Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

Abstract

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong></p><p class="AfiliasiCxSpMiddle">Pembelajaran matematika jarak jauh berbasis teknologi dapat memberikan dampak positif maupun negatif baik pada siswa maupun guru. Faktor yang memberikan dampak negatif disebabkan oleh pelaksanaan pembelajaran yang tidak memperhatikan <em>personal factor</em> dan <em>personal behavior</em> baik siswa maupun guru. Faktor lainnya adalah pelaksanaan pembelajaran yang tidak menghadirkan pembelajaran yang dekat dengan kehidupan, tradisi dan budaya sekitar siswa, sehingga siswa merasa asing dengan konten masalah dan pembelajaran yang didesain berbasis teknologi. Tujuan penelitian ini adalah mengkaji secara kritis terkait dampak positif dan dampak negatif yang ditinjau dari <em>personal factor </em>dan <em>personal behavior</em> pada pelaksanaan pembelajaran matematika jarak jauh berbasis teknologi. Penelitian ini juga mengkaji apakah konteks <em>ethnomathematics</em> dapat diintegrasikan pada model <em>flipped classroom</em> dan direkomendasikan dalam pembelajaran matematika di era <em>New Normal.</em> Penelitian ini merupakan penelitian kualitatif dengan jenis investigasi literatur <em>review</em> dengan 5 tahapan, yaitu(1) menyusun pertanyaan <em>review</em>, (2) pengumpulan data literatur, (3) penilaian kritis pada data literatur, (4) ekstraksi data: sintesis dan tematik analisis, dan (5) presentasi temuan dan diskusi. Hasil penelitian memberikan kajian analisis terkait pentingnya <em>personal factor</em> dan <em>personal behavior</em> dalam melaksanakan pembelajaran matematika jarak jauh berbasis teknologi. Hasil penelitian juga memberikan rekomendasi terkait integrasi <em>ethomathematics</em> yang dilaksanakan dalam model pembelajaran berbasis teknologi, salah satunya adalah <em>flipped-classroom model</em>. Model <em>ethno-flipped classroom</em> direkomendasikam sebagai model pembelajaran matematika berbasis campuran yang menggunakan teknologi dalam proses pembelajaran, namun juga tetap menghadirkan pembelajaran matematika bermakna melalui integrasi budaya menggunakan konteks <em>ethnomathematics</em>. Penerapan model <em>ethno-flipped classroom</em> dapat dijadikan salah satu solusi dalam pelaksanaan pembelajaran matematika di masa <em>New Normal</em>.</p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Model <em>Ethno-Flipped Classroom, </em>Pembelajaran Berbasis Teknologi, <em>Personal Factor, Personal Behavior, New Normal</em></p><p> </p><p> </p><p> </p><p> </p><p class="AfiliasiCxSpFirst" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpMiddle"><em>Technology-based distance learning in Mathematics can give a positive or negative impact on both students and teachers. Factors contributing to negative impact are caused by the implementation of learning that does not pay attention to personal factors and personal behavior of both students and teachers. Other factors are such as the implementation of learning that does not relate to students' life, traditions, and culture in that the problem discussed in the content and the learning designed based on technology are unfamiliar to students. This study aims to critically examine the positive and negative impacts of technology-based distance learning in Mathematics in terms of personal factors and personal behavior. This study also examines whether the ethnomathematics context can be integrated into the flipped classroom model and can be recommended in teaching mathematics in the New Normal era. This is a qualitative study with literature review investigation that has 5 stages, namely (1) compiling review questions, (2) collecting literature data, (3) critical assessment of literature data, (4) data extraction: synthesis and thematic analysis, and (5) presentation of findings and discussion. The results of the study provide an analytical study related to the importance of personal factors and personal behavior in implementing technology-based distance learning in Mathematics. The results also provide recommendations regarding the integration of ethnomathematics in technology-based learning models, including the flipped-classroom model. The ethno-flipped classroom model is recommended as a mixed-based mathematics learning model that uses technology in the learning process but also provides meaningful mathematics learning through cultural integration using ethnomathematics context. The application of the ethno-flipped classroom model can be used as a solution in the implementation of mathematics learning in the New Normal.</em><em></em></p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p><em>Ethno-Flipped Classroom</em><em> Model</em><em>, </em><em>Technology Based Learning</em><em>, Personal Factor, Personal Behavior, New Normal</em></p>

Development of Teaching Module Devices Using A Differentiated Approach with An Inquiry-Based Learning Model in the Motion Kinematics Material

“…The results of preresearch observations were carried out and showed that there was still passive discussion and a lack of understanding of physics in the learning process. This is in line with Ramadhani et al [13], who explained that front-end analysis is needed to review and describe problems and solutions for research. Learner analysis: the initial diagnostic analysis results showed that five students, or 45%, had a kinesthetic learning style, five students, or 45%, had an audio-visual learning style, and one student, or 9%, did not conduct an initial diagnostic test with a statement of absence.…”

Ethnomathematics approach integrated flipped classroom model: Culturally contextualized meaningful learning and flexibility

“…The flipped classroom model that can be integrated with the ethnomathematics approach is an interesting learning model innovation and has a significant impact on the development of students' mathematics competencies. Ramadhani, Syahputra, et al (2021) added that the support of constructivist learning theory, self-determination theory, cognitive load theory, and self-regulated theory proves that the integration of the flipped classroom model and the ethnomathematics approach has a real effect on students to be more motivated to be active in learning, increase student confidence and selfefficacy, gain freedom in exploring learning, and the presence of collaboration between students which creates the expected social interaction in learning.…”

“…The researcher has conducted a preliminary study by examining the impact of distance learning conducted as a result of the COVID-19 pandemic (Ramadhani, Sihotang, et al, 2021). The researcher conducted an analytical review by reviewing various research results related to the use of technology in the learning process and factors that are not considered in bringing flexibility to technologyintegrated learning (Ramadhani, Syahputra, et al, 2021). The review of the analysis conducted by the researcher also refers to the importance of paying attention to technology adaptation factors, students' mental readiness, and self-habits related to the implementation of learning that brings flexibility through technology integration.…”

Systematic Literature Review: Cultural Integration in Learning Concepts With an Ethnomathematics Approach

“…One innovation that can be implemented is the use of digital technology to explore and embrace diverse mathematical practices in various cultures. By utilizing digital platforms, students can learn traditional mathematical practices from various cultures, such as problemsolving, measurement, or number order, which can enrich their understanding of mathematical concepts (Suherman & Vidákovich, 2022); (Ramadhani et al, 2021). In addition, technology can also be used to facilitate collaboration between students from different cultural backgrounds in solving mathematical problems related to their cultural heritage (Yolanda Br Tarigan & Syahputra, 2023).…”