Articles
<![CDATA[Analysis of Answer Processes Based on Mathematical Creative Thinking Abilities in Contextual Teaching and Learning ]]>
<![CDATA[Lois Oinike Tambunan]]>;
<![CDATA[Sahat Saragih]]>;
<![CDATA[Elvis Napitupulu]]>
<![CDATA[ International Journal of Education, Vocational and Social Science Vol. 4 No. 04 (2025): September - November, International Journal of Education, Vocational and Socia ]]>
Publisher : <![CDATA[Cita konsultindo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.63922/ijevss.v4i04.2289
<![CDATA[This study aims to analyze and determine: (1) the level of students' mathematical creative thinking ability when taught using the Contextual Teaching and Learning (CTL) model; (2) a description of the students' creative thinking process in mathematics during the learning process using the Contextual Teaching and Learning (CTL) model. This research is a descriptive qualitative study. The subjects of this research were 30 students of class VIII-2 from SMP Negeri 1 Pematangsiantar. The research findings are as follows: (1) 18 students in the high-ability category were classified as highly creative, fulfilling 3 indicators of creative thinking: fluency, flexibility, and novelty; 9 students in the moderate-ability category were classified as creative, fulfilling 2 indicators of creative thinking: fluency and flexibility; and 3 students in the low-ability category were classified as less creative, fulfilling only 1 indicator of creative thinking: fluency. These results indicate that students demonstrated an improvement in creative thinking abilities after being taught using the Contextual Teaching and Learning (CTL) model. It is also hoped that the Contextual Teaching and Learning model can be applied in the learning process to enhance students' mathematical creative thinking abilities.: Answering Process; Contextual Teaching and Learning; Creative Thinking.]]>
<![CDATA[PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP ]]>
<![CDATA[Robin Raja Salomon Sipayung]]>;
<![CDATA[Sahat Saragih]]>
<![CDATA[ JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 2 No. 1 (2023): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55606/jurrimipa.v2i1.742
<![CDATA[Penelitian ini bertujuan untuk melihat apakah terdapat pengaruh pembelajaran berbasis masalah terhadap kemampuan berpikir kritis matematis siswa SMP. Penelitian ini termasuk dalam kategori eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah 1 Medan dengan sampel kelas VIII-Terpadu 3 sebagai kelas eksperimen dan kelas VIII-Terpadu 2 sebagai kelas control yang dipilih dengan metode random sampling. Pada kelas eksperimen diberikan pembelajaran berbasis masalah sedangkan pada kelas control diberikan pembelajaran langsung/konvensional. Instrumen tes yang digunakan berupa soal uraian berjumlah 3 soal kemampuan berpikir kritis matematis yang telah dinyatakan valid. Berdasarkan data posttest, kelas eksperimen memperoleh nilai rata-rata sebesar 85,08 dan nilai rata-rata padaa kelas control sebesar 77,06. Melalui analisis uji statistik data terbukti berdistribusi normal dan homogen sehingga dilakukan uji hipotesis. Hasil dari uji hipotesis menggunakan uji independent Samples Test diperoleh hasil Sig (2-tailed) yaitu sebesar 0,001 hal ini menunjukkan bahwa nilai signifikansi 0,001 < 0,05 yang merujuk bahwa H0 ditolak dan Ha diterima. Untuk memperkuat hasil uji maka dilakukan uji t satu pihak yang menunjukkan nilai pada taraf nyata a =0,05. Dengan demikian H0 ditolak dan Ha diterima, artinya terdapat pengaruh pembelajaran berbasis masalah terhadap kemampuan berpikir kritis matematis siswa SMP]]>
<![CDATA[Penerapan Model Pembelajaran Open Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif dan Penalaran Matematis Siswa ]]>
<![CDATA[Michelle Ivana Filbertha]]>;
<![CDATA[Sahat Saragih]]>
<![CDATA[ JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55606/jurrimipa.v3i1.2527
<![CDATA[This research aims to find out how to improve the creative thinking and mathematical reasoning abilities of class after implementing learning based on the open ended learning model. This research is Classroom Action Research (PTK). Data was collected through tests of students' creative thinking and mathematical reasoning abilities at the end of each cycle and observation sheets of teacher and student activities. The results of the research show that: (1) The increase in students' creative thinking and mathematical reasoning abilities is classified as a medium improvement criterion with the respective average N-gain values being 0.53 and 0.49. And the percentage of classical completion of students' creative thinking abilities after implementing cycle I increased to 47.22% and after implementing cycle II actions increased to 86.11%. As well as the percentage of classical completeness of students' mathematical reasoning abilities after implementing cycle I actions increased to 47.22% and after implementing cycle II actions increased to 91.67%; (2) The process of students' answers in completing tests on students' creative thinking abilities and mathematical reasoning can be said to be good.]]>
