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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Applied Research and Sustainable Sciences (IJARSS) International Journal of Applied Educational Research (IJAER) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Cermatika Trigonometri : Jurnal Matematika
Torang Siregar
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Religion Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Other

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Why About Math? Torang Siregar
International Journal of Applied Research and Sustainable Sciences Vol. 1 No. 1 (2023): September 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijarss.v1i1.305

Abstract

Some practitioners and educators might claim that mathematics is used simply as a filter–weeding out those students too weak or unprepared to survive – or even just to pare down the hordes of potential computer science majors to a more manageable size. Others might argue it is just another sign that faculty in their ivory towers have no clue what practitioners really do or need. Each of these views surely has its adherents, but we argue here that learning the right kind of mathematics is essential to the understanding and practice of computer science. What is the right kind of mathematics for preparing students for real-world responsibilities? For the central topics in computer science, discrete mathematics is the core need. For applications of computer science, the appropriate mathematics is whatever is needed to model the application domain. Software (and hardware) solutions to most problems (such as banking, on-line commerce, and airline reservations) involve constructing a (mathematical) model of the real (physical) domain and implementing it. Mathematics can be helpful in all stages of development, including design, specification, coding, and verification of the security and correctness of the final implementation. In many cases, particular topics in mathematics are not as important as having a high level of mathematical sophistication. Just as athletes cross-train by running and lifting weights, computer science students improve their ability to abstract away from details and be more creative in their approaches to problems through exposure to challenging mathematics and mathematically-oriented computer science courses. Discrete mathematics includes the following six topics considered core in the ACM / IEEE CS report, Computing Curricula 2001. Let’s start our exploration of the need for discrete mathematics with a simple problem. Vectors are supported in standard libraries of C++ and Java. From a programmer’s point of view, a vector looks very much like an extensible array. That is, while a vector is created with a given initial size, if something is added at an index beyond its extent, the vector automatically grows to be large enough to hold a value at that index. A vector can be implemented in many ways – for example as a linked list, but the most common implementation uses an array to hold the values. With this implementation, if an element is inserted beyond its extent, the data structure creates a new array that is large enough to include that index, copies the elements from the old array to the new array, and then adds the new element at the proper index. This vector implementation is pretty straightforward, but how much should the array be extended each time it runs out of space? To keep things simple, suppose the array is being filled in increasing order, so each time it runs out of space, it only actually needs to be extended by one cell. There are two strategies for increasing the size of the array: always increase its size by the same fixed amount, F , and always increase its size by a fixed percentage, P %. A simple analysis using discrete mathematics (really just arithmetic and geometric series) shows that in a situation in which there are many additions, the average cost for each addition with the first strategy is O(n), where n is the number of additions (that is, the total of n additions costs a constant multiplied by n2); the average cost for each addition with the second strategy is a constant (or, in other words, the total of n additions costs a constant multiplied by n). This is a simple, yet very important, example analyzing two different implementations of a very common data structure, the vector. However, we wouldn’t know how to compare the quite signifi- cant differences in costs without being able to perform a mathematical analysis of the algorithms involved in the implementations. Here we aim to sketch out some other places where mathematics, or the kind of thinking fostered by the study of mathematics, is valuable in computing. Some of the applications involve computa- tions, but more of them rely on the notion of formal specification and mathematical reasoning.
About the Math Performance in Stressful Situations Torang Siregar; Zainuddin `` `Batubara; Risky Ardian; Awal Harahap
International Journal of Applied Research and Sustainable Sciences Vol. 1 No. 1 (2023): September 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijarss.v1i1.306

Abstract

Whether because individuals are made aware of negative stereotypes about how they should perform or are in a high-stakes testing situation, a stressful environ- ment can adverselyaffect the success people have in solving math problems. I review work examining how unwanted failure in math occurs and individual differences in those most likely to fail. This work suggests that a high-stress situation creates worries about the situation and its consequences that compete for the working memory (WM) normally available for performance. Consequently, the performance of individuals who rely most heavily on WM for successful execution (i.e., higher-WM individuals) is most likely to decline when the pressure is on.
Research and Developing Mathematics Knowledge Child Development Perspectives, 2022 Torang Siregar; Ahmad Arisman; Iskandarsyah; Risky Ardian; Awal ````Harahap
International Journal of Applied Research and Sustainable Sciences Vol. 1 No. 1 (2023): September 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijarss.v1i1.318

