Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Mudabbir: Journal Research and Education Studies Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Marbun, Valentina Margaretha
Unknown Affiliation
Arts Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Eksplorasi Etnomatematika Terhadap Alat Musik Taganing, Makanan Putu Bambu, Dan Permainan Gasing Aritonang, Arista; Marbun, Valentina Margaretha; Simangunsong, Sarah; Marpaung, Shelly; Lumban Gaol, Gerardus; Sinaga, Oriza
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 12 No. 2 (2025): Jurnal Derivat (Agustus 2025)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/j.derivat.v12i2.8039

Abstract

This study aims to explore mathematical concepts embedded in local cultural practices through an ethnomathematical approach, focusing on the traditional game Gasing, the traditional musical instrument Taganing, and the traditional food Putu Bambu. These three cultural objects were analyzed to identify mathematical elements such as geometry, symmetry, three-dimensional shapes, similarity, number patterns, and measurement within the context of discrete mathematics. The research employed a qualitative observational method and literature review using an ethnographic approach. The findings reveal that Taganing incorporates concepts of plane and solid geometry, as well as tonal regularity that can be mathematically mapped; Gasing involves rotational motion, cylindrical shapes, and discrete calculations such as the number of spins and spinning duration; while Putu Bambu reflects cylindrical geometry and the relationship between circles and rectangles in its packaging and presentation. These results demonstrate that local cultural heritage can serve as an effective source of contextual learning to enhance students' mathematical understanding and simultaneously support the preservation of cultural values in education.  Keywords: ethnomathematics, local culture, Taganing, Gasing, Putu Bambu, contextual learning
Refleksi Kritis Pendidikan Paulo Freire Terhadap Kurikulum Merdeka di Indonesia Situmorang, Sisca Theresia; Pandiangan, Diva Indah Maria; Simangunsong, Sarah Fergy; Siboro, Grace Angel Florense Purba; Marbun, Valentina Margaretha; Purba, Enzeria Neva; Pandianga, Mesriana; Sinaga, Christa Voni Roulina
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1523

Abstract

Penelitian ini bertujuan untuk mengkaji Kurikulum Merdeka dalam perspektif pendidikan kritis Paulo Freire, khususnya dalam kaitannya dengan konsep pendidikan sebagai praksis pembebasan. Metode yang digunakan adalah studi kepustakaan dengan pendekatan analisis kritis-interpretatif terhadap kebijakan Kurikulum Merdeka, buku-buku utama karya Freire, serta literatur ilmiah yang relevan. Temuan menunjukkan bahwa Kurikulum Merdeka membawa semangat desentralisasi dan fleksibilitas melalui konsep seperti merdeka belajar, projek penguatan profil pelajar Pancasila (P5), dan diferensiasi pembelajaran, secara substantif kurikulum merdeka belum sepenuhnya mewujudkan pendidikan pembebasan dalam makna Freirean. Guru masih diposisikan sebagai pelaksana kebijakan ketimbang sebagai subjek ideologis yang mampu merumuskan pendidikan secara kontekstual dan transformatif. Pelatihan guru lebih banyak bersifat teknis dan prosedural, bukan penguatan kapasitas kritis. Selain itu, ruang dialog dalam pembelajaran masih bersifat superfisial dan belum menyentuh struktur ketimpangan sosial secara sistematis. Proyek P5 juga cenderung menekankan aktivitas moral-spiritual yang netral secara politik dan belum diarahkan untuk membongkar realitas ketidakadilan sosial. Dalam pandangan Freire, situasi ini menunjukkan bahwa Kurikulum Merdeka berpotensi menjadi instrumen kontrol baru yang terselubung dalam narasi kebebasan. Dengan demikian, penelitian ini merekomendasikan perlunya reorientasi ideologis dan praksis dalam implementasi Kurikulum Merdeka agar lebih sesuai dengan semangat pendidikan kritis dan transformatif.
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 Aritonang, Arista Emelia Manalu, Novita Sari Lumban Gaol, Gerardus Marpaung, Shelly Ningrum, Tasya Kumala Pandianga, Mesriana Pandiangan, Diva Indah Maria Pandiangan, Mesriana Pardede, Ersa Manora Purba, Enzeria Neva Sabar Dumayanti Sihombing Sianipar, Kristina Siboro, Grace Angel Florense Purba Simangunsong, Sarah Simangunsong, Sarah Fergy Sinaga, Christa Voni Roulina Sinaga, Oriza Sipahutar, Christin Ruth D. Situmorang, Sisca Theresia