<![CDATA[Penerapan Model Pembelajaran PBL Berbantuan Aplikasi Geogebra Untuk Meningkatkan Kemampuan Penalaran Matematis Siswa Kelas VIII ]]>
<![CDATA[Melia Ariani Dewi]]>;
<![CDATA[Sahat Saragih]]>
<![CDATA[ JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 2 No. 2 (2023): Oktober : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55606/jurrimipa.v2i2.2565
<![CDATA[This research aims to: (1) improve students' mathematical reasoning abilities by applying the problem based learning model assisted by the Geogebra application in mathematics learning for class VIII students at SMP Negeri 3 Sunggal; (2) describe the process of completing student answers related to students' mathematical reasoning by applying the problem based learning model assisted by the Geogebra application. This research is Class Action Research. The subjects in this research were 28 students in class VIII of SMP Negeri 3 Sunggal. The results of the research show that: (1) students' mathematical reasoning can improve after learning by applying the problem based learning model assisted by the Geogebra application where the average student score in the cycle I reasoning ability test was 65.85, increasing to 85.39 in cycle II and classical completeness in the reasoning ability test in cycle I was 16 students (57.14%) increasing to 26 students (87.88%) in cycle II; (2) the process of students' answers in completing the mathematical reasoning ability test is in the good category, this can be seen from the students' answers which have been able to meet the indicators of mathematical reasoning ability. So it is concluded that the application of the Problem Based Learning learning model assisted by the Geogebra application can improve students' mathematical reasoning abilities.]]>
<![CDATA[A comparison of computational thinking skills: PBL model vs traditional learning ]]>
<![CDATA[Erlinawaty Simanjuntak]]>;
<![CDATA[Sahat Saragih]]>;
<![CDATA[Elvis Napitupulu]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025) ]]>
Publisher : <![CDATA[State Islamic University of North Sumatra ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30821/axiom.v14i1.13660
<![CDATA[Computational thinking abilities assist students in solving complex problems, enhancing productivity, and preparing them to face challenges in various fields. The problem-based learning (PBL) model was chosen because it is believed to improve students' computational thinking skills, as well as their critical and creative thinking abilities, which are often difficult to achieve through conventional learning. This research aims to determine the differences in students' computational thinking abilities through the application of problem-based learning and traditional learning methods. The research method was an experiment involving a population of all 2020 Mathematics Education students who took six linear program courses at Medan State University. Sampling was conducted using a random sampling technique, focusing on the PSPM 20B and PSPM 20C classes, totaling 60 students. This study employed a pretest-posttest control group design. Results from previous research indicated that the average computational thinking ability of students in the experimental class was higher than that of the control class, with scores of 82.67 for the experimental class and 69.00 for the control class. From the results of the average difference test, it can be concluded that there is a significant difference in the computational thinking abilities of students taught using the problem-based learning model compared to those taught using the traditional learning model, with PBL being more effective.]]>
<![CDATA[PEMBELAJARAN MATEMATIKA MENGGUNAKAN APLIKASI GEOGEBRA SEBAGAI ALAT BANTU DITINJAU BERDASARKAN CURIOSITY SISWA ]]>
<![CDATA[Anim Anim]]>;
<![CDATA[Sahat Saragih]]>;
<![CDATA[E. Elvis Napitupulu]]>;
<![CDATA[KMS. Muhammad Amin Fauzi]]>;
<![CDATA[Syahriani Sirait]]>;
<![CDATA[Ely Syafitri]]>;
