class uses learning with a problem-solving approach, and the control class uses ordinary learning. The population in this study were all seventh-grade students of SMP Negeri 1 Cilamaya Wetan. With the subject of the sample are two classes VII, while the sample was chosen 2 classes randomly where the experimental class obtained learning with a problem-solving approach, and the control class gained regular learning. Class VII L as the experimental class and class VII I as the control class. The instrument in this study is a set of test questions in the form of a description consisting of eight questions. Based on the results of research and analysis of pretest, posttest, and n-gain data, it was found that the achievement and improvement of students' creative mathematical thinking skills using problem-solving approaches compared to those using ordinary learning, and implementation of learning steps with problem-solving approaches in the field showed that the learning process is more effective and creative in mathematical problems solving.]]>
<![CDATA[UNDERGRADUATE STUDENTS SELF-CONCEPT AND THEIR MATHEMATICS PROCEDURAL KNOWLEDGE: THE RELATIONSHIP ]]>
<![CDATA[Muhammad Win Afgani]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p99-108
<![CDATA[This study aimed to explain the relationship between self-concept and mathematics procedural knowledge among undergraduate students of mathematics education. This study investigated the affective and cognitive aspect of students in the learning of mathematics. The method in this study surveyed with non-probability sampling technique. The subjects were 133 undergraduate students of mathematics education from public and private university in Palembang, Indonesia. 66 of them were undergraduate students in public university. The rest of them were undergraduate students in a private university. The instruments that were used are questionnaire of self-concept and essay test of mathematics procedural knowledge. The result from the Spearman Rank Correlation showed Sig. = 0.006 < 0.05. From that result, we conclude that there is a significant relationship between undergraduate students’ self-concept and their mathematics procedural knowledge.]]>
<![CDATA[THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY ]]>
<![CDATA[Muhtarom Muhtarom]]>;
<![CDATA[Nizaruddin Nizaruddin]]>;
<![CDATA[Farida Nursyahidah]]>;
<![CDATA[Nurina Happy]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p21-30
<![CDATA[This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.]]>
<![CDATA[LEARNING MOTIVATION AND MATHEMATICAL UNDERSTANDING OF STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL THROUGH ACTIVE KNOWLEDGE SHARING STRATEGY ]]>
<![CDATA[Rahayu Kariadinata]]>;
<![CDATA[R Poppy Yaniawati]]>;
<![CDATA[Hamdan Sugilar]]>;
<![CDATA[Dede Riyandani]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p31-42
<![CDATA[This study aims to analyze and describe learning motivation, mathematical understanding and activities of students' and teachers at Islamic Junior High School (Madrasah Tsanawiyah/MTs) through Active Knowledge Sharing strategy. The research is conducted in MTs. Al-Mukhlisin Bandung Indonesia. The method of this research is a mixed method with Classroom Action Research (CAR). The instruments used were motivation questionnaires, observation sheets, mathematical understanding tests and observation sheets. The results of the research indicate that learning motivation, mathematical understanding and activities of teachers and students through the Active Knowledge Sharing strategy increase in each cycle. Students' learning motivation is shown from the result of the questionnaire, states that the average percentage of motivation indicator increase in each cycle, those are 70,35% (cycle I), 71,17% (cycle II ) and 72.15% (cycles III), student mathematical understanding indicated from the test results states that the average value increases in each cycle and the end of the cycle has reached the classical completeness, that is 79.41%, the activities of students and teachers during teaching- learning increased in each cycle of 60.95% (cycle I), 73.33% (cycle II) and 86.67% (cycles III).]]>
<![CDATA[DEVELOPMENT AND COMPARISON OF MATHEMATIC MOBILE LEARNING BY USING EXELEARNING 2.0 PROGRAM AND MIT INVENTOR 2 ]]>
<![CDATA[Tri Nova Hasti Yunianta]]>;
<![CDATA[Anissa Putri]]>;
<![CDATA[Dani Kusuma]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p43-56
<![CDATA[Mathematics mobile learning influences student learning outcomes. Making this application need skills and also the appropriate programs. The first goal in this study is to develop valid and effective mathematics mobile learning. The second goal in this study if using two different programs it would get the same or different results, is it different between the two applications made with different programs? This type of research is research and development (R & D). The first application research subjects were mathematics teachers and 8th grade students of Junior High School in Salatiga consisted of 28 students and the subjects in this study were divided into two, namely students in the 8G class who used the mobile learning application and who did not use it and this study was conducted in the second semester academic year 2014/2015. The second application research subject was 10th-grade students of Senior High School in Salatiga, consisted of 24 students. This research was conducted in the second semester of the academic year 2015/2016. The first application development model was using ASSURE Model and developed with ExeLearning program, while the second application used the ADDIE Model and developed with MIT Inventor 2 program. Data on learning outcomes were obtained by giving initial tests and final tests. Data were analyzed using N-gain enhancement test. The mathematics mobile learning application used the ExeLearning 2.0 program to obtain validation results with very good criteria for the display and material sections while for the improvement of student learning outcomes in the high category amounting to 0.7. The second mathematics mobile learning application obtained very good display validation results and for the material section in the good category, while the increase in learning outcomes obtained an increase in the high category which was 0.71. Both of these applications possessed differences and the characteristics of mobile learning applications also depend on which software is used. It has a unique impression of using the ExeLearning 2.0 application and MIT Inventor 2.]]>
<![CDATA[INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM ]]>
<![CDATA[Yoppy Wahyu Purnomo]]>;
<![CDATA[Chairunnisa Widowati]]>;
<![CDATA[Syafika Ulfah]]>
<![CDATA[ Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i1.p57-74
<![CDATA[The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.]]>
