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All Journal Journal of Honai Math Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial
Marlince Anggelina Siep
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Mathematics Social Sciences

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Implementasi Kurikulum Merdeka Belajar dalam Kegiatan Proses Belajar Mengajar SMP Tahun Ajaran 2023/2024 Barthon Wenda; Andinus Yanengga; Amos Rombe; Marlince Anggelina Siep; Christine M Rumpaisum; Elen Kogoya
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 2 No. 3 (2024): Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Volume 2 Nomor 3 October 2024 - J
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v2i3.100

Abstract

This curriculum is one of the learning programs to improve the quality of learning that has been inaugurated by the Minister of Education and Culture which has been established in the world of education. The purpose of this study is (1) to explain the conditions of students if the independent curriculum is implemented in each school (2) To find out whether the principal and teachers are ready to implement the independent curriculum in schools or not (3) To find out the factors that become obstacles. in the implementation of this independent curriculum. This study uses a descriptive qualitative approach by taking objects from three schools, namely Ibele State Middle School, Wamena 4 State Middle School, and Isakusa State Middle School. Data collection techniques are carried out through observation, interviews and documentation. The respondents in this study were the principals. The results of the study showed that the new independent curriculum was implemented this year (2024), odd semester in class VII. Where the readiness of the teachers is ready and some are not ready because there are some teachers who did not attend the training. So that the principal for the next few months held a socialization about the independent curriculum to teachers who did not attend the training, even from SMP Negeri 4 Wamena the principal provided Kombel (Learning Community). Likewise in the teaching and learning process that has been known about the condition of students where in their own personalities some do not know how to read and write, so the efforts made by the teacher are to separate students who are still lacking in reading and writing, to be guided and trained and taught how to read and write while the problem is the infrastructure, and one of them is electricity that has not entered the SMP Negeri Ibele area, so from several things this is the obstacle.
The effectiveness of the 'matahari' method in improving basic arithmetic skills of junior high school students Sutarman Borean; Sinambela, Mindo Hotmaida; Marlince Anggelina Siep; Risnauli Y. Nainggolan; Tresya Palungan
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.v8i1.765

Abstract

The persistent disparity in students’ mastery of basic arithmetic concepts presents a critical challenge in mathematics education, particularly in regions with limited pedagogical resources. While traditional approaches often fall short in addressing foundational numerical skills, there is a lack of practical, culturally adaptable methods tailored to early secondary learners. This study introduces the "Matahari" method an acronym for Matematika Hitung Jari as a novel instructional strategy that integrates finger-counting techniques with repetitive practice to enhance arithmetic fluency. The primary aim of this research is to examine the effectiveness of the Matahari method in improving the basic arithmetic skills of seventh-grade students at SMP Biji Sesawi Wamena. Employing a quasi-experimental design with a non-equivalent pretest-posttest control group, the study used random sampling to assign students to experimental and control classes. Validated instruments were utilized for data collection, including tests, questionnaires, observations, interviews, and documentation, while data analysis was conducted using One-Way ANOVA and t-tests. The findings revealed a statistically significant improvement in the arithmetic performance of the experimental group, with an average gain of 14.31 compared to 5.46 in the control group. Moreover, the method received highly favorable responses from both students (87.35%) and teachers (78.33%). These results suggest that the Matahari method holds substantial pedagogical value in enhancing numeracy skills and offers a culturally relevant solution for addressing foundational learning gaps in mathematics.
Co-Authors Amos Rombe Andinus Yanengga Barthon Wenda Christine M Rumpaisum Elen Kogoya Risnauli Y. Nainggolan Sinambela, Mindo Hotmaida Sutarman Borean Tresya Palungan