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All Journal SIGMA: Jurnal Pendidikan Matematika Journal of Honai Math Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Jurnal Review Pendidikan dan Pengajaran (JRPP) International Journal of Business, Law, and Education J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Edumatica: Jurnal Pendidikan Matematika Jurnal Pengabdian Masyarakat Bhinneka Science and Technology: Jurnal Pengabdian Masyarakat Jurnal Penelitian Pendidikan
Pitriana Tandililing
Universitas Cenderawasih
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Profil Proses Berpikir Siswa Dalam Pemecahan Masalah Matematika Materi Luas Permukaan dan Volume Bangun Ruang Kubus dan Balok Ditinjau Dari Tingkat Kemampuan Berpikir Kreatif Di Kelas VIII C SMP Negeri 5 Jayapura. Pitriana Tandililing
Jurnal Ilmiah Mandala Education (JIME) Vol 5, No 2 (2019): Jurnal Ilmiah Mandala Education (JIME)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (351.39 KB) | DOI: 10.36312/jime.v5i2.752

Abstract

Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif, yang dilakukan di SMP Negeri 5 Jayapura kelas VIIIC. Tujuan penelitian ini adalah untuk mendeskripsikan proses berpikir siswa dalam pemecahan masalah materi luas permukaan dan volume bangun ruang kubus dan balok ditinjau dari  tingkat kemampuan berpikir  kreatif. Proses  berpikir dalam penelitian ini menggunakan proses berpikir model Wallas yang terdiri dari empat tahapan yaitu Persiapan, inkubasi, iluminasi dan verifikasi.  Subjek penelitian berjumlah tiga orang dengan tingkat kemampuan berpikir kreatif yang berbeda, yaitu siswa kreatif, siswa kurang kreatif dan siswa kurang kreatif teknik pengambilan subjek menggunakan purposive Sampling. Pengambilan data dilakukan dengan teknik tes dan wawancara. Tes yang diberikan berupa tes pemecahan masalah sebanyak tiga butir soal. Berdasarkan hasil penelitian diperoleh bahwa: (1) tahap persiapan, subjek yang kreatif dapat memahami maksud dari semua soal. Subjek tersebut dapat menuliskan dan menyebutkan apa yang diketahui dan apa yang ditanya dengan menggunakan bahasanya sendiri untuk semua soal. Subjek yang kurang kreatif dapat memahami maksud dari semua soal. Namun subjek tersebut hanya dapat menuliskan dan menyebutkan apa yang diketahui dan apa yang ditanya pada beberapa soal. Subjek yang tidak kreatif tidak dapat memahami maksud dari semua soal yang diberikan. Saat akan memulai mengerjakan soal, semua subjek selalu memikirkan rumus atau konsep matematika yang sesuai dengan soal. (2) tahap inkubasi, semua subjek berusaha menemukan cara penyelesaian soal dengan mencoret-coret di kertas kosong (kertas buram). Pada tahap ini juga, semua subjek menunjukkan gerak-gerik tertentu saat mengerjakan soal. (3)  tahap iluminasi, subjek yang kreatif dapat menunjukkan langkah-langkah kerja yang tepat dalam mengerjakan soal. Subjek tersebut menunjukkan ekspresi puas setelah selesai mengerjakan soal. Subjek yang kurang kreatif menunjukkan proses yang sama pada tahap iluminasi dengan subjek yang kreatif. Subjek yang tidak kreatif tidak dapat menunjukkan langkah-langkah kerja yang tepat dalam mengerjakan soal. Subjek tersebut tidak menunjukkan ekspresi puas setelah selesai mengerjakan soal. (4) tahap verifikasi, subjek yang kreatif merasa yakin dengan semua jawaban yang diberikan, subjek yang kurang kreatif merasa yakin dengan beberapa jawabannya, sedangkan subjek yang tidak kreatif tidak yakin dengan semua jawaban yang diberikan.
PENERAPAN MODEL PEMBELAJARAN VAN HIELE PADA MATERI SIFAT-SIFAT SEGI EMPAT DI SMPN 8 JAYAPURA Aliftya Rahmadita; Bettisari Napitupulu; Pitriana Tandililing
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 14, No 2: Desember 2022
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/sigma.v14i2.8966

