Article Per Year (5 Year)
p-Index From 2021 - 2026
4.367
P-Index
This Author published in this journals
All Journal Publikasi Pendidikan Jurnal Elemen Jurnal Teori dan Praksis Pembelajaran IPS BAREKENG: Jurnal Ilmu Matematika dan Terapan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Matematika (Jupitek) Al-Ta'lim M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Kejaora (Kesehatan Jasmani dan Olahraga) Jurnal Magister Pendidikan Matematika (JUMADIKA) Jurnal Paedagogy Jurnal Pendidikan Matematika Unpatti Edu Cendikia: Jurnal Ilmiah Kependidikan Pakem : Jurnal Pengabdian Kepada Masyarakat Sora Journal of Mathematics Education Jurnal Pendidikan Geografi Unpatti ATOM : Jurnal Riset Mahasiswa KAMBOTI : Jurnal Sosial dan Humaniora Amalgamasi: Journal of Mathematics and Applications
Ratumanan, Tanwey Gerson
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 36 Documents
Search

 1   2   3   4 
Kemampuan Literasi Matematis Siswa Pada Materi Sistem Persamaan Linear Dua Variabel Sermatang, Gloria; Laamena, Christina M; Ratumanan, Tanwey Gerson
Sora Journal of Mathematics Education Vol 6 No 1 (2025): Sora Journal of Mathematics Education
Publisher : Program Studi Pendidikan Matematika (Kampus Kab. Maluku Barat Daya) Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/sora.6.1.35-42

Abstract

Kemampuan literasi matematika adalah kemampuan seseorang untuk merumuskan, menggunakan, dan menafsirkan matematika dalam berbagai situasi, termasuk kemampuan mengambil keputusan yang tepat dengan memanfaatkan konsep, prosedur, dan fakta matematika untuk menjelaskan dan menggambarkan masalah sehari-hari. Penelitian ini bertujuan untuk menggambarkan kemampuan literasi matematika siswa pada materi sistem persamaan linear dua variabel. Penelitian ini menggunakan pendekatan kuantitatif-kualitatif, dimana analisis data kuantitatif dilakukan untuk mendeskripsikan tingkat literasi siswa, sedangkan analisis kualitatif bertujuan mengidentifikasi kekuatan dan kelemahan siswa dalam literasi matematika. Hasil penelitian menunjukkan bahwa kemampuan literasi matematis 26 siswa adalah 2 siswa (7,69%) berada pada kategori tinggi, 10 siswa (38,46%) kategori sedang dan kategori rendah sebanyak 14 (53.84%) siswa. Artinya, kemampuan literasi matematika siswa SMP kelas VIII tergolong sangat rendah. Hasil analisis kualitatif menunjukkan bahwa, kelemahan siswa terletak pada kemampuan matematisasi, representasi, kemampuan penalaran dan argumentasi serta kemampuan menggunakan bahasa dan operasi simbolis, formal dan teknis. Kemampuan ini dimiliki siswa namun sangat lemah.
EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN RME DALAM PEMECAHAN MASALAH MATEMATIS MATERI KELILING DAN LUAS LINGKARAN SISWA SD ALHILAAL NAMSINA DAN SD NEGERI 1 WAPLAU, KABUPATEN BURU Buton, La Alim; Ratumanan, Tanwey Gerson; Wattimanela, Henry Junus
Jurnal Magister Pendidikan Matematika (JUMADIKA) Vol 7 No 1 (2025): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol7iss1year2025page143-148

Abstract

Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran Realistic Mathematics Education (RME) terhadap pemecahan masalah matematika pada materi luas dan keliling lingkaran. Metode penelitian yang digunakan adalah pretest-posttest dengan kelas eksperimen yang menggunakan model pembelajaran RME dan kelas kontrol yang menggunakan model pembelajaran konvensional. Analisis deskriptif dilakukan terhadap hasil pretest dan posttest dari kedua kelas. Berdasarkan hasil analisis, atau hasil pretest kelas eksperimen memiliki nilai minimum 27, maksimum 65, rata-rata 49.72, dan standar deviasi 9.815. Hasil posttest kelas eksperimen memiliki nilai minimum 48, nilai maksimum 95, nilai rata-rata 76.72, dan standar deviasi 13.446. Hasil pretest kelas kontrol memiliki nilai minimum 25, maksimum 65, rata-rata 39.94, dan standar deviasi 10.602. Hasil posttest kelas kontrol memiliki nilai minimum 35, maksimum 86, rata-rata 60.89, dan standar deviasi 15.556. Hasil uji normalitas menunjukkan bahwa data dari kedua kelas berdistribusi normal. Uji paired sample t-test menunjukkan adanya perbedaan yang signifikan antara hasil belajar siswa sebelum dan sesudah mengikuti model pembelajaran, baik pada kelas eksperimen maupun kelas kontrol. Hasil uji independent sample t-test menunjukkan adanya perbedaan yang signifikan antara hasil belajar siswa antara kelas eksperimen dengan kelas kontrol. Hasil belajar siswa pada kelas eksperimen dengan model pembelajaran RME mengalami peningkatan yang lebih signifikan dibandingkan dengan kelas kontrol yang menggunakan model pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa model pembelajaran RME efektif dalam meningkatkan hasil belajar siswa pada materi luas dan keliling lingkaran dibandingkan dengan model pembelajaran konvensional.
PENGARUH AKTIVITAS BELAJAR DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 21 AMBON Sofyan, Abdul; Ratumanan, Tanwey Gerson
Jurnal Pendidikan Matematika (JUPITEK) Vol 1 No 1 (2018): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.019 KB) | DOI: 10.30598/jupitekvol1iss1pp15-22