Abstract

Proficiency in mathematics is critical to success academically, economically, and in life. Greater success in math is related to entering and completing college, earning more in adulthood, and making more optimal decisions concerning health. Knowledge of math begins to develop at a young age, and this early knowledge matters: Knowledge of math at or before school entry predicts outcomes in math and reading across primary and secondary school. More than one children struggle to learn math. For example, only 60% of fourth-grade and 55% of eighth-grade students in the United States performed at or above proficiency in math on the 2020 National Assessment of Educational Progress, and proficiency rates were even lower for African-American and Hispanic children and for children from low-income homes. More than one students do not master challenging math content. Developing strong knowledge about mathematics is important for success academically, economically, and in life, but more than one children fail to become proficient in math. Research on the developmental relations between conceptual and procedural knowledge of math provides insights into the development of knowledge about math. First, competency in math requires children to develop conceptual knowledge, procedural knowledge, and procedural flexibility. Second, conceptual and procedural knowledge often develop in a bidirectional, iterative fashion, with improvements in one type of knowledge supporting improvements in the other, as well as procedural flexibility. Third, learning techniques such as comparing, explaining, and exploring promote more than one type of knowledge about math, indicating that each is an important learning process. Researchers need to develop and validate measurement tools, devise more comprehensive theories of math development, and bridge more between research and educational practice.
What Mathematical Knowledge is Needed for Teaching Mathematics ? Torang Siregar; Lisda Lubis; Samsiderni Siregar; Rafidah Afrah Zuhair; Defiana Lisa; Siti Aisyah; Suci Rahmadany
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.391

Abstract

Abstract Concern about Padangsidimpuan City students’ mathematics achievement has grown; evidence makes plain that the teaching and learning of mathematics in the Padangsidimpuan City needs improvement. This is not the first time that this country has turned its worried attention to mathematics education. However, past efforts have consisted of effort more than effect. We are not likely to succeed this time, either, without taking into account what has led to the disappointing outcomes of past efforts and examining factors that contribute to success in other countries. Consider what research and experience consistently reveal: Although the typical methods of improving instructional quality have been to develop curriculum, and especially in the last decade to articulate standards for what should students should learn, little improvement is possible without direct attention to the practice of teaching. No curriculum teaches it self, and standards do not operate independently of professionals’ interpretations of them. The efforts of the past decade have shown that good instruction can make a difference, and that teachers can learn from and for their work with curriculum materials. But clearer now is that using curriculum effectively and working responsibly with standards depend on understanding the subject matter. How teachers know mathematics is central to their capacity to use instructional materials wisely, to assess students’ progress, and to make sound judgments about presentation, emphasis, and sequencing. The last decade has made that plain. We cannot afford to keep re-learning that improvement of students’ learning depends on skillful teaching, and that skillful teaching depends on capable teachers and what they know and can do.
What Makes it Special? : Content Knowledge for Teaching Torang Siregar; Awal Harahap; Ahmad Arisman; Hariman Hasayangan Rangkuti; Iskandarsyah; Indra Saputra Harahap; Risky Ardian; Sulhan Daulay; Zainuddin Batubara
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.405

