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All Journal International Journal of Evaluation and Research in Education (IJERE) Paradikma: Jurnal Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Elemen Jurnal KARISMATIKA Al Ishlah Jurnal Pendidikan JURNAL SAINS INDONESIA JURNAL TARBIYAH AXIOM : Jurnal Pendidikan dan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Indonesian Journal of Education and Mathematical Science Ideguru: Jurnal Karya Ilmiah Guru Formosa Journal of Applied Sciences (FJAS) Ranah Research : Journal of Multidisciplinary Research and Development
Elmanani Simamora
Universitas Negeri Medan
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Transportation Other

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Integrating Gayo Tradition: Alang Tulung in Blended Project-Based Learning Lisa Lisa; E. Elvis Napitupulu; Asmin Panjaitan; Edi Syahputra; Elmanani Simamora
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6595

Abstract

In the context of globalization, traditional cultural values are increasingly at risk of being overlooked in modern education. The Alang Tulung tradition of the Gayo people in Aceh, which promotes gotong royong (mutual cooperation), social responsibility, and collaboration, offers meaningful values for character development in youth. This study investigates the integration of Alang Tulung into a Blended Project-Based Learning (BPjBL) model. A qualitative approach was employed, utilizing semi-structured interviews, classroom observations, learning outcome evaluations, and student surveys. The study aimed to assess both the cultural significance and educational effectiveness of the Alang Tulung-based BPjBL model. The findings indicate that incorporating Alang Tulung values into BPjBL enriched students’ learning experiences and supported cultural preservation. Academic performance improved significantly, with an N-Gain score of 0.72. Collaboration skills also increased, with an average score of 4.6 and 92% of students displaying optimal teamwork. Additionally, 90% of participants reported a deeper understanding of the Alang Tulung tradition, and 88% recognized its relevance to contemporary education. While the model proved effective, challenges such as limited internet connectivity and the absence of structured cultural learning modules were noted. These barriers suggest the need for infrastructure improvements and curriculum development. The integration of local cultural traditions like Alang Tulung into educational models can enhance student engagement, foster character development, and contribute to cultural preservation amidst globalization.
Implementasi Ideologi Pendidikan Matematika pada Pendidikan Guru Penggerak Sorta Corie Ivana Panjaitan; Izwita Dewi; Elmanani Simamora
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.812

Abstract

The important role of teachers in education underlies the Ministry of Education, Culture, Research and Technology to issue Program Guru Penggerak in the 5th episode of Merdeka Belajar. Mathematics as a subject taught to students from the most secondary level to higher education requires reliable and professional teachers or educators. Philosophy or Ideology of mathematics awakens teachers to become more professional. Teachers who understand the origin and methods of developing Educational Ideology, specifically mathematics education, will be able to prepare themselves to provide better learning in the classroom. Seeing how the implementation of the ideology of Mathematics Education in Program Guru Penggerak, more specifically on the educational materials and exercises received when participating in mobilizing teacher education, epistemologically and ethically further strengthens the views of every teacher, especially mathematics teachers, are expected to follow Program Guru Penggerak to become more professional in their fields. The ideology of Pancasila is in line with the ideology of Mathematics Education on Progressive Educator and Public Educator.
Implementasi Model Pembelajaran RME Berbantuan LMS-Canva sebagai Upaya Memotivasi Siswa yang Ditinjau dari Sudut Pandang Filsafat Matematika Rusmini Rusmini; Izwita Dewi; Elmanani Simamora
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.1005

