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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar WIDYA LAKSANA Jurnal Pendidikan Matematika (Jupitek) Amalee: Indonesian Journal of Community Research & Engagement Jurnal Magister Pendidikan Matematika (JUMADIKA) Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Range : Jurnal Pendidikan Matematika Bakti Cendana: Jurnal Pengabdian Masyarakat SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Ethnomathematics Journal Jurnal Nasional Pengabdian Masyarakat Fraktal: Jurnal Matematika dan Pendidikan Matematika Haumeni Journal of Education Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Lembaga Pengabdian Kepada Masyarakat Undana Kelimutu Journal of Community Service Journal of Character and Elementary Education Notasi: Jurnal Pendidikan Matematika
Dominikus, Wara Sabon
Universitas Nusa Cendana
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN QUIZIZZ UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS III SD NEGERI BERTINGKAT NAIKOTEN: Penelitian Tindakan Kelas Juwita Angela Ledoh; Wara Sabon Dominikus; Adam Bon Nifu Benu
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7189

Abstract

This study aimed to improve the mathematics learning outcomes of third-grade students at SD Negeri Bertingkat Naikoten through the implementation of the Problem-Based Learning (PBL) model assisted by Quizizz. The research was motivated by low student achievement in mathematics, particularly in the topic of dividing whole numbers up to 100, due to conventional teaching methods that lacked student engagement. The study employed Classroom Action Research (CAR) with two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation sheets and tests, then analyzed descriptively. Results showed a significant improvement: the average student score increased from 50.37 in the pre-cycle to 62.59 in Cycle I and further to 81.11 in Cycle II. Similarly, the percentage of students achieving the mastery criteria rose from 18.52% (pre-cycle) to 40.74% (Cycle I) and 92.59% (Cycle II). The findings indicate that the PBL model combined with Quizizz effectively enhanced student engagement and learning outcomes by making the process interactive and enjoyable. This approach not only improved mathematical understanding but also fostered critical thinking and collaboration skills. The study concludes that integrating technology like Quizizz with PBL can be a viable strategy to address learning challenges in elementary mathematics
Eksplorasi Etnomatematika pada Aktivitas Menenun Masyarakat Ile Ape Kabupaten Lembata dan Integrasinya dalam Pembelajaran Matematika Claudia Inda Permata Masan; Wara Sabon Dominikus; Aleksius Madu
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.6503

Abstract

Ethnomathematics is a science that describes the practice of mathematics in the culture that grows and develops in society, one of which is weaving. This study aims to describe the ethnomathematics found in the weaving activities of the Ile Ape community, describe the mathematical concepts that contain ethnomathematics in the weaving activities of the Ile Ape community, and describe how to integrate ethnomathematics from the weaving activities of the Ile Ape community into mathematics learning. The method used in this study is a qualitative research method with data collection techniques using triangulation and inductive data analysis. Based on the analysis, it was found that the weaving activities of the Ile Ape community include counting, measuring, comparing, explaining, and designing. Meanwhile, the mathematical concepts associated with ethnomathematics in the weaving activities of the Ile Ape community include addition and multiplication operations, units of time, mathematical logic, measurement, geometry, and geometric transformations. Ethnomathematics in weaving activities can be used as a learning resource by identifying mathematical concepts and then linking these mathematical concepts to school materials.
Eksplorasi Etnomatematika ada Rumah Adat Tana Mbumbu Masyarakat Watumite Kecamatan Nangapanda Kabupaten Ende dan Integrasinya dalam Pembelajaran Matematika Selviana Da Pion; Wara Sabon Dominikus; Aleksius Madu
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 3 (2026): Juli 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i3.6450

Abstract

Tana Mbumbu is a traditional house located in Watumite. The Tana Mbumbu traditional house also serves as a place to resolve customary problems that occur among the community. This study aims to describe ethnomathematics and mathematical concepts in the Tana Mbumbu traditional house and develop learning tools related to mathematical concepts found in the Tana Mbumbu traditional house. This study uses qualitative research with an ethnographic approach. The research instruments used consist of the researcher as the main instrument and supporting instruments, namely observation sheets, interview guidelines, and documentation. Data analysis was carried out through three stages, namely data reduction, data presentation, and conclusion drawing. The validity of this research data uses source triangulation. The results of the study indicate that the Tana Mbumbu traditional house has ethnomathematics that include calculating, measuring, localizing, designing, and explaining which reflect the concepts of counting, multiplication, non-standard measurement, floor plan and cardinal directions, geometry, linear equations, and similarity. These concepts can be used as a basis for developing learning tools in the future.
Eksplorasi Etnomatematika pada Benteng None di Desa Tetaf Kabupaten Timor Tengah Selatan dan Integrasinya dalam Pembelajaran Matematika Jesika Yannaci Teftae; Dominikus Wara Sabon; Aleksius Madu
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 3 (2026): Juli 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i3.7271

