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Keremata Lede, Yulius
Pendidikan Matematika Universitas Katolik Weetebula
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Penerapan Etnomatematika Berbasis Rumah Adat dalam Pembelajaran Matematika pada Siswa Kelas VII B SMPK St. Paulus Karuni Antonius Lende; Yulius Keremata Lede; Samuel Rex Mulyadi Making; Timotius Woda Napu
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.6158

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman matematika siswa kelas VII B SMPK St. Paulus Karuni setelah diterapkan pembelajaran matematika berbasis etnomatematika rumah adat. Penelitian ini menggunakan metode kuantitatif dengan desain pre-eksperimen jenis One Group Pretest–Posttest Design. Subjek penelitian adalah siswa kelas VII B SMPK St. Paulus Karuni yang berjumlah 21 siswa. Teknik pengumpulan data menggunakan tes berupa pretest dan posttest. Data dianalisis menggunakan teknik Normalized Gain (N-Gain) untuk mengetahui tingkat peningkatan kemampuan pemahaman matematika siswa. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest siswa sebesar 44,48 meningkat menjadi 92,57 pada posttest. Hasil analisis N-Gain memperoleh rata-rata sebesar 0,89 yang termasuk dalam kategori tinggi. Selain itu, hasil observasi keterlaksanaan pembelajaran mencapai persentase 100% dengan kategori sangat baik. Hasil tersebut menunjukkan bahwa pembelajaran matematika berbasis etnomatematika rumah adat efektif dalam meningkatkan kemampuan pemahaman matematika siswa. Pembelajaran berbasis budaya lokal membantu siswa memahami konsep matematika secara lebih konkret, menarik, dan bermakna.
Pengaruh Pembelajaran Matematika Berbasis Teknologi terhadap Kemampuan Berpikir Kritis Siswa SMPN 1 Wanukaka pada Materi PLSV Rovinus Daga Manu; Timotius Woda Napu; Dorothea Novia Ludo Lubur; Yulius Keremata Lede
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.6164

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis teknologi menggunakan aplikasi PhET Colorado dengan model Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa pada materi Persamaan Linear Satu Variabel di SMP Negeri 1 Wanukaka. Penelitian ini menggunakan jenis penelitian kuasi eksperimen (quasi experiment) dengan desain Non-Equivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Wanukaka tahun ajaran 2026/2027. Sampel penelitian terdiri atas dua kelas, yaitu kelas VII A sebagai kelas eksperimen dan kelas VII B sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes pre-test dan post-test kemampuan berpikir kritis siswa. Kelas eksperimen diberikan perlakuan berupa pembelajaran berbasis teknologi menggunakan aplikasi PhET Colorado dengan model Problem Based Learning (PBL), sedangkan kelas kontrol menggunakan pembelajaran konvensional dengan model Direct Instruction. Hasil penelitian menunjukkan bahwa nilai rata-rata pre-test kelas eksperimen sebesar 52,43 dan kelas kontrol sebesar 57,62. Setelah diberikan perlakuan, nilai rata-rata post-test kelas eksperimen meningkat menjadi 87,67 sedangkan kelas kontrol sebesar 76,67. Hasil uji normalitas menggunakan Shapiro-Wilk menunjukkan bahwa data pre-test kelas eksperimen dan kelas kontrol serta data post-test kelas eksperimen tidak berdistribusi normal, sedangkan data post-test kelas kontrol berdistribusi normal. Hasil uji homogenitas menggunakan uji Levene menunjukkan bahwa data memiliki varians yang homogen dengan nilai signifikansi sebesar 0,605 > 0,05. Oleh karena itu, pengujian hipotesis dilakukan menggunakan uji nonparametrik Mann Whitney U Test.
Analisis Kemampuan Pemecahan Masalah Matematika Berdasarkan Langkah Polya pada Materi SPLDV Siswa Kelas X SMK Negeri 1 Wewewa Barat Dominikus Savio Nambers; Dorothea Novia Ludo Lubur; Yulius Keremata Lede; Timotius Woda Napu
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.6176

