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Jurnal Infinity

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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.

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Articles 154 Documents

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MENINGKATKAN DISPOSISI BERPIKIR KREATIF MATEMATIS MELALUI PENDEKATAN APOS Herlina, Elda
Jurnal Infinity Vol 2, No 2 (2013): Volume 2 Number 2, Infinity
Publisher : STKIP Siliwangi Bandung

Makalah ini membahas tentang disposisi berpikir kreatif matematis, yang meliputi aspek-aspek perilaku kreativitas adalah: awareness and sensitivity to problems, memory, fluency, flexibility, originality, self-discipline and persistence, adaptability, intellectual playfulness, humor, nonconformity, tolerance for ambiguity, self confidence, skepticism, dan intelligence. Disposisi berpikir kreatif matematis siswa/mahasiswa terlihat masih rendah. Sikap ini terlihat kurangnya minat siswa/mahasiswa dalam menyelesaikan permasalahan matematika, seperti rendahnya rasa ingin tahu siswa/mahasiswa, kurang imajinatif, tidak berani mengambil resiko, dan lain-lain. Selain itu pentingnya disposisi berpikir kreatif matematis berkaitan dengan pentingnya penguasaan kompetensi matematika untuk kehidupan peserta didik, seperti yang terdapat pada standar kompetensi lulusan oleh pemerintah melalui Permen 23 tahun 2006. Tiga hal dasar yang menjadi pertanyaan dalam makalah ini yaitu: 1. Apa itu disposisi berpikir kreatif matematis? 2. Bagaimana Meningkatkan disposisi berpikir kreatif matematis siswa/mahasiswa?Kata Kunci : Disposisi Berpikir Kreatif Matematis, aksi, proses, objek, skemaÂ This paper discusses the creative mathematical thinking dispositions , which include behavioral aspects of creativity are : awareness and sensitivity to problems , memory , fluency , flexibility , originality , self - discipline and persistence , adaptability , intellectual playfulness , humor , nonconformity , tolerance for ambiguity , self confidence , skepticism , and intelligence . Disposition creative thinking mathematically pupil / student looks still low . This attitude is seen to lack of interest of students / student in solving mathematical problems , such as lack of curiosity of students / college students , less imaginative , did not dare to take risks , and others. Besides the importance of creative thinking dispositions mathematically related to the importance of mastering math competency for life learners , as well as on competency standards by the government through Candy 23 in 2006 . Three basic thing that is in question in this paper are: 1 . What is a creative mathematical thinking dispositions ? 2 . How to Improve students mathematical dispositions creative thinking / student ?Key words : Disposition of Creative Thinking Mathematically , actions , processes , objects , schemes

MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN THINK-TALK-WRITE (TTW) Elida, Nunun
Jurnal Infinity Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : STKIP Siliwangi Bandung

Penelitian ini merupakan kuasi eksperimen berbentuk kelompok kontrol pretes-postes, dengan perlakuan pendekatan pembelajaran Think-Talk-Write (TTW) dan pembelajaran konvensional. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa peningkatan kemampuan komunikasi matematik siswa yang memperoleh pembelajaran dengan kooperatif Think-Talk-Write (TTW) lebih baik daripada siswa yang memperoleh pembelajaran dengan cara konvensional.Â Kata kunci : komunikasi matematik,Â Think-Talk-Write (TTW)Â Â This research is a form of quasi-experimental pretest-posttest in controlling group, which is using both of the cooperative learning approach of Think-Talk-Write (TTW) and the conventional learning. Based on the results of data analysis, it is concluded that the improvement of mathematical communication abilities of students who received cooperative learning with Think-Talk-Write (TTW) is better than the students who received the conventional learning.Â Keywords: mathematical communication, Think-Talk-Write (TTW)

PENDEKATAN INDUKTIF-DEDUKTIF DISERTAI STRATEGI THINK-PAIR-SQUARE-SHARE UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN BERPIKIR KRITIS SERTA DISPOSISI MATEMATIS SISWA SMA Sumaryati, Enung
Jurnal Infinity Vol 2, No 1 (2013): Volume 2 Number 1, Infinity
Publisher : STKIP Siliwangi Bandung

