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All Journal MEJ (Mathematics Education Journal) Pedagogy : Jurnal Pendidikan Matematika
Rahmawati, Nuzul Putri
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Education Mathematics

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IMPLEMENTATION OF PATIL LELE TRADITIONAL GAME AS ETHNOMATHEMATICS TO IMPROVE STUDENT’S PERSPECTIVE TO MATHEMATICS Rahmawati, Nuzul Putri; In?am, Akhsanul; Dintarini, Mayang
MEJ (Mathematics Education Journal) Vol 3, No 2 (2019)
Publisher : Study Program of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (804.163 KB) | DOI: 10.22219/mej.v3i2.11070

Abstract

The aim of this research is as an effort students? perspective on mathematics and the preservation of traditional Indonesian games. As for the background of this writing, because Indonesia is a country that has a diversity of cultures, one of them is traditional games. The current of globalization in Indonesia has the effect of threatening extinction towards various traditional Indonesian games. On other hand, the problem is the majority of students consider mathematics learning is difficult and unpleasant lesson. This research takes one of the traditional Indonesian games namely patil lele to be implicated in mathematics learning. This research used descriptive qualitative research with the aim of describing, explaining, and interpreting the implementation of traditional game patil lele as ethnomatematics qualitatively using observation, documentation, and filling questionnaires and tests. The results showed that the use of patil lele games introduce students to traditional games, foster social attitudes, collaborate with students, and help students understand the concept of distance between points. After applying traditional patil lele games, students can get to know the game. By introducing this game, students can love their own culture that is Indonesian culture with their participation in preserving traditional patil lele games. The application of traditional patil lele games can reduce the abstractness of mathematics by visualizing the material of distance between points through the game. Thus, the implementation can provide a good image of mathematics subjects students? perspective
ANALISIS STRATEGI GURU MATEMATIKA DALAM MENGINTEGRASIKAN KURIKULUM NASIONAL DAN PEARSON EDEXCEL PADA SEKOLAH BERBASIS DUAL-CURRICULUM Rahmawati, Nuzul Putri; Mulyono, Mulyono; Waluya, Stevanus Budi
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 4 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i4.7668

Abstract

Penerapan dual-curriculum yang mengintegrasikan Kurikulum Nasional Indonesia dan Pearson Edexcel semakin berkembang di sekolah-sekolah berbasis internasional di Indonesia, namun praktik pelaksanaannya menghadirkan tantangan pedagogis dan manajerial bagi guru, terutama dalam pembelajaran matematika. Penelitian ini bertujuan untuk menganalisis strategi guru matematika dalam menavigasi dan mengintegrasikan kedua kurikulum tersebut melalui perencanaan, desain pembelajaran, dan asesmen. Metode yang digunakan adalah mixed-methods dengan desain sequential explanatory, di mana data kuantitatif mengenai capaian belajar siswa dikumpulkan terlebih dahulu, kemudian diperkuat dengan data kualitatif melalui observasi, wawancara semi-terstruktur, dan analisis dokumen. Subjek penelitian adalah tiga sekolah berbasis dual-curriculum yang telah menerapkan Kurikulum Nasional dan Pearson Edexcel minimal dua tahun. Hasil penelitian menunjukkan bahwa guru mengintegrasikan kurikulum melalui curriculum mapping, diferensiasi tugas, dan penggunaan model spiral untuk penguatan konsep, serta menerapkan strategi asesmen ganda untuk menilai procedural fluency dan mathematical reasoning. Data capaian belajar memperlihatkan bahwa 72% siswa mencapai kategori tinggi pada asesmen nasional, sementara pada format Edexcel hanya 53% mencapai kategori tinggi, namun peningkatan signifikan terjadi pada siswa yang mengikuti program pengayaan rutin. Temuan ini menunjukkan bahwa dual-curriculum dapat meningkatkan kualitas pembelajaran matematika, tetapi keberhasilan sangat dipengaruhi oleh kesiapan guru, dukungan sumber daya, dan pengelolaan waktu. Penelitian ini menyimpulkan bahwa integrasi kurikulum nasional dan internasional memerlukan strategi sistematis dan dukungan kelembagaan agar pembelajaran matematika berjalan efektif, relevan, dan berkelanjutan.
Co-Authors In’am, Akhsanul Mayang Dintarini Mulyono Mulyono St. Budi Waluya