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All Journal Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika E-Dimas: Jurnal Pengabdian kepada Masyarakat Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Math Didactic: Jurnal Pendidikan Matematika Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Gondang: Jurnal Seni dan Budaya Desimal: Jurnal Matematika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Journal of Honai Math Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Asimtot : Jurnal Kependidikan Matematika PHI: Jurnal Pendidikan Matematika Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Range : Jurnal Pendidikan Matematika Bakti Cendana: Jurnal Pengabdian Masyarakat LOSARI: Jurnal Pengabdian Kepada Masyarakat SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Prima Magistra: Jurnal Ilmiah Kependidikan JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Infinity Jurnal Pendidikan MIPA Senadika
Wilfridus Beda Nuba Dosinaeng
Universitas Katolik Widya Mandira
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Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers Leton, Samuel Igo; Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Fitriani, Nelly
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p369-392

Abstract

The gap in the decline in PISA scores is likely due to an abstract and contextually irrelevant approach to teaching mathematics, which often fails to connect everyday experiences that utilize the potential of local wisdom to make learning more engaging and culturally relevant. This research aimed to develop mathematics learning materials that integrate local wisdom to improve students' mathematical literacy skills. The study employed the Research and Development (R&D) method with the ADDIE development model. The developed learning materials incorporated elements of Timor local culture, including traditional houses, handwoven fabrics, and traditional games, as contextual tools to enrich the learning experience. The quality of the developed product was evaluated for three aspects: validity, practicality, and effectiveness. The validation results showed an average score of 93.1%, which is included in the very valid category. Product implementation showed a significant increase in trial results, with all students meeting the minimum competency criteria after using the learning materials. The final score of students' responses after using this developed product is 96.93%, categorized as very practical. The average N-Gain score of 0.76 significantly increased students' mathematical literacy skills. Feedback from students highlighted that learning materials inspired by local wisdom made the learning process more engaging and relatable. Teachers appreciated the inclusion of cultural elements, noting that they facilitated a deeper connection between mathematical concepts and students' everyday experiences. The research underscores the transformative potential of a culture-based approach in mathematics education.
Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers Leton, Samuel Igo; Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Fitriani, Nelly
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p369-392

Abstract

The gap in the decline in PISA scores is likely due to an abstract and contextually irrelevant approach to teaching mathematics, which often fails to connect everyday experiences that utilize the potential of local wisdom to make learning more engaging and culturally relevant. This research aimed to develop mathematics learning materials that integrate local wisdom to improve students' mathematical literacy skills. The study employed the Research and Development (R&D) method with the ADDIE development model. The developed learning materials incorporated elements of Timor local culture, including traditional houses, handwoven fabrics, and traditional games, as contextual tools to enrich the learning experience. The quality of the developed product was evaluated for three aspects: validity, practicality, and effectiveness. The validation results showed an average score of 93.1%, which is included in the very valid category. Product implementation showed a significant increase in trial results, with all students meeting the minimum competency criteria after using the learning materials. The final score of students' responses after using this developed product is 96.93%, categorized as very practical. The average N-Gain score of 0.76 significantly increased students' mathematical literacy skills. Feedback from students highlighted that learning materials inspired by local wisdom made the learning process more engaging and relatable. Teachers appreciated the inclusion of cultural elements, noting that they facilitated a deeper connection between mathematical concepts and students' everyday experiences. The research underscores the transformative potential of a culture-based approach in mathematics education.
Enhancing students’ mathematical thinking through culturally responsive algebra instruction using interactive Google Slides Dosinaeng, Wilfridus Beda Nuba; Leton , Samuel Igo; Djong, Kristoforus Djawa; Uskono, Irmina Veronika; Jagom, Yohanes Ovaritus; Lakapu, Meryani
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.852

Abstract

Algebra plays a vital role in developing students' higher-order thinking skills; however, in many junior high schools, algebra instruction remains focused on mechanical procedures rather than conceptual understanding and contextual problem solving. This approach limits students' ability to engage meaningfully with mathematical content, particularly in culturally diverse classrooms where learning materials often lack relevance to students’ lived experiences. To address this gap, this study presents the development of culturally grounded algebra learning materials using Google Slides, chosen for its accessibility, interactivity, and collaborative features, which offer distinct advantages over conventional static media. The study employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model within a Research and Development (R&D) framework to systematically design and evaluate the learning materials. Conducted with seventh-grade students at SMP Lorotuan using a pretest-posttest design, the results revealed a significant increase in student achievement, with scores improving from 45.36 to 86.61 and an N-Gain value of 0.42, classified as moderate by Hake’s standard. Observations and survey data confirmed the materials’ practicality and strong cultural relevance, with students awarding a perfect cultural relevance score (560/560) and reporting increased appreciation for their local culture. This study concludes that integrating local wisdom into interactive algebra instruction can effectively enhance students’ mathematical understanding and cultural identity. The findings support the continued development of culturally responsive digital learning tools that address diverse student needs and promote equitable mathematics education.
The development of student activity sheet on trigonometric material based on local culture Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Leton, Samuel Igo
Desimal: Jurnal Matematika Vol. 4 No. 1 (2021): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v4i1.6791

