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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) REiD (Research and Evaluation in Education) JMM (Jurnal Masyarakat Mandiri) Jurnal Pendidikan Matematika (JUDIKA EDUCATION) JUPE : Jurnal Pendidikan Mandala Jurnal Pendidikan dan Kewirausahaan JagoMIPA: Jurnal Pendidikan Matematika dan IPA JOMPA ABDI: Jurnal Pengabdian Masyarakat Journal of Research in Science and Mathematics Education INCOME: Indonesian Journal of Community Service and Engagement International Journal of Mathematics and Mathematics Education (IJMME)
Ismail, Raoda
Cenderawasih University
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Gaya Belajar dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa di Kelas VIII SMP YPK Kotaraja Wa Ode Chelsi Nur; Happy Lumbantobing; Rian Efendi; Raoda Ismail; Dewi Kristika Findya Ning Tyas; Agnes Teresa Panjaitan; Mayor M. H. Manurung; Elieser Kulimbang
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2254

Abstract

Purpose: This study examined the individual and joint effects among Grade 7 students at SMP YPK Kotaraja, Papua, Indonesia. Methodology: A quantitative ex post facto design was employed with 129 students selected proportionally from a population of 187. Data were obtained through validated questionnaires measuring visual, auditory, and kinesthetic learning styles and self-regulated learning, together with official mathematics grades. Simple and multiple linear regression analyses were used after the data met assumptions. Findings: The results showed that learning styles and self-regulated learning each significantly predicted mathematics learning outcomes, with self-regulated learning exerting the stronger contribution. When examined simultaneously, both variables explained 82.3% of the variance in mathematics learning outcomes. The visual learning style predominated, representing 51.94% of the sample. These findings indicate that students’ capacity to plan, monitor, regulate, and evaluate their learning is more strongly associated with mathematics achievement than learning preferences alone. Significance: Learning styles remain relevant for designing responsive instruction, but instructional strategies should prioritize learner autonomy, responsibility, and active engagement. Overall, strengthening self-regulated learning while accommodating diverse learning styles may support improved mathematics learning outcomes and more responsive mathematics instruction in underrepresented educational contexts.
Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw pada Materi Hubungan Antar Sudut di Kelas VII SMP Pricilia Claudia Ardani; Raoda Ismail; Marthinus Yohanes Ruamba; Mayor M. H Manurung; Rina Ananta Sumawardani Sitepu
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2177

Abstract

Purpose: Angle relationships remain a challenging topic in junior high school mathematics, as many students struggle to understand abstract geometric concepts through conventional, teacher-centered instruction. This study aims to describe the implementation of the Jigsaw cooperative learning model in teaching angle relationships to seventh-grade students, examining instructional implementation, student attitudes, and conceptual understanding throughout the learning process. Methodology: A descriptive qualitative approach was employed, involving 28 seventh-grade junior high school students in Jayapura, Papua, Indonesia, with data collected through observation, interviews, individual tests, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Findings: Findings show that the Jigsaw cooperative learning model was implemented very effectively, with students actively engaging in expert-group and home-group discussions to exchange ideas and complete collaborative tasks. Students demonstrated good levels of cooperation, responsibility, curiosity, accuracy, and self-confidence, while most achieved very good to good understanding of angle relationships, supported by peer teaching, multiple representations, and meaningful social interaction consistent with constructivist learning theory. Significance: These results indicate that the Jigsaw cooperative learning model effectively enhances student engagement, positive attitudes, and conceptual understanding in mathematics learning, offering teachers a practical, collaborative instructional alternative for teaching geometry topics such as angle relationships in junior high school classrooms.
Evaluating an Ethno-Pedagogical Intervention for Enhancing Pre-Service Teachers’ Literacy, Numeracy, and Pedagogical Competencies Okky Riswandha Imawan; Raoda Ismail; Martijn van Driel; Suwita Suwita; Golden Ringgo SC Ayomi; Mamberuman Marthen Inggamer; Susanto T. Handoko
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2263

Abstract

Purpose: The marginalization of indigenous cultures in formal education can limit students' acquisition of foundational skills, necessitating culturally responsive pedagogical frameworks. This study introduces and empirically evaluates the "Buku Paket Kontekstual Papua" (BPKP), an ethno-pedagogical intervention authored by Martijn van Driel et al., designed to bridge indigenous Papuan realities with national curriculum standards, using story-based pedagogy, local games, and traditional knowledge to contextualize early childhood learning (grades 1-3). Methodology: Using a quantitative pre-experimental (one-group pretest-posttest) design without a control group, this research involved 61 undergraduate pre-service primary teachers (N=61) selected through random sampling. The study measured a dual-pillar transformation: Content Mastery (Literacy and Numeracy) and Pedagogical Readiness (Cognitive, Affective, and Psychomotor). Findings: Paired samples t-test analyses revealed that the BPKP training was associated with significant improvements across all five domains; negative Cohen's d values reflect the direction of pre-to-post change, not a decline. In Content Mastery, participants showed statistically significant but small improvements in literacy (p = .045, d = -0.263) and numeracy (p = .013, d = -0.328). The intervention also supported pedagogical readiness, yielding a large improvement in the cognitive domain (p < .001, d = -0.817) and significant gains in affective attitudes (p = .017) and psychomotor skills (p = .024). Significance: While causality cannot be definitively claimed given the research design, the findings suggest that integrating indigenous realities into educational training tools can support academic subject mastery and shape the readiness of future educators to teach in marginalized communities.
Co-Authors Agnes Teresa Panjaitan Awiyadi, Badai Purwa Bettisari Napitupulu Bettisari Napitupulu Chelsi Yuliana S Dewi Kristika Findia Ning Tyas Dewi Kristika Findya Ning Tyas Elieser Kulimbang Elsi Sirampun Endriani Farida Agus Setiawati Gabriela Hariati Darin Golden Ringgo SC Ayomi Halimatussa’diah Happy Lumbantobing Happy Lumbantobing HARYANTO Heri Retnawati Lely Yustina Wati Lestari Situmorang Lidwina Cornelia Maniboey Mamberuman Marthen Inggamer Marthinus Yohanes Ruamba Martijn van Driel Mayor M. H Manurung Mayor M. H. Manurung Mayor M.H. Manurung Okky Riswandha Imawan Pitriana Tandililing Pricilia Claudia Ardani Purba, Rispah Purwoko Haryadi Santoso Rian Efendi Rian Efendi Rina Ananta Sumawardani Sitepu Safitri, Febriani Sugiman Sugiman Susanto T Handoko Susanto T. Handoko Suwita Suwita Tifanny Shahnaz Rusli Wa Ode Chelsi Nur