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematika berdasarkan langkah Polya pada materi Sistem Persamaan Linear Dua Variabel (SPLDV) siswa kelas X SMK Negeri 1 Wewewa Barat. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dilakukan melalui tes, wawancara, dan dokumentasi. Instrumen penelitian berupa soal tes kemampuan pemecahan masalah dan pedoman wawancara yang disusun berdasarkan langkah Polya, yaitu memahami masalah, menyusun rencana, melaksanakan rencana, dan memeriksa kembali. Data dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil tes dan analisis siswa pada kemampuan pemecahan masalah matematika materi SPLDV dalam menyelesaikan soal cerita menunjukkan bahwa siswa pada kategori tinggi sebanyak 31%, kategori sedang sebanyak 24%, dan kategori rendah sebanyak 45%. Siswa kategori tinggi mampu menyelesaikan soal sesuai langkah Polya dengan baik, sedangkan siswa kategori sedang dan rendah masih mengalami kesulitan dalam memahami soal, menentukan strategi penyelesaian, dan melakukan perhitungan. Penelitian ini menunjukkan pentingnya pembelajaran yang dapat meningkatkan kemampuan pemecahan masalah matematika siswa
ANALISIS KEMAMPUAN MATEMATIKA SISWA SMP SUMBA BARAT DAYA DALAM MENYELESAIKAN SOAL PISA Samuel Rex Mulyadi Making; Yulius Keremata Lede
AXIOM : Jurnal Pendidikan dan Matematika Vol 10, No 2 (2021)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v10i2.10309

Abstract

Abstrak:Gambaran kemampuan siswa dalam menyelesaikan soal PISA khusunya pada matematika sangat penting untuk dianalisis dan dievaluiasi karena mengukur kamampuan membaca, matematika dan sains pada anak usia 15 tahun. Penelitian ini dilakukan di sekolah menengah pertama yang ada di Kabupaten Sumba Barat Daya. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan siswa di Kabupaten Sumba Barat Daya dalam menyelesaikan soal matematika tipe PISA. Penelitian ini merupakan penelitian kuantitatif menggunakan survei. Jenis data yang digunakan dalam penelitian ini adalah data primer. Hasil tes siswa sekolah menengah pertama di Kabupaten Sumba Barat Daya menunjukkan bahwa dari 611 siswa yang mengerjakan 6 soal PISA terdapat: (1) 0,16% siswa memiliki 6 jawaban benar, (2) 1,47% siswa memiliki 5 jawaban benar, (3) 9,17%siswa memiliki 4 jawaban benar, (4) 17,35% siswa memiliki 3 jawaban benar, (5) 24,55% siswa memiliki 2 jawaban benar, (6) 32,57% siswa memiliki 1 jawaban benar, dan (7) 14,73% siswa tidak memiliki jawaban benar. Kata Kunci:PISA, Sekolah Menengah Pertama, Sumba Barat Daya Abstract:The description of students' ability to complete tests for the Programme for International Student Assessment (PISA), especially the mathematics test, is crucial to analyze and evaluate because the tests for PISA measure reading, math, and science of 15 years-old teenagers. This study was conducted in junior high schools in the Southwest Sumba regency. This study aims to determine students' ability in solving the math problems of PISA. This study follows a quantitative research method using a survey. The data used in this study comes from primary data. The results of students' test in Southwest Sumba regency indicate that of 611 students who worked on 6 PISA tests, it was found that: (1) 0,16% of students answered 6 questions correctly, (2) 1,47% of students answered 5 questions correctly, (3) 9,17% of students answered 4 questions correctly, (4) 17,35% of students answered 3 questions correctly, (5) 24,55% of students answered 2 questions correctly, (6) 32,57% of students answered one question correctly, and (7) 14,73% of students answered all of the questions incorrectly. Keywords:PISA, Junior High School, Southwest Sumba
Analisis Pemahaman Siswa dalam Menyelesaikan Soal Cerita pada Materi Aritmetika Sosial Berdasarkan Teori Apos di SMP Negeri 1 Wanokaka Boku, Rosanti Rada; Lubur, Dorothea N.L; Napu, Timotius Woda; Lede, Yulius Keremata
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.7016

