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<![CDATA[GRACEFUL LABEING AND RHO TOPI LABELING ON THE 8-BINTANG GRAPH WITH C3 FOR N ODD ]]>
<![CDATA[Amri, Zulfi]]>;
<![CDATA[Harahap, Tua Halomoan]]>;
<![CDATA[Irvan, Irvan]]>
<![CDATA[ ZERO: Jurnal Sains, Matematika dan Terapan Vol 3, No 1 (2018): January - June ]]>
Publisher : <![CDATA[UIN Sumatera Utara Medan ]]>
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DOI: 10.30829/zero.v3i1.3183
<![CDATA[This paper we propose graceful labeling and labeling on a graph then referred to as 8-Bintang graph, the basic idea of formulation graceful labeling and labeling on an alfabet bintang graphs wih the question a stars graph . Then we constructing graceful labeling and labeling on the 8-Bintang graph with circle graph for odd. The results obtained are illustrated in the theorem that the 8-Bintang graph with for odd has the following graceful labeling with the proof.]]>
<![CDATA[PELABELAN HARMONIS GANJIL PADA GRAF 2S_n 〖(C〗_4,n) ]]>
<![CDATA[Zulfi Amri]]>;
<![CDATA[Ardina Aulia]]>;
<![CDATA[Army Syella]]>;
<![CDATA[Harisma Pratamal]]>;
<![CDATA[Safitri Ramadhani]]>;
<![CDATA[Chairunnisa ,]]>
<![CDATA[ EDUTECH Vol 4, No 1 (2018): EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial ]]>
Publisher : <![CDATA[EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial ]]>
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DOI: 10.30596/edutech.v4i1.1952
<![CDATA[Graf G = (V,E) dengan V merupakan suatu himpunan simpul yang tidak kosong dan E merupakan suatu himpunan busur yang boleh kosong. Setiap graf yang dapat diberi pelabelan harmonis ganjil disebut dengan graf harmonis ganjil yaitu graf dengan fungsi yang bersifat injektif sedemikian sehingga menginduksi suatu fungsi yang bersifat bijektif, didefinisikan oleh dan fungsi merupakan fungsi pelabelan harmonis ganjil dari graf tersebut. Graf adalah graf yang dibentuk dari k graf lingkaran dengan dua simpul pusat persekutuan dan . Pada makalah ini akan ditunjukkan bahwa graf memenuhi sifat pelabelan harmonis ganjil sedemikian sehingga graf adalah graf harmonis ganjil.Kata kunci: pelabelan harmonis ganjil, graf ]]>
<![CDATA[PELABELAN GRACEFUL DAN PELABELAN RHO TOPI PADA GRAF 8-BINTANG DENGAN C3 UNTUK n GENAP ]]>
<![CDATA[Zulfi Amri]]>;
<![CDATA[Tua Halomoan Harahap]]>
<![CDATA[ EDUTECH Vol 3, No 2 (2017): EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial ]]>
Publisher : <![CDATA[EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial ]]>
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DOI: 10.30596/edutech.v3i2.1245
<![CDATA[Suatu graf G = (V,E) adalah pasangan himpunan terurut dimana V adalah himpunan simpul tak kosong dan E adalah himpunan busur. Pelabelan graceful adalah fungsi injektif dari himpunan simpul V ke himpunan bilangan yang menginduksi fungsi bijektif ’ dari himpunan busur E ke himpunan bilangan dimana setiap busur uv E dengan simpul u,v V berlaku ’(uv) = , berseta dengan variasi dan modifikasi pelabelan graceful. Ide dasar mengkonstruksi pelabelan graceful dan pelabelan pada graf 8-bintang berawal dari graf A-Bintang dan H-Bintang[1] yang kemudian disebut sebagai graf alfabet bintang dengan pertanyaan bagaimana jika bilangan diberikan graf bintang yang kemudian suatu graf yang dibangun dari 2 graf lingkaran dimana salah satu simpul dari graf lingkaran menjadi pusat graf tersebut sedangkan simpul lainnya diberikan graf bintang . Pada makalah ini diberikan Pelabelan Graceful dan rho topi pada graf 8-Bintang dengan untuk genap.Kata kunci: pelabelan graceful, pelabelan , graf bintang, graf Lingkaran, graf 8-bintang]]>
<![CDATA[GRACEFUL LABEING AND RHO TOPI LABELING ON THE 8-BINTANG GRAPH WITH C3 FOR N ODD ]]>
<![CDATA[Zulfi Amri]]>;
<![CDATA[Tua Halomoan Harahap]]>;
<![CDATA[Irvan Irvan]]>
<![CDATA[ ZERO: Jurnal Sains, Matematika dan Terapan Vol 2, No 1 (2018): January - June ]]>
Publisher : <![CDATA[UIN Sumatera Utara ]]>
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DOI: 10.30829/zero.v2i1.3183
<![CDATA[This paper we propose graceful labeling and labeling on a graph then referred to as 8-Bintang graph, the basic idea of formulation graceful labeling and labeling on an alfabet bintang graphs wih the question a stars graph . Then we constructing graceful labeling and labeling on the 8-Bintang graph with circle graph for odd. The results obtained are illustrated in the theorem that the 8-Bintang graph with for odd has the following graceful labeling with the proof.]]>
<![CDATA[Pembentukan Graf Berdasarkan Benda Langit (Bintang) dengan Selisih Nilai MagnitudeTertentu di OIF UMSU ]]>
<![CDATA[Zulfi Amri]]>;
<![CDATA[Rizkiyan Hadi]]>
