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All Journal International Journal of Evaluation and Research in Education (IJERE) JPMS (Jurnal Pendidikan Matematika dan Sains) Pythagoras: Jurnal Matematika dan Pendidikan Matematika TARBIYA : Journal Education in Muslim Society Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education Math Didactic: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Muallimuna : Jurnal Madrasah Ibtidaiyah JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Eduscience (JES) Jurnal Pendidikan dan Kebudayaan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Ethnomathematics Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Marsigit Marsigit
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS ETNOMATEMATIKA KERATON YOGYAKARTA BERORIENTASI PADA PEMAHAMAN KONSEP MATEMATIS SISWA Sundap Priyatna; Marsigit Marsigit
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8825

Abstract

Pemahaman konsep matematis siswa khususnya pada materi geometri belum optimal sehingga perlu sebuah inovasi pengembangan perangkat pembelajaran. Penelitian ini bertujuan mengembangkan perangkat pembelajaran berbasis etnomatematika Keraton Yogyakarta berorientasi kemampuan pemahaman konsep matematis. Penelitian ini menggunakan model pengembangan milik Plomp meliputi pleminary research, prototype phase, dan assessment phase. Uji coba produk dilakukan di SMP kelas VII menggunakan instrumen yang terdiri dari lembar validasi, lembar penilaian kepraktisan, lembar observasi keterlaksanaan pembelajaran, dan tes kemampuan pemahaman konsep matematis. Berdasarkan hasil disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria kevalidan dengan tingkat ketercapaian nilai modul ajar 71, dan LKS 69. Berdasarkan hasil uji coba lapangan disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria kepraktisan berdasarkan penilaian guru dengan skor kepraktisan masing-masing 55 dan 56 untuk modul ajar dan LKS, serta LKS yang dikembangkan memenuhi kriteria kepraktisan dengan skor 44,78 berdasarkan penilaian siswa. Berdasarkan hasil observasi disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria minimum persentase keterlaksanaan lebih dari 80% pada setiap pertemuan. Berdasarkan hasil tes pemahaman konsep matematika persentase siswa yang mencapai kriteria minimum dengan nilai rata-rata masing-masing lebih dari KKM 75 dengan persentase sebesar 91,30 % sehingga perangkat pembelajaran yang dikembangkan efektif memfasilitasi pemahaman konsep matematis. The understanding of students' mathematical concepts, especially on geometry material, is not optimal, so it needs an innovation in developing learning tools. This research aims to develop ethnomathematics-based learning tools of the Yogyakarta Palace oriented towards the ability to understand mathematical concepts. This research using Plomp's development model includes pleminary research, prototype phase, and assessment phase. Product trials were carried out in junior high school grade VII using instruments consisting of validation sheets, practicality assessment sheets, learning implementation observation sheets, and tests of the ability to understand mathematical concepts. Based on the results, it was concluded that the learning tools developed met the validity criteria with the level of achievement of teaching module scores 71, and LKS 69. Based on the results of field trials, it was concluded that the learning tools developed met the practicality criteria based on teacher assessment with practicality scores of 55 and 56 respectively for teaching modules and LKS, and the developed LKS met the practicality criteria with a score of 44.78 based on student assessments. Based on the observations, it was concluded that the learning tools developed met the minimum criteria for a percentage of implementation of more than 80% at each meeting. Based on the results of the test of understanding mathematical concepts, the percentage of students who reached the minimum criteria with an average score of more than KKM 75 each with a percentage of 91.30% so that the learning tools developed effectively facilitate the understanding of mathematical concepts.
Mathematical Communication Ability Based on Anyaman Purun Ethnomathematics Maulina Fakhrunnisa Salsanabila; Marsigit Marsigit; Ali Mahmudi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5666

Abstract

Mathematical communication skills are essential for students to effectively express and understand mathematical ideas. This study investigates these skills within the context of one-variable linear equations and inequalities, incorporating ethnomathematics through the lens of anyaman purun (traditional grass weaving) as a culturally relevant framework. A qualitative descriptive research design was employed. The participants included six grade 7 students selected purposively from a pool of 28 students. Data collection methods comprised tests, interviews, and documentation. Data analysis was conducted following Miles and Huberman’s model, which includes data reduction, data presentation, and conclusion drawing. Triangulation through test results and interviews was used to ensure data validity. Findings revealed that 46.4% of the students displayed high-level mathematical communication skills, 28.6% demonstrated moderate skills, and 25% exhibited low skills. Students with high proficiency effectively conveyed mathematical concepts using written, visual, and mathematical expressions, while those with moderate skills performed adequately in these areas. Students with lower skills faced challenges across all aspects of mathematical communication. The integration of anyaman purun within mathematics instruction highlighted cultural relevance as a tool for enhancing mathematical communication. High and moderate skill levels corresponded with more effective communication and understanding of mathematical concepts, whereas students with lower skill levels struggled with these aspects. The study suggests that incorporating culturally relevant contexts like anyaman purun can improve mathematical communication skills, potentially enhancing learning quality and fostering students' ability to articulate mathematical ideas.
Pengembangan Perangkat Pembelajaran Geometri Berbasis Etnomatematika melalui Model Discovery Learning Norminggus Leo Hale; Marsigit Marsigit
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4385