Abstract

This study aims to analyze students' understanding in solving story problems on social arithmetic based on the stages of the APOS Theory (Action, Process, Object, and Schema). The study used a qualitative approach with descriptive methods. The subjects were seventh-grade students of SMP Negeri 1 Wanokaka who were selected purposively based on the results of comprehension ability tests. Data collection was carried out through story problem tests, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing, while data validity was obtained through technical triangulation. The results showed that students' understanding abilities varied at each APOS stage. At the Action stage, students were able to perform routine calculations, but still had difficulty in solving complex story problems. At the Process stage, students began to be able to model problems into mathematical forms, but were not consistent. Most students had not yet reached the Object and Schema stages, so they were unable to fully understand the concept of social arithmetic or connect concepts in problem solving. The most dominant errors occurred in the modeling process from the Action to the Process stage. Thus, learning needs to be designed to facilitate the development of students' conceptual understanding gradually according to the stages of the APOS Theory.
Analisis Kesalahan pada Perbandingan Trigonometri untuk Siswa Kelas X Fase E3 SMAK N ST Dominikus Sumba Barat Daya Kabobu, Kornelis Kura; Lede, Yulius Keremata
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.7052

Abstract

This study aims to analyze the errors made by Grade X (Phase E3) students at SMAK N St. Dominikus, Southwest Sumba, in solving trigonometry ratio problems, employing a descriptive qualitative method. The research subjects were Grade X (Phase E3) students, with data collected through written tests, interviews, and documentation. Data analysis involved data reduction, data presentation, and conclusion drawing by identifying, categorizing, and describing student errors based on test results and interviews. The findings indicate that the errors included conceptual, procedural, and calculation errors. Conceptual errors were characterized by an inability to understand the relationships between sides in a right-angled triangle and the application of sine, cosine, and tangent. Procedural errors were evident in unsystematic solution steps, while calculation errors stemmed from a lack of precision in arithmetic operations. Interviews revealed that these errors were influenced by a lack of understanding of basic trigonometric concepts, insufficient practice, and low precision in calculations. Overall, the findings suggest that mastering basic concepts is the primary factor that needs to be strengthened to reduce student errors in solving trigonometry problems.
Analisis Proses Kognitif Siswa dalam Mengerjakan Soal Cerita Matematika Berdasarkan Taksonomi Bloom pada Materi SPLDV Kelas X SMAN 1 Kota Tambolaka Peha, Samuel Dadi; Napu, Timotius Woda; Lede, Yulius Keremata; Making, Samuel Rex Mulyadi
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.7072

