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Budi Halomoan Siregar

Universitas Negeri Medan

Author-ID : 563052

Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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PENGEMBANGAN LKPD DIGITAL BERBASIS PENDEKATAN OPEN-ENDED UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA Alpina Rosalia; Budi Halomoan Siregar
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.66-80

Riset ini berguna untuk (1) mengetahui kualitas LKPD digital berbasis pendekatan Open-Ended dalam hal validitas; (2) mengetahui kualitas LKPD digital berbasis pendekatan Open-Ended dalam hal kepraktisan; (3) mengetahui kualitas LKPD digital berbasis pendekatan Open-Ended dalam hal efektivitas; dan (4) mengetahui peningkatan kemampuan berpikir kreatif berdasarkan proses jawaban peserta didik dengan mengimplementasikan LKPD digital. Model pengembangan ADDIE (Analysis, Design, Development, Implementation and Evaluation) merupakan metode penelitian yang digunakan oleh peneliti. Angket dan tes adalah instrumen yang digunakan pada penelitian ini. Hasil riset menunjukkan bahwa: (1) LKPD digital yang dikembangkan valid dengan memiliki rata-rata nilai sebesar 4,29 (ahli materi) dan 4,15 (ahli media) dan keduanya memperoleh kategori sangat layak (SL). Pada ahli materi memperoleh rentang lebih dari 4,2 dengan kategori sangat valid, sedangkan pada ahli media memperoleh rentang dengan kategori valid. (2) LKPD digital yang dikembangkan memiliki persentase sebesar 95% pada kepraktisan guru dan 80,43% pada kepraktisan siswa, keduanya pada rentang yang berkategori sangat praktis. (3) LKPD digital yang dikembangkan telah memperoleh kriteria efektif yang cukup berdasarkan (a) ketuntasan belajar secara klasikal siswa sebesar 88,89%; (b) tercapainya indikator/tujuan pembelajaran individu sebesar 77,92; (c) respon positif dari siswa sebesar 81,74% dengan kriteria sangat positif; dan (d) peningkatan kemampuan berpikir kreatif siswa dari rata-rata pretest 46,22 menjadi 77,92 pada posttest untuk setiap indikator, sedangkan rata-rata kemampuan berpikir kreatif seluruh siswa kelas VIII-F SMPS Sultan Iskandar Muda memperoleh nilai sebesar 47,5 pada pretest dan skor 69,5 pada posttest, dengan analisis N-Gain menunjukkan peningkatan sebesar 0,571 yang berkategori sedang.Riset ini berguna untuk (1) mengetahui kualitas LKPD digital berbasis pendekatan Open-Ended dalam hal validitas; (2) mengetahui kualitas LKPD digital berbasis pendekatan Open-Ended dalam hal kepraktisan; (3) mengetahui kualitas LKPD digital berbasis pendekatan Open-Ended dalam hal efektivitas; dan (4) mengetahui peningkatan kemampuan berpikir kreatif berdasarkan proses jawaban peserta didik dengan mengimplementasikan LKPD digital. Model pengembangan ADDIE (Analysis, Design, Development, Implementation and Evaluation) merupakan metode penelitian yang digunakan oleh peneliti. Angket dan tes adalah instrumen yang digunakan pada penelitian ini. Hasil riset menunjukkan bahwa: (1) LKPD digital yang dikembangkan valid dengan memiliki rata-rata nilai sebesar 4,29 (ahli materi) dan 4,15 (ahli media) dan keduanya memperoleh kategori sangat layak (SL). Pada ahli materi memperoleh rentang lebih dari 4,2 dengan kategori sangat valid, sedangkan pada ahli media memperoleh rentang dengan kategori valid. (2) LKPD digital yang dikembangkan memiliki persentase sebesar 95% pada kepraktisan guru dan 80,43% pada kepraktisan siswa, keduanya pada rentang yang berkategori sangat praktis. (3) LKPD digital yang dikembangkan telah memperoleh kriteria efektif yang cukup berdasarkan (a) ketuntasan belajar secara klasikal siswa sebesar 88,89%; (b) tercapainya indikator/tujuan pembelajaran individu sebesar 77,92; (c) respon positif dari siswa sebesar 81,74% dengan kriteria sangat positif; dan (d) peningkatan kemampuan berpikir kreatif siswa dari rata-rata pretest 46,22 menjadi 77,92 pada posttest untuk setiap indikator, sedangkan rata-rata kemampuan berpikir kreatif seluruh siswa kelas VIII-F SMPS Sultan Iskandar Muda memperoleh nilai sebesar 47,5 pada pretest dan skor 69,5 pada posttest, dengan analisis N-Gain menunjukkan peningkatan sebesar 0,571 yang berkategori sedang.

