http://www.e-journal.stkipsiliwangi.ac.id/index.php/infinity/issue/feedInfinity Journal2024-01-28T01:40:50+00:00Wahyu Hidayatinfinity@journal.ikipsiliwangi.ac.idOpen Journal Systems<p><strong>Infinity Journal</strong> is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under the collaboration between the <strong><a href="http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/management/settings/context/index.php/index">IKIP Siliwangi</a> </strong>and<strong> <a href="https://i-mes.org/daftar-jurnal-yang-bekerja-sama-dengan-i-mes/">Indonesian Mathematics Educators' Society (IMES)</a></strong>. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a <strong>minimum of two International Reviewers through the double-blind review process</strong>. This is to ensure the quality of the published manuscripts in the journal.</p> <p>The<strong> Infinity Journal</strong> welcomes high-quality manuscripts resulted from a research project in the <strong><a href="http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/management/settings/context/index.php/infinity/pages/view/focus-and-scope">scope</a></strong> <strong>of mathematics education</strong>, which includes, but is not limited to the following topics: <strong>Mathematics Ability, Realistic Mathematics Education, ICT in Mathematics Education, and Design/Development Research in Mathematics Education</strong>. The manuscript must be original research, written in <strong>English</strong>, and <strong>not be simultaneously submitted to another journal or conference</strong>.</p>http://www.e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4598Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers2024-01-28T01:40:50+00:00Tommy Tanu Wijaya202139130001@mail.bnu.edu.cnWahyu Hidayatwahyu@ikipsiliwangi.ac.idNeni HermitaNeni.hermita@lecturer.unri.ac.idJesi Alexander Alimjesi.alexander@lecturer.unri.ac.idCorrienna Abdul Talibcorrienna@utm.my<p>As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.</p>2024-01-28T00:00:00+00:00Copyright (c) 2024 Infinity Journalhttp://www.e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4579Impact of "Donkey", "Snap" dan "King" (DSK) non-digital gamification cards on fourth-grade students' math performance in fractions2024-01-22T04:10:12+00:00Mohd Afifi Bahurudin Setambahmohdafifi@fpm.upsi.edu.myMazlini Adnanmazlini@fsmt.upsi.edu.mySyaza Hazwani Zainisyaza@fpm.upsi.edu.myMujiasih MujiasihMuji.asih@walisongo.ac.idRiyan Hidayatriyan@upm.edu.myMuhammad Alhaji Ibrahimma.ibrahim@slu.edu.ngHayato Hanazonohanazono@staff.miyakyo-u.ac.jp<p>This research investigates the impact of Non-digital Gamification (NDG) techniques on students' math achievement, focusing on Fractions. Utilizing a quasi-experimental design, the study involved 100 primary school students in Perak. Two groups were formed: the control group, which followed traditional teaching methods, and the experimental group, which experienced NDG learning approaches. The findings indicate that students using NDG perform better in math (fractions) assessments compared to those using conventional methods. This study provides empirical evidence supporting the efficacy of NDG in teaching Fractions. The results underscore the potential for educators to innovate and enhance gamification tools, particularly in mathematics, contributing to educational advancements aligned with the goals of the Malaysian Ministry of Education.</p>2024-01-31T00:00:00+00:00Copyright (c) 2024 Infinity Journalhttp://www.e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4506The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability2024-01-25T13:43:59+00:00Sri Sutarniss101@ums.ac.idSutama Sutamasutama@ums.ac.idHarun Joko PrayitnoHarun.Prayitno@ums.ac.idAnam Sutopoanam_sutopo@ums.ac.idPasttita Ayu Laksmiwatipasttitalaks@gmail.com<p>This study aims to provide educational resources in the form of worksheets based on Realistic Mathematics Education (RME) principles and focus on the topic of equal fractions. The main criteria for these resources are validity, feasibility, and effectiveness. The development methodology employed in this study is the ADDIE model, which encompasses the Analysis, Design, Development, Implementation, and Evaluation stages. The participants of this study consisted of 14 pupils enrolled in class IV at SDM Alam Surakarta. The assessment tools employed consisted of assessments on student learning outcomes about equivalent fractions and supplementary materials in the form of questionnaires, interview guides, and observation sheets. The examination of the data reveals that the learning tools have achieved a high level of validity, falling inside the extremely valid category, with an average score of 4.26. The feasibility test for the LKS, conducted by the assisting instructor, yielded an average score of 4.4. The pupils' performance on the LKS assessment yielded an average score of 4.89, placing them in the "very feasible" category. The classical student learning outcomes achieved a completeness of 85.71%, as evidenced by an average score of 80.35. Notably, 12 students attained a complete score. There is a noticeable upward trend in student engagement during each learning session. The findings from the data analysis conducted on instructors' competencies in managing RME-based learning revealed an average score of 92, indicating a high level of proficiency. Students who were qualitatively integrated into the eligibility questionnaire also expressed positive responses. Therefore, learning tools based on Realistic Mathematics Education (RME) exhibit high validity, feasibility, and effectiveness in educational settings, as they have been empirically demonstrated to enhance students' mathematical proficiency.</p>2024-03-16T00:00:00+00:00Copyright (c) 2024 Infinity Journalhttp://www.e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4266Cognitive load scale in learning formal definition of limit: A rasch model approach2023-12-29T11:22:29+00:00Rina Oktaviyanthirinaokta@unsera.ac.idRia Noviana Agusria_an99@yahoo.co.idMark Lester B. Garciamark.garcia@obf.ateneo.eduKornkanok Lertdechapatkornkanok.l@chula.ac.th<p>Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.</p>2024-01-23T00:00:00+00:00Copyright (c) 2024 Infinity Journalhttp://www.e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4249The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action2023-12-29T01:43:50+00:00Surya Sari Faradibasuryasarifaradiba@unisma.ac.idAlifianialifiani@unisma.ac.idNurul Akmal Md Nasirnurulakmal@uitm.edu.my<p>This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities <em>X</em><sup>2</sup>(12) = 26.836, <em>p</em> = 0.008, <em>V</em> = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.</p>2024-01-10T00:00:00+00:00Copyright (c) 2024 Infinity Journal