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ETNOMATEMATIKA PADA BANGUNAN UTAMA ASRAMA INGGRISAN BANYUWANGI SEBAGAI MEDIA PEMBELAJARAN Agustin Faridatul Hasanah; Susanto Susanto; Dinawati Trapsilasiwi
MaPan : Jurnal Matematika dan Pembelajaran Vol 7 No 2 (2019): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2019v7n2a1

Abstrak:Matematika merupakan aktivitas manusia dan bagian dari budaya. Hubungan antara budaya dan matematika dikenal sebagai etnomatematika. Pengintegrasian budaya dalam pembelajaran matematika dapat membantu siswa dalam memahami materi matematika yang abstrak. Penelitian ini bertujuan mendeskripsikan etnomatematika pada bangunan utama Asrama Inggrisan Banyuwangi yang merupakan bangunan bekas peninggalan kolonial dan menyimpan banyak kisah sejarah dari Inggris, Belanda hingga Jepang, serta memanfaatkan hasil penelitiannya menjadi question cards berbasis etnomatematika. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif. Metode pengumpulan data pada penelitian ini, yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa arsitektur bangunan utama Asrama Inggrisan memiliki bentuk-bentuk yang dianggap merupakan representasi dari konsep geometri, diantaranya yaitu garis, sudut, bangun datar, bangun ruang sisi datar, kesebangunan dan kekongruenan, simetri, dan transformasi geometri.Abstract:Mathematics relates to the human’s activity and part of the culture. The relationship between culture and mathematics is known as ethnomathematics. Integrating culture in mathematics learning can help the students to understand abstract mathematical material. This research aims to describe the ethnomathematics on the main building of Inggrisan dormitory in Banyuwangi which is a former colonial heritage building and saves many historical stories from England, Netherlands, and Japan. The research used was qualitative research. Data collection procedures in this study were observation, interviews, and documentation. The results showed that the architecture of the main building of Inggrisan dormitory in Banyuwangi had forms which were considered to be representations of geometrical concepts, including lines, angles, flat shapes, flat side spaces, congruence and concordance, symmetry, and geometric transformations which produced ethnomathematics-based question cards for mathematics learning.

ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF SISWA SMP DALAM MEMECAHKAN MASALAH ARITMETIKA SOSIAL BERDASARKAN PERBEDAAN JENIS KELAMIN Didik Sugeng Pambudi; Ananda Dwi Iskarina; Ervin Oktavianingtyas; Susanto Susanto; Hobri Hobri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakBerpikir reflektif yang terdiri dari tahapan reacting, elaborating/comparing, dan contemplating merupakan salah satu faktor yang memegang peranan penting dalam aktivitas siswa memecahkan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir reflektif siswa SMP dalam menyelesaikan masalah aritmetika sosial berdasarkan jenis kelamin. Penelitian deskriptif dengan pendekatan kualitatif ini melibatkan siswa kelas IXF di satu SMP Negeri di Banyuwangi. Pengumpulan data menggunakan metode tes dan wawancara. Tes tertulis berisi materi aritmetika sosial diberikan kepada 31 siswa kelas IXF. Kemudian berdasarkan hasil tahapan contemplating, maka dipilih 4 siswa terdiri dari 2 siswa laki-laki dan 2 siswa perempuan untuk dilakukan wawancara. Triangulasi metode digunakan untuk memperoleh data yang valid, yaitu membandingkan antara hasil tes tertulis dengan wawancara. Data dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa ada beberapa persamaan dan perbedaan antara siswa laki-laki dengan siswa perempuan dalam berfikir reflektif saat memecahkan masalah aritmetika sosial. Pada fase reacting, siswa laki-laki dan siswa perempuan sama baiknya dalam menuliskan apa yang diketahui dan apa yang ditanyakan dalam soal menggunakan kata-kata dari soal atau menggunakan bahasa sendiri. Pada tahap elaborating/comparing, siswa perempuan menunjukkan kemampuan lebih baik dari siswa laki-laki dalam menghubungkan apa yang diketahui dengan apa yang ditanya, menyebutkan kecukupan informasi untuk menjawab soal, menghubungkan masalah yang ditanyakan dengan masalah yang pernah diterima sebelumnya, menyusun rencana penyelesaian masalah berdasarkan pengalaman yang telah dimiliki serta menyelesaikan permasalahan menggunakan strategi yang telah disusun. Pada tahap contemplating, siswa laki-laki lebih baik pencapaiannya daripada siswa perempuan dalam menemukan kesalahan pada penetapan jawaban, menjelaskan letak kesalahan, memperbaiki kesalahan, dan membuat kesimpulan dengan benar. Secara keseluruhan, siswa perempuan memiliki kemampuan berfikir reflektif lebih baik daripada siswa laki-laki. Berdasarkan hasil ini, maka disarankan kepada guru matematika hendaknya selalu melatih siswa mengembangkan kemampuan berfikir reflektif dalam aktivitas memecahkan masalah matematika di sekolah. Selanjutnya siswa dilatih untuk mempresentasikan bagaimana melakukan semua tahapan berfikir reflektif tersebut, sehingga semua siswa, baik laki-laki maupun perempuan memiliki kemampuan berfikir reflektif sangat baik untuk memecahkan masalah matematika. Kata kunci: Aritmetika Sosial; Berpikir Reflektif; Jenis Kelamin; Memecahkan Masalah Matematika. Abstract Reflective thinking which consists of the stages of reacting, elaborating/comparing, and contemplating is one of the factors that play an important role in students' activities in solving mathematical problems. This study aims to describe the reflective thinking ability of junior high school students in solving social arithmetic problems based on gender. This study uses a qualitative descriptive study on students of class IXF at a SMP Negeri at Banyuwangi. Data collection using test and interview methods. A written test containing material on social arithmetic was given to 31 students of class IXF. Then based on the results of the contemplating stage, 4 students were selected consisting of 2 male students and 2 female students to participate in the interview. Triangulation method is used to obtain valid data, namely comparing the results of written tests with interviews. The data were analyzed descriptively. The results showed that there were some similarities and differences between male students and female students in reflective thinking when solving social arithmetic problems. In the reacting phase, male students and female students were equally good at writing down what was known and what was asked in the question using words from the questions or using their own language. At the elaborating/comparing stage, female students showed better abilities than male students in connecting what was known to what was asked, mentioning the adequacy of information to answer questions, connecting the problems asked to problems that had been received before, compiling a problem-solving plan based on experience and solve problems using the strategies that have been prepared. At the contemplating stage, male students had better achievements than female students in finding errors in determining answers, explaining where errors were, correcting errors, and making correct conclusions. Overall, female students have better reflective thinking skills than male students. Based on these results, it is suggested that mathematics teachers should always train students to develop reflective thinking skills in mathematical problem solving activities at school. Furthermore, students are trained to present how to do all the stages of reflective thinking, so that all students, both male and female, have excellent reflective thinking skills to solve mathematical problems.Keywords: Gender; Reflective Thinking; Social Arithmetic; Solving Math Problems.

Etnomatematika pada Batik Lukis Daun Singkong di Rumah Produksi Daweea Batik Bondowoso Erfan Yudianto; Susanto Susanto; Sinta Priciliya
Jurnal Elemen Vol 6, No 2 (2020): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v6i2.2002

Ethnomathematics is the relationship between culture and mathematics found in society's habits, where people have unconsciously applied mathematical concepts in their culture or habits. The custom referred to in this study is what is done by batik in making one batik sheet every time. The purpose of this study was to describe ethnomathematics on cassava leaves in the production house Daweea Batik Bondowoso East Java. This research is qualitative research with an ethnographic approach. The subject of this study was the craftsmen in the Daweea Bondowoso Batik production house. Data collection methods used are observation, interviews, and documentation. The observation was carried out by the researcher himself and assisted by two observers who were provided with observation guidelines. Interviews were conducted to artisans in Daweea Bondowoso batik production house, while the documentation was carried out by the researcher himself using a camera recorder. The results of this study indicate the existence of ethnomathematics in cassava leaves batik painting. Geometry concepts or elements found include points, lines, angles, flat shapes (rectangles, squares), congruence, concordance, equations, and geometric transformations (dilation).

