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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 241 Documents

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HIMPUNAN KOMPAK PADA RUANG METRIK Cece Kustiawan
Jurnal Infinity Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Makalah ini menyajikan definisi dan teorema-teorema himpunan kompak yang bertujuanuntuk menentukan kekompakan suatu himpunan pada ruang metrik. Misalkan E adalah suatuhimpunan yang tidak kosong pada ruang metrik Kata Kunci : Ruang Metrik, Persekitaran, Titik Limit, Interval Bersarang, Selimut Terbuka, Himpunan Terbuka, Himpunan Tertutup, dan Himpunan Terbatas. This paper presents the definitions and theorems of compact set which aimed to determinethe compactness of a set in a metric space. Suppose E is a non-empty set in a metric spaceKeywords : Metric spaces, Neighborhood, Limit point, Nested interval, Open covering, Open set, Closed set, and Boundary set.

RUANG BARISAN SELISIH C0 Δm ,C Δm ,l∞ Δm DAN lp Δm Hery Suharna
Jurnal Infinity Vol 2, No 2 (2013): Volume 2 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Ruang urutan sebagai salah satu konsep dalam analisis, membahas tentang urutan yang ruang urutan ????0,???? ,ℓ∞ and ℓ???? 1≤????≤∞ . Beberapa hasil penelitian sebelumnya membuktikan bahwa ruang urutan ????0,???? ,ℓ∞ and ℓ???? 1≤????≤∞ adalah ruang Banach, Solid dan BK-Ruang. Berdasarkan ilustrasi di atas, tesis ini akan membahas tentang perbedaan urutan ruang ℓ∞ Δ???? , ???? Δ???? , ????0 Δ???? dan ℓ???? Δ???? untuk semua m ∈ N, adalah ruang Banach, Solid, BK-Ruang dan Pengoperasian dari perbedaan ruang urutan linear yang berkesinambungan. Metode yang digunakan dalam penelitian ini adalah dengan mempelajari dan bahan memeriksa tentang perbedaan urutan ruangℓ∞ Δ???? , ???? Δ???? , ????0 Δ???? dan ℓ???? Δ???? untuk semua m ∈ N melalui karya ilmiah yang terkandung dalam sebuah publikasi dari jurnal yang sama dan buku teks yang mendukung. Hasil penelitian ini membuktikan bahwa perbedaan urutan spaces ℓ∞ Δ???? , ???? Δ???? , ????0 Δ???? dan ℓ???? Δ???? untuk semua m ∈ N, adalah ruang Banach, Solid, BK-Ruang dan Pengoprasian dari perbedaan ruang urutan linear yang berkesinambungan.Kata Kunci : Ruang Norm, Solid, BK-Ruang (Banach Kontinyu) dan Operator Linear KontinuSequences spaces as one concept in analysis, discussing about sequences which are sequences spaces ????0,???? ,ℓ∞ and ℓ???? 1≤????≤∞ . Some previous resecrhes han proved that sequences spaces ????0,???? ,ℓ∞ and ℓ???? 1≤????≤∞ are Banach spaces, Solid and BK-Spaces. Based on illustration above, this thesis will discuss abouth differences sequences spaces ℓ∞ Δ???? , ???? Δ???? , ????0 Δ???? and ℓ???? Δ???? for all ????∈ℕ, are Banach spaces, Solid, BK-Spaces and and operator from the defferences sequences spaces is linear and continuous. The method that used in this thesis are by studying and examining materials about differences sequences spaces ℓ∞ Δ???? , ???? Δ???? , ????0 Δ???? and ℓ???? Δ???? for all ????∈ℕ through scientifit work which be contained in a publication of same journal and supporting text book. The result of this research proved that differences sequences spaces ℓ∞ Δ???? , ???? Δ???? , ????0 Δ???? and ℓ???? Δ???? for all ????∈ℕ, are Banach spaces, Solid, BK-Spaces and operator from the defferences sequences spaces is linear and continuous.Key words : Norm spaces, Solid, BK-Spaces (Banach Continuous) and Linear Continuous Operators

