Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal On Teacher Education (Jote) Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Sabar Dumayanti Sihombing
Universitas HKBP Nommensen Pematang Siantar
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pengaruh Penggunaan Model Pembelajaran Cooperative Script dalam Pelajaran Bahasa Indonesia Kelas V di SD Negeri 056915 Perumnas Batu 6 dalam Keterampilan Menyimak Rimelda Juwita Manalu; Erny Juniati Tumanggor; Maya Amelia Br Sidauruk; Heny Angel Sitorus; Gracya Tio Indri Damanik; Herman Herman; Sabar Dumayanti Sihombing
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.12245

Abstract

Penelitian ini bertujuan untuk menguji pengaruh penggunaan model pembelajaran cooperative script terhadap pembelajaran bahasa Indonesia kelas V Sekolah Dasar. Penelitian ini menggunakan desain kelompok kontrol pre-test dan post-test untuk membandingkan kemampuan bahasa siswa yang diajar dengan menggunakan model naskah kooperatif dan mereka yang diajar menggunakan metode tradisional. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran cooperative script berpengaruh positif terhadap kemampuan berbahasa siswa yang dibuktikan dengan nilai post-test yang lebih tinggi. Temuan menunjukkan bahwa model cooperative script dapat menjadi pendekatan yang efektif untuk pembelajaran bahasa Indonesia di sekolah dasar.
Peningkatan Pemahaman Konsep Matematika Siswa Kelas VII Melalui Strategi Pembelajaran Mendalam (Deep Learning) Sabar Dumayanti Sihombing; Mesriana Pandiangan; Valentina Margaretha Marbun; Tasya Kumala Ningrum; Ersa Manora Pardede; Christin Ruth D. Sipahutar; Kristina Sianipar; Novita Sari Emelia Manalu
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.357

Abstract

Conceptual understanding plays a crucial role in mathematics learning; however, classroom practices that prioritize procedural execution often hinder students’ ability to construct meaning from mathematical ideas. This issue was observed among seventh-grade students at SMP Cinta Rakyat 3 Pematangsiantar, where problem-solving activities were largely approached through formula memorization rather than conceptual reasoning. This study investigates the extent to which a pedagogical deep learning strategy, defined as a high-level cognitive approach distinct from artificial intelligence, can enhance students’ mathematical conceptual understanding by fostering active engagement, conceptual exploration, and reflective thinking. The research adopted a quantitative approach with a pre-experimental one-group pretest–posttest design involving 32 students selected through purposive sampling. Students’ understanding was assessed using an essay-based instrument aligned with indicators of conceptual comprehension. Data were examined through descriptive analysis, normality testing, paired-sample t-test, and the calculation of the Normalized Gain (N-Gain) index. The findings reveal a meaningful increase in conceptual understanding following the intervention, indicated by a significant difference between pretest and posttest scores and an average N-Gain of 0.62, classified as a moderate level of improvement. These results highlight the potential of deep learning-oriented instructional practices to support deeper conceptual engagement in mathematics learning. While the absence of a control group restricts broader generalization, the study offers preliminary empirical insight into the effectiveness of deep learning strategies within junior high school mathematics contexts.
Co-Authors Christin Ruth D. Sipahutar Erny Juniati Tumanggor Ersa Manora Pardede Gracya Tio Indri Damanik Heny Angel Sitorus Herman Herman Kristina Sianipar Maya Amelia Br Sidauruk Mesriana Pandiangan Novita Sari Emelia Manalu Rimelda Juwita Manalu Tasya Kumala Ningrum Valentina Margaretha Marbun