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All Journal Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Ilmiah Ilmu Terapan Universitas Jambi Media Pendidikan Matematika
Istia, Maryo Sopater
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Computer Science & IT Education Engineering Environmental Science Industrial & Manufacturing Engineering Mathematics Social Sciences

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Pengaruh LKPD Berbasis Etnomatematika terhadap Pemahaman Matematika Siswa Melalui Arsitektur Vernakular Rumah Kaki Seribu Istia, Maryo Sopater; Queljoe, Winda Sary de; Kesauliya, Olivia Marie Caesaria
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15629

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas Lembar Kerja Peserta Didik (LKPD) berbasis etnomatematika dalam meningkatkan pemahaman konsep matematika siswa melalui eksplorasi arsitektur vernakular Rumah Kaki Seribu. LKPD dikembangkan dengan mengintegrasikan unsur budaya lokal dalam konteks pembelajaran geometri. Penelitian ini menggunakan desain pre-experimental tipe one group pretest-posttest. Sampel penelitian terdiri dari 25 siswa kelas VIII-E SMP Negeri 1 Manokwari yang dipilih secara purposive. Instrumen yang digunakan mencakup lembar tes hasil belajar (pretest dan posttest), angket respon siswa, serta maket Rumah Kaki Seribu sebagai media pendukung eksplorasi. Analisis data dilakukan menggunakan skor N-gain untuk mengukur peningkatan pemahaman konsep, serta uji Wilcoxon Signed Rank Test untuk melihat signifikansi perbedaan hasil sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan nilai rata-rata N-gain sebesar 0,71 yang termasuk dalam kategori tinggi, dengan nilai signifikansi uji Wilcoxon sebesar 0,000 (p < 0,05). Selain itu, 80% siswa menyatakan LKPD sangat efektif dan 20% menyatakan efektif. Temuan ini menunjukkan bahwa penggunaan LKPD berbasis etnomatematika tidak hanya efektif dalam meningkatkan hasil belajar matematika, tetapi juga mampu menarik minat siswa melalui pendekatan pembelajaran kontekstual yang mengaitkan konsep matematika dengan budaya lokal. LKPD ini berpotensi menjadi inovasi pembelajaran yang mendukung pelestarian budaya serta peningkatan kualitas pendidikan matematika di daerah
Persepsi Siswa terhadap Konstruksi Bangun Ruang Sisi Datar Ditinjau dari Teori Level Berpikir Van Hiele Lestiani, Martika ayu; Wyrasti, Andi Fajeriani; Mumu, Jeinne; Istia, Maryo Sopater; Irnandi, Irfan
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 3 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/3kkjt529

Abstract

This study aims to analyze students' perceptions of polyhedral constructions in terms of the Van Hiele theory of geometric thinking levels. The method used was descriptive research with a qualitative approach involving 26 ninth-grade students of SMP YAPIS Manokwari. Data were collected through tests and interviews. The tests were used to identify students' geometric thinking levels, while the interviews were conducted to explore students' perceptions of polyhedral constructions and to verify the test results. The data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the students were at the visualization and analysis levels. Students at the visualization level tended to understand three-dimensional figures based on their visual appearance and observable shapes, whereas students at the analysis level were able to identify component solids and recognize several geometric properties used in problem solving. However, students at both levels still experienced difficulties in understanding the relationships among the parts of composite solids comprehensively. In conclusion, students' perceptions of polyhedral constructions develop in accordance with their geometric thinking levels. Therefore, geometry instruction should be adjusted to students' stages of thinking in order to support the development of a deeper understanding of geometric concepts.   Keywords: Geometry, Perception, Van Hiele Theory, Level of thinking
Analisis Kesalahan Siswa Berprestasi Akademik dalam Menyelesaikan Soal SPLDV Berdasarkan Teori Kastolan Kusmawati, Fifi; Haryanto, Haryanto; Istia, Maryo Sopater; Sampouw, Falenthino; Wyrasti, Andi Fajeriani
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 3 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/5z59z062

