Articles
<![CDATA[Using Technology in Home-School Partnerships During Covid-19 ]]>
<![CDATA[Murni Sianturi]]>;
<![CDATA[Markus Palobo]]>
<![CDATA[ Musamus Journal of Mathematics Education Vol 5 No 2 (2023): Musamus Journal of Mathematics Education ]]>
Publisher : <![CDATA[Musamus University ]]>
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DOI: 10.35724/musamus journal of mathematics education.v5i2.5001
<![CDATA[Parental engagement in guiding children to study at home and the use of technology in home-school partnerships are necessary during the Covid-19 pandemic. Our case study described the experience of a career mother who lived away from her family in collaborating with her child’s school, and how technology can be used in that collaboration. We found that technology offered benefits to her, such as intensive distance communication with her child, reviewing her child’s learning remotely, and allowing communication with her child’s school. However, challenges such as the school’s attitude in supporting parental engagement, the lack of openness of the school to receive input from parents, and school unpreparedness to adapt to technology were visible. Yanti attempted to overcome the challenges by intensely asking teachers and the child and initiating to build a group of parents. Although she also employed a private tutor to keep her child on track, this approach might weaken parent-school collaboration as the parents did not rely too much on school anymore. Therefore, to establish strong home-school partnerships, the school might adjust the school culture by providing complete student learning updates, welcoming any parents’ input, and adapting to the digital era by optimizing technology.]]>
<![CDATA[ANALISIS KESTABILAN MODEL POPULASI SATU MANGSA-DUA PEMANGSA DENGAN TAHAPAN STRUKTUR DAN PEMANENAN PADA PEMANGSA ]]>
<![CDATA[Pratama, Rian Ade]]>;
<![CDATA[Palobo, Markus]]>;
<![CDATA[Ruslau, Maria Fransina Veronica]]>
<![CDATA[ MUSTEK ANIM HA Vol 8 No 03 (2019): MUSTEK ANIM HA ]]>
Publisher : <![CDATA[Faculty of Engineering, Musamus University, Merauke, Indonesia ]]>
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DOI: 10.35724/mustek.v8i03.2619
<![CDATA[Jurnal ini membahas mengenai model populasi mangsa-pemangsa dengan tahapan struktur. Pengambangan model matematika untuk memprediksi keberlanjutan dari suatu populasi makhluk hidup. Dalam hal ini tahapan struktur terjadi pada pemangsa kecil dan pemangsa dewasa. Fungsi respon yang menjadi karakteristik dari pemangsa adalah dengan mengikuti fungsi respon Holling Type I yang sesuai dengan karakteristik pada ekosistem makhluk hidup. Pada model yang dibentuk tersebut di analisis tentang nilai equilibrium dan kestabilan nilai equilibrium yang paling mendekati. Analisis ini dilakukan dengan menghitung nilai yang ada kesetimbangan pada titik equiblibrium yang terbentuk sebagai produk. Metode pelinieran pada sistem titik equilibrium ini untuk mewujudkan nilai eigen yang akan membuat model tersebut memenuhi syarat kestabilan. Pada proses yang dilakukan diperoleh empat produk titik equilibrium. Setiap titik equilibrium tentu memiliki ciri dan karakteristik serta syarat yang unik. Kriteria Routh-Hurwitz menjadi karakteristik yang digunakan untuk menjelaskan karakteristik kestabilanya. Sementara interpretasi dari nilai eigen pada persamaan karakteristik juga mempertimbangakan persamaan karakteristik matriks Jacobi. Disini juga dianalisis dinamika perubahan pada kasus yang memungkinkan dalam ekosistem untuk dilakukan eksploitasi jangka panjang dan berkelanjutan.]]>
<![CDATA[Pengaruh Penerapan Pendekatan Kontekstual Berbasis Budaya Lokal Terhadap Kemampuan Pemecahan Masalah Matematika ]]>
<![CDATA[Nur, Andi Saparuddin]]>;
<![CDATA[Palobo, Markus]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 7, No 1 (2017): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Korelasi pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika siswa. Tujuan penelitian ini adalah menganalisis pengaruh dan interaksi pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika siswa kelas IX SMP Negeri di Kota Merauke. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen) dengan rancangan posttest only control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas IX SMP Negeri di Merauke. Teknik pengambilan sampel dalam penelitian ini dilakukan melalui dua tahap, yaitu; pemilihan sekolah sebagai sampel secara purposive sampling, dilanjutkan dengan pemilihan kelas sampel secara simple random sampling. Sampel dalam penelitian ini adalah siswa kelas IXG dan IXH SMP Negeri 1 Merauke serta siswa kelas IXB dan IXC SMP Negeri Buti yang berjumlah 155 siswa. Data dianalisis menggunakan statistik deskriptif dan statistik inferensial. Hasil penelitian ini adalah; (1) terdapat pengaruh yang signifikan penerapan pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika, (2) terdapat perbedaan yang signifikan kemampuan pemecahan masalah matematika siswa berdasarkan pengetahuan awal, dan (3) tidak terdapat interaksi antara tingkat sekolah dan pengetahuan awal siswa terhadap kemampuan pemecahan masalah matematika siswa. Kata Kunci : pendekatan kontekstual, budaya lokal, pemecahan masalah matematika.DOI : http://dx.doi.org/10.23960/jpp.v7.i1.201701 ]]>
