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Pengembangan Model Pembelajaran Realistik Matematik Berbasis Etnomatematika Rumah Adat Suku Sasak Berorientasi Pada Koneksi dan Pemahaman Konsep Matematika Peserta Didik SMP Lalu Wahyu Rizaldi; Marsigit
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10664

Abstract

Penelitian ini bertujuan mengembangkan Model Pembelajaran Matematika Realistik Berbasis Etnomatematika Rumah Adat Suku Sasak yang berorientasi pada kemampuan koneksi dan pemahaman konsep matematika peserta didik SMP. Pengembangan model dievaluasi melalui tiga aspek, yaitu validitas, kepraktisan, dan keefektifan. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen penelitian terdiri atas lembar validasi, lembar kepraktisan untuk pendidik dan peserta didik, lembar observasi keterlaksanaan pembelajaran, serta tes kemampuan koneksi dan pemahaman konsep matematika. Data dianalisis secara kuantitatif-kualitatif dan kuantitatif-inferensial. Hasil validasi menunjukkan model dan perangkat pembelajaran berada pada kategori valid dengan skor kevalidan rata-rata di atas 80%. Uji kepraktisan menunjukkan skor penilaian pendidik 84,28% dan peserta didik 81,96%, dengan keterlaksanaan pembelajaran di atas 80%. Uji keefektifan melalui one sample t-test memperoleh nilai sig. (1-tailed) < 0,05, menandakan model efektif meningkatkan kemampuan koneksi dan pemahaman konsep matematika peserta didik dengan nilai rata-rata ≥ 71. Dengan demikian, model yang dikembangkan valid, praktis, dan efektif untuk diterapkan dalam pembelajaran matematika SMP berbasis budaya lokal Sasak.
BRIDGING CULTURE AND CONCEPTS: EXPLORING STATISTICS COMPETENCY THROUGH JAVANESE WAYANG CULTURE Dela Yulanda Sari; Marsigit
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.76644

Abstract

The purpose of this study was to determine how the application of wayang culture facilitated the abstraction abilities of junior high school students in learning statistics. The participants of this study were eighth-grade students from a junior high school in Baran Village. Data collection techniques included observation, exploration, tests and interviews. The results of this study indicate that the fundamental mathematical aspects found in wayang can be implemented in contextual mathematics learning for junior high school, especially in statistics material. This conclusion is reinforced by the test results where 75% of participants obtained correct answers with scores above 85. This study implies that wayang culture-based learning has strong potential for application in formal mathematics education in schools.
TAMAN SARI ARTIFACTS IN PROBLEM BASED LEARNING: CULTIVATING MATHEMATICAL LITERACY THROUGH ETHNOMATHEMATICS Dika Dwi Meilina; Marsigit
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.82884

Abstract

This study aims to improve the mathematical literacy of eighth-grade students through the implementation of a problem-based learning model based on ethnomathematics, utilizing Taman Sari artifacts. This study is a classroom action research carried out in 2 cycles. Each cycle consists of planning, action, observation, and reflection. The subjects were 30 of eighth-grade students at a school in Bantul. Research data were obtained through tests, interviews, and documentation. Data were analyzed using qualitative descriptive analysis techniques. Data validation employed method triangulation techniques. The study results demonstrated an increase in students’ mathematical literacy after applying the problem-based learning model based on Taman Sari ethnomathematics. Specially, significant improvements were observed across all key mathematical literacy indicators, including formulate indicator (formulating problems), employ indicator (applying the concepts), and interpret indicator (interpreting and evaluating) with consistent progress noted from Cycle I to Cycle II. Based on these findings, it can be concluded that the application of a problem-based learning model based on Taman Sari ethnomathematics significantly improved students’ mathematical literacy in mathematics lessons, particularly in the Pythagorean theorem material.
Co-Authors Dela Yulanda Sari Dika Dwi Meilina Lalu Wahyu Rizaldi