http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/issue/feedInfinity Journal2018-08-15T10:14:30+00:00Wahyu Hidayatjurnal_infinity@stkipsiliwangi.ac.idOpen Journal Systems<p>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 mathematics education study program on current science issues, namely:</p><ol><li>Mathematics educator in elementary, secondary and high school level</li><li>Mathematics observers and researchers</li><li>Educational decisions maker on regional and national level</li></ol><p> </p><p>We recommend classroom action research, qualitative, descriptive, or quantitative. We may process manuscript of didactical design research (DDR) or research and development (RnD).</p><p> </p><p>Our publication could be research on teaching method, experiment of teaching aid or media, and even effectiveness of lesson study. We accepted any manuscript derived from research of mathematics education. We will not process manuscript from research approach of school management.</p>http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/841ANALYSIS OF ABSTRACT THINKING FROM GRADE 8 STUDENTS IN MATHEMATICAL PROBLEM SOLVING WITH SOLO TAXONOMY GUIDE2018-08-15T10:14:30+00:00Imam Kusmaryonokusmaryono@unissula.ac.idHardi Suyitnohhardisunnes@yahoo.comDwijanto Dwijantodwijanto@yahoo.co.idNurkaromah Dwidayatinoengkd_unnes@yahoo.co.id<p>This research uses descriptive approach in quantitative and qualitative. Subjects of the research were 30 (thirty) 8th graders of junior high school in Semarang, Indonesia. Data were collected through tests, documentations, and observations. Student response documents were observed and analyzed with SOLO Taxonomy guidance. The objective of the study was to evaluate the 8th grade students' abstract thinking (mathematical power) in cognitive development according to grade level based on SOLO taxonomic criteria. Result of this study showed the evaluation result of students' abstract thought on lower, middle and upper cognitive level, showing that their response features were similar to stages of increasing structure complexity. There were two main changes from concrete thinking to abstract thinking: (1) quantitative stage occured first (<em>uni-structural</em> and <em>multi-structural</em>), as the amount of detail in student responses increased and then changed (2) qualitative stage (<em>relational</em> and <em>extended abstract</em>), because the detail was integrated into a structural pattern.</p>2018-08-15T10:14:30+00:00Copyright (c) 2018 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/530DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING2018-05-26T04:21:15+00:00Muchamad Subali Notobalimath61@gmail.comSurya Amami Pramudityaamamisurya@gmail.comYudrick Maulana Fiqribimbingan16@gmail.com<p>In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.</p>2018-02-01T10:20:20+00:00Copyright (c) 2018 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/411ANALYSIS OF STUDENTS’ MATHEMATICAL ABSTRACTION ABILITY BY USING DISCURSIVE APPROACH INTEGRATED PEER INSTRUCTION OF STRUCTURE ALGEBRA II2018-05-26T04:21:09+00:00Elsa Komalaelsakomala@gmail.com<p>This research is subject to describe students' mathematical abstraction ability using the discursive approach of peer instruction integration, to get an idea about the problems faced by students and to study about the interventions needed by students to overcome the problems. This research using the quantitative descriptive approach with pre-experimental design: the one-shot case study design, which is done to the students in the course of the structure of algebra II. Based on the data analysis, result of the research shows that ability of students' mathematical abstraction using the discursive approach of peer instruction integration in the course of the structure of algebra II does not exceed 85% of ideal criteria determined. Obstacles faced by students such as cognitive obstacles, genetic and psychological obstacles, didactic obstacles, epistemological obstacles. Interventions that need to be given such as by providing reinforcement to the mastery of prerequisite material, conditioning through drill, practice, and exercise, providing scaffolding, raises students awareness of what they learn, convergent interventions in the form of a closed-ended investigative question.</p>2018-02-01T10:20:20+00:00Copyright (c) 2018 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/483THE CORRELATION BETWEEN COGNITIVE STYLE AND STUDENTS’ LEARNING ACHIEVEMENT ON GEOMETRY SUBJECT2018-05-26T04:21:10+00:00Udiyono Udiyonoudiyono@unwidha.ac.idMuhammad Ridlo Yuwonoridloyuwono90@gmail.com<p>The objective of the research is to identify whether there is a positive correlation between cognitive style and students’ learning achievement on geometry subject. The research is classified as correlational quantitative research. The population of the research is all students of mathematics education program at Widya Dharma University in the academic year of 2015/2016. The sample is the students in semester IV B. It was taken by cluster random sampling. The instrument is a psychiatric test, GEFT and learning achievement test. The technique of data analysis is simple linear regression analysis. The result of the research is there is a positive correlation between cognitive style and students’ learning achievement on geometry subject. The coefficient determination is r2 = 0.6209. It means the increase and decrease of students’ learning result on geometry subject 62.09% can be explained by cognitive style with linear correlation equation Ŷ= -2.9650 + 4.6513X. Meanwhile, 37.91% is influenced by another factor. 13 out of 17 samples are categorized as students FD and 4 students are classified as FI. The mean score of students FD is 16 while students FI is 59.5385. It means students FI has better learning achievement than students FD on geometry subject.</p>2018-02-01T10:20:20+00:00Copyright (c) 2018 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/495THE DIFFERENCE OF STUDENTS’ ACHIEVEMENT IN MATHEMATICS BY USING GUIDED-DISCOVERY LEARNING MODEL AND COOPERATIVE LEARNING MODEL JIGSAW TYPE2018-05-26T04:21:11+00:00Anna Angela Sitinjakannaangelasitinjak@gmail.comHerman Mawengkanghmawengkang@yahoo.com<p>The type of this study is a quasi-experiment study with its purpose to know any difference in students’ achievement in mathematics which using the model of guided discovery learning with cooperative learning model JIGSAW type. The population of this study is all students in SMA N 3 P. Siantar. The sampling technique applied was cluster random sampling. The experimental class I that chosen is X-1 consisted of 36 students, meanwhile, the experimental class II that chosen is X-6 consisted of 36 students. The instrument used to measure the students’ mathematics achievement was an essay test. The normality test used was Lilliefor’s test, get that data is normal and the homogeneity test by using Fisher test, get that data is homogeny. The data analysis technique was t-test at the level of significance α = 5%.The study result showed that there is the difference of students’ achievement in mathematics which using the guided discovery learning model with cooperative learning model JIGSAW type in grade X SMA N 3 P. Siantar where obtained t<sub>calculation </sub>= 2.504 at a = 0.05 and t<sub>table</sub> = t<sub>(0.975,70)</sub>= 1.995, then t<sub>calculation</sub> = t<sub>table</sub></p>2018-02-01T10:20:20+00:00Copyright (c) 2018 Infinity Journal