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All Journal Journal of Mathematics Education and Application (JMEA) EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial ZERO : Jurnal Sains, Matematika dan Terapan Hasil Pengabdian Kepada Masyarakat Martabe : Jurnal Pengabdian Kepada Masyarakat Zero : Jurnal Sains, Matematika, dan Terapan Journal on Education JURNAL MATHEMATIC PAEDAGOGIC MAJAMATH: Jurnal Matematika dan Pendidikan Matematika MES: Journal of Mathematics Education and Science Journal Mathematics Education Sigma [JMES] Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Education Journal of Indonesia (EJI) Jurnal MathEducation Nusantara OMEGA: Jurnal Keilmuan Pendidikan Matematika IHSAN : Jurnal Pendidikan Islam Indonesian Journal of Science, Technology, and Humanities QOSIM: Jurnal Pendidikan, Sosial & Humaniora Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Jurnal Media Akademik (JMA) Aksaqila International Humanities and Social Sciences [AIHSS] Journal Hikamatzu Journal of Multidisciplinary Research An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
Tua Halomoan Harahap
Universitas Muhammadiyah Sumatera Utara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Desain Lintasan Belajar Dengan Model Pembelajaran Problem Based Learning Untuk Menemukan Rumus Luas Permukaan Tabung di Kelas IX SMP Masithoh; Farah Dhiba Myrani; Tua Halomoan Harahap; Ellis Mardiana Panggabean
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 3 No 1 (2025): 2025
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v3i1.772

Abstract

Penelitian ini bertujuan untuk mengembangkan lintasan belajar berbasis model pembelajaran Problem Based Learning (PBL) dalam rangka membantu siswa kelas IX SMP menemukan rumus luas permukaan tabung. Pendekatan design research digunakan dalam penelitian ini dengan tahapan preparation phase, design phase, dan retrospective analysis. Subjek penelitian melibatkan 32 siswa kelas IX di SMP Negeri 4 Tanjungbalai. Data dikumpulkan melalui observasi, wawancara, tes, dan analisis dokumen. Lintasan belajar yang dikembangkan berfokus pada pemberian masalah kontekstual yang relevan dengan kehidupan sehari-hari, seperti menghitung luas permukaan tabung pada kaleng atau wadah tertentu. Proses pembelajaran dimulai dengan eksplorasi masalah menggunakan LKPD dan peralatan yang sudah di bawa dari rumah, seperti toples atau wadah yang berbentuk tabung,kertas origami, penggaris, pensil dan alat tulis lainnya, dilanjutkan dengan diskusi kelompok untuk memecahkan masalah yang ada pada LKPD, dan diakhiri dengan presentasi hasil oleh setiap kelompok. Temuan penelitian menunjukkan bahwa model pembelajaran Problem Based Learning (PBL) efektif dalam meningkatkan pemahaman konseptual siswa terhadap konsep geometri, khususnya luas permukaan tabung. Siswa mampu mengonstruksi pemahaman dengan mengidentifikasi elemen tabung, seperti jari-jari, diameter, dan tinggi, serta mengintegrasikan konsep lingkaran untuk menemukan rumus luas permukaan. Hasil analisis retrospektif menunjukkan bahwa pendekatan PBL memfasilitasi proses berpikir kritis, kolaborasi, dan kemampuan komunikasi matematis siswa. Selain itu, siswa menunjukkan kemampuan untuk mengaitkan konsep yang dipelajari dengan situasi nyata, sehingga pembelajaran menjadi lebih bermakna. Penelitian ini merekomendasikan penggunaan model pembelajaran PBL dalam pembelajaran matematika untuk materi geometri sebagai alternatif inovatif yang mendorong keterlibatan aktif siswa dalam proses belajar.
Analysis of Piaget's and Vygotsky's Cognitive Theories and Their Implications for the Sequence of Mathematics Learning Materials Eko Rahmadani; Bulan Rafika Syafri; Ellis Mardiana Panggabean; Tua Halomoan Harahap
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 5 No. 2 (2026): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v5i2.1280

