Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
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

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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
Implementation of an Ethnomathematics-Based Project-Based Learning (PjBL) Model to Improve Students’ Numeracy Literacy 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

  ABSTRACT Background of Study: The development of digital technology in the Society 5.0 era requires university students to possess strong numeracy literacy skills to analyze data, solve contextual problems, and make informed decisions. However, many students still experience difficulties in applying mathematical concepts in real-life contexts. Integrating cultural values through ethnomathematics in learning is considered a potential approach to make mathematics more meaningful and contextual for students. Aims and Scope of the Paper: This study aims to examine the implementation of an ethnomathematics-based Project-Based Learning (PjBL) model to improve university students’ numeracy literacy in the Society 5.0 era. The scope of this research focuses on the integration of local cultural elements into project-based mathematical learning activities. Methods: This study employed a quasi-experimental design using a pretest–posttest approach. The participants were undergraduate students enrolled in a mathematics-related course. Data were collected through numeracy literacy tests, observation sheets, and project assessments. The learning activities required students to develop projects that integrate mathematical concepts with local cultural contexts. Data were analyzed using descriptive and inferential statistical methods. Results: The results indicated that the implementation of the ethnomathematics-based PjBL model significantly improved students’ numeracy literacy. Students demonstrated better abilities in interpreting numerical data, solving contextual mathematical problems, and communicating quantitative reasoning. In addition, the integration of cultural contexts increased students’ engagement and learning motivation. Conclusion: The ethnomathematics-based PjBL model is effective in improving university students’ numeracy literacy and can serve as an innovative learning approach to support the development of 21st-century skills 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