Makalah ini melaporkan temuan satu eksperimen dengan disain tes awal-tes akhir dan kelompok kontrol yang dilaksanakan dengan mengimplementasikan pendekatan induktif-deduktif disertai dengan strategiÂ Think-Pair-Square-Share untuk meningkatkan kemampuan pemahaman dan kemampuan berpikir krtis matematis siswa. Studi ini melibatkan 81 siswa kelas-11 dari satu SMA di Cimahi. Instrumen penelitian terdiri dari tes pemahaman matematis, tes berpikir kritisÂ matematis dan skala pendapat. Studi menemukan bahwa pendekatan induktif-deduktif disertai dengan strategiÂ Think-Pair-Square-Share Â lebih unggul dalam meningkatkan kemampuan pemahaman dan berpikir kritisÂ matematis siswa daripada pembelajaran biasa. Kemampuan pemahaman dan kemampuan berpikir krtis matematis siswa yang mendapat pembelajaran dengan pendekatan induktif-deduktif disertai dengan strategiÂ Think-Pair-Square-ShareÂ tergolong sedang dan kemampuan matematisÂ siswa yang memperoleh pembelajaran biasa tergolong kurang. Namun ditemukan tidak terdapat perbedaan disposisi matematis pada kedua kelas, dan diposisi matematis tersebut tergolongÂ sedang. Selain itu, studi juga menemukan terdapat asosiasi yang lemah antar kemampuan pemahaman, berpikir kritis, dan disposisi matematis. Namun siswa menunjukkan pendapat yang positif terhadap pembelajaran dengan pendekatan induktif-deduktif disertaiÂ strategi Think-Pair-Square-Share.Â Kata KunciÂ Â Â : pendekatan induktif-deduktif,Â strategi Think-Pair-Square-Share, pemahaman matematis, berpikir kritis matematis, diposisi matematisÂ Â Â This paper presents the findings from a pretest-post test experimental control group design conducted by using inductive-deductive approach accompanied with Think-Pair-Square-Share strategy to investigate studentsâ mathematical understandingÂ andÂ critical thinkingÂ abilities and studentsâ disposition toward teaching approach. The study involvedÂ 81 grade-11 students from a Senior High School in Cimahi. The instrumens were mathematical understandingÂ and mathematical critical thinking abilities tests, and an opinion scale. The study found that inductive-deductive approach accompany withÂ Think-Pair-Square-Share strategy was able to improve studentsâ mathematical understandingÂ and mathematical critical thinkingÂ abilities better than conventional teaching. Mathematical understandingÂ and mathematical critical thinkingÂ abilities of students taught byÂ inductive-deductive approach accompanied with Think-Pair-Square-Share strategy were classified as medium whereas those mathematical abilities of students taught by conventional approach were classified asÂ low. However, there was no difference in mathematical disposition between students taught by inductive-deductive approach accompany with Think-Pair-Square-Share strategyÂ and students taught by conventional teaching, and both mathematical disposition were classified as medium. The study also found that there were low association amongÂ mathematical understanding, critical thinking, and disposition. Moreover, the study found that students performed positive dispositionÂ towardÂ inductive-deductive approach accompany withÂ Think-Pair-Square-Share strategy.Â Key wordsÂ Â Â Â :Â inductive-deductive approach, Think-Pair-Square-Share strategy, mathematical understanding, critical mathematical thinking, disposition

PEMBELAJARAN MATEMATIKA BERBASIS-MASALAH YANG MENGHADIRKAN KECERDASAN EMOSIONAL Ibrahim, Ibrahim
Infinity Journal Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : STKIP Siliwangi Bandung

Problem-based learning in the context of mathematics learning is a math learning strategies in the classroom with activities solve mathematical problems so that students can construct mathematical knowledge by himself. In connection with the efforts to achieve the learning objectives of mathematics through problem-based learning, of course, requires students to use the potential optimally. Meanwhile, to create mathematical learning process with the use of students potential optimally, then the emotional intelligence of the students need to be a concern. Emotional considerations in mathematics learning in particular may be a bit much help in receiving math, in the middle of contention that still believed by most students, that math is a difficult subject. Thus, the presence of emotional intelligence can be seen as aspects to consider, it can even be used as the basis for follow-problem-based learning process well so that the achievement of mathematics learning in their entirety.

PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA Hutagaol, Kartini
Infinity Journal Vol 2, No 1 (2013): Volume 2 Number 1, Infinity
Publisher : STKIP Siliwangi Bandung

Masalah dalam penelitian ini adalah lemahnya kemampuan representasi matematis siswa.Â Penelitian ini berbentuk eksperimen, kelompok eksperimen diberi perlakuan pembelajaranÂ kontekstual, dan kelompok kontrol diberi perlakuan pembelajaran konvensional.Â Pengumpulan data dilakukan dengan menggunakan instrumen tes hasil belajar kemampuanÂ representasi matematis siswa. Instrumen tersebut telah memenuhi syarat validitas isi,Â sehingga telah memiliki ketepatan untuk digunakan sebagai instrumen penelitian, sertaÂ memiliki koefisien reliabilitas 0,76 dan diinterpretasikan bahwa derajat reliabilitas instrumenyang digunakan adalah kategori tinggi dengan demikian dapat dipercaya sebagai alat ukurÂ penelitian. Temuan dalam penelitian ini adalah pembelajaran kontekstual dapatmeningkatkan kemampuan representasi matematis siswa sekolah menengah pertama. HasilÂ belajar siswa yang mendapat pembelajaran dengan menggunakan pembelajaran kontekstual,Â kemampuan representasinya lebih baik daripada hasil belajar siswa yang menggunakanÂ pembelajaran konvensioanal. Temuan lainnya: siswa yang belajar dengan pembelajaranÂ kontekstual kemampuan mengkaji, menduga, hingga membuat kesimpulan berkembangÂ dengan baik, dibanding siswa yang menggunakan pembelajaran biasa. Kata Kunci : Kemampuan Representasi Matematis, Pembelajaran Kontekstual.Â Â The problem in this study is the lack of representation of students mathematical ability. ThisÂ form of experimental research, the experimental group was treated contextual learning, andÂ a control group treated with conventional learning. The data was collected using the resultsÂ of the test instruments capability representation of students mathematical learning. TheÂ instrument has content validity qualify, so it already has the accuracy to be used as aresearch tool, and has a reliability coefficient of 0.76 and interpreted that the degree ofÂ reliability of the instrument used is a high category can thus be trusted as a measure ofresearch. The findings in this study are contextual learning can improve studentsÂ mathematical representation of junior high school. Learning outcomes of students whoÂ received learning using contextual learning, the ability of representation is better than theÂ results of student learning using learning konvensioanal. Other findings : students arelearning with the ability to assess contextual learning, suspect, to make inferences is wellÂ developed, compared to students who use ordinary learning. Key words : Mathematical representation capability, Contextual Learning

PENGEMBANGAN BAHAN AJAR MELALUI PENELITIAN DESAIN Mulyana, Tatang
Infinity Journal Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : STKIP Siliwangi Bandung

Saat ini, guru-guru matematik dan pihak-pihak terkait telah mencoba membuat bahan ajaryang sesuai dengan tuntutan Kurikulum Matematika 2006 atau KTSP, namun hasilnyakurang memuaskan. Hal ini akibat dari pembuatan bahan ajar hanya berdasarkan padaperkiraan atau asumsi-asumi dari pembuat bahan ajar, yaitu diasumsikan siswa akan belajarmelalui lintasan belajar tertentu. Salah satu solusi untuk menyelesaikan masalah tersebutadalah dengan cara mengembangkan Hypothetical Learning Trajectory melalui PenelitianDesain. Kata Kunci : Bahan Ajar, Penelitian Desain, Hypothetical Learning Trajectory.Â Â Mathematic teachers and other related agents have all these years been trying to formulateteaching materials that are appropriate with the demands of 2006 mathematic curriculum orKTSP (school-based curriculum). Yet, the results have not been as what are expected. This isdue to the fact that the formulation of teaching materials are only based on estimations andassumptions stating that students will only learn on certain learning tracks. One of solutionsto solve the problem is developing Hypothetical Learning Trajectory by using DesignResearch. Key Words: Teaching Materials, Design Research, Hypothetical Learning Trajectory.

MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN DISPOSISI MATEMATIK SISWA MADRASAH TSANAWIYAH MELALUI PEMBELAJARAN GENERATIF Sugilar, Hamdan
Infinity Journal Vol 2, No 2 (2013): Volume 2 Number 2, Infinity
Publisher : STKIP Siliwangi Bandung