Abstract

The aim of this research is to find out whether the implementation of the Realistic Mathematics Education (RME) learning model assisted by LMS-Canva has a motivating impact on students from a mathematical philosophy perspective. This research method is qualitative. The resource persons for this research were students and teachers at SMP Negeri 3 Percut Sei Tuan. Data was obtained by observation, interviews, observations during the process of implementing the learning model in all classes VII and VIII. Conduct interviews with students and subject teachers and homeroom teachers by gathering teachers in the hall of SMP Negeri 3 Percut Sei Tuan. Provide short questions and answers to both students and teachers regarding the learning model applied. Based on triangulation of data obtained, the implementation of the RME learning model provides an overview of the RME learning model from the perspective of mathematical philosophy and the implementation of the learning model with LMS-Canva. The implementation of the RME learning model is significant in efforts to motivate students to learn mathematics.
Development of LKPD through Cognitive Conflict Strategy Learning Assisted with Augmented Reality to Improve Mathematical Problem Solving Capability Rusmini Rusmini; Elmanani Simamora; Mulyono Mulyono; Dian Armanto; Muktar Muktar
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1768

Abstract

This research aims to analyzing the validity, practicality and effectiveness of students' worksheets through cognitive conflict strategies to improve mathematical problem-solving abilities through learning cognitive conflict strategies assisted by Augmented Reality. The Ploomp model was used in this study. The subjects in this research are students in class VIII of SMP Negeri 4 Percut Sei Tuan. The research results showed that the student worksheet developed met the valid criteria based on an average score of 4.02, the practical student worksheet based on learning implementation IO =4.21 (high). The student worksheets developed have met the effective criteria in terms of classical completeness reaching 82.70%, student responses obtained above 80% for all students, namely 92%, increased problem- solving abilities seen from the average N-Gain value of trial of 0.30 increased to 0.60 in trial II, indicating that it was in the "medium" category. For the next implementation, it will be applied to several state junior high schools in Percut Sei Tuan District and analyze differences in mathematical problem-solving abilities seen from the school ranking, namely the accreditation of the state junior high school.
IMPLEMENTASI PENDEKATAN DEEP LEARNING UNTUK PENGUATAN LITERASI NUMERASI GURU SMP DI KABUPATEN LABUHANBATU UTARA Abil Mansyur; Fajar Apollo Sinaga; Elmanani Simamora; Budi Halomoloan Siregar; Tiur Malasari Siregar; Suvriadi Panggabean
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 31 No. 4 (2025): OKTOBER-DESEMBER
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkm.v31i4.70295

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk merevitalisasi pembelajaran melalui pendekatan Deep Learning yang berorientasi pada peningkatan literasi numerasi guru-guru SMP di Kabupaten Labuhanbatu Utara. Program melibatkan empat mitra: SMP Negeri 1 Kualuh Selatan, SMP Negeri 3 Kualuh Selatan, SMP Negeri 4 Kualuh Hulu, dan Pesantren Arkanuddin. Metode pelaksanaan disesuaikan dengan kondisi masing-masing mitra: model best practice untuk tiga SMP Negeri dengan dua tahap (BP I: dosen sebagai role model, BP II: guru sebagai pelaksana), dan model pelatihan intensif dengan peer teaching untuk Pesantren Arkanuddin. Kegiatan dilaksanakan pada Mei 2025 melalui tahapan persiapan, pelaksanaan, evaluasi, pembinaan, dan monitoring berkelanjutan. Hasil menunjukkan peningkatan signifikan kompetensi guru dalam mengembangkan perangkat pembelajaran berbasis Deep Learning yang mengintegrasikan prinsip mindful, meaningful, dan joyful learning. Sebanyak 33 guru berhasil mengembangkan perangkat pembelajaran berkualitas yang mencakup RPP, LKPD, media pembelajaran, dan instrumen evaluasi. Pembelajaran di kelas menunjukkan peningkatan keterlibatan aktif siswa, kemampuan berpikir kritis, dan literasi numerasi. Hasil monitoring menunjukkan bahwa konsistensi implementasi Deep Learning bervariasi antar guru. Sekitar 70% guru menunjukkan konsistensi tinggi dalam menerapkan prinsip-prinsip Deep Learning, 25% menunjukkan konsistensi sedang yang perlu penguatan, dan 5% masih memerlukan pembinaan intensif. Faktor-faktor yang memengaruhi konsistensi meliputi: pemahaman konseptual guru, dukungan kepala sekolah, ketersediaan sarana-prasarana, dan beban kerja guru.
PERSPEKTIF FILSAFAT PENDIDIKAN MATEMATIKA TOKOH MASYARAKAT ACEH UTARA DALAM PRAKTIK PERHITUNGAN FARAID Lisa Lisa; Izwita Dewi; Elmanani Simamora
AXIOM : Jurnal Pendidikan dan Matematika Vol 12, No 2 (2023)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v12i2.17549

