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All Journal JSME MIPA UNIMA MATAPPA: Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal on Education Jurnal Pendidikan Matematika (Jupitek) Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Jurnal Review Pendidikan dan Pengajaran (JRPP) Community Development Journal: Jurnal Pengabdian Masyarakat Frontiers Journal of Education and Teaching Learning Mosharafa: Jurnal Pendidikan Matematika MARISEKOLA: Jurnal Matematika Riset Edukasi dan Kolaborasi Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Jurnal Pendidikan Sains dan Komputer Journal of Education Research AFORE: Jurnal Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M) Innovative: Journal Of Social Science Research Jurnal Pendidikan Terapan International Journal of Educational Research International Journal of Mathematics and Science Education Jurnal Cendekia Ilmiah International Journal of Social Sciences and Humanities International Journal of Teaching and Learning (INJOTEL)
Navel Oktaviandy Mangelep
Universitas Negeri Manado
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Earned Value Management (EVM) as a Real-Project-Based Learning Resource in Construction Management: A Quantitative-Descriptive Study on a Revetment Construction Project Rifana S. S. I. Kawet; Navel Oktaviandy Mangelep
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.983

Abstract

Purpose: This study assesses the project performance of a revetment construction project at Manado Bay, Bersehati Market Complex (contract value IDR 11,120,996,728; duration 133 calendar days) using the Earned Value Management method, while examining its effectiveness as a real-project-based learning medium in the Construction Management course. Methods: A quantitative-descriptive approach using Earned Value Analysis was employed over 19 weeks, applying three primary EVM indicators BCWS, BCWP, and ACWP, from which SPI, CPI, and project completion projections (ETC, EAC, ETS, ECD) were derived from the project's BoQ, planned and actual S-curves, and weekly execution reports. Findings: At week 19, SPI = 2.6 (ahead of schedule) and CPI = 0.4 (severe cost overrun). EAC reached IDR 50,896,353,625.36 (≈4.6× the original budget); estimated completion is 167 days, exceeding the contract by 34 days. The paradoxical coexistence of high SPI and critically low CPI constitutes an educationally valuable scenario for analytical learning. Research Implications: Real project data has strong potential to strengthen students’ conceptual understanding of EVM, cultivate integrated data-interpretation skills, and build forecasting competencies aligned with construction industry demands. Civil engineering programs should systematically incorporate real project case studies supported by comprehensive assessment rubrics. Conclusion: EVM analysis of real government project data constitutes an effective and theoretically grounded PBL medium for Construction Management instruction, simultaneously developing technical competency and higher-order analytical thinking aligned with KKNI Level 6 and SN-Dikti requirements. Originality: This study is the first to integrate quantitative EVM project-performance analysis with a theoretically grounded pedagogical framework within a single coherent research design, addressing a gap in civil engineering education literature in Indonesia.
IMPROVING THE QUALITY OF RESEARCH AND PUBLICATIONS IN SCOPUS JOURNALS FOR LECTURERS AND STUDENTS Navel Oktaviandy Mangelep; Patricia V. Runtu; Fricy O. Rumintjap; Deysti T. Tarusu; Anita Nisa Kambey
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2025): Volume 6 No. 1 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i1.41164

Abstract

The community service activity with the title "Improving the Quality of Research and Publication in the Scopus Journal for Lecturers and Students" aims to improve the ability of lecturers and students to produce quality scientific works, especially for publication in Scopus-indexed international journals. In today's academic context, publication in international journals is becoming increasingly important, so appropriate support is needed to overcome various challenges faced in the research and writing process of articles. The method applied in this program is a collaborative approach, which includes interactive workshops and direct mentoring by lecturers. Presentation sessions were also organized to share research findings, providing opportunities for participants to learn from each other. The results of this activity showed a significant increase in participants' understanding of research techniques and how to write good scientific articles. In addition, the program has successfully formed collaborative groups between students and lecturers, which creates high motivation to continue research. The evaluation of participants showed satisfaction with the implementation of the program and expectations to continue similar activities in the future. This activity concludes that the mentoring program not only improves the quality of research but also creates a positive research culture in the academic environment. This is very important for the development of science and the reputation of higher education institutions.
Development of a Realistic Mathematics Teaching Module on Arithmetic Sequences and Series to Support the Mathematical Literacy of Vocational High School Students Indira Runturambi; Rosiah J. Pulukadang; Navel Oktaviandy Mangelep; Philoteus E. A. Tuerah; Sylvia J. A. Sumarauw
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.2743