Abstract

This study aims to analyze the cognitivism theories of Jean Piaget and Lev Vygotsky and their implications for sequencing mathematics learning materials through a systematic literature review approach. Piaget’s theory emphasizes individual cognitive development through the stages of sensorimotor, preoperational, concrete operational, and formal operational, while Vygotsky’s theory highlights the role of social interaction, the Zone of Proximal Development (ZPD), and scaffolding in the learning process. The findings indicate that effective mathematics learning requires the integration of both perspectives, in which learning materials must be aligned with students’ cognitive development and presented progressively from concrete experiences to visual representations and ultimately to abstract mathematical symbols. This process is strengthened through social interaction, discussion, and appropriate scaffolding. This study proposes a systematic sequence model for mathematics learning materials, namely: concrete experience ? visual representation (semi-concrete) ? abstract mathematical symbols ? conceptual generalization ? complex problem solving. This model has been shown to support the development of conceptual understanding, reasoning ability, and learner independence. The findings provide both theoretical and practical contributions for teachers and curriculum developers in designing mathematics instruction that is developmentally appropriate, interactive, and meaningful
The Effectiveness Of The Cognitive Apprenticeship Model On The Reflective Thinking Skills Of Junior High School Students At Prof. Dr. H. Mohd. Hatta Education And Training Foundation (YPP) In Algebra Learning Roni Darmawan; Tua Halomoan Harahap
EDUCATION JOURNAL OF INDONESIA Vol. 7 No. 1 (2026)
Publisher : EDUCATION JOURNAL OF INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/eji.v7i1.5001

Abstract

This study aims to examine the effectiveness of the Cognitive Apprenticeship learning model on the mathematical reflective thinking skills of junior high school (MTs) students at YPP Prof. Dr. H. Mohd. Hatta in algebraic topics. This research is a quasi-experimental study utilizing a Non-equivalent Control Group Design. The research population comprised all seventh-grade students at MTs YPP Prof. Dr. H. Mohd. Hatta Stabat, with sample selection conducted through a cluster random sampling technique to determine the experimental class (Cognitive Apprenticeship learning) and the control class (conventional learning). The research instrument employed was a reflective thinking skills test consisting of essay questions on algebraic material that met the indicators of reacting, comparing, and contemplating. Data analysis was performed using the Independent Samples T-Test and the N-Gain Score test. The results indicated that the improvement in the reflective thinking skills of students taught with the Cognitive Apprenticeship model was significantly higher than that of students who received conventional learning. Consequently, the Cognitive Apprenticeship model is effectively implemented to optimize students' reflective thinking skills in algebra learning. Keyword : Cognitive Apprenticeship, Reflective Thinking, Algebra, Junior High School (MTs).
Perubahan Sentimen Publik Terhadap Calon Gubernur Sumatera Utara Tahun 2024 Berdasarkan Data Twitter: Pendekatan Naive Bayes Suvriadi Panggabean; Dedy Kiswanto; Nurul Maulida Surbakti; Zainal Azis; Tua Halomoan Harahap
MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 2 (2024): Vol. 7 No. 2 September 2024
Publisher : Prodi Pendidikan matematika Universitas Islam Majapahit (UNIM), Mojokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/majamath.v7i2.3468

Abstract

Penelitian ini bertujuan untuk menganalisis perubahan sentimen publik terhadap calon gubernur Sumatera Utara pada pemilihan tahun 2024 menggunakan data Twitter. Fokus utama penelitian ini adalah dua kandidat, yaitu Edy Rahmayadi dan Bobi Nasution. Data yang digunakan mencakup 150 tweet per bulan dari periode Januari hingga Agustus 2024, yang diambil menggunakan API Tweet Harvest. Sentimen pada tweet tersebut diklasifikasikan menggunakan algoritma Naive Bayes ke dalam tiga kategori: positif, negatif, dan netral. Hasil analisis menunjukkan adanya fluktuasi sentimen publik yang signifikan setiap bulannya, terutama pada Juli dan Agustus 2024, yang mencerminkan perubahan persepsi publik terkait kedua calon gubernur tersebut. Penelitian ini diharapkan memberikan kontribusi dalam memahami opini publik melalui media sosial sebagai salah satu indikator dalam konteks pemilihan politik.
The Role of the TIMPERSARI Teaching Aid in Enhancing Students’ Mathematical Problem-Solving Skills in One-Variable Linear Equations Zenfiqa Aditya Ramadhani Br Sitepu; Irvan Irvan; Tua Halomoan Harahap
JMEA : Journal of Mathematics Education and Application Vol 4, No 2 (2025): Juni
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i2.20559