EFEKTIVITAS MODEL PEMBELAJARAN DISCOVERY BERBANTUAN GEOGEBRA DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF SISWA Ahmad Sofi Yullah; Susanto Susanto; Abi Suwito
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini mempunyai maksud yakni memahami efektifnya aktivitas belajar mengajar dengan model discovery berbantuan GeoGebra dilihat dari kemampuan berfikir kreatif matematika murid. Metode dari penelitian yang dipilih ialah kuantitatif. murid kelas XI SMKN 6 Jember menjadi populasi dalam penelitian. Sampel pada penelitian diambil melalui cara acak yang terdiri dari kelas kontrol serta eksperimen dengan memakai metode cluster random sampling. Data penelitian ialah instrumen berupa pre-test serta post-test untuk memahami kemampuan berfikir kreatif matematika murid. Desain penelitian ialah penelitian kuasi eksperimen, dengan tehnik analisa data yang dipakai ialah uji parametik yakni independent sample t-test. Penelitian mendapatkan hasil jika kemampuan murid meningkat sesudah mengikuti aktivitas belajar mengajar dengan model discovery berbantuan geogebra. Hasil dari nilai post-test dalam kelas ekserimen lebih tinggi dibanding hasil nilai post-test dalam kelas kontrol serta rata-rata nilai N-Gain score dalam kelas eksperimen senilai 68.8% dikategorikan cukup efektif. Dalam kelas kontrol senilai 42.8% dikategorikan kurang efektif. Sehingga bisa diambil simpulan jika aktivitas belajar mengajar dengan model discovery berbantuan GeoGebra efektif dalam peningkatan kemampuan berfikir kreatif murid materi transformasi geometri refleksi. In this study, we will determine GeoGebra-assisted effectiveness discovery teaching and learning activities model in terms of students' creative thinking skills, which integrates the quantitative methods. The research population are class XI students at SMKN 6 Jember, divided into control and experimental class. Sampling using cluster random sampling method. The study data are instruments in the form of post-test and pre-test to determine student creative thinking ability in mathematics. The study results indicate an increase in students using GeoGebra-assisted discovery learning models. The post-test result in the experimental class is greater than the post-test result in the control class. The research design is a quasi-experimental, with data analysis techniques using parametric independent sample t-test. The results of the analysis show that the average N-Gain value in the test class is 68.8%, entered in the category is quite effective. For comparison, the average N-Gain value in the control class is 42.8% which is categorized as less effective. It implies that the implementation of discovery teaching and learning model using GeoGebra effective to improve the students' creative thinking skill on the reflection geometry transformation material.

Analysis of Student’s Mathematical Reasoning in terms of Learning Independence During Distance Learning Nuzula Erlisa Nuraziza; Susanto Susanto; Abi Suwito; Dinawati Trapsilasiwi; Reza Ambarwati
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 1 (2022): Mei 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i1.67

Mathematical reasoning is the student’s ability to think logically regarding mathematics problems. The indicators of mathematical reasoning used in this study are presenting statements mathematically, performing mathematical manipulations, compiling the proofs for the truth of solutions, and drawing conclusions from statements presented. This study used qualitative research methods and aims to describe the students' mathematical reasoning abilities for the subject of Three Dimensions, reviewed by their learning independence during Distance Learning. This research was conducted at SMAN 1 Pasuruan class XII MIPA 1 for the 2021/2022 academic year. The instruments used in this study are learning independence questionnaires, mathematical reasoning ability tests, and guides for the interview. The results showed that 21 students can be categorized into Medium Level in terms of their learning independence, and 14 students can be categorized into High Level in terms of their learning independence. Students who have medium learning independence showed medium and low mathematical reasoning abilities. Students are able to solve problems by fulfilling two indicators of mathematical reasoning ability. On the other hand, students with high learning independence showed high mathematical reasoning abilities. Students are able to solve problems by fulfilling all indicators of mathematical reasoning abilities.

KETERAMPILAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN MASALAH SEGIEMPAT DITINJAU DARI SELF-CONFIDENCE Angelica Ona Ernitasari; Susanto Susanto; Lela Nur Safrida; Sunardi Sunardi; Ervin Oktavianingtyas
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 5 (2022): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v5i5.10873

The purpose of this study was to describe the creative thinking skills of class VIII SMPN 11 Jember students by paying attention to students' self-confidence in solving rectangular problems. The type of research is descriptive qualitative research. The research subjects were 30 students. Methods of collecting data using questionnaires, tests, and interviews. The instruments used are self-confidence questionnaires, creative thinking skills test questions, and interview guidelines. Students' creative thinking skills are needed when learning activities. Creative thinking skills are skills in creating a new idea that can be combined into something new and relatively different from previously existing ideas and can be used to solve a problem with the indicators used, namely fluency, flexibility, originality, and elaboration. Students' self-confidence is measured by paying attention to indicators, namely believing in their own abilities, acting positively in dealing with problems, acting independently in making decisions, having a positive self-concept, and being brave in expressing opinions. The data analysis method used is the questionnaire method, the test method, and the interview method. The results obtained from this study are students with low self-confidence have low achievement on all indicators of creative thinking skills, students with moderate self-confidence have high achievement on indicators of fluency and flexibility indicators. Students with high self-confidence have high achievement on all indicators of creative thinking skills.

