The Learning Trajectory of Number Pattern Learning Using Barathayudha War Stories and Uno Stacko

Risdiyanti, Irma; Prahmana, Rully Charitas Indra

doi:10.22342/jme.11.1.10225.157-166

Cited by 35 publications

(37 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers deliver what is written on the textbooks without igniting interactive dialogue to enhance students' critical reasoning and communicate different ideas (Stacey, 2011;Arisetyawan, Suryadi, Herman, & Rahmat, 2014). This led students to memorize formulas without knowing its meaning and not being reflective of mathematics they learn at schools (Nurhasanah, Kusuma & Sabandar, 2017;Risdiyanti & Prahmana, 2020). Therefore, to solve this problem, we need to relate mathematics and social-culture contexts close to students by exploring cultural backgrounds to be used in mathematics learning.…”

Section: A Mathematical Modeling On Determining the Day Of Funerary mentioning

confidence: 99%

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

et al. 2021

Self Cite

View full text Add to dashboard Cite

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.

show abstract

Section: A Mathematical Modeling On Determining the Day Of Funerary mentioning

confidence: 99%

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Siswa : "3 kali Bu" Peneliti : "Bagus, apa yang bisa diperoleh dari eksperimen tadi?" Siswa : "3 kali volume kerucut sama dengan 1 kali volume tabung" (Haris & Putri, 2011); permainan tradisional dalam pembelajaran perkalian, penjumlahan, dan aritmatika sosial (Prahmana, et al, 2012;Nursyahidah, et al, 2013;Risdayanti, et al, 2019); cerita wayang dan uno stucko dalam pembelajaran pola bilangan (Risdiyanti & Prahmana, 2020); dan bangunan bersejarah dalam pembelajaran refleksi pada transformasi geometri (Nursyahidah, et al, 2020).…”

Section: Gambar 8 Jawaban Siswa Pada Aktivitasunclassified

“…Dalam hal ini siswa aktif dalam diskusi kelompok dan kelas untuk dapat menyelesaikan masalah yang diberikan dengan bantuan eksperimen sederhana. Hal ini selaras dengan beberapa penelitian (Nasrullah & Zulkardi, 2011;Bustang, et al, 2013;Juwita, dkk., 2015;Nursyahidah, dkk., 2013Nursyahidah, dkk., , 2014Nursyahidah, dkk., , 2018Nursyahidah, dkk., , 2020Risdayanti, Prahmana, & Shahrill, 2019;Risdiyanti & Prahmana, 2020)…”

Section: Gambar 8 Jawaban Siswa Pada Aktivitasunclassified

“…Sejalan dengan permasalahan di atas, maka penting bagi guru untuk merancang pembelajaran kerucut yang lebih bermakna dengan menggunakan konteks dan pendekatan yang tepat. Salah satu pendekatan dalam pembelajaran matematika yang dapat mendukung pembelajaran menjadi lebih bermakna adalah Pendidikan Matematika Realistik Indonesia (PMRI) (Bustang, et al, 2013;Juwita, dkk., 2015;Putri & Zulkardi, 2019;Nursyahidah, et al, 2020;Risdiyanti & Prahmana, 2020). Konteks nyata yang dekat dengan siswa merupakan titik awal pembelajaran PMRI untuk dapat menjadi jembatan antara pengetahuan nyata yang dialami siswa menuju pengetahuan formal matematika siswa (Yanti, dkk., 2016;Putri & Zulkardi, 2017).…”