Abstract

The persistently low mathematical literacy of Indonesian students, repeatedly documented in international assessments, is rooted in procedural and decontextualised teaching practices, including in the topic of arithmetic sequences and series at vocational high schools (SMK). This study aimed to produce a realistic mathematics teaching module on arithmetic sequences and series that is valid, practical, and effective for supporting the mathematical literacy of grade X students. A Research and Development approach using Plomp's model was employed, comprising three phases: preliminary research, development/prototyping, and assessment. The subjects were 22 grade X students of SMK Negeri 1 Amurang; three expert validators assessed validity and eight students assessed practicality in a small-group evaluation. Instruments comprised validation sheets, student response questionnaires, and a mathematical literacy test based on the formulating, employing, and interpreting indicators. The results showed that the module met the highly valid criterion (86%), the practical criterion (81.8%), and the effective criterion with a mean N-Gain of 0.84 (high category) and 86.36% classical completeness. The mean test score increased from 17.73 in the pretest to 86.45 in the posttest. These findings confirm that a Realistic Mathematics Education-based module designed through layered formative evaluation can bridge mathematical concepts with students' vocational contexts while strengthening mathematical literacy. This study contributes to the provision of contextual teaching materials for vocational education and opens opportunities for experimentally designed effectiveness testing in further research.
Development of a Social Arithmetic Teaching Module Based on the Indonesian Realistic Mathematics Education Approach to Support the Numeracy Skills of Junior High School Students Chealsea Medeline Somba; Ichdar Domu; Navel Oktaviandy Mangelep; Patricia V. J. Runtu; Nicky K. Tumalun
International Journal of Social Sciences and Humanities Vol. 4 No. 2 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i2.2750

Abstract

This study aims to develop a social arithmetic teaching module based on the Indonesian Realistic Mathematics Education (PMRI) approach that is valid, practical, and effective in supporting the numeracy skills of junior high school students. The low numeracy achievement of Indonesian students, reflected in the 2022 Programme for International Student Assessment (PISA) score of 366, together with the limited availability of contextual teaching materials, motivated this research. The study employed the Research and Development method using the Plomp model, which comprises three phases: preliminary research, the development or prototyping phase, and the assessment phase. The research subjects were seventh-grade students of SMP Katolik Don Bosco Bitung in the 2025/2026 academic year. Data were collected through expert validation sheets, teacher and student practicality questionnaires, and numeracy tests (pretest and posttest), then analysed using percentage scores and the N-Gain formula. The results show that the module met the highly valid criteria with percentages of 90% from the material expert and 91.7% from the media expert, while the test instrument reached 90%. The practicality aspect was categorised as highly practical based on the one-to-one trial (85.2%), small-group trial (88.8%), and field test (85.34%). The module's effectiveness was demonstrated by an increase in students' average scores from 28.63 on the pretest to 65.91 on the posttest, with an N-Gain value of 0.51 in the medium category. Therefore, the developed PMRI-based social arithmetic module is feasible for use as teaching material that supports the numeracy skills of junior high school students.
Digital media and K–12 mathematical literacy: A systematic review of comparative studies Navel Oktaviandy Mangelep; Frisca Mareyta Pongoh; Silvana Enjelina Bander; Imriani Moroki; Christari Lois Palit; Gabriella Hillary Wenur; Kinzie Feliciano Pinontoan
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i1.8342

