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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
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Realistic mathematics education: Mathematics e-modules in improving student learning outcomes Palinussa, Anderson Leonardo; Tupamahu, Pieter Zakarias; Sabandar, Vederico Pitsalitz; Makaruku, Yulian Hanny; Sabandar, Jozua
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.p45-64

Abstract

Realistic Mathematics Education (RME) has gradually influenced the development of mathematics learning worldwide, including in Indonesia. Through the implementation and development of online-based 21st-century education, RME is increasingly proving itself as an effective approach to improving the quality of mathematics teaching and student learning. Learning using the RME approach based on the e-module System aims to become a real learning experience for education and students in implementing mathematical concepts into web-based software systems. The type of research used is pseudo-experimental research with a population in this study of 3 schools, and the number of samples is 147 students. Hypothesis testing was carried out with the N-gain test on the experimental class and control class and the Linear Regression Analysis Test to determine the effect of Gender on improving the learning outcomes of the experimental class. The results of this study show that: 1) There is a difference in the improvement of learning outcomes of classes taught with the RME approach based on the e-module System with conventional learning models; 2) There is no significant difference in the improvement of learning outcomes of students taught using the RME approach based on the E-Module System based on gender characteristics; 3) Gender only contributes 0.1% to the improvement of learning outcomes while 99.9% of other factors.
Mastering fractions and innovating with the station rotation model in blended learning Abdul Latif, Nurul Harizah; Shahrill, Masitah; Hidayat, Wahyu
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.p501-530

Abstract

This study explores the effectiveness of the Station Rotation Model (SRM) in adding and subtracting fractions. A mixed-method design was conducted through convenience sampling of 31 students from Year 9. They were given pre-and post-tests consisting of ten questions for collecting quantitative data. Students’ online questionnaires consisting of five-point Likert scales, two open-ended questions, and structured interviews with six selected students were further analysed to collect qualitative data. A non-parametric test was adopted to compare the results of the achievement tests. Wilcoxon’s signed rank test findings showed a significant difference (p=0.024) and a large effect size (rb=0.558) between the achievement test scores. This indicates that the SRM positively impacts students’ performance in adding and subtracting fractions. Three major themes emerged from the questionnaires and interviews about students’ perception of using SRM: Manipulatives make learning fun, enjoyment of working in a group, and challenges in implementing the SRM. Overall, students positively viewed their experiences with the SRM as an approach to teaching and learning. The study offers insights into SRM’s impact on student learning, aiding educators amd researchers assess its future application, especially in mathematics education.
The effect of experiential learning and directed instructions assisted by augmented reality on students' self-regulated learning Maulida, Aya Shofia; Wahyudin, Wahyudin; Turmudi, Turmudi; Nurlaelah, Elah
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.p553-568

Abstract

In the last decade, augmented reality has been one type of virtual reality technology. AR can be applied to mobile learning, improving efficiency and effectiveness in education, even for learning mathematics. The study aims to analyze and describe comprehensively the effect of experiential learning and direct instruction assisted by augmented reality on the acquisition and improvement of students' mathematical reasoning abilities. This research uses quantitative methods with a quasi-experimental, one-group pretest-posttest design and a pretest-posttest control group design. The sample in this study consisted of 50 students in the eighth grade at one of the secondary schools in Bandung, Indonesia. The instrument in this study is a set of mathematical reasoning ability tests. The results of this study concluded that 1) Based on the standard of the deviation, the descriptive spread of scores for achieving mathematical reasoning abilities of students learning with experiential learning assisted by augmented reality (more widespread); 2) Cohen's d value on the output paired samples effect sizes was 14.003 with a point estimate of (large) so the value of the effects sizes obtained shows that the implementation of experiential learning assisted augmented reality has a major effect on the acquisition of mathematical reasoning abilities; 3) The mean achievement of mathematical reasoning abilities of students studying with experiential learning assisted by augmented reality was 60.38 relatively lower than the mean achieving mathematics reasoning abilities of students who studied with directed instructions assisted by augmented reality, 70.33; 4) The effect size value shown by the value is -3.50, and this value is less than 0.2, so based on Cohen's d criterion, then the effect of experiential learning assisted by augmented reality on the acquisition of mathematical reasoning abilities students are in the small category. The findings combine experiential learning and directed instructions assisted by augmented reality, influencing students' reasoning ability mathematically.
Blended online learning: Students' perception and its effect on learning outcomes abstract algebra Yumiati, Yumiati; Putra, Harry Dwi; Haji, Saleh
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.p65-84

Abstract

In the current digital era, the implementation of blended online learning faces challenges in understanding students' perceptions and its impact on learning outcomes, particularly in Abstract Algebra. This issue is crucial to investigate, as the shift in teaching methods can influence the comprehension of complex algebraic concepts. This research aims to investigate students' perceptions and learning outcomes in abstract algebra courses of blended and asynchronous online learning. The research method used was quasi-experiment. The subject of 27 students is available without being randomly selected. Research instruments using questionnaires and tests. The test consists of eight essay questions. The questionnaire includes 27 closed-ended questions and six open-ended questions. The results showed that students perceived Abstract Algebra subjects as difficult or very difficult. Most students needed help to study the module due to material difficulty thoroughly. In addition, asynchronous online learning is ineffective compared to blended online learning. All students wanted the tutorial asynchronous and synchronous combined (blended online learning). Most students carry out online learning at home using a smartphone device. Students who use blended online learning obtain significantly higher learning outcomes than students who only take it asynchronously.
Interactive math comics: An analysis of Indonesian and Spanish students’ responses Marhaeni, Nafida Hetty; Arnal-Palacián, Mónica; Irfan, Muhammad
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.p143-162