<![CDATA[ Al-Marshad: Jurnal Astronomi Islam dan Ilmu-Ilmu Berkaitan Vol 6, No 1 (2020): Al-Marshad ]]>
Publisher : <![CDATA[University of Muhammadiyah Sumatera Utara ]]>
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DOI: 10.30596/jam.v6i1.4364
<![CDATA[A graph is a representation of a state that can be defined as an ordered set consisting of vertices and arcs. A graph can be formed based on the representation of the relationship of objects by declaring objects as vertices and relationships between objects as arcs. If the celestial body is connected with certain rules, then the celestial body can be formed a graph.The relationship of celestial bodies to each other in this paper is determined by the difference in the level of light (Mv) read magnitude. Difference Mv this paper i.e: , , dan .The purpose of this research is to form a new graph based on luminous celestial bodies (stars).This type of research is field research (field research) with descriptive qualitative approach type, the object used in the study is a star.First determine the amount of light levels of celestial bodies conducted on observations on 9 and 11 July 2019 at OIF UMSU using certain tools along with IRIS software.After the observations are obtained, a connectedness analysis is performed based on the difference in certain magnitudes so that certain graphs based on celestial bodies are obtained.Keywords : Graph, Celestial Bodies, Pseudo Magnitude]]>
<![CDATA[Interactive Learning Media on Mathematics Problem Solving Elementary School Students ]]>
<![CDATA[Eka Hayati]]>;
<![CDATA[Zulfi Amri]]>
<![CDATA[ JMEA : Journal of Mathematics Education and Application Vol 1, No 2 (2022): Juni ]]>
Publisher : <![CDATA[JMEA : Journal of Mathematics Education and Application ]]>
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DOI: 10.30596/jmea.v1i2.10555
<![CDATA[The method used in this research is the experimental method. The effect of interactive learning media on mathematical problem solving for students with disabilities. The results of the validator's assessment indicate that the interactive learning media is in the very good category with an average score of 4.23 from the maximum range of 5. The practicality test of interactive learning media is indicated by a positive response from teachers and students. The results of the effectiveness test showed that interactive learning media was effective in improving problem solving abilities. This is indicated by the average problem solving ability of students who use interactive learning media to achieve individual and classical mastery. In addition, the average problem solving ability of students who use interactive learning media is better than those who do not use interactive learning media.]]>
<![CDATA[Solving Mathematics Problems Through Reflective Learning for High School Students ]]>
<![CDATA[Hafiza Yusni]]>;
<![CDATA[Irvan Irvan]]>;
<![CDATA[Zulfi Amri]]>
<![CDATA[ JMEA : Journal of Mathematics Education and Application Vol 1, No 2 (2022): Juni ]]>
Publisher : <![CDATA[JMEA : Journal of Mathematics Education and Application ]]>
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DOI: 10.30596/jmea.v1i2.10724
<![CDATA[This research is a quasi-experimental study because the treatment was tested and measured its effect on groups of samples. The experimental design used in the study was the design of a non-equivalent pretest and posttest control group. The population in this study were all students of the Sei Rampah Exemplary Vocational School in class X consisting of 145 students, and a sample of 40 students was chosen randomly. To obtain data in this study used an instrument, namely a set of problem-solving tests with indicators (a) formulating the problem, (b) restating the problem in a form that can be resolved, (c) arranging hypotheses (temporarily) and strategies for solving it, (d ) carry out solving procedures, and (e) evaluate the settlement. The results of this study indicate that the problem-solving ability of male students is better than female students when viewed based on the posttest scores obtained by male students significantly different from female students. Another thing also shows that reflective learning is significantly better in improving students' mathematical problem-solving abilities than ordinary learning.]]>
<![CDATA[REPRESENTASI MATEMATIS DAN SELF CONFIDENCE PADA MODEL RECIPROCAL DAN STUDENT FACILITATOR EXPLAINING ]]>
<![CDATA[Juliana Wahyuni Siregar]]>;
<![CDATA[Zainal Azis]]>;
<![CDATA[Zulfi Amri]]>
<![CDATA[ Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol 7, No 1 (2022): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/gammath.v7i1.7831
