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All Journal Jurnal Bunga Rampai Usia Emas Paradikma: Jurnal Pendidikan Matematika Jurnal Pendidikan Fisika International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Khazanah: Jurnal Studi Islam dan Humaniora Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Formosa Journal of Science and Technology (FJST) Asian Journal of Applied Education Jurnal Pendidikan Progresif
Bornok Sinaga
Universitas Negeri Medan
Arts Humanities Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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THE DEVELOPMENT OF PROBLEM BASED LEARNING (PBL) MODELS BASED ON BATAK CULTURE TO INCREASE SKILL STUDY RESOLUTION Annisyah Lubis; Mara Bangun Harahap; Derlina Nst; Sahyar Sahyar; Bornok Sinaga
Jurnal Pendidikan Fisika Vol 7, No 1 (2018)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v7i1.8160

Abstract

This study aims to determine: the effectiveness of the development of problem based learning model based on Batak culture implemented in learning tools developed, improvement of problem solving skills of physics that dibelajarkan with model based learning based on batak culture. Type of research is development (development of research) by using model of development of Thiagaraian, Semmel and Semmel that is 4-D model (four D Model). The sample in the study is one class X of all classes of MIA X present in the research site. The instrument used is a problem-solving test. Data in the study were analyzed using N-gani. The results showed that: the effectiveness of learning tools through the model based learning based on Batak culture in improving the ability of problem solving physics has been able to be said to be effective for use in learning, there is improvement of problem solving problems of physics students using learning tools based on culture based Batak on measurement material
Analysis of Difficulty of Student’s Geometry Problem Solving Based on Van Hiele’s Thinking Theory with Macromedia Flash Philips Pasca G Siagian; Bornok Sinaga; Mulyono Mulyono
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v3i2.13658

Abstract

This study aims to describe the level of students' geometry thinking based on Van Hiele's thinking theory, the level of students' geometric problem solving abilities, and analyzing students' difficulties in solving geometric problems. This type of research is qualitative descriptive research. The researcher took six research subjects consisting of low, medium, and high level geometry problem solving abilities to be interviewed and analyzed the types of difficulties experienced. The results of this study indicate that there are 26 students reaching level 0 (visualization), 21 students reach level 1 (analysis), 13 students reach level 2 (informal deduction), 6 students reach level 3 (deduction) and no one can reach level 4 (rigor). Furthermore, there are 13 students who have a low level of problem solving ability, 7 students have a medium level of problem solving ability, and 6 students have a high level of problem solving ability. The difficulties experienced by the research subject are described in each problem.
Analysis of Students' Mathematical Communication Ability in the Application of Vygotsky's Theory at High School Level Muhammad Ishak Sinaga; Bornok Sinaga; Elvis Napitupulu
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1567

Abstract

This study aims to analyze and discover the extent to which students 'mathematical communication skills in the application of Vygotsky's theory, to analyze and find descriptions of students' answer processes through tests of mathematical communication skills, and to analyze and find errors and difficulties of students in developing mathematical communication skills. Data obtained through tests of mathematical communication skills, Vygotsky's Theory questionnaire, student response questionnaires, interview guidelines, and data triangulation. This study uses qualitative data analysis used to analyze data on students' mathematical communication skills and student response questionnaire data through learning in the application of Vygotsky's theory with 5 items of two-variable linear program material in the form of essays in grade XI MIA-2 students of Al Ulum Medan Private High School. Who are given treatment through learning by applying Vygotsky's theory in the odd semester of the 2019/2020 learning year, which has 35 students. Based on the research results, there were 3 students (8.57%) who had a high level of mathematical communication skills; 7 students (20%) have moderate level of mathematical communication skills; 25 students (71.43%) have a low level of mathematical communication skills. After analyzing the student's answer process descriptively, the student's answer process to the mathematical communication test can be concluded that in the first indicator there are 15 students who are able to solve the questions correctly. In the second indicator, there are 8 students who are able to solve the questions correctly. In the third indicator, there are 8 students who are able to solve the questions correctly. In the fourth indicator, there are 4 students who are able to solve the questions correctly. In the fifth indicator, there are 6 students who are able to solve the questions correctly. In the sixth indicator, there are 4 students who are able to solve the questions correctly.
Analysis of Student's Spatial Ability in terms of Van Hiele's Thinking Stages in Problem Based Learning Hairunnisah Tanjung; Bornok Sinaga; Abil Mansyur
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1675

