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All Journal International Journal of Informatics and Communication Technology (IJ-ICT) International Journal of Evaluation and Research in Education (IJERE) Jurnal Sains dan Teknologi Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Mimbar Sekolah Dasar Jurnal Elemen Edumatsains Jurnal Dinamika Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika Journal of Educational Research and Evaluation Journal of Education Technology Jurnal Kreativitas PKM Journal of Education and Learning Mathematics Research (JELMaR) UTAMAX : Journal of Ultimate Research and Trends in Education Jurnal Pedagogi dan Pembelajaran International Journal of Business, Law, and Education SAINSMAT: Journal of Applied Sciences, Mathematics, and Its Education Indonesian Community Journal Al-Hijr: Journal of Adulearn World Asian Journal of Educational Technology Brillo Journal Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Progresif
Lumbantoruan, Jitu Halomoan
Universitas Kristen Indonesia
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PENGEMBANGAN MODUL MATEMATIKA MATERI LOGARITMA DIBANTU MODEL KOOPERATIF TIPE JIGSAW Jitu Halomoan Lumbantoruan; Evi Deliviana; Hotmaulina Sihotang; Bernadetha Nadeak
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7957

Abstract

Hasil belajar diperoleh siswa dalam matematika tidak bisa dilepaskan dari peran guru dalam menyusun rencana pelaksanaan pembelajaran, mempersiapkan materi, implementasi, melakukan penilaian dan mengevaluasi proses pembelajaran. Namun fakta, hasil belajar logaritma masih rendah. Salah satu penyebab rendahnya hasil belajar logaritma, karena guru tidak menyusun materi secara mandiri. Fakta lain, Nilai mean belajar siswa saat observasi 74, 80 di bawah kriteria ketuntasan minimal 75. Adanya kesenjangan antara teori dan realita di lapangan menjadi urgen dilakukan penelitian. Tujuan dari penelitian adalah untuk menghasilkan modul logaritma yang memenuhi kriteria praktis dan efektif dalam meningkatkan hasil belajar siswa pada materi logaritma. Penelitian yang dilakukan merupakan jenis penelitian dan pengembangan (R&D) dengan model analyze, Design, Develop, Implementasi dan Evaluasi (ADDIE). Subjek dan objek penelitian sekolah menengah atas dan siswa berjumlah 32. Teknik pengumpulan data dengan instrumen penilaian kepada ahli materi, guru dan memberikan tes kepada siswa saat uji coba kelompok kecil dan ujicoba kelompok besar. Teknik analisis dengan validasi ahli materi, guru dan siswa. Para validasi menilai instrumen dengan memberikan skor dari 1-5 terhadap instrumen. Hasil tes siswa dianalisis dengan melihat kepraktisan dan keefektifan melalui hasil mean individual dan mean klasikal. Hasil validasi ahli materi, guru matematika dan siswa memberikan penilaian 92. 35%, 91, 45% dan 95.81%, dalam kategori sangat baik. Hasil belajar diperoleh siswa yang dibantu modul logaritma saat pos-tes 90.28 dan hasil siswa yang tidak menggunakan modul adalah 68.40 dengan selisih 25. 48. Kesimpulan, modul matematika materi logaritma ini sudah praktis, efektif dan dapat meningkatkan hasil belajar siswa secara signifikan
ANALISIS KESULITAN BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA PADA MATERI PERBANDINGAN DI SMPN 58 JAKARTA KELAS VII.2 Candra Ditasona; Ruth Yuni Kartika; Jitu Halomoan Lumbantoruan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol. 8 No. 1 (2023): Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v8i1.4615

