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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar AlphaMath: Journal of Mathematics Education Indiktika : Jurnal Inovasi Pendidikan Matematika JURNAL MUTIARA PENDIDIKAN INDONESIA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Widya Biologi Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Research in Mathematics Trends and Technology Prosiding Konferensi Nasional PKM-CSR Al-Khidmah Jurnal Pengabdian Masyarakat JURNAL AGROTEKNOSAINS Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Cartesius Electronic Journal of Education, Social Economics and Technology Jurnal Pengabdian Masyarakat Bangsa JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Jurnal Ilmiah Ekonomi dan Manajemen Jurnal Sains Student Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Riemann : Research of Mathematics and Mathematics Education Differential: Journal on Mathematics Education
Israil Sitepu
Universitas Katolik Santo Thomas
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Practicality of a batak toba culture-based realistic model in the higher-order thinking skills of pre-service elementary school teachers Patri Janson Silaban; Anton Sitepu; Israil Sitepu
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p780-796

Abstract

This study evaluates the practicality of a Realistic Mathematics Education model integrated with Batak Toba cultural elements to develop Higher-Order Thinking Skills among pre-service elementary school teachers. Using a Research and Development (R&D) design based on Plomp’s three-phase model, the research involved preliminary investigation, design and development, and evaluation. The model was validated through expert judgment, pilot testing, and classroom trials. Practicality was assessed using indicators of implementation, ease of use, student engagement, and practitioner acceptance. Results from two trials showed significant improvements: implementation increased from 3.2 to 4.5, lecturer ease from 3.1 to 4.4, student engagement from 3.0 to 4.3, and practitioner acceptance from 3.3 to 4.6 (scale 1–5). Students’ HOTS improved from a moderate category (0.63) in the first trial to a high category (0.85) in the second. These findings indicate that the Batak Toba culture-based RME model is practical, culturally relevant, and pedagogically effective, with strong potential for integration into teacher education programs.
Profiling 4C Skills Through PISA-Based Mathematics Tasks: A Contextual Analysis of Junior High School Students Sinta Dameria Simanjuntak; Sahat Saragih; Israil Sitepu; Sondang Noverica
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15294

Abstract

The 4C skills—Critical Thinking, Creativity, Communication, and Collaboration—are essential for preparing students to navigate 21st-century challenges. However, results from PISA 2022 and Indonesia's Education Report 2024 reveal that foundational competencies remain low, particularly in rural contexts. This study aims to explore the manifestation of 4C skills among ninth-grade students at SMP Budhi Dharma Balige, North Sumatra, through performance on PISA-based mathematics questions. Employing a qualitative descriptive design, data were collected from 31 students using two PISA tasks and an unstructured teacher interview. Responses were assessed using a rubric-informed framework, and analysis followed the Miles and Huberman model. Results show that while students demonstrate strong communication and procedural reasoning (96.77% correct in Q1 Part 2), performance in critical thinking and argumentation remains limited (only 35% success in Q2 Part 3). The main barrier is the lack of integrated instructional strategies that promote higher-order and collaborative learning. The study concludes that while 4C skills are beginning to develop, their progression is fragmented and requires targeted pedagogical reforms. Recommendations include the use of project-based learning, culturally responsive instruction, and formative assessments to ensure equitable 4C development in under-resourced schools.
Media Papan Labirin: Solusi Kreatif Meningkatkan Pemahaman Penjumlahan dan Pengurangan pada Siswa Kelas III SD Patri Janson Silaban; Israil Sitepu; Sumber Napitupulu; Kristina Simanullang; Perinandita Banjarnahor; Yovita Nada Sipayung; Riana Saputri Saragih
Al-Khidmah Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): JANUARI-APRIL
Publisher : Institute for Research and Community Service (LPPM) of the Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/jak.v6i1.5130