Abstract

This study aims to examine the role of the TIMPERSARI (Linear Equation Balance Scale) teaching aid in improving students' mathematical problem-solving abilities on the topic of One-Variable Linear Equations (PLSV). The background of the study stems from the low level of basic algebraic concept understanding and the limited use of concrete media in junior high school mathematics learning. This research employed a descriptive qualitative approach with data collection techniques including classroom observation, student worksheets, student reflections, teacher interviews, and documentation. The results indicated that the use of the TIMPERSARI tool significantly enhanced students’ conceptual understanding of equivalence, encouraged more systematic problem-solving strategies, and fostered students’ affective and collaborative engagement. Additionally, students' reflections and teacher interviews revealed positive responses to the media implementation, both in terms of conceptual understanding and learning motivation. This study concludes that TIMPERSARI is effective in bridging abstract concepts into meaningful, concrete experiences and is a viable innovative alternative in junior high school mathematics education.
Emotional Intelligence and Mathematics Learning Achievement among Senior High School Students Putri Kumala; Irvan Irvan; Tua Halomoan Harahap
JMEA : Journal of Mathematics Education and Application Vol 5, No 2 (2026): June
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i2.31627

Abstract

Mathematics learning achievement remains a significant challenge in secondary education, as many students continue to experience difficulties in understanding mathematical concepts and solving complex problems. Recent studies have suggested that, besides cognitive ability, emotional intelligence plays an important role in determining students' academic success. This study aimed to examine the relationship between emotional intelligence and mathematics learning achievement among senior high school students. A quantitative correlational research design was employed involving 38 tenth-grade students of SMA Swasta Dwiwarna Medan selected through simple random sampling. Primary data were collected using a 30-item emotional intelligence questionnaire covering self-awareness, self-regulation, self-motivation, empathy, and social skills, as well as a mathematics achievement test on the topic of Systems of Linear Equations in Three Variables. The instruments were validated through expert judgment and empirical testing, while data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and Pearson Product–Moment correlation analysis with IBM SPSS Statistics 27. The results revealed a statistically significant moderate positive relationship between emotional intelligence and mathematics learning achievement (r = 0.518, p = 0.001). Emotional intelligence explained 26.8% of the variance in mathematics learning achievement, indicating that students with higher emotional intelligence tended to achieve better learning outcomes. These findings highlight the importance of integrating emotional intelligence development into mathematics instruction to enhance students' academic achievement and support holistic educational practices.
The Effectiveness of the GASING-Based Teams Games Tournament (TGT) Model in Enhancing Elementary Students’ Mathematical Conceptual Understanding Sri Mariati Habeahan; Tua Halomoan Harahap; Zainal Azis
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31038

Abstract

This study aims to examine the effectiveness of the Teams Games Tournament (TGT) learning model integrated with the GASING method in improving elementary school students’ mathematical conceptual understanding. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group structure. The population consisted of all fourth-grade elementary school students, with a sample of 60 students divided into an experimental group and a control group. The instrument used was an essay-based test designed to measure students’ conceptual understanding in mathematics. Data were analyzed through normality and homogeneity tests, followed by an independent sample t-test and N-Gain analysis. The findings reveal a statistically significant difference between students taught using the GASING-based TGT model and those taught through conventional instruction, with a significance value of 0.000 0.05. In addition, the experimental group achieved a high level of improvement (N-Gain = 0.73), while the control group showed a moderate increase (N-Gain = 0.41). These results suggest that the integration of the TGT model with the GASING method is effective in enhancing students’ conceptual understanding in mathematics. The study also highlights the potential of this approach as an innovative alternative that promotes more interactive, engaging, and meaningful learning aligned with the demands of 21st-century education.
Effectiveness of the Contextual Teaching and Learning (CTL) Model Assisted by GeoGebra on Vocational High School Students’ Mathematical Critical Thinking Skills Slamet Slamet; Tua Halomoan Harahap; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31039

