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<![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[PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY ]]>
<![CDATA[Samuel Igo Leton]]>;
<![CDATA[Kristoforus Djawa Djong]]>;
<![CDATA[Irmina Veronika Uskono]]>;
<![CDATA[Wilfridus Beda Nuba Dosinaeng]]>;
<![CDATA[Meryani Lakapu]]>
<![CDATA[ Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p133-146
<![CDATA[Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.]]>
<![CDATA[STUDENTS’ MATHEMATICAL THINKING SKILL VIEWED FROM CURIOSITY THROUGH PROBLEM-BASED LEARNING MODEL ON INTEGRAL CALCULUS ]]>
<![CDATA[Zetriuslita Zetriuslita]]>;
<![CDATA[Rezi Ariawan]]>
<![CDATA[ Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p31-40
<![CDATA[This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes. This research employed a simple random sampling technique. The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High, Medium, Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects]]>
<![CDATA[STUDENTS’ GEOMETRIC THINKING ON TRIANGLES: MUCH IMPROVEMENT IS NEEDED ]]>
<![CDATA[Joanne Ramirez Casanova]]>;
<![CDATA[Claudeth Cathleen Canlas Cantoria]]>;
<![CDATA[Minie Rose Caramoan Lapinid]]>
<![CDATA[ Jurnal Infinity Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i2.p217-234
<![CDATA[A look into students’ misconceptions help explain the very low geometric thinking and may assist teachers in correcting errors to aid students in reaching a higher van Hiele geometric thinking level. In this study, students’ geometric thinking was described using the van Hiele levels and misconceptions on triangles. Participants (N=30) were Grade 9 students in the Philippines. More than half of the participants were in the van Hiele’s visualization level. Most students had imprecise use of terminologies. A few had misconceptions on class inclusion, especially when considering isosceles right triangles and obtuse triangles. Very few students correctly recognized the famous Pythagorean Theorem. Implications for more effective geometry teaching are considered.]]>
<![CDATA[PROFILE OF STUDENTS' JUSTIFICATIONS OF MATHEMATICAL ARGUMENTATION ]]>
<![CDATA[Sukirwan Sukirwan]]>;
<![CDATA[Dedi Muhtadi]]>;
<![CDATA[Hairul Saleh]]>;
<![CDATA[Warsito Warsito]]>
<![CDATA[ Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p197-212
<![CDATA[This study investigates the aspects that influence students' justification of the four types of arguments constructed by students, namely: inductive, algebraic, visual, and perceptual. A grounded theory type qualitative approach was chosen to investigate the emergence of the four types of arguments and how the characteristics of students from each type justify the arguments constructed. Four people from 75 students were involved in the interview after previously getting a test of mathematical argumentation. The results of the study found that three factors influenced students' justification for mathematical arguments, namely: students' understanding of claims, treatment given, and facts found in arguments. Claims influence the way students construct arguments, but facts in arguments are the primary consideration for students in choosing convincing arguments compared to representations. Also, factor treatment turns out to change students' decisions in choosing arguments, and these changes tend to lead to more formal arguments.]]>
<![CDATA[SUPPORTING SOLVING WORD PROBLEMS INVOLVING RATIO THROUGH THE BAR MODEL ]]>
<![CDATA[Siti Nurain Said]]>;
<![CDATA[Khairul Amilin Tengah]]>
<![CDATA[ Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p149-160
<![CDATA[The weak ability for students to correctly attempt word problem question in mathematics have pushed researcher to study multiple approach in attempting such questions. This study examined the effectiveness of the Bar Model as a problem solving heuristic in improving Year 8 students’ performance in solving word problems involving ratio. A total of thirty-three Year 8 students from a secondary school in Brunei Darussalam were involved in the study. Data were collected through pre-test and post-test. Paired sample t-test on the mean score of pre-test and post-test showed a significant improvement in the students’ mean marks (t = - 8.079). The results also revealed that the Bar Model is capable of helping students of all abilities particularly the weaker students. Hence for this study, the Bar Model successfully enhanced the lower secondary students’ performance in solving word problems involving ratio, particularThy when presented as public examination questions.]]>
<![CDATA[CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION ]]>
<![CDATA[Muhammad Irfan]]>;
<![CDATA[Betty Kusumaningrum]]>;
<![CDATA[Yuyun Yulia]]>;
<![CDATA[Sri Adi Widodo]]>
<![CDATA[ Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p147-158
<![CDATA[On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.]]>
<![CDATA[FRACTION CIPHER: A WAY TO ENHANCE STUDENT ABILITY IN ADDITION AND SUBTRACTION FRACTION ]]>
<![CDATA[Mohd Afifi Bahurudin Setambah]]>;
<![CDATA[Anis Norma Jaafar]]>;
<![CDATA[Mohammad Ikhwan Mat Saad]]>;
<![CDATA[Mohd Faiz Mohd Yaakob]]>
<![CDATA[ Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v10i1.p81-92
<![CDATA[Learning the concept of fractions can be one of the most difficult skills to master for primary school students. Fractions are also seen to affect other mathematical knowledge, such as algebra. Researchers have introduced an innovation called Fraction Cipher to help students learn fractions. Fraction Cipher is an innovation in the arena of education that involves learning the Malay language and Mathematics. Design research is used as the research method to solve this problem consisting of three phases: preliminary design, teaching experiment, and retrospective analysis. The instruments used are fraction cipher, fraction test, and observation checklist. The results of the pair's comparative study by controlling the type I error using the Bonferroni method show that the mean values of the mathematical achievement of the experimental group and the control group are significantly different. The results show that Fraction Cipher impacts students to understand and master the concept of fractional addition and fraction subtraction operations. This research also explains the "Sake-Beda" strategy to make it easier for students to solve fractional operation problems. Besides, this study also shows the change in students' attitudes from negative to more positive. Thus, students understand and are more motivated to learn the concept of fractions.]]>
