Teachers’ Perception toward the Use of Ethnomathematics Approach in Teaching Math

Mania, Sitti; Alam, Samsu

doi:10.46328/ijemst.1551

Cited by 46 publications

(48 citation statements)

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“…Many ethnomathematical studies have been conducted, and research focuses on the development of media, teaching materials, and learning tools (Chrissanti, 2019;Ishartono & Ningtyas, 2021). Previous studies that have been conducted reveal that the use of media, teaching materials, and learning tools can increase the meaningfulness of the learning experience so that it affects motivation, interest, increased learning outcomes, increased problem-solving abilities, and can improve student character (Mania & Alam, 2021;Paroqi et al, 2021;Patria & Heswari, 2021). The difference between this study and previous research is the use of the Pawon (kitchen) element as a learning resource and the learning steps that are arranged according to the social distancing program.…”

Section: Introductionmentioning

confidence: 73%

“…By research that has been done, the use of media with concrete objects that exist in students' daily lives will make mathematics learning meaningful, help students understand the material, and improve learning outcomes (Crismono, 2017;Setyowati & Masrukan, 2016). Many studies on ethnomathematics and the development of ethnomathematical tools have been carried out (Cimen, 2014;Mania & Alam, 2021;Verner et al, 2019). The learning device developed in this study refers to the guided discovery method while still applying the rules of the social distancing program.…”

Section: Dicussionmentioning

confidence: 99%

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Ethnomathematics-Based Learning Tools

Trisnani

Utami

2021

International j.of Elementary Education

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The application of the learning from the home system (BDR) and the implementation of social distancing require teachers to develop mathematics learning resources by utilizing an environment close to students' daily lives. However, there are still many teachers who have difficulty developing learning resources that are suitable for students to apply. This study aimed to design a good, practical, and efficient ethnomathematical-based learning device by utilizing Pawon (kitchen) as a learning resource. Learning tools are designed by modifying the Borg and Gall development procedures, namely exploration, planning, development, initial revision, limited trial, final revision, and dissemination. The learning tools developed are then validated by media, material, and cultural experts, which are then tested on three teachers and 12 students. Data collection instruments in the form of exploration sheets and questionnaires. The analysis technique was carried out through quantitative and qualitative descriptive analysis. The study results are that the design of the learning device developed meets the valid criteria as indicated by the percentage of assessments by material experts, media experts, practitioners, and cultural experts in Kulon Progo Regency, which reaches almost 100%. Practicality criteria based on assessments by teachers and students included in the excellent category and effective criteria based on the criteria reference assessment, more than 75% of students get scores above the minimum completeness criteria (KKM). The results of the development of ethnomathematical-based learning tools meet the criteria of being valid, practical, and effective for use in learning mathematics for elementary school students.

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Section: Introductionmentioning

confidence: 73%

Section: Dicussionmentioning

confidence: 99%

Ethnomathematics-Based Learning Tools

Trisnani

Utami

2021

International j.of Elementary Education

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“…Dalam konsep ethnoMatematika, terkait koneksitas antara ethno dan Matematika memiliki tujuh kriteria agar dapat terkoneksi dengan benar dan tepat, yakni 1) membuat hubungan yang berkmana; 2) pembelajaran diatur sendiri; 3) bekerjasama; 4) bernalar kritis dan kreatif; 5) saling membantu dan mendukung untuk tumbuh-berkembang; 6) mencapai standar yang maksimal; 7) menerapkan penilaian autentik (scoring) (Kilgour, 2015). Berdasarkan ciri khas tersebut, maka metode yang paling cocok adalah cooperative learning, dimana siswa secara penuh melibatkan diri untuk menghubungkan situasi kelas dengan kehidupan nyata sehingga mereka dapat menerapkan dalam kehidupan nyata (Mania & Alam, 2021). Secara tekhnis, metode cooperative learning berbasis ethnoMatematika memiliki langkah-langkah sebagai berikut: pertama, siswa dipancing untuk mengemukakan pendapat matematis dalam kehidupan sehari-hari, pada proses ini, siswa disuruh mengidentifikasi secara serius masalah-masalah Matematika, ditulis di selembar kertas.…”

Section: Pengembangan Nalar-logika Siswa Mengguanakan Metode Cooperat...unclassified

