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Meryani Lakapu

Universitas Katolik Widya Mandira

Author-ID : 2488076

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Transportation Other

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Dari Lisan ke Tulisan: Penyusunan Modul Tenun untuk Pelestarian Budaya dan Pemberdayaan Masyarakat Bonen: From Oral to Written: Developing a Weaving Module for Cultural Preservation and Community Empowerment in Bonen Lakapu, Meryani; Leton, Samuel Igo; Mberu, Yuliana Bhara; Sau, Antonius Arnoldus Janssen; Benu, Cindy Ahia Pricilia
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. Suppl-1 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11iSuppl-1.10919

This community service program was carried out in Bonen Village, Kupang Regency, aiming to preserve traditional weaving culture while empowering women and young generations. The leading partner of this activity was the Ume Halan Foundation, which mentors the Pasuklo Weaving Community. The primary problems identified were the lack of regeneration of young weavers and the absence of written guidelines for the weaving learning process. The program was implemented through a participatory approach comprising several stages: preparation and socialization; focus group discussions to enrich data; module revision and trials; training on module use; and continuous mentoring and evaluation. The outcome of this program is a locally wisdom–based weaving module that introduces motifs, basic weaving techniques, tools and materials, and the use of natural dyes. The module was produced in both printed and digital formats to ensure accessibility across generations. The training involved approximately 15 elementary school students from SD Inpres Bonen and 12 senior weavers from the Pasuklo Community. The participatory evaluation showed that 80% of participants found the module easy to understand and engaging, and that teachers and local weavers agreed it effectively facilitated intergenerational knowledge transfer. Overall, this program contributes to cultural preservation, women's empowerment, and the revitalization of young weavers in Bonen Village, while strengthening Ume Halan's role as a sustainable community learning center.

ELEMENTARY SCHOOL TEACHERS’ AND MATHEMATICS TEACHER CANDIDATES’ UNDERSTANDING OF DIVISION WITH REMAINDERS Kristoforus Djawa Djong; Meryani Lakapu; Irmina Veronika Uskono; Yohanes Ovaritus Jagom; Wilfridus Beda Nuba Dosinaeng; Samuel Igo Leton
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

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.

ANALISIS KESALAHAN SISWA MENYELESAIKAN SOAL CERITA PENJUMLAHAN BILANGAN BULAT DENGAN GARIS BILANGAN MELALUI TAHAPAN NEWMAN Elfrida Olo Mau; Apolonaris Y Mario; Meryani Lakapu
PHI: Jurnal Pendidikan Matematika Vol 10, No 1 (2026): EDISI APRIL, 2026
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v10i1.595

The problems experienced by junior high school students in solving story problems involving integer addition using number lines include difficulty understanding the meaning of negative signs, transforming problem information into mathematical models, performing calculations correctly, and writing complete final answers in contextThis study aims to analyze the errors made by seventh-grade students at SMPK St. Maria Assumpta Kupang in solving story problems on integer addition using number lines based on Newman's error analysis stages. This study is qualitative in nature and uses a descriptive method. The research subjects consisted of three seventh-grade students from class VII B who were selected using purposive sampling based on their mathematical ability in solving story problems. The research instruments were story problem tests, interview guidelines, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing, while data validity was obtained through triangulation techniques. The results showed that subjects with high ability (SKT) were able to read, understand, transform, and calculate correctly using number lines, but still made mistakes in the encoding stage because they did not write down the answer units. Subjects with moderate ability (SKS) made mistakes in reading negative symbols, misunderstood the meaning of the questions, incorrectly transformed information, and made mistakes in the calculation process, resulting in incorrect answers. Subjects with low ability (SKR) made the most errors, ranging from reading, understanding, transformation, processing, to writing the final answer, because they wrote down the results directly without following the correct procedure.

