This research was motivated by students' difficulties in understanding mathematical concepts in the material of quadrilaterals and triangles. Therefore, researchers developed a teaching module to ...make it easier for students to understand mathematical concepts that suit student characteristics based on the ethnomathematics of typical batik found in the school environment. The aim of this research is to develop ethnomathematics-based teaching modules that are valid, practical, and effective. This research uses the Plomp development model. The subjects used in the trial class were class VIII B SMPN 1 Arjasa, using the random sampling method. Based on the results of the research analysis, it can be concluded that: 1) The ethnomathematics-based teaching module developed is valid, practical, and effective; 2) The teaching module that has been developed can help students understand the concept of flat shapes with a student completion percentage of 83.33% as well as student responses who are interested and happy to use the teaching module. The teaching module that has been developed can be used in mathematics learning for class VII middle school. Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam memahami konsep matematika pada materi segiempat dan segitiga. Oleh karena itu, peneliti mengembangkan modul ajar untuk memudahkan siswa dalam memahami konsep matematika yang sesuai dengan karakteristik siswa berdasarkan etnomatematika khas batik yang terdapat di lingkungan sekolah. Tujuan penelitian ini adalah untuk mengembangkan modul ajar berbasis etnomatematika yang valid, praktis, dan efektif. Penelitian ini menggunakan model pengembangan Plomp. Subyek yang digunakan pada kelas uji coba adalah kelas VIII B SMPN 1 Arjasa, dengan menggunakan metode random sampling. Berdasarkan hasil analisis penelitian dapat disimpulkan bahwa: 1) Modul ajar berbasis etnomatematika yang dikembangkan valid, praktis dan efektif; 2) Modul ajar yang dikembangkan dapat membantu siswa dalam memahami konsep bangun datar dengan persentase ketuntasan siswa sebesar 83,33% serta respon siswa yang tertarik dan senang menggunakan modul ajar. Modul ajar yang dikembangkan dapat digunakan dalam pembelajaran matematika kelas VII SMP.
Study of Mathematical Activities in “Rumah Tuo” Anggraini, Reri Seprina; Ferinaldi, Ferinaldi; Nurfauziah, Nurfauziah ...
International journal of trends in mathematics education research,
03/2022, Volume:
5, Issue:
1
Journal Article
Peer reviewed
Open access
Mathematics learning still tends to be structuralistic and mechanistic. It resulted in students' difficulties and errors in understanding mathematical concepts and principles. Whereas mathematics is ...a human activity that is always in contact with their culture. One of the cultures that becomes the starting point for learning mathematics is a traditional house, such as the “Rumah Tuo”. The purpose of this study was to describe the mathematical activity at the Rumah Tuo. This type of research is a qualitative-research with an ethnographic approach. The research instrument used in the form of observation, interviews, and documentation. The results of this study are that there are mathematical activities carried out at Rumah Tuo, namely counting activities using Gantang Biheh, measuring activities in making poles in the form of a 16-sided prism, and designing traditional houses in such a way that they can be shaped like ancient means of transportation, namely ships. The conclusion of this research is that there are three mathematical activities through the “Rumah Tuo” culture, namely measuring, designing and calculating.
The teachers’ beliefs in ethnomathematics-based numeracy learning are a crucial element to be able to develop students' numeracy skills. The teachers’ beliefs in developing students' numeracy skills ...through ethnomathematics-based numeracy learning is a teacher's personal view about certain practices that are considered correct, which include four dimensions. The first dimension is the teachers’ beliefs about numeracy. The second dimension is teachers’ beliefs about the role of ethnomathematics in learning numeracy. The third dimension is teachers’ beliefs about ethnomathematics-based numeracy teaching. The fourth dimension is teachers’ beliefs about ethnomathematics-based numeracy learning. This study aimed to investigate the characteristics of teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning. The teacher's response was acquired through the completion of a questionnaire. The findings indicated that most teachers believed fostering students' numeracy skills could be achieved by implementing ethnomathematics-based numeracy learning inside the semi-realistic-mechanistic (SRM) categories. Further analysis reveals that more extended teaching experience may mean something other than that a teacher has a realistically oriented outlook. Teachers with teaching experience of fewer than five years (new teachers) and 5 to 10 years (junior teachers’) have a semi-realistic-mechanistic (SRM) view. Most teachers with more than 10 to 15 years (semi-senior-teachers) of teaching experience have a dominant realistic (DR) idea. In contrast, teachers with more than 15 years (senior teachers) of teaching experience have a semi-realistic-mechanistic (SRM) view and a dominant realistic (DR) view. Teachers’ positive beliefs will likely improve students' numeracy skills in general and based on teaching experience in the dominant realistic (DR) and realistic (R) categories regarding ethnomathematics-based numeracy learning.