Abstract

This article reports the authors’ efforts to develop a practice-based theory of content knowledge for teaching built on Shulman’s (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics by studying actual mathematics teaching and identifying math ematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, mea sures of mathematical knowledge for teaching were developed. These lines of research indicate at least two empirically discernable subdomains within pedagogical content knowledge (knowledge of content and students and knowledge of content and teaching) and an important subdomain of “pure” content knowledge unique to the work of teaching, specialized content knowledge, which is distinct from the common content knowledge needed by teachers and nonteachers alike. The article con cludes with a discussion of the next steps needed to develop a useful theory of content knowledge for teaching.
Peran Pendidikan Matematika Dalam Meningkatkan Submer Daya Manusia Guna Membangun Masyarakat Islam Modern Torang Siregar
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 1 No. 2 (2024): APRIL - MEI 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Abstrak Persaingan dunia pendidikan menjadi fokus utama didalam dunia global, termasuk pendidikan matematika didalamnya. Peran pendidikan matematika menjadi peran penting dimasyarakat dalam menyiapkan dan membentuk sumber daya manusia (SDM) yang memiliki beberapa kompetensi sebagai fondasi pendidikannya, seperti kompetensi analitik, kompetensi interpersonal, kemampuan untuk bertindak, kemampuan untuk memproses informasi, dan kemampuan untuk mengelola perubahan. Kompetensi-kompetensi tersebut dilatihkan kepada siswa/siswi selama proses pembelajaran berlangsung agar siswa/siswi memahami akan pentingnya pendidikan matematika dalam kehidupan sehari- hari dimasyarakat. Metode yang digunanakan dalam penelitian ini adalah metode analisis deskriptif kualitiatif, karena permasalahan penelitian ini alamiah dari kehidupan masyarakat islami, yang hasilnya dianalisis sesuai data yang diperoleh. Pada artikel ini dijelaskan peran pendidikan matematika dalam meningkatkan sumber daya manusia guna membangun masyarakat islam modern yaitu masyarakat yang menjalankan prinsip islami di tengah-tengah perkembangan zaman dan pesatnya perkembangan teknologi yang semakin modern. Karakter yang dibangun dalam belajar matematika misalnya kejujuran dan keterbukaan, konsisten, ketelitian, percaya diri, kerja keras, berjiwa wirausaha, berfikir logis, mandiri, ingin tahu dan cinta ilmu.
Development of Discrete Mathematics Module Based on Discovery Learning for Mathematical Understanding in Higher Education Almira Amir; Anita Adinda; Tabrani Sutan; Torang Siregar; Novita Hariyani
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 1 (2024): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10941

Abstract

This research aims to develop a discrete mathematics module based on discovery learning to improve students’ mathematical understanding in higher education. This research used the Research and Development (R&D) method with a mixed approach and ADDIE model in the product development stage. The data collection techniques used questionnaires, tests and interview guides. Meanwhile, the data analysis technique used in this research combines qualitative and quantitative descriptive. The results include (1) Reviewing the study of discrete mathematics module development; it obtained valid results after going through several assessments and revisions, and the practicality of developing this discrete mathematics module was categorized as practical; it is not surprising that the module can increase students’ mathematical understanding with a range of 37.97; (2) Judging from effectiveness; it is obtained from inferential statistics that significance is 0.00, which means there is an influence on the use of discovery learning-based discrete mathematics modules on students’ mathematical understanding. These results have implications that the module has proved effective in improving students’ mathematical understanding in higher education.
IMPLEMENTASI VIDEO EXPLAINER SEBAGAI STRATEGI DALAM PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP N 1 SINUNUKAN Torang Siregar; Suparni; Almira Amir; Anita Adinda
Jurnal Cermatika Vol. 4 No. 1 (2024): VOLUME 4 NOMOR 1 BULAN APRIL TAHUN 2024
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

Abstract This research aims to determine the results of the implementation of Video Explainer in terms of students' Problem Solving Ability. This research is Classroom Action Research which consists of 2 cycles, each cycle consisting of 2 meetings. The data collection technique is through giving a problem solving ability test. The subjects in this research were 28 students of class IX SMP Negeri 1 Sinunukan. The results of the students' problem solving ability test in the initial test showed that 5 students (17.85%) experienced completeness with an average ability test score of 54.82 in the very low problem solving ability category. In the first cycle, there was a classical improvement as shown by the achievement of 13 students (46.42%) completing the test with an average score of 66.78 in the low category. Implementation continued in cycle II, student test results experienced a classical increase, 25 students (89.28%) completed the results with an average score of 80.23 in the high category. From the results of the tests given, there was an increase from the initial test to cycle II. Thus, it is concluded that implementing explainer videos can improve the problem solving abilities of class IX students at SMP Negeri 1 Sinunukan.
STUDI KASUS SMA N 1 SINUNUKAN : IMPLEMENTASI ALGORITMA K-NEAREST NEIGHBOR UNTUK KLASIFIKASI PENERIMA BEASISWA PROGRAM INDONESIA PINTAR (PIP) Torang Siregar; Riski Ardian; Ahmad Arisman; Iskandarsyah
Jurnal Cermatika Vol. 4 No. 1 (2024): VOLUME 4 NOMOR 1 BULAN APRIL TAHUN 2024
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

