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Wilibaldus Bhoke
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Pengaruh Penggunaan LKS Matematika Berbentuk Komik Terhadap Motivasi Belajar Siswa Sekolah Dasar: LKS: Komik: Motivasi Belajar Rawa, Natalia Rosalina; Bhoke, Wilibaldus
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 3 No 1 (2017): Volume 3 No 1 Tahun 2017
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.314 KB) | DOI: 10.29407/jmen.v3i1.781

Abstract

Motivasi belajar merupakan daya penggerak baik dari dalam ataupun luar yang menumbuhkan gairah, merasa senang, dan semangat belajar untuk mencapai tujuan pembelajaran tertentu. Sayangnya, motivasi belajar siswa pada pembelajaran matematika di sekolah dasar masih dinilai cukup rendah. Berkaitan dengan hal tersebut upaya yang dapat dilakukan adalah penggunaan LKS yang di desain dalam bentuk komik dalam pembelajaran matematika di sekolah dasar (SD). Penelitian ini bertujuan untuk menyelidiki apakah ada pengaruh yang signifikan dari penggunaan LKS Matematika berbentuk komik terhadap motivasi belajar siswa SD. Penelitian ini menggunakan metode penelitian Eksperimen dengan Pretest-Posttest Control Group Design. Penelitian ini dilakukan terhadap 18 siswa kelas VA sebagai kelas control, dan 17 siswa kelas VB sebagai kelas eksperimen. Penelitian ini dilaksanakan sejak 4 Oktober hingga 6 Nopember 2016 dalam kelas Matematika. Data yang dikumpulkan berupa angket motivasi belajar dan wawancara. Angket motivasi belajar siswa didasarkan pada lima indikator motivasi menurut Wilcox, yaitu partisipasi, usaha, perilaku, organisasi, dan hasil kerja. Uji validasi dilakukan dengan product moment Pearson Correlation, dan hasil uji reliabilitas melalui Cronbach Alpha adalah r = 0.865. Teknik analisis data yang digunakan adalah parametrik one-tailed Paired t-test dan two-tailed Independent t-test dengan taraf signifikansi α=5%. Analisis menunjukkan bahwa tidak ada peningkatan signifikan pada motivasi belajar tanpa LKS Matematika berbentuk komik (|th|=0.786 < t0.05,17 =1.740). Sebaliknya analisis menunjukan bahwa ada peningkatan signifikan pada motivasi belajar dengan LKS Matematika berbentuk komik (|th| = 2.614 > t0.05,17 =1.746) Terdapat perbedaan motivasi belajar siswa antara kelompok kontrol dan eksperimen (|th|=2.152 > t0.05,33 = 2.0345). Maka, dapat disimpulkan bahwa ada pengaruh yang signifikan dari penggunaan LKS Matematika berbentuk komik pada motivasi belajar siswa.
Pendampingan Pengembangan Lembar Kerja Peserta Didik (LKPD) Matematika Berbasis Model Kolaboratif dengan Pendekatan PMR Tali Wangge, Maria Carmelita; Bela, Maria Editha; Wewe, Melkior; Bhoke, Wilibaldus; Ndao, Yosefa Vilmit; Kapoh, Jeane Rosalia; Lujur, Veronika; Rema, Iventius Bai; Megu, Bonifasius
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i2.1113

Abstract

The collaborative model-based development of Student Worksheets (LKPD) for Mathematics using the Realistic Mathematics Education (RME) approach aims to improve teachers' ability to design LKPD that are contextual and meaningful, and encourage active student collaboration. This mentoring program is implemented through several stages: identifying teacher needs, training in developing RMR-based LKPD, mentoring in the design and testing process, and reflecting on implementation results. The methods used in this activity include workshops, group discussions, observations, and evaluation of teacher work. The mentoring program results indicate that teachers gained an increased understanding of PMR principles and improved their ability to develop LKPD that emphasize active student involvement in real-world problem-solving through group collaboration. Furthermore, the resulting LKPD were deemed valid and suitable for use based on expert assessment and positive student feedback. Thus, this mentoring program contributes to improving the quality of mathematics learning materials in schools and supports the implementation of more innovative, collaborative, and contextual learning.
Pendampingan Pembuatan Media Ajar Bagi Guru Matematika Di SMAS Citra Bakti Wilibaldus Bhoke; Yohanes Vianey Sayangan; Pelipus Wungo Kaka; Marsianus Meka
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.7352