Abstract

Students often perceive mathematical concepts as abstract due to a lack of relevant context. This research is based on the assumption that ethnomathematics, as the study of the relationship between culture and mathematics, can be used to bridge this gap, making learning more meaningful through the utilization of local cultural practices. Benteng None was chosen as the object of exploration due to its rich history and cultural elements, which are thought to contain mathematical concepts. This research aims to describe the history and philosophy of Benteng None; explore the ethnomathematics found in Benteng None; identify the school mathematics concepts contained within these ethnomathematic elements; and describe the results of integrating Benteng None ethnomathematics into mathematics learning. This research used a descriptive qualitative method with an ethnographic approach. The research location was Benteng None, Tetaf Village. Data collection was conducted through triangulation of observation, interviews, and documentation techniques, with research subjects including traditional leaders and the local community. Data were analyzed to identify mathematical activities and concepts, which were then integrated into learning materials. The results show that Benteng None contains various ethnomathematics elements related to locating, measuring, designing, counting, explaining, and playing. The school mathematics concepts successfully identified and linked in Benteng None include plane figures, angles and vectors, measurement, derivatives, circles, cylinders and cones, and time and duration. These school mathematics concepts within the Benteng None culture can be developed through the design of learning tools that are aligned with school mathematics.
Eksplorasi etnomatematika pada kuburan tradisional di kampung Pasunga Kabupaten Sumba Tengah dan integrasinya dalam pembelajaran matematika Yatno Yupiter Kasedu; Wara Sabon Dominikus; Yohanes Hariaman Nada
NOTASI: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2026): Maret
Publisher : Alpatih Cahaya Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/notasi.v4i1.591

Abstract

Budaya merupakan kebiasaan atau cara hidup yang diwariskan secara turun-temurun dan menjadi identitas suatu masyarakat. Setiap budaya berpotensi mengandung konsep matematika, salah satunya pada kuburan tradisional di Kampung Pasunga, Kabupaten Sumba Tengah. Namun, masyarakat setempat umumnya belum menyadari adanya konsep matematika dalam budaya tersebut karena matematika masih dipandang sebagai ilmu yang abstrak. Oleh karena itu, etnomatematika hadir sebagai jembatan antara budaya dan pendidikan matematika. Penelitian ini bertujuan untuk mendeskripsikan aktivitas etnomatematika yang terdapat pada kuburan tradisional di Kampung Pasunga, mengidentifikasi konsep matematika yang terkandung di dalamnya, serta mengintegrasikannya ke dalam pembelajaran matematika sekolah. Penelitian menggunakan metode kualitatif dengan pendekatan eksploratif. Subjek penelitian berjumlah lima orang. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan adanya aktivitas etnomatematika berupa counting, locating, measuring, designing, dan explaining. Aktivitas tersebut memuat konsep membilang, denah dan arah mata angin, pengukuran tidak baku, geometri bangun datar, serta geometri bangun ruang. Konsep-konsep tersebut dapat dikembangkan menjadi modul ajar yang kontekstual dan relevan dengan pembelajaran matematika di sekolah.
Pengembangan E-Modul pada Materi Lingkaran Kelas XI Berbasis Etnomatematika Sawah Lodok Kearifan Lokal Masyarakat Manggarai Alexandra Febriyanthy Agil; Wara Sabon Dominikus; Aleksius Madu
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.5132

Abstract

The development of electronic learning media that is integrated with the diversity of local cultural wisdom in Indonesia in mathematics learning is a form of real innovation in response to the challenges of technological development and as a form of support for introducing Indonesian culture to the younger generation. Therefore, this study aims to develop an e-module on circle-related topics for Grade XI students based on the local wisdom of the Manggarai community's “sawah lodok” ethnomathematics, utilizing the Canva application. The research method employed is research and development using the ADDIE model. The stages of the ADDIE model include: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation.  The data collection techniques used were interviews, questionnaires, literature reviews, and tests. The data analysis techniques in this study included validity analysis, practicality analysis, and effectiveness analysis. The research results indicate that the ethnomathematics-based rice field circle e-module is suitable, meeting the criteria for validity, practicality, and effectiveness. The average total validity of the e-module by three validators was 4.55, which falls into the highly valid category. The response from subject teachers, with an average response score of 4.88, falls into the highly practical category, while the response from the large student group was 4.05, which falls into the practical category. The percentage of student achievement in the large group was 88.8%, which falls into the highly effective category.
Eksplorasi etnomatemtaika dalam budaya "Lingko Lodok" Manggarai dan integrasinya dalam pembelajaran matematika Equilina Banera; Wara Sabon Dominikus; Aleksius Madu
NOTASI: Jurnal Pendidikan Matematika Vol. 3 No. 2 (2025): Desember
Publisher : Alpatih Cahaya Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/notasi.v3i2.296

