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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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The role of GeoGebra software in conceptual understanding and engagement among secondary school student Hidayat, Riyan; Noor, Wan Nurazlina Wan Mohd; Nasir, Nurihan; Ayub, Ahmad Fauzi Mohd
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.p317-332

Abstract

This study aims to identify the impact of GeoGebra software on conceptual understanding and engagement in the topic of Functions and Quadratic Equations in One Variable in high school. The study was conducted in a quasi-experimental design with 60 students at a secondary school in Muallim district. The study results were analyzed using descriptive statistics, inference, and the Pearson Correlation. Descriptive analysis indicates that students have a strong grasp of the topic taught, particularly showing high conceptual understanding and maximum engagement in interactive activities. Inference statistics reveal a significant difference in conceptual understanding levels between the treatment and control groups among Level Four students regarding Quadratic Functions and Equations in a Variable. In addition, there were significant differences in student engagement between the treatment and control groups. There is a significant relationship between the level of student engagement and students’ conceptual understanding of Quadratic Functions and Equations in One Variable for both groups. In conclusion, using GeoGebra software has an impact on the relationship between understanding the concept and involving students in learning the topic of Quadratic Functions and Equations in a Variable.
Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education Purnomo, Yoppy Wahyu; Nabillah, Rokhmatun; Aziz, Tian Abdul; Widodo, Sri Adi
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.p333-348

Abstract

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.
The students' mathematics self-regulated learning and mathematics anxiety based on the use of chat GPT, music, study program, and academic achievement Delima, Nita; Kusuma, Dianne Amor; Paulus, Erick
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.p349-362

Abstract

In the era of society 5.0, the reach of student learning resources is increasingly wider, with the internet and free AI-based search engines. The use of music during learning is a way for students to increase learning motivation. This research aims to find out: (1) Whether ChatGPT technology and music used during independent study have an impact on students' Mathematics Self-Regulated Learning (MSRL) and Mathematics Anxiety (MA); (2) Whether MSRL and MA have an association with the study program students choose; and (3) Whether MSRL and MA have an association with students' academic achievement. This research uses a correlational descriptive research method. The data collection technique uses a survey, implementing Google Forms. The respondents of this research were students at several universities in Indonesia. The research results show a significant difference in MSRL between students who use ChatGPT and students who do not use ChatGPT during independent learning. However, there was no significant difference in MSRL between students who listened to music and those who did not listen to music during independent learning. There was no significant difference in MA between students who used ChatGPT and those who did not use ChatGPT during independent study. There was no significant difference in MA between students who listened to music and those who did not listen to music during independent study. There is a significant association between MSRL and the origin of the student's Study Program, but there is no significant association between MA and the origin of the Study Program. There is no significant association between MSRL and Academic Achievement. There is no association between MA and students' Academic Achievement.
The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability Sutarni, Sri; Sutama, Sutama; Prayitno, Harun Joko; Sutopo, Anam; Laksmiwati, Pasttita Ayu
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.p285-300

Abstract

This study aims to provide educational resources in the form of worksheets based on Realistic Mathematics Education (RME) principles and focus on the topic of equal fractions. The main criteria for these resources are validity, feasibility, and effectiveness. The development methodology employed in this study is the ADDIE model, which encompasses the Analysis, Design, Development, Implementation, and Evaluation stages. The participants of this study consisted of 14 pupils enrolled in class IV at SDM Alam Surakarta. The assessment tools employed consisted of assessments on student learning outcomes about equivalent fractions and supplementary materials in the form of questionnaires, interview guides, and observation sheets. The examination of the data reveals that the learning tools have achieved a high level of validity, falling inside the extremely valid category, with an average score of 4.26. The feasibility test for the LKS, conducted by the assisting instructor, yielded an average score of 4.4. The pupils' performance on the LKS assessment yielded an average score of 4.89, placing them in the "very feasible" category. The classical student learning outcomes achieved a completeness of 85.71%, as evidenced by an average score of 80.35. Notably, 12 students attained a complete score. There is a noticeable upward trend in student engagement during each learning session. The findings from the data analysis conducted on instructors' competencies in managing RME-based learning revealed an average score of 92, indicating a high level of proficiency. Students who were qualitatively integrated into the eligibility questionnaire also expressed positive responses. Therefore, learning tools based on Realistic Mathematics Education (RME) exhibit high validity, feasibility, and effectiveness in educational settings, as they have been empirically demonstrated to enhance students' mathematical proficiency.
Exploration of mathematical concepts in Batik Truntum Surakarta Nurcahyo, Adi; Ishartono, Naufal; Pratiwi, Alma Yasinta Candra; Waluyo, Mohamad
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.p457-476

Abstract

This research investigates the mathematical concepts embedded within Batik Truntum motifs, including geometry, analysis, arithmetic, and algebra. Employing a qualitative methodology with an ethnographic approach, the study addresses four critical questions: "Where should I begin the search?", "How do I locate the concepts?", "How do I identify significant findings?", and "How do I comprehend these findings?". Through addressing these questions, the researcher successfully analyzed the mathematical concepts inherent in Batik Truntum. Of the four primary mathematical concepts, only geometry was substantiated by experts, encompassing sub-concepts such as geometric transformations, line relationships, and planar geometry. Specifically, transformation geometry includes translation and reflection, while the study of line relationships involves line alignment, and planar geometry covers the topic of circles. This research aims to ensure that the millennial generation remains connected to batik as a vital part of Indonesia's cultural heritage, preventing cultural erosion amidst technological advancements through the intricate and exploratory study of mathematics.
Learning obstacles on fractions: A scoping review Sari, Indah Puspita; Suryadi, Didi; Herman, Tatang; Dahlan, Jarnawi Afgani; Supriyadi, Edi
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.p377-392

