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All Journal Jurnal Pendidikan (Teori dan Praktik) International Journal of Community Service Learning JUPIKA: JURNAL PENDIDIKAN MATEMATIKA
Junius Karel Tampubolon
Universitas Kristen Duta Wacana
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pelatihan Cara Berpikir Simbolik-Matematik di SMA BOPKRI 2 Yogyakarta Santosa, Raden Gunawan; Tampubolon, Junius Karel
International Journal of Community Service Learning Vol 4, No 1 (2020): February 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.099 KB) | DOI: 10.23887/ijcsl.v4i1.23099

Abstract

Symbolic-Mathematical Thinking is a technique of thinking to solve mathematical problems. This technique is the result of a combination of Symbolic Logic and Mathematics. In general there are three symbolic logic activities that are applied to Mathematics, namely reading symbols, logical equivalents and logical implications.                 This Pengabdian kepada Masyarakat (PkM)  has activities to train Symbolic-Mathematical  thinking using 15 strategies for BOPKRI 2 high school students.                 The results of this training are three important things. The first result is the type of problem that is most difficult for students to face is the type of problem that requires drawing conclusions that refer to standard mathematical definitions. The second thing is for the type of use of model settlement strategies in a system and the type of seeing patterns, students tend to be able to solve problems after being given instructions on how the model fits the problem and the pattern the problem has. Whereas the third is from two groups of students the class turns out that the continuous class attending the training gets more symbolic-mathematical thinking skills improvement than the other classes.
Inovasi Pembelajaran Logika-Simbolik melalui Aplikasi DUTAlogic bagi Siswa Tunarungu Chrismanto, Antonius Rachmat; Nendya, Matahari Bhakti; Tampubolon, Junius Karel; Santosa, R Gunawan; Sudarma, Wayan Edi; Hermawan, Handi
Jurnal Pendidikan (Teori dan Praktik) Vol 5, No 1 (2020): Volume 5, Nomor 1, April 2020
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v5n1.p%p

Abstract

Logic is an analysis of methods of thinking. Logic emphasizes the form more than the content of  arguments. mathematical logic is often also called the symbolic-logic is a part of mathematics that explores the application of formal logic to mathematics. This has a close relationship with the basic fundamental thinking of mathematics and theoretical computer science.In this research we do three important things, the first is conventional symbolic-logic training for SLB Negeri 1 Bantul. The second step is making of symbolic-logic learning application for deaf students called DUTAlogic and the third is seeing the comparison between conventional learning and learning using the DUTAlogic.Based on data analysis that was done. Thar result show that increase in symbolic logic ability (T) is 50%, increase in the ability of symbolic natural accuracy (N) is 50%. The used of DUTAlogic application is more attractive to deaf students because they feel happier, easier, more-understanding, more concentrated and more creative when doing symbolic-logic learning.
Pelatihan Cara Berpikir Simbolik-Matematik di SMA BOPKRI 2 Yogyakarta Santosa, Raden Gunawan; Tampubolon, Junius Karel
International Journal of Community Service Learning Vol. 4 No. 1 (2020): February 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.099 KB) | DOI: 10.23887/ijcsl.v4i1.23099

Abstract

Symbolic-Mathematical Thinking is a technique of thinking to solve mathematical problems. This technique is the result of a combination of Symbolic Logic and Mathematics. In general there are three symbolic logic activities that are applied to Mathematics, namely reading symbols, logical equivalents and logical implications.                 This Pengabdian kepada Masyarakat (PkM)  has activities to train Symbolic-Mathematical  thinking using 15 strategies for BOPKRI 2 high school students.                 The results of this training are three important things. The first result is the type of problem that is most difficult for students to face is the type of problem that requires drawing conclusions that refer to standard mathematical definitions. The second thing is for the type of use of model settlement strategies in a system and the type of seeing patterns, students tend to be able to solve problems after being given instructions on how the model fits the problem and the pattern the problem has. Whereas the third is from two groups of students the class turns out that the continuous class attending the training gets more symbolic-mathematical thinking skills improvement than the other classes.
ESENSI DAN PROSES PEMBUKTIAN EKUIVALENSI LOGIS MENGGUNAKAN SIMBOL LINGKARAN PUTIH DAN LINGKARAN HITAM Tampubolon, Junius Karel; Santosa, Raden Gunawan
JUPIKA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2025): Volume 8 Nomor 1 Maret 2025
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jupika.v8i1.5368

Abstract

The essence of the equivalence of P and Q is a condition that shows that P and Q have the same meaning based on the established reference. Achieving equivalence between P and Q involves transforming the form of P into Q while consistently obeying the established reference. The process of transforming P into Q using the symbols white circle and black circle while maintaining their equivalence is known as the equivalence step. The essence of logical equivalence steps are simplification, substitution and construction. The purpose of this study is to explore the process of the equivalence step more deeply to simplify the expression of propositions and ensure that the meaning of the symbols remains consistent and does not change the meaning of its original context after the equivalence step is carried out. The method used in this study has four stages, namely the preparation of equivalence guidelines, the development of problem-solving questions, simulation experiments, and the last is error evaluation. This study concludes that errors in the equivalence step often occur due to misunderstandings in the use of logical relationships such as "and," "or," and "if-then." Furthermore, incorrect equivalence steps can also occur due to inconsistent steps, steps that do not follow the rules of precedent, and steps that result in contradictions.
Co-Authors Antonius Rachmat Chrismanto Hermawan, Handi Matahari Bhakti Nendya, Matahari Bhakti Raden Gunawan Santosa Sudarma, Wayan Edi