Abstract

Matematika merupakan salah satu mata pelajaran yang fundamental, namun seringkali dianggap sulit oleh peserta didik. Permasalahan ini kerap muncul akibat pendekatan pembelajaran yang monoton dan kurang inovatif. Oleh karena itu, diperlukan media ajar yang kreatif dan aplikatif guna mendukung pemahaman konsep matematika. Artikel ini membahas kegiatan pendampingan pembuatan media ajar bagi guru matematika SMA, mulai dari latar belakang, tahapan kegiatan, hingga hasil berupa media konkret yang dihasilkan seperti papan transmit, busur digital, papan Musi KPK dan FPB, papan matriks, serta roda pintar trigonometri. Kegiatan ini berdampak signifikan terhadap peningkatan keterampilan guru dan kualitas pembelajaran di kelas.
An analysis of students’ difficulties in multiplication and division of large numbers (thousands and millions) in social arithmetic at junior high school Bhoke, Wilibaldus; Finu, Maria Dafrosa; Ewol, Novalia Sudiatik
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202530484

Abstract

This study aims to analyze students’ difficulties in solving multiplication and division problems involving large numbers, specifically thousands and millions, within the context of social arithmetic at SMP Negeri 2 Bajawa. The participants consisted of 65 seventh-grade students from classes VIID and VIIF, and a descriptive qualitative approach was employed to obtain an in-depth understanding of the types and underlying factors of these difficulties. Data were collected through participant observation, in which the researcher acted as both teacher and observer, documenting learning activities, students’ responses to instructional strategies, procedural errors, place value difficulties, and problem-solving strategies used during the learning process. Data analysis was conducted descriptively through the stages of data reduction, data organization, interpretation, and conclusion drawing. The findings indicate that students experienced interconnected difficulties related to conceptual understanding, procedural competence, and place value knowledge. Conceptually, students tended to treat multiplication and division as mechanical procedures without understanding their meanings, leading to errors in selecting appropriate operations for word problems. Procedurally, students often applied calculation steps inconsistently, resulting in inaccurate solutions, while difficulties in place value were evident in the incorrect positioning of thousands and millions digits. In addition, limited practice, low learning motivation, and weak connections between mathematical tasks and real-life contexts contributed to students’ difficulties. These results suggest that students’ challenges in large-number operations are influenced by conceptual understanding, procedural skills, place value knowledge, problem-solving strategies, and learning context, highlighting the importance of contextual and problem-based mathematics instruction supported by regular practice to improve students’ ability to solve social arithmetic problems effectively.
Development of HOTs-Based Formative Numeration Assessment Instruments on Fractions Material for Grade Junior High School Finu, Maria Dafrosa; Bhoke, Wilibaldus; Tali Wangge, Maria Carmelita; Bela, Maria Editha
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30828

Abstract

Strengthening students’ numeracy competence and higher-order thinking skills has become an important priority in contemporary mathematics education, particularly within curriculum reforms that emphasize analytical reasoning and meaningful problem solving. However, assessment practices in many mathematics classrooms still focus primarily on procedural knowledge and lower-order cognitive processes, limiting opportunities for students to demonstrate deeper mathematical understanding. This situation highlights the need for assessment instruments that integrate numeracy development with higher-order thinking skills (HOTS) in authentic learning contexts. This study aims to develop a HOTS-based formative numeracy assessment instrument for seventh-grade students on the topic of fractions and to evaluate the feasibility of the developed instrument for classroom use. The research employed a research and development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 64 students from classes VII A and VII B at SMP Negeri 2 Bajawa. Data were collected through interviews, classroom observations, expert validation sheets completed by mathematics teachers, and student response questionnaires. The findings indicate that the developed instrument meets the criteria of validity and practicality for mathematics learning, with expert validation reaching 82.85 percent, teacher responses 87.77 percent, and student responses 84.92 percent. The assessment tasks encourage contextual problem solving and analytical reasoning related to fraction concepts.
Development of LKPD Based on a Realistic Mathematics Education Approach to Improve Higher-Level Thinking Abilities (HOTS) Tawa, Maria Goreti; Maria Carmelita Tali Wangge; Wilibaldus Bhoke; Melkior Wewe
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30843