Student learning outcomes are still low so students need to have learning independence. For this reason, the application of ethnomathematics is carried out to support independent learning. This ...research aims to develop ethnomathematics teaching materials for the Makasar 99 dome mosque to facilitate students' independent learning. The development of teaching materials is carried out using the 4D model (Define, Design, Develop, and Disseminate). The trial implementation used a one-shot case study which was conducted on 25 students of the Mathematics Education Study Program at UIN Alauddin Makassar. Data were collected using questionnaires, observations, and tests. The collected data were analyzed using quantitative techniques to determine the validity, practicality, and effectiveness of the developed teaching materials. Some of the advantages of the developed e-module include: (1) Facilitating student learning independence, (2) Easily accessible to students, (3) Using PBL-based learning activities and scientific approaches. With these advantages, the developed teaching materials meet valid, practical, and effective criteria. By meeting these criteria, the developed teaching materials can be used to improve student abilities. However, with the limited samples and materials in these teaching materials, further research can be carried out by expanding the range of materials and samples. Hasil belajar mahasiswa masih rendah sehingga mahasiswa perlu memiliki kemandirian belajar. Untuk itu, penerapan etnomatematika dilakukan untuk mendukung kemandirian belajar. Penelitian ini bertujuan untuk mengembangkan bahan ajar etnomatematika masjid 99 kubah Makasar untuk memfasilitasi kemandirian belajar mahasiswa. Pengembangan bahan ajar dilalkukan dengan menggunakan model 4D (Define, Design, Develop, dan Desseminate). Pelaksanaan uji coba menggunakan one-shout case study yang dilakukan pada mahasiswa prodi Pendidikan matematika UIN Alauddin Makassar sebanyak 25 orang. Data dikumpulkan dengan menggunakan angket, observasi, dan tes. Data yang terkumpul dianalisis dengan Teknik kuantitaif untuk mengetahui validitas, praktikalitas, dan efektivitas bahan ajar yang dikembangkan. Beberapa keunggulan dari e-modul yang dikembangkan antara lain: (1) Memfasilitasi kemandirian belajar mahasiswa, (2) Mudah diakses oleh mahasiswa, (3) Menggunakan aktivitas pembelajaran berbasis PBL dan pendekatan saintifik. Dengan keunggulan tersebut, bahan ajar yang dikembangkan memenuhi kriteria valid, praktis, dan efektif. Dengan memenuhi kriteria tersebut, bahan ajar dikembangkan dapat digunakan dalam peningkatan kemampuan mahasiswa. Namun demikian, dengan adanya keterbatasan sampel dan materi pada bahan ajar tersebut, maka penelitian selanjutnya dapat dilakukan dengan memperluas cakupan materi dan sampel.
To support learning process during Covid-19 pandemic, digital literacy skills which is 21st century skill, is an important skill in learning. This research aimed to describe digital literacy skills ...of prospective mathematics teacher during the covid-19 pandemic. A qualitative descriptive was designed with 32 prospective mathematics teacher at IAIN Kediri. Student worksheets based on Ethnomathematics assisted by GeoGebra was used as a tool for implementing digital literacy skills in geometry courses during Covid-19 pandemic. Ethnomathematics worksheet was filled by student assessed using analitic rubric then described based on 3 digital competency indicators by Calvani namely technology, cognitive and ethnics. The results show that on technological indicator students can use GeoGebra tools to combine basic geometric and several polygons to produce other meaningful shapes, used GeoGebra tools to form regular polygons, able to make geometric fractals by applying geometric transformations, and created new tools for creating geometric fractals. On cognitive indicators, students can determine the basic patterns and transformations used in fractals and determine the types of fractals and non-fractals by using various sources. On ethical indicators students can present and interact directlywith lecturer and other students through GeoGebra classrooms.
