Pub Date : 2017-01-29DOI: 10.22460/infinity.v6i1.236
Khaerunisak Khaerunisak, Kartono Kartono, I. Hidayah, A. Fahmi
This research aimed to test RME learning with an effective scientific approach to improving mathematical literacy and self-efficacy, obtaining an overview of the mathematical literacy diagnostic assessment results that has high, medium and low self-efficacy as well as student difficulties in learning RME with a scientific approach. This research using mix method concurrent embedded with the subject of research is students class VIII. The research begins with a mathematical literacy diagnostic assessment and self-efficacy inventory then performed RME learning in experimental class and conventional learning in control class. Quantitative analysis was conducted to test the effectiveness of learning and deepened with the interview as a qualitative analysis. Learning RME with a scientific approach effective is marked by the achievement of classical completeness, the proportion of students' mathematical literacy, self-efficacy and the difference in pre-post students’ mathematical literacy on RME learning better than conventional learning. The results of students’ mathematical literacy diagnostic assessment fit the criteria of self-efficacy students except for medium mathematical literacy that having high self-efficacy. Student difficulties in RME learning with the scientific approach are based on the results of mathematical literacy diagnostic assessment, namely language skills problem, the capacity to understand, create strategies, and create the algorithm.
{"title":"The Analysis of Diagnostic Assesment Result in Pisa Mathematical Literacy Based on Students Self-efficacy in Rme Learning","authors":"Khaerunisak Khaerunisak, Kartono Kartono, I. Hidayah, A. Fahmi","doi":"10.22460/infinity.v6i1.236","DOIUrl":"https://doi.org/10.22460/infinity.v6i1.236","url":null,"abstract":"This research aimed to test RME learning with an effective scientific approach to improving mathematical literacy and self-efficacy, obtaining an overview of the mathematical literacy diagnostic assessment results that has high, medium and low self-efficacy as well as student difficulties in learning RME with a scientific approach. This research using mix method concurrent embedded with the subject of research is students class VIII. The research begins with a mathematical literacy diagnostic assessment and self-efficacy inventory then performed RME learning in experimental class and conventional learning in control class. Quantitative analysis was conducted to test the effectiveness of learning and deepened with the interview as a qualitative analysis. Learning RME with a scientific approach effective is marked by the achievement of classical completeness, the proportion of students' mathematical literacy, self-efficacy and the difference in pre-post students’ mathematical literacy on RME learning better than conventional learning. The results of students’ mathematical literacy diagnostic assessment fit the criteria of self-efficacy students except for medium mathematical literacy that having high self-efficacy. Student difficulties in RME learning with the scientific approach are based on the results of mathematical literacy diagnostic assessment, namely language skills problem, the capacity to understand, create strategies, and create the algorithm.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"6 1","pages":"77-94"},"PeriodicalIF":0.0,"publicationDate":"2017-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45913076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-29DOI: 10.22460/infinity.v6i1.p11-20
S. Haji, M. Abdullah, S. Maizora, Y. Yumiati
The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning
{"title":"DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING","authors":"S. Haji, M. Abdullah, S. Maizora, Y. Yumiati","doi":"10.22460/infinity.v6i1.p11-20","DOIUrl":"https://doi.org/10.22460/infinity.v6i1.p11-20","url":null,"abstract":"The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1) There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2) Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"6 1","pages":"11-20"},"PeriodicalIF":0.0,"publicationDate":"2017-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43770106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-30DOI: 10.22460/infinity.v5i2.p67-74
D. D. Samo
This research aims to explore the differences among self regulating learning aspect of math education students-FKIP Undana involving three groups of students which are the first level (the first semester), second level (fifth semester) and third level (ninth semesters) students to review the ability of the individual. The samples included 167 students that consist of 60 students of the first level (18 with high ability; 27 with average ability and 15 with low ability), 64 students of the second level (16 with high ability, 30 with average ability and 18 with low ability) and 43 students of the third level (6 with high ability, 24 with average ability and 13 with low ability). This research is a survey research. The data collection is done by distributing questionnaires on self-regulated learning to those three groups. SRL questionnaire consists of 10 aspects, goal setting, motivation, learning difficulties analysis, self-efficacy, election strategies, meta cognition, resource management, performance evaluation, evaluation of the understanding, and self-satisfaction. Two-way ANOVA was utilized in the data analysis of this study. The results of the analysis showed that, the first level group is more excellent in SRL than two other levels. In a review of capabilities, the average comparison of all three groups showed that the average-ability students excel both the high and low-ability students in SRL.