AI-INTEGRATED DEEPIR MODEL-BASED STUDENT WORKSHEET: ENHANCING LEARNING OUTCOMES AND HOTS IN HIGHER EDUCATION Budi Halomoan Siregar; Zul Amry; Kairuddin Kairuddin; Cut Latifah Zahari; Noorhelyna Razali
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.8198

Purpose – This study aims to develop student worksheets (SW) by integrating Artificial Intelligence (AI) into the DEEPIR model, aligning with an outcome-oriented instructional framework to improve HOTS and learning products (innovative learning media and scientific publications).Methodology – This study employed a design research approach, implemented through three main stages: preparation and design, design experiment, and retrospective analysis. The research participants were 22 students of Mathematics Education enrolled in the Learning Media course. The research instruments included observation sheets, validation and practicality sheets, HOTS-based tests, and product assessment rubrics. Data were obtained through learning observations and analysis of the validity, practicality, effectiveness, and results of student products. All data were analyzed descriptively and inferentially to assess the quality of the student worksheets.Findings – The study's results demonstrate high levels of validity, practicality, and effectiveness. The n-gain value is 0.783 (high category). All students (100%) successfully produced innovative learning media products that met the criteria for content and pedagogical validity. In addition, 82% of students published scientific articles in nationally accredited journals with a minimum Sinta 4 rating. These findings indicate that AI-integrated DEEPIR-based student worksheets significantly improve HOTS and students' ability to produce media products and scientific articles.Contribution – This study produce a replicable model that educators can adapt to design learning instruments that foster cognitive engagement and academic products. Strategically, this study emphasizes the importance of adopting AI-based learning tools to strengthen the quality, relevance, and global competitiveness of higher education.

THE IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL REPRESENTATION ABILITY THROUGH DEEP LEARNING ASSISTED BY DESMOS ON THE TOPIC OF TWO-VARIABLE LINEAR EQUATION SYSTEMS (SPLDV) Gusti Magdalena Br. Siburian; Nur Hafizah Nasution; Romaulika Situmorang; Septri Amelia Simamora; Budi Halomoan Siregar
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11205

ABSTRACT Mathematical representation skills play a crucial role in enabling students to comprehend, express, and communicate mathematical ideas effectively. However, students’ representation abilities in the topic of Systems of Linear Equations in Two Variables (SLETV) remain insufficient, indicating the need for more engaging and innovative instructional approaches. This study aimed to examine the effect of a Deep Learning approach supported by Desmos on students’ mathematical representation skills. The novelty of this research lies in integrating Deep Learning principles with the Desmos application in SLETV instruction at the junior high school level. A quasi-experimental method employing a pretest–posttest control group design was implemented. The participants were 30 eighth-grade students from SMP IT Permata Hati Tebing Tinggi, divided into an experimental group and a control group. Data were collected through mathematical representation tests administered before and after the intervention and analyzed using normality, homogeneity, and Independent Samples t-tests. The findings revealed that the experimental group achieved a significantly higher posttest mean score than the control group, with t(28) = 16.8 and p < .001. These results indicate that Deep Learning instruction supported by Desmos has a positive and significant impact on enhancing students’ mathematical representation skills in learning SLETV. ABSTRAK Kemampuan representasi matematis merupakan keterampilan penting yang membantu siswa memahami dan mengomunikasikan konsep matematika. Namun, kemampuan tersebut pada materi Sistem Persamaan Linear Dua Variabel (SPLDV) masih relatif rendah sehingga diperlukan pembelajaran yang lebih inovatif. Penelitian ini bertujuan menganalisis pengaruh pembelajaran Deep Learning berbantuan Desmos terhadap kemampuan representasi matematis siswa. Kebaruan penelitian terletak pada integrasi pendekatan Deep Learning dan aplikasi Desmos pada pembelajaran SPLDV di tingkat SMP. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Subjek penelitian terdiri atas 30 siswa kelas VIII SMP IT Permata Hati Tebing Tinggi yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes kemampuan representasi matematis sebelum dan sesudah pembelajaran, kemudian dianalisis menggunakan uji normalitas, homogenitas, dan Independent Samples T-Test. Hasil penelitian menunjukkan bahwa rata-rata posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai t(28) = 16,8 dan p < 0,001. Temuan ini menunjukkan bahwa pembelajaran Deep Learning berbantuan Desmos berpengaruh positif dan lebih efektif dalam meningkatkan kemampuan representasi matematis siswa pada materi SPLDV.

