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All Journal Jurnal VARIDIKA Media Pendidikan Matematika
Istia, Maryo Sopater
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Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematical Self-Efficacy and Creative Thinking in Social Arithmetic: Insight from Junior High School students in Papua Purwati; Tanujaya, Benidiktus; Istia, Maryo Sopater
Jurnal VARIDIKA Volume 37 No 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i2.10837

Abstract

Research on mathematical self-efficacy and creative thinking has grown in recent years. However, studies examining their interaction in fostering mathematical creativity remain limited. Understanding this relationship is crucial, as self-efficacy influences students’ responses to open-ended challenges and their ability to generate creative solutions. This research gap is particularly relevant in the context of Papua, where cultural and contextual factors shape students' thinking patterns and problem-solving strategies. This study investigates the relationship between students’ mathematical self-efficacy and their creative problem-solving ability within the context of social arithmetic, an area often underexplored. Anchored in Bandura’s social cognitive theory, self-efficacy is conceptualized as a key psychological construct that influences student engagement, strategy use, and persistence in mathematical tasks. Employing a descriptive-exploratory design with embedded qualitative insights, this study involved 72 eighth-grade students from West Papua. Data were collected through a validated Likert-scale questionnaire, open-ended problem-solving tasks based on Torrance’s creativity framework, and semi-structured interviews analyzed thematically. Results show that 52.8% of students had moderate self-efficacy, while 25% were classified as high. In creative problem-solving, students excelled in fluency and elaboration but struggled with originality and flexibility. A strong positive correlation was found between self-efficacy and creative thinking (ρ = 0.849, p < 0.001). These findings underscore the importance of designing instructional strategies that enhance both confidence and cognitive flexibility through contextualized, open-ended, and collaborative learning environments. .
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
Meta-Analysis of Ethnomathematics Based Geometry Learning in Indonesian Junior High Schools Istia, Maryo Sopater; Mumu, Jeinne; Matunubun, Lala Kumala Dewi
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18373

Abstract

This study aims to analyze the effectiveness of the ethnomathematics approach in improving the understanding of geometry among junior high school students in Indonesia. The research method used meta-analysis of six quasi-experimental articles published between 2021 and 2025 that met the following criteria: (1) used a pretest–posttest design with a control group, (2) involved junior high school students as subjects, and (3) reported quantitative data in the form of means, standard deviations, and sample sizes. The effect size was calculated using the Standardized Mean Difference (Cohen's d) and combined with a random effects model. The synthesis results showed a combined effect size of d = 0.999 (p = 0.014), which is classified as a large effect according to Cohen. The heterogeneity test resulted in Q = 48.739 (df = 5; p = 0.014) and I² = 89.74%, indicating significant variation between studies. The funnel plot analysis and Egger's test (p = 0.556) showed no significant publication bias. These results prove that the integration of cultural artifacts such as batik motifs, traditional houses, and traditional games in geometry learning is effective in improving junior high school students' mathematical understanding. This study emphasizes the importance of applying ethnomathematics as a contextual learning strategy in line with the principles of the Merdeka Curriculum.
Co-Authors Benidiktus Tanujaya Kesauliya, Olivia Marie Caesaria Matunubun, Lala Kumala Dewi Mumu, Jeinne Purwati Queljoe, Winda Sary de