<![CDATA[PENGARUH PENERAPAN PENDEKATAN KONTEKSTUAL BERBASIS BUDAYA LOKAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA ]]>
<![CDATA[Andi Saparuddin Nur]]>;
<![CDATA[Markus Palobo]]>
<![CDATA[ Aksioma Vol. 6 No. 1 (2017) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/aksioma.v6i1.136
<![CDATA[Abstrak: Tujuan dalam penelitian ini adalah untuk menganalisis pengaruh pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika siswa kelas IX SMP Negeri di Kota Merauke. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experimen) dengan desain posttest only control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas IX SMP Negeri di Kota Merauke. Teknik pengambilan sampel dalam penelitian ini dilakukan dalam dua tahap, yaitu; pemilihan sekolah sebagai sampel secara purposive sampling, dilanjutkan dengan pemilihan kelas sebagi sampel secara simple random sampling. Sampel dalam penelitian ini adalah siswa kelas IXG dan IXH SMP Negeri 1 Merauke serta siswa kelas IXB dan IXC SMP Negeri Buti yang berjumlah 155 siswa. Teknik analisis data menggunakan statistik deskriptif dan statistik inferensial yang terdiri atas; (1) uji prasyarat menggunakan uji kolmogorov-smirnov untuk uji normalitas dan uji levene’s untuk uji homogenitas, serta (2) uji hipotesis menggunakan analisis varians (Anova) dua jalur. Hasil dalam penelitian ini adalah; (1) terdapat pengaruh positif penerapan pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika, (2) terdapat pengaruh positif kemampuan awal siswa terhadap kemampuan pemecahan masalah matematika, dan (3) tidak terdapat pengaruh antara level sekolah dan kemampuan awal siswa terhadap kemampuan pemecahan masalah matematika siswa. Kata kunci: pendekatan kontekstual, budaya lokal, pemecahan masalah matematika Abstract: The purpose of this research is to analyze the impact of contextual approach local culture based to mathematical problem solving skill class IX students at Junior High School in the town of Merauke. This research is a quasi experimental research (quasi experiment) design with posttest only control group design. The population in this study were all students of class IX Junior High School in the town of Merauke. The sampling technique in this research is conducted in two stages, namely; school election as sample by purposive sampling, followed by the selection of the sample as a class by simple random sampling. The sample in this research is class student IXG and IXH SMP Negeri 1 Merauke and IXB and IXC grade students of SMP Negeri Buti totaling 155 students. Data were analyzed using descriptive statistics and inferential statistics were consists of; (1) The prerequisite test using Kolmogorov-Smirnov test for normality test and levene's test for homogenity, and (2) test the hypothesis using analysis of variance (ANOVA) two way. The results of this research are; (1) there is positive influence application of contextual approach based on local culture against the ability of mathematical problem solving, (2) there is positive influence initial ability of students to the ability of solving mathematical problems, and (3) there is no influence between the school level and the initial ability of students to mathematical problem solving abilities student. Keywords: contextual approach, local culture, mathematics problem solving]]>
<![CDATA[The Impact of ICT-Integrated Learning on High School Students’ Achievement in Mathematics: A Data-Driven Analysis ]]>
<![CDATA[Miftachurohmah, Nisa]]>;
<![CDATA[Nasruddin, Nasruddin]]>;
<![CDATA[Palobo, Markus]]>
<![CDATA[ RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January ]]>
Publisher : <![CDATA[Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/riggs.v4i4.4039
<![CDATA[This study investigates the impact of Information and Communication Technology (ICT)-integrated learning on high school students’ mathematics achievement through a comprehensive, data-driven quantitative approach. Utilizing a correlational research design, the study involved a sample of 230 students drawn from three public high schools in Southeast Sulawesi, Indonesia. Data were obtained from two primary sources: a validated questionnaire assessing the extent and quality of ICT usage in mathematics classrooms, and students’ semester examination scores, which served as indicators of academic achievement. Descriptive statistical analysis was used to outline general patterns of ICT implementation, followed by Pearson correlation and multiple regression analyses to explore and quantify the relationship between ICT integration