Abstract

This study is ex-post facto studythat is causal in nature in order to measure the direct and indirect effects of learning and independence of learning activities on learning outcomes. The study was conducted on 151 students of SMP Negeri 21 Ambon. Data was collected using observation, questionnaires, and tests. Data analysis used descriptive statistics and Structural Equation Model (SEM). From this study the results were obtained: (1) There was an effect of learning activities on student self-learning directly by , including the medium category; (2) There is an influence of learning activities on students' mathematics learning outcomes directly by , including the medium category; (3) There is an effect of learning independence on students' mathematics learning outcomes directly by , including the low category; (4) There is an influence of learning activities on student mathematics learning outcomes indirectly through learning independence by , including low categories; (5) Total effect of learning activities to students' mathematics learning outcomes either directly or indirectly through independent learning including the big categories
PERBEDAAN HASIL BELAJAR SISWA KELAS X SMA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT FACILITATOR AND EXPLAINING (SFE) DAN MODEL PEMBELAJARAN KONVENSIONAL PADA MATERI TRIGONOMETRI Ruhulessin, Stela; Ratumanan, Tanwey Gerson; Tamalene, Hanisa
Jurnal Pendidikan Matematika (JUPITEK) Vol 2 No 1 (2019): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.173 KB) | DOI: 10.30598/jupitekvol2iss1pp1-6

Abstract

This study aims to determine whether there are differences in learning outcomes of class X students of SMA 12 Ambon using cooperative learning model Student Facilitator and Explaining (SFE) and conventional learning models on trigonometric material. The type of research is experimental research (Experimental Research) with the Post-Test Only Control Group Design. The analysis technique is descriptive statistical analysis and inferential test statistics consisting of normality test data, homogeneity test and hypothesis test. The data are processed using SPSS version 20.0. The results of this study are (1) there are differences in learning outcomes using the cooperative learning model Student Facilitator and Explaining and conventional learning models, which shows that the value of t_hitung 3.1128 is greater than the value of t_tabel 2.0003 and the value of Sig. (2-tailed) smaller than the value of alpha 0.05 which is 0.002; (2) learning outcomes of students who use the cooperative learning model Student Facilitator and Explaining type are better when compared to those using conventional learning models
PENINGKATAN HASIL BELAJAR SISWA KELAS X MIA SMA NEGERI 27 MALUKU TENGAH DENGAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI SISTEM PERSAMAAN LINIER TIGA VARIABEL Mahu, Samsudin; Ratumanan, Tanwey Gerson; Tamalene, Hanisa
Jurnal Pendidikan Matematika (JUPITEK) Vol 3 No 2 (2020): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol3iss2pp100-108

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menggunakan pendekatan Contextual Teaching and Learning (CTL) pada materi sistem persamaan linier tiga variabel di kelas X MIA SMA Negeri 27 Maluku Tengah. Pendekatan Contextual Teaching and Learning dengan tujuh komponen utama (contructivisme, inquiry, questioning, learing community, modeling, dan authentic assesment) merupakan pembelajaran yang mengaitkan materi pelajaran dengan kehidupan nyata. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang berlangsung selama 2 siklus. Subjek dalam penelitian ini adalah siswa kelas X MIA1 SMA Negeri 27 Maluku Tengah yang berjumlah 27 orang. Pengumpulan data dilakukan menggunakan observasi dan tes akhir pada setiap siklus. Teknik analisis data yang digunakan adalah teknik analisis data kualitatitif dan kuantitatif. Pada siklus I terdapat 13 orang yang mencapai nilai kriteria Ketuntasan Minimal (KKM) yaitu ≥70 atau dengan persentase ketuntasan 48,14%, Sedangkan pada siklus II, terdapat 23 orang (85,18%) yang mencapai KKM. Dengan demikian, dapat disimpulkan bahwa pembelajaran dengan menggunakan pendekatan Contextual Teaching and Learning (CTL) dapat meningkatkan hasil belajar siswa kelas X MIA SMA 27 Maluku pada materi sistem persamaan linier tiga variabel
ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS PESERTA DIDIK PADA MATERI PROGRAM LINEAR Mataheru, Eunike Ester; Ratumanan, Tanwey Gerson; Ayal, Carolina Selfisina
Jurnal Pendidikan Matematika (JUPITEK) Vol 4 No 2 (2021): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol4iss2pp55-67