Penelitian ini merupakan penelitian kuasi eksperimen dengan disain kelompok kontrol tidak ekivalen karena tidak adanya pengacakan dalam menentukan subjek penelitian. Peneliti tidak membentuk kelas baru berdasarkan pemilihan sampel secara acak. Subjek sampel diambil dua kelas dari kelas VII siswa MTs Negeri Cikembar Kabupaten Sukabumi, satu kelas sebagai kelas eksperimen dengan pembelajaran generatif dan satu kelas sebagai kelas kontrol dengan pembelajaran konvensional. Instrumen yang digunakan adalah tes dan non tes. Hasil studi penelitian ini adalah: 1) peningkatan kemampuan berpikir kreatif siswa yang mengikuti pembelajaran generatif lebih baik daripada siswa yang mengikuti pembelajaran matematika secara konvensional ditinjau dari pencapaian hasil belajar dan peningkatan kemampuan berpikir kreatif. Kemampuan berpikir kreatif kelas eksperimen termasuk pada kategori sedang sedangkan kelas kontrol termasuk kategori rendah.2) terdapat perbedaan peningkatan kemampuan berpikir kreatif matematik antara siswa kemampuan tinggi, sedang, dan rendah yang mendapat pembelajaran generatif, 3) disposisi matematik siswa yang mengikuti pembelajaran matematika melalui pembelajaran generatif lebih baik daripada siswa yang mengikuti pembelajaran matematika secara konvensional, disposisi matematik siswa pada kelas eksperimen termasuk pada kategori sedang, sedangkan pada kelas kontrol disposisi matematik termasuk pada kategori rendah. 4) terdapat interaksi antara model pembelajaran dan tingkat kemampuan awal siswa dalam menghasilkan kemampuan berpikir kreatif. 5) terdapat asosiasi antara kemampuan berpikir kreatif matematik dengan disposisi matematik, kategori asosiasinya tinggi.Kata Kunci : Pembelajaran Generatif, Berpikir Kreatif, Disposisi MatematikÂ Â This research quasi-experiment with design controls not equivalent as there is not a beating in determining the subject research. Researchers does not set up new class based on the election samples randomly. The subject samples taken two classes of class VII students MTs Cikembar Sukabumi, a class as class experiment with learning generative and one class as control classes with conventional teaching. Instruments that used is testing and non-test. Result of the study this research are: 1) increase the capacity and capability creative thinking students attending generative learning better than students who follow in mathematics teaching conventional learning achievement in terms of and increase the capacity and capability creative thinking. Ability to think creative class experiments, including in category is while control classes include category rendah.2 increase the capacity and capability) there are differences between the students think creatively mathematical ability, is low, and who got a lesson generative, 3) Mathematical Disposition students attending mathematics lessons by learning generative better than students who follow in mathematics teaching conventional, this mathematical disposition students in the class experiments, including in category, while in control classes this mathematical disposition including in category is low. 4) There is interaction between models in teaching and skill level early students in producing creative ability to think. 5) There is the association between ability to think creatively mathematical with Disposition, mathematical category association.Key words : Learning Generative, Creative Thinking, Mathematical Disposition

DISPOSISI STATISTIS MAHASISWA DALAM PEMBELAJARAN STATISTIKA DASAR Priatna Martadiputra, Bambang Avip
Infinity Journal Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : STKIP Siliwangi Bandung

Tulisan ini berisi hasil penelitian tentang disposisi statistis mahasiswa S1 pendidikan matematika yang mengikuti perkuliahan Statistika Dasar pada sebuah Perguruan Tinggi Negeri di Kota Bandung. Disposisi statistis atau disposisi produktif terhadap statistika sebagai kecenderungan seseorang mahasiswa untuk berpikir dan berbuat dengan cara yang positif dan konstruktif yang berlangsung dalam kegiatan statistis. Hasil penelitian menginformasikan bahwa disposisi statistis mahasiswa pada awal semester, tangah semester, dan pada akhir semester masih belum optimal. Infromasi tersebut mengindikasikan bahwa model atau pendekatan pembelajaran statistika dasar yang digunakan oleh dosen kurang efektif untuk meningkatkan disposisi statistis mahasiswa. Â Kata kunci: disposisi statistisÂ Â This paper contains the results of research on the dispositionÂ statistical for mathematics education students attending Basic Statistics at the State University in Bandung. The disposition statistical or productive disposition as a tendency of studentÂ to think and act in a positive and constructive in statistical activities. The results inform that the disposition statistical of student in the early of the semester, the hands of the semester, and at the end of the semester is not optimal. The information indicates that the model or approach of learning to basic statistics used of teacher is less effective to enhance of the studentsÂ disposition statistical. Keywords: statistical dispositionÂ

BELAJAR BERKOMUNIKASI DAN KOMUNIKASI UNTUK BELAJAR DALAM PEMBELAJARAN MATEMATIKA Lanani, Karman
Infinity Journal Vol 2, No 1 (2013): Volume 2 Number 1, Infinity
Publisher : STKIP Siliwangi Bandung