the Pengaruh alat peraga mesin pembagian berbasis Realistic Mathematic Education (RME) terhadap pemahaman konsep siswa pada materi operasi pembagian di kelas VII SMP Yayasan Perguruan IRA Adelia Br Tarigan; Mikhael Agus Tua Sibarani; Nur Silvina; Putri Br Tarigan; Rafael Tampubolon; Stevania Sri Debbye Br Simbolon; Budi Halomoan Siregar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18524

The problem found is the low understanding of concepts on division operation material. This is due to the difficulty of understanding the abstract material. This is triggered by the lack of utilization of relevant learning media to overcome it. This study examines the effect of RME-based division machine props on the conceptual understanding of division among seventh-grade students at SMP Yayasan Perguruan IRA. This research design uses a pre-test and post-test control group as part of a quasi-experimental research method with a quantitative approach. The population of this study was all seventh-grade students, with a sample of 18 students in the control class and 18 in the experimental class. In the post-test, the control and experimental classes obtained sig <0.05, so it was stated that there was a significant difference between the experimental class and the control class. Thus, the study results showed a substantial effect in applying Realistic Mathematic Education (RME)-based division machine props on understanding the concept of division operations in class VII of SMP Yayasan Perguruan IRA. The findings highlight the practical effect of RME-based teaching aids in improving students' conceptual understanding and emphasize the need for scalable, inclusive teaching aids in mathematics education.

Improving Understanding of Mathematical Concepts Through Contextual Teaching and Learning (CTL): A Case Study at Junior High School 14 Pematangsiantar Putri Nazwa; Dian Elita Apriani; Gusti Magdalena Br. Siburian; Romaulika Situmorang; Septri Amelia Simamora; Yarti Melvina Rambe; Yesnita Aprilia; Budi Halomoan Siregar
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.23382

Mathematics learning at the secondary school level plays an important role in fostering a deep understanding of ideas among students. The main purpose of this research is to see how effectively SMP Negeri 14 Pematangsiantar’s students understand mathematical concepts through CTL learning. This research applies a quantitative approach with a true experimental design. The study involved 30 seventh-grade students, divided into an experimental group (15 students of class VII-1) and a control group (15 students of class VII-3). The experimental group received learning with the CTL approach, which incorporated real-life problem-solving activities, discussions, and hands-on contextual exercises related to fractions. Meanwhile, the control group was taught using the expository method. Both groups were given a pre-test and post-test to measure the improvement of learning outcomes. The control group had an average post-test score of 54.00, while the experimental group had a significantly higher score of 90.33 (p < 0.001). Data were analyzed using an independent sample t-test, which confirmed that the difference in post-test scores between the two groups was statistically significant. The findings indicated that the CTL approach significantly improved students' conceptual understanding. The practical implications of this study suggest that integrating contextual learning strategies into mathematics instruction can enhance students’ ability to comprehend abstract concepts, particularly fractions. The findings of this study support the CTL approach as an effective and recommended instructional strategy for improving students' conceptual understanding of fractions. Implementing this approach can contribute to more engaging and meaningful mathematics education at the secondary school level.

ANALYSIS OF STUDENTS' PROCEDURAL ERRORS IN SOLVING GEOMETRIC TRANSFORMATION PROBLEMS BASED ON PROCEDURAL FLUENCY Putri Nazwa; Rehana Rehana; Yarti Melvina Rambe; Yesnita Aprilia; Budi Halomoan Siregar
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10625