and student performance in mathematics. The findings demonstrate a significant positive correlation between ICT-integrated learning and students’ academic outcomes (r = 0.48, p < 0.01). Regression results further reveal that ICT usage accounts for approximately 23% of the variance in mathematics achievement, indicating a substantial contribution of technology-enhanced learning to students’ performance. These results suggest that effective incorporation of ICT tools—such as GeoGebra, Desmos, and various online learning platforms—can strengthen students’ conceptual understanding, promote deeper engagement, and facilitate more interactive learning experiences. The study underscores the importance of enhancing teachers’ digital pedagogical competencies and encourages the adoption of ICT-based instructional strategies that support active, interactive, and personalized learning within mathematics education.]]>
<![CDATA[Analysis of Attitudes and Mathematical Abilities Based on Gender in Muhammadiyah Merauke Junior High School Students ]]>
<![CDATA[Puji Lestari, Dewi]]>;
<![CDATA[Palobo, Markus]]>;
<![CDATA[Kamariah, Kamariah]]>
<![CDATA[ Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo ]]>
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DOI: 10.38114/riemann.v7i3.128
<![CDATA[This study evaluates how the attitudes and mathematical abilities of Muhammadiyah Merauke junior high school students are influenced by gender differences. The research uses a descriptive-comparative quantitative approach involving 28 eighth-grade students (15 males, 13 females). Data were collected through a questionnaire on attitudes toward mathematics and a mathematical ability test. The results show that male students tend to have slightly more positive attitudes compared to females. However, the mathematical abilities of both groups are considered very low. No significant effect of gender on mathematical ability results was found. The findings of this study suggest the need for enjoyable and contextual learning to improve students' mathematical abilities and motivation without gender bias. ]]>
<![CDATA[Analysis of The Seventh Grade Students' Ability at SMP YPK Merauke in Solving Fraction Problems ]]>
<![CDATA[Yosep Antonius Bhoy]]>;
<![CDATA[Kamariah, Kamariah]]>;
<![CDATA[Palobo, Markus]]>
<![CDATA[ Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo ]]>
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DOI: 10.38114/riemann.v7i3.129
<![CDATA[This study aims to analyze the ability of seventh-grade students at SMP YPK Merauke in solving fraction problems. The research employed a descriptive quantitative approach involving 34 seventh-grade students as research subjects. The instrument used was a written test consisting of four essay-type questions designed to measure students’ ability to convert common fractions into mixed numbers, mixed numbers into common fractions, and common fractions into decimal forms. Data were analyzed by calculating the percentage of correct answers for each indicator and categorizing them according to students’ ability levels. The results showed that students’ ability to convert common fractions into mixed numbers was in the moderate category with a percentage of 44.11%. Students’ ability to convert mixed numbers into common fractions was in the good category with a percentage of 67.64%. Meanwhile, students’ ability to convert common fractions into decimals was very low, with percentages of 14.70% and 5.88%, respectively. These findings indicate that students tend to perform better on procedural problems than on problems requiring deep conceptual understanding. Therefore, mathematics instruction should emphasize conceptual understanding of fractions through the use of varied learning media and structured practice.]]>
<![CDATA[Analysis of Epistemological Barriers in Students' Problem-Solving of Basic Algebra in Junior High School through the Didactical Design Research (DDR) Approach ]]>
<![CDATA[Putranto, Khafid]]>;
<![CDATA[Palobo, Markus]]>;
<![CDATA[Kamariah, Kamariah]]>
<![CDATA[ Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo ]]>
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DOI: 10.38114/riemann.v7i3.130
<![CDATA[Algebra is a fundamental topic in junior secondary mathematics, yet many students experience difficulties, particularly in solving algebra word problems. This study aims to analyze the epistemological obstacles encountered by eighth-grade students in solving basic algebra word problems using the Didactical Design Research (DDR) framework. A descriptive qualitative approach was employed with two eighth-grade students of SMP Muhammadiyah Merauke representing high and low cognitive ability levels. Data were collected through a written algebra word problem based on Polya’s problem-solving stages and face-to-face recorded interviews. The findings indicate that students experience epistemological obstacles in interpreting problem contexts, understanding variables as general quantities, and reflecting on the correctness of algebraic models. These obstacles occur in both high- and low-ability students, suggesting that procedural skills are not always supported by meaningful conceptual understanding.]]>
