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All Journal PRISMA JOHME: Journal of Holistic Mathematics Education Journal on Education Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Bima Abdi: Jurnal Pengabdian Masyarakat Innovative: Journal Of Social Science Research International Journal of Trends in Mathematics Education Research (IJTMER) JURNAL MULTIDISIPLIN ILMU AKADEMIK MAXIMAL Jurnal Pendidikan: Media, Strategi, dan Metode Madrasa : Jurnal Ilmu Pendidkan dan Teknologi
Friska Ledina Situngkir
Universitas Katolik Santo Thomas Medan
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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ANALISIS ETNOMATEMATIKA PADA MOTIF ULOS RAGI HOTANG BATAK TOBA Lubis, Hotma Fifia; Audy Sihol Marito Manurung; Prasita Manginar Tesalonika Napitupulu; Friska Ledina Situngkir
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 2 (2026): JURNAL MULTIDISIPLIN ILMU AKADEMIK (JMIA)  April 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i2.8850

Abstract

Mathematics is often perceived as an abstract discipline detached from everyday life, whereas many mathematical concepts are naturally embedded in cultural practices. One form of cultural heritage that contains mathematical elements is Ulos Ragi Hotang, a traditional woven cloth of the Batak Toba community that holds strong ceremonial functions and philosophical values. This study aims to identify and analyze the ethnomathematical concepts embedded in the motifs of Ulos Ragi Hotang and to relate them to formal mathematical concepts. The scope of the study focuses on the analysis of patterns, geometric shapes, repetition, symmetry, ratios, and area found in the arrangement of the motifs. A qualitative research method with an ethnographic approach was employed through visual observation of the motifs, documentation studies, and relevant literature review. The collected data were analyzed descriptively to reveal mathematical elements implicitly present in the structure and composition of the motifs. The findings indicate that Ulos Ragi Hotang motifs contain various mathematical concepts, including repeating patterns and sequences, plane figures such as triangles and rhombuses, parallel lines and angles, reflection and translational symmetry, ratios and proportions, as well as the concept of rectangular area. These concepts function not only as aesthetic elements but also represent Batak Toba cultural values such as balance, harmony, strength, and kinship. The study concludes that Ulos Ragi Hotang has strong potential to be utilized as a contextual and meaningful ethnomathematics-based learning resource in mathematics education while supporting the preservation of local cultural heritage. Furthermore, the findings provide implications for the development of culturally responsive teaching materials that connect mathematical concepts with local traditions, thereby enhancing students’ motivation, conceptual understanding, and appreciation of indigenous culture in contemporary mathematics learning.
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN WORDWALL UNTUK MENINGKATKAN KEMAMPUAN LITERASI NUMERASI PADA MATERI BANGUN RUANG SISWA KELAS VII SMP ST.YOSEPH MEDAN Ika Ruth Damayanti Hutabarat; Israil Sitepu; Imelda Sihombing; Friska Ledina Situngkir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7940

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model assisted by wordwall on improving students' numeracy literacy skills. Data were obtained through experiments with a pretest-posttest control group design in the experimental class (PBL assisted by wordwall) and the control class (conventional). The post-test results showed significant differences between the two classes: the experimental class had an average of 79.14 (the highest score was 95, the lowest was 20), while the control class had an average of 56.86 (the highest score was 70, the lowest was 15). The independent sample t-test statistical test confirmed the difference with a calculated t value of t = 10.8412 (greater than t table = 2.0345, indicating statistical significance at α = 0.05. In addition, the N-gain score analysis strengthened this finding with an increase in the numeracy literacy skills of the experimental class (N-gain = 0.75, high category) which was superior to the control class (N-gain = 0.57, medium category). The results of the study prove that the PBL model assisted by wordwalls is effective in significantly improving students' numeracy literacy compared to conventional models. The implications of this finding encourage recommendations for the use of interactive platforms such as wordwalls in problem-based learning to optimize numeracy competencies in the digital era.
PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING BERBANTUAN QUIZIZZ UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA KELAS VII SMP SANTO YOSEPH PADA MATERI BANGUN RUANG Emininta Br Ginting; Imelda Sihombing; Ribka Kariani Sembiring; Friska Ledina Situngkir; Sondang Noverica
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7941