Abstract

Tujuan penelitian ini untuk mendeskripsikan penerapan model pembelajaran Van Hiele pada materi sifat-sifat bangun datar segi empat di kelas VII D SMP Negeri 8 Jayapura. Penelitian ini merupakan penelitian deskriptif dengan pendekatan gabungan (kualitatif dan kuantitatif). Subjek penelitian ini berjumlah 22 peserta didik. Pemilihan subjek menggunakan teknik purposive sampling. Instrumen penelitian yang digunakan adalah lembar observasi guru, lembar observasi peserta didik, dan tes individu. Berdasarkan hasil analisis dan pembahasan, penelitian ini berjalan dengan baik disebabkan terlaksanakannya semua tahapan pada model pembelajaran Van Hiele. Dari hasil observasi guru diperoleh kategori baik dan hasil observasi peserta didik diperoleh kategori sangat aktif. Dari hasil tes individu yang diberikan peneliti dapat menyimpulkan bahwa terdapat dua peserta didik mencapai tingkat 0 (Visualisasi), empat peserta didik mencapai tingkat 1 (Analisis)  dan 16 peserta didik mencapai tingkat 2 (Informal deduktif).
PROFIL PENYELESAIAN SOAL INDUKSI MATEMATIKA PADA MATA KULIAH MATEMATIKA DISKRIT DITINJAU DARI GAYA BELAJAR MAHASISWA PENDIDIKAN MATEMATIKA Hadiyanti, Yosefin Rianita; Tandililing, Pitriana
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 5, No 2 (2024): JUNI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v5i2.14420

Abstract

Tujuan penelitian ini adalah: Untuk mendeskripsikan profil penyelesaian soal induksi matematika pada mata kuliah Matematika Diskrit mahasiswa Pendidikan Matematika dengan 1. gaya belajar visual; 2. gaya belajar auditorial; dan 3. gaya belajar kinestetik. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Tempat penelitian dilaksanakan di Program Studi Pendidikan Matematika. Subjek penelitian ini semua mahasiswa yang mengontrak mata kuliah Matematika Diskrit Semester 4 yang berjumlah 23 orang. Hasil penelitian ini adalah: 1. Dari 10 mahasiswa yang memiliki gaya belajar visual ada 67% mahasiswa dapat menyelesaikan soal induksi matematika dengan melakukan 3 langkah penyelesaian soal induksi matematika dengan tepat, ada 13% mahasiswa dapat melakukan 2 langkah penyelesaian soal induksi matematika, dan ada 20% mahasiswa yang tidak dapat menyelesaikan soal induksi matematika; 2. Dari 13 mahasiswa yang memiliki gaya belajar auditorial ada 85% mahasiswa dapat menyelesaikan soal induksi matematika dengan melakukan 3 langkah penyelesaian soal induksi matematika dengan tepat, ada 10% mahasiswa dapat melakukan 2 langkah penyelesaian soal induksi matematika, dan ada 5% mahasiswa yang tidak dapat menyelesaikan soal induksi matematika; dan 3. Profil Penyelesaian Soal Induksi Matematika Mahasiswa Pendidikan Matematika yang mengontrak mata kuliah Matematika Diskrit dan memiliki Gaya Belajar Kinestetik tidak ada
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER DI SMP NEGERI I SARMI Sirampun, Elsi; Kho, Ronaldo; Lumbantobing, Happy; Napitupulu, Bettisari; Hadiyanti, Yosefin Rianita; Tandililing, Pitriana; Manurung, Mayor M.H.; Panjaitan, Agnes Teresa
Science and Technology: Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2024): Juni
Publisher : CV. Science Tech Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69930/scitech.v1i2.42

Abstract

Kegiatan pengabdian ini bertujuan untuk mengatasi permasalahan dalam pembelajaran. Berdasarkan hasil observasi pada saat kegiatan belajar matematika di kelas VIII E SMP Negeri 1 Sarmi bersama guru mata pelajaran matematika, diperoleh beberapa masalah yang terjadi pada saat proses belajar mengajar berlangsung yaitu pembelajaran yang diberikan oleh guru masih menggunakan pembelajaran dengan metode ceramah yang berpusat pada guru sehingga peserta didik kurang aktif baik itu bertanya ataupun menjawab pertanyaan. Berdasarkan hasil pengamatan diatas maka penerapan model pembelajaran merupakan solusi yang dapat gunakan oleh guru dalam mengelola kelas menjadi lebih menyenangkan dan lebih mengutamakan keaktifan peserta didik serta memberikan kesempatan kepada peserta didik untuk mengembangkan potensinya secara maksimal. Model pembelajaran yang dimaksud adalah model pembelajaran kooperatif tipe Number Head Together (NHT). Berdasarkan hasil Kegiatan Pengabdian Kepada Masyarakat di kelas VIII E SMP Negeri 1 Sarmi diperoleh pertama Keaktifan peserta didik dilihat dari penilaian sikap setelah dilakukan pembelajaran dengan menggunakan model pembelajaran kooperatif tipe pada materi barisan aritmatika di kelas VIII SMP Negeri 1 Sarmi  baik; kedua Hasil belajar peserta didik setelah dilakukan proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Number Head Together (NHT) pada materi barisan aritmatika di kelas VIII SMP Negeri 1 Sarmi mengalami peningkatan dilihat dari hasil pretes dan posttest.
Opportunities and Challenges of Implementing a Jigsaw Type Cooperative Learning Model on Two Variable Linear Equation System Material Paliling, Jein Putri; Tandililing, Pitriana; Panjaitan, Agnes Teresa
International Journal of Business, Law, and Education Vol. 5 No. 1 (2024): International Journal of Business, Law, and Education
Publisher : IJBLE Scientific Publications Community Inc.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ijble.v5i1.601