MEMBANGUN KEAKTIFAN MAHASISWA PADA PROSES PEMBELAJARAN MATA KULIAH PERENCANAAN DAN PENGEMBANGAN PROGRAM PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN KONSTRUTIVISME DALAM KEGIATAN LESSON STUDY Farida Nurhasanah
Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Subject Planning and Development of Mathematics Teaching Programis one of the compulsory subjects studied by the student teachersmathematics. although students have a pretty good value at this course,it turns out the learning process that lasts until today is still dominated by a teacher centered approach. Students tend to be passive and silent throughout the learning process takes, and lecturers dominated by lecture method. It is an irony, because the current student teachers introduced in a constructivist approach, which is student-centered approach. With this approach the expected knowledge no longer be moved through lectures but built by individuals who learn. One effort peningakatan pembalajaran quality can be carried out through the lesson study. As one of the efforts to improve the quality of the learning process through lesson study activities it is necessary to study how keaktifkan and mastery learning students in the learning process in the course P4M that uses cooperative approach with the background konstrutivisme. In accordance with the object to be examined, this study is a qualitative research, consisting of three cycles with research subjects students take courses Planning and Development of Mathematics Learning Program in the first semester of the 2011/2012 academic year Class A in Mathematics Education Prodi FKIP UNS. Based on the analysis of data that consists of activities (1) reduce the data; (2) present data; (3) make findings and (5) triangulate the conclusion that that the activity of the student in the learning process in the course of Planning and Development Program Teaching Mathematics using constructivist approach and background cooperative looks dominant appeared on the group's activities or more likely awakened by the situation of sociological constructivism , Mastery learning students in the subject of Planning and Development of Teaching Mathematics Program by using a constructivist approach and cooperative background indicated increased with increasing activity of students in the learning process takes place.

MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF MATEMATIK DENGAN PENDEKATAN MODEL ELICITING ACTIVITIES (MEAS) PADA SISWA SMA Euis Istianah
Jurnal Infinity Vol 2, No 1 (2013): Volume 2 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Kemampuan berpikir siswa, baik berpikir kritis maupun berpikir kreatif merupakankemampuan yang penting untuk dimiliki agar dapat memecahkan persoalan-persoalan yangdihadapi dalam dunia yang senantiasa berubah. Pembelajaran matematika denganpendekatan Model-Eliciting Activities (MEAs) merupakan suatu alternatif pendekatan yangberupaya meningkatkan kemampuan berpikir kritis dan kreatif matematik siswa agar terusterlatih dengan baik. Penelitian ini bertujuan untuk menelaah peningkatan kemampuanberpikir kritis dan kreatif matematik antara siswa yang memperoleh pembelajaranmatematika dengan pendekatan MEAs dan siswa yang memperoleh pembelajaran denganpembelajaran biasa baik ditinjau secara keseluruhan maupun ditinjau secara kelompok siswa(kelompok atas dan kelompok bawah). Selain itu diungkap pula sikap siswa terhadappembelajaran matematika dengan pendekatan MEAs. Desain penelitian ini adalah pre-testpost-test control group design. Penelitian ini dilakukan di SMA pada level menengah. Datapenelitian dikumpulkan melalui tes dan angket. Analisis data dilakukan terhadap rerata gainternormalisasi antara kedua kelompok sampel dengan menggunakan kesamaan dua rerata.Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kreatif matematiksiswa yang belajar dengan pendekatan MEAs lebih baik secara signifikan daripada siswayang belajar dengan pembelajaran biasa, dan peningkatan kemampuan berpikir kritismatematik siswa yang belajar dengan pembelajaran biasa secara signifikan lebih baikdaripada siswa yang belajar dengan pendekatan MEAs. Selanjutnya peningkatan kemampuanberpikir kreatif matematik siswa baik kelompok atas maupun kelompok bawah yangmemperoleh pembelajaran matematika dengan pendekatan MEAs lebih baik secara signifikandaripada siswa kelompok atas dan kelompok bawah yang mendapatkan pembelajaran biasa,dan peningkatan kemampuan berpikir kritis matematik siswa baik kelompok atas maupunkelompok bawah yang belajar dengan pembelajaran biasa lebih baik secara signifikandaripada siswa kelompok atas dan kelompok bawah yang belajar dengan pendekatan MEAs.Selanjutnya analisis data angket sikap siswa memperlihatkan bahwa siswa menunjukan sikappositif terhadap pembelajaran matematika dengan pendekatan MEAs. Kata Kunci : kemampuan berpikir kritis dan kreatif matematik, pendekatan Model ElicitingActivities (MEAs) Students' thinking skills , both critical thinking and creative thinking is an important ability to have in order to solve the problems faced in a changing world . Mathematics learning approach to model - eliciting Activities (MEAs) is an alternative approach that seeks to improve the ability to think critically and creatively mathematics students to continue well trained . This study aims to examine the increase in critical and creative thinking skills among students receiving mathematics learning mathematics with MEAs and approach learning with students receiving regular lessons well reviewed as a whole and viewed in a group of students ( groups above and below the group ) . In addition revealed the attitude of students towards learning mathematics with MEAs approach . The study design was a pre-test post-test control group design . The research was conducted at the high school at midlevel. Data were collected through Tests and questionnaires. Data analysis was conducted on the mean normalized gain between the two groups of samples using the similarity of the two averages. The results showed that an increase in the ability of creative thinking of students who are learning mathematics with MEAs approach is significantly better than students who studied the regular learning , and enhancement of critical thinking skills that students learn mathematics with common learning is significantly better than students who learn to approach MEAs . Further increase students ' ability to think creatively mathematics both groups above and below the group that obtained the learning of mathematics with MEAs approach is significantly better than the group of students and groups that get under ordinary learning, and improved students' mathematical thinking skills critically well below the top group and the group that learn with regular learning is significantly better than the group of students and a group under study with MEAs approach . Further analysis of students' attitudes questionnaire data showed that students showed a positive attitude towards learning mathematics with MEAs approach . Key words : ability to think critically and creatively mathematical, approach to eliciting Model Activities (MEAs)

