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All Journal J-PiMat : Jurnal Pendidikan Matematika Griya Journal of Mathematics Education and Application
Kandida Maro Rayo
STKIP Persada Khatulistiwa
Education Mathematics

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Kajian Etnomatematika Ritual Gawai Budaya Tak Kasat Mata Suku Dayak Bidayuh-Somu Kandida Maro Rayo; Yuniarti Essi Utami
J-PiMat : Jurnal Pendidikan Matematika Vol 5, No 2 (2023): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v5i2.2793

Abstract

Budaya tak kasat mata adalah praktik-praktik sosial berupa kegiatan ritual keagamaan. Kegiatan ritual keagamaan yang dimaksud adalah kegiatan ritual gawai yang dilaksanakan oleh suku Dayak BidayuhSomu di Desa Sebuduh Kecamatan Kembayan. Ritual gawai dari hasil penelitian sebelumnya beberapa tahapan sudah mulai tidak dilaksanakan akibat dari penggiat budaya atau pelaksana ritual sudah semakin berkurang. Secara dokumentasi untuk pengetahuan generasi muda tentang budaya lokal semakin tergerus akibat budaya luar yang banyak digandrungi sekarang. Pembelajaran adalah media yang tepat untuk mengkampanyekan kecintaan atas budaya lokal. Urgensi dari penelitian ini yaitu : (a) terdapat keperluan mendesak dalam mengambil data, mendokumentasikan, dan mempublikasikan budaya lokal masyarakat sebagai tanggung jawab teoritis dalam melestarian budaya lokal, (b) hasil penelitian ini bertujuan untuk menghasilkan bahan ajar pendukung sebagai pembelajaran di dalam kelas, dan (c) menjadi pondasi untuk memperkenalkan kearifan lokal dan memperkenalkan etnomatematika secara mudah melalui bahan ajar yang dikembangkan dan akan dipublikasikan pada literatur ilmiah (jurnal). Kata Kunci: Etnomatematika, Budaya tak kasat mata, ritual gawai
Analisis Kecemasan Matematika dan Akurasi Pemahaman Konsep Guru Sekolah Dasar dalam Perspektif Faktor Demografis Yohana Dwi Kristiani Sinaga; Kandida Maro Rayo
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1069

Abstract

Mathematics anxiety is experienced not only by students but also by elementary school teachers and may affect instructional quality, particularly conceptual understanding accuracy. This study aimed to (1) identify teachers’ levels of mathematics anxiety, (2) examine factors associated with mathematics anxiety, and (3) analyze its effect on conceptual understanding accuracy. A quantitative correlational-regression design was employed involving 85 elementary school teachers from Teacher Working Group (KKG) Cluster 1, Sintang District. Data were collected through a mathematics anxiety questionnaire and a conceptual understanding test and analyzed using descriptive statistics, t-tests, Pearson correlation, and multiple linear regression. The results showed that teachers’ mathematics anxiety was at a moderate level. Significant differences were found based on gender and grade level taught, whereas no significant relationship was found with teaching experience. Self-confidence was negatively associated with mathematics anxiety. Furthermore, mathematics anxiety had a significant negative effect on conceptual understanding accuracy after controlling for other variables. The regression model explained 35% of the variance in conceptual understanding accuracy (R² = 0.35), with mathematics anxiety emerging as a significant negative predictor (β = −0.38, p < 0.001). These findings highlight the importance of addressing teachers’ affective factors in professional development.
Co-Authors Yohana Dwi Kristiani Sinaga Yuniarti Essi Utami