Abstract

The development of educational technology has created significant opportunities to improve students' mathematical literacy through the integration of digital media into mathematics instruction. This study systematically reviews and synthesizes comparative evidence on digital media versus traditional teaching methods in K–12 mathematical literacy. As a qualitative systematic review rather than a meta-analysis, it characterizes reported findings rather than establishing pooled causal effectiveness. Forty quantitative studies were selected based on predefined inclusion and exclusion criteria, with screening documented in a PRISMA flow diagram covering experimental designs, digital media interventions, and quantitative literacy measures. Methodological quality was appraised using a structured risk-of-bias assessment. Most studies reported gains in problem-solving, comprehension, spatial reasoning, and higher-order thinking. Interactive software, augmented reality, and educational games boosted motivation through visualization, personalization, and feedback, despite persistent limitations in devices and access. These findings are broadly consistent with digital learning functioning as an adaptive pedagogical strategy. However, the strength of evidence varied with study quality, and most studies did not report comparable effect sizes, limiting cross-study conclusions. This study enriches the knowledge base on technology-based mathematics education and provides an empirical foundation for teachers, policymakers, and researchers to design more contextual, interactive, and literacy-oriented mathematics learning for the 21st century.
ANALISIS KEMAMPUAN PEMAHAMAN MATEMATIS SISWA DENGAN MENGGUNAKAN PENDEKATAN PMRI Anesty G Hutajulu; Eunike Kantu; Navel Mangelep
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4197

Abstract

This study aims to analyze students’ mathematical understanding through the implementation of the Indonesian Realistic Mathematics Education (PMRI) approach. The background of this research focuses on the still low ability of students to comprehend mathematical concepts deeply, particularly in connecting representations, interpreting information, and applying concepts in contextual situations. The PMRI approach was chosen because it emphasizes the use of real contexts and modeling processes, allowing students to construct their own understanding. This study employed a qualitative descriptive method with secondary school students as subjects. Data were collected through mathematical understanding tests, classroom observations, and interviews. The understanding indicators analyzed included the ability to restate concepts, provide examples and non-examples, connect concepts, represent situations in mathematical models, and apply concepts in problem-solving. The results show that PMRI-based learning helps students achieve more meaningful understanding of concepts. Real-world contexts facilitate students’ initiation of the thinking process, while discussion and modeling activities support the development of more mature mathematical representations. However, some students still experienced difficulties at the stages of abstraction and generalization of concepts.
Co-Authors Agustin Tiwow Alim Hardiansyah Alim Hardiansyah AMU, IRFAN Anesty G Hutajulu Anita Nisa Kambey Bander, Silvana E. Bumbungan, Santo Junital Chealsea Medeline Somba Christari Lois Palit Deiby N. F. Tiwow Deiby Neltje Fransiska Tiwow Deiby Tiwow Derel Filandy Kaunang Deysti Trifena Tarusu Deysti Trivena Tarusu Edino Ayub Lomban Edino Ayub Lomban Edino Ayub Lomban Ester, Kartini Eunike Kantu Eunike Mandolang Fricy O. Rumintjap Frisca Mareyta Pongoh Gabriella Hilary Wenur Gita Fajrin Jafar Harry Henry Masrikat Hartini Ngadiorejo Henny N. Tambingon Ichdar Domu Imriani Moroki Imriani Moroki Indira Runturambi Jeane Mantiri Jhon R Wenas Joni Wilson Sitopu Jorry F Monoarfa Judijanto, Loso Junita Christi Makawawa Kinzie Feliciano Pinontoan Kinzie Feliciano Pinontoan Lahunduitan, Lowryk Ochdrico Larenggam, Jesicha V. Lefia N. Kalengkongan Lomban, Edino Ayub Loso Judijanto Mahniar, Ade Manambing, Resita Mandolang, Eunike Manu, Charisal B.S. Miftahul Jannah Ngadiorejo, Hartini Nicky Kurnia Tumalun Nurwijayanti, Karina Oltje Telly Sambuaga Patricia V. J. Runtu Patricia V. J. Runtu Patricia V. Runtu Patrisia Hana Supit Philoteus E. A. Tuerah Philotheus E. A. Tuerah Pinontoan, Kinzie F. Pongoh, Frisca M. Rahelga E. Mawikere Rifdania Deviany Lohonauman Rosauli Novalina Samosir Rosiah J. Pulukadang Rotty, Viktory Nicodemus Joufree S. S. I. Kawet, Rifana Sambuaga, Trivila Selfie L. Kumesan Silvana Enjelina Bander Sinta E. J. Kaunang Susi Aryani Manangin Sylvia J. A. Sumarauw Sylvia Jane Annatje Sumarauw Veren Desita Rompas Veronica Wongkar Veronica Wongkar Victor R. Sulangi Vivian E. Regar Wongkar, Veronica