Abstract

Pembelajaran matematika perlu menjadi jembatan untuk memberikan pengetahuan di kelas agar matematika dapat eksis dalam kehidupan sosial budaya sehari-hari Hal ini dilakukan untuk membantu siswa dan masyarakat lebih memahami pentingnya belajar matematika karena pembelajaran matematika erat kaitannya dengan aktivitas kehidupan bermasyarakat. Faraid merupakan ilmu pembagian harta warisan. Dalam menghitung faraid, ilmu matematika memegang peranan paling penting dalam menyelesaikan kasus pembagian harta warisan antar ahli waris. Hingga saat ini masih banyak masyarakat yang salah dalam membagi harta warisan sehingga timbul konflik antar keluarga karena menganggap pembagian harta warisan tidak adil. Hal ini terjadi dikarenakan pengetahuan masyarakat sangat terbatas terhadap matematika sehingga masih salah dalam hal pembagian warisan. Tujuan penelitian ini untuk mendeskripsikan pandangan tokoh masyarakat di Aceh Utara terhadap praktik perhitungan Faraid secara filsafat pendidikan matematika. Kualitatif deskriptif merupakan pendekatan penelitian ini dengan metode etnografi. Hasi penelitian menunjukkan bahwa (1) persfektif perhitungan Faraid yang dilakukan oleh tokoh masyarakat Aceh Utara hampir sama untuk semua desa yaitu menggunakan metode pembagian ridha-meuridha atau tameu jeut-jeut; (2) keterkaitan filsafat pendidikan matematika dengan perhitungan Faraid dapat dilihat secara ontologi, epistemologi, dan aksiologi terkait praktik perhitungan Faraid; dan (3) perhitungan Faraid pada pembagian harta waris secara tidak langsung telah menerapkan konsep perhitungan matematika berupa konsep bilangan yaitu kelipatan persekutuan terkecil, sifat bilangan rasional, penjumlahan dan pengurangan bilangan, bilangan bulat positif dan perkalian pecahan dengan bilangan bulat. AbstractMathematics learning should be a bridge to provide knowledge in the classroom, so that mathematics can be applied in everyday socio-cultural life. This helps students and society better understand the importance of learning mathematics, as it is closely related to social life activities. Faraid is the science of dividing inheritance, where mathematics plays the most important role in resolving cases of dividing inheritance between heirs. However, many people still make mistakes in dividing inheritance, resulting in conflicts between families because they think the distribution of inheritance is unfair. This happens because people's knowledge of mathematics is very limited, and they still make mistakes when it comes to dividing inheritance. The aim of this research is to describe the views of community leaders in North Aceh regarding the practice of Faraid calculations from the philosophy of mathematics education. The research uses descriptive qualitative approach and ethnographic methods. The results show that (1) the Faraid calculation perspective carried out by North Aceh community leaders is almost the same for all villages, namely using the ridha-meuridha or tameu jeut-jeut distribution method; (2) the relationship between the philosophy of mathematics education and Faraid calculations can be seen in terms of ontology, epistemology, and axiology related to the practice of Faraid calculations; and (3) Faraid's calculations for the distribution of inheritance indirectly apply the concept of mathematical calculations in the form of number concepts, such as the least common multiple, the nature of rational numbers, addition and subtraction of numbers, positive integers, and multiplication of fractions with whole numbers.
ETHNO-FLIPPED CLASSROOM MODEL: SEBUAH REKOMENDASI MODEL PEMBELAJARAN MATEMATIKA DI MASA NEW NORMAL Rahmi Ramadhani; Edi Syahputra; Elmanani Simamora
AXIOM : Jurnal Pendidikan dan Matematika Vol 10, No 2 (2021)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v10i2.10331

