The effect of the infusion learning approach on the students’ truth-seeking behavior on Cartesian coordinates

Abstract

The purpose of this study is to describe the factors that cause junior high school students to not behave in truth-seeking when responding to math problems as well as changes in the truth-seeking behavior of junior high school students after the application of learning that familiarizes truth-seeking with Cartesian Coordinates material. Data collection methods in this study were tests, observations, and interviews. The test questions include pre-test and post-test questions with the type of Problem With No Specified Universal Set (PWNSUS). Observations are carried out simultaneously with giving tests to see student activity in working on questions. The results of this study are first, the factors that cause junior high school students not to behave truth-seeking when working on pre-test questions are (a) assuming that the questions given by the teacher are complete, so there is no need to determine the universal set on the questions given, (b) the teacher does not familiarize students with truth-seeking behavior and the questions given during the learning process are routine, (c) low understanding of the concept of Set material, and (d) accustomed to working on questions without re-checking the results of calculations that have been obtained. Second, students experience changes in truth-seeking behavior, namely, they have started to get used to doing truth-seeking when working on math problems after getting truth-seeking infusion learning.