{"title":"AN ANALYSIS OF SELF-REGULATED LEARNING ON MATHEMATICS EDUCATION STUDENT FKIP UNDANA","authors":"D. D. Samo","doi":"10.22460/infinity.v5i2.p67-74","DOIUrl":"https://doi.org/10.22460/infinity.v5i2.p67-74","url":null,"abstract":"This research aims to explore the differences among self regulating learning aspect of math education students-FKIP Undana involving three groups of students which are the first level (the first semester), second level (fifth semester) and third level (ninth semesters) students to review the ability of the individual. The samples included 167 students that consist of 60 students of the first level (18 with high ability; 27 with average ability and 15 with low ability), 64 students of the second level (16 with high ability, 30 with average ability and 18 with low ability) and 43 students of the third level (6 with high ability, 24 with average ability and 13 with low ability). This research is a survey research. The data collection is done by distributing questionnaires on self-regulated learning to those three groups. SRL questionnaire consists of 10 aspects, goal setting, motivation, learning difficulties analysis, self-efficacy, election strategies, meta cognition, resource management, performance evaluation, evaluation of the understanding, and self-satisfaction. Two-way ANOVA was utilized in the data analysis of this study. The results of the analysis showed that, the first level group is more excellent in SRL than two other levels. In a review of capabilities, the average comparison of all three groups showed that the average-ability students excel both the high and low-ability students in SRL.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"5 1","pages":"67-74"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68730649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-30DOI: 10.22460/INFINITY.V5I2.218
B. A. Saputro
This study aims to develop learning media quadrilateral with problem posing approach based GeoGebra. 8 teachers from three different schools have stated that this media can be used to teach the nature - the nature of the quadrilateral. After the learning is done using this media, this media can facilitate students in asking about the nature - the nature of wake quadrilateral, facilitating students to learn the relationship between the type - the type of wake rectangles that have the same properties, and provides the opportunity for teachers in the evaluation of mathematical communication current students ask and write.
{"title":"Learning Media Development Approach with a Rectangle Problem Posing Based Geogebra","authors":"B. A. Saputro","doi":"10.22460/INFINITY.V5I2.218","DOIUrl":"https://doi.org/10.22460/INFINITY.V5I2.218","url":null,"abstract":"This study aims to develop learning media quadrilateral with problem posing approach based GeoGebra. 8 teachers from three different schools have stated that this media can be used to teach the nature - the nature of the quadrilateral. After the learning is done using this media, this media can facilitate students in asking about the nature - the nature of wake quadrilateral, facilitating students to learn the relationship between the type - the type of wake rectangles that have the same properties, and provides the opportunity for teachers in the evaluation of mathematical communication current students ask and write.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"5 1","pages":"121-130"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68730289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-30DOI: 10.22460/infinity.v5i2.p83-98
W. Widada
The purpose of this research is to describe proil cognitive structure of students in understanding the concept of real analysis. This research is part of the research development of the theory of cognitive structure of students Mathematics Education Program at the University of Bengkulu. The results of this research are: 1)there are seven models decompositions of genetic students mathematics education reviewed based on the SRP Model about the concepts of Real Analysis namely Pra-Intra Level, Level intra, Level semi-inter, Level inter, Level semi-trans, Trans Level, level and Extended -Trans (only theoretic level while empirically not found); 2) There are six models decompositions of genetic students mathematics education reviewed based on KA about the concepts of Real Analysis namely Level 0: Objects of concrete steps; Level 1: Models Semi-concrete steps; Level 2: Models Theoretic; Level 3: Language in Domain Example; Level 4: Mathematical Language; Level 5: Inferensi Model. Profile of cognitive structure of mathematics education student at the University of Bengkulu is 6.25% Students located on the Basic Level (Pra-Intra Level with concrete objects), there is 8.75% Students located at Level 0 (intra Level with concrete objects), there are 15,00% Students located at Level 1 (semi-Level inter with Semi-Concrete Model), there are 33.75 percent students located on Level 2 (Level inter with theoretical model), there are 22.50 percent students located at Level 3 (Semi-trans Level with the Bible in Domain example), there are located on the student percent during the Level 4 (Trans Level with the language of Mathematics), and there are 0 percent students located at Level 5 (Level Extended -Trans with Inferensi Model). Students Education Mathematics at the University of Bengkulu pembangunnya element is functional can achieve Trans Level, students will be able to set up activities and make the algorithm that formed the concept/principles with the right. Functional students can also perform the process of abstraction using the rules in a system of mathematics.