Abstract

This study aimed to analyze the effectiveness of the Contextual Teaching and Learning (CTL) model assisted by GeoGebra in improving vocational high school students’ mathematical critical thinking skills. The study was motivated by the low level of students’ mathematical critical thinking skills caused by teacher-centered learning practices and the limited use of interactive learning media in mathematics instruction. This research employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 60 eleventh-grade vocational high school students divided into an experimental class and a control class through purposive sampling techniques. The research instrument was an essay-based mathematical critical thinking test that had met validity and reliability requirements. Data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis with the assistance of IBM SPSS Statistics version 26. The results showed that the posttest mean score of the experimental class was higher than that of the control class. Furthermore, the t-test analysis revealed a significance value of 0.000 0.05, indicating a significant effect of the CTL model assisted by GeoGebra on students’ mathematical critical thinking skills. The N-Gain score of the experimental class was also categorized as high. Therefore, the CTL model assisted by GeoGebra was proven effective in improving vocational high school students’ mathematical critical thinking skills. This study contributes to the development of technology-based and contextual mathematics learning to support 21st-century education.
Development of GeoGebra-Based Interactive Learning Media on Gradient Material for Junior High School Students Ibrahim Ibrahim; Marah Doly Nasution; Tua Halomoan Harahap; Irvan Irvan
JMEA : Journal of Mathematics Education and Application Vol 5, No 1 (2026): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i1.31040

Abstract

This study aimed to develop GeoGebra-assisted interactive learning media on the topic of gradients for junior high school students that are valid and practical for use in mathematics learning. This research employed the Research and Development (RD) method using the 4D model, which consists of the define, design, develop, and disseminate stages. The trial subjects consisted of 15 eighth-grade students of SMP Negeri 1 Tanjung Pura. The research instruments included media expert validation sheets, material expert validation sheets, and student response questionnaires. The results showed that the developed media met the validity criteria based on the media expert validation results with an average score of 3.61 and the material expert validation score of 3.66. In addition, the media received positive responses from students with an average score of 3.63, indicating that it was practical for use in learning activities. The GeoGebra-assisted interactive learning media was able to help students understand the concept of gradients visually and interactively. Therefore, the developed media is feasible to be used as an alternative mathematics learning medium in junior high schools.
Co-Authors Age Alifya Agustina Agustina Ahmad Riady Hasibuan Aini Suhaida Akhir Andika Aritonang Alisawi, Wisam Ch. Ayu Najmita Binti Ir Zulkarnain Binti Ir Zulkarnain, Ayu Najmita Bulan Rafika Syafri Dedy Kiswanto Dina Rahayu Batubara Dina Safira Hutabarat Eko Rahmadani Elis Mardiana Panggabean Ellis Mardiana Panggabeahan Ellis Mardiana Panggabean Farah Dhiba Myrani Ibrahim Ibrahim Ibrahim Indah Purnama Sari Irvan, Irvan Ismail Hanif Batubara Jabbar, Abeer H. Linda Syah Putri Lisa Anggeraini Mahyuni Manurung, Asrar Aspia Marah Doly Nasution Masithoh Maysarah, Maysarah Mesayu Ardiningtyas Muhammad, Faisal Niska Bonitasia Zendrato Nugraheni Sunu Sumunar Utami Nur Afifah Nuri Irmayani Nurul Maulida Surbakti Putri Kumala Putri Maisyarah Ammy Rahman, Arief Aulia Rahmat Mushlihuddin Rizky Chainur Hafni Roni Darmawan Sarida Pulungan Selamet Slamet Slamet Sri Mariati Habeahan Sri Mariati Habeahan Sri Wahhyuni Surya Wisada Dachi Suvriadi Panggabean Suvriadi Panggabean Syafi’I Tengku Aldy Hatta Zainal Azis Zenfiqa Aditya Ramadhani Br Sitepu Zenfiqa Aditya Ramadhani Br Sitepu Zulfah Marpaung Zulfi Amri ‘Afifah, Nur