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All Journal Jurnal Pendidikan Matematika Jurnal Infinity Prosiding Pendidikan Sains Journal of Research and Advances in Mathematics Education JIPMat (Jurnal Ilmiah Pendidikan Matematika) JITEK (Jurnal Ilmiah Teknosains) AKSIOMA E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Matematika (Kudus) PRISMATIKA: Jurnal Pendidikan dan Riset Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Pelita: Jurnal Pengabdian kepada Masyarakat Jurnal Kualita Pendidikan Jurnal Infinity Mathematics Education Journal
Maya Rini Rubowo
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Veterinary Other

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Hypothetical Learning Trajectory for Eighth Graders' Understanding of Pythagorean Theorem through Ethno-Realistic Mathematics Education Assisted by Video Farida Nursyahidah; Muhtarom Muhtarom; Irkham Ulil Albab; Maya Rini Rubowo; Windia Hadi
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3394

Abstract

Pemahaman konsep geometri, terutama yang berkaitan dengan teorema Pythagoras, seringkali menjadi kendala bagi siswa. Artikel ini bertujuan untuk mengembangkan lintasan belajar hipotetis mengenai materi teorema Pythagoras dengan pendekatan Pendidikan Matematika Etno-Realistik Jawa (E-RME). Penelitian dilakukan dengan menggunakan metode penelitian desain yang meliputi tiga tahap utama, yaitu perancangan awal, pelaksanaan eksperimen pembelajaran, dan analisis retrospektif. Penelitian ini melibatkan siswa kelas VIII di salah satu SMP di Kota Semarang. Fokus artikel ini adalah pada tahap perancangan awal, yaitu dihasilkan hipotesis lintasan belajar yang meliputi tiga kegiatan utama: (1) mengamati konteks video rumah Joglo untuk menentukan jenis segitiga berdasarkan besar sudutnya dan konsep segitiga istimewa; (2) menemukan konsep teorema Pythagoras dan menentukan jenis segitiga berdasarkan panjang sisinya; (3) menerapkan teorema Pythagoras. Hipotesis lintasan pembelajaran ini layak untuk diujicobakan pada tahap eksperimen pembelajaran untuk membantu siswa membangun pemahaman yang lebih mendalam tentang konsep-konsep teorema Pythagoras, sekaligus menumbuhkan apresiasi terhadap budaya lokal dan keragaman dalam berpikir matematika menggunakan E-RME. Understanding of geometric concepts, especially those related to the Pythagorean theorem, is often an obstacle for students. This study aims to develop a hypothetical learning trajectory for the Pythagorean theorem material using the Javanese Ethno-Realistic Mathematics Education (E-RME) approach. The research was conducted using the design research method, which includes three main stages: initial design, implementation of learning experiments, and retrospective analysis. This research involved grade VIII students in one of the junior high schools in the city of Semarang. The focus of this study is on the initial design stage, resulted a learning trajectory hypothesis which includes three main activities: (1) observing the video context of the Joglo house to determine the type of triangle based on the size of its angles and the concept of special triangles; (2) discovering the concept of the Pythagorean theorem and determining the types of triangles based on the length of their sides; (3) applying the Pythagorean theorem. This learning trajectory hypothesis is worth testing at the experimental stage of learning to help students develop a deeper understanding of the concepts underlying the Pythagorean theorem, while simultaneously fostering an appreciation of local culture and diversity in mathematical thinking through E-RME.
Co-Authors Agnita Siska Pramasdyahsari, Agnita Siska Ahmad, Dzulfiqar Issac Ali Shodiqin Astutik, Iin Dwi Atmaja, Satriya Adika Arif Aurora Nur Aini Bagus Ardi Saputro Dahal, Niroj Eny Hartadiyati W.H, Eny Farida Nursyahidah Farida Nursyahidah Febriansyah, Muhammad Aldo Fenny Roshayanti FX. Didik Purwosetiyono Hardiyanto, Dwi Ikha Devi Rahmayani Irkham Ulil Albab Luitel, Bal Chandra M. Saifuddin Zuhri, M. Saifuddin Muhammad Saifuddin Zuhri Muhtarom Noviana Dini Rahmawati Pant, Binod Prasad Purwosetiyono, F X Didik Purwosetiyono, FX Didik Rasiman Rasiman Rizky Esti Utami, Rizky Esti Royhan, Mas’ud Hadad Sari, Icha Septiani, Pipit Eka Sugiyanti Sugiyanti Sukowati, Dyah Intan Supandi Theodora Indriati Wardani Tuni'mah, Lattifah Tuni’mah, Lattifah Velma Nindita, Velma Windia Hadi Zuhri, M Saifuddin