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All Journal Imajiner: Jurnal Matematika dan Pendidikan Matematika Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Pandiangan, Mesriana
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Etnomatematika: Konsep Geometri Bangun Datar pada Permainan Tradisional Marsitekka dan Rumah Bolon putri, risma aprilia; Sidabutar, Melani; Sinurat, Anggun; Pandiangan, Mesriana; Khairunnisa, Ilma; Perangin-angin, Rachel A.J.
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 7, No 5 (2025): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v7i5.23721

Abstract

This study aims to explore the geometric concepts of two-dimensional shapes embedded in the traditional Marsitekka game and the architectural structure of Rumah Bolon as representations of ethnomathematics within the Batak Toba culture. The background of this research highlights the importance of contextual and meaningful mathematics learning through the integration of local cultural elements. The research employed a qualitative library research method, where data were collected through a literature review of scholarly journals, academic articles, and related documents. Content analysis was used to identify geometric forms found in the cultural objects under study. The results reveal that the Marsitekka game contains various two-dimensional shapes such as squares, rectangles, semicircles, and triangle variations visible in the game’s layout and the Gaco objects used. Meanwhile, Rumah Bolon features shapes such as isosceles triangles, trapezoids, circles, and rectangles apparent in the roof structure, building façade, and Gorga ornamentation. These findings reinforce that both cultural elements have significant potential as contextual learning media for teaching geometry, particularly two-dimensional shapes, through an ethnomathematical approach. This study is expected to serve as a foundation for developing teaching materials based on local wisdom to enhance students’ understanding and interest in mathematics.
Peningkatan Pemahaman Konsep Matematika Siswa Kelas VII Melalui Strategi Pembelajaran Mendalam (Deep Learning) Sihombing, Sabar Dumayanti; Pandiangan, Mesriana; Marbun, Valentina Margaretha; Ningrum, Tasya Kumala; Pardede, Ersa Manora; Sipahutar, Christin Ruth D.; Sianipar, Kristina; Emelia Manalu, Novita Sari
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.357

Abstract

Conceptual understanding plays a crucial role in mathematics learning; however, classroom practices that prioritize procedural execution often hinder students’ ability to construct meaning from mathematical ideas. This issue was observed among seventh-grade students at SMP Cinta Rakyat 3 Pematangsiantar, where problem-solving activities were largely approached through formula memorization rather than conceptual reasoning. This study investigates the extent to which a pedagogical deep learning strategy, defined as a high-level cognitive approach distinct from artificial intelligence, can enhance students’ mathematical conceptual understanding by fostering active engagement, conceptual exploration, and reflective thinking. The research adopted a quantitative approach with a pre-experimental one-group pretest–posttest design involving 32 students selected through purposive sampling. Students’ understanding was assessed using an essay-based instrument aligned with indicators of conceptual comprehension. Data were examined through descriptive analysis, normality testing, paired-sample t-test, and the calculation of the Normalized Gain (N-Gain) index. The findings reveal a meaningful increase in conceptual understanding following the intervention, indicated by a significant difference between pretest and posttest scores and an average N-Gain of 0.62, classified as a moderate level of improvement. These results highlight the potential of deep learning-oriented instructional practices to support deeper conceptual engagement in mathematics learning. While the absence of a control group restricts broader generalization, the study offers preliminary empirical insight into the effectiveness of deep learning strategies within junior high school mathematics contexts.
Co-Authors Emelia Manalu, Novita Sari Khairunnisa, Ilma Marbun, Valentina Margaretha Ningrum, Tasya Kumala Pardede, Ersa Manora Perangin-angin, Rachel A.J. Putri, Risma Aprilia Sabar Dumayanti Sihombing Sianipar, Kristina Sidabutar, Melani Sinurat, Anggun Sipahutar, Christin Ruth D.