Articles
<![CDATA[PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY ]]>
<![CDATA[Samuel Igo Leton]]>;
<![CDATA[Kristoforus Djawa Djong]]>;
<![CDATA[Irmina Veronika Uskono]]>;
<![CDATA[Wilfridus Beda Nuba Dosinaeng]]>;
<![CDATA[Meryani Lakapu]]>
<![CDATA[ Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p133-146
<![CDATA[Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.]]>
<![CDATA[Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers ]]>
<![CDATA[Leton, Samuel Igo]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Dosinaeng, Wilfridus Beda Nuba]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v14i2.p369-392
<![CDATA[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.]]>
<![CDATA[Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers ]]>
<![CDATA[Leton, Samuel Igo]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Dosinaeng, Wilfridus Beda Nuba]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v14i2.p369-392
<![CDATA[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.]]>
<![CDATA[PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK BERBASIS ETNOMATEMATIKA DAN PRESTASI BELAJAR SISWA ]]>
<![CDATA[Uskono, Irmina Veronika]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Jagom, Yohanes Ovaritus]]>;
<![CDATA[Dosinaeng, Wilfridus Beda Nuba]]>;
<![CDATA[Bria, Kornelis]]>
<![CDATA[ Journal of Honai Math Vol. 3 No. 2 (2020): Journal of Honai Math ]]>
Publisher : <![CDATA[Universitas Papua ]]>
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DOI: 10.30862/jhm.v3i2.126
<![CDATA[Buna is one of the woven motifs from Insana, East Nusa Tenggara Province that uses geometric motifs like a rhombus. Rhombus is a challenging material so students only memorize the formula without understanding the concept.  In order to overcome this problem, a weaving learning based on ethnomathematics has been proposed. The purpose of this study is to understand the impact on the learning achievement of students of the implementation of a realistic mathematical approach based on ethnomathematics. This is a quantitative study using a one-group pretest-posttest design. The population for this study is all fifth-grade students of SDN Bestobe, Insana District. Pretest and posttest results obtained are used for the analysis. The statistical test used is a paired sample t-test. The results show that the implementation of realistic mathematical learning based on ethnomathematics has a substantial influence on the learning achievement of mathematics students. These results contribute to adding empirical evidence related to the relationship between Ethnomathematics-based Realistic Mathematics Education approaches to student achievement.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS VISUAL UNTUK PESERTA DIDIK TUNARUNGU ]]>
<![CDATA[Weluk, Kristina]]>;
<![CDATA[Leton, Samuel]]>;
<![CDATA[Lakapu, Meryani]]>
<![CDATA[ Journal of Honai Math Vol. 3 No. 2 (2020): Journal of Honai Math ]]>
Publisher : <![CDATA[Universitas Papua ]]>
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DOI: 10.30862/jhm.v3i2.137
<![CDATA[Students who have special needs also have the right to obtain an education as a provision for life, just like regular students. However, several learning tools for them are still very few. It is because some researchers always focus on standard students. Therefore, this study aims to develop visual-based mathematics teaching materials on integer arithmetic operations, one of which is deaf students. The development model used is a modified development model from the 4D model. Teaching materials that have been developed and tested on deaf class VIII students are suitable for use as a learning medium because they meet the criteria of being valid, practical, and effective. Valid because the average value of the three validators is 3.85. Furthermore, the practical standard is because the percentage of the average response score of students obtained is 80%. Finally, the effective criterion is that the average score of students trying to solve the test questions is 81. The results of this study contribute to providing alternative teaching materials for deaf students.]]>
<![CDATA[ANALISIS LEARNING OBSTACLE SISWA DARI ASPEK EPISTIMOLOGI PADA PEMECAHAN MASALAH MATEMATIS ]]>
<![CDATA[Koly, Agaripa]]>;
<![CDATA[Igo Leton, Samuel]]>;
<![CDATA[Manoe Gawa, Maria Gracia]]>;
<![CDATA[Joakim Fernandez, Aloysius]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Nuba Dosinaeng, Wilfridus Beda]]>
<![CDATA[ Asimtot : Jurnal Kependidikan Matematika Vol 4 No 2 (2023): Asimtot: Jurnal Kependidikan Matematika | Desember 2022 - Mei 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Widya Mandira ]]>
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DOI: 10.30822/asimtot.v4i2.2342
