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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN)
Wingston Leonard Sihombing
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Pendekatan Scientific Terhadap Kemampuan Penalaran Matematis Siswa Kelas X IPA Di SMA Negeri 11 Medan Nurul Izza; Wingston Leonard Sihombing
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 2 No. 2 (2023): Oktober : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v2i2.1521

Abstract

This study aims to determine whether there is an effect of the scientific approach on the mathematical reasoning abilities of class X IPA students at SMA Negeri 11 Medan. The population in this study were all students in class X SMA Negeri 11 Medan which consisted of 10 classes, namely 360 students. Of the 10 classes randomly selected, class X IPA 6 was an experimental class that was taught using a scientific approach, and class X IPA 7 was selected as a control class that was taught using conventional learning. This type of research is quantitative research. The data collection instrument was in the form of a posttest in the form of a description, which consisted of 5 validated questions. Data analysis in this study used the SPSS 20 application. Before testing the hypothesis, the normality test was first tested using the Kolmogorov-Smirnov test and the homogeneity test using the homogeneity of variance test and the data linearity test. From the tests carried out, it was found that the data in the study of the two samples came from populations with normal, homogeneous, and linear distribution, thus the authors could provide treatment to both samples. The results of the study after being treated for two meetings, namely in the experimental class taught using the scientific approach obtained an average value of 90.17 and the control class taught using conventional learning obtained an average value of 74.17. To test the hypothesis, a simple linear regression test was used from the results of the calculations, then obtained an F count of 73.579 a significance level of 0.000
Perbedaan Kemampuan Komunikasi Matematis Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Think-Talk-Write (TTW) dan Model Pembelajaran Konvensional Pada Tingkat SMP Lenny Anggraini Lubis; Wingston Leonard Sihombing
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v3i1.2495

Abstract

This research aims: (1) the mathematical communication abilities of students using the think-talk-write (TTW) cooperative learning model are higher than the mathematical communication abilities of students using conventional learning models in class VIII SMP Negeri 19 Medan, (2) the process of completing answers is created by students in solving problems in the think-talk-write (TTW) cooperative learning model and conventional learning models. This type of research is quantitative research with a Quasi Experimental method. This research was conducted at SMP Negeri 19 Medan. The sampling technique in this research used the Purposive Sampling technique, namely class VIII-5 as a class taught using the think-talk-write type cooperative learning model and class VIII-6 as a class taught with a conventional learning model. The data collection instruments were an observation sheet and a test sheet for students' mathematical communication skills in the form of 4 essay questions. Data analysis in this study used a t-Test with the Independent sample t-Test technique with the help of the SPSS 22 program. The results of the research showed that the average score for the class taught using the think-talk-write cooperative learning model was 80.1 and the class taught with a conventional learning model of 74.6. Hypothesis testing was carried out using the t-test, from the calculation results it was obtained that tcount was 2.501 and ttable 1.67469, the significance level was 0.016<0.05, then H0 was rejected and Ha was accepted, so it was concluded that students' mathematical communication skills used the cooperative learning model type. think-talk-write is higher than students' mathematical communication skills using conventional learning models. Based on the analysis of the process of students' answers to the mathematical communication skills test, students who received think-talk-write cooperative learning were better than students who received conventional learning.
Perbedaan Kemampuan Penalaran Matematis Siswa Menggunakan Model Pembelajaran Discovery Learning dan Model Pembelajaran Konvensional pada Tingkat SMP Siti Muharramah; Wingston Leonard Sihombing
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v3i1.2544

