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Description of the Difficulties of Mathematics Education students in Complex Analysis Course Lumbantoruan, Jitu Halomoan; Uly, Risma
SAINSMAT: Journal of Applied Sciences, Mathematics, and Its Education Vol. 11 No. 1 (2022)
Publisher : ACEND Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/sainsmat716

This study is to determine the location of the difficulty of complex variable courses. Complex variable courses require a strong understanding, high concentration, good learning readiness, reasoning power and higher order logic in understanding direct objects. The direct objects referred to are Facts, Concepts, Skills, and Principles. In addition to direct objects in obtaining maximum results, indirect objects are needed. Indirect objects that are meant are tools used in the form of media, support and encouragement from others in obtaining good results. The results of the mid-semester grades for the 2014/2015 academic year were about 13% of students who got good grades and the rest were not good. In fact, this complex variable course is the main course of several courses. Another fact is that in the 2019/2020 semester VII, there are 35% in the poor category and 50% sufficient and the rest are good and very good. From 35% of students with poor learning outcomes took remedial, 1 person graduated with sufficient marks, while the rest did not pass. The specific objectives of the research are 1) to determine the mastery in complex variable courses, 2) the location of the difficulty and difficulty factors of complex variables, 3) to know the mastery and difficulty of indirect objects. This type of research approach is descriptive qualitative. Research wants to describe and describe how the actual event. The research was conducted in the Complex Variable Analysis course, Semester VII, implementation October-January and a total of 12 subjects. Techniques for obtaining data from observations, interviews and documentation. The analysis technique, presenting data, reducing and drawing conclusions. Conclusion,The difficulty of students lies in the facts and concepts that exist in the direct object. In the interview session, 71.42% said that the difficulty factor was the mastery of facts and concepts. In online implementation, students experience percentage difficulties when writing symbols and operating the media used. This is a new problem for mathematics students in achieving good learning outcomes with objective assessment standards.

Pengembangan Bahan Ajar Persamaan Diferensial Berbasis Model Brown Di Program Studi Pendidikan Matematika Fakultas Keguruan Dan IlmuPendidikan Universitas Kristen Indonesia Tahun 2017/2018 Jitu Halomoan Lumbantoruan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 3 No 2 (2019): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v3i2.886

Differential equations are mathematical equations for functions of one or more variables, which relate the value of the function itself and its derivatives in different order. As a prospective teacher, students are required to master the cognitive domain of differential equations. Based on the observations made where tested the initial knowledge of students in the course of differential equations and found 80% of students are not biased deserve to be said to pass. Therefore, this research is aimed at 1. Developing instructional of differential equations based on brown model and cooperative learning model as a tool in learning process; 2. Testing the effectiveness of teaching materials of developed differential equations; 3.Test whether there is a good improvement in learning outcomes in the teaching and learning process using the teaching aid tool. The method used in this research is development research. From this result Researchers believe that in the course of teaching materials is very effective tool process of course in the classroom. Keywords: Course Tools, Differential Equations.

Analisis Miskonsepsi Pada Soal Cerita Teori Peluang Di Program Studi Pendidikan Matematika Jitu Halomoan Lumbantoruan; Hendrikus Male
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 4 No 2 (2020): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v4i2.1380

In this study the background to the problem is the low student learning outcomes in the Theory of Opportunities course. Opportunity theory is a course where students must master terminology, concepts, principles, algorithms and languages ??or the essence of a story problem. To be able to solve mathematical story problems, it is obligatory to master the five components. The purpose of this study is to determine where misconceptions are often experienced by students in understanding the essence and problem solving of probability theory stories, as well as any factors that hinder the learning process of opportunity theory courses outside the five components. The research subjects taken were mathematics education students in the odd semester of the 2018/2019 school year. Data collection techniques and methods used are the method of observation, interviews, documentation, and tests. The results of this study indicate that there are 41% do not master the terminology, the concept of 44.7%, prinsisp 47.8%. Algorithm 51%, and language / conclusion drawing 52%. There were 12 questions that were tested and the average student who could answer haya was around 51% and those who were still experiencing misconceptions were 49%. Algorithm and conclusion drawing are one where many students experience misconceptions in solving the problem story theory questions. Keywords : Misconception of probability theory, Misconception Analysis

