cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wahyu Hidayat
Contact Email
azzam@wahyurock.com
Phone
-
Journal Mail Official
jurnal_infinity@stkipsiliwangi.ac.id
Editorial Address
-
Location
Kota cimahi,
Jawa barat
INDONESIA
Jurnal Infinity
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.
Arjuna Subject : -
Articles 339 Documents
 23   24   25   26   27 
Exploring students’ perceptions of private mathematics tutoring in three countries Masitah Shahrill; Farida Nurhasanah; Sahar Abbas Ibrahim; Rully Charitas Indra Prahmana; Daniel Asamoah; Haryani Mohammad; Ai Len Gan
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p339-358

Abstract

This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.
Students’ common errors in quadratic equations: Towards improved mathematics performance Baybayon, Gilbert Gumarao; Lapinid, Minie Rose Caramoan
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p83-98

Abstract

With the aim to close the performance gap between the high performing and the low performing students, this descriptive qualitative study was conducted to analyze students’ common and persisting errors in quadratic equations. Forty-six (N=46) Grade 9 students in a public high school in the Philippines participated in the study. Homework was given where students received instructions from video recordings and other online learning materials using blended learning. The common errors students committed were not following directions, mishandling signs, difficulty in recognizing a quadratic equation, inability to distinguish between solving a quadratic equation and simplifying an algebraic expression, failure to express quadratic equations in standard form, disregarding the negative roots, computational errors in basic algebraic conventions in simplifying radical and rational expressions, factoring, performing special products, and in completing the square. Students were interviewed to validate the error analysis. Immediate feedback through a whole class discussion was conducted the following day to discuss the errors and mistakes committed by students in order to address these and help them learn the necessary concepts and skills in quadratic equations. Instructional strategies and interventions for teaching quadratic equations are recommended for future studies.
Global trend of ethnomathematics studies of the last decade: A bibliometric analysis Deda, Yohanis Ndapa; Disnawati, Hermina; Tamur, Maximus; Rosa, Milton
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p233-250

Abstract

This study aims to investigate ethnomathematics research trends through bibliometric analysis on widely distributed Google Scholar (GS) and Scopus databases. One thousand seventy-seven papers were reviewed from GS and Scopus databases searched using Harzing's Publish on 9 January 2023. A descriptive study approach was used to investigate the data. The result of this study is that the number of ethnomathematics studies has increased over the last decade (2012-2022). The most productive author based on GS is Rosa from Brazil, and the full author based on Scopus is Widada from Indonesia. The principal authors with the highest citations are Ascher, based on GS, and Muhtadi, based on Scopus, with the highest citations. The Journal of Physics: Conference Series (JPCS) in the last decade is the most crucial source of ethnomathematics documents. Based on VosViewer visualization, Rosa is the author who has the most co-authorship papers and total link strength. The VosViewer displays four clusters related to Ethnomathematics: mathematics education, skills, ethnomathematics studies, and geometry. Our strong recommendations regarding this study are ethnomathematics research related to literacy, numeracy, technocracy, and mathematical abilities. The results can assist relevant researchers in understanding trends in ethnomathematics research and recommend guidelines for other studies.
Pre-service mathematics teacher conducting prospective analysis: A case study on practice didactical design research Jatisunda, Mohamad Gilar; Suryadi, Didi; Prabawanto, Sufyani; Umbara, Uba
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p21-44

Abstract

This study aims to understand how pre-service mathematics teachers conduct prospective analyses comprehensively. A qualitative research method with a case study design was used. The participant was Mrs N, a pre-service mathematics teacher who conducted research using DDR methodology in a grade 9 junior high school in Sindang, Majalengka, involving 48 students. Data were collected by analyzing empirical evidence from Mrs. N's prospective analysis process by uncovering the various stages of a prospective analysis. An iterative approach was used to analyze the data by refining the research questions through discussions and regular meetings with Mrs. N. The process ensured adaptability to new insights and understandings from the empirical data. Our findings reveal that the teacher draws upon fundamental philosophical principles from didactical design research, including hermeneutics, phenomenology, and ethnomethodology. By embracing these approaches, the teacher gains valuable insights into conducting research within an interpretive paradigm, allowing for a deeper exploration of the meaning of concepts, the purpose of learning, and the cultural influences that shape the educational process. Additionally, our study sheds light on the emergence of transpositional didactics theory as the prospective teacher delves into understanding the meaning of the geometrics transformation concept.
Integrating STEAM into flip flop model to improve students’ understanding on composition of functions during online learning Ishartono, Naufal; Razak, Rafiza binti Abdul; Kholid, Muhammad Noor; Arlinwibowo, Janu; Afiyah, Asyifa Nur
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p45-60