Abstract

This research aims: (1) students' mathematical reasoning ability using the Discovery Learning learning model is higher than students' mathematical reasoning ability using conventional learning models in class VII MTs Yaspi Labuhan Deli, (2) the process of solving answers made by students in solving problems in the Discovery Learning learning model and Conventional learning model. This type of research is quantitative research with Quasi-Experimental methods. This research was conducted at MTs Yaspi Labuhan Deli. The sampling technique in this study uses Purposive Sampling techniques, namely class VII-A as a class taught with a Discovery Learning learning model and class VII-B as a class taught with a conventional learning model. The data collection instrument used was in the form of observation sheets and student mathematical reasoning ability test sheets in the form of 3 essay questions. Data analysis in this study used t-Test with Independent Sample t-Test technique with the help of SPSS 20 program. The results of this study showed that the average score of classes taught using the discovery learning model was 78,01 and classes taught using conventional learning models were 72,22. For hypothesis testing carried out using a t-test, from the calculation results obtained a value of (2.664) > (1.66757) with a Sig.2-tailed level of 0.010 < 0.05, which means that rejected and was accepted, so that it is concluded that there is a significant difference in the average mathematical reasoning ability of students using the Discovery Learning learning model and the Conventional learning model. Based on the analysis of the process of completing students' answers to the mathematical reasoning ability test that get Discovery Learning learning is better than students who get conventional learning.
Analisis Potensi Miskonsepsi Dalam Penyajian Materi Pertidaksamaan Linier Satu Variabel Pada Buku Teks Matematika SMP Nabila Azuhra; Muhammad Rasyid Mondol; Aulia Syahputri; Christania Rossalin Sagala; Nurul Sakinah; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33108

Abstract

junior high school level. However, in practice, it often leads to misconceptions among students. One of the main contributing factors is the way the material is presented in textbooks, which serve as the primary reference for both teachers and students. This study aims to analyze the potential misconceptions found in two mathematics textbooks, namely Matematika SMP/MTs Kelas VII Semester 1 published by BS Press (2017) and Persamaan dan Pertidaksamaan Linear Satu Variabel written by Winie Ananda (2022). This research employed a descriptive qualitative approach using content analysis. The instrument focused on three aspects: (1) the rule of reversing inequality signs when multiplying or dividing by negative numbers, (2) the conceptual differences between linear equations in one variable (PLSV) and linear inequalities in one variable (PtLSV), and (3) the representation of solution sets on the number line. Thefindings indicate that both textbooks still contain potential sources of misconceptions. The use of the term “root of PtLSV” is conceptually inaccurate, the rule of sign reversal is presented only procedurally, the distinction between PLSV and PtLSV is insufficiently emphasized, and the graphical representation on the number line is not adequately explained. These results highlight the need to improve the presentation of PtLSV materials in textbooks and encourage teachers to provide stronger conceptual explanations to foster meaningful learning.
Analisis Miskonsepsi Pada Materi Biimplikasi Dalam Pembelajaran Logika Matematika Nofa Nasywa Ramadhani; Erlanda Samuel Purba; Hiyoshi Friyona Silalahi; Ester Fransiska Nababan; Sergi Br Sembiring; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33138

Abstract

Textbooks are one of the reading resources used by prospective educators and educators as teaching materials to understand a subject before it is taught. This study aims to analyze the forms of misconceptions in the material of biimplication in mathematical logic learning, specifically in textbooks used as learning resources for students and university students. The background of this research is based on the fact that mathematical logic is a very important foundation of deductive thinking in learning, yet many difficulties in understanding and conceptual errors are still found among students and university students. The study used a descriptive qualitative approach with a content analysis method on three mathematics textbooks: Mathematics for Elementary School Teacher Education (2011), Logic & Set Theory (2010), and Mathematics for Senior High School Grade X (2006). Data were collected through a documentary study by examining definitions, truth tables, notations, and example problems related to biimplication. The results of the analysis indicate three categories of misconceptions: conceptual, procedural, and representational.
Analisis Miskonsepsi Nilai π pada Materi Lingkaran dalam Buku Senang Belajar Matematika: Antara Nilai Sebenarnya dan Realitas Irasional Syifa Eriza Nasution; Joyce Lidya Patricia Daeli; Pujiono Sihite; Marcelly Claudia Sagala; Immanuel Simbolon; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33148

