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<![CDATA[THE TEACHERS’ EXPERIENCE BACKGROUND AND THEIR PROFESIONALISM ]]>
<![CDATA[Yulyanti Harisman]]>;
<![CDATA[Yaya Sukjaya Kusumah]]>;
<![CDATA[Kusnandi Kusnandi]]>;
<![CDATA[Muchamad Subali Noto]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p129-142
<![CDATA[Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.]]>
<![CDATA[DEVELOPING OF CALCULUS TEACHING MATERIALS BASED ON AUDIOVISUAL ]]>
<![CDATA[Akbar Nasrum]]>;
<![CDATA[Herlina Herlina]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p209-218
<![CDATA[Millennials community right now prefer video media as a learning resource rather than reading textbooks. To understand the contents of books, we need to have a reasonably high literacy ability. Unlike the case with learning videos, explanations accompanied by images in the video can help someone to understand the material in that media. The first goal of this study was to make audiovisual teaching materials that could serve as a supplementary textbook teaching materials. The second goal was to test the effectiveness of teaching materials that have been created. The method used was the development method using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The process of developing teaching materials began with creating multimedia learning, recording stages, editing stages, and completion stages. Material experts and media experts then validated the teaching materials that had been produced and tried out on students. The results of the try out documents to the students showed that there were significant changes both in terms of motivation, enthusiasm for learning, interaction in the classroom, and from student learning outcomes. These results made the student's response to the use of teaching materials excellent. This audiovisual teaching material was worthy and effectively of being used as a learning media, both as a supplementary or primary source.]]>
<![CDATA[DEVELOPING A LOCAL INSTRUCTION THEORY FOR LEARNING COMBINATIONS ]]>
<![CDATA[Ika Meika]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Darhim Darhim]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p157-166
<![CDATA[This research aims at developing local instruction theory for learning combinations by using Realistic Mathematics Education (RME). This research uses a design research approach, Hypothetical Learning Trajectory (HLT), developed from a series of activities to obtain a better understanding about combinations at Senior High School (SHS) students. Theoretical development is supported by an interactive process in designing learning activities, conducting teaching experiment and conducting retrospective analysis to contribute to combinations of Local Instruction Theory (LIT). An understanding of combinations emerges and develops during classroom learning activities. Qualitative analysis of teaching experiments shows that by using local instruction theory teaching materials that characterize RME students are able to develop their understanding about a combination.]]>
<![CDATA[EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY ]]>
<![CDATA[Yanuar Hery Murtianto]]>;
<![CDATA[Sutrisno Sutrisno]]>;
<![CDATA[Nizaruddin Nizaruddin]]>;
<![CDATA[Muhtarom Muhtarom]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p219-228
<![CDATA[Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.]]>
<![CDATA[THE INFLUENCE OF CONCEPT ATTAINMENT MODEL IN MATHEMATICAL COMMUNICATION ABILITY AT THE UNIVERSITY STUDENTS ]]>
<![CDATA[Lilis Marina Angraini]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p189-198
<![CDATA[Based on data from observation and interview with lecturer who teaches mathematics course on the subject under study, it was found that students' mathematical communication ability is still low. This study aims the students’ mathematical communication ability through Concept Attainment Model learning. The method in this study is two groups randomized subject post-test only. The number of subjects in this study were 82 students. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two-way were used to analyse the data. The results of this study showed that (1) there is difference grade on the student’s mathematical communication ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical communication ability of experimental classes based on their Prior mathematical knowledge (PMK); (3) there is no interaction between the learning that is used with the students’ prior mathematical knowledge on the students’ mathematical communication ability. The concept attainment model provides a better influence on students’ mathematical communication ability, it is also necessary to see the influence of the concept attainment model on students' high-level mathematical thinking ability.]]>
<![CDATA[THE EFFECT OF MATHEMATICAL DISPOSITION AND LEARNING MOTIVATION ON PROBLEM SOLVING: AN ANALYSIS ]]>
<![CDATA[Masta Hutajulu]]>;
<![CDATA[Tommy Tanu Wijaya]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p229-238
<![CDATA[This research was motivated by the low problem-solving abilities, mathematical disposition, and learning motivation of junior students. This study aims to find and analyze the influence of mathematical dispositions empirically and learning motivation on problem-solving abilities. Samples were obtained in class VII-2 at SMPN 2 Cimahi as many as 34 students. The study uses quantitative correlational methods. The analysis was done by a regression method. The data collection was given two pieces of study instruments, namely problem-solving test instruments and non-test questionnaires in a set of mathematical dispositions and learning motivation. The data were tested for regression and correlation. The results of data analysis that was a mathematical disposition and learning motivation were significantly influenced by the problem-solving ability of junior students, with the regression equation Y = 1.95 + 0.121X1 + 0.015X2 indicating a positive influence, and the degree of closeness is the Pearson correlation coefficient of 0.827 classified in a robust positive interpretation. Together, mathematical disposition variables and learning motivation variables can determine the problem-solving variable by 68.3%. Recommendations from this study, teachers should design learning processes that can improve mathematical disposition and student motivation so that students' problem-solving abilities increase.]]>