Abstract

Some previous studies tried to improve students' understanding of the concept of the composition of functions. However, only some research results still examine efforts to increase student understanding of the concept taught online, especially by utilizing the STEAM-integrated Flip Flop learning model. Therefore, the purpose of this study is to analyze the level of effectiveness of the application of the STEAM-integrated Flip Flop model in increasing students' understanding of composition function material taught online. To answer the purpose of the study, the authors compared the model with the Flipped Learning model and the conventional learning model. The quantitative method with a pretest-posttest control group design model is employed in the present study by engaging 90 Indonesian senior high school students. This study finds that the STEAM-integrated Flip Flop model is significantly better at improving students' understanding of the composition of function concepts than conventional models. However, the same result is not found if compared with the Flipped Learning model. Though the average score of the STEAM-integrated Flip Flop model is better than the Flipped Learning model, the difference is not significant. This study also describes the related syntax of the STEAM-integrated Flip Flop model that high school math teachers can use to teach better composition functions online.
Analysis learning outcomes of mathematics education student in the online learning Sitepu, Christina; Gultom, Sanggam P.; Hutauruk, Agusmanto J. B.; Panjaitan, Simon M.
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p363-376

Abstract

This research aims to look at the impact and learning outcomes of using LMS and online learning platforms, so it is necessary to analyze learning outcomes and how they impact students, lecturers, and learning organizing institutions. This research shows that the LMS and online learning platforms used can improve student learning outcomes, which cannot be separated from the readiness of lecturers and students to implement it. This research used factor analysis (CFA), with a total of 150 respondents, students, and 15 lecturers. The impact provided by the use of LMS and online platforms in online learning is in the form of GPA and students' views on the learning process they have gone through. From the research results, several findings were obtained, including the ability to use LMS in online learning is not optimal, the GPA of learning outcomes is relatively high, and the readiness of lecturers and students to use LMS in online learning is still low.
Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research Asmara, Andes Safarandes; Waluya, Stevanus Budi; Suyitno, Hardi; Junaedi, Iwan; Ardiyanti, Yusi
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p197-214

Abstract

This research aims to develop patterns of students' mathematical literacy processes based on the Cognitive Load Theory (MLCLT). Research using Design-Based Research (DBR) aims to design and develop learning components in the form of resulting learning patterns arranged in 4 stages. The research results show that a CLT-based mathematical literacy process domain pattern has been found. For the aspect of formulating situations mathematically, the pattern of mathematization was produced, and it resulted in some students having good communication skills. For the element of employing mathematical concepts, facts, procedures, and reasoning, the pattern of application was produced, and it showed an increase in students' literacy processes for indicators such as mathematizing, representation, reasoning, argument, devising strategies for solving problems, using symbolic, formal, and technical language and operations, as well as using mathematical tools. The pattern for the aspect of interpreting, applying, and evaluating mathematical outcomes is the reflection pattern. In this pattern, students are already accustomed to having indicators of mathematical literacy processes related to devising strategies for solving problems, using symbolic, formal, and technical language and operations, as well as using mathematical tools so that they can produce real solutions to real-world problems.
Demotivating factors in teaching mathematics: A study of Albanian teachers Pepkolaj, Lekë; Arnal-Palacián, Mónica; Begué, Nuria; Prahmana, Rully Charitas Indra
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p27-44

Abstract

Several studies have highlighted the existence of demotivated teachers in schools. There are several demotivating factors that influence the decisions and commitment that a teacher can acquire. The literature review allows us to characterize the factors that different authors identify to explain teacher demotivation. This article aims to analyze some of the factors that influence mathematics teachers' demotivation and the evaluation of the degree of demotivation in relation to work environment, teaching autonomy, extrinsic values, and students. The information was collected from a questionnaire consisting of 24 items, which was given to 121 active Albanian teachers teaching at different levels of education. These data were analyzed using a quantitative methodology. The independent variables gender, teacher's age, qualification, pupils' age, and type of school are also considered to perform a multivariate analysis. From the results obtained, we can state that the factors that generate the greatest demotivation are textbooks, political conversion and corruption, aspects related to the curriculum, and the costs they must bear. In addition, school status, curriculum changes, meritocracy, material costs, autonomy, and research significantly explain the demotivation of public sector teachers. It highlights the need to seek structured responses aimed at regulating teaching careers.
The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy Kusmaryono, Imam; Aminudin, Mohamad; Ubaidah, Nila; Chamalah, Evi
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p251-270

