Desain Hypothetical Learning Trajectory Dalam Pembelajaran Rotasi Menggunakan Motif Batik Kawung

Risdiyanti, Irma; Prahmana, Rully Charitas Indra

doi:10.31000/prima.v2i1.411

Cited by 5 publications

(7 citation statements)

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“…In addition, some researchers have also made mathematics learning design using IRME approaches and cultural contexts, such as learning number pattern using "Barathayudha" war stories (Risdiyanti & Prahmana, 2020), rotational learning designs using kawung batik motifs (Risdiyanti & Prahmana, 2018), the design of transformation learning using Sidoarjo written batik motifs (Lestariningsih & Mulyono, 2017), and learning number operation using traditional Indonesian game "Tepuk Bergambar" (Prahmana, Zulkardi, & Hartono, 2012). Therefore, the role taken from the results of this study is to enrich the study of mathematics learning design that is a rotational learning design using the context of the woven bamboo motif.…”

Section: Figure 5 Student Mathematical Modeling Results Related To the Rotation Formula (Formal)mentioning

confidence: 99%

“…Rotation is a circular motion that moves points by rotating these points to a central point of rotation (Maryati & Prahmana, 2019). Furthermore, Risdiyanti & Prahmana (2018) show that learning about transformation geometry, especially rotation, can be used to design learning using the local contexts such as culture or other things that are easily found in students' daily activities. On the other hand, students can understand mathematical concepts easily, fun, close to daily activities, and affordable to students' imagination (Zulkardi, 2013;Adams & Cook, 2017;Clarke & Roche, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Designing Learning Rotation Using the Context of Bamboo Woven Motif

Maryati¹,

Prahmana

2020

PJPM

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An essential part of learning transformation geometry is rotation. Before learning more about other parts of the transformation geometry topic, such as translation, dilation, and reflection, firstly, students are required to understand well about rotation. However, several students have not been able to understand this subject properly due to the stages of learning in the rotation has not been appropriately arranged. Thus, this study aims to design a student learning trajectory in learning rotation, which develop from informal to formal level through the Indonesian Realistic Mathematics Education (IRME) approach. Furthermore, researchers used a design research method divided into three stages, namely preliminary design, design experiments, and retrospective analysis. This study describes how the bamboo woven motif contributes significantly to 31 ninth-grade students understanding the rotation concept. As a result, the woven bamboo motif's context can stimulate students' understanding of rotation. It is proven based on the strategies and models of students during their learning process which contributes to their fundamental knowledge of rotation.

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Section: Figure 5 Student Mathematical Modeling Results Related To the Rotation Formula (Formal)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Designing Learning Rotation Using the Context of Bamboo Woven Motif

Maryati¹,

Prahmana

2020

PJPM

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“…A<x,y>  A'<x',y'> The formula x' = x+a y' = y +b Designing Learning Translation using the Motifs of Anyaman Bambu Prahmana, 2018), designing transformation learning using the motifs of Batik Sidoarjo (Lestariningsih, 2017). Therefore, the role taken from the results of this study is to add to the study of the design of mathematics learning, namely designing translation learning using the motifs of Anyaman Bambu.…”

Section: Formal Stagesmentioning

confidence: 99%

“…Muhtadi et al (2017) and Abdullah (2017) explore Sundanese culture which has mathematical values for mathematics teaching and learning activities in class, namely ethnomathematics. On the other hand, several researches have been documented their research stated that the context that is close to students is able to emerge mathematical understanding of the concepts of number operations (Prahmana, Zulkardi, & Hartono, 2012), measurement (Wijaya, 2008;Haris & Putri, 2011), and geometry (Jupri, 2017;Kristanti et al 2018;Risdiyanti & Prahmana, 2018). Therefore, meaningful learning activities are needed so that students can understanding the mathematical concepts more useful.…”

Section: Introductionmentioning

confidence: 99%

Designing Learning Translation Using the Motifs of Anyaman Bambu

Maryati¹,

Prahmana

2020

IndoMath

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Indonesia has many cultures, one of which is in the form of traditional crafts namely Anyaman Bambu. It’s a form of traditional craft in the community that uses bamboo as its basic material. However, people only see these crafts as only a form of traditional craft, even though there are many motifs in these crafts that can be used as a starting point in learning mathematics, namely geometry transformations. Therefore, this research aims also to produce the learning trajectory of students in learning one subject in geometry transformations namely translation, which develops from informal to formal level through the Indonesian Realistic Mathematics Education (IRME) approach. The research method used is design research starting from preliminary design, design experiments, and retrospective analysis. This study explores how the motifs of Anyaman Bambu make a real contribution for ninth-grade students to understand the concept of translation. The results of design experiments show that the context of the motifs of Anyaman Bambu can stimulate students to understand their knowledge of the concept of translation. All the strategies and models that students find, describe, and discuss that show how students' constructions or contributions can be used to help their initial understanding of the translation.

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“…LIT is in the form of a theory about how to teach a certain material (Larsen, 2013;Nickerson & Whitacre, 2010). LIT consists of theories about how to teach certain topics and theories about things that support learning (Gravemeijer, 2015;Prahmana & Suwasti, 2014;Risdiyanti & Prahmana, 2018). Furthermore, LIT supports teachers in creating the right learning environment for students to understand certain concepts and relate them to daily activities (Bustang et al, 2013;Ulfa & Wijaya, 2019).…”

Section: Introductionmentioning

confidence: 99%

Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

2022

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The result of the preliminary research study indicated that the learning trajectory of sequences and series in school textbooks was not able to develop students’ problem-solving ability, the mathematics belief that students were not fostered well. Therefore, it is necessary to design a learning trajectory based on students’ experiences. This research was conducted to produce Local Instructional Theory (LIT) for the sequences and series concept based on Contextual Teaching and Learning (CTL). Theoretical development is driven by an iterative process of designing instructional activities, performing teaching experiments, and conducting retrospective analysis to contribute to local instruction theory on the concept of sequences and series. The subject of this research is students of senior high school in Indonesia. The interview, observation, and distribution of the questionnaire, together with the test were done to get data for this research. The data analysis technique used is descriptive analysis and statistical analysis. Form the research result show that LIT can be used for all students, and help them find concepts and develop students’ thinking ability for problem-solving.

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Desain Hypothetical Learning Trajectory Dalam Pembelajaran Rotasi Menggunakan Motif Batik Kawung

Cited by 5 publications

References 0 publications

Designing Learning Rotation Using the Context of Bamboo Woven Motif

Designing Learning Rotation Using the Context of Bamboo Woven Motif

Designing Learning Translation Using the Motifs of Anyaman Bambu

Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

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