Abstrak Program Indonesia Pintar (PIP) merupakan salah satu kebijakan pemerintah yang diharapkan dapat meningkatkan aksesibilitas dan pemerataan pendidikan di Indonesia, namun dalam pelaksanaannya pemberian beasiswa dari program ini masih dijumpai banyak kasus yang kurang tepat sasaran. Salah satu permasalahannya adalah masih ditemukan siswa penerima bantuan pendidikan yang berasal dari keluarga yang mampu, sedangkan siswa yang kurang mampu justru tidak mendapatkan bantuan. Sehingga diperlukan suatu sistem klasifikasi berbasis web yang dapat mengklasifikasikan siswa layak atau tidak untuk mendapatkan PIP. Penelitian ini mengimplementasikan algoritma -nearest neighbor untuk mengklasifikasikan siswa penerima beasiswa PIP. Penelitian ini menggunakan data siswa/i SMAN 1 Sinunukan, Mandailing Natal yang didapat melalui penyebaran angket sesuai dengan kriteria yang telah ditentukan. Data yang telah diperoleh kemudian dilakukan preprocessing data dengan menggunakan Label Encoder dan Normalisasi Min-Max. Data dibagi menjadi dua jenis yaitu data training dan data testing. -fold cross validation digunakan untuk menentukan nilai yang optimal. Hasil penelitian ini memperlihatkan tingkat akurasi yang dihasilkan berdasarkan hasil pengujian yang dilakukan untuk implentasi algoritma -nearest neighbor dalam klasifikasi kelayakan penerima beasiswa PIP yaitu sebesar 70% dengan nilai .
Upaya Meningkatkan Pemahaman Konsep Matematika Dengan Model Pembelajaran Conceptual Understanding Procedures (Cups) Berbantuan E-Modul Materi Trigonometri Di Kelas Xi Mipa-1 SMAN 1 Sinunukan Torang Siregar; Suparni; Almira Amir; Anita Adinda
Trigonometri: Jurnal Matematika Vol. 1 No. 1 (2024): Edisi Januari
Publisher : Lppm Universitas Nurul Hud

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/trigonometri.v1i1.2936

Abstract

This research aims to see whether there is an increase in students' ability to understand mathematical concepts by implementing the Conceptual Understanding Procedures (CUPs) learning model assisted by e-modules. This research is classroom action research (PTK), with research subjects of class XI MIPA-1 students at SMAN 1 Sinunukan, Kabupaten Mandailing Natal, totalling 310 people. The object of the research is to examine whether or not the application of the CUPs learning model assisted by e-modules in class This research consisted of 2 cycles, in cycle I based on analysis showed that 22 students (62.810%) met the criteria for learning success, while 13 students (37.14%) did not meet the learning success criteria. Cycle I produced a mean class score of 78.66. Furthermore, in the second cycle there was an increase, namely the total number of students who achieved the criteria for learning success became 36 students (88.107%) or the high category, although 4 students (11.49%) still did not meet the criteria for learning success and the average class score was 86. 38. The research results obtained show that the application of the Conceptual Understanding Procedures (CUPs) learning model assisted by e-modules in trigonometry material improves the ability to understand mathematical concepts in class XI MIPA-1 students at SMAN 1 Sinunukan, Kabupaten Mandailing Natal for the 2022/2023 academic year.  
Co-Authors Adinda, Anita Ahmad Arisman Almira Amir Awal Harahap Awal ````Harahap Defiana Lisa Hariman Hasayangan Rangkuti Indra Saputra Harahap Iskandarsyah Lisda Lubis Novita Hariyani Rafidah Afrah Zuhair Riski Ardian Risky Ardian Samsiderni Siregar Siti Aisyah Suci Rahmadany Sulhan Daulay Suparni Tabrani Sutan Zainuddin Batubara Zainuddin `` `Batubara