Ethnomathematics in The Art of Barong Kemiren as Geometry Teaching Material Lioni Anka Monalisa; Susanto Susanto; Saddam Hussen; Inggil Ismiharto
Pancaran Pendidikan Vol 11, No 3 (2022)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25037/pancaran.v11i3.424

Ethnomatematics is mathematics that is found in the culture of people who have unknowingly implemented mathematical concepts in their culture. The purpose of this qualitative research with an ethnographic approach is to describe ethnomathematics in the Barong Kemiren Art. The subjects of this study were three people, namely the head of the Barong Kemiren Arts, cultural observers who understand the history of the Barong Kemiren Arts and the dancers of the Barong Kemiren. Data collection methods used are observation, interviews, and documentation. The results of this study indicate that there is ethnomathematics in the Barong Kemiren Art. The geometric elements found include: flat shapes (triangles, squares, rectangles, and circles), spatial shapes (cubes, blocks, and tubes), congruence, and geometric transformations (reflections). Ethnomathematics in this study will be made worksheets with congruences material for class IX.

PENGEMBANGAN PAKET TES GEOMETRI BANGUN DATAR UNTUK MENGUKUR KEMAMPUAN PENALARAN MATEMATIS SISWA SMP Handariyatul Masruroh; Susanto Susanto; Nurcholif Diah Sri Lestari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tes merupakan salah satu instrumen yang digunakan untuk mengukur ketercapaian pembelajaran matematika. Dengan adanya pengembangan paket tes geometri, guru dapat mengukur kemampuan penalaran matematis siswa sehingga guru akan lebih mudah dalam merancang pembelajaran yang dapat memfasilitasi siswa untuk mengembangkan kemampuan penalaran matematis. Penelitian ini bertujuan untuk mengembangkan paket tes geometri pokok bahasan bangun datar untuk mengukur kemampuan penalaran matematis siswa SMP yang valid, praktis, dan efektif, serta untuk mendeskripsikan profil kemampuan penalaran matematis siswa SMP dalam menyelesaikan paket tes geometri bangun datar. Penelitian ini mengkombinasikan penelitian pengembangan dan penelitian kualitatif. Model penelitian pengembangan yang digunakan dalam penelitian ini adalah formative evaluation yang terdiri dari enam tahap, yaitu: preliminary, self evaluation, expert review, one-to-one, small group dan field test. Setelah paket tes geometri yang dikembangkan valid, praktis, dan efektif dilakukan penelitian kualitatif untuk mengetahui profil kemampuan penalaran matematis siswa. Metode pengumpulan data pada penelitian ini menggunakan lembar validasi, tes geometri, angket respon siswa, dan wawancara. Hasil penelitian menunjukkan bahwa paket tes geometri yang dikembangkan valid, praktis, dan efektif. Analisis kemampuan penalaran matematis siswa SMP menunjukkan siswa berkemampuan penalaran matematis tinggi mampu memenuhi enam aspek penalaran matematis yaitu analisis. menyatukan/sintesis, generalisasi, membenarkan, menarik kesimpulan, dan mengevaluasi. Siswa berkemampuan penalaran matematis sedang mampu memenuhi empat aspek penalaran yaitu analisis, menyatukan/sintesis, generalisasi, dan membenarkan. Siswa berkemampuan penalaran matematis rendah tidak mampu memenuhi aspek penalaran atau hanya mampu memenuhi satu aspek penalaran yaitu analisis