Abstract

Matematika merupakan ilmu yang memiliki kontribusi besar dalam kehidupan sehari-hari dan menjadi dasar bagi pengembangan ilmu pengetahuan lainnya. Selain itu, matematika juga memiliki peran penting dalam berbagai budaya, khususnya dalam kebiasaan dan tradisi masyarakat tertentu. Oleh karena itu, matematika dan budaya saling berkaitan dan menjadi bagian penting dalam kehidupan. Penelitian ini diakukan dengan tujuan untuk mendeskripsikan unsur-unsur matematika serta konsep-konsep matematika yang dapat ditemukan dalam budaya lingko Lodok . Penelitian dilaksanakan pada 12–28 Februari 2025 dengan tiga sumber. Metode yang digunakan adalah deskriptif kualitatif dengan pendekatan etnografi. Data yang dikumpulkan melalui metode wawancara, observasi, dan dokumentasi, serta diuji keabsahannya dengan triangulasi sumber. Data dianalisis menggunakan karakteristik etnomatematika yang kemudian dikaitkan dengan konsep pembelajaran matematika sekolah. Hasil penelitian di Desa Meler, Kabupaten Manggarai, menunjukkan adanya aktivitas matematika dalam budaya Lingko Lodok , seperti menghitung, mengukur, melokalisir, merencanakan, dan menjelaskan. Konsep matematika yang ditemukan meliputi penjumlahan, statistik, pengukuran, pengukuran, dan geometri. Konsep-konsep tersebut dapat dijadikan acuan dalam pengembangan perangkat pembelajaran matematika. Dalam penelitian ini, konsep geometri dipilih sebagai contoh untuk penyusunan perangkat pembelajaran
Penerapan Model Pembelajaran Contextual Teaching And Learning (CTL) Pada Materi Perkalian Bilangan Cacah Untuk Meningkatkan Hasil Belajar Di Kelas III SD GMIT Namosain Pade, Ruth Stefiany G; Wara Sabon Dominikus; Adam Bol Nifu Benu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55879

Abstract

The research entitled "The Application of Contextual Teaching and Learning Model on Multiplication of Whole Numbers to Improve Learning Outcomes in Grade III of GMIT Namosain Elementary School" is motivated by the low learning outcomes of grade III students of GMIT Namosain Elementary School on multiplication of whole numbers. This study aims to determine the improvement in student learning outcomes after the application of the Contextual Teaching and Learning (CTL) model on multiplication of whole numbers in grade III of GMIT Namosain Elementary School. This research is a Classroom Action Research (CAR) which consists of planning, action implementation, observation, and reflection stages. The research subjects were 27 grade III students of GMIT Namosain Elementary School. The data collection techniques used were observation and tests using observation sheets and test questions as research instruments. The data analysis technique used was quantitative data analysis by calculating the average value and percentage of learning completion. The results of the study indicate that the application of the Contextual Teaching and Learning (CTL) learning model can improve student learning outcomes on multiplication of whole numbers. The learning completion percentage increased from 15% in the pre-cycle to 63% in the first cycle and 89% in the second cycle. The average student score also increased from 33.7 in the pre-cycle to 63 in the first cycle and 80.7 in the second cycle. Furthermore, teacher activity increased from 68.74% to 91.02%, while student activity increased from 56.66% to 90%.
Penggunaan Model Problem Based Learning Berbantuan Kuis Kahoot Untuk Meningkatkan Hasil Belajar Siswa Pada Matematika Materi Sudut Di Kelas V SD Inpres Nunbaun Delha Siti Hajar Kartini; Wara Sabon Dominikus; Adam Bol Nifu Benu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55893