<![CDATA[From Recognition to Logical Deduction: Assessing the van Hiele Levels of Geometric Thinking Among Students of Diverse Disciplines ]]>
<![CDATA[Palobo, Markus]]>;
<![CDATA[Nasruddin]]>;
<![CDATA[Yonarlianto Tembang]]>;
<![CDATA[Oswaldus Dadi]]>
<![CDATA[ Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo ]]>
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DOI: 10.38114/riemann.v8i1.145
<![CDATA[This study investigates the geometric thinking levels of university students using the van Hiele model as an analytical framework. A total of 85 students from four academic programs—Mathematics Education, Primary School Teacher Education, Agricultural Science, and Informatics Engineering—at Universitas Musamus participated in the study. The Van Hiele Geometry Test (VHGT), consisting of 25 multiple-choice items across five cognitive levels, was administered. Data were analyzed using descriptive statistical methods, including percentage distribution and level classification based on students’ mastery of at least three out of five items at each van Hiele level. In addition, an item-based diagnostic analysis was conducted to identify patterns of misconceptions in students’ responses. Comparative analysis across academic programs and gender was also performed to examine subgroup differences. The results revealed that most students were operating at the lower levels of geometric thinking: Level 0 (Pre-recognition), Level 1 (Visualization), and Level 2 (Analysis). Only two students reached Level 3 (Informal Deduction), and none achieved higher levels. Diagnostic findings indicated persistent misconceptions, particularly reliance on visual prototypes and difficulties in property-based reasoning. These findings highlight the need for instructional strategies aligned with students’ cognitive levels to promote higher-order geometric reasoning. This study contributes to the literature by providing insights into cross-disciplinary differences in geometric thinking at the tertiary level.]]>
<![CDATA[Enhancing Students' Problem-Solving Skills through Ethnomathematics-Based Geometry Learning with an Android Mobile Application ]]>
<![CDATA[Hodiyanto]]>;
<![CDATA[Setyaningsih, Erna]]>;
<![CDATA[Hasan, Buaddin]]>;
<![CDATA[Palobo, Markus]]>;
<![CDATA[Bidya Nath Koirala]]>
<![CDATA[ Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo ]]>
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DOI: 10.38114/riemann.v8i1.182
<![CDATA[Despite the growing integration of technology in mathematics education, research on mobile learning platforms embedding local cultural contexts—particularly ethnomathematics—remains limited at the junior secondary level in Indonesia. Mathematical problem-solving ability remains a persistent challenge among students, necessitating Android-based learning media as a more engaging instructional solution. This investigation examined the extent to which an Android-based interactive mobile learning (m-learning) platform, integrated with ethnomathematics derived from Pontianak's local culture. A quasi-experimental posttest-only control-group design was adopted for this purpose. From nine classes at SMP Negeri 2 Pontianak, 60 participants were selected via cluster random sampling—30 in the experimental group receiving m-learning instruction and 30 in the comparison group receiving instruction without m-learning. Assessment of mathematical problem-solving capacity was conducted through a descriptive test comprising three items structured around Polya's four-stage indicators, with empirically established validity coefficients ranging from 0.94 to 0.96 and a reliability coefficient of 0.78. Statistical examination involved a one-tailed independent samples t-test for group comparison, supplemented by Cohen's d for effect size quantification. Findings revealed that learners exposed to m-learning instruction demonstrated substantially superior mathematical problem-solving performance compared to their counterparts in the conventional group (mean = 84.67 vs 72.63; p < 0.05), with a large effect magnitude (Cohen's d = 1.3). These outcomes affirm that the ethnomathematics-embedded Android-based m-learning platform constitutes an efficacious and educationally meaningful intervention for cultivating students' mathematical problem-solving proficiency. Nevertheless, further research on a broader scale is warranted to enhance the generalizability of these findings, along with the incorporation of a pretest to more rigorously assess gains and establish stronger causal evidence of the intervention's effectiveness.]]>
