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All Journal SIGMA: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika ejurnal imedtech AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Desimal: Jurnal Matematika JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Education Technology Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Ilmiah Mandala Education (JIME) JPP (Jurnal Pendidikan dan Pembelajaran) Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) JagoMIPA: Jurnal Pendidikan Matematika dan IPA MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Citra Pendidikan Journal of Advanced Sciences and Mathematics Education Abdimas Indonesian Journal Polinomial : Jurnal Pendidikan Matematika Jurnal Citra Pendidikan Anak Electronic Journal of Education, Social Economics and Technology Abdimas Mandalika Jurnal Pendidikan Guru Sekolah Dasar Jurnal Citra Magang dan Persekolahan Jurnal Citra Kuliah Kerja Nyata Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Alamtana Jurnal Pendidikan MIPA Jurnal Ilmiah Mandalika Education Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Citra Magang dan Persekolahan Jurnal Citra Kuliah Kerja Nyata Jurnal Citra Pendidikan
Wewe, Melkior
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Upaya Meningkatkan Kemampuan Berpikir Kritis Matematika Dengan Problem Posing Pada Siswa Kelas VIII SMP Negeri 4 Golewa Tahun Ajaran 2016/2017: Kemampuan berpikir Kritis: Model Pembelajaran Problem Posisng Wewe, Melkior
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 3 No 1 (2017): Volume 3 No 1 Tahun 2017
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.459 KB) | DOI: 10.29407/jmen.v3i1.773

Abstract

Penelitian berawal dari rendahnya kemampuan berpikir kritis siswa dalam pelajaran matematika pada siswa kelas VIII SMPN 4 Kecamatan Golewa tahun pelajaran 2016/2017. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berpikir kritis siswa melalui penerapan model pembelaajran Problem Posing. Penelitian ini merupakan penelitian tindakan kelas menggunakan desain Kemmis dan Taggart yang dilaksanakan sebanyak dua siklus. Subyek dalam penelitian ini adalah siswa/I kelas VIII SMPN 4 Golewa yang berjumlah 31 orang, sedangkan objek dalam penelitian ini adalah kemampuan berpikir kritis siswa dalam mengikuti pembelajaran matematika. Teknik pengumpulan data menggunakan : 1)metode observasi, 2) wawancara, 3) catatan lapangan, 4) tes, 5) dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini terdiri atas : 1) reduksi data, 2) penyajian data, 3) penarikan kesimpulan. Untuk pengecekan derajat kepercayaan data, penelitian ini menggunakan triangulasi sumber peneliti yang lain, yaitu kepala sekolah, guru matematika dan siswa. Dari hasil analisis data dapat disimpulkan bahwa terjadi peningkatan kemampuan berpikir kritis siswa dalam pembelajaran matematika. Peningkatan kemampuan berpikir kritis siswa dalam pembelajaran matematika dari indikator siswa mampu memberikan penjelasan sederhana terkait soal yang diberikan adalah sebagai berikut: pada prasiklus dapat menjelaskan ada 9 orang atau 29,03%, dan tidak dapat menjelaskan 22 orang atau 70, 93%, meningkat pada siklus I yaitu 16 orang (51, 61%) dapat menejelaskan dan 15 orang ( 49,39%) tidak dapat menjelaskan, dan paad sikus II ada 26 orang( 83,87%) dapat menejlaskan dengan baik dan 5 orang ( 26,23%) tidak dapat menjelaskan. Dari indicator membuat kesimpulan pada kegiatan prasiklus 5 orang atau 26,23% dapat membuat kesimpulan dengan baik, 26 orang (83,87%) tidak dapat membuat kesimpulan dengan baik, meningkat pada siklus I 14 orang (45,16%), dapat membuat kesimpulan dan 17 orang (54,84%) tidak dapat membuat kesimpulan dan meningkat lagi pada siklus II 24 orang 77,41% dapat membuat kesimpulan dan 7 orang atau 22,59% tidak dapat membuat kesimpulan dengan baik.
Integration of James banks' multicultural theory in mathematics learning Wewe, Melkior; I Wayan Suastra; Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202529453

Abstract

Multicultural education and ethnomathematics share a philosophical orientation that positions education as a process of humanization and cultural empowerment. Integrating these perspectives offers a broader foundation for culturally responsive mathematics education. This study aims to formulate an integrative conceptual framework that synthesizes James A. Banks’ multicultural education theory with D’Ambrosio’s ethnomathematics principles to guide equitable and culturally grounded mathematics instruction. A Systematic Literature Review (SLR) was conducted using thematic analysis and theoretical synthesis of 20 peer-reviewed articles and six foundational academic books published between 2015 and 2025. The analytical procedure employed open coding, axial coding, and selective coding to identify theoretical convergences across the two frameworks. The study proposes the 3E Framework: Equity, Engagement, and Empowerment, conceptualizing mathematics learning as a culturally situated, reflective, and empowering process. Multicultural ethnomathematics-based instruction enhances students’ multicultural awareness, strengthens connections between mathematical concepts and local cultural practices, and fosters higher-order thinking skills. This framework contributes to the development of humanistic and inclusive mathematics pedagogy aligned with Indonesia’s Merdeka Belajar policy and the Profil Pelajar Pancasila framework. Although conceptual, the model provides a foundation for future empirical validation to assess its effectiveness in classroom practice.
An analysis of numeracy problem-solving difficulties among seventh-grade students in PISA-type tasks Jari, Wilburga Laong Leony; Asri, Maria Angelina; Wewe, Melkior
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202530479