P IDENTIFIKASI KESIAPAN DAN KESULITAN GURU MATEMATIKA DALAM PELAKSANAAN KURIKULUM 2013 DI MASA PANDEMI COVID 19 jitu Halomoan lumbantoruan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 6 No 2 (2022): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v6i2.3297

The research method used is descriptive qualitative. Collection of primary data and secondary data. Analysis with data reduction, presentation, conclusion and verification. Research at SMA Yadika 11, SMK 4 and SMA 7 Bekasi. The results of the analysis, 1) 95% of the online learning process is still from curriculum 13, the school facilitates teachers. However, when the implementation was not in line with expectations, this was because the material provided was not prepared with the standard of the initial ability of students, the books provided were not strong enough to build concepts, educators had difficulty writing symbols, student responses to professional competence were 79%, 70% of participants students assess that teachers do not have teaching materials and modules used as learning aids, observing 4 teacher materials have difficulty explaining related to writing symbols and proof. 2) The form of readiness by providing textbooks as the main source, however, books with cognitive dimensions. Lots and not hot books, this is not in line with curriculum 13. 3) The assessment method is prepared by the teacher, however, the assessment method is not given and the material tested is more difficult than what is taught and 60% disagrees with the teacher's assessment method.

PENGEMBANGAN BAHAN AJAR INTEGRAL TAK TENTU BERBASIS MODEL SMALL GROUP DISCUSSION DI PROGRAM STUDI PENDIDIKAN MATEMATIKA FKIP UKI TAHUN 2016/2017 Jitu Halomoan Lumbantoruan
Jurnal Dinamika Pendidikan Vol. 10 No. 2 (2017): JULI
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v10i2.610

ABSTRACT This study aims to: (1) Develop instructional materials indefinite integral calculus which include small group discussion learning models as teaching materials in teaching and learning in the classroom; (2) Testing the feasibility and effectiveness of teaching materials integral calculus developed; (3) Test whether there is a good improvement in the learning process with the help of teaching materials and see what there is a difference between a class using teaching materials with a class that does not use ingredients teaching. The method used in this research is the development. The increase in scores of pre-test and post-test through a test N-Gain in the third semester the field tests obtained a value of 0.63 with the interpretation Medium. While the N-Gain for classes that use very high 0.7 teaching materials or research say completely 100% and the class that does not use teaching materials or finished lower 0.3 and 16.60%. Keywords: Development Integral Calculus, Calculus ABSTRAK Penelitian ini bertujuan untuk: 1) Mengembangkan bahan ajar kalkulus integral tak tentu yang dilengkapi model pembelajaran small group discussion sebagai bahan ajar dalam proses belajar mengajar di dalam kelas; 2) Menguji Kelayakan dan keefektifan bahan ajar kalkulus integral yang dikembangkan; 3) Menguji apakah ada peningkatan hasil belajar yang baik di dalam proses belajar mengajar dengan menggunakan bantuan bahan ajar serta melihat apa ada perbedaan antara kelas yang menggunakan bahan ajar dengan kelas yang tidak menggunakan bahan ajar. Metode yang digunakan dalam penelitian ini adalah penelitian pengembangan. Peningkatan skor pre-tes dan pos-tes melalui uji N-Gain pada uji lapangan semester III diperoleh nilai sebesar 0,63 dengan interpretasi Sedang. Sedangkan N-Gain untuk kelas yang mengunakan bahan ajar 0,7 sangat tinggi atau penelitian ini mengatakan tuntas 100% dan kelas yang tidak menggunakan bahan ajar 0,3 rendah atau yang tuntas haya 16,60%. Kata Kunci: Pengembangan Bahan Ajar Integral, Kalkulus