Pengembangan Nalar-Logika Realistik Matematis Siswa Berbasis EtnoMatematika dan Cooperatif Learning di Sekolah Menengah Kejuruan Negeri (SMKN) 1 Singgahan-Tuban

Agustinayanti¹,

Surur²

2022

Elektriese

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Penelitian ini bertujuan mengintegrasikan antara ilmu Matematika dengan sosial matematis. Integrasi tersebut dapat menyelesaikan problem gap teoritis dengan praktis yang selama ini menjangkiti pembelajaran Matematika yaitu pembelajaran matematika yang hanya mengutamakan teori dan rumus. Metode yang digunakan adalah kualitatif deskriptif dengan memfokuskan penggalian data pada interview dan observasi. Setelah dilakukan penelitian dihasilakn temuan; pertama, SMKN 1 Singgahan menggunakan pembelajaran cooperative learning dua tipe; 1) tipe Student Teams chevement Divisions (STAD) yakni suatu pembelajaran yang ditekankan pada penilaian prestasi tim dari seluruh nilai anggota kelompok. Tipe ini menekankan pada kolaborasi antar individu untuk melakukan transfer of knowledge. 2) tipe Teams Games Tournament (TGT), tipe pembelajaran cooperative learning yang berbasis pada kompetisi berkelompok dengan skoring, akan tetapi dilengkapi dengan cara-cara permainan (gaming). Kedua, pola pengembangan nalar-logis realistik pada pembelajaran Matematika siswa di SMKN 1 Singgahan, memadukan antara metode cooperative learning dengan pendekatan ethnoMatematika. Teori dan rumus Matematika yang sudah dipelajari, dibawa ke masyarakat untuk menyelesaikan sekaligus mengembangkan potensi lokal yang bersifat matematis. Hasilnya, siswa mampu membuat kreasi anyaman bambu menggunakan alat-alat ukur ruang bangun, sisi-sisi, jarak. Hal tersebut sebagai salah satu bentuk dari integrasi Matematika dan budaya masyarakat.

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“…Furthermore, D'Ambrosio (2016) argues that ethnomathematics is seen as a way to learn mathematical concepts through socio-cultural or members of different cultures. Ethnomathematics can facilitate primary students to be the ability to construct mathematical concepts from the initial knowledge they already have (Mania, 2021). Using ethnomathematics as a basis for learning can improve primary students' understanding of finding mathematical concepts (Cimen, 2014).…”

Section: Introductionmentioning

confidence: 99%

A learning trajectory of integer addition and subtraction using the kempreng game context

Salsabila

Amir

Wardana

2022

jel

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Traditional games can be used as a context to understand mathematical concepts. Many studies on learning trajectory (LT), which are set in the context of traditional games, have been carried out. However, no study focuses on using the context of the traditional kempreng game to facilitate primary students in understanding integer addition and subtraction. This research aims to design an LT through traditional game kempreng to help construct students' understanding and mathematical concepts through various activities that have been developed. This study uses design research with stages, namely preliminary design, teaching experiment, and retrospective analysis. This study produces LT which consists of five activities, namely: consisting of calculating addition points through the kempreng context, calculating subtraction (difference) through the kempreng context, performing additional operations on the “same” kempreng card, performing subtraction operations on “different” kempreng, and determining the results of addition or subtraction operations of number cards with the opposing group. In this study, LT set in the traditional game of kempreng can be used as a context in preparing learning designs that could stimulate students thinking in understanding the mathematical concepts of integer addition and subtraction. The impact of the research design also occurs on teachers. Learning becomes a student center, the teacher as a facilitator. The results of this study can have implications as one of the considerations for using contexts with real and cultural backgrounds to reduce or build a meaningful understanding of the concept of integer addition and subtraction for primary students.

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Teachers’ Perception toward the Use of Ethnomathematics Approach in Teaching Math

Cited by 46 publications

References 0 publications

Ethnomathematics-Based Learning Tools

Ethnomathematics-Based Learning Tools

Pengembangan Nalar-Logika Realistik Matematis Siswa Berbasis EtnoMatematika dan Cooperatif Learning di Sekolah Menengah Kejuruan Negeri (SMKN) 1 Singgahan-Tuban

A learning trajectory of integer addition and subtraction using the kempreng game context

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