Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

Supriadi, Supriadi

doi:10.26803/ijlter.18.11.9

Cited by 27 publications

(20 citation statements)

References 7 publications

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“…The implementation of the results of this study can be used as material for learning culturally responsive mathematics. Learning mathematics with culture is very helpful for students in understanding mathematical concepts in elementary schools (Supriadi, 2019). In addition, students' cultural backgrounds have contributed to effective and meaningful learning (Weldeana, 2016).…”

Section: Discussionmentioning

confidence: 99%

Ethnomathematics: Musical Instrumen in Ja'i Dances for Culturally Responsive Teaching in Elementary Schools

Bito

Fredy

2020

pej

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In cultural responsive learning, teachers need to have the ability to explore mathematical phenomena in cultural elements as learning content. This research is a qualitative descriptive study aimed at exploring ethnomathematics in Bajawa traditional dances, namely the Ja,i dance, its relevance to competency standards and basic mathematics competencies in elementary schools. The approach used is ethnographic. The technique used is observation and study of documents and the researcher himself acts as the main instrument. Observations were made on the accompanying music devices contained mathematical concepts. Furthermore, researchers compare with the basic competencies of elementary school mathematics. The results showed mathematical material was found in the musical instrument section of Ja,i dance. The surface of the gong and the drum (gendang) are circular, the body of the large drum is frustum of a cone, and the gendang laba kagu, laba bhuga and gong are tube-shaped. In the middle of the gong there is a kind of lump which is shaped like a half ball. The implementation of this research can be applied in cultural responsive learning in elementary schools.Keywords: ethnomathematics, learning, cultural responsive, jai,i dance

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Section: Discussionmentioning

confidence: 99%

Ethnomathematics: Musical Instrumen in Ja'i Dances for Culturally Responsive Teaching in Elementary Schools

Bito

Fredy

2020

pej

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“…Thus, it can be interpreted that the worksheet developed by relating everyday life is more valid, practical, and effective, this statement is in line with Rhaudah's opinion (2017) that learning using daily life-based worksheet will produce more worksheet that is more effective. valid, practical, and effectively used by students and teachers [11].…”

Section: Table 7 Description Of Student Response Results Analysismentioning

confidence: 99%

Development of Student Worksheet Based on Ethnomathematics Traditional Engklek Games on Cube and Rectangular Pyramid

Sholihah¹,

Widadah²,

Sukriyah³

2022

Advances in Social Science, Education and Humanities Research

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The math learning associated with traditional games will make students learn while playing, but unfortunately not many teachers have developed learning devices related to ethnomathematics. The purpose of this study is to describe the process and result of the development of student's worksheet based on ethnomathematics traditional Engklek game on cube and rectangular pyramid. This research is development research with a Plomp development model with four steps namely: Preliminary investigation, Design, Realization, and Test, evaluations, and revisions. This research used five 8 th graders. The result of the research: (1) based on valid criteria of student worksheet developed were declared result average score of 4,27 (very valid), (2) student worksheet by practical criteria with the average rating of the validator stating the student worksheet can be used with a little revision and obtained a percentage of learning management implementation 88,9% (1 st meeting) and 85% (2 nd meeting) of the 18 existing phases, so that the worksheet developed is considered practical because the percentage of implementation is more than 75%. Learning management obtained a final average score of 3.44 (good). In addition, based on student activity, active activity was generated by 92.7% while passive activity was 8.2%., so it can be concluded that student worksheet is very practical to use, (3) based on the learning achievement test obtained 80% classical completeness (good) with an average grade obtained 88, while the result of student questionnaire responses obtained a score of 98% (very positive), so it can be concluded that student worksheet developed effectively used.

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“…Research focuses (Supriadi, 2014(Supriadi, , 2020 This development of teaching in an ethnomathematics-based curriculum was carried out through a sequence of studies on (a) cultural problems in society, (b) cultural values of the Sundanese people, and then presenting them in the form of (c) contextual problems. (Supriadi, 2019;Supriadi & Arisetyawan, 2020) Teaching design referred to a contextual approach. The ethnomathematics curriculum integration model developed in this study was relevant to model 1 and model 5, presenting ethnomathematics as a meaningful context relevant to the student's cultural background.…”

Section: Authorsmentioning

confidence: 99%

Integrating Sundanese Ethnomathematics Into Mathematics Curriculum and Teaching: A Systematic Review From 2013 to 2020

Lidinillah

Rahman

Wahyudin

et al. 2022

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As a country with the most ethnic, cultural, and linguistic backgrounds globally, Indonesia has great potential for the development of ethnomathematics studies. Among those ethnic groups, Sundanese ethnic group and culture is the second-largest after the Javanese ethnic group and culture, making it interesting to study because it has rich cultural elements that can be integrated into the mathematics curriculum in schools. This article explores the development of research on ethnomathematics based on Sundanese culture, including those which are based on the study's scope, the integration of Sundanese ethnomathematics into the school curriculum, and mathematics learning. Based on the investigation, there has been no systematic literature review on Sundanese ethnomatematics. The research was conducted using the Systematic Literature Review method with the PRISMA protocol. The results showed that there were various kinds of research on Sundanese ethnomathematics. There were various kinds of study on Sundanese ethnomathematics integration into mathematics curriculum and teaching using five model categories. The results also showed that RME, CTL and PBL were the most widely used teaching approaches for learning Sundanese ethnomathematics. However, most of Sundanese ethnomathematics teaching uses a special approach that varies, developing teaching material, teaching media and using the context of traditional games.

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Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

Cited by 27 publications

References 7 publications

Ethnomathematics: Musical Instrumen in Ja'i Dances for Culturally Responsive Teaching in Elementary Schools

Ethnomathematics: Musical Instrumen in Ja'i Dances for Culturally Responsive Teaching in Elementary Schools

Development of Student Worksheet Based on Ethnomathematics Traditional Engklek Games on Cube and Rectangular Pyramid

Integrating Sundanese Ethnomathematics Into Mathematics Curriculum and Teaching: A Systematic Review From 2013 to 2020

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