This study aims to analyze students' procedural errors in solving geometric transformation problems based on Kilpatrick's (2001) indicators of procedural fluency, which include accuracy, efficiency, and flexibility. The approach used is qualitative descriptive with quantitative data support. The research subjects were 32 tenth-grade students at a private high school in Medan who had studied geometric transformation material. Data collection was conducted through a 5-question essay test analyzed using a scoring rubric for each indicator of procedural fluency. The results showed that the average student procedural fluency ability was in the low category with a score of 0.84 on a 4.00 scale. A total of 64.29% of students were in the very low category, 25% in the low category, 7.14% in the moderate category, and only 3.57% in the high category. The flexibility indicator was the weakest, with an average score of 0.39 (very low), while accuracy and efficiency were 0.95 (low) each. The dominant errors in accuracy included errors in basic concepts (78.6%), formula substitution (67.9%), and algebraic operations (64.3%). In terms of efficiency, students tended to repeat steps (71.4%) and use overly long procedures (67.9%). Regarding flexibility, 96.4% of students used only one method of solution, and 89.3% were unable to write down the transformation matrix. These findings indicate the need for instruction that places greater emphasis on procedural flexibility and reinforces conceptual understanding. ABSTRAK Penelitian ini bertujuan untuk menganalisis kesalahan prosedural siswa dalam menyelesaikan masalah transformasi geometri berdasarkan indikator kelancaran prosedural dari Kilpatrick (2001), yaitu akurasi, efisiensi, dan fleksibilitas. Pendekatan yang digunakan adalah deskriptif kualitatif dengan dukungan data kuantitatif. Subjek penelitian adalah 32 siswa kelas X di salah satu SMA swasta di Medan yang telah mempelajari materi transformasi geometri. Pengumpulan data dilakukan melalui tes esai sebanyak 5 soal yang dianalisis menggunakan rubrik penilaian untuk setiap indikator kelancaran prosedural. Hasil penelitian menunjukkan bahwa rata-rata kemampuan kelancaran prosedural siswa berada pada kategori rendah dengan skor 0,84 dari skala 4,00. Sebanyak 64,29% siswa berada pada kategori sangat rendah, 25% pada kategori rendah, 7,14% pada kategori sedang, dan hanya 3,57% pada kategori tinggi. Indikator fleksibilitas merupakan yang terlemah dengan rata-rata skor 0,39 (sangat rendah), sedangkan akurasi dan efisiensi masing-masing sebesar 0,95 (rendah). Kesalahan dominan pada akurasi meliputi kesalahan konsep dasar (78,6%), substitusi rumus (67,9%), dan operasi aljabar (64,3%). Pada efisiensi, siswa cenderung mengulang langkah (71,4%) dan menggunakan prosedur yang terlalu panjang (67,9%). Pada fleksibilitas, 96,4% siswa hanya menggunakan satu metode penyelesaian dan 89,3% tidak dapat menuliskan matriks transformasi. Temuan ini menunjukkan perlunya pembelajaran yang lebih menekankan pada fleksibilitas prosedural dan memperkuat pemahaman konseptual.

PROFILE OF MATHEMATICAL CRITICAL THINKING SKILLS OF VOCATIONAL HIGH SCHOOL STUDENTS BASED ON FACIONE INDICATORS IN STATISTICS Dwi Anggraini; Revalina Ayu Natalia Hutabarat; Santa De Luisa Sitorus; Wildani Nisrina Nabilah; Budi Halomoan Siregar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10273