Abstract

This study addresses the persistent challenge of fostering Higher Order Thinking Skills (HOTS) in mathematics learning, particularly in social arithmetic topics, where conventional instructional materials often fail to promote analytical and evaluative thinking. This research aims to develop and validate a student worksheet (LKPD) grounded in the Realistic Mathematics Education (RME) approach, designed to systematically support the development of HOTS through contextual problem-solving and guided reinvention processes. Employing a Research and Development (R&D) design with the ADDIE model, the study involved iterative stages of analysis, design, development, implementation, and evaluation, incorporating both qualitative feedback and quantitative assessment. The product was validated by subject matter and media experts, yielding high validity scores (3.78 and 3.54, respectively), indicating strong alignment with pedagogical and content standards. Field implementation with seventh-grade students demonstrated high practicality, reflected in a positive response rate of 93.76%. More importantly, the integration of contextual mathematical tasks facilitated students’ engagement in higher-order cognitive processes, including analysis, evaluation, and problem-solving within real-life scenarios. These findings suggest that the developed LKPD not only meets feasibility criteria but also functions as an effective pedagogical design that bridges theoretical principles of RME with HOTS-oriented instruction. This study contributes to mathematics education by offering an empirically validated instructional design that enhances cognitive engagement and supports meaningful learning in secondary education contexts.
Developing Teaching Materials Using a Collaborative Learning Model to Improve Students' Understanding of Mathematical Concepts in Triangles and Quadranges Lewa, Yusta Selvianjeli; Maria Carmelita Tali Wangge; Wilibaldus Bhoke; Melkior Wewe
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30844

Abstract

This study addresses the persistent challenge of students’ low conceptual understanding in geometry, particularly in triangles and quadrilaterals, which is often attributed to the dominance of procedural teaching and limited collaborative engagement. Although collaborative learning and Realistic Mathematics Education have been widely examined, their integration into structured teaching materials remains underexplored, especially in facilitating deeper conceptual understanding. This study aims to develop and evaluate collaborative learning-based teaching materials grounded in a realistic mathematics approach to enhance students’ conceptual understanding. The research employed a Research and Development design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. The participants were seventh-grade students at SMP Negeri 4 Bajawa. Data were collected through expert validation, classroom observation, and student and teacher response questionnaires, and analyzed using descriptive and inferential approaches. The findings indicate that the developed materials achieved high validity (96% from material experts and 100% from media experts) and strong practicality (student response 100% and teacher response 92%). Furthermore, the implementation results demonstrate a substantial improvement in students’ conceptual understanding, with an average achievement categorized as highly effective. These results suggest that integrating collaborative learning with realistic mathematical contexts provides a meaningful learning experience that supports active engagement and conceptual construction. This study contributes to mathematics education by offering an empirically validated instructional design that bridges collaborative interaction and contextual learning to improve conceptual understanding.
Systematic  Literature  Review:  Improving  Students' Numeration Abilities With an Ethnomathematics Approach Bela, Maria Editha; Marselina Wea; Melkior Wewe; Wilibaldus Bhoke
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30863

Abstract

This study aims to systematically examine how and under what conditions ethnomathematical approaches contribute to the development of students’ numeracy skills in mathematics education. Although ethnomathematics has been widely studied, there remains a lack of systematic synthesis focusing specifically on its impact on numeracy outcomes within diverse instructional contexts. This study adopts a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework to ensure methodological transparency and rigor. Relevant studies were identified from multiple academic databases, including Google Scholar, Semantic Scholar, Crossref, SINTA, and DOAJ, supported by the Publish or Perish tool. Through a structured selection  process involving identification, screening, eligibility assessment, and inclusion, 20 peer-reviewed articles were analyzed based on predefined criteria. The findings reveal that ethnomathematical approaches can enhance students’ numeracy by embedding mathematical concepts within culturally meaningful contexts, thereby strengthening conceptual understanding and problem-solving abilities. However, the effectiveness of this approach is not uniform and is strongly influenced by instructional design, the authenticity of cultural integration, and teacher pedagogical competence. This study contributes to the field by clarifying the conditions under which ethnomathematics supports numeracy development and by offering a more nuanced understanding beyond general effectiveness claims. The findings provide a foundation for developing culturally responsive numeracy instruction and suggest directions for future research, particularly in terms of experimental validation and cross-contextual analysis.
Pendampingan Belajar Anak Usia Sekolah Dasar untuk Meningkatkan Prestasi dan Motivasi Belajar di Kelurahan Ngedukelu Wilibaldus Bhoke; Maria Carmelita Tali Wangge; Maria Editha Bela; Melkior Wewe; Maria Dafrosa Finu; Novalia Sudiatik Ewol
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i1.4077