Abstract

Education serves as a fundamental foundation for developing high-quality and competitive human resources and plays a strategic role in supporting sustainable development. Within the framework of the Sustainable Development Goals (SDGs), quality education is positioned as Goal 4, which aims to ensure inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. In line with this objective, this study focuses on analyzing the difficulties experienced by seventh-grade students at SMP Negeri 1 Bajawa, Ngada Regency, in solving PISA-type numeracy problems. The study not only identifies students’ levels of numeracy literacy but also examines in depth the difficulties encountered at each stage of the problem-solving process. A mixed methods approach with a sequential explanatory design was employed, beginning with the collection and analysis of quantitative data to determine students’ numeracy literacy levels, followed by qualitative data collection and analysis to explore the types, stages, and factors contributing to students’ difficulties in solving PISA-type numeracy problems. The results indicate that the numeracy literacy skills of seventh-grade junior secondary school students remain at low to moderate levels, particularly when solving PISA-type numeracy tasks that require contextual understanding and mathematical modeling. Among the stages of problem solving, mathematical modeling emerged as the most challenging, as many students were unable to connect contextual situations with relevant mathematical concepts or construct appropriate mathematical representations.
A needs analysis of ethnomathematics based digital learning modules: teachers and students perceived usefulness in senior high school mathematics Bela, Maria Editha; Tali Wangge, Maria Carmelita; Wewe, Melkior; Hari, Christina Lusiana; Sayangan, Yohanes Vianey; Pantaleon, Kristianus Viktor; Kila Keli, Yohanes Oskarito
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.29293

Abstract

Purpose: This study aims to analyze the instructional needs and perceived usefulness of ethnomathematics-based learning modules in senior high school mathematics. The focus is placed on curriculum alignment, integration of local cultural contexts, and the potential of these modules to support contextual and meaningful learning experiences for both teachers and students. Method: A descriptive mixed-methods design was employed, combining quantitative and qualitative approaches. The participants consisted of four mathematics teachers and twenty students drawn from four senior high schools in the Golewa region. Data were collected using closed-ended questionnaires based on a four point Likert scale to capture perceptions related to instructional needs, relevance, and usefulness of ethnomathematics based modules. To enrich and validate the quantitative data, semi-structured interviews were conducted with selected participants. Quantitative data were analyzed using percentage-based Likert index calculations, while qualitative data were analyzed descriptively to support interpretation of the findings. Findings: The results indicate that the availability of ethnomathematics-based teaching modules in senior high school mathematics remains limited. From the teachers’ perspective, the average needs score reached 85.5%, highlighting strong demands for contextual learning resources aligned with the curriculum and local culture. From the students’ perspective, the perceived usefulness score averaged 82%, indicating positive responses toward increased engagement, improved conceptual understanding, and stronger connections between mathematics and everyday life. Significance: The findings demonstrate that ethnomathematics-based learning modules represent a valuable instructional innovation with the potential to enhance the quality of mathematics learning. This study provides empirical evidence to inform the development of culturally responsive and context-based learning resources that support meaningful mathematics education.
Pendampingan Pengembangan Lembar Kerja Peserta Didik (LKPD) Matematika Berbasis Model Kolaboratif dengan Pendekatan PMR Tali Wangge, Maria Carmelita; Bela, Maria Editha; Wewe, Melkior; Bhoke, Wilibaldus; Ndao, Yosefa Vilmit; Kapoh, Jeane Rosalia; Lujur, Veronika; Rema, Iventius Bai; Megu, Bonifasius
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i2.1113

Abstract

The collaborative model-based development of Student Worksheets (LKPD) for Mathematics using the Realistic Mathematics Education (RME) approach aims to improve teachers' ability to design LKPD that are contextual and meaningful, and encourage active student collaboration. This mentoring program is implemented through several stages: identifying teacher needs, training in developing RMR-based LKPD, mentoring in the design and testing process, and reflecting on implementation results. The methods used in this activity include workshops, group discussions, observations, and evaluation of teacher work. The mentoring program results indicate that teachers gained an increased understanding of PMR principles and improved their ability to develop LKPD that emphasize active student involvement in real-world problem-solving through group collaboration. Furthermore, the resulting LKPD were deemed valid and suitable for use based on expert assessment and positive student feedback. Thus, this mentoring program contributes to improving the quality of mathematics learning materials in schools and supports the implementation of more innovative, collaborative, and contextual learning.
Enhancing elementary students’ numeracy skills through a Ngadhu Bhaga ethnomathematics-based learning approach Wewe, Melkior; Bela, Maria Editha; Wangge, Maria CT; Bhoke, Wilibaldus
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.998