Abstract

Mathematics and culture are two different things, but they have a very close relationship in everyday life included in learning activities. Therefore, this research aims to describes the process and results of developing student activity sheets based on local culture on Simple Trigonometric Function Graphs. This research type is research and development. The product developed in this research is a student activity sheet based on local culture on Simple Trigonometric Function Graphics. Student activity sheets are developed based on a modified 4-D development model, which consists of defining, designing, and developing. At the definition stage; conducted a preliminary analysis, student analysis, material analysis, task analysis and specification of learning objectives. At the design stage; The preparation of student activity sheets based on local culture is carried out, selecting the format and then doing the initial design. At the development stage; The design results are validated by the expert and then revised according to the expert's notes. From the results of the research and data analysis conducted by researchers, it was found that the student activity sheets developed had met the criteria for good learning tools because they were declared valid, practical and effective.
PERSEPSI GURU MATEMATIKA TERHADAP PENGGUNAAN ARTIFICIAL INTELLIGENCE SEBAGAI ALAT BANTU DALAM PENYUSUNAN PERANGKAT PEMBELAJARAN Luon, Maria Adriani Pulo; Sogen, Teodora Basi Ina; Kabu, Desky Ronaldy; Dosinaeng, Wilfridus Beda Nuba; Jagom, Yohanes Ovaritus; Nai, Yustinus Didimus
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i3.6080

Abstract

The advancement of Artificial Intelligence (AI) technology has opened new opportunities in the field of education, particularly in supporting the efficiency and adaptability of lesson plan development. However, the use of AI among teachers especially in regions with limited infrastructure such as Kupang has not been fully explored. This study is motivated by the lack of empirical information regarding mathematics teachers’ perceptions of AI as a tool to assist in the preparation of lesson plans and other teaching materials. Using a qualitative descriptive approach, this research involved two mathematics teachers from SMA Katolik St. Arnoldus Janssen Kupang. Data were collected through structured interviews and analyzed using the Technology Acceptance Model (TAM), which includes four key indicators: perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention to use. The results show that both teachers have a positive perception of AI, particularly in accelerating the preparation of teaching and evaluation tools. Therefore, the integration of AI in education requires teacher readiness, ongoing training, and supportive policies and infrastructure to ensure effective implementation. ABSTRAKKemajuan teknologi kecerdasan buatan (Artificial Intelligence) telah membuka peluang baru dalam dunia pendidikan, khususnya dalam mendukung efisiensi dan adaptabilitas penyusunan perangkat pembelajaran. Namun, pemanfaatan AI di kalangan guru, terutama di wilayah dengan keterbatasan infrastruktur seperti Kupang, belum sepenuhnya dipahami. Penelitian ini dilatarbelakangi oleh masih terbatasnya informasi mengenai bagaimana persepsi guru matematika terhadap penggunaan AI sebagai alat bantu dalam menyusun RPP dan perangkat ajar lainnya. Dengan pendekatan deskriptif kualitatif, penelitian ini melibatkan dua orang guru matematika di SMA Katolik St. Arnoldus Janssen Kupang. Data dikumpulkan melalui wawancara terstruktur dan dianalisis menggunakan kerangka Technology Acceptance Model (TAM), yang mencakup empat indikator utama yakni perceived usefulness, perceived ease of use, attitude toward using, dan behavioral intention to use. Hasil penelitian menunjukkan bahwa kedua guru memiliki persepsi positif terhadap penggunaan AI karena dapat mempercepat proses penyusunan perangkat ajar dan evaluasi. Namun demikian, tantangan seperti keterbatasan akses internet dan ketidaksesuaian hasil AI dengan konteks lokal masih menjadi hambatan yang signifikan. Oleh karena itu, pemanfaatan AI dalam pendidikan memerlukan kesiapan guru, pelatihan berkelanjutan, serta dukungan kebijakan dan infrastruktur sekolah agar dapat diimplementasikan secara optimal.
The Digital Cognitive Partner: A 4P Framework Analysis of Prospective Teacher Creativity in the Age of AI Setyadi, Danang; Soesanto, Robert Harry; Hidayat, Dylmoon; Dosinaeng, Wilfridus Beda Nuba; Mampouw, Helti Lygia
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1958-1987

