http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/issue/feedInfinity Journal2017-02-01T00:00:00+00:00Wahyu Hidayatjurnal_infinity@stkipsiliwangi.ac.idOpen Journal Systems<p>Infinity Journal 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 didactic development 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/223THE EFFECT OF PROBLEM POSING APPROACH TOWARDS STUDENTS’ MATHEMATICAL DISPOSITION, CRITICAL & CREATIVE THINKING ABILITY BASED ON SCHOOL LEVEL2017-01-30T00:51:17+00:00Adi Nurjamanhendrialfianto@gmail.comIndah Puspita Sarichiva.aulia@gmail.com<p>The background of this study is the school of the new students of mathematics education courses came from grade <em>high</em>, <em>medium</em> and <em>low</em>. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.</p><em></em>2017-01-29T23:37:57+00:00Copyright (c) 2017 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/231A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING2017-01-30T00:51:19+00:00Nita Delimanitadelima85@yahoo.comThis research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability to students mathematical thinking either at department of mathematics education or at department of information systems. In this study, it was found that the influence of problem solving ability to students mathematical thinking which take place at mathematics education department is stonger than at information system department. This is because, at mathematics education department, problem-solving activities more often performed in courses than at department of information system. Almost 75% of existing courses in department of mathematics education involve problem solving to the objective of courses, meanwhile, in the department of information systems, there are only 10% of these courses. As a result, mathematics education department student’s are better trained in problem solving than information system department students. So, to improve students’ mathematical thinking, its would be better, at fisrtly enhance the problem solving ability.2017-01-29T23:37:57+00:00Copyright (c) 2017 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/233ANALYSIS OF STUDENTS' MATHEMATICAL POWER IN TERMS OF STIFIN TEST2017-01-30T00:51:20+00:00Isna RafiantiIsnarafianti@untirta.ac.idHeni Pujiastutihenipujiastuti@untirta.ac.id<p>This research is motivated by the poor performance of students in particular mathematical power. One reason is that learning tends to be centered on teachers who emphasize the procedural process, mechanistic task and less provide opportunities for students to develop the ability to think mathematically. In terms of learning, each individual has their advantages and disadvantages to absorb the lessons given. But in the world of education is now known various methods in order to meet the demands of individual differences, one of which is STIFIn to determine the dominance of machine intelligence to make students more comfortable in the learning process that is expected to enhance the mathematical power. This research approach is qualitative descriptive that seeks to analyze the characteristics of students’ mathematical power in terms of STIFIn. This research was conducted in SMAN 2 Kota Serang, with research subjects are five students of eleven grade derived from each type STIFIn different categories according to STIFIn. Instruments in this study are mathematical power test and interview. The results showed that mathematical power of Thinking and Sensing type has higher than the other type, followed by the type Feeling, Intuiting and the last is the type of Instinct.</p>2017-01-29T23:37:57+00:00Copyright (c) 2017 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/236THE ANALYSIS OF DIAGNOSTIC ASSESMENT RESULT IN PISA MATHEMATICAL LITERACY BASED ON STUDENTS SELF-EFFICACY IN RME LEARNING2017-01-30T00:51:23+00:00Khaerunisak Khaerunisakigetmydreams@yahoo.co.idKartono Kartonopakarunnes@yahoo.comIsti Hidayahisti.hidayah@yahoo.comAhmad Yusril Fahmifahmiahmad@madrasah.id<p>This research aimed to test RME learning with an effective scientific approach to improving mathematical literacy and self-efficacy, obtaining an overview of the mathematical literacy diagnostic assessment results that has high, medium and low self-efficacy as well as student difficulties in learning RME with a scientific approach. This research using mix method concurrent embedded with the subject of research is students class VIII. The research begins with a mathematical literacy diagnostic assessment and self-efficacy inventory then performed RME learning in experimental class and conventional learning in control class. Quantitative analysis was conducted to test the effectiveness of learning and deepened with the interview as a qualitative analysis. Learning RME with a scientific approach effective is marked by the achievement of classical completeness, the proportion of students' mathematical literacy, self-efficacy and the difference in pre-post students’ mathematical literacy on RME learning better than conventional learning. The results of students’ mathematical literacy diagnostic assessment fit the criteria of self-efficacy students except for medium mathematical literacy that having high self-efficacy. Student difficulties in RME learning with the scientific approach are based on the results of mathematical literacy diagnostic assessment, namely language skills problem, the capacity to understand, create strategies, and create the algorithm.</p>2017-01-29T23:37:57+00:00Copyright (c) 2017 Infinity Journalhttp://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/238THE ENHANCEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITY OF SENIOR HIGH SCHOOL STUDENTS THROUGH QUANTUM LEARNING2017-01-30T00:51:25+00:00Julita Julitajulita33@yahoo.co.idThis study is aimed to examine the quality of quantum learning imfluence toward the enhancement of mathematical problem solving ability of Senior High School students, both viewed entirely and based on mathematical initial ability (MIA) category. In particular, this study is aimed to examine enhancement difference of students’ mathematical problem solving ability in a whole and in each level of mathematical initial ability (high, medium and low) between students who receive quantum learning and students who receive conventional learning. This study use experimental quasi with pretests-posttest control group design. Population of this study are Senior High School students in Bogor City. Data is obtained through problem solving ability test and mathematical initial ability data. The result of study showed that students who receive quantum learning have enhancement of mathematical problem solving ability which is higher than students who receive conventional learning. There is no difference enhancement of mathematical problem solving ability both entirely and in each level of mathematical initial ability, except for students with high level of initial mathematical ability2017-01-29T23:37:57+00:00Copyright (c) 2017 Infinity Journal