Infinity Journal
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity
<p>Infinity Journal published by STKIP Siliwangi Bandung (IKIP Siliwangi) and <a title="I-MES" href="https://i-mes.org/" target="_blank">Indonesian Mathematics Educators' Society (IMES)</a> publishes original research or theoretical papers about teaching and learning in a 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 the regional and national level</li></ol><p> </p><p>We recommend classroom action research, qualitative, descriptive, or quantitative. We may process the manuscript of didactical design research (DDR) or research and development (RnD).</p><p>Our publication could be research on teaching method, the experiment of teaching aid or media, and even effectiveness of lesson study. We accepted any manuscript derived from the research of mathematics education. We will not process the manuscript from the research approach of school management.</p><p>Starting on July 9, 2018, Infinity Journal has earned the title of "Rank 2" Accredited Journal from the Ministry of Research, Technology and Higher Education of the Republic of Indonesia with Decree No 21 / E / KPT / 2018.</p><p>To improve the quality of articles in the Infinity journal, then starting at volume 8 issue 1 (February 2019), templates for Infinity journal articles are adjusted so that until now using a new template. The new template can be obtained on the page (<a title="Template Infinity 2019" href="https://ikipsiliwangi.ac.id/wp-content/uploads/2019/03/2019-Infinity-Template-Guide-for-Authors.docx" target="_blank">Download here</a>)</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.EXPERIENCE STUDENT BACKGROUND AND THEIR BEHAVIOR IN PROBLEM SOLVING
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1647
These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.Yulyanti HarismanMuchamad Subali NotoWahyu Hidayat
Copyright (c) 2020 Infinity Journal
http://creativecommons.org/licenses/by-sa/4.0
2020-02-182020-02-1891596810.22460/infinity.v9i1.p59-68THE ROLE OF CONSTRUCTIVISM-BASED LEARNING IN IMPROVING MATHEMATICAL HIGH ORDER THINKING SKILLS OF INDONESIAN STUDENTS
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1425
To make students actively involved in learning to grasp mathematical higher-order thinking skills (MHOTS) is not easy. Meanwhile, the ability is so important for students to master for it takes place when students continue their studies to a higher level as well as work within a variety of professions, especially in the era of the industrial revolution such nowadays. Many factors affect students' thinking abilities, including learning factors. This study, which implemented constructivism-based learning, aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of MHOTS of middle secondary school students. The data tested through Multivariate Analysis at the 0.05 significance level. In general, this study found that: (1) In the experimental class, the learning approach plays an important role in the way it increased students' MHOTS significantly. (2) The average contribution of constructivism-based learning to MHOTS was at the range of 18% to 57%. (3) Student activity in learning increased significantly. (4) In some cases, there is an effect of interaction between learning factors and MPK towards the achievement of MHOTS. The study recommended the teachers to have courageous in implementing constructivism-based teaching and learning to improve students’ MHOTS.Ani MinarniE. Elvis Napitupulu
Copyright (c) 2020 Infinity Journal
http://creativecommons.org/licenses/by-sa/4.0
2020-02-172020-02-179111113210.22460/infinity.v9i1.p111-132PRIMARY STUDENTS’ MATHEMATICAL LITERACY: A CASE STUDY
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1420
This paper analyses Indonesian primary students’ Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students’ categories (Good, Middle and Low) were established by cluster analysis methodology. The most students’ challenge on MLT was space and shape as well as uncertainty and data’s content problem. The description of profile of primary students’ mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.Rooselyna EkawatiSusanti SusantiJian-Cheng Chen
Copyright (c) 2020 Infinity Journal
http://creativecommons.org/licenses/by-sa/4.0
2020-02-132020-02-1391495810.22460/infinity.v9i1.p49-58ADVOCACY APPROACH WITH OPEN-ENDED PROBLEMS TO MATHEMATICAL CREATIVE THINKING ABILITY
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1391
The purpose of this study is to find out the increase in students' ability to think creatively in advocacy learning by using open-ended problems. This type of research is an experiment with nonequivalent control group design. The sample in this study were 72 students taken using random sampling techniques. The variables in this study are learning models, mathematical creative thinking abilities, and general mathematics abilities. The instruments used in this study were creative thinking tests and general mathematics tests. Data analysis techniques used in this study are statistical inference using the Mann-Whitney test and one-way ANOVA. The results showed that students who were treated with an advocacy approach by presenting open-ended problems improved their mathematical creative thinking abilities better when compared with conventional learning.Ibrahim IbrahimSri Adi Widodo
Copyright (c) 2020 Infinity Journal
http://creativecommons.org/licenses/by-sa/4.0
2020-02-062020-02-06919310210.22460/infinity.v9i1.p93-102MATHEMATICAL REPRESENTATION OF GRADE 7 STUDENTS IN SET THEORY TOPICS THROUGH PROBLEM-BASED LEARNING
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1496
Set theory has a wide role in mathematical concepts. Students have to understand the set theory before learning other concepts such as algebra and probability. This study aims to determine the effect of the problem-based learning (PBL) model on the students’ mathematical representation in set theory topics. The method used in this study is a quasi-experiment design. The populations in this study were 289 students of 7th grade at Secondary School in Palembang. The sample of this study were students of class 7.8 (control group) and 7.10 (experimental group). Data were collected through tests, interviews, and documentation. Based on data analysis, known that PBL affects the students’ mathematical representation. Students who had the PBL model get the better score of mathematical representation. They could use the symbol of set correctly, represent the set into Venn diagram correctly and they also could explain their answer. Furthermore, the implementation of the PBL model is offered.Ida LestariNila KesumawatiYunika Lestaria Ningsih
Copyright (c) 2020 Infinity Journal
http://creativecommons.org/licenses/by-sa/4.0
2020-02-062020-02-069110311010.22460/infinity.v9i1.p103-110