Abstract

This study aims to describe the opportunities and challenges of implementing Jigsaw-type cooperative learning on the material of Two Variable Linear Equation Systems. The subjects of this study were all 27 grade VIII students of Yedam Abepura Junior High School. Data collection techniques use data triangulation, namely by observation techniques, student worksheet data and interviews. The results of this study showed that the opportunity to apply Jigsaw-type cooperative learning to the material of the two-variable linear equation system received a positive response from all students, enthusiastic and enthusiastic students in doing tests on worksheets based on observations. The implementation process went well and smoothly and was completed on time. For satisfaction, teachers and students are quite satisfied with the results obtained. The challenge in implementing this Jigsaw type cooperative learning model is that there are differences in students' basic academic abilities or in other words, students' basic abilities, especially Mathematics learning, vary so that when learning the Jigsaw model cooperative model, students who do not understand need to get extra explanations with additional long time compared to students who already have a good academic ability foundation finish faster and wait queue of friends who have not moved from another group during explaining the material. Then the odd number of students also causes difficulty dividing in groups evenly.
Exploring Honai construction as a resource for mathematics learning Kho, Ronaldo; Tandililing, Pitriana; Yektiningtyas, Wigaty
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.785

Abstract

Cultural heritage plays a critical role in providing context for mathematical learning, offering opportunities to enhance both academic understanding and cultural appreciation. However, there is a gap in integrating ethnomathematical knowledge into formal education, particularly in connecting local cultural practices with abstract mathematical concepts. This study addresses this gap by examining the ethnomathematics of the Dani community, focusing on the construction of the Honai, a traditional structure that reflects the community's indigenous knowledge and craftsmanship. The research aims to identify and analyze the mathematical concepts embedded in the Honai's construction, thereby demonstrating how these principles can inform culturally responsive mathematics education. Using a qualitative ethnographic methodology, data were collected through participant observation, in-depth interviews with traditional builders and community elders, and document analysis. The findings reveal that the Honai incorporates various mathematical principles, including circular geometry in its base, conical or paraboloid shapes in its roof, and non-standard measurement techniques based on body spans and visual alignment. These results highlight the rich geometric, proportional, and spatial reasoning inherent in the Honai's design and construction. The study demonstrates that incorporating the Honai's construction principles into mathematics instruction can enhance student engagement and deepen conceptual understanding by linking abstract concepts to culturally significant practices. This culturally responsive approach not only bridges traditional knowledge with academic content but also fosters pride in cultural identity. By leveraging cultural artifacts like the Honai, this research contributes to the development of inclusive and effective educational strategies that enrich mathematics teaching and learning.
Analisis Kesalahan Siswa dalam Menyelesaikan Soal Matematika Pada Penggunaan Turunan Fungsi Berdasarkan Langkah-Langkah Polya di Sma YPPK Taruna Dharma Jayapura Anastasia Nanci Sawitto; Yosefin Rianita Hadiyanti; Pitriana Tandililing
Jurnal Penelitian Pendidikan Vol 6 No 1 (2014): Jurnal Penelitian Pendidikan
Publisher : LPPM Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is a descriptive study using a qualitative approach. The purpose of this study isto describe the location of the fault response and the factors that cause the errors studentsas well as to find out a solution how to solve the error response of the student in solvingproblems based on the use of derivative function Polya steps consisting of four steps,namely problem solving (1) understanding the problem, (2) completion of the plan, (3)implementation of the settlement plan. The result shows that: the mistakes made by thestudents in understanding the problem that is not writing down what is known and what isbeing asked of the problem as well as one in writing what is being asked of the matter; themistakes made by students in the completion of the plan that did not make the settlementplan; error in executing the settlement plan that does not transcribe information on thenumber line, one in determining the derivative function, one in the wrong in the countingprocess and write the final answer of the question; and the mistakes made by students thatthe students do not check back answers that have been obtained.
Ethnomathematical Exploration in Traditional Houses or Asmat Tribe as a Source of Mathematics Learning s, Lisnawati; Kho, Ronaldo; Tandililing, Pitriana; Sirampun, Elsi; Ruamba, Marthinus Yohanes
JUPE : Jurnal Pendidikan Mandala Vol 10, No 2 (2025): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i2.8977