Pendalaman Materi dan Pelatihan Soal-Soal Olimpiade Bagi Guru SMP Yohanes Ovaritus Jagom; Kristoforus Djawa Djong; Meryani Lakapu; Samuel Igo Leton; Irmina Veronika Uskono; Wilfridus Beda Nuba Dosinaeng
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 2 (2026): Mei
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v5i2.543

OSN is an activity that comprehensively develops a culture of learning, creativity, and motivation to achieve. However, the lack of knowledge among teachers and students about mathematics Olympiad questions has resulted in poor performance. The purpose of this community service activity is to equip teachers with basic skills and techniques in understanding Olympiad material so that they can guide students to acquire the skills to solve Olympiad questions. The methods used were lectures, discussions, and simulations. The results obtained from this activity were very effective, as demonstrated by an increase in the average score from 32.33 on the pretest to 85.67 on the posttest, indicating significant progress in mastery of concepts and basic skills in solving Olympiad questions. In addition to improving academic abilities, the results of the evaluation through questionnaires showed that participants were satisfied with the implementation of the activity, both in terms of material and delivery methods. Participants gained new insights and strategies in solving Olympic questions, which had an impact on increasing their confidence and motivation. Similar community service activities in the future need to be designed with a stronger focus on the basic understanding stage so that the results achieved can be more optimal and evenly distributed.

Comparison of Mathematics Learning Outcomes of Seventh Grade Junior High School Students between DL and PBL Models based on Midterm Test Scores Elfrida Olo Mau; Stiven Aloysius Tnesi; Guido Stefano Jomar; Meryani Lakapu
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 2 (2025): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i2.1195

This study aims to compare the effectiveness of the Discovery Learning (DL) and Problem-Based Learning (PBL) models on the mathematics learning outcomes of seventh-grade junior high school students, as measured by midterm exam scores. The background of this study is based on the low international achievement of Indonesian students in mathematics and the dominance of conventional approaches in the learning process. The method used is a quantitative comparative approach with a quasi-experimental design. The sample consists of two classes, each receiving either the DL or PBL model. Data were collected through documentation of MTE scores and analyzed using normality, homogeneity, and independent two-sample t-tests. The analysis results showed that both data sets were normally distributed and homogeneous. The t-test yielded a significance value of 0.823 (p > 0.05), indicating no significant difference in mathematics learning outcomes between students taught using the DL model and those taught using the PBL model. The effect size calculation (Cohen’s d = 0.18) indicated a very small effect. These findings indicate that the effectiveness of the two models is relatively balanced, and learning success is more influenced by non-instructional factors such as learning style and student motivation. Therefore, teachers are advised to choose a learning model that suits the characteristics of their students. This study suggests further research with a broader scope and a mixed-methods approach to gain a more comprehensive understanding. These results are important as a reference for selecting contextual learning strategies.

ETNOMATEMATIKA TARI CACI MANGGARAI: EKSPLORASI KONSEP GEOMETRI, SIMETRI, DAN TRANSFORMASI Maria Rosanti Teti; Marselino Robertus Seran; Marsiano Solanus Seran; Gregorius Indrawan Ngkahar; Meryani Lakapu
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5329

Abstrak: Tari Caci merupakan seni pertunjukan tradisional masyarakat Manggarai yang mengandung berbagai nilai budaya serta potensi konsep matematika. Penelitian ini bertujuan mengidentifikasi dan menganalisis konsep geometri, simetri, dan transformasi yang terdapat dalam Tari Caci melalui pendekatan etnomatematika. Penelitian menggunakan metode deskriptif kualitatif dengan teknik observasi, wawancara semi terstruktur, dan dokumentasi terhadap tiga narasumber dari komunitas masyarakat Manggarai di Kabupaten Kupang, Provinsi Nusa Tenggara Timur. Hasil penelitian menunjukkan empat konsep matematika utama, yaitu geometri pada arena berbentuk lingkaran dan pola gerak penari, simetri rotasi dan refleksi pada posisi penari, transformasi geometri berupa translasi dan refleksi dalam pergerakan penari, serta konsep geometri pada motif kain Songke berupa pola belah ketupat berulang dan simetri bidang. Temuan ini menunjukkan bahwa Tari Caci memiliki potensi sebagai konteks pembelajaran matematika yang kontekstual sekaligus mendukung pelestarian budaya lokal. Kata Kunci: etnomatematika, tari Caci, budaya Manggarai, kearifan lokal Abstract : The Caci dance is a traditional performing art of the Manggarai people that embodies various cultural values and mathematical concepts. This study aims to identify and analyse the concepts of geometry, symmetry and transformation found in the Caci dance through an ethnomathematics approach. The study employed a qualitative descriptive method using observation, semi-structured interviews and documentation involving three informants from the Manggarai community in Kupang Regency, East Nusa Tenggara Province. The results of the study reveal four main mathematical concepts: geometry in the circular arena and the dancers’ movement patterns; rotational and reflective symmetry in the dancers’ positions; geometric transformations in the form of translations and reflections in the dancers’ movements; and geometric concepts in the Songke fabric motifs, specifically repeating rhombus patterns and plane symmetry. These findings suggest that the Caci Dance has the potential to serve as a context for contextual mathematics learning whilst also supporting the preservation of local culture Keywords: ethnomathematics, Caci dance, Manggarai Culture, local wisdom