unclassified

See 1 more Smart Citation

Desain Pembelajaran Kerucut Berkonteks Tradisi Megono Gunungan

Nursyahidah

Saputro

Albab

2021

jel

View full text Add to dashboard Cite

Geometry is an essential subject for students. However, geometry, especially the cone, remains a challenging material for students. Besides, we need the proper media and context for learning mathematics on cone material. This research aims to develop a learning trajectory that utilizes the Megono Gunungan tradition as a context in the learning process using the Indonesian Realistic Mathematics Education (PMRI) approach. The research method used is Design Research, which consists of three phases of the study: preliminary design, experimental design, and retrospective study. This study's outcome is designing a learning trajectory on cone material using the Megono Gunungan tradition. This learning trajectory comprises four activities, including observing the interactive video of the Megono Gunungan tradition to discover cone elements, finding the concept surface area of a cone using origami paper, and grasping the cone concept volume with magic seeds, and solving contextual problems related to the cone. Studies have shown that using the Megono Gunungan context could help students improve their understanding of the cone concept. Furthermore, this study hoped could be an inspiration for exploring another local wisdom that can be a context in learning mathematics.

show abstract

“…In PMRI, the context plays an important role in learning because it helps students understand the topic (Haris & Putri, 2011;Fauziah et al, 2019;Risdiyanti et al, 2019). Therefore, when designing learning, choosing a context becomes the pressure point to do (Risdiyanti & Prahmana, 2020). Initially the students found it difficult to choose contexts relevant to the topic of the material.…”

Section: Figurementioning

confidence: 99%

Developing Pmri Learning Environment Through Lesson Study for Pre-Service Primary School Teacher

et al. 2020

View full text Add to dashboard Cite

Teachers' pedagogical ability contributes significantly to their process and learning performance. To improve it, a development process is needed as long as they are still having their process of education or they are still teacher students. This study aimed to develop a valid and practical PMRI learning environment through lesson study which had a potential effect on improving the pedagogical abilities of pre-service primary school teachers. A design research method of development study type was used in this study consisting of three phases, namely the preliminary, development or prototyping phase, and assessment phase. The research subjects were 32 students of Primary School Teacher Education of Sriwijaya University. The data were collected using walkthrough, observation, documentation, questionnaires, interviews, and tests. The study produced a learning environment with a valid and practical Campus-School (CS) model and had a potential effect on improving teacher students' pedagogical ability. The learning environment was in the form of training on campus and implementation in schools. Based on the data analysis, the learning environment was able to produce pre-service primary education teachers understanding the PMRI through lesson study and design PMRI learning tools through a lesson study. AbstrakKemampuan pedagogik guru memiliki kontribusi yang signifikan dalam proses dan kinerja pembelajaran. Untuk meningkatkannya, proses pengembangan diperlukan sepanjang guru tersebut masih menjalani proses pendidikannya atau masih berstatus calon guru. Penelitian ini bertujuan mengembangkan lingkungan belajar PMRI dengan lesson study yang valid dan praktis serta memiliki efek potensial untuk meningkatkan kemampuan pedagogis mahasiswa calon guru sekolah dasar. Penelitian menggunakan metode design research tipe development studies. Penelitian ini terdiri dari tiga tahap, yaitu tahap preliminary, development or prototyping phase dan assesment phase. Subjek penelitian adalah 32 orang mahasiswa Pendidikan Guru Sekolah Dasar Universitas Sriwijaya. Pengumpulan data dilakukan dengan cara walkthrough, observasi, dokumentasi, angket, wawancara dan tes. Penelitian menghasilkan lingkungan belajar dengan model Kampus-Sekolah (KS) yang valid dan praktis serta memiliki efek potensial dalam meningkatkan kemampuan pedagogis mahasiswa. Lingkungan belajar tersebut berupa pelatihan di kampus dan implementasi di sekolah. Berdasarkan analisis data, lingkungan belajar mampu menghasikan calon guru yang memahami PMRI melalui lesson study serta mampu mendesain perangkat pembelajaran PMRI melalui lesson study.

show abstract

The Learning Trajectory of Number Pattern Learning Using Barathayudha War Stories and Uno Stacko

Cited by 35 publications

References 19 publications

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

Desain Pembelajaran Kerucut Berkonteks Tradisi Megono Gunungan

Developing Pmri Learning Environment Through Lesson Study for Pre-Service Primary School Teacher

Contact Info

Product

Resources

About