Abstract

Abstrak:Pembelajaran matematika jarak jauh berbasis teknologi dapat memberikan dampak positif maupun negatif baik pada siswa maupun guru. Faktor yang memberikan dampak negatif disebabkan oleh pelaksanaan pembelajaran yang tidak memperhatikan personal factor dan personal behavior baik siswa maupun guru. Faktor lainnya adalah pelaksanaan pembelajaran yang tidak menghadirkan pembelajaran yang dekat dengan kehidupan, tradisi dan budaya sekitar siswa, sehingga siswa merasa asing dengan konten masalah dan pembelajaran yang didesain berbasis teknologi. Tujuan penelitian ini adalah mengkaji secara kritis terkait dampak positif dan dampak negatif yang ditinjau dari personal factor dan personal behavior pada pelaksanaan pembelajaran matematika jarak jauh berbasis teknologi. Penelitian ini juga mengkaji apakah konteks ethnomathematics dapat diintegrasikan pada model flipped classroom dan direkomendasikan dalam pembelajaran matematika di era New Normal. Penelitian ini merupakan penelitian kualitatif dengan jenis investigasi literatur review dengan 5 tahapan, yaitu(1) menyusun pertanyaan review, (2) pengumpulan data literatur, (3) penilaian kritis pada data literatur, (4) ekstraksi data: sintesis dan tematik analisis, dan (5) presentasi temuan dan diskusi. Hasil penelitian memberikan kajian analisis terkait pentingnya personal factor dan personal behavior dalam melaksanakan pembelajaran matematika jarak jauh berbasis teknologi. Hasil penelitian juga memberikan rekomendasi terkait integrasi ethomathematics yang dilaksanakan dalam model pembelajaran berbasis teknologi, salah satunya adalah flipped-classroom model. Model ethno-flipped classroom direkomendasikam sebagai model pembelajaran matematika berbasis campuran yang menggunakan teknologi dalam proses pembelajaran, namun juga tetap menghadirkan pembelajaran matematika bermakna melalui integrasi budaya menggunakan konteks ethnomathematics. Penerapan model ethno-flipped classroom dapat dijadikan salah satu solusi dalam pelaksanaan pembelajaran matematika di masa New Normal. Kata Kunci:Model Ethno-Flipped Classroom, Pembelajaran Berbasis Teknologi, Personal Factor, Personal Behavior, New Normal Abstract:Technology-based distance learning in Mathematics can give a positive or negative impact on both students and teachers. Factors contributing to negative impact are caused by the implementation of learning that does not pay attention to personal factors and personal behavior of both students and teachers. Other factors are such as the implementation of learning that does not relate to students' life, traditions, and culture in that the problem discussed in the content and the learning designed based on technology are unfamiliar to students. This study aims to critically examine the positive and negative impacts of technology-based distance learning in Mathematics in terms of personal factors and personal behavior. This study also examines whether the ethnomathematics context can be integrated into the flipped classroom model and can be recommended in teaching mathematics in the New Normal era. This is a qualitative study with literature review investigation that has 5 stages, namely (1) compiling review questions, (2) collecting literature data, (3) critical assessment of literature data, (4) data extraction: synthesis and thematic analysis, and (5) presentation of findings and discussion. The results of the study provide an analytical study related to the importance of personal factors and personal behavior in implementing technology-based distance learning in Mathematics. The results also provide recommendations regarding the integration of ethnomathematics in technology-based learning models, including the flipped-classroom model. The ethno-flipped classroom model is recommended as a mixed-based mathematics learning model that uses technology in the learning process but also provides meaningful mathematics learning through cultural integration using ethnomathematics context. The application of the ethno-flipped classroom model can be used as a solution in the implementation of mathematics learning in the New Normal. Keywords:Ethno-Flipped Classroom Model, Technology Based Learning, Personal Factor, Personal Behavior, New Normal
PROJECT BASED LEARNING (PjBL) - BASED STUDENT WORKSHEETS ON INTEGRAL CALCULUS TO FASILITATE STUDENT’S PROBLEM SOLVING Lisa Lisa; Edi Syahputra; Elmanani Simamora; E. Elvis Napitupulu; Asmin Panjaitan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.11490