Kegiatan pembelajaran merupakan proses komunikasi untuk menyampaikan pesan dari pendidik kepada peserta didik, bertujuan agar pesan dapat diterima dengan baik dan berpengaruh terhadap pemahaman serta terbentuknya perubahan tingkah laku. Komunikasi edukatif dalam pembelajaran matematika menjadi faktor yang juga berpengaruh terhadap keberhasilan kegiatan pembelajaran matematika. Komunikasi pembelajaran dapat efektif apabila terdapat aliran respon informasi dua arah antara komunikator dan komunikan. Setidaknya terdapat lima aspek yang perlu dipahami dalam membangun komunikasi yang efektif, yaitu: kejelasan, ketepatan,Â konteks, sistematika yang jelas, dan budaya komunikator atau komunikan. Mengkomunikasikan matematika, diperlukan kemampuan berkomunikasi yang efektif. Baik guru maupun siswa dalam pembelajaran matematika diharapkan mampu mengomunikasikan pikiran matematisnya secara lisan dan tertulis, secara koheren dan jelas, menggunakan bahasa matematika untuk mengekspresikan gagasannya secara tepat, mengelola pikiran matematisnya melalui komunikasi, menganalisis dan mengevaluasi pikiran matematis siswanya. Hal ini dimaksudkan agar siswa berkemampuan komunikasi secara efektif dalam : (1) menghubungkan benda nyata, gambar, dan diagram ke dalam idea matematika, (2) menjelaskan idea, situasi, dan relasi matematik, secara lisan dan tulisan dengan benda nyata, gambar, grafik dan aljabar, (3) menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika, (4) mendengarkan, berdiskusi, dan menulis tentang matematika, (5) membaca dengan pemahaman suatu presentasi Matematika tertulis, (6) membuat konjektur, menyusun argumen, merumuskan definisi dan generalisasi, (7) menjelaskan dan membuat pertanyaan matematika yang telah dipelajari.Â Kata KunciÂ Â Â : Komunikasi educatif, komunikasi efektif, dan komunikasi dalam pembelajaran matematika.Â Learning activity is a process of communication to convey a message from educators to students, aims to be well received messages and affect the understanding of the formation and behavior change. Educational communication in mathematics learning becomes a factor that also affects the success of the mathematics learning activities. Communication learning can be effective if there is a two-way flow of information between the response of the communicator and the communicant. There are at least five aspects that need to be understood in establishing effective communication, namely: clarity, accuracy, context, a clear systematic, and cultural communicator or communicant. Communicating mathematics, required ability to communicate effectively. Both teachers and students in learning mathematics are expected to communicate mathematical thinking orally and in writing, coherently and clearly, using the language of mathematics to express ideas precisely, mathematical thinking through communication manage, analyze and evaluate the mathematical thinking of their students. It is intended to make students capable of effective communication in: ( 1 ) connecting real objects, drawings, and diagrams into mathematical ideas, ( 2 ) explain the idea, situation, and mathematical relationships, orally and in writing with real objects, pictures, graphics and algebra, ( 3 ) states a daily occurrence in the language or mathematical symbols, ( 4 ) listen, discuss, and write about mathematics, ( 5 ) read with understanding a written presentation mathematics, ( 6 ) make conjectures, formulate arguments, formulate definition and generalization, ( 7 ) to explain and make math questions that have been studied.Â Key wordsÂ Â Â Â Â Â Â Â Â Â Â : Communication educatif, effective communication, and communication in learning mathematics

PENERAPAN TEORI PERKEMBANGAN MENTAL PIAGET PADA KONSEP KEKEKALAN PANJANG Alhaddad, Idrus
Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : STKIP Siliwangi Bandung

According to the mental development of Piagets theory, there are four stages of cognitive development in children, namely: 1) sensory phase motors, from birth until the age of about 2 years; 2) Phase pre operations, from the age of about 2 years to about 7 years; 3) stage of concrete operations, from the age of about 7 years to about 11-12 years; and 4) the stage of formal operations, from the age of about 11 years to mature.Each stage of mental development have a nature or characteristic of each. One of the characteristics that appear in the stage of concrete operations among which at this stage that children are beginning to understand the concept of eternity. Among the concept of eternity long (7-8 years). Of course it is aimed at children abroad where Jean Piaget did research, namely in the State Switzerland.The question is whether the stages of child development applies also to the children in our country. The results of our study showed that, there are children according to age are at the stage of concrete operations is not yet understand the concept of eternity long.Â

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