ABSTRACT Mathematical critical thinking skills have become an essential competency in 21st-century learning, particularly in statistics, which requires in-depth analysis and reasoning. However, various findings indicate that students’ critical thinking skills have not yet developed optimally and still show imbalances across different aspects of thinking. This study aims to describe the profile of eleventh-grade students’ mathematical critical thinking skills at SMK Negeri 4 Medan based on critical thinking indicators. The study employed a qualitative approach with a descriptive method. The participants consisted of 14 students selected through purposive sampling in accordance with the context of statistics learning. Data were collected using an essay-based test and analyzed through descriptive techniques to illustrate students’ achievement across each indicator. The results show that students’ mathematical critical thinking skills are at a moderate level, with an average achievement of 57.1%. Students tend to perform better in understanding and analyzing problems, while their abilities in evaluating, drawing conclusions, and explaining reasoning remain relatively low. These findings indicate that students’ critical thinking skills have not yet developed comprehensively across all stages of thinking. Therefore, learning should be designed to systematically promote reasoning, reflection, and mathematical communication to support a more balanced and sustainable development of critical thinking skills. ABSTRAK Kemampuan berpikir kritis matematis menjadi kompetensi esensial dalam pembelajaran abad ke-21, terutama pada materi statistika yang menuntut analisis dan penalaran yang mendalam. Namun, berbagai temuan menunjukkan bahwa kemampuan tersebut pada siswa belum berkembang secara optimal dan masih menunjukkan ketidakseimbangan antar aspek berpikir. Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kritis matematis siswa kelas XI di SMK Negeri 4 Medan berdasarkan indikator berpikir kritis. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian berjumlah 14 siswa yang dipilih secara purposif sesuai dengan konteks pembelajaran statistika. Data dikumpulkan melalui tes esai dan dianalisis menggunakan teknik deskriptif untuk menggambarkan capaian kemampuan siswa pada setiap indikator. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis matematis siswa berada pada kategori sedang dengan rata-rata capaian sebesar 57,1%. Kemampuan siswa cenderung lebih baik pada tahap memahami dan menganalisis masalah, sedangkan pada tahap mengevaluasi, menarik kesimpulan, dan menjelaskan alasan masih tergolong rendah. Temuan ini menunjukkan bahwa kemampuan berpikir kritis siswa belum berkembang secara menyeluruh pada seluruh tahapan berpikir. Oleh karena itu, diperlukan pembelajaran yang secara terarah mendorong aktivitas penalaran, refleksi, dan komunikasi matematis agar pengembangan kemampuan berpikir kritis dapat berlangsung secara lebih seimbang dan berkelanjutan.

ANALYSIS OF STUDENT ERRORS BASED ON NEWMAN’S ERROR ANALYSIS (NEA) IN SOLVING COMPLEX PROBLEMS RELATED TO FUNCTION MATERIAL Dian Elita; Dita Lovianna Purba; Dwita Lestari Saragih; Eka Chirsty Haloho; Budi Halomoan Siregar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10335

ABSTRACT Students' errors in solving mathematics problems, particularly on the topic of functions, still frequently occur and need to be analyzed systematically.This study aims to examine students’ errors in solving mathematical problems on function topics based on Newman’s Error Analysis (NEA) procedure. A descriptive qualitative approach was employed in this research. The participants were 23 eleventh-grade students of SMA GKPI Padang Bulan Medan who had previously studied functions. Data were collected through a written test consisting of five word problems and follow-up interviews to explore students’ thinking processes in greater depth. The data were analyzed using Newman’s five stages of error, namely reading, comprehension, transformation, process skills, and encoding. The findings reveal that the most dominant error was encoding error (51.30%), followed by process skill errors (46.96%), transformation errors (39.13%), comprehension errors (34.78%), and reading errors (26.09%). These results indicate that students still encounter difficulties at multiple stages of problem solving, particularly in presenting final answers accurately and carrying out systematic procedures. Therefore, appropriate instructional strategies are needed to enhance students’ conceptual understanding, improve accuracy in calculations, and develop their ability to express final answers clearly and systematically. ABSTRAK Kesalahan siswa dalam menyelesaikan soal matematika khususnya pada materi fungsi masih sering terjadi dan perlu dianalisis secara sistematis. Penelitian ini bertujuan untuk mengkaji kesalahan siswa dalam memecahkan soal matematika pada topik fungsi berdasarkan prosedur Analisis Kesalahan Newman (NEA). Pendekatan kualitatif deskriptif digunakan dalam penelitian ini. Peserta penelitian adalah 23 siswa kelas XI SMA GKPI Padang Bulan Medan yang sebelumnya telah mempelajari fungsi. Data dikumpulkan melalui tes tertulis yang terdiri dari lima soal cerita dan wawancara lanjutan untuk mengeksplorasi proses berpikir siswa secara lebih mendalam. Data dianalisis menggunakan lima tahap kesalahan Newman, yaitu membaca, pemahaman, transformasi, keterampilan proses, dan pengkodean. Temuan menunjukkan bahwa kesalahan yang paling dominan adalah kesalahan pengkodean (51,30%), diikuti oleh kesalahan keterampilan proses (46,96%), kesalahan transformasi (39,13%), kesalahan pemahaman (34,78%), dan kesalahan membaca (26,09%). Hasil ini menunjukkan bahwa siswa masih mengalami kesulitan pada berbagai tahap pemecahan masalah, terutama dalam menyajikan jawaban akhir secara akurat dan melaksanakan prosedur secara sistematis. Oleh karena itu, strategi pengajaran yang tepat diperlukan untuk meningkatkan pemahaman konseptual siswa, meningkatkan akurasi perhitungan, dan mengembangkan kemampuan mereka untuk mengekspresikan jawaban akhir secara jelas dan sistematis.