Abstract

This study aims to determine whether the application of the discovery learning model assisted by quizizz can improve the mathematical understanding of class VII students of SMP Santo Yoseph and to determine how the application of the discovery learning model assisted by quizizz improves the mathematical understanding of class VII students of SMP Santo Yoseph. This research method uses Classroom Action Research (CAR). The research procedure is in the form of a cycle. Each cycle consists of 4 stages, namely: planning, implementing actions, observing, and reflecting. Data collection techniques through observation and testing. This data collection uses several instruments in the form of teacher activity observation sheets and student activity observation sheets, while tests are used to determine students' mathematical understanding abilities. The results of the study indicate that the use of the discovery learning model assisted by quizizz can improve students' mathematical understanding abilities in mathematics lessons on spatial geometry material. From the average value of initial ability, which is 52.73 (15%), the average value of mathematical understanding ability in cycle I is 63.24 (38%), and the average value of mathematical understanding ability in cycle II is 78.36 (82%), and the average value of teacher and student activity observations in cycle I is 71.5% and 72% and cycle II is 85.5% and 88.5%.
PEMANFAATAN PERMAINAN CONGKLAK SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA BERBASIS ETNOMATEMATIKA DI SEKOLAH DASAR Friska Ledina Situngkir; Jesika Simorangkir; Veronika Zay
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Vol. 7 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i2.57466

Abstract

Pembelajaran matematika di sekolah dasar sering dianggap sulit oleh siswa karena konsep yang bersifat abstrak serta kurang dikaitkan dengan pengalaman nyata dalam kehidupan sehari-hari. Oleh karena itu, diperlukan inovasi pembelajaran yang dapat membuat proses belajar menjadi lebih menarik, kontekstual, dan bermakna bagi siswa. Salah satu alternatif yang dapat digunakan adalah pemanfaatan permainan tradisional sebagai media pembelajaran berbasis etnomatematika. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman guru sekolah dasar dalam memanfaatkan permainan tradisional congklak sebagai media pembelajaran matematika berbasis etnomatematika serta meningkatkan motivasi dan pemahaman konsep matematika siswa. Metode pelaksanaan kegiatan meliputi beberapa tahapan, yaitu tahap sosialisasi, pelatihan, praktik pembelajaran, serta evaluasi kegiatan. Kegiatan ini melibatkan guru dan siswa sekolah dasar sebagai peserta kegiatan. Pada tahap praktik pembelajaran, siswa memainkan permainan congklak sambil melakukan aktivitas berhitung seperti menghitung jumlah biji, melakukan operasi penjumlahan dan pengurangan, serta menentukan strategi permainan. Hasil kegiatan menunjukkan bahwa penggunaan permainan congklak dalam pembelajaran matematika mampu meningkatkan minat dan partisipasi siswa dalam proses pembelajaran. Selain itu, permainan congklak juga membantu siswa memahami konsep matematika secara lebih konkret serta melatih kemampuan berpikir logis dan strategis siswa. Kegiatan ini juga memberikan dampak positif bagi guru dalam mengembangkan media pembelajaran yang lebih kreatif dan kontekstual dengan memanfaatkan potensi budaya lokal. Dengan demikian, pemanfaatan permainan congklak sebagai media pembelajaran matematika berbasis etnomatematika dapat menjadi salah satu alternatif strategi pembelajaran yang efektif di sekolah dasar sekaligus mendukung pelestarian budaya lokal.
ANALISIS KEMAMPUAN HIGNER THINGKING SKILL (HOTS)MATEMATIS SISWA PADA MATERI GEOMETRI Gracea Roindah Damanik; Friska Ledina Situngkir
Madrasa : Jurnal Ilmu Pendidikan dan Teknologi Vol. 2 No. 2 (2026): Madrasa : Jurnal Pendidikan dan Teknologi
Publisher : Lembaga Sepercenter

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

Abstract

Higher Order Thinking Skills (HOTS) are essential competencies that students must develop to meet the demands of 21st-century education, as they play a crucial role in fostering critical, creative, logical, and systematic thinking in solving mathematical problems. Geometry is one of the mathematical domains that strongly requires HOTS because it involves spatial reasoning, conceptual understanding, analytical thinking, and problem-solving skills. However, numerous studies have reported that students' mathematical HOTS in geometry remain relatively low. Therefore, this study aimed to analyze students' mathematical Higher Order Thinking Skills (HOTS) in geometry based on three cognitive indicators: analyzing (C4), evaluating (C5), and creating (C6). This study employed a qualitative descriptive research design involving 30 eighth-grade students from a junior high school in Medan, Indonesia, selected through purposive sampling. Data were collected using six HOTS-based essay questions that had been validated by mathematics education experts and classroom teachers, followed by semi-structured interviews and documentation of students' written responses. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data display, and conclusion drawing and verification. Data credibility was ensured through method triangulation. The findings revealed that students' mathematical HOTS were generally very low, with an overall achievement rate of 18.34%. The achievement level for the analyzing (C4) indicator reached 28.34% (low category), while the evaluating (C5) and creating (C6) indicators achieved only 18.34% and 8.34%, respectively, both classified as very low. The analysis of students' responses indicated that most students experienced difficulties in understanding geometric concepts conceptually, evaluating solution strategies using logical reasoning, and generating alternative or creative problem-solving approaches. The results also demonstrate that students' performance declined as the cognitive demand of the tasks increased. The novelty of this study lies in its comprehensive analysis of students' errors across each HOTS indicator, providing detailed diagnostic information regarding conceptual misunderstandings, reasoning deficiencies, and problem-solving limitations. These findings are expected to serve as empirical evidence for mathematics teachers in designing more effective instructional strategies and assessment practices aimed at enhancing students' Higher Order Thinking Skills in geometry learning.
Pengembangan Modul Pembelajaran Berbasis Pancasila yang Terintegrasi HOTS pada Mata Kuliah Aljabar Linear Elementer Friska Ledina Situngkir; Imelda; Sinta Dameria Simanjuntak; Meikardo Samuel Prayuda; Liana; Jakobus Ginting
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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