Abstract

This study investigates the responses of Indonesian and Spanish students to the use of interactive mathematics comics in their education. The research aims to see the practicality of these comics on student engagement, comprehension, and retention of mathematical concepts across different cultural contexts. Using a quantitative approach, the study analyzes data through normality and homogeneity tests to ensure the reliability and consistency of responses. Results show that Indonesian and Spanish students respond positively to interactive mathematics comics, demonstrating increased motivation and interest. However, cultural differences significantly influence the perception of specific indicators such as content quality, technical quality, and language usage. Indonesian students, who are generally accustomed to traditional teaching methods, found the comics engaging and helpful in understanding complex concepts. On the other hand, Spanish students, who are more familiar with interactive and student-centered learning, showed mixed responses depending on their educational experiences and expectations. Despite these differences, both groups recognized the value of interactive comics as a supplementary educational tool. Future research could explore a larger and more diverse sample size, including longitudinal studies to assess the sustained impact of such tools and further investigate the integration of other multimedia elements like augmented reality to enhance interactivity. From these results, the Mathematics Comic on Cartesian coordinates material developed is practical and can be used in mathematics learning. This is because the Mathematics Comic on Cartesian coordinates material received a good response, and students hope that learning mathematics will be more fun and effective.
Trends of abstraction research in mathematics education: A bibliometric analysis Hodiyanto, Hodiyanto; Budiarto, Mega Teguh; Ekawati, Rooselyna; Susanti, Gemi; Kim, Jeonghyeon; Bongtiwon, Daisy Mae R.
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.p125-142

Abstract

Abstraction is fundamental in mathematics learning because students can discover the studied concepts through abstraction. Bibliometric analyses of abstraction research in mathematics education have yet to be published. A bibliometric analysis is conducted to explore trends in abstraction research. The mathematics education researchers will gain insights from studying the development of abstraction research over the last fifteen years. The primary objective of this study is to evaluate the primary journals published, the most productive authors, universities, and countries and to identify current trends in abstraction research. Data were collected from the Scopus database and analysed using VOSviewer and R software. A thorough review was conducted on 271 articles published between 2008 and 2022. The collected data was analysed and presented using R studio and VOSviewer software. The publication of abstraction research has increased every year. Abstraction studies related to geometry, computational thinking, and preschool are trend and abstraction studies related to gesture, preschool child, arithmetic, physiology, mathematical concepts, geometry, language, and cognition. Abstraction research is exciting because it will still trend until 2022. This study offers valuable insights to researchers interested in mathematics education for exploring alternative research directions to the primary research trends. Based on these results, recommendations for further research are given so that they can explore various options for research trends.
Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses Nurlaelah, Elah; Pebrianti, Aneu; Taqiyuddin, Muhammad; Dahlan, Jarnawi Afgani; Usdiyana, Dian
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.p85-108

Abstract

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the t- test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking components. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.
Factors influencing the attitude of undergraduate students towards mathematical reasoning: An approach using AMOS-structural equation modelling Tak, Chan Choon; Zulnaidi, Hutkemri; Eu, Leong Kwan
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.p109-124

Abstract

Studies on mathematics achievement status show that mathematical reasoning in Malaysian education is critical, especially among university students. Students' attitude toward mathematics is affected by affective, behavioural and cognitive factors. The present research investigated the connections between these variables and their impact on individuals' attitudes towards mathematics reasoning. A statistical analysis method, namely, AMOS-Structural Equation Modelling, was used in this approach. The survey method involving 378 university education students around the Klang Valley was selected using a proportional stratified random sampling technique. The respondents must complete the mathematics reasoning assessment and answer the questionnaire consisting of three components: affective, behavioural and cognitive towards mathematics reasoning. AMOS-Structural Equation Modelling (AMOS-SEM) was applied using data obtained from questionnaires. Results demonstrated that the measurement models showed acceptable validity and reliability by removing some indications from the scales. The findings illustrate the relationship between students' attitudes and mathematical reasoning. Moreover, attitude is significantly related to students' mathematical reasoning performance in university education. The next study's recommendation involves an interview session to explore more findings that might impact their learning in mathematical reasoning.
The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
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.p235-258

Abstract

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.
Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context Pramasdyahsari, Agnita Siska; Rubowo, Maya Rini; Nindita, Velma; Astutik, Iin Dwi; Pant, Binod Prasad; Dahal, Niroj; Luitel, Bal Chandra
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.p213-234

Abstract

Enhancing mathematical creativity requires more learning activities that foster creative thinking. However, teachers need more resources and activities to nurture students' creativity in mathematics effectively. Therefore, this study aimed to design STEAM-based geometry activities using the Engineering Design Process (EDP) to explore how such projects can enhance students' mathematical creativity. In this study, creativity focuses on how students use geometric principles to design Wingko Babat as an Indonesian cuisine, making culturally meaningful connections and solving design challenges. The study involved research and development using the analysis, design, development, implementation, and evaluation (ADDIE) model, continuing with a descriptive qualitative approach. The activities designed for the STEAM-Geometry projects allow students to think creatively and elaborate on the engineering design process. Through expert reviews that involved multiple educators, the design activities on the STEAM-Geometry project are reliable and valid. The findings show that the EDP on Geometry project enables students to think creatively. The findings imply that teaching geometry can develop the students' mathematical creativity through the engineering design process in STEAM activities. Furthermore, it indicates that the design activities encompass more than just understanding geometry; they also nurture creativity by applying STEAM principles in the engineering design process. Integrating STEAM principles within culturally meaningful, geometry-based tasks enhances students' critical thinking, creativity, collaboration, and real-world problem-solving skills, preparing them to tackle complex challenges beyond the scope of mathematics.

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