Abstract

Mathematical representation ability is the ability to present notations, symbols, tables, pictures, graphs, diagrams, equations, or other mathematical expressions into other forms possessed by students to find solutions to a problem at hand. Therefore, teachers should provide sufficient opportunities for students to be able to train and develop mathematical representation skills as an important part of solving the problems given. The mathematical representation ability of students is still low. Students still find it difficult to solve mathematical problems related to aspects of verbal indicators, picture indicators, and symbol indicators. This can be found in linear programming material. Also, linear programming material is often considered difficult material by students in learning mathematics. This study aims to describe students' mathematical representation abilities including symbol representation, image representation, verbal representation on linear programming material in class XI SMA Negeri 3 Ambon. The type of research used is combination research (mixed methods). The research was conducted at SMA Negeri 3 Ambon with 36 research subjects from class XI MIPA 4 and the subjects chosen to be interviewed were based on the results of the mathematical representation ability test. From the results of the mathematical representation ability test on linear programming material, students are grouped based on the very high, high, medium, low, and very low categories. The subjects interviewed were 1 student with a very high category; 1 student with a low category, and 1 student with a very low category. Linear programming material is given to help students improve mathematical representation abilities. The largest percentage of students' test results are in the very low category. Based on the test results, it shows that the mathematical representation ability of students on symbol representation is higher than image representation and verbal representation. Meanwhile, from the three subjects interviewed, it was found that subjects tended to fulfill the indicator of symbol representation ability compared to the indicators of image representation and verbal representation
MATHEMATICAL REPRESENTATION ABILITY OF MATHEMATICS EDUCATION STUDY PROGRAM STUDENTS Ratumanan, Tanwey Gerson; Ayal, Carolina Selfisina; Tupamahu, Pieter Z
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 1 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss1pp50-59

Abstract

This research is descriptive because it aims to describe students' mathematical representation ability. Mathematical representation is related to ways of expressing mathematical ideas. Mathematical representation is divided into verbal, visual/pictorial, and symbolic representations. The subjects of this study were 40 new Mathematics Education study program students. Data were collected using test and interview techniques. Furthermore, the data were analyzed using descriptive and qualitative statistics. The results showed that only 10% of the students had the mathematical representation ability in the good category, 12.5% in the moderate category, 10% in the poor category, and 67,5% in the very poor category. In detail, for verbal skills, there is 2.5% in the very good category, 7.5% in the good category, 17.5% in the moderate category, 15% in the poor category, and 55% in the very poor category. For the ability of visual/pictorial representation, there is 2.5% in the very good category, 7.5% in the good category, 12.5% in the moderate category, 7.5% in the poor category, and 70% in the very poor category. Furthermore, for the symbolic representation ability, 10% is in a good category, 10% in the moderate category, 7.5% in the poor category, and 72.5% in the very poor category. Based on the classroom observation and interview, the low mathematical representation ability is caused by two main things, namely (1) relatively low prerequisite knowledge and (2) mathematics learning, which is dominated mainly by teachers; learning does not provide opportunities for students to develop mathematical representation skills
Pengembangan Pembelajaran Melalui Model Pembelajaran Kognitif Syaranamual, Yedia; Ratumanan, Tanwey Gerson
Jurnal Pendidikan Geografi Unpatti Vol 4 No 2 (2025)
Publisher : Program Studi Pendidikan Geografi FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jpguvol4iss2pp273-281

Abstract

In the dynamics of contemporary education, the development of critical, reflective, and constructive thinking has become an urgent need that must be addressed through appropriate instructional approaches. This study aims to examine how cognitive-based learning models can be implemented in developing contextual strategies that focus on nurturing students’ intellectual potential. This research employed a descriptive qualitative method through a literature review approach, systematically identifying and analyzing scholarly sources such as journals, books, and articles published between 2020 and 2025. The analysis reveals that cognitive learning models significantly impact students’ active engagement, the enhancement of higher-order thinking skills, and the formation of a sustainable knowledge structure. These strategies enable educators to design learning processes that are adaptive to students’ developmental stages and encourage meaningful learning through internal cognitive involvement
KOMPARASI HASIL BELAJAR SISWA YANG MENGGUNAKAN MEDIA SWISHMAX DAN TANPA SWISHMAX PADA MATERI OPERASI HITUNG PECAHAN DI KELAS VII SMP NEGERI 3 AMBON Talakua, Marlyd; Ratumanan, Tanwey Gerson; Tamalene, Hanisa
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 14 No 1 (2020): BAREKENG: Jurnal Ilmu Matematika dan Terapan
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (721.727 KB) | DOI: 10.30598/barekengvol14iss1pp031-038