<![CDATA[Elfira Rahmadani]]>;
<![CDATA[Nilam Sari]]>
<![CDATA[ JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 5 No. 2 (2022): June 2022 ]]>
Publisher : <![CDATA[Smart Education ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54314/jssr.v5i2.944
<![CDATA[Abstract: This study aimed to determine students Curiosity in learning geometry using the Geogebra application. This research was conducted at a private junior high school in the Sei Bejangkar area for the 2021/2022 academic year. The method used in this research is quasi-experimental. Data was collected after the treatment was obtained from students' curiosity questionnaires on geometry material. The study results revealed that there was a significant effect on learning mathematics using the Geogebra application on students Curiosity. This can be seen from the curiosity questionnaire scores of students who were taught geometry learning with the aid of the Geogebra application and 94 scores of students who were taught using conventional learning media were 84 scores. The analysis of covariance calculations shows that for learning Fcount Ftabel = , so Ho is rejected and Ha. In addition, the height of the regression line describes student learning outcomes, namely when X = 0, then the regression equation for Curiosity learning class using Geogebra is obtained Y = 62,777 and the conventional learning class regression equation Y = 61.399. It means that it can be concluded that there is a significant influence on learning using Geogebra on students Curiosity about the geometri material. Keywords: Geogebra; Curiosity; Mathematic Abstrak: Tujuan penelitian ini adalah untuk mengetahui curiosity siswa pada pembelajaran geometri yang menggunakan software Geogebra. Penelitian ini dilakukan di SMP Swasta daerah Sei Bejangkar Tahun Ajaran 2021/2022. Metode yang digunakan dalam penelitian ini adalah metode quasi eksperimen. Pengumpulan data diberikan setelah perlakuan diperoleh dari angket curiosity siswa pada materi geometri. Hasil penelitian mengungkapkan bahwa terdapat pengaruh yag signifikan pada pemebalajarn matematika menggunakan aplikasi geogebra terhadapa Curiosity siswa. Hal ini dapat dilihat dari skor angket curiosity siswa yang diajar pada pembelajaran geometri dengan berbantuan software Geogebra adalah sebesar dan 94 skor siswa yang diajar dengan media pembelajaran konvensional adalah sebesar 84 skor . Hasil analisis kovarians perhitungan menunjukkan bahwa untuk pembelajaran diperoleh Fhit Ftabel = , sehingga Ho ditolak dan Ha . Selain itu Ketinggian garis regresi menggambarkan hasil belajar siswa, yaitu pada saat X = 0 maka persamaan regresi untuk Curiosity kelas pembelajaran menggunakan Geogebra diperoleh Y = 62,777 dan persamaan regresi kelas pembelajaran konvensional Y = 61,399. Berarti dapat disimpulkan bahwa terdapat pengaruh signifikan pada pembelajaran menggunakan Geogebra terhadap Curiosity siswa pada materi geometri. Kata kunci: Geogebra; Curiosity; Matematika]]>
<![CDATA[Analysis Of Mathematical Literacy Ability Of Vocational School Students In Binjai Based On PISA Indicators On Vocational Contextual Problems ]]>
<![CDATA[Hikmatul Fadhilah Sianipar]]>;
<![CDATA[Sahat Saragih]]>;
<![CDATA[Edi Syahputra]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62870/jppm.v19i2.39688
<![CDATA[This study aims to describe the mathematical literacy abilities of vocational high school (SMK) students in Binjai based on PISA indicators—Formulate, Employ, and Interpret—within vocational problem contexts. A descriptive qualitative approach was employed involving 26 eleventh-grade students from the Office Management and Business Services program. Data were collected through vocational context-based mathematical literacy tests (sales revenue, profit targets, and product pricing) and semi-structured interviews. Data analysis followed the Miles and Huberman model. The findings reveal significant variation across the three mathematical literacy indicators: high-ability students could formulate problems into mathematical models, execute procedures accurately, and coherently interpret results in real-world contexts; moderate-ability students executed procedures correctly but failed to contextualize outcomes meaningfully; while low-ability students encountered fundamental barriers at the Formulate stage. These findings suggest that mathematics instruction in SMK remains predominantly procedural and detached from vocational contexts, causing students to experience cognitive dissonance between formula mastery and its application.]]>