本研究的目的是描述学生在理解真实分析概念时的轮廓认知结构。本研究是明库鲁大学学生数学教育项目认知结构理论研究发展的一部分。研究结果表明:1)基于SRP模型对实数分析概念的遗传学生数学教育进行了7种模型分解，即Pra-Intra Level、Level intra Level、Level semi-inter、Level inter、Level semi-trans、Trans Level、Level和Extended -Trans(只有理论层面，没有实证发现);2)基于KA对遗传学生数学教育的实分析即0级概念进行了六种模型分解:具体步骤对象;1级:模型半具体步骤;第二层次:模型理论;三级:领域实例中的语言;四级:数学语言;第5级:interensi模型。明库鲁大学数学教育学生的认知结构概况为6.25%的学生位于基础水平(具有具体对象的Pra-Intra水平)，8.75%的学生位于0水平(具有具体对象的intra水平)，有15.00%的学生位于1水平(半水平与半具体模型之间)。有33.75%的学生位于第2级(具有理论模型的中级)，有22.50%的学生位于第3级(以圣经为例的半跨级)，位于第4级(具有数学语言的跨级)的学生占学生总数的百分比，并且有0%的学生位于第5级(具有interensi模型的扩展-跨级)。学生在明古鲁大学接受数学教育，pembangunnya元素的功能可以达到Trans水平，学生将能够设置活动并使算法形成正确的概念/原理。功能型学生还可以使用数学系统中的规则进行抽象过程。
{"title":"PROFILE OF COGNITIVE STRUCTURE OF STUDENTS IN UNDERSTANDING THE CONCEPT OF REAL ANALYSIS","authors":"W. Widada","doi":"10.22460/infinity.v5i2.p83-98","DOIUrl":"https://doi.org/10.22460/infinity.v5i2.p83-98","url":null,"abstract":"The purpose of this research is to describe proil cognitive structure of students in understanding the concept of real analysis. This research is part of the research development of the theory of cognitive structure of students Mathematics Education Program at the University of Bengkulu. The results of this research are: 1)there are seven models decompositions of genetic students mathematics education reviewed based on the SRP Model about the concepts of Real Analysis namely Pra-Intra Level, Level intra, Level semi-inter, Level inter, Level semi-trans, Trans Level, level and Extended -Trans (only theoretic level while empirically not found); 2) There are six models decompositions of genetic students mathematics education reviewed based on KA about the concepts of Real Analysis namely Level 0: Objects of concrete steps; Level 1: Models Semi-concrete steps; Level 2: Models Theoretic; Level 3: Language in Domain Example; Level 4: Mathematical Language; Level 5: Inferensi Model. Profile of cognitive structure of mathematics education student at the University of Bengkulu is 6.25% Students located on the Basic Level (Pra-Intra Level with concrete objects), there is 8.75% Students located at Level 0 (intra Level with concrete objects), there are 15,00% Students located at Level 1 (semi-Level inter with Semi-Concrete Model), there are 33.75 percent students located on Level 2 (Level inter with theoretical model), there are 22.50 percent students located at Level 3 (Semi-trans Level with the Bible in Domain example), there are located on the student percent during the Level 4 (Trans Level with the language of Mathematics), and there are 0 percent students located at Level 5 (Level Extended -Trans with Inferensi Model). Students Education Mathematics at the University of Bengkulu pembangunnya element is functional can achieve Trans Level, students will be able to set up activities and make the algorithm that formed the concept/principles with the right. Functional students can also perform the process of abstraction using the rules in a system of mathematics.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"5 1","pages":"83-98"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68730327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-30DOI: 10.22460/infinity.v5i2.p109-120
D. Herawaty, R. Rusdi
This research aims at: 1) the influence of the implementation of the model of teaching mathematics realistic based on cognitive conflict students to the ability to understanding the concept and troubleshooting capabilities; 2) determine the larger capacity of the understanding of the concept through the implementation of the model of teaching mathematics realistic based on cognitive conflict junior secondary school students the City of Bengkulu. 3) determine the great improvement of the ability to solve problems through the implementation of the model of teaching mathematics realistic based on cognitive conflict SMP students Bengkulu City.To achieve the goal of this research is to apply Research Design pseudo experiments with research design Pretest-Postest Nonequivalent Control Group Design , with the test instrument the ability to understanding the concept and test the troubleshooting capabilities. The data has been analyzed using the test gains. The results of this research is 1) the ability of understanding the concept and troubleshooting class experiment the given learning with PMR is better than with the ability to understanding the concept and troubleshooting control classes assigned to conventional mathematics lesson; 2) increase the ability of the understanding of the concept through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,755 (high-level); 3) increase the ability to solve problems through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,500 level (is).