Abstract

Berdasarkan permasalahan yang ditemukan pada tahap awal menunjukan bahwa beberapa siswa, khususnya kelas VI yang akan menghadapi ujian, masih mengalami kesulitan dalam mengenal huruf, membaca lancar, serta menyelesaikan operasi hitung dasar seperti perkalian. Pendampingan ini bertujuan untuk meningkatkan prestasi serta motivasi belajar siswa di sekolah dasar di SDK Ngedukelu, Kelurahan Ngedukelu. Penelitian ini menggunakan metode pendampingan dengan pendekatan deskriptif kualitatif. Subjek penelitian berjumlah 15 siswa dengan teknik purposive sampling yang mengikuti kegiatan bimbingan selama satu bulan dengan frekuensi satu kali per minggu. Teknik pengumpulan data dilakukan melalui observasi, dokumentasi, dan evaluasi hasil belajar siswa. Sedangkan teknik analisis data dilakukan secara statistik deskriptif kualitatif. Hasil kegiatan menunjukkan adanya peningkatan kemampuan membaca dan berhitung siswa setelah mengikuti pendampingan. Penggunaan media kartu huruf membantu siswa dalam mengenal dan menyusun huruf menjadi kata, sedangkan metode bernyanyi dalam pembelajaran perkalian mempermudah siswa memahami dan mengingat konsep numerasi. Selain peningkatan aspek kognitif, motivasi belajar siswa juga mengalami perkembangan positif, ditandai dengan meningkatnya keaktifan, kepercayaan diri, dan keberanian dalam menyelesaikan soal. Dengan demikian, pendampingan belajar yang dilakukan secara terstruktur, kreatif, dan sesuai kebutuhan siswa terbukti efektif dalam membantu mengatasi kesulitan literasi dan numerasi di sekolah dasar. Sebagai rekomendasi untuk penelitian yang akan datang perlu ada pelatihan pola asuh bagi orang tua di Kelurahan Ngedukelu sehingga dapat berdampak signifikan terhadap keberlanjutan motivasi belajar dan prestasi belajar anak.
Pengembangan Lembar Kerja Siswa Berbasis Karakter dengan Model Realistic Mathematics Education pada Materi Segiempat Bhoke, Wilibaldus
Jurnal Pendidikan Matematika Vol 3, No 1 (2020): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpm.v3i1.6973