Abstract

Understanding mathematical concepts is inseparable from the clarity of their definitions and presentation in textbooks. One fundamental concept that frequently appears in school curricula, from elementary, middle, and high school levels, is the constant π (phi) in the topic of circles. Mathematically, π is an irrational number obtained from the ratio of a circle's circumference to its diameter. However, in practical learning, the value of π is often simplified to or 3.14. This practical presentation has the potential to lead to misconceptions in students, namely, that they assume π is a rational number. This study used qualitative methods with document analysis techniques in the "Happy Learning Mathematics" book. The results of the analysis indicate an emphasis on the use of the value π = or 3.14 without explaining its irrational nature. As a result, students tend to memorize practical formulas and numbers without understanding that these two values are only approximations and that π is an irrational number with infinite decimal places.
Analisis Miskonsepsi Definisi Bilangan Prima dalam Buku Ajar Matematika Indah Ayu Ramadany; Nurul Azmira Pane; Yolanda Naomi Sagala; Steven Samuel Harianja; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33153

Abstract

Definisi matematika adalah hal utama dalam menunjang pemahaman konsep pada peserta didik. Salah satu konsep yang kerap muncul dalam kurikulum matematika adalah bilangan prima. Penelitian ini bertujuan menganalisis kesesuaian definisi bilangan prima yang disajikan dalam buku ajar matematika dengan bukti nyata dari bilangan prima itu sendiri dalam literatur matematika. Penelitian ini dibuat menggunakan metode analisis kualitatif-deskriptif dengan metode analisis isi terhadap buku ajar matematika. Hasil dari analisis menunjukkan adanya ketidaktepatan dan miskonsepsi terhadap definisi bilangan prima. Miskonsepsi ini berpotensi menimbulkan kebingungan dalam pemahaman konsep bilangan prima, terutama pada bilangan 1 yang termasuk kedalam bilangan prima jika disesuaikan dengan konsep yang berlaku. Penelitian ini merekomendasikan perlunya ada evaluasi dan revisi terhadap buku ajar matematika agar sejalan dengan kaidah matematika yang benar dan mendukung perkembangan proses pembelajaran matematika.
ANALISIS MISKONSEPSI PESERTA DIDIK PADA MATERI PERSAMAAN LINIER SATU VARIABEL DALAM BUKU MATEMATIKA TINGKAT SMP Adam Rafli; Intan Ria Utami Limbong; Venesya Pitta Rezeki Siburian; Samuel Tappin Martua Sitorus; Edwina Pardosi; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33165

Abstract

This research aims to analyze various forms of misconceptions in the understanding of students regarding the material of Linear Equations in One Variable (LEOV) found in junior high school mathematics textbooks. The method used in this study is qualitative descriptive analysis by examining the material, examples, and questions that have the potential to cause misconceptions. Data were obtained through content analysis of the books and identifying conceptual errors that may be experienced by students. The results of the study indicate that there are still several misconceptions that arise regarding the material, including errors in understanding the concept of an equation as an open statement, mistakes in writing Linear Equations in One Variable, and errors in operating that material. These findings demonstrate the need for improvement in all forms of material presentation and teaching strategies to minimize misconceptions. Thus, this analysis is expected to provide input for teachers and textbook authors to enhance the quality of mathematics education at the junior high school level.
MENGANALISIS MISKONSEPSI PADA MATERI ALJABAR PADA BUKU MATEMATIKA KELAS VII SEMESTER 1 Riris Irawati Sinurat; Dea Ananda Claudia Nainggolan; Dosta Ernauli Siregar; Citra Inova Sinaga; Samuel Christoffer Silalahi; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33205