The aim of this research was to assess how students in Indonesia and Thailand react to ethnomathematics problems within their respective cultures. The participants consisted of 50 students in grades ...7 to 12 from Indonesia and Thailand. Descriptive analysis techniques were employed in this study. Data were gathered using questionnaires, tests, and interviews. Subsequently, qualitative descriptive data analysis techniques such as Data Reduction, Data Presentation, Drawing Conclusions, and Verification were applied to analyze the collected data. The results showed that students presented positive responses to the given ethnomathematical problems. From the results of the questionnaire, about 76% showed an average very positive response to ethnomathematics, while the remaining 24% of students showed a moderately positive response to ethnomathematics. From the interview, students stated that students assume that ethnomathematics is interesting and challenging. Students’ answers to the ethnomathematics test showed that they were unable to understand ethnomathematics and tended to work on planning and finally got the wrong results. This is because students who pay less attention to their cultural environment tend to acquire procedural mathematics learning. Therefore, teachers are expected to be able to develop more realistic mathematics learning by linking mathematical concepts with the real world.
Cirebon Gunungan Puppet is one of the gunungan puppet figures that has shape characteristics in the Java region. Gunungan puppet is a puppet figure whose presence is considered important in every ...puppet show. Therefore, these puppet figures are often reproduced to meet the needs of puppet show. However, knowledge of the gunungan puppet preparation is still limited to traditional knowledge that is less understandable by today's younger generation who need more objective and systematic knowledge. Therefore, this study aims to compose knowledge of gunungan puppet with a focus on composing engineering drawings in the Cirebon gunungan puppet shape through ethnomathematics. The method used in this study is qualitative with an experimental approach. The theory used to support the achievement of this gunungan puppet engineering drawing is ethnomathematics. The composition of the Cirebon gunungan puppet engineering drawings produced three stages, that are the base grid system that determined through ethnomathematical ratio, the contour base that resulting from the arrangement of triangle, circle, and square shape, and the outline shape that resulting from drawing the outline from the geometric shape arrangement to create the Cirebon gunungan puppet shape. The results of this research are expected to be a reference for learning traditional art and design objectively and systematically, especially in the creation of Cirebon mountain puppets.
The superficial understanding and application of cultural values in the life of a pluralistic community is the main reason to conduct this research as a way to introduce the importance of national ...identity to students through mathematics learning. The provision of real-life problems in this study is expected to enhance the relationship between reality and mathematical knowledge. The old mosque of Tosora in Wajo can be an alternative to introduce mathematical activities based on local wisdom (ethnomathematics). This is qualitative descriptive research using a case study. Data were obtained through interviews, observation, and documentation. Data triangulation was used to check the validity. Furthermore, the data were analysed through Spradley model based on domain analysis and taxonomic analysis. The results showed that the old mosque of Tosora contains some mathematical concepts, mainly geometry. In addition to the philosophy of the building, the four pillars namely panrita (wise and honest), warani (brave), macca (intelligent), and sugi (rich) become the focal principles of Buginese’s life.