Abstract

This study aims to analyze students 'spatial mathematical abilities in terms of Van Hiele's thinking stages in problem-based learning models, as well as to find out the number of difficult indicators of students' mathematical spatial abilities in terms of Van Hiele's thinking stages in problem-based learning models. Researchers are the main research instrument, data obtained through several previous studies or journals about research on students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. This study uses the analysis technique of the Miles and Huberman model. Data analysis activities, namely data reduction, display data, and conclusion drawing/ verification. The subjects in this study were journal articles on the analysis of students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. The object of this research is the provision of a problem-based learning process. Based on the results of the study, there are students with high spatial abilities who have exploratory thinking processes, methodical thinking, analogical thinking, abstract thinking, synthesis, serendipity, and recycling ideas, students with high spatial abilities also have high imagination, students with spatial abilities are having a process exploratory thinking, serendipity, analogical thinking, semi-abstract thinking, and recycling of ideas and having moderate imagination, as well as students with low spatial abilities in understanding problems using exploratory, analogical, semi-abstract, synthesis thinking processes and have low imagery.
Development of Geogebra-Assisted Problem Based Learning (PBL) Learning Tools to Improve Visual Thinking Skills in Mathematical Problem Solving Students of SMA Negeri 1 Samudera Kholilah Amriani Harahap; Bornok Sinaga; Pargaulan Siagian
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1581

Abstract

This study aims to produce valid, practical, and effective learning tools, as well as to analyze the improvement of visual thinking skills in problem solving for XI grade students of SMA Negeri 1 Samudera using mathematics learning tools oriented problem based learning assisted by GeoGebra. The data were obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, and instruments for testing the ability of visual thinking in solving mathematical problems. This study uses the Dick & Carey (1996) development model. Based on the results of the validity by the validator team, the average validity of the RPP was 4.51, LKPD was 4.22, and student books were 4.29. Expert / practitioner assessment which states that learning devices can be used with a few revisions and without revision, the results of interviews with teachers and students obtain information that learning devices can be used easily and the results of observations of the implementation of learning tools in class in the first trial of 81.67% and in the second trial of 87.22% and included in the good category. Learning devices in trial II, obtaining classical student learning completeness results have been achieved in trial II, namely 87.5%, the achievement of learning objectives has been achieved for each item in trial II, student responses are very positive to the device being developed and learning time does not exceed ordinary learning, namely three meetings.
Development of Learning Modules Based on a Realistic Mathematical Approach with Autograph Software to Improve Creative Mathematical Thinking Ability Students of SMP Negeri 1 Blangkejeren Rike Ahmadi; Edi Syahputra; Bornok Sinaga
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1560

Abstract

This study aims to analyze the practicality of the learning modules developed based on the Realistic Mathematical Approach with autograph software, to analyze the effectiveness of the learning modules developed based on the Realistic Mathematical Approach assisted by autograph software, and to describe the improvement of students' mathematical creative thinking abilities through learning modules developed based on the Mathematical Approach. Realistic assisted autograph software. The data were obtained through the learning module validity sheet consisting of the lesson plan validation sheet and the mathematical creative ab ility test validation sheet, student response questionnaires and teacher interview guidelines for the learning module and the learning module effectiveness instrument seen from the students' mathematical creative test results. Module development in this study uses the Thiagarajan, Semmel and Semmel development models, namely the 4-D model (define, design, develop, disseminate). The results of the research were students and teachers stated that the developed device was easy to use, the students' critical thinking ability obtained classical completeness with a percentage of 87.5%, the level of student activity met the ideal time tolerance criteria set, student responses to the components of learning devices and learning activities is positive. The increase in creative thinking skills in the first try was 77.9, an increase in the second try to 81.64.
The Difficulty Analysis of Students Spatial Ability Based on Level Van Hiele in Problem Based Learning Chairunnisa Chairunnisa; Edy Surya; Bornok Sinaga
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1569