Abstract

AbstractIntegral Calculus instruction often faces challenges in developing 21st century skills, particularly in problem-solving. Initial observations indicate that students struggle to apply integral concepts to real-world contexts, largely due to passive, non-interactive conventional teaching methods. This phenomenon leads to low student engagement and inadequate problem-solving abilities. Therefore, this study aimed to develop a Project Based Learning (PjBL)-based student worksheet proven to be valid, practical, and effective as a solution to enhance students' problem-solving skills. This research used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through expert validation, student response questionnaires, and N-gain analysis from pre- and post-test results. The findings show that the developed worksheets are highly valid (average 4.5), practical (average student responses above 4.20), and effective (average N-gain 0.71), indicating a significant improvement in students' problem-solving skills. In conclusion, the PjBL-based worksheets successfully serve as a valid, practical, and effective innovation for addressing these learning problems. It is recommended that future research conduct trials on a broader scale to enhance the generalizability of the findings and develop more comprehensive instruments to measure soft skills holistically. AbstrakPembelajaran Kalkulus Integral seringkali menghadapi tantangan dalam mengembangkan keterampilan abad ke-21, khususnya dalam pemecahan masalah. Observasi awal menunjukkan bahwa mahasiswa kesulitan menerapkan konsep integral ke konteks nyata, yang sebagian besar disebabkan oleh metode pembelajaran konvensional yang pasif dan kurang interaktif. Fenomena ini mengakibatkan rendahnya keterlibatan mahasiswa dan kemampuan pemecahan masalah yang kurang memadai. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan sebuah Lembar Kerja Mahasiswa (LKM) berbasis Project Based Learning (PjBL) yang terbukti valid, praktis, dan efektif sebagai solusi untuk meningkatkan keterampilan pemecahan masalah mahasiswa. Penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Data dikumpulkan melalui validasi ahli, kuesioner respons mahasiswa, serta analisis N-gain dari hasil tes awal dan akhir. Hasil penelitian menunjukkan bahwa LKM yang dikembangkan sangat valid (rata-rata 4.5), praktis (rata-rata respons mahasiswa di atas 4.20), dan efektif (rata-rata N-gain 0.71), menunjukkan adanya peningkatan signifikan pada keterampilan pemecahan masalah mahasiswa. Kesimpulannya, LKM berbasis PjBL berhasil menjadi inovasi yang valid, praktis, dan efektif dalam mengatasi permasalahan pembelajaran tersebut. Disarankan agar penelitian selanjutnya melakukan uji coba dalam skala yang lebih luas untuk meningkatkan generalisasi temuan dan mengembangkan instrumen yang lebih komprehensif untuk mengukur soft skill secara holistik. 
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS BERBASIS GAYA BELAJAR DI SD IT TAHFIZHIL QUR’AN YAYASAN ISLAMIC CENTRE SUMATERA UTARA Asrifah Siahaan; Mukhtar Mukhtar; Elmanani Simamora
JURNAL TARBIYAH Vol 32, No 1 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v31i1.4547