Abstract

This research is a qualitative study with an ethnographic approach. The purpose of this research is to analyze and describe the ethnomathematics activities, the mathematical elements found in the traditional Jew house of the Asmat tribe, and the mathematical elements in the Jew house that can be used as a source for mathematics learning. Data collection in this research was conducted through observation, interviews, and documentation. The instruments in this study are the research itself as the main instrument, along with supporting instruments in the form of interview guidelines and observation guidelines. Interviews were conducted with two informants, namely the Jew elders and the Asmat community, who are believed to have knowledge and understanding of how to build traditional houses and their components, as well as the meanings contained within these traditional houses. The research results show that there are ethnomathematics activities in the Jew traditional house, namely counting, locating, measuring, designing, and explaining. The mathematical elements found in the Jew traditional house are rectangles, triangles, cuboids and cubes, cylinders, arithmetic operations, area and volume, and distance. The results of this research can be used to develop mathematics learning tools.
Implementation of Differentiated Content Learning Based on Students' Learning Readiness in the Material of Presenting Data in the Form of Scatter Diagrams Kharisma, Bella; Napitupulu, Bettisari; Tandililing, Pitriana; Lumbantobing, Happy; Sirampun, Elsi
JUPE : Jurnal Pendidikan Mandala Vol 10, No 2 (2025): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i2.8902

Abstract

The Implementation of Content Differentiated Learning Based on Students' Readiness in the Topic of Presenting Data in the Form of a Scatter Plot in Class XI-7 of SMA Negeri 1 Jayapura. This research is a descriptive qualitative study aimed at describing the implementation of content differentiated learning based on students’ readiness in the topic of presenting data in the form of a scatter plot. The subjects of this study were 37 students from Class XI-7 of SMA Negeri 1 Jayapura, selected through purposive sampling technique.. The research instruments used included a teaching module, diagnostic assessment, individual test, and teacher observation sheet. The results of the diagnostic assessment were used to categorize students into three levels of readiness: low, medium, and high. Students were grouped into seven groups: three low-readiness groups, three medium-readiness groups, and one high-readiness group. The differentiated learning was implemented effectively, as indicated by the teacher’s observation score of 86.875% and the peer observer’s score of 88.125%, both of which fall under the “very good” category. The results of the individual test showed that 27 out of 37 students (72,97%) met the KKM, while 12 students (27,03%) did not. Among the medium- readiness group, 5 students did not meet the criteria, and among the low-readiness group, 5 students were not yet successful. These findings indicate that content-differentiated learning positively impacts students' learning outcomes, although further support is needed for those in the low-readiness group.  
Geometric Thinking Levels in Learning Quadrilaterals: A Van Hiele-Based Case Study in a Papuan Junior High School Tandililing, Pitriana; Sirampun, Elsi; Kho, Ronaldo; Ruamba, Marthinus Yohanes
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i2.43719

Abstract

This study investigated the geometric thinking levels of eighth-grade students in a Papuan junior high school, using the van Hiele theoretical framework, with a focus on their understanding of quadrilaterals. The research addressed common misconceptions and limited conceptual understanding among students by exploring how they classified, identified, and described the properties of quadrilaterals. A qualitative descriptive design was employed, involving 25 students selected through purposive sampling. Data were collected using structured interviews, drawing tasks, and classification activities. The primary instrument included three tasks: drawing various quadrilaterals, identifying and defining their properties, and classifying them based on shared attributes. The results showed that 50% of students operated at van Hiele Level 0 (Visualization), 36% were transitioning between Level 0 and Level 1 (Analysis), and only 14% reached Level 1. Students frequently relied on visual appearance rather than formal geometric attributes, leading to persistent misconceptions about hierarchical relationships among shapes. No students demonstrated reasoning beyond Level 1. The findings emphasized the need for instructional approaches that integrate cultural context, use dynamic visual tools, and scaffold learning to support higher-order geometric reasoning. Further research is recommended to develop culturally responsive models and extend the study across different educational contexts.
Co-Authors Aliftya Rahmadita Anastasia Nanci Sawitto Anastasia Nanci Sawitto Bella Kharisma, Bella Bettisari Napitupulu Bettisari Napitupulu Evy Pujirahayu, Evy Hadiyanti, Yosefin R. Happy Lumbantobing, Happy Mayor M.H. Manurung Nafsiah, Nur Rosatin Paliling, Jein Putri Panjaitan, Agnes Teresa Ratna Juliati Ketaren, Ratna Juliati Ronaldo Kho Ruamba, Marthinus Y Ruamba, Marthinus Y. Ruamba, Marthinus Yohanes s, Lisnawati Saputra, Ahmad Nur Iryanto Sirampun, Elsi Waralangi, Aprilia Dian Yektiningtyas, Wigaty Yosefin Rianita Hadiyanti