Abstract

This study aims to (1) determine the level of students' spatial ability at Van Hiele's level in problem-based learning. (2) to find out the location of the students' difficulties in solving spatial power problems with the Van Hiele level. This research is a qualitative descriptive study. The subjects of this study were students of class XII SMK Bima Utomo Batang Kuis. The object of this research is the spatial ability based on Van Hiele's level in Problem Based Learning. The results of this study indicate that the level of spatial ability in the low category reaches 51.4%, while the medium category reaches 34.3%, and the high category reaches 14.3%. Subjects in the low category experienced skill difficultiesSubject S.01 (low spatial ability), at Level 1 experienced skill difficulties (question number 1) and concept difficulty (question number 4), at Level 2 experienced skill difficulties, at Level 3 and Level 4 experienced difficulty in principle. Subject S.02 (low spatial ability), has difficulty skills at Level 2 and has difficulty in principle at Level 3 and Level 4. Subject S.03 (moderate spatial ability), has difficulty in principle at Level 3 and Level 4. Subject S. 04 (moderate spatial ability), has difficulty skills at Level 3 and has difficulty in principle at Level 4. Subject S.05 (high spatial ability), has difficulty in principle at Level 4. Subject S.06 (high spatial ability), has difficulty principles at Level 4.Based on the results of this study, it is expected to be an inspiration for users.
Analysis of the Difficulty of Understanding Concepts and Creative Thinking of Students in Mathematics through Problem-Based Learning in Students of SMA Angkasa Lanud Soewondo Riadi Riadi; Bornok Sinaga; Edi Syahputra
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1557

Abstract

This study aims to determine the level of students' mathematical concept understanding and creative thinking skills who are taught using a problem-based learning model, to find out the description of the student's answer process in learning using a problem-based learning model, to determine the difficulties in the process of understanding concepts and mathematical creative thinking of students who are taught using problem-based learning models, as well as to find out the active activities of students during the learning process using problem-based learning models. Data were obtained through tests of students' conceptual understanding and creative thinking tests, interviews with students and teachers, observations or observations by observers, and documentation. This research uses qualitative data analysis using Miles and Huberman's model, namely data reduction, display data, and conclusion drawing / verification data. The subjects of this study involved class X SMA Angkasa 1 Lanud Soewondo who were treated with the application of a problem-based learning model in the odd semester of the 2020/2021 school year, totaling 21 people with three-variable linear equation system material as many as 4 items in essay form. Based on the results of the study, there were 21 students with 'very low' creative thinking skills and 14% 'very low' creative thinking skills, 14% 'low' creative thinking skills, 43% 'medium' creative thinking abilities, 43% thinking skills creative 'high' as much as 19%, and 'very high' creative thinking ability as much as 10%.
Analysis of Students' Mathematical Problem Solving Ability in terms of Student Learning Styles with Models Problem Based Learning Dwi Ardy Dermawan; Pargaulan Siagian; Bornok Sinaga
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1607

Abstract

This study aims to analyze and determine: (1) the level of mathematical problem solving ability in terms of learning styles after implementing problem-based learning; (2) errors and difficultiesexperienced by students in solving math problem solving abilities in terms of learning styles after implementing problem-based learning. This research is a descriptive qualitative research. The subjects of this study were 32 students of SMA Negeri 1 Rantau Selatan class X MIPA 1, who were then appointed to interview subjects based on the Kolb & Kolb learning style, namely accommodation, divergent, assimilation, and convergent based on the level obtained based on indicators and aspects of difficulty. The research results are as follows: (1) there are 8 students (25%) has a learning style accommodation with the level of mathematical problem solving ability medium category amounted to 3 students, and low category amounted to 5 students; there are 11 students(34.37%) have a divergent learning style with a level of mathematical problem solving ability 1 student in high category, 4 students in medium category, 6 students in low category; exist 9 students (28.13%) have an assimilating learning style with a level of mathematical problem solving ability medium category amounted to 2 students, and low category amounted to 7 people; exist4 students (12.5%) have a convergent learning style with a level of mathematical problem solving ability medium category amounted to 3 students, with the low category amounted to 1 student;(2) for students' difficulties with accommodation learning styles, students have difficulty on principle indicators; for the difficulties of students with divergent learning styles, students have difficulty on indicators of concepts and principles; for the difficulties of students with assimilation learning styles, students have difficulty in the concept indicators and indicators of verbal problems; for the difficulty of students with convergent learning styles, students have difficulty on principle indicators.
Development of Mandailing Culture-Based Learning Devices with an Open-Ended Approach to Improve Students 'Mathematic Connection and Self-Efficiency Abilities SMPN 2 Batangtoru Ajizah Siregar; Bornok Sinaga; Hermawan Syahputra
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1580

