The purpose of this study is to creative teachers in making worksheets students (LKS) using local potential in Kefamenanu, North Central Timor Regency (TTU). Local potential that we meanin this research is local traditional food laku tobe, guava local in timor region, traditional house ume kbubu, and sotis woven traditional motives . The methods used is discourse, workshop, and practice. This method used to convey an overall picture and example using local potential in learning math, then followed by analysis of main competence and basic competence in wich coresponding to the potential local, the final phase is practice, where teachers as participants workshop follow in the classroom using LKS based potential local.The result shows that laku tobe local potential, guava , ume kbubu , and motif woven in kefamenanu has been proven creative teachers.
ABSTRAK Budaya merupakan kebiasaan masyarakat yang terjadi secara turun temurun yang menjadi identitas dari suatu daerah. Salah satu yang menjembatani pendidikan dan budaya khususnya pendidikan matematika adalah etnomatematika. Etnomatematika merupakan ilmu yang menghubungkan soal kebudayaan yang terdapat pada suatu suku atau daerah dengan unsur matematika. Tujuan penelitian ini adalah mengeksplorasi konsep-konsep matematika yang terdapat pada uim re’u Manunis Ka’umnais. penelitian ini merupakan penelitian kualitatif dengan pendekatan etnografi. Penelitian dilaksanakan di Desa Babotin, Kecamatan Botin Leobele, Kabupaten Malaka, pada tanggal 19 September 2020. Subjek penelitian ini adalah informan yaitu kepala suku. Instrumen penelitian berupa human instrument, pedoman observasi, pedoman wawancara dan dokumentasi. Analisis data dilakukan melalui tiga tahap yaitu reduksi data, display data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa unsur-unsur bangunan seperti tiang, dinding dan atap dari uim re’u Manunis Ka’umnais memuat konsep-konsep matematika yang terdapat pada materi geometri seperti titik, garis, bangun datar, bangun ruang, kesebangunan, dan transformasi geometri (refleksi).
Lingkungan dan budaya sangat berperan dalam membentuk karakter anak karena waktu yang dimiliki anak tidak hanya di Sekolah tetapi juga di lingkungan keluarga. Pemerintah telah memasukkan pendidikan karakter dalam kurikulum 2013 dan telah direvisi tahun 2017 yang berbasis kompetensi dan karakter. Namun guru sekolah dasar masih kesulitan mengimplementasikannya dalam pembelajaran matematika. Untuk mencapai tujuan pendidikan nasional secara optimal, maka salah satu cara yang kami tawarkan kepada guru adalah Menggunakan Motif Kain Tenun Insana dalam Pembelajaran Matematika untuk penguatan pendidikan karakter, mencintai subnilai nasionalis, yaitu apresiasi budaya bangsa sendiri. Tujuan kegiatan ini adalah untuk meningkatkan kreativitas guru Sekolah Dasar dalam mengimplementasikan Penguatan Pendidikan Karakter (PPK) Melalui Pembelajaran Matematika dengan Menggunakan Motif Kain Tenun Insana di SDN Kenari. Metode yang digunakan dalam menganalisis data adalah deskriptif kualitatif. Hasil pengabdian menunjukkan bahwa guru sekolah dasar di SDN Kenari mengalami peningkatan kreatifitas dalam mengimplementasikan PPK melalui pembelajaran matematika dengan menggunakan motif kain tenun Insana. Hal ini dapat dilihat dari hasil pretest 65% menjadi 81% pada posttest.
For the Kefamenanu community, the motif serves as the identity of the person who wears it. Nevertheless, the woven fabric must be present at cultural occasions, welcoming guests, and death ceremonies. The motifs of traditional woven fabric have not been developed by teachers to discuss the link between mathematics and local wisdom. The purpose of this research is to define and describe the mathematical concept of the motifs woven fabric to the students of primary and junior high schools. The present study uses a descriptive qualitative method to explain the geometry concept on the motifs of woven fabric. The ethnographic approach is also employed as an empirical and theoretical approach to provide description and analysis about a culture based on intensive field work. Collecting data were conducted using interviews and documentation. Interviews were conducted with several informants selected based on the consideration of researcher and suggestion by previous informant. Documentation was done using video recordings and photos. The results show the geometry concept of the motifs of woven fabric, such as reflection, rotation, translation, repetition, triangle and quadrilateral. The motifs of woven fabric owned by the Kefamenanu community contain particular local wisdom and are potentially used to convey the geometry concept in mathematics for primary and junior high schools.
This study aims to analyze the ability of mathematics junior high school students in resolving the mathematics HOTS in the national exam (UN). The methodology used is a descriptive qualitative study. The subject of study is six students of ninth grade consisting of two capable, two people are low capacity, and two others high-profile. Data collection in this research using interviews and test one package the exam every year from 2016-2018, then been validated by the expert, who is elected seven items of about which include an item in 2016, two items of the year 2017, and four items of the year 2018. An instrument used is an enlightenment interview and the national exam in HOTS categorize. The result showed that students low capable with only able to solve the item number-1 and number-4 wich including in HOTS level-4 and 5, and students who are capable of being able to solve problems HOTS have similarities with students who are highly capable of being able to solve the questions number 1, 2, 3, 4, and 7 with HOTS levels 4, 5, and 6
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