Abstract

Prospective teachers must be equipped with creative thinking skills to be able to design innovative mathematics learning media. However, studies on the creativity of prospective teachers are often not comprehensive and tend to focus on only one dimension of creativity. Although the 4P creativity model (Person, Process, Press, Product) provides a comprehensive analytical lens, research that integrates all four dimensions simultaneously in the context of mathematics teacher education is still rare. This study is a qualitative descriptive study that aims to describe and analyze the creativity of prospective mathematics teacher students in developing mathematics learning media. The subjects were eight students of the Mathematics Education study program who were taking the Mathematics Learning Media course and had completed a mathematics learning media development project. Data sources came from students' reflective journals when creating learning media, interview transcripts, and the learning media products that had been created. The collected data were analyzed based on Rhodes' 4P creativity framework: Person, Process, Press, and Product. The product dimension was analyzed descriptively and quantitatively using the Torrance rubric, consisting of four creativity indicators: fluency, flexibility, originality, and development. The Process dimension was analyzed based on Wallas' creative thinking framework: Preparation, Incubation, Illumination, and Verification. The person and press dimensions were then analyzed qualitatively using a thematic analysis approach. The results showed that students with high intrinsic motivation, active involvement in exploring ideas, and the ability to manage technical and time constraints tended to produce more creative and meaningful learning media. The key findings of this study significantly expand and challenge the traditional understanding of the Press dimension. The use of technology, particularly generative AI such as ChatGPT, serves not only as an external tool but also as a digital cognitive environment. AI acts as an interactive, dialogical partner, assisting in brainstorming, developing flowcharts, and solving technical problems, thereby blurring the boundaries between environmental factors (Press) and students' internal thinking processes (Process). This deep integration demonstrates that AI has become an integral part of students' cognitive workflows, implying that the 4P framework in the digital era needs to be viewed as an interconnected and flexible system, rather than as four rigidly separate pillars.    Keywords: creativity, mathematics learning media, creative thinking process, case study, pre-service teachers, artificial intelligence. 
ANALISIS KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA BERBASIS HOTS PADA MATERI KESEBANGUNAN Jomar, Guido Stefano; Mau, Elfrida Olo; Tnesi, Stiven Aloysius; Dosinaeng, Wilfridus Beda Nuba
PHI: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): EDISI OKTOBER, 2025
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v9i2.561

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan siswa dalam menyelesaikan soal cerita matematika berbasis Higher Order Thinking Skills (HOTS), khususnya pada materi kesebangunan. Tujuan penelitian ini adalah untuk menganalisis kemampuan siswa dalam menyelesaikan soal cerita berbasis HOTS serta mengidentifikasi kendala yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan dua siswa kelas VII-D SMP Negeri 10 Kupang yang dipilih secara purposive dan diberi kode SB dan SK. Subjek SB memiliki karakter terbuka dan komunikatif dalam menjelaskan proses berpikir, sedangkan SK bersikap hati-hati dan konsisten selama pembelajaran. Data dikumpulkan melalui tes tertulis, wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kedua siswa mampu menuliskan informasi yang diketahui dan ditanyakan, serta menjawab soal akhir. Namun, SB belum mampu membangun dan menyelesaikan model matematika dengan benar, sedangkan SK telah mencoba membangun model tetapi masih melakukan kesalahan prosedur. Disarankan agar guru membimbing siswa dalam membangun model matematika yang tepat dan memberikan latihan soal kontekstual berbasis HOTS secara bertahap dan berkelanjutan untuk meningkatkan kemampuan berpikir tingkat tinggi siswa 
Mathematical Literacy Skills of Junior High School Students in Border Schools in Solving Minimum Competency Assessment-Based Problems Leton, Samuel Igo; Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Fitriani, Nelly; Amsikan, Oktovianus Yongki
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Literacy skills are one of the mathematical abilities that all students need to have in today's global era. However, not all students in border schools have good mathematical literacy skills. This type of research is descriptive qualitative which aims to get an overview of the mathematical literacy skills of students in border areas in solving Minimum Competency Assessment-based problems and also identify factors that influence these skills. This study involved all 57 seventh grade students in the first semester of SPMN Lorontuan Atambua - NTT. The test questions were four numbers in the form of true and false, multiple correct answers and short form. The results of the analysis found that some of them could not read fluently; not all students had a good understanding of basic mathematical concepts; lack of learning experience of contextual problems or story problems that caused them to have difficulty understanding the problem, choosing the mathematical concept used to answer the problem and could not analyze the information provided. The reconstruction that we provide is the need to build a strong mathematical understanding by designing mathematics learning that integrates local wisdom and technology and provides them with varied learning experiences on story problems.         Keywords: math skills, literacy, schools at the border. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp728-751
ELEMENTARY SCHOOL TEACHERS’ AND MATHEMATICS TEACHER CANDIDATES’ UNDERSTANDING OF DIVISION WITH REMAINDERS Djong, Kristoforus Djawa; Lakapu, Meryani; Uskono, Irmina Veronika; Jagom, Yohanes Ovaritus; Dosinaeng, Wilfridus Beda Nuba; Leton, Samuel Igo
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6277

