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All Journal Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang JOP Journal of Pedagogi
Setyo Hartanto
Universitas Bhinneka PGRI
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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Etnomatematika Aktivitas Fundamental Matematis Produksi Kain Shibori Tulungagungan Ratih Puspasari; Setyo Hartanto; Moh Gufron
Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura 2021: Prosiding Seminar Nasional Pendidikan Matematika Universitas Pattimura
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/snpmunpatti.2021.pp151-160

Abstract

Kerajinan kain Shibori Tulungagungan merupakan salah satu warisan budaya yang masih dilestarikan oleh masyarakat “Sahabat UMKM Tulungagung”. Dalam pembuatan kain Shibori Tulungagungan banyak digunakan motif geometris dan abstrak yang menarik dan bervariasi. Tujuan dari penelitian ini adalah untuk mengeksplorasi hubungan antara matematika dan budaya khususnya pada motif kain Shibori Tulungagungan dengan menggunakan teknik Shibori Itajime. Penelitian ini menggunakan pendekatan etnografi yang merupakan pendekatan empiris dan teoritis, yang bertujuan untuk memperoleh gambaran dan analisis budaya yang komprehensif berdasarkan penelitian lapangan.Teknik pengumpulan data dilakukan yaitu dengan observasi partisipasi pasif, wawancara tak terstruktur, dokumentasi, dan keabsahan data berdasarkan triangulasi data. Instrumen penelitiannya adalah peneliti sendiri. Pemilihan sumber data dilakukan secara purposive sampling bertempat di Kabupaten Tulungagung. Teknik analisis data melewati tahap reduksi data, penyajian data, penarikan kesimpulan dan verifikasi.Hasil penelitian menunjukkan bahwa terdapat aktivitas fundamental matematis yang meliputi aktivitas accounting, measuring, locating, designing, playing, explaining. Sedangkan konsep matematis yang muncul pada aktivitas matematis yaitu : membilang, perbandingan, perbandingan senilai, konversi waktu, konversi berat, aritmatika, penjumlahan, perkalian, pembagian, persentase, simetri lipat, refleksi, translasi, rotasi, prisma segitiga sama kaki, persegi panjang, segitiga sama kaki, garis dan sudut, kesebangunan,dan kongruenKonsep matematika dengan motif kain shibori Tulungagungan dapat digunakan untuk mengenalkan dan memahami konsep matematika melalui budaya lokal.
Frieze Pattern on Shibori Fabric Ratih Puspasari; Setyo Hartanto; Mohamad Gufron; Pradnyo Wijayanti; Mega Teguh Budiarto
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 6 No 1 (2022): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v6i1.1904

Abstract

Mathematics and culture are two things that are closely related to the activities of daily human life. Because Mathematics is a form of culture that is integrated in all people's lives. This means that, in culture we can find various kinds of mathematical concepts called ethnomathematics. Shibori is a technique of manipulating cloth originating from Japan, to create patterns through a dyeing method that has been around since the 8th century. The patterns created in Shibori generally depict an asymmetrical shape. In the Shibori motif there are several mathematical elements, one of which is the Frieze Group pattern. The Frieze Group is a subgroup of a symmetry group that is constructed by translation in one direction. The Frieze pattern has 7 (seven) types of patterns consisting of isometric combinations and can be classified as cyclic or dihedral groups. This study is an ethnographic study, with exploration and documentation of Shibori. The data analysis technique chosen is interview, observation and documentation. The research subjects were Shibori fabric craftsmen in Tulungagung district, East Java. The purpose of this research is to further examine the cultural patterns of Shibori Traditional cloth into Frieze patterns, as a way to understand mathematics through culture. The results of the research conducted have shown that there are mathematical concepts (geometry) in the Shibori motif, namely the Frieze pattern F1, F2, F3, F5, F6, F7. Keywords: Group Frizes; Ethnomathematics; Shibori
The Implementation of Differentiated Instruction in Mathematics Learning to Overcome Differences in Students’ Cognitive Styles Grafika Saraswati; Dian Septi Nur Afifah; Setyo Hartanto
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/vgppqv60

Abstract

Differentiated instruction has emerged as a crucial issue in education to address the varying needs of students in the classroom, specifically in mathematics subjects at the junior high school level. This approach highlights the importance of tailoring learning strategies to meet the distinctive needs of each student, taking into account their cognitive style, interests, and level of learning readiness. This study aimed to describe the implementation of the differentiated instruction model. This study employed a descriptive-qualitative approach, with an observation sheet as an instrument for data collection. Data analysis involved data reduction, data presentation, and drawing conclusions, along with validity testing using triangulation techniques. The results showed that the teacher’s implementation of differentiated instruction increased significantly between the first and second meetings, with the percentage of implementations increasing from 85.71% to 92.86%. Students demonstrated various responses based on their cognitive styles: reflective students showed a high level of organization and self-confidence; impulsive students were prompt in providing answers but less accurate; and slow-inaccurate students required more time to process information and frequently made mistakes. The implementation of the differentiated instruction strategy at State Junior High School (SMPN) 2 Sumbergempol has been proven to improve the quality of mathematics learning. This approach can serve as a valuable model for other schools seeking to improve their teaching methods. It was suggested that further research could be carried out over an extended period with long-term impact evaluations, as well as additional training for teachers to implement differentiated instruction strategies effectively.
The Implementation of Differentiated Instruction in Mathematics Learning to Overcome Differences in Students’ Cognitive Styles Grafika Saraswati; Dian Septi Nur Afifah; Setyo Hartanto
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/vgppqv60

Abstract

Differentiated instruction has emerged as a crucial issue in education to address the varying needs of students in the classroom, specifically in mathematics subjects at the junior high school level. This approach highlights the importance of tailoring learning strategies to meet the distinctive needs of each student, taking into account their cognitive style, interests, and level of learning readiness. This study aimed to describe the implementation of the differentiated instruction model. This study employed a descriptive-qualitative approach, with an observation sheet as an instrument for data collection. Data analysis involved data reduction, data presentation, and drawing conclusions, along with validity testing using triangulation techniques. The results showed that the teacher’s implementation of differentiated instruction increased significantly between the first and second meetings, with the percentage of implementations increasing from 85.71% to 92.86%. Students demonstrated various responses based on their cognitive styles: reflective students showed a high level of organization and self-confidence; impulsive students were prompt in providing answers but less accurate; and slow-inaccurate students required more time to process information and frequently made mistakes. The implementation of the differentiated instruction strategy at State Junior High School (SMPN) 2 Sumbergempol has been proven to improve the quality of mathematics learning. This approach can serve as a valuable model for other schools seeking to improve their teaching methods. It was suggested that further research could be carried out over an extended period with long-term impact evaluations, as well as additional training for teachers to implement differentiated instruction strategies effectively.
Co-Authors Dian Septi Nur Afifah Grafika Saraswati Mega Teguh Budiarto Moh Gufron Mohamad Gufron Pradnyo Wijayanti Ratih Puspasari