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All Journal LEMMA: Letters Of Mathematics Education Jurnal Elemen Teorema: Teori dan Riset Matematika Jurnal Pendidikan Matematika (Jupitek) Jurnal Magister Pendidikan Matematika (JUMADIKA) Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Pakem : Jurnal Pengabdian Kepada Masyarakat Sora Journal of Mathematics Education International Journal of Studies in International Education Journal on Mathematics Education
Christi Matitaputty
Universitas Pattimura
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PELATIHAN PENYUSUNAN E-LKPD BERBASIS LIVEWORKSHEET BAGI GURU SMP DI KECAMATAN LEIHITU BARAT MALUKU TENGAH Matitaputty, Christi; Ramadhani, Widya Putri; Anastasyia, Neneng; Pattiasina, Florentine Gratia; Laurika, Priciliya Ademaya
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2025): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.5.2.121-130

Abstract

The Electronic Student Worksheet (e-LKPD), utilizing a digital learning platform Liveworksheet offers a significant opportunity for digital transformation in education. This Community Service (PkM) activity aimed to enhance the digital competence of junior high school teachers in Leihitu Barat District, Central Maluku, in developing e-LKPDs that provide students with a more interactive learning experience. The methods used included socialization, training, technology implementation, mentoring, and evaluation. The Liveworksheet-based e-LKPD training successfully improved teachers’ digital literacy and produced interactive teaching materials that are engaging, efficient, and easily accessible for students. The use of e-LKPD increases student participation in the classroom learning process by up to ±65% and speeds up teacher learning evaluation. The integration of local wisdom into digital content made learning more contextual while also supporting the preservation of Maluku’s cultural heritage
Reflective thinking focuses of intellectual disability students in solving mathematics problems involving the context of traditional ceremonies Serang, Maeya; Ratumanan, Tanwey Gerson; Matitaputty, Christi; Moma, La
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.30244

Abstract

Students’ mathematical reflective thinking skills are not yet fully developed, especially among students with disabilities. To address this issue, culture-based problems can be applied as a learning approach. This study aims to describe students' reflective thinking skills in solving problems related to Maluku cultural contexts, such as traditional events. This research uses a qualitative approach. The subjects were two students with disabilities selected based on specific criteria from a State Junior High School in Maluku Province, Indonesia. The instruments used were two problem-solving tasks and interview guidelines. Data analysis involved data reduction, presentation, and drawing conclusions. The results showed that one student was able to solve the problem well, demonstrating reflective thinking. However, the other student faced difficulties, especially in the reacting stage, where they struggled to understand the given problems, which hindered the overall reflective thinking process. The progress shown by one student indicates that culture-based problems offer positive benefits for students with intellectual disabilities. Therefore, schools are encouraged to integrate Maluku culture-based content into the curriculum and apply strategies that foster reflective thinking.
Miskonsepsi Siswa dalam Memahami Konsep Nilai Tempat Bilangan Dua Angka Matitaputty, Christi
Mosharafa: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2016): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v5i2.387

Abstract

Konsep-konsep matematika yang diberikan pada tingkat Sekolah Dasar merupakan konsep dasar yang berguna untuk pemahaman matematika di tingkat selanjutnya. Adanya miskonsepsi membuat pembelajaran menjadi tidak bermakna dan hubungan antar konsep menjadi terputus. Banyak hal yang menyebabkan terjadinya miskonsepsi dalam memahami nilai tempat bilangan dua angka, diantaranya dari siswa itu sendiri yang belum memahami makna nilai tempat bilangan dua angka. Penelitian ini mengungkapkan bahwa beberapa siswa belum dapat mengembangkan ide bahwa ‘ratusan’ merupakan suatu kumpulan baru yang berisikan sepuluh puluhan dan ‘puluhan’ merupakan suatu kumpulan baru yang berisikan sepuluh satuan. Penelitian ini dilakukan pada siswa Kelas 2 SD Negeri 179 Palembang. Tujuan dari penelitian ini adalah mendeskripsikan beberapa kesalahan konsep yang dibuat oleh siswa dalam memahami nilai tempat bilangan dua angka. Hasil penelitian menunjukan beberapa miskonsepsi siswa diantaranya adalah (1) Siswa belum mamahami prosedur dalam menghitung dan memisahkan bilangan satuan dan puluhan. (2) siswa mempunyai alternatif konsep lain tentang bilangan dua digit dan membaca bilangan tersebut sebagai bilangan yang terlepas dari suatu nilai tempat, (3) siswa memiliki alternatif konsep lain dalam memahami penjumlahan angka puluhan dan satuan. Mathematical concepts are given at the elementary school level is a basic concept that is useful for understanding mathematics at the next level. Their misconceptions make learning becomes no meaningful and the relationships between concepts become disconnected. Many factors led to misconceptions in understanding the value of a two digit number, such as from the students themselves who do not understand the meaning of the place value of two digit numbers. This study revealed that some students have not been able to develop the idea that 'hundreds' is a new collection containing ten tens and 'tens' is a new collection containing ten units. Research was conducted on Second Grade students at SD Negeri 179 Palembang. The purpose of this study are describe some of the misconceptions created by the students in understanding the value of a two-digit number. The results showed some misconceptions students such as; (1) Students are not understanding the procedures in counting and separating the units and tens. (2) the students have another alternative conceptions of two-digit numbers and they read these numbers as numbers that apart from a place value, (3) the students have another alternative concepts in understanding the sum of the tens and sum units.
Practice-Based Learning for Enhancing Teachers’ Capabilities in AR Media Production and LMS-Based Learning Management: Evidence From Remote Schools in Maluku Arjanto, Paul; Rumtutuly, Fransheine; Makulua, Izak Jakobis; Matitaputty, Christi; Makaruku, Vando Kristi; Lorwens, Aprilya Christy; Yaki, Missy Yane Lusye
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 10 No. 4 (2025): Oktober
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v10i4.17512