INTERACTIVE BOARDS WITH DEEP LEARNING TO IMPROVE STUDENTS’ UNDERSTANDING OF COMPARISON Budi Halomoan Siregar; Dwi Octa Marcellita Girsang; Maria Panjaitan; Risna Apriani Tamba; Ronauli Simamora
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.8502

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pembelajaran mendalam (deep learning) yang terintegrasi dengan penggunaan papan perbandingan interaktif terhadap pemahaman siswa pada materi perbandingan di SMP Negeri 11 Medan. Penelitian ini menggunakan metode pre-eksperimen dengan desain one group pretest-posttest. Subjek penelitian terdiri atas 30 siswa kelas VII. Instrumen penelitian berupa tes pemahaman konsep perbandingan yang diberikan sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada pemahaman siswa setelah menggunakan pembelajaran berbasis papan perbandingan interaktif. Peningkatan tersebut terlihat dari hasil nilai rata-rata pretest siswa sebesar 26,7%, sedangkan nilai rata-rata posttest meningkat menjadi 92,5%. Uji paired sample t-test menunjukkan nilai thitung = 12,70 lebih besar daripada ttabel = 2,045, sehingga H₀ ditolak dan H₁ diterima. Hal ini menunjukkan adanya perbedaan yang signifikan antara hasil pretest dan posttest siswa. Peningkatan pemahaman siswa juga didukung oleh nilai N-Gain sebesar 0,89 yang termasuk dalam kategori tinggi, yang menunjukkan bahwa pembelajaran yang diterapkan sangat efektif. Dengan demikian, pembelajaran mendalam berbasis papan perbandingan interaktif terbukti efektif dalam meningkatkan pemahaman konsep perbandingan siswa. ABSTRACT This study aims to analyze the effect of applying deep learning integrated with the use of interactive comparison boards on students' understanding of comparison material at SMP Negeri 11 Medan. This study used a pre-experimental method with a one-group pretest-posttest design. The research subjects consisted of 30 seventh-grade students. The research instrument was a comparison concept comprehension test administered before and after the treatment. The results showed a significant increase in students' understanding after using interactive comparison board-based learning. This improvement was evident from the students' pretest average score of 26.7%, while the posttest average score increased to 92.5%. The paired sample t-test showed that the tcount = 12.70 was greater than the ttable = 2.045, so H₀ was rejected and H₁ was accepted. This indicates a significant difference between the students' pretest and posttest results. The improvement in students' understanding is also supported by an N-Gain value of 0.89, which is in the high category, indicating that the learning method applied is very effective. Thus, deep learning based on interactive comparison boards has been proven to be effective in improving students' understanding of comparison concepts.

ANALYSIS OF STUDENTS' MISCONCEPTIONS ON PRIME NUMBERS BASED ON THE CERTAINTY OF RESPONSE INDEX (CRI) Aisya Nabila Putri; Amelia Cristy Saragih; Mutia Hafiza; Rifka Elianti Br Kaban; Samuel Yordan Ambarita; Budi Halomoan Siregar
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10162