<![CDATA[Penelitian ini bertujuan untuk menganalisis hambatan epistemologi siswa dalam menyelesaikan soal cerita aritmatika sosia. Indikator hambatan epistimologi dalam penelitian adalah hambatan pada pemahaman konsep, hambatan dalam menerapkan prosedur dan hambatan dalam operasional. Jenis penelitian ini menggunakan pendekatan kualitatif dengan metode Penelitian Desain Didaktik (Didactical Design Research). Penelitian ini dilakukan di SMPK Santo Yosep Kupang tahun ajaran 2021/2022. Instrumen yang digunakan dalam penelitian ini adalah soal tes uraian, wawancara dan dokumentasi pada siswa kelas VII-D SMPK Santo Yosep Kupang. Subjek dalam penelitian ini yaitu 3 siswa kelas VII-D SMPK Santo Yosep Kupang. Instrument yang digunakan dalam penelitian ini ialah soal tes uraian sebanyak tiga soal dan melakukan wawancara kepada masing-masing subjek. Wawancara dilakukan untuk mengetahui hambatan siswa dalam pemecahan masalah matematis pada materi Aritmatika sosial. Hasil analisis menunjukan bahawa adanya epistemological obstacle pada ke 3 orang siswa SMPK Santo Yosep Kupang yaitu kesalahan dalam menentukan rumus, teorema atau definisi dan juga adanya kesalahan dalam mengitung nilai serta langkah-langkah penyelesaian soal aritmatika sosial yang diperintahkan tidak sesuai. Dan hasil dari penelitian ini menunjukkan bahwa dari 3 siswa yang di analisis hanya 1 siswa yang memahami sekurang kurangnya 2 dari 3 indikator.]]>
<![CDATA[PENGARUH KREATIVITAS DAN GAYA BELAJAR TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Cindy Tuy, Elisabeth]]>;
<![CDATA[Hendrikus Kaluge, Agapitus]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Djawa Djong, Kristoforus]]>;
<![CDATA[Ovaritus Jagom, Yohanes]]>;
<![CDATA[Veronika Uskono, Irmina]]>
<![CDATA[ Asimtot : Jurnal Kependidikan Matematika Vol 4 No 2 (2023): Asimtot: Jurnal Kependidikan Matematika | Desember 2022 - Mei 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Widya Mandira ]]>
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DOI: 10.30822/asimtot.v4i2.2344
<![CDATA[Penelitian ini bertujuan untuk mengetahui:(1) pengaruh kreativitas terhadap prestasi belajar matematika kelas VIII UPTD SMP Negeri 2 Kupang, (2) pengaruh gaya belajar terhadap prestasi belajar matematika kelas VIII UPTD SMP Negeri 2 Kupang, (3) pengaruh kreativitas dan gaya belajar secara bersama – sama terhadap prestasi belajar matematika kelas VIII UPTD SMP Negeri 2 Kupang. Instrumen penelitian yang digunakan untuk meneliti kreativitas dan gaya belajar terhadap prestasi belajar matematika adalah teknik angket. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII UPTD SMP Negeri 2 Kupang tahun ajaran 2021/2022. Teknik pengambilan sampel dalam penelitian ini adalah satu kelas yang di ambil secara acak dengan menggunakan teknik cluster random sampling. Analisis yang digunakan adalah statistik inferensial dengan menggunakan program spss (Stastistical Product And Service Solution). Pada hasil analisis uji hipotesis data diperoleh bahwa ada pengaruh kreativitas dan gaya belajar secara bersama – sama terhadap prestasi belajar matematika. Hal ini berdasarkan analisis regresi linier ganda (uji F) diketahui bahwa Fhitung = 8,026 > 3,33 = Ftabel dengan nilai signifikansi dibawah 0,05 dapat dikatakan bahwa secara simultan atau bersama – sama kreativitas dan gaya belajar berpengaruh signifikan terhadap prestasi belajar matematika siswa.]]>
<![CDATA[Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers ]]>
<![CDATA[Leton, Samuel Igo]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Dosinaeng, Wilfridus Beda Nuba]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v14i2.p369-392
<![CDATA[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.]]>
<![CDATA[Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers ]]>
<![CDATA[Leton, Samuel Igo]]>;
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[Dosinaeng, Wilfridus Beda Nuba]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v14i2.p369-392
<![CDATA[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.]]>
<![CDATA[Belajar Matematika Gampang Asyik dan Menyenangkan Bersama Siswa SMK di Perbatasan Timor Leste ]]>
<![CDATA[Lakapu, Meryani]]>;
<![CDATA[jagom, yohanes ovaritus]]>;
<![CDATA[Fernandez, Aloysius Joakim]]>;
<![CDATA[Ola, Stefanus]]>;
<![CDATA[Molo, Matilde Niis]]>;
<![CDATA[Djong, Kristoforus Djawa]]>;
<![CDATA[Uskono, Irmina Veronika]]>;
<![CDATA[Gawa, Maria Gracia Manoe]]>;
<![CDATA[Nai, Yustinus Didimus]]>
<![CDATA[ Prioritas: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 01 (2025): EDISI MARET 2025 ]]>
Publisher : <![CDATA[Universitas Harapan Medan ]]>
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DOI: 10.35447/prioritas.v7i01.1023
<![CDATA[The purpose of this community service activity is to improve the fastcounting ability of SMK students and the team can also increase the empowerment of partners according to the problems faced and can establish cooperation with partners. The activity took place on May 20, 2024 at SMKN 2 Belu involving 50 SMK students. This Community Service (PkM) activity starts from situation analysis, activity design, socialization, implementation, and evaluation of activities. Some things that can be concluded are that students look enthusiastic and give the impression that this activity is very helpful in solving math problems, all students are involved in answering the questions given, and this method is not boring because there are chants and games played together. This activity was only limited to addition and multiplication material, and lasted for 1 day only so that not all students fully understood the material presented, this resulted in some students not meeting the KKM.]]>