Abstract

The daily test results for student of class VII.2 SMPN 58 Jakarta on the Comparison material showed that 30 out of 36 students got scores below the MCML (Minimum Criteria of Mastery Learning). The low test results were not always caused by the level of students’ intellegence, but it could occur because students have difficulty learning, as a student with difficulty learning do not necessarily have inadequate intellegence. The research aimed to determine the type or form of learning difficulties and the causes for students during their learning. The research used qualitative method with a descriptive qualitative approach. The population in this research were 30 students of class VII.2 SMPN 58 Jakarta who got daily test scores below the MCML for Comparison material. The interview subjects were 6 out 30 students who were selected through purposive proportional random sampling, and a Math teacher in this class. The results obtained based on the test analysis and interviews found student difficulties, such as in interpreting language, in unsderstanding and using concepts, in using data, and in technical difficulty (counting). Then, the results obtained based on the anlysis questionnaire analysis and interviews found that students had difficulties due to their lack of confidence and mortification in learning, and teacher who didn’t understand each student personally.
Development of a logarithmic module equipped with a jigsaw cooperative model Jitu Halomoan Lumbantoruan; Evi Deliviana
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.17520

Abstract

The teacher's task is to compile lesson plans, books, or modules assess and evaluate. However, the fact is that the low learning outcomes are due to the difficulty level of the book. The results of the 2022 study show that students' scores are below 75, which is 74.80. Urgency, there is a difference between teacher assignments, expectations, and learning outcomes. The research aims to design practical and effective modules. The research method used is Research and Development (R&D): Determination, Design, Development, Implementation, and Evaluation. The subject is high school, and the subject is 32 students. They are collecting data with assessment instruments from material experts, teachers, and students. Modules are measured by practicality through instruments, and tests measure effectiveness. Analysis technique with validation. Average values and interpretations. As a result, the logarithmic module is practical, effective, and can increase value. The validation of material experts and math teachers assessed 92.35% and 91.45% in the very good category. Student assessment of the module is 95.81%, a very good category. Post-test learning outcomes use the 90.28 module, and those that do not use the 68.40 module.
The blended learning model with online skills on the learning independence of high school students Mesta Limbong; Jitu Halomoan Lumbantoruan
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 4 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020222302

Abstract

The research aims to determine the effectiveness of blended learning management and online skills on student learning independence in the North Tapanuli region. The low learning interaction between teachers and students is caused by restrictions and forcing students to study independently. Therefore, teachers must develop competence by presenting the right model. Teachers have no other choice but to carry out good blended learning management so that learning activities continue. The method in this research is quantitative with the type of ex post facto research, namely comparative causal research. Data collection techniques by distributing instruments in the form of questionnaires to teacher respondents. The population in this study were all teachers in North Tapanuli Regency with a sample of 90 people from 4 schools that were spread out. Data analysis techniques are correlation and regression. The results of the study show that blended learning management and online skills have an impact on student learning independence. The effect of the blended learning model on students' online skills is 52.10%. Conclusion in increasing student learning independence, teachers use blended learning models to the fullest. However, this model must still be supported by the provision of online student skills.
Effectiveness of learning mathematics derivative materials using modules equipped with cooperative models in high schools Jitu Halomoan Lumbantoruan; Risma Uly Manalu
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25354

Abstract

The aim of the research is to improve the learning outcomes of mathematics material in high schools. At the high school level, there are three materials that are difficult for students to understand, one of which is derivative material. In fact, student learning outcomes in low-derived material. Difficulties arise because teachers rarely write teaching modules. There is difficulty understanding the definition (71.42%), concepts (71.42%), principles (57.14%), and skills (42.85%). In the needs analysis, 90% of students had difficulty with derivative material and the teacher was of the opinion that 85% of students had low scores on derived material. The research used research and development (R&D) method. The stages of research are needs analysis, design, development, implementation, and evaluation. As a result, the validation of material experts is 91.72%, math teachers are 92.42%, and students are 95.90%, all three are categorized as very good. Students who do not use the module get an average score of 65.51, and students who are assisted by the module get an average score of 87.20. In conclusion, there is a significant difference between using a module and not using a module of 21.69. The research interprets the developed modules to significantly improve student learning outcomes.
Elementary School Students' Effectiveness towards Improving Mathematics Learning Outcomes in Additional Material Judijanto, Loso; Supriyadi, Tugimin; Lumbantoruan, Jitu Halomoan; Jeranah, Jeranah
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.65455

