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All Journal Jurnal Basicedu Journal of Advanced Sciences and Mathematics Education
Herna Febrianty Sianipar
Universitas HKBP Nommensen Pematangsiantar, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Pengembangan Buku Ajar Berbasis Kooperatif Tipe Jigsaw untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa Theresia Monika Siahaan; Herna Febrianty Sianipar; Rianita Simamora; Apriani Sijabat; Christa Voni Roulina Sinaga
Jurnal Basicedu Vol 5, No 4 (2021): August Pages 1683- 3000
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i4.1213

Abstract

Tujuan penelitian untuk mengetahui tahapan pengembangan buku ajar teori bilangan berbasis kooperatif jigsaw dan respon mahasiswa terhadap buku ajar . Metode penelitian ini dilakukan dengan tiga tahap: Preliminary research,prototyping or development, dan assessment. Populasi penelitian mahasiswa Pendidikan Matematika Universitas HKBP Nommensen Pematangsiantar dengan jumlah 35 Orang. Data penelitian berupa kuesioner, angket validasi, kepraktisan, dan efektivitas. Analisis data menggunakan deskriptif kuantitatif. Validasi buku ajar dilakukan oleh tiga validator dengan nilai 96,67%dikategorikan sangat baik.Respon mahasiswa sangat membantu dengan adanya buku ajar nilai 87,4% dan praktis digunakan dalam pembelajaran
Pengembangan Model Pembelajaran Inovatif dengan Menggunakan Mind Mapping Christa Voni Roulina Sinaga; Theresia Monika Siahaan; Herna Febrianty Sianipar; Apriani Sijabat
Jurnal Basicedu Vol 5, No 4 (2021): August Pages 1683- 3000
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i4.1214

Abstract

Tujuan penelitian untuk mengetahui tahapan pengembangan model pembelajaran inovatif dengan menggunakan mind mapping . Metode penelitian ini dilakukan dengan tiga tahap: Preliminary research, prototyping or development, dan assessment. Data penelitian berupa kuesioner, angket validasi, kepraktisan, dan efektivitas. Analisis data menggunakan deskriptif kuantitatif. Hasil uji coba I adalah sebesar 71,88%, ujicoba II adalah sebesar 87,50%. Respon peserta didik sangat setuju pengembangan model pembelajaran Mind Mapping berbasis Power Point. Model pembelajaran Mind Mapping berbasis Power Point yang dirancang dosen memperoleh validasi ahli dengan kategori sangat baik dan layak diterapkan dalam belajar bilangan
Design and evaluation of an ethnomathematics-based project-based learning model for enhancing students’ numeracy literacy and mathematical problem-solving in the society 5.0 era Christa Voni Roulina Sinaga; Apriani Sijabat; Nelly Suka Sihite; Novia Carla Purba; Herna Febrianty Sianipar
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1132

Abstract

Background: The rapid advancement of digital technology in the Society 5.0 era requires university students to possess strong numeracy literacy and mathematical problem-solving skills to interpret data, solve contextual problems, and make informed decisions. However, many students still experience difficulties in applying abstract mathematical concepts to real-life situations. This condition highlights the need for innovative and contextual learning approaches. Integrating ethnomathematics with Project-Based Learning (PjBL) offers a meaningful strategy to connect mathematical concepts with students’ cultural experiences. Aims: This study aims to design and evaluate an ethnomathematics-based PjBL model to improve university students’ numeracy literacy and mathematical problem-solving skills. Method: A quasi-experimental design with a pretest–posttest approach was employed. The participants were undergraduate students enrolled in a mathematics-related course. Data were collected through numeracy literacy tests, observation sheets, and project-based assessments. Students developed projects integrating mathematical concepts with local cultural contexts. Data were analyzed using descriptive and inferential statistics. Results: The findings indicated a significant improvement in students’ numeracy literacy and problem-solving abilities. Students showed better skills in interpreting data, solving contextual problems, and communicating mathematical reasoning. Cultural integration also increased engagement and motivation. Conclusion: The ethnomathematics-based PjBL model is effective in enhancing students’ numeracy literacy and supports innovative learning in the Society 5.0 era.
Co-Authors Apriani Sijabat Nelly Suka Sihite Novia Carla Purba Siahaan, Theresia Monika Simamora, Rianita Sinaga, Christa Voni Roulina