Abstract

This study aims to determine whether there are differences between student's learning outcomes who are taught using swishmax as learning media and without using swishmax in the fractional operation material of class VII in SMP Negeri 3 Ambon. The study used experimental research with the pretest-posttest control group as research design. The study was conducted on class VII students of SMP Negeri 3 Ambon. there are two classes in the study. The first is experimental class which is taught using swishmax learning media and the second is control class which is taught without using swhismax. Based on the t-test with the help of the SPSS program, it was obtained t_count = t_3,591325> t_2.0106 = t_tabel, so that H0 is rejected or Ha is accepted. This shows that there are significant differences between the learning outcomes of students who are using Swishmax learning media and those are without using Swishmax learning media. Furthermore, the average scores of the experimental class and control class were 71.90 and 59.46 respectively. Thus, the learning of fractional operations using swishmax provides significantly better results compared to without swishmax.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR SISWA PADA MATERI OPERASI BENTUK ALJABAR Arni, Wa; Ratumanan, Tanwey Gerson; Huwaa, Novalin Calasin
Jurnal Pendidikan Matematika Unpatti Vol 4 No 2 (2023): Jurnal Pendidikan Matematika Unpatti
Publisher : Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jpmunpatti.v4.i2.p104-111

Abstract

This study aims to determine the influence of the Teams Games Tournament (TGT) type cooperative learning model on student learning outcomes on algebraic form operation material. The type of research used is experimental research with a Post-test Only Control Group Design design. The population in this study was all grade VII students of SMP Negeri 21 Ambon which amounted to 73 people from 3 classes. In determining the sample, the Purposive Sampling technique was used, where the sample was students of class VII-1 as an experimental class taught using a cooperative learning model of the Teams Games Tournament (TGT) type and students of class VII-2 as a control class taught using a conventional learning model. The instrument used is a test instrument consisting of 5 description questions. The data analysis techniques used are the Independent Sample T-Test test and the effect test (Effect Size). The results showed that there was a difference in the average student learning outcomes between students who studied with the Teams Games Tournament (TGT) type cooperative learning model and students who studied with conventional learning models. Based on the calculation of the effect size with the cohen’s formula a value of 0,77 is included in the medium category, in applying the cooperative learning model of the teams games tournament (TGT) type it gives a not too high influence on student learning outcomes in algebraic operations material in class VII SMP Negeri 21 Ambon.
Co-Authors Alfian Reymon Makaruku Anderson Leonardo Palinussa Anjani, Chayla Arni, Wa Ayal, Carolina Selfisina Buton, La Alim Christi Matitaputty Christina Martha Laamena Darma Andreas Ngilawajan, Darma Andreas Devita Madiuw Hennie Tuhuteru Hentihu, Emma Khumairah Herwawan, Joan Herly Huwaa, Novalin Calasin Jamdin, Ardon Kempa, R Kempa, Vicardy La Moma Laimeheriwa, Susanty Lambiombir, Avy Mendayani Marie Lating, Sarbanung Laurens, Thereisa Mahu, Samsudin Marantika, Juliaans E. R. Marlan Marlan, Marlan Mataheru, Eunike Ester Matitaputty, Johanna Mattitaputty, Christi Molle, Juliana S Nisak, Khoirotun Nivaan, Goldy Valendria Paul Arjanto Pieter Zakarias Tupamahu Rahabav, Patris Ricardo Freedom Nanuru Ruhulessin, Stela Saiya, Kezia Y Sakalessy, Alexander Salamor, Reinhard Saukoly, Calvrin Sedubun, Popy Diana Serang, Maeya Sermatang, Gloria Silitonga, R H Yanti Silitonga, Rhyanti Sofyan, Abdul Solissa, Jeni Souisa, Mieke SURYANI Syaranamual, Yedia Talakua, Marlyd Tamalene, Hanisa Tamara, Madeline Tasijawa, Fandro Armando Telaumbanua, Esterni Tetelepta, Yosep theresia laurens, theresia Untailawan, Victor Valensya Yeslin Tomasoa Vanny Leutualy Wali, Puput Wattimanela, Henry Junus Welmintje Mataheru Wulandari, Bella