Abstract

Remote island regions in Maluku face persistent challenges such as limited internet connectivity, fragile infrastructure, and varied ICT competencies among teachers, which hinder the sustainability of digital learning. This study aimed to design and implement an integrated learning management sequence using the Moodle LMS combined with Assemblr AR media, and to evaluate its impact on teachers’ capacities in the context of remote schools. The research employed a quasi-experimental one-group pretest–posttest design involving 10 teachers at SDN 1 Waelata. The intervention included practice-based training and mentoring in LMS use (courses, activities, assessments) and no-code AR media production, measured through two pre–post instruments. Results demonstrated consistent and significant improvements: in AR production, mean scores increased from 7.9 to 16.8; in LMS management, from 8.7 to 17.2. Wilcoxon tests were significant for both (AR: Z = −2.848, p = 0.004, r ≈ 0.90; LMS: Z = −2.879, p = 0.004, r ≈ 0.91), with no negative ranks or ties, supported by operational evidence (activated courses, teacher–student accounts, and functioning classes). The findings conclude that an LMS–AR practice model is effective in strengthening teachers’ technical-pedagogical competencies and orchestrating digital classrooms under low-bandwidth conditions. The contribution lies in offering a replicable, auditable, and resilient TPACK–SAMR practice package for island schools. Future research should involve controlled trials with comparison groups, track student learning outcomes, examine sustainability and infrastructure issues, and explore the integration of local content across subjects.
Pengaruh Model Problem-Based Learning Berbasis Budaya Saka Mese Nusa pada Kemampuan Komunikasi Matematika Matitaputty, Christi; Moma, La; Rumahpasal, Wilter
Sora Journal of Mathematics Education Vol 6 No 2 (2025): Sora Journal of Mathematics Education
Publisher : Program Studi Pendidikan Matematika (Kampus Kab. Maluku Barat Daya) Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/sora.6.2.77-85

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Pembelajaran Berbasis Masalah dengan Konteks Budaya Saka Mese Nusa terhadap kemampuan Komunikasi Matematika siswa. Sampel dalam penelitian ini adalah kelas X.E1 yang berjumlah 17 orang dan kelas X.E2 yang berjumlah 17 orang. Jenis penelitian yang digunakan adalah eksperimen semu (quasi experiment). Instrumen yang digunakan adalah tes hasil belajar kemampuan Komunikasi Matematika. Sebelum pengujian hipotesis terlebih dahulu diuji normalitas tes dengan menggunakan uji Kolmogorov smirnov dan homogenitas menggunakan uji test of homogeneity of variance. Hasil pengujian kedua sampel berasal dari populasi yang berdistribusi normal dan homogen. Dari hasil analisis data diperoleh nilai rata-rata hasil belajar siswa kelasX.E2 adalah 31,32 dan nilai rata-rata siswa kelas X.E1 adalah 16,08. Untuk uji hipotesis digunakan uji independent sample T-test diperoleh nilai kemampuan menulis 8,62 dengan taraf signifikan α= 0,048 dan kemampuan ekspresi matematika α= 0,022 Ternyata nilai signifikansi (2-tailed) 0,048 < 0,05 dan nilai signifikansi (2-tailed) 0,022 < 0,05 sehingga Ho ditolak dan H1 diterima sehingga diperoleh kesimpulan bahwa terdapat pengaruh model Pembelajaran Berbasis Masalah dengan Konteks Budaya Saka Mese Nusa terhadap kemampuan Komunikasi Matematika siswa pada materi Barisan dan Deret Aritmatika.
PELATIHAN DAN IMPLEMENTASI PEMBELAJARAN BERBASIS ETNOSAINS DENGAN PENDEKATAN DEEP LEARNING Matitaputty, Christi; Pradana, Sendy Putra; Tuapattinaya, Prelly M J; Palisoa, Napsin; Tuaputty, Hasan; Syahrul, Muhammad; Hehakaya, Wisye
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.1.16-28