AKSESIBILITAS ANAK BERKEBUTUHAN KHUSUS DI ERA PENDIDIKAN 4.0 Melda Rumia Rosmery Simorangkir; Jitu Halomoan Lumbantoruan
Jurnal Dinamika Pendidikan Vol. 14 No. 1 (2021): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v14i1.2901

his research was conducted to measure the extent to which teachers understand education in the 4.0 era for special needs and disabilities and how the efforts of inclusive schools in providing accessibility to education era 4.0 for special needs and disabilities. This research was conducted using qualitative methods with a descriptive approach. Primary data sources include observation, observation, interview, documentation, and triangulation. The informants of this study were teachers and educators and education staff in four inclusive public elementary schools in Bekasi. From this study, it was found that not all teachers understood education with special needs in the education era 4.0. Self-development training for teachers is needed so that they are ready to face education in the 4.0 era

Model Pembelajaran Materi Matematika secara daring di SMA Jitu Halomoan Lumbantoruan; Kerdid Simbolon; Risma Uly Manalu; Stevi Natalia
I-Com: Indonesian Community Journal Vol 2 No 1 (2022): I-Com: Indonesian Community Journal (April 2022)
Publisher : Fakultas Sains Dan Teknologi, Universitas Raden Rahmat Malang

PkM bertujuan untuk pemodelan matematika. Saat online banyak yang tidak sesuai antara perencanaan dan pelaksanaan. Surve kementerian pendidikan dan lembanga UNICEF 2020 diperoleh 58% kurang efektif saat online. Surve juga dilakukan di SMA dan mendapati, 38% kurang motivasi, 35% alat komunikasi buruk, dan 62% membutuhkan internet gratis, 92% kesulitan konsep matematika secara online. Metode pelaksanaan PkM berbentuk studi kasus, dengan mengembangkan materi matematik. PkM dilaksanakan siswa IPA 1, 2 dan 3 kelas XI SMA Yadikan 11 Jatirangga Bekasi, tanggal 25-28 Mei 2021. Hasil PkM: 1) Bentuk materi yang dapat diiplementasikan secara daring 2) Strategi mengajar dalam pelaksanaan pembelajaran secara daring, dengan respon sangat baik yaitu 90.50%, 3) Bentuk penilaian hasil belajar peserta didik menunjukan 87% sangat baik, 10% baik dan 3% cukup baik. Ada peningkatan peserta didik pasca PkM dilakukan, hal ini terlihat dari hasil belajar dan surve kepuasan peserta didik 89% menyatakan puas. Tindak lanjud dari PkM adalah memonitoring hasil belajar peserta didik dan mengadakan monev dengan guru matematika, membahas masalah, kesulitan peserta dan solusi yang harus dilakukan. Kesimpulan dari hasil PkM adalah adanya peningkatan minat peserta untuk belajar matematika berbantuan materi yang disusun pelaksana PkM. Materi yang disusun meningkatkan hasil belajar peserta didik dalam mengatasi kesulitan.

Description of the Difficulties of Mathematics Education students in Complex Analysis Course Jitu Halomoan Lumbantoruan; Risma Uly
SAINSMAT: Journal of Applied Sciences, Mathematics, and Its Education Vol. 11 No. 1 (2022)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/sainsmat716

This study is to determine the location of the difficulty of complex variable courses. Complex variable courses require a strong understanding, high concentration, good learning readiness, reasoning power and higher order logic in understanding direct objects. The direct objects referred to are Facts, Concepts, Skills, and Principles. In addition to direct objects in obtaining maximum results, indirect objects are needed. Indirect objects that are meant are tools used in the form of media, support and encouragement from others in obtaining good results. The results of the mid-semester grades for the 2014/2015 academic year were about 13% of students who got good grades and the rest were not good. In fact, this complex variable course is the main course of several courses. Another fact is that in the 2019/2020 semester VII, there are 35% in the poor category and 50% sufficient and the rest are good and very good. From 35% of students with poor learning outcomes took remedial, 1 person graduated with sufficient marks, while the rest did not pass. The specific objectives of the research are 1) to determine the mastery in complex variable courses, 2) the location of the difficulty and difficulty factors of complex variables, 3) to know the mastery and difficulty of indirect objects. This type of research approach is descriptive qualitative. Research wants to describe and describe how the actual event. The research was conducted in the Complex Variable Analysis course, Semester VII, implementation October-January and a total of 12 subjects. Techniques for obtaining data from observations, interviews and documentation. The analysis technique, presenting data, reducing and drawing conclusions. Conclusion,The difficulty of students lies in the facts and concepts that exist in the direct object. In the interview session, 71.42% said that the difficulty factor was the mastery of facts and concepts. In online implementation, students experience percentage difficulties when writing symbols and operating the media used. This is a new problem for mathematics students in achieving good learning outcomes with objective assessment standards.