<![CDATA[siswa kesulitan merepresentasikan konsep atau gagasan matematis untuk memutuskan tindakan yang menjadi sebab diperolehnya nilai yang tidak maksimal pada dua kemampuan siswa yaitu representasi matematis dan self confidence sehingga menjadi acuan untuk mendapatkan solusi dalam meningkatkannya melalui pengaplikasian model pembelajaran kooperatif yaitu reciprocal teaching (RT) dan student facilitator and explaining (SFAE). Penelitian ini termasuk penelitian jenis quasi eksperimen dimana kelas VII-A sebagai kelas eksperimen satu yang menggunakan model RT dan kelas VII-B sebagai kelas eksperimen dua yang menggunakan model SFAE. Analisis Kovarians (Anacova) dimanfaatkan dalam memperoleh hasil penelitian yaitu: (1) adanya pengaruh pada model pembelajaran (reciprocal teaching student facilitator and explaining) terhadap representasi matematis, (2) adanya pengaruh pada model pembelajaran (reciprocal teaching student facilitator and explaining) terhadap self confidence]]>
<![CDATA[BLENDED LEARNING MODEL AS A LEARNING SOLUTION AFTER THE COVID 19 PANDEMIC ]]>
<![CDATA[Ismail Saleh Nasution]]>;
<![CDATA[Zulfi Amri]]>;
<![CDATA[M. Afiv Toni Suhendra Saragih]]>
<![CDATA[ Proceeding International Seminar of Islamic Studies INSIS 3 (February 2022) ]]>
Publisher : <![CDATA[Proceeding International Seminar of Islamic Studies ]]>
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<![CDATA[Since the COVID-19 pandemic hit the world of online learning, it has become a demand in the world of education, especially now that we are facing a new order, namely a new order after the Covid-19 pandemic. Now teachers must find strategies and learning models that can be adapted to this new era. The aims of this research are (1) to explain what is meant by the Blended Learning Model and (2) how the Blended Learning Model is applied to the new post-covid-19 pandemic. This research method uses a literature study using a literature review approach, where scientific papers and articles about the Blended Learning learning model are the main objects of research. The allocation used is 50:50 for face-to-face and online learning. The results of this study are that (1) Learning without utilizing online facilities and face-to-face learning is obtained by a percentage of 0% (2) Utilization of the web in the learning process is 1 to 29% and (3) The learning process uses a combination of web-based teaching materials. and face-to-face by 30-79%. that learning activities using the blended learning model can be used as a learning solution after the Covid-19 pandemicKeywords: Blended Learning, Learning Model, Covid-19]]>
<![CDATA[Implementation Of Indonesian Realistic Mathematics Approach To Improve Students Mathematic Skills ]]>
<![CDATA[Edi Suherman]]>;
<![CDATA[Irvan Irvan]]>;
<![CDATA[Zulfi Amri]]>
<![CDATA[ Indonesian Journal of Education and Mathematical Science Vol 2, No 3 (2021) ]]>
Publisher : <![CDATA[UMSU ]]>
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DOI: 10.30596/ijems.v2i3.8192
<![CDATA[This research is a quantitative research that aims to apply the Indonesian Realistic Mathematics Education (PMRI) approach in learning mathematics as an effort to improve the mathematics ability of high school students. Low math skills directs researchers how to improve math skills through the application of the PMRI approach using everyday life problems in learning mathematics. Mathematical skills in question are students' abilities in mathematics proficiency tests through conceptual understanding, reasoning, and problem solving exercises. This study aims to improve junior high school students through the PMRI approach in the teaching and learning process supported by appropriate learning tools. To achieve this, the method used in this study is a quantitative method with an experimental design. Meanwhile, to measure student responses and activities, this study used a qualitative approach. Quantitative data were analysed using statistical analysis techniques, namely t-test, while qualitative data were analysed using descriptive analysis techniques. The specific objective to be achieved in this research is to provide adequate teaching materials using the PMRI approach which innovatively supports the improvement of the mathematics abilities of junior high school students. Based on data analysis and hypothesis testing, there is a significant increase in students' mathematical abilities when using the PMRI approach rather than using the conventional approach. Furthermore, student responses and activities during the learning process with the PMRI approach are included in the specified category]]>
