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All Journal AlphaMath: Journal of Mathematics Education Indiktika : Jurnal Inovasi Pendidikan Matematika CARTESIUS : Jurnal Pendidikan Matematika JURNAL MUTIARA PENDIDIKAN INDONESIA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Widya Biologi Edunesia : jurnal Ilmiah Pendidikan Journal of Research in Mathematics Trends and Technology Prosiding Konferensi Nasional PKM-CSR Al-Khidmah Jurnal Pengabdian Masyarakat JURNAL AGROTEKNOSAINS Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Cartesius Electronic Journal of Education, Social Economics and Technology Jurnal Pengabdian Masyarakat Bangsa JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Jurnal Ilmiah Ekonomi dan Manajemen Jurnal Sains Student Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Differential: Journal on Mathematics Education
Israil Sitepu
Universitas Katolik Santo Thomas
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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA SMP SANTO PETRUS MEDAN Sionita Surbakti; Frida Marta Simorangkir; Israil Sitepu
JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Vol. 2 No. 2 (2024): April : Jurnal Ilmiah Pendidikan Kebudayaan dan Agama
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jipa.v2i2.655

Abstract

This research aims to find out whether the application of the problem based learning model can improve students' mathematical problem solving abilities in class VII of St. Peter's Middle School, Medan. This research method uses Classroom Action Research (PTK). The research procedure is cyclical. Each cycle consists of 4 stages, namely: planning, implementing actions, observing and reflecting. Data collection techniques through observation and tests. This data collection uses several instruments in the form of student observation sheets. Meanwhile, to determine students' mathematical problem solving abilities, tests are used. The results of the research show that the use of the Problem Based Learning learning model can improve students' mathematical problem solving abilities in mathematics lessons on algebra material. From the average value of prerequisite abilities, namely 55.56, the average value of students' mathematical problem solving abilities in cycle I is 72.55 and the average value of students' mathematical problem solving abilities in cycle II is 76.39 and the activity value of students in cycle I is 62%, and cycle II, namely 85%.
Revealing Students’ Computational Thinking Error Patterns in Solving Two-Variable Linear Inequality Systems Israil Sitepu; Delvi Kristiani Jaluhu; Sinta Dameria Simanjuntak; Ribka Kariani br Sembiring
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30386

Abstract

This study aims to identify and describe patterns of students’ computational thinking errors in solving systems of linear inequalities in two variables. Specifically, it examines errors occurring at each stage of computational thinking, such as problem decomposition, pattern recognition, abstraction, and algorithm construction, as well as the underlying factors contributing to these errors. A qualitative descriptive approach was employed. The participants consisted of 36 tenth-grade students. Data were collected through written tests, observation, and semi-structured interviews to explore students’ cognitive processes in depth. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that students experienced errors at all stages of computational thinking. Students encountered difficulties identifying relevant information during problem decomposition, recognizing conceptual relationships during pattern recognition, transforming problems into appropriate mathematical representations during abstraction, and constructing systematic solution procedures during algorithm construction. These errors were primarily attributed to insufficient conceptual understanding, difficulties in interpreting problem statements, and limitations in formulating effective problem-solution strategies. These findings provide valuable insights into students’ learning difficulties and may serve as a foundation for designing more effective instructional strategies to enhance students’ computational thinking skills.
Co-Authors Agusman Zendrato Ahyaningsih, Faiz Anjelina Sagala Argaretha, Frida Marta Artika Br Barus Banjarnahor, Perinandita Bonifasia Gultom Chyntia Canel Malau Debora Pangaribuan Delvi Kristiani Jaluhu Denni Mariana Sagala Diniaty Simanjorang Elisabet Bani Putri Nduru Fauzi, KMS Muhammad Amin Frans Joko Gultom Hardiyanti, Siska I Gede Ketut Adiputra Ika Agustina Br Bangun Imelda Imelda Izwita Dewi Mahlija Trifena Purba Mayanti, Utari Sri Melisa Rajagukguk Mukhtar Mukhtar Nada Sipayung, Yovita Nainggolan, Arisan Candra Napitupulu, Sumber Natalia Ginting Ni Nyoman Setiani Open Darnius Pandia, Wajib Ribka Kairani Sembiring Ribka Kariani Br Sembiring Rina Wati Lumban Gaol Romega Tinambunan S, Benar Sahat Saragih Saputri Saragih, Riana Sembiring, Ribka Kariani Sihotang, Martina Abigail Isabella Silaban, Patri Silvia Anggreni Br Surbakti Simanjuntak, Sinta Simanjuntak, Sinta Dameria Simanullang, Kristina Sionita Surbakti Sondang Noverica Valentin Oslin Purba Wajib Pandia