Difficulty of Mathematics teacher competence in applying curriculum online Jitu Halomoan Lumbantoruan Halomoan
Asian Journal of Educational Technology Vol. 1 No. 1 (2022): Asian Journal of Educational Technology (AJET)
Publisher : Lighthouse Publishing

The study aims to analyze the readiness and difficulty of online learning. Survey of the Ministry of Education 2020, 58% ineffective learning process, 38% lack of guidance, 35% poor communication, 62% need internet access, 59.5% object to homework. Research aims; 1)knowing the four teacher competency readiness when online, 2) knowing the location of the difficulty of teacher competence in the online process, 3) knowing the assessment method used. Method by presenting data, reduction and conclusion. The results of the analysis, 1) The material provided does not match the initial ability standards, the books provided do not make it easier for students, the teacher has difficulties in writing symbols. Professional competency assessment is 62%, pedagogic, the teacher does not have a module as a learning aid tool, the teacher has difficulty writing integral symbols, logarithms, matrices and mathematical induction on google meet. 2) The difficulty of the teacher when operating the google meet media, the teacher does not master how to write symbols, the difficulty of proving, the difficulty of expressing the concept, the difficulty of the internet network, the difficulty of correcting the homework, the difficulty of applying the method. Rating 45% disagree with the pedagogic, the book given the concept is too difficult, the impact is that understanding does not develop and is only accepting answers from the teacher without any active interaction. 3) 60% disagree with the assessment method, the material being tested is more difficult than what is taught, as a result the learning outcomes are not as expected. In conclusion, students expect the teacher to compile their own material in the form of a module and pour models, methods, strategies and make assessment indicators in the module.

Description of Difficulty of Semester VII Students of Mathematics Education Study Program in Complex Analysis Course Jitu Halomoan Lumbantoruan
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 1 (2022): Mei 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i1.65

The purpose of this research is to find out how the students' mastery and difficulty lies in direct objects and indirect objects in complex variables courses. Two mathematical indicators are direct object and indirect object. The direct object is related to understanding Facts (definitions), Concepts (ideas, thought patterns), Skills (general and specific skills), and Principles (Formulas, theorems and postulates). While indirect objects are media and tools. In 2014/2015 students in the Complex Variables course received UTS, there were 13% good scores and 77% less good. Another fact is that in 2019/2020, 30 students took complex variables, there were 50% less good and 15 others were of sufficient value, good and very good. Of the 50% who were not good, took remedial and only 10 people graduated, the remaining 5 people did not pass and had to repeat the next semester. The research method used is descriptive qualitative. Techniques to get data from observation, interviews and documentation. The analysis technique is to present, reduce and draw conclusions. The results of the analysis, observation, interviews and documentation intersect and show the location of the dominant difficulty in the direct object, 100% of sources think that the mastery of facts is weak (Definitions), 85.71% of concepts and skills, and 57.14% of principles. Difficulty connecting old material with new material is due to weak mastery of facts. In observation, a new problem arises when writing symbols on the media used. The ability of students to write symbols for complex variables makes the atmosphere of the discussion group percentage process unstructured. In conclusion, 100% believe that they do not master the facts, and this becomes another difficulty in mastering complex variables. New findings, in complex variable courses cannot use the online learning process.

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