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran kooperatif tipe Think Pair Share (TPS) terhadap kemampuan pemecahan masalah matematis siswa ditinjau dari gaya belajar. Gaya belajar siswa diklasifikasikan menjadi dua kelompok, yaitu gaya belajar teoritis (divergen dan asimilasi) dan gaya belajar praktis (konvergen dan akomodasi). Penelitian ini menggunakan metode penelitian kuasi eksperimen dengan desain faktorial 2x2. Subjek penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang diberi pembelajaran model kooperatif tipe Think Pair Share (TPS), dan kelas kontrol yang diberi pembelajaran Biasa. Instrumen yang digunakan terdiri dari angket gaya belajar, pretest, dan posttest kemampuan pemecahan masalah matematis. Hasil penelitian menunjukkan bahwa: (1) siswa yang belajar dengan model kooperatif tipe Think Pair Share (TPS) memiliki kemampuan pemecahan masalah matematis yang lebih baik dibandingkan siswa yang diberi pembelajaran biasa; (2) terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa dengan gaya belajar teoritis dan praktis, di mana siswa bergaya belajar praktis menunjukkan peningkatan yang lebih baik; dan (3) terdapat interaksi antara model pembelajaran dan gaya belajar terhadap kemampuan pemecahan masalah matematis. Interaksi ini menunjukkan bahwa model kooperatif tipe Think Pair Share (TPS) mempengaruhi kemampuan pemecahan masalah siswa. Temuan ini menekankan pentingnya penyesuaian model pembelajaran dengan karakteristik gaya belajar siswa untuk meningkatkan hasil belajar matematika.
Evaluation of Gaussian Process Regression, Support Vector Regression, and K-Nearest Neighbors for Predicting Concrete Compressive Strength at Various Curing Ages Elmanani Simamora; Abil Mansyur; Muhammad Badzlan Darari; Suvriadi Panggabean; Rizki Habibi
Indonesian Journal of Education and Mathematical Science Vol 7, No 3 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i3.31258

Abstract

Accurate prediction of concrete compressive strength is critical for quality control, structural evaluation, and mix optimization. However, the connection between mix composition, curing age, and compressive strength is often nonlinear and heterogeneous. This study assesses four prediction models, including Native Gaussian Process Regression, Gaussian Process Regression with Conformal Intervals, Support Vector Regression, and K-Nearest Neighbors, to estimate concrete compressive strength at various curing ages. Predictors are produced from a combination of composition, curing age, and material-important properties. Model performance is evaluated using Leave-One-Age-Out and repeated stratified K-fold by Age, with root mean square error, mean absolute error, coefficient of determination, coverage, and average interval length. The results demonstrate that Native Gaussian Process Regression gives the best steady overall performance in both assessment methodologies. At the same time, Gaussian Process Regression with Conformal Intervals tends to provide higher coverage with the consequence of wider intervals. In general, Native Gaussian Process Regression provides the best balance among point prediction accuracy, interval coverage, and interval efficiency for heterogeneous concrete compressive strength data by curing age.
Co-Authors Abil Mansyur, Abil Agustina Hariani Panjaitan Andrew Lupe Tiopan Sitorus Asmin Asmin Asmin Panjaitan Asrifah Siahaan Budi Halomoloan Siregar Chindy Eskana Nababan Dessy Meylinda Dian Armanto E. Elvis Napitupulu Edi Syahputra Edy Surya Elsa . Oktaviani Haris Hidayat Ismail Izwita Dewi Izwita Dewi Lisa Lisa Maulidia Wanahari Maulidia Wanahari Lubis Muhammad Badzlan Darari Mukhtar Mukhtar Muktar Muktar Mulyono Mulyono Nenta Dumalia Siregar NETTI KARIANI MENDOFA Nur Indah Simamora Pakpahan, Robinsar Permata Sari Manurung Putri Elmaretha Purba Putri Elmaretha Purba Rahmi Ramadhani Riadil Jannah Sihombing Rizki Habibi Rusmini Rusmini Rusmini Rusmini Sorta Corie Ivana Panjaitan Suvriadi Panggabean Tiur Malasari Siregar Vivi Lathifah Ardi Waminton Rajagukguk Yenni Padila Siregar Zul Amry