{"title":"INCREASED CAPACITY OF THE UNDERSTANDING OF THE CONCEPT AND THE ABILITY TO SOLVE PROBLEMS THROUGH THE IMPLEMENTATION OF THE MODEL OF TEACHING MATHEMATICS REALISTIC BASED ON COGNITIVE CONFLICT STUDENTS","authors":"D. Herawaty, R. Rusdi","doi":"10.22460/infinity.v5i2.p109-120","DOIUrl":"https://doi.org/10.22460/infinity.v5i2.p109-120","url":null,"abstract":"This research aims at: 1) the influence of the implementation of the model of teaching mathematics realistic based on cognitive conflict students to the ability to understanding the concept and troubleshooting capabilities; 2) determine the larger capacity of the understanding of the concept through the implementation of the model of teaching mathematics realistic based on cognitive conflict junior secondary school students the City of Bengkulu. 3) determine the great improvement of the ability to solve problems through the implementation of the model of teaching mathematics realistic based on cognitive conflict SMP students Bengkulu City.To achieve the goal of this research is to apply Research Design pseudo experiments with research design Pretest-Postest Nonequivalent Control Group Design , with the test instrument the ability to understanding the concept and test the troubleshooting capabilities. The data has been analyzed using the test gains. The results of this research is 1) the ability of understanding the concept and troubleshooting class experiment the given learning with PMR is better than with the ability to understanding the concept and troubleshooting control classes assigned to conventional mathematics lesson; 2) increase the ability of the understanding of the concept through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,755 (high-level); 3) increase the ability to solve problems through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,500 level (is).","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"5 1","pages":"109-120"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68729850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.22460/INFINITY.V5I1.188
Mega Nur Prabawati
Sebagian masyarakat sering tidak menyadari telah menerapkan ilmu matematika dalam kehidupannya. Kecenderungannya adalah mereka memandang bahwa matematika hanyalah suatu mata pelajaran yang hanya dipelajari dan diperoleh dibangku sekolah. Padahal tidak hanya itu, matematika sering digunakan dalam berbagai aspek kehidupan, misalnya dalam mengukur, mengurutkan suatu bilangan, dan masih banyak lagi yang lainnya. Keberadaan etnomatematika kerajinan anyaman ini dapat digunakan sebagai sumber belajar dan tentu saja dapat membuat siswa ataupun masyarakat lebih memahami bagaimana budaya mereka berhubungan dengan matematika. Some people often do not realize has been applying mathematics in their life. The tendency is they looked at that math is simply a subjects who only studied and obtained in College. But not only that, the math is often used in various aspects of life, such as in measure, sort of a number, and much more. The existence of the etnomatematika woven crafts can be used as a source of learning and of course can make students or the community better understand how their culture related to mathematics.
{"title":"ETNOMATEMATIKA MASYARAKAT PENGRAJIN ANYAMAN RAJAPOLAH KABUPATEN TASIKMALAYA","authors":"Mega Nur Prabawati","doi":"10.22460/INFINITY.V5I1.188","DOIUrl":"https://doi.org/10.22460/INFINITY.V5I1.188","url":null,"abstract":"Sebagian masyarakat sering tidak menyadari telah menerapkan ilmu matematika dalam kehidupannya. Kecenderungannya adalah mereka memandang bahwa matematika hanyalah suatu mata pelajaran yang hanya dipelajari dan diperoleh dibangku sekolah. Padahal tidak hanya itu, matematika sering digunakan dalam berbagai aspek kehidupan, misalnya dalam mengukur, mengurutkan suatu bilangan, dan masih banyak lagi yang lainnya. Keberadaan etnomatematika kerajinan anyaman ini dapat digunakan sebagai sumber belajar dan tentu saja dapat membuat siswa ataupun masyarakat lebih memahami bagaimana budaya mereka berhubungan dengan matematika. Some people often do not realize has been applying mathematics in their life. The tendency is they looked at that math is simply a subjects who only studied and obtained in College. But not only that, the math is often used in various aspects of life, such as in measure, sort of a number, and much more. The existence of the etnomatematika woven crafts can be used as a source of learning and of course can make students or the community better understand how their culture related to mathematics.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"5 1","pages":"25-31"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68730164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A register automaton is a finite automaton with finitely many registers ranging from an infinite alphabet. Since the valuations of registers are infinite, there are infinitely many configurations. We describe a technique to classify infinite register automata configurations into finitely many exact representative configurations. Using the finitary representation, we give an algorithm solving the reachability problem for register automata. We moreover define a computation tree logic for register automata and solve its model checking problem.