Abstract

Pembelajaran geometri di SMP masih memerlukan perangkat pembelajaran yang mampu menghadirkan keterkaitan antara materi matematika, pengalaman keseharian, serta nilai budaya lokal peserta didik. Keterbatasan perangkat pembelajaran yang secara terpadu mengintegrasikan etnomatematika dengan model pembelajaran aktif menjadi dasar perlunya pengembangan modul ajar dan LKPD yang kontekstual. Penelitian ini bertujuan menghasilkan produk pembelajaran berupa modul ajar serta LKPD geometri bermuatan etnomatematika dengan menggunakan konteks pintu rumah adat Suku Lok melalui model Discovery Learning untuk pembelajaran matematika jenjang SMP. Penelitian ini menerapkan pendekatan penelitian pengembangan atau Research and Development dengan mengacu pada model 4-D yang meliputi pendefinisian, perancangan, pengembangan, serta penyebarluasan. Peserta uji coba terbatas ditentukan dengan teknik purposive sampling, yaitu empat mahasiswa Program Magister Pendidikan Matematika di Universitas Negeri Yogyakarta yang berperan dalam kegiatan peer teaching. Perangkat pengumpul data mencakup lembar penilaian ahli dan lembar pengamatan keterlaksanaan pembelajaran. Temuan studi memperlihatkan bahwa modul ajar memperoleh skor rerata 4,4 sedangkan LKPD mendapatkan skor rerata 4,3, yang menunjukkan bahwa keduanya termasuk pada kualifikasi sangat valid. Hasil observasi keterlaksanaan pembelajaran menunjukkan rerata keterlaksanaan mencapai 78,5% dan termasuk kategori baik. Berdasarkan temuan tersebut, perangkat pembelajaran geometri berbasis etnomatematika melalui model Discovery Learning dinyatakan layak digunakan sebagai alternatif perangkat pembelajaran yang sistematis, kontekstual, dan berbasis budaya lokal. Perangkat ini berpotensi membantu guru mengaitkan konsep geometri dengan kearifan lokal, khususnya melalui konteks pintu rumah adat Suku Lok.
Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics Ipah Muzdalipah; Marsigit Marsigit; Sri Andayani
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18025

Abstract

This study investigated students’ cognitive progression in geometry based on Van Hiele levels. It used a design-based research approach that integrates the Van Hiele Model of Instruction with ethnomathematics, following the McKenney & Reeves design cycle (analysis and exploration, design and construction, and evaluation and reflection). Data were collected through Van Hiele tests, observations, teachers and students interview, and documentation, and analysed using qualitative methods (data reduction, data display, and conclusion drawing/verification). The pilot class (cycle 1) was conducted with 34 eighth-grade students at SMPN 6 Tasikmalaya in August 2025, while actual class (cycle 2) was carried out with 33 eighth-grade students at SMPN 13 Tasikmalaya in September 2025. The research results showed that students’ cognitive development peaked at the visualization phase in both the pilot class (85%) and the actual class (94%), with fewer students progressing to higher levels. However, the actual class (61% at the formal deduction level) demonstrated notable improvement compared to the pilot class (41% at the formal deduction level), due to refinements in instructional design. These findings suggest that integrating ethnomathematics with the Van Hiele model effectively enhances students’ geometric thinking.
ETHNOMATHEMATICS-PROBLEM BASED LEARNING IN THE “BALOY ADAT TIDUNG” CONTEXT: EFFECTS ON STUDENTS’ MATHEMATICAL CREATIVITY AND GROWTH MINDSET Sury Adellia Ramadhanta; Marsigit Marsigit
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9050

Abstract

Purpose – This study aimed to examine the effectiveness of Ethnomathematics-based Problem-Based Learning (PBL) and Ethnomathematics-based Student Teams Achievement Division (STAD) in enhancing students' Mathematical Creative Thinking Ability (MCTA) and Growth Mindset (GM), and to determine which instructional model is more effectiveMethodology – A quasi-experimental, nonrandomized control-group pretest–posttest design was employed at a public junior secondary school in Indonesia during the 2025/2026 academic year. The sample consisted of two intact ninth-grade classes (32 students each) assigned to the PBL and STAD groups. Data were collected using a mathematical creative thinking test and a growth mindset questionnaire administered at pretest and posttest. Data analysis involved one-sample t-tests to assess the effectiveness of each learning model against the established effectiveness criteria; differences in effectiveness between groups were analyzed using a multivariate test (Hotelling's T²) to see the simultaneous effect on MCTA and GM, independent-samples t-tests to compare group differences, and a superiority analysis to identify the more effective approach.Findings – Both Ethnomathematics-based PBL and STAD were effective in improving students' MCTA and GM. However, the PBL model demonstrated significantly greater effectiveness than the STAD model in enhancing both variables.Contribution – This study provides empirical evidence supporting the integration of the ethnomathematical context "Baloy Adat Tidung" into mathematics instruction. The findings contribute to the literature on culturally responsive pedagogy by demonstrating that ethnomathematics-based PBL is a more impactful approach for strengthening students' creative thinking skills and growth mindset at the junior secondary level.
Co-Authors Ahmad Nasrullah Ali Mahmudi Ali Mustadi Azamul Fadhly Noor Muhammad Badrun Kartowagiran Dwi Siswoyo Edi Istiyono Endah Retnowati Erlina Dwi Prasekti Heri Retnawati Himawan Putranta Ibrahim Ibrahim Indah Pertiwi Ipah Muzdalipah Irma Ayuwanti Kistoro, Hanif Cahyo Adi Kusno Kusno Lukman Lukman Luluk Mauluah Maulina Fakhrunnisa Salsanabila Meita Fitrianawati Muhammad Nur Wangid Muthmainnah, Siti Nafsul Norminggus Leo Hale Nur Choiro Siregar Rona Happy Mumpuni Rusli Rusli Sintawati, Mukti Siti Nafsul Muthmainnah Soeharto Soeharto Sri Andayani Sundap Priyatna Suripah Suripah Sury Adellia Ramadhanta Syariful Fahmi Trysa Gustya Manda Uun Yuni Armita Wanda Tri Utami