<![CDATA[ENHANCEMENT OF STUDENTS’ MATHEMATICAL COMMUNICATION UNDER METACOGNITIVE SCAFFOLDING APPROACH ]]>
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p117-128
<![CDATA[This research aims to investigate the enhancement of students’ mathematical communication under metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in Bandung. In this study, there were two groups of subjects: experimental and control groups. The experimental group consists of 60 students under metacognitive scaffolding approach, while the control group consists of 58 students under direct approach. Based on the prior mathematical ability, the students were classified into three levels, namely high, midlle, and low. Data collection instrument used mathematical communication test. The conclusions of the research are: (1) there is a significant difference in enhancing mathematical communication ability between students who attended the course under metacognitive scaffolding approach and those under direct approach, and (2) there was no significant interaction effect between teaching approaches and ability levels based on prior knowledge in enhancing students’ mathematical communication.]]>
<![CDATA[IMPLEMENTATION OF REALISTIC MATHEMATICS EDUCATION BASED ON ADOBE FLASH PROFESSIONAL CS6 TO IMPROVE MATHEMATICAL LITERACY ]]>
<![CDATA[Uba Umbara]]>;
<![CDATA[Zuli Nuraeni]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p167-178
<![CDATA[Students' mathematical literacy abilities are important to master, especially to formulate mathematical concepts that can be used in everyday life. Mathematical literacy has become an important issue lately to be developed in the study of mathematics learning. However, mathematical literacy has not become the main goal in the implementation of the learning carried out. The purpose of this study was to examine the comparison of students 'mathematical literacy skills with Adobe Flash Professional CS6-based RME learning with conventional learning and to examine the comparison of improvement in students' mathematical literacy skills with Adobe Flash Professional CS6-based RME learning with conventional learning. The research method used in this study was quasi-experimental with the design of a non-equivalent control group design. The results of the two research hypotheses were accepted. It is possible that the increase in students' mathematical literacy skills is triggered by the Adobe Flash Professional CS6-based RME learning which in the implementation of learning always focuses on self regulated learning.]]>
<![CDATA[TEACHER’S AND STUDENT’S NEEDS FOR MATHEMATICAL PROBLEMS IN DISASTER CONTEXT ]]>
<![CDATA[Nuzulidar Nuzulidar]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[Sulastri Sulastri]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p239-246
<![CDATA[Indonesia is an archipelagic country lies on the Pacific Ring of Fire, resulting in the country being vulnerable to disaster. Teachers need to accustom students to manage natural disaster situation in a more logical approach. Therefore, it is necessary to develop mathematical problems in disaster contexts. This research is an early stage of developmental research. The purpose of this study was to analyze the needs of teachers and students of mathematical problems in disaster contexts. The participants in this study were a mathematics teacher and 53 Year 7 and 8 students at one of the public junior high school, located in a Tsunami affected area, in Banda Aceh. Data collection involved an open questionnaire, and data analysis was carried out descriptively. The results showed that the teacher often provided mathematical problems in learning but had never read mathematical problems in disaster contexts. Also, only three students had ever read such problems. The results also revealed that nearly half of the students (41.5%) liked to solve mathematical problems. Besides, both the teacher and 71.7% of the students agreed and were willing to participate in the learning process involving mathematical problems in disaster contexts. The results of the study also showed that the mathematical questions in disaster contexts were limited. Thus, it is necessary to develop mathematical problems in disaster contexts.]]>
<![CDATA[PROBLEM SOLVING IN THE CONTEXT OF COMPUTATIONAL THINKING ]]>
<![CDATA[Swasti Maharani]]>;
<![CDATA[Muhammad Noor Kholid]]>;
<![CDATA[Lingga Nico Pradana]]>;
<![CDATA[Toto Nusantara]]>
<![CDATA[ Jurnal Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v8i2.p109-116
<![CDATA[Computational thinking is needed in the 21st century, where we live in an era of digitalization. Also, there is a global movement to incorporate computational thinking into the education curriculum, especially Mathematics education. The different of this research with others is this research compares the Polya problem solving and computational thinking. This research was conducted to find out how the relationship/relationship of the Polya problem-solving with the steps of computational thinking. The method used in this research is descriptive qualitative. The subject of this study was mathematics education students. The results showed that the relationship between problem-solving and computational thinking of respondent when solving the problem is when defining the problem in the context of problem-solving, the respondent performs the stage of decomposition and abstraction in the context of computational thinking. During the planning process of the solution process, respondents carried out the generalization stage. When the scene is carrying out the plan and the problem solver to look back to evaluate the solution, the respondent performs the debugging and algorithmic steps.]]>