Abstract

Students' ability in solving mathematical word problems, especially in the Two-Variable Linear Equation System (SLS), is still relatively low because many students have difficulty in understanding the context of the problem, determining the solution strategy, and developing higher-order thinking skills. This study aims to analyze the cognitive processes of class X B students of SMA Negeri 1 Kota Tambolaka in solving SLS story problems based on Bloom's Taxonomy. The study used a descriptive qualitative approach involving 23 students as test participants, then six students were selected by purposive sampling to be interviewed representing the high, medium, and low ability categories. Data were collected through written tests, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model with triangulation as a test of data validity. The results showed that high-ability students were able to reach all levels of cognitive processes (C1–C6), medium-ability students reached C1–C4 but still experienced difficulties in C5 and C6, while low-ability students only reached C1–C3 and were not yet able to perform analysis, evaluation, and creation adequately. These findings indicate that students' higher-order thinking skills have not developed evenly, so teachers need to design learning and assessments that gradually train analytical, evaluation, and creative skills in solving mathematical story problems.
Co-Authors A, Klarisa Riavinola M ama, alfianus tamo Ama, Enos Tamo Ansila Ina Kii Ansila Ina Kii Antonius Lende Apshinta Milla Ata, Elda Rambu Ate, Arista Ngindi Ate, Dekriati Ate, Kornelia Mikku Bani, Theresia Bili, Fransiskus Ghunu Bili, Mardiyanto Ginto Bili, Nopliana Bili, Yulita Boku, Rosanti Rada Bora, Agustinus Rina Bota, Mariana Ra Bulu, Agustina Rovina Bulu, Martina Sumiyati Carmela Ule, Christofoura Cordia, Grassiana Misseri Daga, Agustinus Tanggu Daindo Milla Daindo Milla Damma, Stefanus Umbu Dangu, Ivan Aris Nono Dappa, Olviana Dawa, Marlince Dedo, Jefrian Rivaldi Deta, Dominggus Umbu Dodo, Arista Ina Dominikus Savio Nambers Dona, Yunita Elkarisme, Yunice Elyakim Nova Supriyedi Patty, Elyakim Nova Supriyedi Engge, Yohanes Fachry Abda El Rahman Florida Moza, Florida Geterudis Kerans Geterudis Kerans Ghello, Dionisius Lede Ghogha, Heronima Ghunu, Yosefina Ina, Yosefa Natalia Ina, Yunita Astuti Noberta Inna, Maya Tamo Jarang, Nelson Tidi Kabobu, Kornelis Kura Kadi, Susanti Kaleka, Yohanes Umbu Kalembu, Stefania Sulastri kerans, geterudis Kholid Kholid Kii, Ansila Ina Kira, Emirensiana Irene Lali Klarisa Riavinola M. A Klarisa Riavinola Miku Ate Ko’a, YuliusRonal Datu Kristoforus Dowa Bili, Kristoforus Laga, Ariyanti Ubu Lango, Ambu Anggreny Langu, Albertina Lazarus Andrianus Pati Zaghu Lende, Mersiana S. Kaka Lende, Petrus Lende, Rosalia Lende, Trimurti Elvin Lero, Oktavianus Wunu Lero, Yuvita Susanti Lika, Yulita Likka, Yusril Enga Lubur, Dorothea N. L. Lubur, Dorothea N.L Lubur, Dorothea Novia Ludo Lubur, Dorothea Noviana Ludo Making, Samuel Making, Samuel R. M. Making, Samuel R.M. Making, Samuel Rex Making, Samuel Rex M Making, Samuel Rex M. Making, Samuel Rex Muliyadi Making, Samuel Rex. Mulyadi Malli, Lukas Malo, Anjelina Deviana Malo, Sarmolus Malo, Sisilia Milla Malo, Verena Marawali, Robinson Mariana Ra Bota Maya, Alfridus Mbayu, Dominggus Wuru Mesa, Yohanes Efandi Mila Milla, Apshinta Momo, Christina A. Ninda Mone, Ariyanti Nabuasa, Meriana Napu, Timotius W. Napu, Timotius Woda Napu, Timotius Wonda Ngongo, Dorkas Ngongo, Paskalia Nopliana Bili Paramita Rusadi Legu Awa Paramita Rusadi Legu Awa Pati, Filigon J. U. Peha, Samuel Dadi Raja, Angelina Laja Ratus, Adeodatus Renda, Margaretha Gadi Rizet Rivaldo Katoda Rovinus Daga Manu Saga, Eklesia Bodu Samuel Making Samuel R. M. Making Samuel R.M. Making Samuel Rex M. Making Samuel Rex M. Making Samuel Rex Mulyadi Making Samuel Rex Mulyadi Making Samuel Rex Mulyadi Making Samuel Rex Mulyadi Making Samuel Rex Mulyadi Making Setiawi, Agustina Purnami Sophi Kondi Sri Astuti Iriyani Talo, Yohana Anggreni Tana, Wilibrondus Pangga Tanggu, Daud Thoma, Theresia Novita Yeli Uma, Yohanes Toda Wada, Marselina Wadu, Welhem Mine Wara, Destriyati Saputri Lende Watu, Angelita Yessi Duka Walu Wilhelmus Yape Kii Wilhelmus Yape Kii Wilhelmus, kii Yape Wohangara, Ayub Umbu Tonga Wole, Kristoforus Daka Yawu, Yoas Gali Yohanes Engge Yohanis Umbu Kaleka, Yohanis Umbu Yublina Jeni Dapa Yuliana Sesi Bitu Yulita Adelfin Lede Yulita Lika Yunice Elkarisme Zaghu, Lazarus Andrianus Pati Zogara, Leonard