{"title":"A Finite Exact Representation of Register Automata Configurations","authors":"Yu-Fang Chen, Bow-Yaw Wang, Di-De Yen","doi":"10.4204/EPTCS.140.2","DOIUrl":"https://doi.org/10.4204/EPTCS.140.2","url":null,"abstract":"A register automaton is a finite automaton with finitely many registers ranging from an infinite alphabet. Since the valuations of registers are infinite, there are infinitely many configurations. We describe a technique to classify infinite register automata configurations into finitely many exact representative configurations. Using the finitary representation, we give an algorithm solving the reachability problem for register automata. We moreover define a computation tree logic for register automata and solve its model checking problem.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"49 1","pages":"16-34"},"PeriodicalIF":0.0,"publicationDate":"2014-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84767158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Timed pushdown automata are pushdown automata extended with a finite set of real-valued clocks. Additionaly, each symbol in the stack is equipped with a value representing its age. The enabledness of a transition may depend on the values of the clocks and the age of the topmost symbol. Therefore, dense-timed pushdown automata subsume both pushdown automata and timed automata. We have previously shown that the reachability problem for this model is decidable. In this paper, we study the zenoness problem and show that it is EXPTIME-complete.
{"title":"Zenoness for Timed Pushdown Automata","authors":"P. Abdulla, M. Atig, Jari Stenman","doi":"10.4204/EPTCS.140.3","DOIUrl":"https://doi.org/10.4204/EPTCS.140.3","url":null,"abstract":"Timed pushdown automata are pushdown automata extended with a finite set of real-valued clocks. Additionaly, each symbol in the stack is equipped with a value representing its age. The enabledness of a transition may depend on the values of the clocks and the age of the topmost symbol. Therefore, dense-timed pushdown automata subsume both pushdown automata and timed automata. We have previously shown that the reachability problem for this model is decidable. In this paper, we study the zenoness problem and show that it is EXPTIME-complete.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"11 1","pages":"35-47"},"PeriodicalIF":0.0,"publicationDate":"2014-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89867396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Formal methods apply algorithms based on mathematical principles to enhance the reliability of systems. It would only be natural to try to progress from verification, model checking or testing a system against its formal specification into constructing it automatically. Classical algorithmic synthesis theory provides interesting algorithms but also alarming high complexity and undecidability results. The use of genetic programming, in combination with model checking and testing, provides a powerful heuristic to synthesize programs. The method is not completely automatic, as it is fine tuned by a user that sets up the specification and parameters. It also does not guarantee to always succeed and converge towards a solution that satisfies all the required properties. However, we applied it successfully on quite nontrivial examples and managed to find solutions to hard programming challenges, as well as to improve and to correct code. We describe here several versions of our method for synthesizing sequential and concurrent systems.
{"title":"Synthesis of Parametric Programs using Genetic Programming and Model Checking","authors":"Gal Katz, D. Peled","doi":"10.4204/EPTCS.140.5","DOIUrl":"https://doi.org/10.4204/EPTCS.140.5","url":null,"abstract":"Formal methods apply algorithms based on mathematical principles to enhance the reliability of systems. It would only be natural to try to progress from verification, model checking or testing a system against its formal specification into constructing it automatically. Classical algorithmic synthesis theory provides interesting algorithms but also alarming high complexity and undecidability results. The use of genetic programming, in combination with model checking and testing, provides a powerful heuristic to synthesize programs. The method is not completely automatic, as it is fine tuned by a user that sets up the specification and parameters. It also does not guarantee to always succeed and converge towards a solution that satisfies all the required properties. However, we applied it successfully on quite nontrivial examples and managed to find solutions to hard programming challenges, as well as to improve and to correct code. We describe here several versions of our method for synthesizing sequential and concurrent systems.","PeriodicalId":31175,"journal":{"name":"Infinity","volume":"20 1","pages":"70-84"},"PeriodicalIF":0.0,"publicationDate":"2014-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90491228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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