Abstract

This community service activity aimed to improve the mathematics learning outcomes of third-grade elementary school students on addition and subtraction through the implementation of a maze board media. The activity used a participatory and collaborative approach, actively involving teachers and students in the learning process. The subjects were 20 third-grade students, and the object was the enhancement of understanding and mathematics learning outcomes. Data collection methods included pretest and posttest assessments and observation of student and teacher activities. The analysis results showed an increase in the average score from 61.5 in the pretest to 89.5 in the posttest, with an improvement percentage of approximately 45%. Most students showed a 30-point increase, and all students demonstrated positive progress. Furthermore, observations revealed improvements in student motivation, focus, and collaboration, as well as teachers’ ease in guiding the learning process. In conclusion, the maze board media is effective as an innovative learning strategy that enhances conceptual understanding in mathematics and creates interactive, enjoyable, and meaningful learning.
Profiling Prospective Mathematics Teachers’ 4C Skills through Case-Based Assessment in a Statistics Methods Course Israil Sitepu; Sinta Dameria Simanjuntak; Ribka Kariani Sembiring
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.216

Abstract

The integration of 21st-century competencies, particularly critical thinking, communication, creativity, and collaborative awareness, has become an important focus in higher education, including statistics education for prospective mathematics teachers. However, assessment practices in statistics courses continue to emphasize procedural calculations rather than evaluating students’ reasoning, interpretation, and communication of statistical findings in authentic contexts. Furthermore, few studies have explored students’ competency profiles through case-based assessment in statistics education using an analytic rubric. This study aimed to explore students’ competency profiles across the four 4C dimensions through a case-based assessment in the Statistics Methods course. A descriptive exploratory approach was employed involving 24 third-semester undergraduate students enrolled in the Mathematics Education Program at Universitas Katolik Santo Thomas. The assessment consisted of four contextual case-based questions, each designed to represent one of the four dimensions: critical thinking, communication, creativity, and collaborative awareness. Students’ written responses were analyzed using a four-level analytic rubric developed as a preliminary assessment instrument. The findings indicate that communication (M = 3.63) and critical thinking (M = 3.45) demonstrated the highest performance, whereas creativity (M = 2.95) and collaborative awareness (M = 2.95) showed comparatively lower performance. Overall, the assessment provided diagnostic information for identifying students’ strengths and areas requiring further instructional support across the four competency dimensions. These findings highlight the value of case-based assessment as an approach for mapping students’ competency profiles and informing the development of more balanced assessment practices in statistics education for prospective mathematics teachers.
Co-Authors Agusman Zendrato Ahyaningsih, Faiz Anjelina Sagala Anton Sitepu Argaretha, Frida Marta Artika Br Barus Bonifasia Gultom Chyntia Canel Malau Debora Pangaribuan Delvi Kristiani Jaluhu Denni Mariana Sagala Diniaty Simanjorang Elisabet Bani Putri Nduru Fauzi, KMS Muhammad Amin Frans Joko Gultom Friska Ledina Situngkir Hardiyanti, Siska I Gede Ketut Adiputra Ika Agustina Br Bangun Ika Ruth Damayanti Hutabarat Imelda Imelda Imelda Sihombing Izwita Dewi Kristina Simanullang Mahlija Trifena Purba Mayanti, Utari Sri Melisa Rajagukguk Mukhtar Mukhtar Nainggolan, Arisan Candra Natalia Ginting Ni Nyoman Setiani Open Darnius Pandia, Wajib Perinandita Banjarnahor Riana Saputri Saragih Ribka Kairani Sembiring Ribka Kariani Br Sembiring Rina Wati Lumban Gaol Romega Tinambunan S, Benar Sahat Saragih Sahat Saragih Sembiring, Ribka Kariani Sihotang, Martina Abigail Isabella Silaban, Patri Silvia Anggreni Br Surbakti Simanjuntak, Sinta Simanjuntak, Sinta Dameria Sionita Surbakti Sondang Noverica Sumber Napitupulu Valentin Oslin Purba Wajib Pandia Yovita Nada Sipayung