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All Journal Edumatsains The International Journal of Mathematics and Sciences Education
Karunia Tumba Sanda Pakabu
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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Culturally Contextualized E-Module Based on Papua: Why Teachers and Students Need It for Teaching Linear Programming Material? Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5984

Abstract

The use of e-modules in mathematics learning significantly aids both teachers and students in the teaching and learning process. However, the design of e-modules has not been extensively linked to the cultural context in which students live. Therefore, this study aims to explore and analyze the needs of teachers and students in developing culturally integrated e-modules, particularly those reflecting the culture of Papua, for high school students. The research design employed is phenomenological. Participants included Mathematics teachers for grades X, XI, and XII in Nduga Regency, Papua Highlands, and 64 high school students (42 male and 22 female). Data collected from observations and interviews were qualitatively analyzed using Miles-Huberman Interactive Analysis. Findings revealed that the high schools still use the 2013 curriculum, relying on standard textbooks as teaching materials. These textbooks pose problems for students as they are often uninteresting, use formal language, are difficult to understand due to abstract content, and are not contextualized to students' daily lives. Additionally, the reduction in face-to-face learning hours, due to the school's location in a conflict area, hampers effective teaching and learning processes. Another interesting finding is that high schools in Nduga Regency have not yet utilized technology in learning, despite having internet access. These findings imply the need for teaching materials integrated with technology and local culture to help students understand mathematics concepts and assist teachers in teaching both inside and outside the school.
Developing Papuan cultural contextual E-Module learning devices in linear programs to improve students' mathematical problem-solving skills Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga; Camilo Andrés Rodríguez-Nieto; Jenisus O. Dejarlo
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.107

Abstract

Using e-modules in learning has improved students' mathematical problem-solving abilities. However, the design of e-modules that integrate local culture is still rarely developed. This study aims to create a contextual e-module that reflects the culture of the Papuan community at State Vocational School I Agribusiness and Agrotechnology Nduga. This study used research and development (R&D) methods with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants in this study included material, language, media experts, teachers, and eleventh-grade students. Qualitative data were collected through respondent suggestions, and quantitative data were obtained through validation questionnaires and student testing. The analysis results showed that the Papuan cultural contextual e-module was valid, with percentages of 77.33% from material experts, 73.33% from language experts, and 68.88% from media experts. Teacher and student responses showed excellent practicality, with averages of 93.33% from teachers and 85.28% from students. In addition, the pre-test and post-test results showed a significant improvement in students' mathematical problem-solving abilities, with the KKM achievement level reaching 95.5% and a significance value (Sig. 2-tailed) < 0.001. Therefore, the contextual e-module based on Papuan culture can be an effective supplementary teaching material in mathematics learning, especially in linear programming material.
Co-Authors Camilo Andrés Rodríguez-Nieto Jenisus O. Dejarlo Sudirman Thesa Kandaga