Abstract

The research aims to analyze the gap between teachers' and students' understanding of language literacy and mathematical symbols. The study was designed with a concurrent triangulation strategy. The research respondents consisted of 20 teachers and 120 class VII students. Data collection through questionnaires, interviews, and cognitive tests. Qualitative data was analyzed descriptively, and quantitative data was analyzed inferentially. The results of the analysis of quantitative data show that there is a linear (significant) relationship between understanding language and mathematical symbols and mathematical literacy skills. The results of the qualitative data analysis describe that the teacher's understanding of language and mathematical symbols (high criterion) does not necessarily support the students' understanding of language and mathematical symbols. We confirm the suspicion that there is a gap in the ability of teachers and students to understand language and mathematical symbols. Students need to improve their understanding of mathematical language and symbols. The pattern of errors is based on the teacher's conception of learning in the previous class, so the process of transitioning the teacher's knowledge to students' understanding of mathematics experiences obstacles. The implication is that the process of transitioning meaning from mathematical symbols to written and spoken language must be carried out when the teacher introduces or teaches new topics to students, and the context in which mathematical symbols are used must be followed by clarification.
Elementary school students’ layers of understanding in solving literacy problems based on Sidoarjo context Ayuningtyas, Ilfia Nur; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p157-174

Abstract

Elementary school students' difficulties in solving literacy problems are caused by students' lack of understanding of mathematical concepts. Using a specific regional context in literacy problems is essential to analyze layers of understanding elementary school more deeply. Based on Pirie-Kieren's theory, the study aims to analyze layers of understanding elementary school students in solving literacy problems in the context of Sidoarjo. The theory consists of eight understanding layers: primitive knowing, image making, image having, property noticing, formalising, observing, structuring, and inventing. A qualitative approach with a case study type was used as the research method. The research participants were 26 fifth-grade elementary school students. The determination of the research subjects was done by purposive technique. In this, the emphasis of determining the subject is taken on three categories of understanding by having one student each in the low, medium, and high categories. The results show that the layers of understanding of elementary school students are at the highest, namely observing. In addition, literacy problems in Sidoarjo contexts can overstimulate students' understanding. The context of learning should be used in Sidoarjo. Future research recommendations suggested using the regional context as a background for literacy problems in learning or problem-solving; this is needed to explore and develop layers of understanding to a higher level.

Page 25 of 34 | Total Record : 339

 23   24   25   26   27 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY Vol 11, No 1 (2022): VOLUME 11, NUMBER 1, INFINITY Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY Vol 9, No 1 (2020): Volume 9, Number 1, Infinity Vol 8, No 2 (2019): Volume 8 Number 2, Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity Vol 7, No 2 (2018): Volume 7 Number 2, INFINITY Vol 7, No 1 (2018): Volume 7 Number 1, INFINITY Vol 6, No 2 (2017): VOLUME 6 NUMBER 2, INFINITY Vol 6, No 1 (2017): Volume 6 Number 1, INFINITY Vol 5, No 2 (2016): Volume 5 Number 2, Infinity Vol 5, No 1 (2016): Volume 5 Number 1, Infinity Vol 4, No 2 (2015): Jurnal Infinity Vol 4 No 2, September 2015 Vol 4, No 2 (2015): Volume 4 Number 2, Infinity Vol 4, No 1 (2015): Volume 4 Number 1, Infinity Vol 3, No 2 (2014): Volume 3 Number 2, Infinity Vol 3, No 1 (2014): Volume 3 Number 1, Infinity Vol 2, No 2 (2013): Volume 2 Number 2, Infinity Vol 2, No 1 (2013): Volume 2 Number 1, Infinity Vol 1, No 2 (2012): Volume 1 Number 2, Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity More Issue