Infinity Journal
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity
<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>STKIP Siliwangi Bandungen-USInfinity Journal2089-6867The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.ANALYSIS OF STUDENTS’ MATHEMATICAL ABSTRACTION ABILITY BY USING DISCURSIVE APPROACH INTEGRATED PEER INSTRUCTION OF STRUCTURE ALGEBRA II
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/411
<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>Elsa Komala
Copyright (c) 2018 Infinity Journal
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2018-02-012018-02-0171253410.22460/infinity.v7i1.p25-34THE CORRELATION BETWEEN COGNITIVE STYLE AND STUDENTS’ LEARNING ACHIEVEMENT ON GEOMETRY SUBJECT
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/483
<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>Udiyono UdiyonoMuhammad Ridlo Yuwono
Copyright (c) 2018 Infinity Journal
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2018-02-012018-02-0171354410.22460/infinity.v7i1.p35-44THE DIFFERENCE OF STUDENTS’ ACHIEVEMENT IN MATHEMATICS BY USING GUIDED-DISCOVERY LEARNING MODEL AND COOPERATIVE LEARNING MODEL JIGSAW TYPE
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/495
<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>Anna Angela SitinjakHerman Mawengkang
Copyright (c) 2018 Infinity Journal
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2018-02-012018-02-0171455410.22460/infinity.v7i1.p45-54ASSOCIATION AMONG MATHEMATICAL CRITICAL THINKING SKILL, COMMUNICATION, AND CURIOSITY ATTITUDE AS THE IMPACT OF PROBLEM-BASED LEARNING AND COGNITIVE CONFLICT STRATEGY (PBLCCS) IN NUMBER THEORY COURSE
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/510
<p>This research aims to find out the association amongMathematical Critical Thinking (MCT) ability, Mathematical Communication, and Mathematical Curiosity Attitude (MCA) as the impact of applying Problem-Based Learning Cognitive Conflict Strategy(PBLCCS) in Number Theory course. The research method is correlative study. The instruments include a test for mathematical critical thinking skill and communication, and questionnaire to obtain the scores of mathematical curiosity attitude. The findings show that: 1) there is no association between critical thinking skill and mathematical curiosity attitude as the impact of applying problem-based learning cognitive conflict strategy, 2) there is no association between mathematical communication and curiosity attitude as the impact of applying problem-based learning and cognitive conflict strategy, and 3) the impact of applying problem-based learning cognitive conflict strategy is more influential in developing critical thinkingskillthan communication skill and curiosity.</p>Zetriuslita ZetriuslitaWahyudin WahyudinJarnawi Afgani Dahlan
Copyright (c) 2018 Infinity Journal
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2018-02-012018-02-0171152410.22460/infinity.v7i1.p15-24STUDENTS’ GEOMETRIC THINKING BASED ON VAN HIELE’S THEORY
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/529
<p>The current study aims to identify the development level of students’ geometric thinking in mathematics education department, Universitas Ahmad Dahlan based on van Hiele’s theory. This is a descriptive qualitative research with the respondents as many as 129 students. In addition to researchers, the instrument used in this study is a test consisting of 25 items multiple choice questions. The data is analyzed by using Milles and Huberman model. The result shows that there were 30,65% of students in pre-visualization level, 21,51% of students in visualizes level, and 29,03% of students in analyze level, 16,67% of students in informal deduction level, 2,15% of students in deduction level, and 0,00% of student in rigor level. Furthermore, findings indicated a transition level among development levels of geometric thinking in pre-analyze, pre-informal deduction, pre-deduction, and pre-rigor that were 20%; 13,44%; 6,45%; 1,08% respectively. The other findings were 40,32% of students were difficult to determine and 4,3% of students cannot be identified.</p>Harina FitriyaniSri Adi WidodoAan Hendroanto
Copyright (c) 2018 Infinity Journal
http://creativecommons.org/licenses/by-sa/4.0
2018-02-012018-02-0171556010.22460/infinity.v7i1.p55-60