Abstract

Background: Numeracy is an essential skill that enables students to interpret and apply numerical information in everyday life. However, mathematics learning often lacks connections to students’ cultural contexts, limiting the development of numeracy skills. Aims: This study aims to examine the effectiveness of the Ngadhu Bhaga ethnomathematics-based learning approach in enhancing elementary students’ numeracy skills and to explore students’ learning experiences, teachers’ perceptions, and teacher–student interactions during its implementation. Method: This study employed a mixed-methods design with a post-test control group experiment. The participants were 40 fifth-grade students from Regina Pacis Bajawa Elementary School, Indonesia. Quantitative data were collected using numeracy tests, while qualitative data were obtained through questionnaires, interviews, and classroom observations. Results: The findings show that students who learned through the Ngadhu Bhaga ethnomathematics-based approach achieved higher numeracy scores than those who learned through conventional instruction. The approach also promoted active participation, strengthened teacher–student interaction, and increased students’ engagement in mathematics learning. Conclusion: Integrating local cultural contexts through the Ngadhu Bhaga ethnomathematics approach can effectively support the development of elementary students’ numeracy skills and create a more meaningful learning environment
Co-Authors Ananta Wikrama Tungga Atmaja Api, Jefrianus Asri, Maria Angelina Awu, Yovita Baka, Maria Yasinta Beka, Yuliana Ardianti Beku, Veronika Yuliana Bella, Maria Editha Bha, Yesechiel Awo Bhena, Maria Melania Oktaviana Bupu, Marselina Yolanda Co'o, Petronela Coo Bule, Modesta Venidora Deo, Maria Goreti Dhey, Kristanti Afriliana Dhiu, Ludgardis Maria Dhiu, Maria Isabela Dhoka, Fransiska Angelina Dopo, Ferdinandus Bate Dr. I Nyoman Tika,M.Si . Efrida Ita Elisabeth Tantiana Ngura Endu, ElisantiNia Fikri, Kanzul Fono, Ermelinda Fono, Maria Adriana Go.o, Emirensiana Goan, Bonevantura Hari, Christina Lusiana Itu, Maria Alexandria Jari, Wilburga Laong Leony Jodo, Dominikus Kaka Jogo, Hilarion Juliawan, I Wayan Kapoh, Jeane Rosalia Kau, Hildegardis Kero, Maria Alfonsa Key, Katarina Karmelita Kila Keli, Yohanes Oskarito Kori Yusman, Heldiana Lahur, Florianus Latong, Jefrianus Leoni Jari, Walburga Laong Lewa, Yusta Selvianjeli Lindang, Roswita Lodo, Noni Stephana A Lola, Teofania Kristina Lola, Teofania Krsina Longa, Viviana Meo Lujur, Veronika Lulu, Maria Julita Maria Bate Maria Desidaria Noge Maria Editha Bela Martir , Luxcya Mau, Fridolin Narti Mawa, Hendriana Audogsia Mbowa, Merlinda Megu, Bonifasius Menge, Catharina Derici Meo, Antonia Ripo Meo, Maria Hermelinda Mue, Maria Roswita Natalia Rosalina Rawa Ndao, Yosefa Vilmit Ndek, Fransiska Saveriana Ngao, Priska Nurwijayanti Nuwa, Aprilia Ayuni Io Owa, Yosefa Kafasin Pantaleon, Kristianus Viktor Pare, Maria Ines Teresa Pawe, Yovita Maria Poang, Fransika pudensia sarina sada, maria Putrini, Maria Anjelina Rasdiyanti, Yohana Rema, Iventius Bai Rua, Maria Oktavia Dede Singgu, Hans Marianus Soro, Viorentina Meo Suka, Felista Ripo Tai, Yasinta Tai, Yosefa Veniranda Tali Wangge , Maria Carmelita Tali Wangge, Maria Carmelita Tarung, Maria Febriani Tea, Yolenta Varista Tini, Fransiskus Aloysius Tuku, Maria Oktaviana Tuku, Oktaviana Una, Yosefania Wako, Angelia Wale, Lafisius Tena Wangge, Maria C.T Wangge, Maria Carmelita Tali Wangge, Maria CT Wau, Maria Patrisia Wea, Marselina Weo, Maria Stefania Wilibaldus Bhoke Woa, Maria Ermelinda Woli, Roslinantia Woli, Yohana Wona, Yohana Fransiska Wonga, Maria Susanti Yohanes Vianey Sayangan YOSEFINA UGE LAWE .