Abstract

Tujuan penelitian ini adalah untuk menghasilkan Lembar Kerja Siswa (LKS) berbasis karakter dengan model Realistic Mathematics Education (RME) pada materi segiempat di kelas VII SMPN Satu Atap Satu Soa yang valid, praktis dan efektif. Penelitian ini merupakan penelitian pengembangan dengan model ADDIE yang meliputi 5 tahap, yaitu analisis, perancangan, pengembangan,  implementasi, dan evaluasi.  Teknik pengumpulan data yang digunakan dalam penelitian ini adalah menggunakan lembar validasi perangkat pembelajaran, respon guru, angket respon siswa, dan tes hasil belajar. Subyek dalam penelitian ini adalah seluruh siswa kelas VII SMPN Satu Atap Satu Soa yang berjumlah 30 orang. Berdasarkan hasil penelitian dapat disimpulkan yaitu, menghasilkan LKS yang valid berdasarkan komentar dan saran validator dengan mendapatkan rata-rata skor 4,173 dengan kategori baik oleh ahli materi dan rata-rata skor 4,85 dengan kategori  sangat baik oleh ahli media, menghasilkan LKS yang praktis, mendapatkan skor rata-rata 4,39 dengan klasifikasi baik melalui angket respon guru dan rata-rata skor 4,272 dengan klasidikasi baik melalui angket respon siswa, LKS dinyatakan efektif dengan persetase ketuntasan klasikal siswa sebesar 83,333% sehingga berada pada klasifikasi baik. This study aims to produce character-based student worksheets with Realistic Mathematics Education (RME) model for quadrilateral in class VII one roof one soa middle school that is valid, practical and effective. The development model used in this study is the ADDIE model with reference to 5 important stages, namely analysis, design, development, implementation, and evaluation. Data collection techniques using learning device validation sheets, teacher response questionnaire, student response questionnaire, and learning achievement test. The subjects in this study were all eight grade students of one roof junior secondary school with 30 people. Based on the results of this study concluded, produce a valid student worksheet based on comments and validator suggestions by obtaining an average score of 4.173 which is in either category by material experts and an average score of 4.85 with excellent categories by media experts, produce practical student worksheet, get an average score of 4.39 in both categories through the teacher's response questionnaire and an average score of 4.272 with good categories through the student response questionnaire, student worksheet is declared effective with a classical percentage of students completeness of 83,333 % is in good category.
Co-Authors Agustina Hermenti Wunu Anastasia Ndelos Jawa Andi Nafsia Anu, Maria Kalista Api, Jefrianus Ari, Sofia Awe, Ermelinda Yosefa Bai Rema, Iventius Bara, Florentina Elvin Bara, Florintina Elvin Beatriks Sare Bernadus Agustinus Dhaga Wewu Bili Dama, Yohanes Florianus Dimas Qondias Dionisius Toy Elisabeth Tantiana Ngura Ewol, Novalia Sudiatik Fachry Abda El Rahman Fernidita Kristiani Gedhi Finu, Maria Dafrosa Florentina Elvin Bara Florentina Oje Florianus Lahur Florintina Elvin Bara Fransiska Liku Goan, Bonevantura Hari, Christina Lusiana Harti, Maria Dolfina Hilarion Jogo Jodo, Dominikus Kaka Kapoh, Jeane Rosalia Karmelita Roswinda Meo Maku Katarina Kedhi Katharina Kedhi Kedhi, Katharina Key, Katarina Karmelita Kezia Kresensia Lusi Konstantinus Dua Dhiu Kristina Eno Loda Kristina Milo Kristina Tona Kristiyanti Kurnia Dhajo Kua, Maria Yuliana Lahur, Florianus Laksana, Dek Ngurah Laba Lewa, Yusta Selvianjeli Liku, Fransiska Lindang, Roswita Lola, Teofania Kristina Lujur, Veronika Lusi, Kezia Kresensia Magdalena Boa Ari Magdalena Doza Maria Anita Ringa Maria Antonia Meo Maria Bonifasia Pita Kosu Maria Carmelita Tali Wangge Maria Carmelita Tali Wangge Maria Carmelita Tali Wangge Maria Carmelita Tali Wangge Maria Carmelita Tali Wangge Maria CT Wangge Maria Dafrosa Finu Maria Desidaria Noge Maria Editha Bela Maria Editha Bela Maria Efriliana Diru Maria Hermelinda Meo Maria Kalista Anu Maria Kristina Selo Maria Oktaviana Rau Maria Patrisia Wau Maria Rofina Soge Maria Yoanita Ngina Marselina Wea Marsianus Meka Marsianus Meka Mastika Yasa, Putu Agus Eka Mastika Yasa, Putu Agus Eka Mbela, Natalia Megu, Bonifasius Meka, Marsianus Melkior Wewe Melkior Wewe Melkior Wewe Melkior Wewe Melkior Wewe Meo, Maria Hermelinda Natalia Mbela Natalia Rosalina Rawa Natalia Rosalina Rawa Natalia Rosalina Rawa Ndao, Yosefa Vilmit Ngao, Priska Ngeo, Matilde Ngina , Maria Yoanita Noa, Priska Ermelinda Novalia Sudiatik Ewol Nurwijayanti Oskarina Gelo Pantaleon, Kristianus Viktor Pare Ariance Tanggu Pelipus Wungo Kaka Prudensia Ngao Roja Putrini, Maria Anjelina Raden Mohamad Herdian Bhakti Rasdiyanti, Yohana Rema, Iventius Bai Resi, Marselina Ruba, Yunita Rufina Sare, Beatriks Selo, Maria Kristina Suka, Felista Ripo Tai, Yosefa Veniranda Tali Wangge, Maria Carmelita Tanggu, Pare Ariance Tawa, Maria Goreti Tekla Rikarda Lengi Teofania Kristina Lola Theresia Ia Tua, Maria Esterina Veronika Meo Vilmit Ndao, Yosefa Wale, Lafisius Tena Wangge, Maria C.T Wangge, Maria Carmelita Tali Wangge, Maria Carmelita Tali Wangge Wani, Bernabas Wea, Marselina Wea, Rosadalima Wewe, Melkior Wewe, Melkior Wewe Woli, Roslinantia Yasinta Maria Fono Yoanita Ngina, Maria Yohana Rasdiyanti Yohanes Florianus Dama Yohanes Vianey Sayangan Yohans Fransiskus Mite Ngole YOSEFINA UGE LAWE . Yuliani Susanti Moi Yulius Sumarlan Yunita Paulina Ngguwa Yunita Rufina Ruba