Abstract

Mathematics is a science that plays a very important role in everyday life. Mastery of mathematical concepts is essential, especially in algebra, which is a fundamental part of mathematics. However, in the algebra material presented in the Grade VII Semester 1 Mathematics textbook, Revised Edition 2016, misconceptions that potentially confuse students have been found. This study uses a descriptive qualitative approach with a literature review method to a=nalyze errors in the presentation of algebra material in the textbook. The analysis reveals several misconceptions in simplifying algebraic fractions, including errors in dividing terms within sums, errors in factoring numerators or denominators, and errors in determining common denominators when adding algebraic fractions. These misconceptions often arise due to the author's carelessness in presenting the material and inappropriate examples, which may confuse students. Therefore, improvements are necessary from the textbook author, and teachers also play a crucial role in providing additional explanations so students can correctly understand algebraic concepts. With these efforts, misconceptions are expected to be minimized, making the learning of algebra material more effective and meaningful.
ANALISIS MISKONSEPSI MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL PADA BUKU PELAJARAN MATEMATIKA UNTUK SMP/MTs KELAS VIII EDISI REVISI 2017 Fery Sinabutar; Julia Agnesia Harianja; Goodwill Lumbantobing; Inna Umi Fadillah; Wan Saskia Putri; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33236

Abstract

This study aims to analyze misconceptions found in the material of Two-Variable Linear Equation Systems (SPLDV) in the 2017 revised edition of Mathematics textbooks for grade VIII of SMP/MTs. The method used is content analysis with a qualitative approach to identify errors in material presentation that potentially cause misconceptions among students. The results reveal errors related to facts, concepts, principles, and operations in the textbook that may affect students’ understanding of SPLDV. These findings are expected to provide input for textbook developers and teachers to improve the quality of mathematics learning
Co-Authors Adam Rafli Aghniya Rahmi Agung.B Aisyah Putri Simanjuntak Aloi Hasugian Alonso Panjaitan Alya Anggriani Sinaga Aulia Syahputri Bungaria Elisabeth Hutasoit Chelsea Natalia Chrisinta Yuli Yanti Simanjuntak Christania Rossalin Sagala Christine Amori Damanik Cindy Ramadhani Cintya Agatha Rumahombar Citra Inova Sinaga Dea Ananda Claudia Nainggolan Desti Cantik Novita Sari Dosta Ernauli Siregar Dzar Dzahira Aziz Edwina Pardosi Erlanda Samuel Purba Ester Fransiska Nababan Fanden Batara Damanik Fasya Nabilah Putri Fatmawati Waruwu Fayyadhina Putri Laira Hrp Fery Sinabutar Filza Anati Ibna Goodwill Lumbantobing Hiyoshi Friyona Silalahi Immanuel Simbolon Indah Ayu Ramadany Inna Umi Fadillah Intan Novita Sari Simanullang Intan Ria Utami Limbong Iren Kurnia Nadapdap Jesica Dhea Chyntia Joyce Lidya Patricia Daeli Julia Agnesia Harianja Lenny Anggraini Lubis Lita Datita Saragih Marcelly Claudia Sagala Maria Florentina Togatorop Monica Dina Rosari Sihite Muhammad Rasyid Mondol Nabila Azuhra Nathan Abyansyah Nazwa Azzahra Nehemia Elovani P. Tarigan Nia Novita Insani Sinaga Nofa Nasywa Ramadhani Noviantri Lumban Raja Nurul Azmira Pane Nurul Izza Nurul Sakinah Nurul.N Pujiono Sihite Putri Arga L. Munte Putri Isnaini Rebecca.S Reka Bayu Riris Irawati Sinurat Sabam Isay Sianipar Sabrina Nur Karimah Nst Sahru Ramadhan Samuel Christoffer Silalahi Samuel Tappin Martua Sitorus Sergi Br Sembiring Siti Muharramah Steven Samuel Harianja Syifa Eriza Nasution Tessalonika Purba Tresia Simorangkir Venesya Pitta Rezeki Siburian Wan Saskia Putri Windy.H Yogi Okta Fernandes Sembiring Yolanda Naomi Sagala Zuhra.M