Abstract

This scoping review aims to consolidate the research that has been conducted on fractional learning challenges, with a particular emphasis on the various student groups, intervention strategies, outcomes, and specific learning problems. The research finds essential research topics and relevant papers and extracts data in order to gain an understanding of the intricate nature of fraction learning. The technique utilized in this study is a five-stage process. The preliminary literature searches produced a total of twenty-three articles, seven of which were chosen for a more in-depth examination. These publications covered a variety of themes, including the effectiveness of manipulatives, strategies for accommodating students who struggle with mathematics, focused training interventions, and instructor guidance. The findings of this research shed light on the myriad of difficulties associated with learning fractions. These difficulties range from basic conceptual and procedural comprehension to unique educational obstacles for a wide variety of student populations, including those with learning disabilities. The study focuses on a variety of intervention tactics, such as accommodations, strategic training, and the utilization of manipulatives, with the objective of enhancing problem-solving abilities, conceptual comprehension, and procedural proficiency in fractions. This all-encompassing examination highlights the ubiquity of misconceptions and the necessity of explicit training. It also highlights the usefulness of direct instruction, strategic education, and problem-solving exercises in improving students' comprehension of fractions. In order to overcome problems in learning fractions and to improve mathematical education, the findings advocate for the continuation of research and the incorporation of effective pedagogical approaches.
Computational thinking ability in mathematics learning of exponents in grade IX Salwadila, Tiara; Hapizah, Hapizah
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.p441-456

Abstract

In the PISA 2021 framework, Computational Thinking (CT) is described as a detailed mathematical solution to the problem to be solved. However, CT-based learning still needs to be widely applied in Indonesia. This study aims to describe the CT ability of students in grade IX of junior high school based on CT indicators on the material of signed numbers. The data collection techniques in this study were test questions and interviews. Students who obtained high categories with scores above 45.76 were six students with a percentage of 21%, students who received medium categories with scores between 11.94 and 45.76 were 19 students with a rate of 66%, and students who obtained low categories with scores below 11.94 were four people with a percentage of 13%.  The results of the study state that as many as 39% of students can decompose the problems given, 17% of students can recognize patterns in the problem, 24% of students can sort out the information in the situation or abstract, and 26% of students can solve problems well according to algorithm indicators.
When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student Diponegoro, Ahmad Muhammad; Khalil, Ibrahim Alhussain; Prahmana, Rully Charitas Indra
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.p413-440

Abstract

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.
Exploration of ethnomathematics research in Indonesia 2010-2023 Kusuma, Anggun Badu; Hanum, Farida; Abadi, Agus Maman; Ahmad, Ahmad
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.p393-412

Abstract

Ethnomathematics is the finding of mathematics in the cultural values of a place. Indonesia has many kinds of cultures, and ethnomathematics research has been done in some areas of Indonesia. This study aims to identify the cultural forms and mathematical materials found in ethnomathematical research in Indonesia. The research method used is a literature review. The stages of the research method included selecting a topic, developing tools of argumentation, searching the literature, surveying the literature, critiquing the literature, and writing the thesis. The instruments used were Google Scholar, the search engine, and the NVivo application. The number of articles analyzed was 88 articles. These articles represent the culture spread across 34 provinces of Indonesia. The research results obtained are cultural forms containing mathematical material, including ideas, activities, and artifacts. Mathematical materials explored in these cultures include statistics, trigonometry, vector, algebra, arithmetic, one-dimensional geometry, two-dimensional geometry, three-dimensional geometry, coordinate geometry, transformation geometry, calculus, logic, and opportunity. The complexity of the culture and material found in mathematics shows that ethnomathematical research can be developed in all forms of culture and applied in various mathematics learning materials.
Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience Fauzan, Ahmad; Harisman, Yulyanti; Yerizon, Yerizon; Suherman, Suherman; Tasman, Fridgo; Nisa, Sahrun; Sumarwati, Sumarwati; Hafizatunnisa, Hafizatunnisa; Syaputra, Hamdani
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.p301-316

Abstract

Literacy and numeracy are the abilities of students to use basic mathematics in solving daily life problems, and students should have it. Various studies have shown that Indonesian students' literacy and numeracy skills still need to improve. One of the solutions to this problem is RME, and one of the components that influence this skill is teachers as a facilitator and their experiences. Thus, this research aims to refigure how students who receive Realistic Mathematics Education (RME) literacy and numeracy skills improve based on teacher's experiences. The research subjects are third, fourth, and fifth-grade students in elementary schools in Padang. Three schools were selected for each grade level and taught by three teachers with different experiences. The students were given literacy and numeracy problems before and after RME instruction. The answers were assessed and grouped to examine the student's literacy and numeracy achievement. The research results show that student's literacy and numeracy skills are better with RME learning. Student's literacy and numeracy skills are not influenced by teachers' experience.

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