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All Journal Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika
Nasution, Helina Qatrunnada
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Decision Sciences, Operations Research & Management Education Mathematics

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KEMAMPUAN PEMAHAMAN KONSEP DERET TAK HINGGA MENGGUNAKAN AUGMENTED REALITY PADA APLIKASI GEOGEBRA DI UNIVERSITAS NEGERI MEDAN Nasution, Helina Qatrunnada; Rahmah, Khalida; Syafitri, Nazwa Mutia; Simanullang, Michael Christian
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 6 No. 1 (2025): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v6i1.924

Abstract

The purpose of this study was to determine the ability to understand the concept of infinite series using Augmented Reality in the Geogebra application at Medan State University. The research method used in this research is a descriptive qualitative method. The instruments for collecting data in this research were interviews and analytical skills tests. Three students from the mathematics education study program class PSPM 23 B, Medan State University, were taken as samples for interviews and analytical skills tests. The test is carried out on infinite series material. Next, analysis of all data was carried out using the following steps: data reduction stage, data presentation stage, and conclusions. The research results show that: 1. Students with a visual learning style tend to understand concepts more easily through graphic displays and simulations provided by AR. They can identify patterns and shapes of infinite series better, but some of them have difficulty generalizing the concept and connecting it to broader theory, 2. Students with an auditory learning style rely more on verbal explanations and discussions to understand the material. Although they can grasp concepts through communication-based learning strategies, they are less than optimal in understanding the direct visualizations presented by AR. This shows that the use of AR needs to be supported with clearer narratives or guidance for students with this learning style. 3. Students with a kinesthetic learning style show the most significant increase in understanding. With AR, they can interact directly with the concepts being studied, see shape changes in real-time, and understand the growth patterns of infinite series more concretely. This proves that interactive technology-based learning is very effective for students who rely more on direct experience in understanding the material.
Analisis Kesalahan Siswa Kelas XI dalam Memecahkan Soal Cerita SPLTV Berdasarkan Kriteria Watson Purba, Diva Novita Angely Putri; Purba, Derma Sarah Tia Wanka; Nasution, Helina Qatrunnada; Rahmah, Khalida; Syafitri, Nazwa Mutia; Siregar, Budi Halomoan
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 9 No 2 (2025): November 2025 (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wacanaakademika.v9i2.20932

Abstract

This study aims to analyze the types of errors made by 11th-grade students in solving story problems involving systems of linear equations in three variables (SPLTV) using Watson’s error analysis framework. The research employed a qualitative descriptive method with 31 students from SMA Negeri 5 Medan as participants. Data were collected through written tests consisting of SPLTV story problems, teacher interviews to determine the research class, and classroom observations to support findings on students’ problem-solving processes. The data were analyzed based on Watson’s eight error categories. The findings revealed that the most frequent errors were the use of inappropriate procedures, omission of essential data, absence of final conclusions, and leaving answers blank. The main contributing factors included limited understanding of SPLTV concepts, weak algebraic skills, carelessness, and inconsistency in solving problems. These findings suggest the importance of enhancing conceptual understanding and procedural accuracy through effective learning strategies.
Co-Authors Budi Halomoan Siregar Michael Christian Simanullang Purba, Derma Sarah Tia Wanka Purba, Diva Novita Angely Putri Rahmah, Khalida Syafitri, Nazwa Mutia