Abstract

This study aims to identify the types and causes of errors made by ninth-grade high-achieving students at SMP Yapis Manokwari in solving Systems of Linear Equations in Two Variables (SPLDV) problems based on Kastolan’s Theory. This research employed a descriptive qualitative approach. The research subjects were selected using a purposive sampling technique. Data were collected through written tests, semi-structured interviews, and documentation. The research instruments consisted of SPLDV test items and interview guidelines that had been validated by two Mathematics Education lecturers. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results showed that high-achieving students still made conceptual, procedural, and technical errors in solving SPLDV problems. Conceptual errors were indicated by students’ inability to translate word problems into appropriate mathematical models. Procedural errors were reflected in the incorrect application of solution steps and the failure to complete the solution process. Technical errors were identified through mistakes in arithmetic operations. The causes of these errors included internal factors, such as a lack of conceptual understanding, weak computational skills, low accuracy, and forgetting solution procedures, as well as external factors, including poor study habits, lack of material review, teaching methods, and an unconducive learning environment. In conclusion, high-achieving students are still prone to making errors in solving SPLDV problems despite having good academic performance.   Keyword : Student Errors, SPLDV, Kastolan Theory, High-Achieving Students
Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas X pada Materi Barisan dan Deret Geometri Berdasarkan Teori Polya Fatrisia, Shella Debora; Tanujaya, Benidiktus; Irnandi, Irfan; Mumu, Jeinne; Istia, Maryo Sopater
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 3 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/4d2rdc62

Abstract

This study aims to analyze the influence of the mathematical problem-solving abilities of 10th-grade students at Advent High School in Manokwari on the topic of geometric sequences and series based on Polya’s theory. The method used was a mixed-methods approach with a sample of 30 students. Data were collected through written tests and interviews. The results showed that students’ problem-solving skills fell into the high category (20%), the moderate category (53.33%), and the low category (26.67%). The best regression model obtained was Ŷ = -32.914 + 35.797X₁ + 75.199X₂ - 60.017X₄ + ε, with a coefficient of determination of 46.9%. In conclusion, the ability to understand problems and formulate solution plans are the factors that most influence students’ success in solving geometric sequences and series problems; therefore, mathematics instruction needs to place greater emphasis on developing students’ ability to understand problems, design solution strategies, and think systematically.   Keywords: Geometric Sequences and Series, Problem-Solving Skills, Backward Method, Polya’s Theory
TEACHER PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL INNOVATION IN REMOTE CONTEXTS: TEACHERS' PERCEPTIONS OF GASING IMPLEMENTATION IN PAPUA Istia, Maryo Sopater; Likumahwa, Fervin Mayos; Luas, Alfando; Sawaki, Yusuf; Bien, Masri Yomima
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 3 (2026): Volume 10, Nomor 3, June 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i3.54898

Abstract

Teacher professional development is widely recognized as a key driver of instructional innovation, particularly in geographically remote and under-resourced educational settings. However, limited evidence is available regarding how teachers perceive instructional innovations following professional development experiences in such contexts. This study aimed to examine teachers’ perceptions of the GASING (Gampang, Asyik, dan Menyenangkan) method and explore the relationships among key perception dimensions associated with instructional innovation in a remote educational setting. A quantitative descriptive design was employed involving 22 elementary and junior high school teachers in Teluk Bintuni, West Papua, Indonesia, who had participated in GASING training. Data were collected using a structured questionnaire covering six dimensions: cognitive understanding, affective response, pragmatic value, contextual feasibility, interest and engagement, and behavioral intention. Descriptive statistics and Chi-square tests were used for data analysis. The results revealed consistently positive perceptions across all dimensions, with mean scores ranging from 4.00 to 4.77 on a five-point scale. Teachers demonstrated strong cognitive understanding, positive affective responses, and high perceived practical value of the GASING method. Chi-square analysis showed that most dimensions were statistically independent, although a marginal association was found between contextual feasibility and behavioral intention (χ² = 3.009; p = 0.083). These findings suggest that positive teacher perceptions alone may not ensure sustained instructional change in remote contexts.
Co-Authors Andi Fajeriani Wyrasti Benidiktus Tanujaya Bien, Masri Yomima Fatrisia, Shella Debora Haryanto Haryanto Irnandi, Irfan Kesauliya, Olivia Marie Caesaria Kusmawati, Fifi Lestiani, Martika ayu Likumahwa, Fervin Mayos Luas, Alfando Mumu, Jeinne Queljoe, Winda Sary de Sampouw, Falenthino Sawaki, Yusuf