Abstract

The low results of learning mathematics from year to year give rise to suggestions for students that mathematics is a difficult lesson. This needs to be researched to find out the relationship between mathematics learning attitudes, anxiety, habits, and additional mathematics learning outcomes. Quantitative research method with a survey approach. The subjects were 251 random sampling people. Data collection techniques using instruments adapted from Mathematics Learning Orientation which include attitudes, attention, and mathematics learning habits totaling 51 items. Analysis techniques using correlation and regression with SPSS software version 26.0. The findings show that attitudes, habits, and anxiety are positively and significantly related to mathematics learning. Mathematics learning anxiety has a moderate relationship, while mathematics learning attitudes and habits have a weak relationship to additional mathematics learning achievement. Another finding is that the relationship between anxiety about studying mathematics is the main predictor of additional material, compared to attitudes and habits about studying mathematics. The conclusion is that mathematics learning orientation is one of the factors that plays a very important role in determining the level of student achievement in mathematics. The contribution provides information that students who have a positive attitude in learning mathematics show good study habits, therefore the teacher's role is needed to build a positive attitude.
Factors that Influence Teacher Self-Efficacy in Providing Education in the School Environment Wijayanto, Pikir Wisnu; Supriyadi, Tugimin; Satyaninrum, Ika Rahayu; Judijanto, Loso; Sanulita, Henny; Lumbantoruan, Jitu Halomoan
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher self-efficacy is considered important and a priority in the learning process. Teachers who do not have self-efficacy have a negative impact and are related to ability. This is an urgent matter to research to find out the influencing factors of ability and self-efficacy in carrying out education in the school environment. The method used is quantitative. Subjects numbered 263 from a population of 30 schools. Data collection techniques using questionnaires. The instruments in the questionnaire are rated on a Likert scale of points 1 to 5 points. Data analysis techniques using Statistics version 25.0 and determining the mean, percentage, and standard deviation as well as inferential analysis are used for regression and correlation. The results and findings show that the level of teacher self-efficacy in implementing education is in the medium category. It was also found that teachers' perceptions of the implementation of leadership were moderate and environmental awareness was also moderate. However, the teacher's attitude in the environment is positive and good. In conclusion, teacher self-efficacy in implementing education must coincide with teacher awareness, teacher perception of leadership, and practice of loving the environment. Recommendations need to further examine teacher self-efficacy in the process towards students in the classroom. This research contributes to providing information about Teacher Self-Efficacy which influences the learning process in schools.
Integration of Multiple Intelligence Theory in Curriculum Implementation for Developing Student Potential in Indonesia Setyawan, Jefri; Lumbantoruan, Jitu Halomoan; Listiani, Hanida; Judijanto, Loso
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68906

Abstract

Education in Indonesia is experiencing a transformation through the integration of multiple intelligence theories in the curriculum to optimize student potential. The problem is the need to develop students' potential holistically to prepare them to face the demands of future society. The urgency lies in the need for inclusive and diverse education to ensure that every student can develop optimally. This research aims to evaluate the effectiveness of integrating the theory of multiple intelligences in improving student learning in Indonesia. The research method involves direct observation during classroom learning sessions, using the Science Behavior Checklist and Pure Value Observation. Data was collected through structured observation and processed using qualitative analysis methods. The research results show that a learning atmosphere that integrates multiple intelligence elements helps develop students' scientific tendencies and noble values. In conclusion, the integration of multiple intelligence theory in the Indonesian curriculum provides a valuable contribution to developing students' potential holistically, preparing them for academic success, and becoming empowered individuals. The implication of this research is the need to continue to encourage inclusive learning approaches that take into account the diversity of students' intelligence to create a learning environment that supports holistic development.
The Impact of Student Psychological Factors on Self-Regulation in Learning in Primary Schools Susanto, Ratnawati; Nasution, Evi Syafrida; Sanulita, Henny; Lumbantoruan, Jitu Halomoan
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68907

