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<![CDATA[MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS ]]>
<![CDATA[Prahmana, Rully Charitas Indra]]>;
<![CDATA[Sutanti, Tri]]>;
<![CDATA[Wibawa, Aji Prasetya]]>;
<![CDATA[Diponegoro, Ahmad Muhammad]]>
<![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.p179-188
<![CDATA[Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.]]>
<![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[DEVELOPMENT OF WEB GAME LEARNING MATERIALS FOR PRIMARY SCHOOL STUDENTS ]]>
<![CDATA[Wahyudi Wahyudi]]>;
<![CDATA[Marisa Ambarwati]]>;
<![CDATA[Endang Indarini]]>
<![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.p199-208
<![CDATA[The purpose of this study is to develop a web-based learning game media to improve problem-solving skills in two-dimensional figure. Research method with R & D use the ASSURE development model consisting of 6 steps, that is 1) analyze learners, 2) state objectives, 3) select method, media, and materials, 4) utilize media and materials, 5) require learner participation, 6) evaluated and revise. The validity of the product is assessed by the experts with the expert validation sheets. The practicality of the product was tested by a limited trial of 10 students followed by interviews to see student responses. The Product effectiveness was seen from one class trial with one group pretest-posttest design and the results were analyzed using the Paired-Samples T-Test. The results of this study are in the form of web-based game learning media to improve problem-solving skills in flat-build material. The Learning media is proved valid based on the expert media, material, and learning tests. Learning media was also proved practical based on the results of interviews by 10 students. Learning media is proved effective based on the Paired Samples T-Test which was taken from the results of the pretest and post test]]>
<![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[DESIGNING CAMTASIA SOFTWARE ASSISTED LEARNING MEDIA TOWARD STUDENTS’ MATHEMATICAL COMPREHENSION IN NUMERAL MATERIAL ]]>
<![CDATA[Setiyani Setiyani]]>;
<![CDATA[Dian Permana Putri]]>;
<![CDATA[Derin Prakarsa]]>
<![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.p143-156
<![CDATA[This study aims to determine the feasibility of learning media in the form of videos with the help of camtasia software on number material using the R & D (Research and Development) methodology with ADDIE models (Analysis, Design, Development, Implementation, Evaluation). This research was conducted at Cirebon State MTs 2 Cirebon in class VII. The research instrument used was an interview questionnaire for teachers and students, a practicality questionnaire for students and a validation sheet for three lecturers as well as a mathematics teacher. From the results of the instruments in the form of interview questionnaires students are clear that students prefer learning with the presence of learning media and the results of teacher interviews that result in a lack of facilities for the learning process using learning media. The instrument results in the form of a validation questionnaire produce an average score of 85% (very valid), so that it can be said that the learning media in the form of videos are valid and can be used. The instrument of practicality questionnaire filled by nine students with three high-ability students, three moderate-capable students, three low-ability students produced an average score of 86.77%, it can be said that the practice was very high. Based on the results of each instrument, it can be stated that the learning media in the form of CD-shaped videos is practical and can be used.]]>
<![CDATA[HYPOTHETICAL LEARNING TRAJECTORY IN REALISTIC MATHEMATICS EDUCATION TO IMPROVE THE MATHEMATICAL COMMUNICATION OF JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Ida Nuraida]]>;
<![CDATA[Asep Amam]]>
<![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.p247-258
<![CDATA[This research was motivated by the difficulties of junior high school students in linear equation system material. The focus of this research is to produce the Hypothetical Learning Trajectory (HLT) system of linear equations based on the development of Learning Trajectory (LT) with the aim of research to improve students' mathematical communication skills. Research method used design Research with 3 phases: Preliminary design, teaching experiment, and retrospective analysis. The subject of study in SMP grade VII in Tasikmalaya district. This research uses the instrument of communication skills test students. Processing of research data using test-T. Based on the results of the research obtained: (a) HLT results from the development of LT linear alignment system in RME to improve student mathematical communication skills; and (b) students who acquire RME learning have increased mathematical communication skills greater than those who acquire conventional learning.]]>
<![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.]]>
