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All Journal Journal on Education Mandalika Mathematics and Educations Journal
Yohana Dameria Sianturi
Universitas Negeri Medan
Education Mathematics

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Penerapan Teori Graph untuk Meningkatkan Interaksi Siswa dalam Pembelajaran Matematika Berbasis Diskusi di SMP Negeri 27 Medan Linca Tesa Sirait; Hanna Suryani Simanjuntak; Merry Christin Sinaga; Putri Hijriyanti; Okto Putra Mahesar Simamora; Annisa Putri; Yohana Dameria Sianturi; Denny Haris
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7448

Abstract

Discussion-based learning methods are approaches often used by teachers to encourage students to share views, skills, and knowledge. Lack of student engagement, uneven interaction, difficulty identifying interaction patterns and lack of data-based strategies to improve interaction are problems in discussion-based learning methods. Graph theory can be shown its role and usefulness in solving various problems by studying and analyzing models or formulas. The purpose of this study is to analyze the application of graph theory and discussion learning methods to improve interaction between students in the mathematics learning process in the classroom. This study was conducted at SMP Negeri 27 Medan and was conducted using qualitative methods. The results showed that the application of directed graph theory was able to improve interaction between students in learning discussions. Of the five groups formed, three groups showed good interaction dynamics through effective role sharing and active communication, while the other two groups were less successful due to lack of coordination and leadership. The directed graph pattern makes it easier to identify communication patterns, so it can be a guide for teachers in structuring groups that are more inclusive and effective. The implications of this research suggest that graph theory can help create collaborative learning environments and support overall student success.
Pengaruh Model Pembelajaran Problem Based Learning (PBL) berbantuan KoMa (Komik Matematika) Terhadap Kemampuan Literasi Numerasi Siswa SMP Yohana Dameria Sianturi; Elfitra Elfitra
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12204

Abstract

This study aimed to examine changes in numeracy literacy ability after the implementation of the Problem Based Learning (PBL) model assisted by KoMa (Mathematics Comics) in the form of a student worksheet (LKPD) among seventh-grade students at SMP Negeri 6 Tanjung Morawa. The study employed a quantitative pre-experimental method with a one-group pretest-posttest design. The population consisted of 99 seventh-grade students, while the sample was 33 students of class VII-2 selected purposively. Data were collected using a numeracy literacy essay test and a student response questionnaire. The test consisted of three essay items representing three numeracy literacy indicators: using numbers and mathematical symbols in everyday contexts, analyzing information presented in various representations, and interpreting analytical results to make predictions or decisions. Descriptive analysis showed that the mean pretest score was 9.03 (SD = 2.73) and the mean posttest score was 18.52 (SD = 5.91), with an average increase of 9.49 points. The normality test of the paired difference scores indicated normal distribution (Shapiro-Wilk, p = 0.135). A paired-samples t-test showed a statistically significant difference between pretest and posttest scores, t(32) = 11.359, p < 0.001. The largest improvement by indicator occurred in interpreting analytical results for prediction and decision making, followed by the use of numbers and symbols and analysis of information. The findings indicate that numeracy literacy ability increased after the PBL assisted by KoMa intervention; however, because the study used a single group without a comparison group, the result should not be interpreted as definitive causal evidence.
Co-Authors Annisa Putri Denny Haris Elfitra Elfitra Hanna Suryani Simanjuntak Linca Tesa Sirait Merry Christin Sinaga Okto Putra Mahesar Simamora Putri Hijriyanti