MEMBANGUN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA Wahid Umar
Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Until now, the role of teachers in building students' mathematical communication skills, especially in mathematics is still very limited. Communication skills are a very important aspect that needs to be owned by students who want to succeed in their studies. Similarly, according to Kist (Clark, 2005) effective communication skills is an ability that needs to be owned by the students for all subjects. Mathematical communication skills (mathematical communication) in the learning of mathematics is very necessary to be developed. This is because through mathematical communication students can organize mathematical thinking both orally and in writing. In addition, students are also able to provide an appropriate response among students and media in the learning process. Even in the association community, someone who has good communication skills will tend to be more adaptable to anyone where it is located in a community, which in turn will be a success in life.In this paper, the author presents the notion of mathematical communication skills, with coverage of two things: the ability of students to use mathematics as a tool of communication (language of mathematics), and the student's ability to communicate mathematics is learned as the content of the message should be delivered. How and why communication is important to build a mathematical community through open communication in the classroom.

ANALISIS PEMBELAJARAN KONSEP ESENSIAL MATEMATIKA SEKOLAH MENENGAH MELALUI PENDEKATAN KONTEKSTUAL SOCRATES Euis Eti Rohaeti
Jurnal Infinity Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Matematika merupakan ilmu yang terstruktur, dimana untuk menguasai suatu konsep matematika diperlukan penguasaan konsep matematika prasyaratnya. Kenyataan di lapangan penguasaan konsep esensial matematika siswa sekolah menengah masih lemah, dimana mereka kurang memiliki kemampuan pemahaman yang baik terhadap konsep dasar matematika yang berkaitan dengan materi yang akan dibicarakan. Untuk itu dilakukan penelitian untuk menganalisis pembelajaran matematika yang dilakukan oleh guru-guru SMP dan SMA dengan tujuan untuk memperoleh deskripsi tentang kekeliruan penyampaian konsep esensial matematika yang sering dilakukan oleh guru-guru tersebut serta memperbaiki kekeliruan tersebut. Pendekatan yang diterapkan adalah pendekatan kontekstual dengan mengadopsi cara Socrates mengajar murid-muridnya. Socrates mengajar murid-muridnya dengan tanya-jawab yang ditempuh dengan metode induksi dan definisi. Induksi yang menjadi metode Socrates ialah memperbandingkan secara kritis. Dengan melalui induksi sampai kepada definisi, definisi yang dicapai diuji lagi untuk mencapai perbaikan yang lebih sempurna. Hasil penelitian menunjukkan bahwa masih banyak kekeliruan yang dilakukan oleh guru-guru dalam penyampaian konsep-konsep esensial sekolah menengah karena mereka masih terlalu terpaku pada apa yang tertulis pada satu buku teks, tidak pernah melakukan studi komparatif terhadap berbagai sumber belajar, kurang memiliki wawasan yang luas terhadap materi yang sedang dibicarakan, terlalu terpaku kepada kebiasaan mengajar mereka dari waktu ke waktu. Dengan pendekatan Sokrates ini membuat mereka menyadari kekeliruannya, mendiskusikannya untuk perbaikan kekeliruan tersebut, dan membuat mereka termotivasi untuk lebih mengembangkan wawasan pengetahuan mereka. Kata Kunci : konsep esensial matematika, pendekatan kontekstual Sokrates As a subject teaching at any school level, mathematics is a strictly structured knowledge which requires concept mastery in order to comprehensively understand the subject. However, students at general high school level still find this subject a hard one indicated by their low mastery on the basic concepts of this subject. This study revealed that this fact is closely linked to the way the teachers in both Junior high school and senior high school level teach mathematics. It is found that most teachers involved in this study have mistakenly understood the concept which directly influences their teaching. In other words, the teachers still wrongly understand the basic concept due to their reluctance to use other teaching resources other than texts books they so far use. Adopting the Socrates approach in teaching in which question and answer is highly encouraged during the teaching and learning process, this study has been focused on the implementation of the approach resulting in a better understanding of the mathematics basic conceptby the teacher. Through an inductive process in teaching, this study also revealed that the teachers are aware of their wrong understanding upon the concepts of mathematics so far and have higher motivation to further discuss their understanding and widen their knowledge of those concepts crucial in the teaching of mathematics. Key words: essential mathematics concepts, Socrates contextual approach