Abstract

The research entitled "Using Problem Based Learning Model Assisted by Kahoot Quiz to Improve Student Learning Outcomes in Mathematics on Angle Material in Class V SD Inpres Nunbaun Delha" is motivated by the low learning outcomes of class V A students in the 2025/2026 academic year, especially in mathematics. This study aims to improve student learning outcomes in mathematics on angle material in class V SD Inpres Nunbaun Delha by using the Problem Based Learning (PBL) model assisted by Kahoot quiz. The research approach used is Classroom Action Research (CAR). The subjects in this study were all 25 class V A students of SD Inpres Nunbaun Delha, consisting of 7 male students and 18 female students. The data collection techniques used were observation, tests, and documentation using observation sheets and test questions as research instruments. The data analysis technique used was quantitative data analysis by finding the average value and percentage of learning completion. The results of the study showed that in cycle I, the percentage of student learning completion was only 52%, but this increased significantly to 84% in cycle II. This demonstrates that the use of a problem-based learning model assisted by a Kahoot quiz is highly effective in improving student learning outcomes in Mathematics on angles in fifth-grade students at SD Inpres Nunbaun Delha.
PENERAPAN MODEL PEMBELAJARAN PROLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA MATERI PEMBAGIAN BILANGAN SATU ANGKA KELAS IV SD NEGERI BELLE II KABUPATEN TTS ( TIMOR TENGAH SELATAN) Snae Mirna Salomi; Wara Sabon Dominikus; Nifu Benu Adam B
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65399

Abstract

Research Results by Mirna S. Snae Nim: 1901140340 (2026) PGSD. With the title Application of Problem Based Learning Model to Improve Student Learning Outcomes of Students of Division Material with Single Numbers Class 4 of Elementary School Belle II, the formulation of the problem is how the application of the Problem Based Learning model can improve student learning outcomes about division of single digit numbers at Elementary School Belle II, with the aim of knowing the application of the problem based learning (PBL) learning model can improve the activity and learning outcomes of fourth grade students of division material of single digit numbers at Elementary School Belle II, with the type of Classroom Action Research (PTK) with the following stages: planning, implementation, observation and reflection, with subjects of 24 students with details of 10 male students and 14 female students, with technical data collection through observation and tests. The results of the study showed that 9 students (37.5%) completed the first cycle of 24 students because they followed the lesson well and ended with being able to answer the test questions correctly. The teacher's weakness was because they were not able to provide good learning, while 15 students (62.5%) did not complete the first cycle because they liked to play and did not pay attention to the lesson properly. Furthermore, in the second cycle, the results of the study showed that 24 students (100%) completed the second cycle because they were able to follow all the learning activities well and were able to answer the questions given.
Co-Authors Abut, Andreas Adam Bol Nifu Benu Adam Bol Nifu Benu Adam Bon Nifu Benu Adar, Damianus Aleksius Madu Aleksius Madu Alexandra Febriyanthy Agil Arba, Hastuti Milinadya Nuhardi Balibo, Dionisius Asa Bani, Mitzi Meliantha Carolin Dwija Novandini Claudia Inda Permata Masan Damianus Dao Samo Dominikus S Kerans Dominikus Saka Kerans Ekowati, Ch. Krisnandari Ekowati, Christine Krisnandari Enjelina Adriwati Equilina Banera Fransiska Atrik Halim Garak, Siprianus Suban Hepy, Timoteus Windy Hiwa Wonda I Made Parsa I Wayan Sukarjita Imelda Hendriani Eku Rimo Imelda Hendriani Eku Rimo Irna Karlina Sensiana Blegur Jehurung, Paulus Jesika Yannaci Teftae Juliana Mehelina Herlince Nenohai Juwita Angela Ledoh Lambe, Aris Levis, Leta Rafael Ly, Mercy Astrina Lyany, Elisabeth Gunu Maifa, Talisadika Serrisanti Maldi R. Banoet Maldi Rasita Banoet Malkisedek Taneo Malle, Immanuel Melkianus Ndolu Messakh, Jacobis J. Milen Christye Sabneno Naat, Gomer Nifu Benu Adam B Nubatonis, Ofirenty Elyada Ofirenty Elyada Nubatonis Pade, Ruth Stefiany G Patrisius Afrisno Udil, Patrisius Afrisno Rafael M. Rusik Renold H. Modok rosalinda boleng Rosario Bura Balamiten Sarah Nurhabibah Selviana Da Pion Silvester Tena Siti Hajar Kartini Snae Mirna Salomi Sortuy, Pamela N. Treesly Yumiardi Normin Adoe Udil, Patrisius A. Vera Rosalina Bulu Wangge, Magdalena Wiri, Paul Erikson Wada WULAKADA, HAMZA H. Yatno Yupiter Kasedu Yohanes Hariaman Nada Yoyada Nufninu Yusniati H. Muh. Yusuf Zacharias Angelius Krisnadi Wara Sabon