This article aims to interpret Javanese number poetry texts. These number poems, apart from being symbols of intelligence, are also symbols of Javanese indigenous knowledge. The study uses ...qualitative interpretive ethnographic methods. Meaning is also studied using a literary ethnomathematics perspective. The Javanese number poetry data appears in four forms, namely: (1) macapat, (2) dolanan songs, (3) karawitan literature, and (4) geguritan. The Javanese numeric poetry data is read heuristically, then interpreted hermeneutically. This study emphasizes transdisciplinary studies. The results of the study show that in Javanese life, there are various number poems. After understanding the Javanese number poetry, it uses four perspectives of meaning, namely: (1) Ethnomathematics of literary analogies, (2) Ethnomathematics of literary anthropology, (3) Ethnomathematics of literary pedagogy, and (4) Ethnomathematics of Literary Memory. Through these four perspectives, Javanese number poetry is found as an illustration of the philosophy of indigenous knowledge. The text of the poem contains local analogies about numbers. The mathematical poem with the dhandhanggula meter actually depicts numbers starting from 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0. The Javanese number poem is an invitation to encourage students to behave, among other things: ( 1) working hard, (2) working together, (3) helping each other, (4) getting along harmoniously, and (5) mutual cooperation. This study of Javanese number poetry is useful for providing an overview of the intelligence of the Javanese people. In the future, it is necessary to study further the Javanese number poetry that appears in various Javanese literary genres.AbstrakArtikel ini bertujuan untuk memaknai teks-teks puisi angka Jawa. Puisi-puisi angka itu, selain sebagai simbol kecerdasan juga sekaligus lambang indigenous knowledge orang Jawa. Kajian menggunakan metode kualitatif interpretatif etnografi. Makna juga dikaji menggunakan perspektif etnomatematika sastra. Data puisi angka Jawa tersebut muncul dalam empat bentuk, yaitu (1) macapat, (2) lagu dolanan, (3) sastra karawitan, dan (4) geguritan. Data-data puisi angka Jawa itu dibaca secara heuristik kemudian ditafsirkan secara hermeneutik. Kajian ini menekankan kajian transdisipliner. Hasil kajian menunjukkan bahwa dalam kehidupan orang Jawa, terdapat beragam puisi angka. Puisi angka Jawa tersebut setelah dipahami menggunakan empat perspektif pemaknaan, yaitu (1) Etnomatematika Analogi Sastra, (2) Etnomatematika Antropologi Sastra, (3) Etnomatematika Pedagogi Sastra, dan (4) Etnomatematika Memori Sastra. Melalui empat perspektif tersebut ditemukan puisi angka Jawa sebagai gambaran falsafah indigenous knowledge. Teks puisi tersebut memuat analogi lokal tentang angka. Puisi matematika bermetrum dhandhanggula itu, sesungguhnya melukiskan angka-angka mulai dari 1, 2, 3, 4, 5, 6, 7, 8, 9, dan 0. Puisi angka Jawa merupakan ajakan untuk mendorong peserta didik memiliki perilaku (1) bekerja keras, (2) bekerja sama, (3) saling membantu, (4) guyup rukun, dan (5) gotong royong. Kajian puisi angka Jawa ini berguna untuk memberikan gambaran kecerdasan orang Jawa. Ke depannya perlu dikaji lebih lanjut puisi angka Jawa yang muncul dalam berbagai genre sastra Jawa.
This research-and-development is motivated by the need for the use of culture-based learning media in the mathematics subject because, during learning, teachers often only focus on material without ...any integration with culture, and there is a lack of students’ knowledge of the culture that exists in Nganjuk Regency. The purpose of this research and development is to examine the ethnomathematics in the culture of Nganjuk and analyze the development and feasibility level of the ethnomathematics-based Amazing Nganjuk application for the plane shape material of grade IV in Islamic elementary schools. This study is of Research and Development (R&D) type that uses the Alessi and Trollip model of 3 stages, which include planning, design, and development. The product trial was carried out through the alpha test and beta test. The alpha test was conducted by media experts and material experts while the beta test was conducted by the fourth-grade students of Islamic Elementary School (IES) Khadijah Sukorejo Loceret Nganjuk. The result of this research and development was an ethnomathematics-based android application. The ethnomathematics elements found in this study were Jayastamba monument, wayang timplong, gamelan gender, and demung. The results of the media and material validation showed an average percentage of feasibility level of 96% and 93.75% with a very feasible category for use in the beta test. The beta test obtained an average percentage of 97% with the category indicating that the fourth-grade students strongly agreed with the use of the Amazing Nganjuk application to learn plane shapes. The application that the researchers have developed is deemed suitable for use as a learning medium, especially for the plane shape material.
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