PENGARUH PENDEKATAN SAVI TERHADAP KEMAMPUAN KOMUNIKASI DAN PENALARAN MATEMATIKSERTA KEMANDIRIAN BELAJAR SISWA SMP Haerudin Haerudin
Jurnal Infinity Vol 2, No 2 (2013): Volume 2 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

SAVI kepanjangan dari Somatis, Auditori, Visual, dan Intelektual merupakan sebuah pendekatan dalam pembelajaran yang diharapkan mampu memberikan kontribusi yang baik dalam upaya untuk meningkatkan kemampuan komunikasi dan penalaran matematik serta kemandirian belajar siswa SMP. Dalam pendekatan SAVI seluruh indera dipergunakan dalam belajar. Kemampuan mendengar, membaca, menyimak, merefleksi diri, mengatakan sesuatu, melakukan tindakan, dan mempergunakan intelektual merupakan bagian penting dari pendekatan SAVI. Dengan kemampuan tersebut, akan memudahkan siswa dalam mengkomunikasikan matematika, menggunakan daya nalarnya sehingga mudah difahami dan akhirnya akan menumbuhkan rasa kemandirin belajar yang tinggi.Kata Kunci : Pendekatan SAVI, Komunikasi Matematis, Penalaran Matematis, Kemandirian Belajar SAVI stands for Somatic, Auditory, Visual, and Intellectual is an approach to learning that is expected to give a good contribution in an effort to improve communication skills and mathematical reasoning, the independence of junior high students. In all senses SAVI approach used in the study. Listening skills, reading, listening, reflection, say something, take action, and use the intellectual is an important part of the SAVI approach. With these capabilities, will allow students to communicate mathematics, using the power of reason that is easily understood and will ultimately foster a high sense of independent learning.Key words : SAVI Approach, Mathematical Communication, Mathematical Reasoning, Learning Independence

ANALYZING THE MATHEMATICAL DISPOSITION AND ITS CORRELATION WITH MATHEMATICS ACHIEVEMENT OF ABSTRACT SENIOR HIGH SCHOOL STUDENTS Louise M. Saija
Jurnal Infinity Vol 1, No 2 (2012): Volume 1 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Salah satu standar yang diberikan oleh National Council of Teachers of Mathematics (NCTM) adalah disposisi matematik. Disposisi bukan sekedar merujuk pada sikap tetapi suatu kecenderungan untuk berpikir dan bersikap dalam cara yang positif. Penelitian ini bertujuan untuk menganalisa disposisi matematik dan hubungannya dengan hasil belajar matematika siswa-siswa sekolah menengah atas (SMA). Sampel pada penelitian ini adalah 149 siswa SMA di Bandung. Analisa statistik didasarkan pada korelasi peringkat Spearman dan uji-t. Ditemukan bahwa secara rata-rata, disposisi matematik dari siswa-siswa SMA dikategorikan rendah. Selanjutnya, terdapat korelasi positif dan signifikan antara disposisi matematik dan hasil belajar matematika siswa-siswa SMA, walaupun nilai koefisien korelasinya tidak tinggi. Suatu observasi juga dilakukan untuk menganalisa hubungan ini, dan didapati bahwa walaupun beberapa siswa memiliki disposisi matematik yang baik, kadang kala mereka tidak dapat menyelesaikan ujian dengan baik, karena padatnya kurikulum, dan juga aktifitas sosial mereka, yang membuat hasil belajar matematika mereka lebih rendah. Temuan lainnya adalah bahwa siswa-siswa SMA memerlukan guru-guru matematika dengan lebih banyak strategi mengajar agar mereka dapat memiliki disposisi matematik yang lebih baik. Kata Kunci: Disposisi Matematik, Hasil Belajar Matematika One of the evaluation standards given by the National Council of Teachers of Mathematics (NCTM) was mathematical disposition. Disposition refers not simply to attitudes but to a tendency to think and to act in positive ways. This study aimed to analyze the mathematical disposition and its correlation with mathematics achievement of senior high school (SMA) students. A total of 149 SMA students in Bandung were procured as samples. Statistical analysis was based on the Spearman rank correlation and on the t-test. The findings showed that at average, the mathematical disposition of the SMA students were categorizing low. Furthermore, there was a positive and significant correlation between mathematical disposition and mathematics achievement of the SMA students, though the correlation coefficient was not high. An observation was also made to analyze this correlation, and it was found that though some students have good mathematical disposition, sometimes they could not do the tests well, because of the condensed curriculum, and also their social activities, which make their mathematics achievement become lower. Another finding was that SMA students need teachers with some more mathematics teaching strategy for them to gain better mathematical disposition. Key words: Mathematical Disposition, Mathematics Achievement.