Abstract

Mathematics is studied from basic education to higher education. Understanding math concepts is important to learn because it is related to numeracy skills and also to form the basis of understanding at a higher level. One of the important materials to study is division, especially remainder division. This study aims to analyze and compare the understanding of elementary school teachers and prospective mathematics teachers in solving division problems with remainders. This research is a descriptive qualitative. Data were collected through descriptive tests and in-depth interviews with 13 elementary school teachers and 19 mathematics education study program students. The results showed that 92.3% of teachers used the porogapit method in solving the remaining division problems, and the rest used the Gasing method.  Meanwhile, 63.16% of student teachers used the porogapit method and the rest showed more method variations. Although student teachers tended to be more thorough in completing the work, errors were still found due to inaccuracy and lack of conceptual understanding. Both groups have not shown a thorough mastery of the concept of remainder division. These findings provide a basis for improving the quality of mathematics learning.
Pendampingan Percepatan Penguasaan Kemampuan Menghitung Siswa Sdn Danau Ina Kelurahan Oesapa Melalui Strategi “Kakakku Guruku” Dosinaeng, Wilfridus Beda Nuba
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 3 (2024): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v15i3.16976

Abstract

Mitra dalam kegiatan PkM ini yaitu Dinas Pendidikan dan Kebudayaan Kota Kupang dengan sekolah sasarannya yaitu SDN Danau Ina Oesapa. Masalah utama yang dialami mitra khususnya di sekolah sasaran yaitu masih sangat tertinggalnya pencapaian kompetensi para siswa Kelas 2 jika dibandingkan dengan tuntutan Permendikbud Nomor 37 Tahun 2018 sebagai dampak dari diadakannya peraturan belajar dari rumah ketika mereka masih berada di Kelas 1. Untuk mempercepat pencapaian kompetensi para siswa maka, berdasarkan hasil diskusi bersama mitra, Tim PkM melaksanakan suatu kegiatan pendampingan percepatan kemampuan menghitung dengan tema “Kakakku Guruku”. Untuk menciptakan pembelajaran yang aktif, kreatif, efektif, dan menyenangkan, Tim PkM melibatkan para mahasiswa dari Prodi Pendidikan Matematika dan Prodi Bimbingan Konseling sebagai kakak-kakak guru yang akan membantu para siswa belajar dalam kelompok-kelompok kecil. Hasil kegiatan menunjukkan bahwa Kegiatan PkM yang telah dilaksanakan efektif dalam membantu para guru dalam mempercepat kemampuan menghitung para siswa SDN Danau Ina Oesapa. Hal ini terlihat dari peningkatan rata-rata nilai siswa dari nilai 20 di pretest menjadi 70.5 di posttest. Pihak sekolah pun merasa terbantu dengan kegiatan yang dilakukan; hal ini terlihat dari permintaan sekolah agar kegiatan ini dapat menjadi suatu kegiatan yang berkelanjutan terus ke depannya.
Co-Authors Agapitus Hendrikus Kaluge Alfons Bunga Naen ALOYSIUS JOAKIM FERNANDEZ Amsikan, Oktovianus Yongki Apridus K. Lapenangga Bria, Kornelis Danang Setyadi Dylmoon Hidayat Faot, Elisabeth Iga Mawarni Fernandez, Michael Helti Lygia Mampouw Igo Leton Irmina Veronika Uskono Jagom, Yohanes O. Jomar, Guido Stefano Kabu, Desky Ronaldy Koly, Agaripa Kornelis Bria Kristoforus Djawa Djong Kristoforus Djawa Djong Laksono Trisnantoro Leton , Samuel Igo Luh Putu Ratna Sundari Luon, Maria Adriani Pulo Manoe Gawa, Maria Gracia Maria Gracia Manoe Gawa Maria Klara Amarilis Citra Sinta Dewi Tukan Marthinus Klomang Mau, Elfrida Olo Meryani Lakapu Nai, Yustinus Didimus Nelly Fitriani, Nelly Nggadas, Oktavianus Nggadas, Wulan Novel B. Molina Oktofianus Nggadas Pusaka, Semerdanta Rowa, Yohana Rina Salmi Fitria Manu Samuel I. Leton Sani Beti Soesanto, Robert Harry Sogen, Teodora Basi Ina Theresia Wariani Tnesi, Stiven Aloysius Yohana Rina Rowa Yohanes Ovaritus Jagom Yuliarmawati Zendrato Yunico L. Maure