Abstract

This study aims to: 1) describe learning tools with an open-ended approach that meets the criteria of being valid, practical, and effective; 2) Describe the improvement of mathematical connection ability using learning tools with the developed open-ended approach; 3) Describe the increase in ability self efficacy by using learning tools with the developed open-ended approach. This research is a development research conducted in two stages. Learning tools produced from this research are: Learning Implementation Plan (RPP), Student Worksheet (LKPD), Student Book (BS), mathematical connection ability test and questionnaire. Self efficacy students. From the results of the first trial and second trial, it was obtained: 1) the learning device with the Open-ended approach developed had been meet the criteria of being valid, practical, and effective in terms of their respective criteria;2) there was an increase in the students' mathematical connection ability using learning tools with an open-ended approach developed in the first trial, obtaining an average posttest score of 61.76, and an increase in the second trial with an average posttest score of 82.35; 3) there is an increase in ability self efficacy students using learning tools with an open-ended approach developed in the first trial obtained a value of 68.64 and increased in the second trial with a value of 87.52. Based on the results of the study it is suggested that mathematics teachers strive for mathematics learning using an open-ended learning approach and the learning tools developed can improve mathematical connection skills and self efficacy students in mathematics learning.
Co-Authors Abil Mansyur, Abil Afny Arti Sinaga Ajizah Siregar Andika Dharma Ani Minarni Annisyah Lubis Asmin Asmin Asmin Asmin Baihaqi Siddik Lubis Chairunnisa Chairunnisa Derlina Nst Diah Ari Saputri Dian Armanto Diana Sister Dwi Ardy Dermawan E. Elvis Napitupulu Edi Syahputra Edi Syahputra Edy Surya Elkana Indah Sari Pakpahan Elvis Napitupulu Endang Hutauruk Fernanda Yossi Ben Siallagan Hairunnisah Tanjung Hasratuddin Siregar Hermawan Syahputra Indah Purnama Sari Ismail Hanif Batubara Ismail Hanif Batubara Ismail Ismail Iwan Jepri Khairatun Nisa Rambe Kholilah Amriani Harahap Lidia Saminer Pakpahan Mara Bangun Harahap Maryetta Evi Hariati Miftahul Jannah Muhammad Ishak Sinaga Mukhtar Mukhtar Mulyono Mulyono mulyono mulyono Nindy Litia Nuraini . Nurdiana Fahmi Nurliyah Nasution Nurliza Fahmi Nurliza Fahmi Lubis Nurvita Nurvita Pardomuan Sitompul Pargaulan Siagian Pertiwi Puji Lestari Philips Pasca G Siagian Pratiwi Bernadetta P. Putri Andini Randi Tampubolon Ratu N. Perangin-angin Riadi Riadi Rike Ahmadi Rizka Nurlina Damanik Rizki Nurjehan Rosalinda Pasaribu Rusmin Sianipar Sahat Saragih Sahyar Sahyar Santi Maria Simarmata Simanjorang, Mangaratua M Sinaga, Christa Voni Roulina Sriadhi Sriadhi Wamington Rajagukguk Wamington Rajagukguk Waminton Rajagukguk Yulinar Lumban Gaol Zul Fahmi Siregar zulfantry zulfantry