Abstract

Regulation in effective learning can achieve knowledge and understanding of the material. However, in reality in the field, student self-regulation is still low. This is urgent to research because there are differences in theory, expectations, and reality in the field, so the research aims to analyze the influence of psychological factors on elementary school students' regulatory learning. The psychological factors studied are self-efficacy, orientation, and beliefs about intelligence. Quantitative research methods. The subjects were elementary school students with a sample of 639. The data collection technique used an instrument with the Beliefs of Intelligence Scale. Analysis techniques using Statistics version 25.0 with the Pearson correlation r test and Stepwise Multiple Regression analysis were used to analyze the research data. The results and findings show that the Regression Model of intrinsic goal orientation, self-efficacy, and entity trust contributes 31.3% in the good category. Change variance in self-regulated learning. The influence of intrinsic goal orientation is the highest, followed by self-efficacy and entity trust. This self-psychology model contributes to elementary school students' self-regulation learning. In conclusion, self-psychological factors must be considered to produce students who are more independent in independent learning. This research means that schools can shape student psychology independently.
Comparison of Mathematics Learning Outcomes with Student Team Achievement Divisions and Team Assisted Individualization Model Lumbantoruan, Jitu Halomoan; Dane, Gerneke; Mahyar, Bradley
Al-Hijr: Journal of Adulearn World Vol. 1 No. 3 (2022)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v1i3.522

Abstract

the purpose of this study was to determine the difference between student learning outcomes in mathematics using the Student Team Achievement Divisions (STAD) learning model and the Team Assisted Individualization (TAI) learning model. The research method is descriptive quantitative with a quasi-experimental approach, and a two-group posttest only control design. Samples were taken by means of convenience sampling. The data collection technique is a test instrument by looking at the learning outcomes. The results and findings, based on the results of hypothesis testing using the t-test, obtained that t count is greater than t table of 3.179> 1.995 with a significance level of 0.05. These findings are supported by the calculation of learning outcomes for experimental class I using the Student Team Achievement Divisions method with the average value is 70.01, this shows a higher value than the experimental class II which uses the Team Assisted Individualization method which averages 66.90. The conclusion is that there are differences in the learning outcomes of students who are taught using the Student Team Achievement Divisions model with students who are taught using the Team Assisted Individualization learning model. The Student Team Achievement Divisions learning model produces higher learning outcomes and is recommended to be used in teaching all mathematics materials at all levels
Co-Authors Achmad Syarifudin, Achmad Adisti Ratna Puri Andi Dian Sartika Andi Nurfaizah Aniati Aniati Aniati Aniati Anisah Arifin, Syaadiah Asdar Ahmad Ayu Marida Silaban Bernadetha Nadeak Bradley Mahyar Budi Mardikawati Candra Ditasona Candra Ditasona Dane, Gerneke Daniel Jeremy Ditasona, Candra Edison Siregar Evi Deliviana Evi Syafrida Nasution Familia Novita Simanjuntak Faradiba F Gerneke Dane Hajati, Erna Noer Hanida Listiani Hendrikus Male Hendrikus Male Hendrikus Male, Hendrikus Henny Sanulita HOTMAULINA SIHOTANG Ika Rahayu Satyaninrum irsyad, irsyad Iwan Ramadhan Jefri Setyawan Jeranah Judijanto, Loso Kerdid Simbolon Laras Nadiananda Iswari Latuny, Leny S. Limbong , Mesta Lokollo, Lambertus J. Loso Judijanto Mahyar, Bradley Melda Rumia Rosmery Simorangkir Mesta Limbong Muhammad Ichsan Abda Nelius Harefa Ninda Kristin Novitasari, Dewiana Nurfaizah, Andi Nuril Huda Pikir Wisnu Wijayanto Pramono, Tias Risma Uly Risma Uly Manalu, Risma Uly Rudolf Kempa, Rudolf Ruth Yuni Kartika Samsudin Sartika, Andi Dian Siahaan, Chontina Sifra Rebeka Waruwu Simorangkir, Yosua Novembrianto Stevi Natalia Sunengsih Simatupang Supriyadi, Tugimin Susanto, Ratnawati Syaadiah Arifin Tatang Herman, Tatang Taufiqulloh Dahlan Uly, Risma Yance Manoppo