Sosialisasi Pembelajaran Matematika Berbasis Etnomatematika di Sekolah Menengah Pertama Wilfridus Beda Nuba Dosinaeng; Michael Fernandez; Yohana Rina Rowa; Kristoforus Djawa Djong; Irmina Veronika Uskono; Meryani Lakapu
Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 6 No. 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um050v6i12023p27-34

Kegiatan Pengabdian kepada Masyarakat ini didasarkan pada hasil analisis situasi bersama para guru mata pelajaran matematika tentang dibutuhkannya suatu pendekatan yang dapat menarik minat para siswa dalam belajar matematika dan mampu menciptakan suatu proses pembelajaran yang bermakna. Pendekatan etnomatematika dipilih sebab kaya akan nilai budaya, bersifat kontekstual, dan sejalan dengan Kurikulum 2013 yang menekankan pada pengembangan kemampuan berpikir ilmiah dan pendidikan karakter melalui integrasinya dalam pembelajaran matematika. Unsur budaya yang diangkat dalam kegiatan ini yaitu lopo, salah satu rumah tradisional Suku Timor yang dekat dengan kehidupan keseharian para siswa. Kegiatan dilakukan dalam tiga tahapan yaitu tahap persiapan, pelaksanaan, dan evaluasi. Di tahap persiapan, Tim bersama mahasiswa Program Studi Pendidikan Matematika merancang maket berbentuk lopo yang akan digunakan pada saat pembelajaran di kelas. Maket ini berfungsi sebagai media pembelajaran untuk membantu para siswa dalam mempelajari konsep-konsep matematika khususnya geometri. Pembelajaran diawali dengan deskripsi singkat tentang lopo sebagai artefak budaya dan kemudian dilanjutkan dengan eksplorasi unsur-unsur matematis melalui pengamatan dan pengukuran langsung pada maket lopo. Secara keseluruhan kegiatan ini berjalan dengan baik. Pada kegiatan evaluasi, guru mata pelajaran dan para siswa mengungkapkan antusiasme terhadap kegiatan yang telah dilaksanakan. Mempelajari matematika menggunakan alat peraga sudah pernah dilakukan di kelas, namun melibatkan budaya dalam pembelajaran matematika merupakan suatu pengalaman yang baru serta menambah wawasan para guru dan siswa bahwa matematika sebenarnya dekat dengan kehidupan mereka sehari-hari.

Multidimensional Analysis of Algebraic Errors in Integrated Problems: A Study in Timor Leste Yustinus Didimus Nai; Henrique de Fatima Marques; Yohanes Ovaritus Jagom; Kristoforus Djawa Djong; Samuel Igo Leton; Agapitus Hendrikus Kaluge; Maria Gracia Manoe Gawa; Meryani Lakapu
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.v8i2.158

This study aims to identify and describe the types of errors made by students in solving integrated problems involving arithmetic sequences and series combined with systems of linear equations in two variables, as well as to analyze the characteristics of algebraic understanding reflected in their solution processes. The research employed a descriptive qualitative approach involving 31 students at Instituto Escola Secundária Técnica Vocacional Católica Mater Misericordiae (IESTVC-MM), Timor-Leste. The research instrument consisted of a single integrated problem-solving task designed to require coordination of symbolic representation, formula application, algebraic manipulation, and result interpretation. Data were analyzed through error coding based on students’ written solution steps. The findings indicate that although most students were able to construct the initial mathematical model correctly, multidimensional errors were still identified, including incomplete, procedural, conceptual, notational, and numerical errors. Some students even obtained correct final answers through procedures that were not conceptually valid. These findings suggest that, within the context of the analyzed integrated task, students’ algebraic understanding may not yet be fully integrated across conceptual, procedural, and representational dimensions, as reflected in their solution processes. Therefore, the results highlight the potential value of designing algebra instruction in a more integrative and diagnostic manner to support the coherence of students’ mathematical thinking.

