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Syahriani Sirait, M.Pd
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Program Studi Pendidikan Matematika Gedung Fakultas Keguruan dan Ilmu Pendidikan, Universitas Asahan Jln. Jendral Ahmad Yani No 1 Kisaran Kab. Asahan, Sumatera Utara - 2124
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Diskrit: Jurnal Inovasi Pendidikan Matematika
Published by Universitas Asahan
ISSN : -     EISSN : 29875935     DOI : https://doi.org/10.36294/diskrit
Core Subject :
Jurnal ini memuat berbagai artikel ilmiah yang berfokus pada bidang pendidikan matematika. Ruang lingkup jurnal mencakup hasil kajian konseptual maupun hasil penelitian yang berkaitan dengan pendidikan matematika. Secara lebih khusus, ruang lingkup jurnal ini meliputi pembelajaran matematika dan teknologi pembelajaran. Pada bidang pembelajaran matematika, jurnal ini menerima artikel yang membahas strategi, model, pendekatan, media, evaluasi, serta inovasi dalam proses belajar mengajar matematika. Sementara itu, pada bidang pemanfaatan teknologi pembelajaran dalam mendukung proses pembelajaran matematika, seperti penggunaan media digital, aplikasi pembelajaran, e-learning, serta perkembangan teknologi yang dapat meningkatkan efektivitas dan interaktivitas pembelajaran.
Arjuna Subject : -
Articles 106 Documents
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ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN SOAL TRIGONOMETRI Nova Eliza Silaen; Citra Syalsabilla
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 1 No. 1 (2023): Januari 2023
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

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Abstract

This study aims to analyze the types of errors made by students in solving trigonometry problems. The research uses a qualitative descriptive method involving undergraduate students enrolled in a trigonometry course. Data were collected through written tests and interviews. The results show that students made several types of errors, including conceptual errors, procedural errors, and computational errors. Conceptual errors were dominant, particularly in understanding trigonometric identities and angle relationships. These findings indicate that students’ understanding of basic trigonometric concepts is still weak and requires instructional improvement. The study concludes that identifying students’ errors can help lecturers design more effective learning strategies to reduce similar mistakes in the future.
PENERAPAN MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN GEOMETRI ANALITIK BIDANG Eva Margaretha Saragih; Tari Rizliyanti
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 1 No. 2 (2023): Juli 2023
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

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Abstract

This study aimed to examine the effectiveness of the Problem Based Learning (PBL) model in analytic geometry learning at the senior high school level. The research employed a quasi-experimental method with a one-group pretest–posttest design. The participants were 32 tenth-grade students of a senior high school. The research instruments consisted of an achievement test and an observation sheet of students’ learning activities. The results showed an improvement in students’ learning outcomes after the implementation of the PBL model. The average pretest score of 64.38 increased to 78.91 in the posttest, while learning mastery improved from 34.38% to 81.25%. In addition, students’ learning activities reached an average score of 83.6%, categorized as active. It can be concluded that the Problem Based Learning model is effective in improving students’ learning outcomes and learning engagement in analytic geometry instruction.
IMPLEMENTASI SELF-REGULATED LEARNING DALAM PEMBELAJARAN TEORI BILANGAN Anil Hakim Syofra; Jelia Arika
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 2 No. 2 (2024): Juli 2024
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

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Abstract

This study aims to describe the implementation of Self-Regulated Learning (SRL) in number theory learning and its impact on students' learning independence and conceptual understanding. The research employed a qualitative descriptive method with participants consisting of undergraduate students enrolled in a Number Theory course. Data were collected through observation, questionnaires, and learning outcome tests. The results showed that the implementation of SRL encouraged students to plan learning strategies, monitor understanding, and evaluate learning outcomes independently. Students demonstrated better engagement, increased responsibility for learning, and improved conceptual understanding of number theory topics. In conclusion, Self-Regulated Learning can be effectively implemented in number theory learning and contributes positively to students' independent learning skills and mathematical understanding.
PENERAPAN MATEMATIKA KEUANGAN DALAM PERENCANAAN DANA PENDIDIKAN Eva Margaretha Saragih; Nova Eliza Silaen
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 2 No. 2 (2024): Juli 2024
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

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Abstract

This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) model in financial mathematics learning, particularly in planning education funds, at the senior high school level. The research employed a quasi-experimental method with a one-group pretest–posttest design. The participants were 32 tenth-grade students of a senior high school. The research instruments consisted of an achievement test and an observation sheet of students’ learning activities. The results showed an improvement in students’ learning outcomes after the implementation of the CTL model. The average pretest score of 64.38 increased to 78.91 in the posttest, while learning mastery improved from 34.38% to 81.25%. In addition, students’ learning activities reached an average score of 83.6%, categorized as active. It can be concluded that the Contextual Teaching and Learning model is effective in improving students’ learning outcomes and engagement in financial mathematics, particularly in planning education funds.
PENERAPAN MEDIA GEOGEBRA UNTUK MENINGKATKAN PEMAHAMAN KONSEP LUAS DAERAH PADA INTEGRAL Sri Rahmayanti; Aldo Arrohim Dista
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 2 No. 2 (2024): Juli 2024
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

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Abstract

Understanding the concept of area under curves is a fundamental competency in integral calculus, yet many students experience conceptual difficulties, particularly in connecting symbolic procedures with graphical representations. This study aims to improve students’ conceptual understanding of area regions in integrals through the use of GeoGebra as a dynamic mathematics learning medium. The research employed classroom action research conducted in two cycles involving undergraduate mathematics education students. Data were collected through conceptual understanding tests, observation sheets, and student response questionnaires. The results show a significant improvement in students’ conceptual understanding, learning engagement, and ability to interpret graphical representations of integrals. These findings indicate that GeoGebra is effective in facilitating meaningful learning of integral area concepts.
PENINGKATAN PEMAHAMAN KONSEP GRADIEN DAN TURUNAN PARSIAL MELALUI MODEL PROBLEM BASED LEARNING Anil Hakim Syofra; Sri Rahmayanti; Aldo Arrohim
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 2 No. 2 (2024): Juli 2024
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

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Abstract

Understanding gradients and partial derivatives is an essential competence in multivariable calculus courses. However, many students still experience difficulties in conceptual and applicative understanding. This study aims to improve students’ understanding of gradient and partial derivative concepts through the implementation of the Problem Based Learning (PBL) model. This research employed classroom action research conducted in two cycles involving second-semester mathematics education students. Data were collected through concept understanding tests, observation sheets, and student response questionnaires. The results showed an improvement in students’ conceptual understanding, indicated by increased average test scores and higher student participation during learning activities. Therefore, the Problem Based Learning model is effective in enhancing students’ understanding of gradients and partial derivatives in multivariable calculus courses.

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