ABSTRACT Misconceptions are one of the common problems in mathematics learning and can hinder students’ conceptual understanding. In the topic of prime numbers, misunderstandings often occur because students do not fully comprehend the definition and characteristics of the factors of a number. Therefore, a systematic identification is needed to determine the types of misconceptions experienced by students. This study aims to analyze students’ misconceptions on the topic of prime numbers using the Certainty of Response Index (CRI) method. This study employed a quantitative approach with a descriptive research design. The research subjects were 23 ninth-grade students at SMP Deli Murni Sukamaju. Data were collected through a diagnostic test consisting of 15 questions equipped with a CRI scale to measure students’ confidence in their answers. The data were analyzed by grouping students’ responses based on answer accuracy and confidence level, which were then classified into four categories of understanding: conceptual understanding, misconception, lack of understanding, and guessing. The results showed that out of 345 student responses, 31.6% were categorized as understanding the concept, 39.1% experienced misconceptions, 20.9% did not understand the concept, and 8.4% answered by guessing. The dominant misconceptions were related to the definition of prime numbers, determining the factors of a number, and the assumption that all odd numbers are prime numbers. These findings indicate that the CRI method is effective in identifying students’ misconceptions and can serve as a basis for teachers to design learning strategies that emphasize conceptual understanding. ABSTRAK Miskonsepsi merupakan salah satu permasalahan yang sering muncul dalam pembelajaran matematika dan dapat menghambat pemahaman konsep siswa. Pada materi bilangan prima, kesalahan pemahaman sering terjadi karena siswa belum sepenuhnya memahami definisi dan karakteristik faktor suatu bilangan. Oleh karena itu, diperlukan identifikasi yang sistematis untuk mengetahui bentuk miskonsepsi yang dialami siswa. Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa pada materi bilangan prima dengan menggunakan metode Certainty of Response Index (CRI). Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah 23 siswa kelas IX di SMP Deli Murni Sukamaju. Data dikumpulkan melalui tes diagnostik sebanyak 15 soal yang dilengkapi dengan skala CRI untuk mengukur tingkat keyakinan siswa terhadap jawaban yang diberikan. Data dianalisis dengan mengelompokkan respons siswa berdasarkan ketepatan jawaban dan tingkat keyakinan, kemudian diklasifikasikan ke dalam empat kategori pemahaman, yaitu memahami konsep, miskonsepsi, tidak memahami konsep, dan menebak. Hasil penelitian menunjukkan bahwa dari 345 respons siswa, sebesar 31,6% termasuk kategori memahami konsep, 39,1% mengalami miskonsepsi, 20,9% tidak memahami konsep, dan 8,4% menjawab dengan menebak. Miskonsepsi yang dominan berkaitan dengan definisi bilangan prima, penentuan faktor bilangan, serta anggapan bahwa semua bilangan ganjil adalah bilangan prima. Temuan ini menunjukkan bahwa metode CRI efektif untuk mengidentifikasi miskonsepsi siswa sehingga dapat menjadi dasar bagi guru dalam merancang pembelajaran yang lebih menekankan pada pemahaman konsep.

