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All Journal Journal of Mathematics Education and Application (JMEA) Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Journal Mathematics Education Sigma [JMES] Journal of English Language and Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika EduMatika: Jurnal MIPA Jurnal Inovasi Pembelajaran dan Pendidikan Islam Jurnal Pendidikan Matematika
Tua Halomoan Harahap, Tua Halomoan
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Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Journal of Mathematics Education and Application (JMEA)

 1 
Design Learning Trajectory for Understanding the Concept of Fractions in ADHD Students (Attention Deficit Hyperactivity Disorder)with Realistic Mathematical Approach Panggabean, Ellis Mardiana; Harahap, Tua Halomoan; Sitorus, Niken Ananda; Putri, Tiara Zakiah
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.23196

Abstract

ABSTRACTLearning mathematics does not only depend on the material being taught, but also on how the source of the material is provided/delivered and how it is delivered. The low interest in learning mathematics and the difficulty in understanding formulas result in many children being less interested in learning mathematics. The lack of innovative learning media brought by teachers, the use of cellphones for online games makes students rarely open their textbooks. The design of the right learning path can be one of the factors for a teacher's success in carrying out learning activities. The use of the right learning path that has been planned by the teacher is also a factor that can trigger the enthusiasm for reading, thinking and analyzing the material being taught. The design of an effective and efficient learning path functions so that the learning objectives and ability indicators expected of students can be achieved optimally.The ability to understand the concept of addition and subtraction in fraction material is a basic thing that is important for all students, including students with attention and hyperactivity disorders known as Attention Deficit Hyperactivity Disorder (ADHD). This study uses a design research method consisting of three stages: the preparation stage, the two-cycle experimental stage (cycle I: initial experiment, cycle II: teaching experiment), and the retrospective analysis stage. Data collection was carried out through observation, interviews, initial tests, written tests, documentation, and field notes. The application of learning by carrying out real activities and directly witnessing the process of dividing Pizza into several parts makes students understand and be more enthusiastic in solving the questions provided by the researcher. Finally, after a series of research methods carried out, the researcher obtained research results that showed that learning activities designed by creating learning paths and media can actually help students understand the concept of addition and subtraction of fractional numbers. Indicators of conceptual understanding that emerged include the ability to classify objects, present concepts in the form of mathematical representations or images, develop conditions that are necessary and sufficient for a concept, use certain procedures, and apply concepts in problem solving. Finally, a learning path involving two activities with a realistic mathematical learning context supports understanding the concepts of addition and subtraction of fractions. 
The Role of the TIMPERSARI Teaching Aid in Enhancing Students’ Mathematical Problem-Solving Skills in One-Variable Linear Equations Br Sitepu, Zenfiqa Aditya Ramadhani; Irvan, Irvan; Harahap, Tua Halomoan
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20559

Abstract

This study aims to examine the role of the TIMPERSARI (Linear Equation Balance Scale) teaching aid in improving students' mathematical problem-solving abilities on the topic of One-Variable Linear Equations (PLSV). The background of the study stems from the low level of basic algebraic concept understanding and the limited use of concrete media in junior high school mathematics learning. This research employed a descriptive qualitative approach with data collection techniques including classroom observation, student worksheets, student reflections, teacher interviews, and documentation. The results indicated that the use of the TIMPERSARI tool significantly enhanced students’ conceptual understanding of equivalence, encouraged more systematic problem-solving strategies, and fostered students’ affective and collaborative engagement. Additionally, students' reflections and teacher interviews revealed positive responses to the media implementation, both in terms of conceptual understanding and learning motivation. This study concludes that TIMPERSARI is effective in bridging abstract concepts into meaningful, concrete experiences and is a viable innovative alternative in junior high school mathematics education.
Co-Authors 'Afifah, Nur Azis, Zainal Br Sitepu, Zenfiqa Aditya Ramadhani Dedy Kiswanto Ellis Mardiana Panggabean Famella, Ajeng Harahap, Yeni Sahfitri Hutabarat, Dina Safira Ihda, Robiatul Irvan Irvan Kumala, Putri Manurung, Siti Aminah Marah Doly Nasution Maria Magdalena Mayoza, Hernilam Nurul Maulida Surbakti Panggabean, Suvriadi Puspita Dewi, Puspita Putra, Arianto Putri, Tiara Zakiah Ramadhani, Nisa Simbolon, Mangapen Siregar, Muhammad Rofik Sitorus, Niken Ananda Surya Wisada Dachi Utami, Dinda