Abstract

Science education in island regions, particularly in Salahutu District, Central Maluku Regency, faces challenges in developing contextual learning that reflects local potential. Many science teachers have not yet integrated ethnoscience elements and deep learning approaches into their teaching materials. This community service program aimed to enhance teachers’ capacity through training and mentoring in the development and implementation of deep learning–based ethnoscience teaching materials. The method used was a participatory–collaborative approach in the training and implementation of ethnoscience-based learning, which included the stages of preparation, training, implementation, and reflection. In the initial stage, the lecturer team conducted observations and interviews in several junior high schools in Salahutu to identify teachers’ needs and to design contextual training materials and learning tools. The training was carried out through workshops on developing teaching modules, learning materials, and student worksheets (LKPD), followed by mentoring during classroom implementation. The results indicated an improvement in teachers’ understanding and skills in integrating local natural and cultural potentials into science learning. Evaluation through questionnaires, reflections, and student interviews revealed that this approach fostered more meaningful, contextual, and relevant learning experiences. Overall, the program contributed to strengthening science teachers’ professionalism and enriching culturally responsive educational practices in island-based learning contexts
Analisis Kemampuan Representasi Matematis terhadap Pemecahan Masalah Kontekstual Lalihatu, Franklyn; Ayal, Carolina Selfisina; Matitaputty, Christi
Teorema: Teori dan Riset Matematika Vol 11, No 1 (2026): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v11i1.22991

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan representasi matematis Kemampuan representasi matematis merupakan salah satu kompetensi penting dalam pembelajaran matematika karena membantu peserta didik memahami, memodelkan, dan menyelesaikan masalah kontekstual. Namun, dalam praktik pembelajaran masih ditemukan peserta didik yang mengalami kesulitan menggunakan berbagai bentuk representasi ketika menyelesaikan soal cerita. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kemampuan representasi matematis peserta didik SMP dalam menyelesaikan soal cerita kontekstual berdasarkan tahapan pemecahan masalah Polya. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek empat peserta didik kelas VIII yang dipilih melalui teknik purposive sampling. Dataset penelitian berupa hasil tes soal cerita kontekstual serta data observasi proses pemecahan masalah peserta didik. Analisis difokuskan pada penggunaan representasi verbal, simbolik, dan visual pada setiap tahap pemecahan masalah, yaitu memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan memeriksa kembali. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis peserta didik bervariasi pada setiap tahap pemecahan masalah. Pada tahap memahami masalah, peserta didik cenderung menggunakan representasi verbal dan numerik untuk mengidentifikasi informasi yang diketahui dan ditanyakan. Pada tahap merencanakan dan melaksanakan penyelesaian, keberhasilan pemecahan masalah dipengaruhi oleh kemampuan menyusun serta menerapkan model matematika melalui representasi simbolik secara runtut. Sementara itu, pada tahap memeriksa kembali, hanya sebagian peserta didik yang menunjukkan kemampuan reflektif melalui penggunaan representasi verbal dan visual secara sistematis. Temuan ini menunjukkan bahwa keterpaduan penggunaan berbagai representasi matematis pada setiap tahap pemecahan masalah Polya berperan penting dalam mendukung keberhasilan peserta didik dalam menyelesaikan soal cerita kontekstual.
Co-Authors Anastasyia, Neneng Ayal, Carolina Selfisina Emanuel, Endrayana Putut Laksminto Erry Hidayanto Hehakaya, Wisye Huwaa, Novalin C Izak Jakobis Makulua La Moma Lalihatu, Franklyn Laurika, Priciliya Ademaya Lorwens, Aprilya Christy Maiviyani, Maiviyani Maiviyani, Maiviyani Makaruku, Vando Kristi Novalin C Huwaa Palisoa, Napsin Pattiasina, Florentine Gratia Paul Arjanto pradana, Sendy putra Radhitya Duta Pradana Ratumanan, Tanwey Gerson Rumahpasal, Wilter Serang, Maeya Sukoriyanto syahrul, muhammad Taufan Talib Theresia Laurens theresia laurens, theresia Toto Nusantara Tuapattinaya, Prelly M J Tuaputty, Hasan Wahyuningtyas Puspitorini Welmintje Mataheru Widya Putri Ramadhani Yaki, Missy Yane Lusye