PENGEMBANGAN MODEL PEMBELAJARAN PROBLEM BASED COOPERATIVE LEARNING DAN PENGARUHNYA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Dinar Aulia Wahyuningtyas; Sunardi Sunardi; Erfan Yudianto; Susanto Susanto; Abi Suwito
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakPenelitian ini didasari oleh rendahnya kemampuan siswa dalam menyelesaikan masalah matematika. Berdasarkan hal tersebut, tujuan dalam penelitian ini untuk mengembangkan model pembelajaran Problem Based Cooperative Learning (PBCL) beserta perangkatnya yang terdiri dari RPP, LKS, dan THB yang valid, praktis, dan efektif kemudian menguji pengaruhnya terhadap kemampuan pemecahan masalah matematika siswa SMP. PBCL adalah hasil modifikasi sintaks PBL dan Cooperative Learning. Adapun sintaks model pembelajaran PBCL adalah mengorientasikan siswa pada masalah, mengorganisasikan siswa ke dalam kelompok-kelompok belajar, mengorganisasikan siswa untuk belajar, membimbing kelompok bekerja dan belajar, menganalisis dan mengevaluasi proses pemecahan masalah, dan memberi penghargaan. Penelitian ini menggunakan penelitian pengembangan dan dilanjutkan dengan penelitian eksperimen. Teknik pengumpulan data dalam penelitian ini adalah wawancara, observasi aktivitas siswa, observasi keterlaksanaan model dan perangkat pembelajaran, angket respon siswa, dan tes kemampuan pemecahan masalah. Hasil penelitian menunjukkan model pembelajaran PBCL beserta perangkatnya memenuhi kriteria sangat valid, praktis, dan efektif. Kepraktisan diperoleh dari hasil observasi keterlaksanaan model dan perangkat pembelajaran. Berdasarkan dari uji t-test diperoleh hasil bahwa terdapat pengaruh yang signifikan model pembelajaran PBCL materi persamaan garis terhadap kemampuan pemecahan masalah matematika siswa. AbstractThis study is based on the lack of students ability in solving mathematical problem. According to that background, this study is aimed to develop a learning model of Problem Based Cooperative Learning (PBCL) along with the learning kits, RPP, LKS, and THB, in a valid, practical, and effective problem solving format, and to examine its effectiveness towards junior high school students’ ability to solve mathemathical problmes. PBCL is a syntax modification result of PBL and Cooperative learning, itself is orienting students on problem, organizing students into learning groups, organizing students for learning, guiding for working and learning group, analyzing and evaluating problem solving process, and giving appreciation. This study used developing research continued by experiment research. The data collection techniques were an interview, student activity observation, the implementation of a learning model and kit observation, a student response form, and a problem solving ability test. The result of this study showed that the learning model and kits of PBCL fulfill the criteria of being very valid, practical, and effective. According to the T-test experiment, it can be concluded that there is a significant influence of the PBCL learning model on students’ ability to solve mathematical problems.

PROSES PEMECAHAN MASALAH NUMERASI TIPE URAIAN PADA MATERI SPLDV BERDASARKAN TAHAPAN POLYA Dian Kurniati; Sefina Vamelia Hanim; Ervin Oktavianingtyas; Susanto Susanto; Dhanar Dwi Hary Jatmiko
SIGMA Vol 9, No 1 (2023): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i1.2067

Penelitian ini bertujuan untuk mendeskripsikan proses pemecahan masalah numerasi siswa kelas VIII MTs berdasarkan tahapan Polya pada materi SPLDV. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah 9 siswa di salah satu kelas VIII MTs di Kota Kediri. Instrumen yang digunakan yaitu masalah numerasi dan pedoman wawancara. Hasil penelitian menunjukkan bahwa nampak proses pemecahan masalah siswa berdasarkan tahapan Polya yang meliputi memahami masalah, menyusun rencana, melaksanakan rencana, dan memeriksa kembali. Kesimpulan pada penelitian ini adalah pada proses memahami masalah, siswa cenderung menuliskan apa yang diketahui dan ditanyakan berdasarkan informasi penting, serta merepresentasikan masalah dalam bentuk pemisalan variabel dan model matematika. Pada proses menyusun rencana, siswa memilih metode substitusi atau campuran untuk digunakan sebagai penyelesaian masalah, serta menentukan rencana penyelesaian dengan berurutan. Pada proses melaksanakan rencana, siswa menyelesaikan masalah sesuai dengan metode dan rencana yang disusun sebelumnya. Pada proses memeriksa kembali, siswa cenderung mengecek kebenaran jawaban dengan mensubstitusikan setiap nilai variabel ke dalam model matematika.

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