Abstract

This study aims to develop a Pancasila-based learning module integrated with Higher Order Thinking Skills (HOTS) for the Elementary Linear Algebra course that meets the criteria of validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The analysis stage included needs analysis, curriculum analysis, student characteristics, learning materials, and the integration of Pancasila Student Profile values and HOTS indicators. The module was designed by organizing learning structures, HOTS-oriented activities, and Pancasila values, then validated by four experts in subject matter, instructional design, educational evaluation, and character education. The revised product was implemented with 20 students of the Mathematics Education Study Program enrolled in Elementary Linear Algebra. Data were collected through observation, interviews, questionnaires, HOTS tests, and documentation, and were analyzed descriptively using validity, practicality, effectiveness, and normalized gain analyses. The results show that the module obtained an average validity score of 3.82, categorized as highly valid. Student responses reached 93%, indicating that the module was highly practical. The module also improved students' average HOTS score from 60.40 in the pretest to 86.70 in the posttest, with an N-Gain score of 0.66. Classical learning mastery reached 90%, while the implementation of Pancasila values obtained an average score of 92.17%. These findings indicate that the module is feasible as an innovative teaching material supporting Outcome-Based Education and character strengthening in higher education.
Analisis Komunikasi Matematis Siswa Melalui Diskusi Reflektif pada Pembelajaran Berbasis Masalah Materi Statistika Yakobus Jesen Ginting; Friska Ledina Situngkir
Maksimal Jurnal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol 3 No 6 (2026)
Publisher : Maximal Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya dan Pendidikan

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

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan komunikasi matematis siswa melalui diskusi reflektif pada pembelajaran berbasis masalah materi statistika. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif melalui desain studi kasus. Subjek penelitian dipilih secara purposive berdasarkan hasil tes awal yang mengelompokkan siswa ke dalam kategori tinggi, sedang, dan rendah. Data dikumpulkan melalui tes kemampuan komunikasi matematis, observasi, wawancara semi-terstruktur, dokumentasi, dan catatan lapangan. Analisis data menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, penarikan kesimpulan, serta verifikasi melalui triangulasi. Hasil studi pendahuluan menunjukkan bahwa 22% siswa berada pada kategori sangat rendah, 46% kategori rendah, dan 32% kategori sedang, tanpa siswa pada kategori tinggi maupun sangat tinggi. Temuan penelitian menunjukkan bahwa kelemahan siswa terletak pada pemahaman masalah, representasi data, penyusunan argumentasi matematis, dan interpretasi hasil. Diskusi reflektif dalam pembelajaran berbasis masalah berpotensi mendukung pengembangan komunikasi matematis, berpikir reflektif, serta argumentasi ilmiah siswa pada materi statistika.
Co-Authors Audy Sihol Marito Manurung Ayu Silaen Deliana Orcin Kahar E. Elvis Napitupulu, E. Elvis Emininta Br Ginting Farlina, Baiq Fina Gracea Damanik Gracea Roindah Damanik Harjoni Harjoni Hulu, Yukalfin Ika Ruth Damayanti Hutabarat Imelda Imelda Sihombing Imelda Sihombing Israil Sitepu Izwita Dewi Jakobus Ginting Jesika Simorangkir Jesse Erikson Hutagaol Julina, Sinta Kasih Simanjutak Liana Lubis, Giovani Br Lubis, Hotma Fifia Lutfi Alhazami Margareta Gulo Meikardo Samuel Prayuda Munthe, Lasmarintan Natalia Noor Fazariah Handayani Nurul Hikmah Prasita Manginar Tesalonika Napitupulu Raden Firman Nurbudi Prijambodo Ribka Kariani Sembiring Rutmasari Silaban Sahat Saragih Saifullah Saifullah Santa Sinaga Silitonga, Dwi Ramawati Simanungkalit, Tuti Vina Winata Br Sindi Nababan Sinta Dameria Simanjuntak Sondang Noverica Tarigan, Noveria Br Veronika Zay Wajnah Wajnah Yakobus Jesen Ginting Yeni Meylani Zebua, Martina