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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Desimal: Jurnal Matematika
Wilibaldus Bhoke
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Education Mathematics Social Sciences

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Development of wordwall educational games based on Peo-Heda local wisdom to improve children's social skills Konstantinus Dua Dhiu; Wilibaldus Bhoke
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 12 No. 2 (2025): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v12i2.90434

Abstract

This research aims to develop the GAULL (Wordwall Educational Game) Puzzle Application, based on the local culture of Woe Are "PEO–HEDA", as an educational medium that can improve early childhood social skills. The study's background reveals that children's social skills, particularly in terms of cooperation, empathy, communication, and conflict resolution, remain relatively low. In fact, these social values are the foundation of children's social development, and interaction through collaborative play can accelerate the development of social cooperation. This research employs the R&D method, utilising the ADDIE model, which encompasses the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were 22 children aged 5–6 years at Satap SDK Olabolo Kindergarten, Golewa District, Ngada Regency. Application development is carried out using the Wordwall platform, which incorporates puzzle games to support contextual learning. The results of the material expert's validation gave a score of 32 (in the very feasible category), while the media expert and design expert gave scores of 40.5, which also indicate very high feasibility. These results suggest that GAULL fulfils the technical and pedagogical aspects as a learning medium that is in accordance with the characteristics of early childhood social development. Findings in the field show that the use of GAULL has a positive impact on improving children's social skills. Children exhibit more active interaction when sharing, participating in group tasks, and demonstrating empathy and cooperation while using the GAULL application.
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.
Co-Authors Konstantinus Dua Dhiu Lewa, Yusta Selvianjeli Maria Carmelita Tali Wangge Maria Editha Bela Marselina Wea Melkior Wewe Tawa, Maria Goreti