Co-Authors Agapitus Hendrikus Kaluge ALOYSIUS JOAKIM FERNANDEZ Amsikan, Oktovianus Nyongki Amsikan, Oktovianus Yongki Antonius Gahung Apolonaris Y Mario Apridus K. Lapenangga Apridus Kefas Lapenangga Aysanti Yuliana Paulus B.N. Dosinaneg, Wilfridus Benu, Cindy Ahia Pricilia Boo, Maria Febrianti Herlina Bria, Kornelis Bryan Marthinus Waruru Bukifan, Kristina Yusria Cindy Tuy, Elisabeth Demu, Septhiano Mario Imanuel Dwi Putera Dominikus Arif Budi Prasetyo Dominikus Arif Budi Prasetyo Dosianaeng, Wilfridus Beda Nuba Dosinaeng, Wilridus Beda Nuba Dosinaneg, Wilfridus Beda Nuba Elfrida Olo Mau Elfrida Olo Mau Emilianus Jehadus F. Loma, Dorothea Feliksitas M. Muda Fernandez, Aloysius Fernandez, Arnoldus Fernandez, Michael Gabariela Purnama Ningsi Gawa, Maria Gracia Manoe Gregorius Indrawan Ngkahar Guido Stefano Jomar Guteres, Ilda Guterres, Ilda Hendrikus Kaluge, Agapitus Henrique de Fatima Marques I. Leton, Samuel Igo Leton Ilda Guterres Inevaropa Helni Taek Irmina Veronika Uskono Irmina Veronika Uskono J. Fernandez, Aloysisus Jeraman, Dominiques S.E.D. Jeri Jekson Jira Hia Jomar, Guido Stefano Kaluge, Agapitus Hendrikus Kardo, Benisius Rampung Ke Lomi, Aplonia Nelci Koly, Agaripa Kornelis Bria Kornelis Bria Kornelis Bria Kristianus Viktor Pantaleon Kristoforus Djawa Djong Kristoforus Djawa Djong Kristoforus Djawa Djong Laksono Trisnantoro Lassa, Merry Enjel Leton , Samuel Igo Lily, Budhi Benyamin Lukas Seran Lusi, Yutri Kormalina Maing, Claudia Mariska Mardikawati Manoe Gawa, Maria Gracia Margarita Laos Maria Gracia Manoe Gawa Maria Rosanti Teti Maria Suci Apriani Marselino Robertus Seran Marsiano Solanus Seran Mau, Elfrida Olo Mberu, Yuliana Bhara Molo, Matilde Niis Nai, Yustinus Didimus Natalia Magdalena Rafu Mamulak Nelly Fitriani Nelly Fitriani, Nelly Ola, Stefanus Patrisius Batarius Pegan, Elisabeth Agustiana Rindu, Oyafianus Rofyanter Leoh Rowa, Yohana Rina Salmi Fitria Manu Samuel I. Leton Samuel Igo Leton Samuel Igo Leton Sani Beti Sau, Antonius Arnoldus Janssen Savio, Diogo Seo, Hendro Usa Juniano Sera, Yohana Yunita Alehandra Bunge Stiven Aloysius Tnesi Suci, Margareta Tamur, Maximus Tnesi, Stiven Aloysius Weluk, Kristina Wilfridus Beda Nuba Dosianaeng Wilfridus Beda Nuba Dosinaeng Wilfridus Beda Nuba Dosinaeng Wilfridus Beda Nuba Dosinaeng Wilfridus Beda Nuba Dosinaeng Wonga, Anggerini Horlians Ina Yohana Rina Rowa Yohana Rina Rowa Yohana Rina Rowa Yohana Rowa Yohanes Ovaritus Jagom Yohanes Ovaritus Jagom Yustinus Didimus Nai Yutri Kormalina Lusi

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