Implementasi lkpd pmri dalam materi membilang sampai 20 untuk siswa fase a sekolah dasar

Abstract

Implementation of LKPD in ethnomathematics-based PMRI in the learning process makes it easier for students to learn the material to count up to 20. The purpose of this study is to describe the effectiveness of using LKPD with the PMRI approach in the learning process. This research method is descriptive qualitative with the type of research design. Research design is used as an appropriate means to an end; conducted in three phases: initial design, teaching trials (first and second cycles), and retrospective analysis. This study allows students to carry out activities starting with contextual situations from the traditional Tengkorek game and then developing them in cutting and counting activities. Indonesian Realistic Mathematics Education (PMRI) underlies the design of contexts and activities. The population sample is students from the 164 Gresik State Elementary School. This study involved grade 1 students, 5 students in cycle I, and 5 students in cycle II (1 student was analyzed in detail). The results of this study can show that these activities can bring student learning from contextual to more formal situations through traditional games as local wisdom. The activities in this study have been successfully implemented in this school, so this activity can be used for other schools. Abstrak Implementasi LKPD dalam PMRI berbasis etnomatematika pada proses pembelajaran mempermudah peserta didik dalam mempelajari materi membilang sampai 20. Tujuan dari penelitian ini adalah untuk mendeskripsikan keefektifan penggunaan LKPD dengan pendekatan PMRI pada proses pembelajaran. Metode Penelitian ini adalah Deskriptif Kualitatif dengan jenis penelitian design. Desain penelitian digunakan sebagai sarana yang tepat untuk mencapai tujuan; dilakukan dalam tiga fase: desain awal, percobaan mengajar (siklus pertama dan kedua), dan retrospektif analisis. Studi ini memungkinkan siswa untuk melakukan aktivitas diawali dengan situasi kontekstual dari permainan tradisional Tengkorek lalu dikembangkan dalam aktivitas menggunting dan membilang. Pendidikan Matematika Realistik Indonesia (PMRI) mendasari perancangan konteks dan kegiatan. Sampel populasi adalah siswa dari Sekolah Dasar Negeri 164 Gresik. Penelitian ini melibatkan siswa kelas 1, 5 siswa pada siklus I dan 5 siswa pada siklus II (1 siswa dianalisis secara detail). Hasil penelitian ini dapat menunjukkan bahwa kegiatan tersebut dapat membawa pembelajaran siswa dari kontekstual ke situasi yang lebih formal melalui permainan tradisional sebagai kearifan lokal. Kegiatan dalam penelitian ini telah berhasil diterapkan di sekolah ini, sehingga kegiatan ini dapat digunakan untuk sekolah lainnya.

Implementation of RME-based student worksheets on plane figure area material for students of phase b elementary school

“…The application of RME in learning mathematics needs to be supported by appropriate learning tools. )Student worksheets are one of the appropriate tools for implementing mathematics learning with the RME approach (Meilina, Mariana, & Rahmawati, 2023). Student worksheets is a tool to help construct student activities through the stages of activities written in it (Umbaryati, 2016).…”

“…Implementation of the Realistic Mathematics Education (RME) approach in Elementary Schools by Elwijaya et al (2021) obtain results in the form of data on improving student learning outcomes through the RME approach. Furthermore, research entitled Implementation of PMRI student worksheets in the Material of Counting Up to 20 for Phase A Students of Elementary Schools conducted by Meilina et al (2023) obtained the result that the application of RME-based worksheets with a traditional game culture can bring student learning from contextual to more formal situations and is successfully implemented in elementary schools. In addition, several studies have shown that phase B students are still confused in understanding flat shape material in mathematics learning.…”