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All Journal JagoMIPA: Jurnal Pendidikan Matematika dan IPA Council: Education Journal of Social Studies
Amrin Amrin
Dosen Pendidikan Sejarah, STKIP Taman Siswa Bima, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Law, Crime, Criminology & Criminal Justice Mathematics Physics Other

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Pendekatan Etnomatematika: Bagaimana Pengembangan Media Komik Dalam Pemecahan Masalah Pada Pembelajaran Matematika SD? Lia Fahrunnisa; Adi Apriadi Adiansha; Ady Irawan; Amrin Amrin; Zulharman Zulharman
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 1 No. 1 (2021): JagoMIPA: Jurnal Pendidikan Matematika dan IPA, Edisi Januari - Juni 2021
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v1i1.33

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan dari media komik dalam pemecahan masalah pembelajaran SD melalui pendekatan etnomatematika pada materi bilangan serta untuk mengetahui respon Siswa SD terhadap kelayakan komik sebagai media pembelajaran. Penelitian pengembangan ini dilakukan dengan menggunakan model 4-D yang terdiri dari define, design, develop, dan disseminate. Pada tahap define dilakukan analisis potensi masalah dan pengumpulan data, tahap design dilakukan penyusunan perangkat penelitian, pemilihan media, pemilihan format, dan desain awal media komik matematika, tahap develop dilakukan penilaian oleh ahli, revisi I, uji coba terbatas, dan revisi II, kemudian tahap disseminate dilakukan penyebarluasan. Penelitian ini dilaksanakan di SDN 5 Sila dengan subjek penelitian sebanyak 20 siswa. Hasil penelitian menunjukkan bahwa penilaian ahli materi, guru matematika, dan ahli media rata-rata skor 4,12 termasuk kategori layak. Hasil respon Siswa rata-rata skornya 4,24 dengan kategori layak. Hasil uji pengembangan untuk mengukur peningkatan pemahaman Siswa dilakukan dengan menggunakan pre-test dan post-test diperoleh persentase peningkatan sebesar 14,5% yang menujukkan peningkatan pemahaman Siswa cukup baik
Digital Literacy in Navigating Historical Narratives in the Era of Disruption: Implications for Twenty First Century Local History Learning Tati Haryati; Amrin Amrin
Council: Education Journal of Social Studies Vol. 4 No. 2 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i2.861

Abstract

This study aims to analyze the role of digital literacy in Local History learning in the era of disruption by focusing on four key aspects: (1) students' utilization of digital historical sources, (2) their ability to evaluate the credibility of local historical narratives, (3) the development of historical thinking skills, and (4) the implications of digital literacy for twenty-first-century history education. This study employed a qualitative approach using a case study design conducted in the Local History course of the History Education Study Program. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal that digital literacy encourages students to utilize a wide range of digital historical sources more critically and responsibly, enhances their ability to verify and evaluate the credibility of local historical narratives, and promotes the development of historical thinking through the use of historical evidence, contextual analysis, and evidence-based argumentation. Furthermore, the integration of digital literacy transforms Local History learning into a more participatory, collaborative, and inquiry-based learning process, thereby fostering essential twenty-first-century competencies, including critical thinking, communication, collaboration, creativity, and information literacy. This study concludes that digital literacy serves as a strategic competency in developing history learning that is adaptive to the era of disruption while strengthening the quality of twenty-first-century history education.
Co-Authors Adi Apriadi Adiansha Ady Irawan Lia Fahrunnisa Tati Haryati Zulharman Zulharman