Co-Authors Abil Mansyur, Abil Adam Zuhri Prika Adelia Br Tarigan Adhawina, Raissya Adrianto, Ilham Aisya Nabila Putri Ajarah, Desi Alpina Rosalia Ambarita, Samuel Yordan Ambarita, Zefanya Tabita Amelia Cristy Saragih Anggelina, Maya Angraini, Shepia Arsandy, Qory Septiani Asmin Panjaitan Azizi, Muhammad Farhan Bertua Serepina Tobing, Naomi Tirta Berutu, Jhosua Br Barus, Lisda Karolin Br Barus, Putri Yade Bismeninta Br Sembiring , Ega Emeysadella Br Sinaga, Elsa Noviyanti Br Sitepu, Elsa Meranie Br Tarigan , Alya Andani Rahman Br Zandroto, Nurcahaya Cut Rania Andini Damanik, Jhelsi Daulay, Andini Sahrani Debora Sinaga, Debora Denada, Elsa Dhuha, Nadira Kaylana Dian Elita Dian Elita Apriani Dita Lovianna Purba Dwi Anggraini Dwi Anggraini Dwi Octa Marcellita Girsang Dwita Lestari Saragih Eka Chirsty Haloho Fadilla, Nia Fazril Anshari Febrianti, Dwi Ayu Fitri Maulida Gisti, Rival Ananda Guci, Putri Tipakaden Gultom, Glori Cahaya Gultom, Kevin Frans Samuel Gusti Magdalena Br. Siburian Hafiza, Mutia HALOHO, EKA CHRISTY Harahap, Isma Khairah Harahap, Qamaruddin Fadhilah Harefa, Ilhamsyah Hariyanti Hariyanti Hasibuan, Adinda Muhfyana Hasratuddin Hasratuddin Hutabarat, Revalina Ayu Natalia HUTAPEA , YOKEBET Hutapea, Yonata Indah Aulia Pratiwi Jesiska Anjelin Siagian Kaban, Rifka Elianti br Kairuddin Kairuddin . Khaerunnisa, Marwa Khafifah F, Siti Khairunnisa' Nabilah Khalifadin Azis, Yusuf Khumairah, Azra Larasati, Anisah Lestari, Julisa Ayu Lubis, Ariyanto Lubis, Dara Muna Lubis, Kholishoh Humairoh Lubis, Nazwah Indri Agista Lubis, Sutan Ismail Akbar Rafsanjani MANIK , ROMAIDA FITRIANI BR Manik, Ruth Sahanaya MANULLANG, JULIANA Manurung, Hendra Cahyadi Manurung, Pera Novia Marbun, Marthin Maria Panjaitan Maria, Novita Sari Masita, Nurul Mei Wika T Sihombing Mentari Sukma Meridina, Ramanda Mikhael Agus Tua Sibarani Mikhah Adillah Zendrato Muhammad Aldi, Muhammad Mulyono Mulyono Munthe, Atiqah Shabirah Munthe, Tiolina Maria Mutia Hafiza Nabilah, Wildani Nisrina Naibaho, Joel Shintong Nainggolan, Gustia Louisa Najwa Dwi Heryanti NASUTION , NUR HAFIZAH Nasution, Nur Syahrini Nazhatul Sahima Mohd Yusoff Ndor Damayanti Silalahi Nilam Cahya Ningrum, Salamah Sulistya Noorhelyna Razali Nur Hafizah Nasution Nur Silvina Nurpadila, Nurpadila Panjaitan, Chesia Aprina Panjaitan, Marajohan PURBA, DITA LOVIANNA Purba, Fernando Putri Andini, Putri Putri Br Tarigan Putri Nazwa Putri Rizki Putri, Aisya Nabila Putri, Imelda Putri, Tasya Alifa Qoyyima, Annisa Rafael Tampubolon Rahman, Arief Aulia Rehana Rehana Rehana, Rehana Revalina Ayu Natalia Hutabarat Rifka Elianti Br Kaban Risna Apriani Tamba Romaulika Situmorang Ronauli Simamora Rumahorbo, Dimas SAING, NASIB Samosir, Martha Indah Samuel Yordan Ambarita Santa De Luisa Sitorus Saputra, Yoga Aulia SARAGIH , DWITA LESTARI Saragih, Afta Geosasmita Saragih, Amelia Cristy Saragih, Patricia Saragih, Saripah Erguna br Septri Amelia Simamora Siagian, Kristiani Siagian, Yerikho Aprillio Sibarani, Khoirunnisa Sibarani, Mikhael Agus Tua Sidauruk , Vico Putra Sihombing, Kesia Sihombing, Kevin Marito Sihombing, Thresia Veronika SIHOTANG, HARRY Silaban, Gebriel Saron SILALAHI, LISBETH Silvina, Nur Simamora, Destia Krisela Simamora, Eka Finanti Septiana Simangunsong, Erika SIMANIHURUK, SRI VIONI NOVENA Simanjuntak, Juanda Rifki Simanjuntak, Rosi Ade Putri Simanullang, Asria Ronauli Simanungkalit, Imel Simatupang, Nashwa Rahmadhani Simbolon, Stevania Sri Debbye Br Sinaga, Adi Sinaga, Rosmelia Elsada Sinaga, Sinta Marintan Sinaga, Victory Rajani Sinuhaji, Ribka Dameria Siregar, Anisa Rahmadani Siregar, Dea Athalia Siregar, Fransisco Dinata Siregar, Nur Hasanah Sitepu, Iren Dwi Adinda Siti Sarah, Siti Sitindaon, David Sitorus, Cellion Lydia Magdalena Sitorus, Grace Elicia Sitorus, Santa De Luisa SITORUS, TABITHA Situmorang, Rani Nuldiva Situmorang, Sylva Anastasya Stevania Sri Debbye Br Simbolon Sulaiman, Raysah Puteri Syamsinah, Chairi Tambunan, Engeli Emmanuela Br Tampubolon, Rafael Tampubolon, Stephani Theresa Vania Tanjung, July Yanty Tarigan, Adelia Br Tarigan, Gita Helena Tarigan, Nafa Cleo Wulandari Tarigan, Putri Br Tarigan, Septi Agita Tumanggor, Abednego Pradja Turnip, Leonardo Waniza, Elva Wardana, Aini Waruwu, Fertianus Waruwu, Maria Lilis Sartika Wildani Nisrina Nabilah Windari S, Deby Ayu Yarti Melvina Rambe Yesica Siahaan, Chrystin Yesnita Aprilia Yulia Ayu Utami Tarigan Yusoff, Nazhatul Sahima Mohd Yusuf Khalifadin Azis Zahari, Cut Latifah Zul Amry Zulaida, Putri

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