PENERAPAN PEMBELAJARAN DENGAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) SECARA BERKELOMPOK UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DI KELAS X SMA Atik Krismiati
Jurnal Infinity Vol 2, No 2 (2013): Volume 2 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan pemecahan masalah matematis serta kinerja siswa. Subyek populasi dalam penelitian ini adalah siswa SMA Aloysius Bandung. Pendekatan yang digunakan dengan PMR. Instrumen yang digunakan terdiri dari: tes kemampuan pemecahan masalah dan aktivitas siswa selama pembelajaran. Secara keseluruhan siswa yang pembelajaran pemecahan masalah dengan metode PMR lebih baik dalam meningkatkan kemampuan pemecahan masalah, yaitu terlihat dengan adanya peningkatan dari siklus I ke siklus II. Kesulitan siswa terutama pada permasalahan dengan aspek argumentasi dan keakuratan. Selain itu kelebihan dari metode ini siswa lebih terlihat menyukai yaitu terlihat dengan antusiasnya mengerjakan tugas-tugas dari guru serta memberi alasan secara geometri, kreativitas, dan generalisasi yang sebagian besar perwujudannya dilakukan oleh siswa sendiri. Berdasarkan respon dan hasil akhir LKS menunjukkan aktivitas, dan kinerja yang lebih meningkatkan untuk setiap siklusnyaKata Kunci : Pendidikan Matematika Realistik, Pemecahan Masalah Matematis The purpose of this study is to determine the increase in mathematical problem-solving skills as the well as student performance. The population subjects in this study are the high school students Aloysius Bandung . The approach applied is PMR . The used instruments consisted of : problem solving ability testing and students activities during the learning process. Overall, the students who are applying PMR method is better, which is seen from the increasing cycle I to cycle II. The primary students difficulties are on problems with aspects of argumentation and accuracy. However the advantages of this method the students look more enthusiastic in doing the tasks given are by the teachers, and they are also able to give geometrical and creative reasons. Which most of its manifestations are generally made by the students themselves. Based on the response and the final results of the students worksheets, they show the improvise activities performance in every cycle.Key words : realistic mathematics education, mathematical problem solving

Peningkatan Kemampuan Berpikir Statistis Mahasiswa S1 Melalui Pembelajaran MEAs yang Dimodifikasi Bambang Avip Priatna Martadiputra
Jurnal Infinity Vol 1, No 1 (2012): Volume 1 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

This paper contains the results of research on improving the ability to think statisis S1 students through the learning model-eliciting Activities (MEAs) are modified from the MEAs that have been developed by Garfield, Delmas and Zieffler (2010) by entering the didactical Design Research (DDR) when creating instructional materials , In this research, quasi experimental method with a pretest-posttest design. Research carried out on all students S1 Department of Mathematics Education of a State in Bandung who are following the lecture Basic Statistics on odd semester of 2011/2012 academic year. In the control class (class A student Pend Prodi. Mat force 2010/2011 39) were given conventional learning while the experimental class 1 (student of class B Prodi Pend. Mat force 2010/2011 41 people) and the experimental class 2 (student Prodi Pend. Mat force repeating 2008/2009 Basic Statistics 12 persons) were given a modified learning MEAs. Furthermore, in each class, the students were divided into three groups: high, medium and low based on a score initial capability test results statistically (TKAS). Data on statistical thinking skills students thinking skills obtained through statistical tests (TKBS), while the disposition of the statistical data is obtained by using scale student disposition. The results showed that there are differences in the increase in the ability to think statistically significant student between the control class, the experimental class 1 and class experiment 2. Increased statistical thinking skills students use learning MEAs modified significantly higher compared to students using conventional teaching. There are differences increase student statistically significant disposition between the control class, the experimental class 1 and class experiment 2. Improved statistical disposition of students who use the learning MEAs modified significantly higher compared to students using conventional teaching.

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