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All Journal SIGMA: Jurnal Pendidikan Matematika (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Harahap, Minarni Ikhrimah
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Education Mathematics Other

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STUDI LITERATUR: PERKEMBANGAN PENELITIAN GRAF PLANAR DAN APLIKASINYA DALAM MATEMATIKA DAN KOMPUTASI Herianto, Ramadhan; Harahap, Minarni Ikhrimah; Amir, Almira
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jp4vc902

Abstract

Graf planar merupakan salah satu objek kajian fundamental dalam teori graf yang memiliki peranan penting dalam pengembangan matematika murni maupun penerapannya pada ilmu komputer dan rekayasa sistem. Seiring dengan meningkatnya kebutuhan akan efisiensi komputasi dan pemodelan sistem kompleks, penelitian mengenai graf planar terus berkembang baik dari sisi teoritis maupun aplikatif. Penelitian ini bertujuan untuk menganalisis secara terfokus tren, fokus kajian, dan arah pengembangan penelitian graf planar berdasarkan sepuluh artikel ilmiah terpilih yang terindeks Scopus dan Sinta pada periode 2013–2024. Metode yang digunakan adalah studi literatur kualitatif dengan instrumen utama berupa lembar analisis dokumen yang memuat aspek topik penelitian, metode, kontribusi teoretis, serta aplikasi yang dibahas. Teknik pengumpulan data dilakukan melalui penelusuran basis data jurnal ilmiah dan seleksi artikel berdasarkan kriteria relevansi dan kebaruan. Hasil penelitian menunjukkan bahwa kajian graf planar saat ini terkonsentrasi pada empat arah utama, yaitu peningkatan efisiensi algoritme embedding dan branch-decomposition, generalisasi teorema klasik seperti Euler dan Kuratowski, pengembangan graf planar dalam kerangka fuzzy dan neutrosophic, serta penerapannya dalam optimasi tata letak sistem elektronik (VLSI) dan visualisasi data. Kesimpulan dari penelitian ini menegaskan bahwa riset graf planar telah mengalami pergeseran signifikan dari kajian teoretis murni menuju pendekatan multidisipliner yang berorientasi pada pemecahan masalah nyata dalam era komputasi modern.
Analysis of Difficulties in Understanding Calculus Concepts: A Case of Teachers and Students Harahap, Minarni Ikhrimah; Herianto, Ramadhan; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, DECEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i4.30749

Abstract

Calculus is a fundamental component of secondary mathematics education; however, students’ conceptual understanding remains limited, particularly in abstract topics such as derivatives and integrals. These challenges are further exacerbated by low engagement and ineffective instructional practices. This study aims to analyze students’ difficulties in learning calculus, identify factors influencing their learning interest, and examine teachers’ instructional challenges. This study employed a descriptive qualitative approach involving 12 participants, consisting of 10 Grade XII students and 2 mathematics teachers at MAN 2 Padangsidimpuan. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ written work. The researcher acted as the primary instrument, supported by interview guidelines and documentation sheets. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. To ensure trustworthiness, source and technique triangulation were applied. The findings indicate that students exhibit a moderate level of learning interest (≈54.6%), yet experience significant difficulties in conceptual understanding and mathematical communication, particularly in trigonometric derivatives and integrals. These difficulties are primarily associated with weak prerequisite knowledge, reliance on procedural memorization, and limited use of visual learning media. Additionally, teacher-centered instruction and anxiety-inducing assessment practices contribute to low student engagement. In conclusion, calculus learning difficulties are multidimensional, involving cognitive, affective, and instructional factors. Therefore, a holistic instructional approach integrating conceptual understanding, interactive media, and student-centered strategies is essential to improve learning outcomes.
Co-Authors Almira Amir Herianto, Ramadhan Siregar, Rama Nida