Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pengajaran JURNAL EDUCATION AND DEVELOPMENT
Yuli Bangun Nursanti
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS PENERAPAN PENDEKATAN ETNOMATEMATIKA DALAM PEMBELAJARAN MATEMATIKA Yuli Bangun Nursanti; Bagus Aqil Saputra; Gibran Khalil Gibran
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 3 (2024): Vol 12 No 3 September 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i3.6367

Abstract

Penelitian ini bertujuan mengetahui efektivitas penerapan pendekatan etnomatematika dalam pembelajaran matematika dilihat dari kemampuan matematis yang dikembangkan, materi yang diajarkan, dan budaya yang digunakan sebagai pendekatan. Penelitian ini merupakan penelitian Systematic Literature Review (SLR) bertujuan mengidentifikasi, meninjau, dan memberikan evaluasi penelitian-penelitian yang relevan guna menjawab pertanyaan penelitian yang telah ditetapkan. Penelitian ini merangkum, mereview, dan menganalisis 20 artikel yang memuat penerapan pendekatan etnomatematika dan pengembangan kemampuan matematis sebagai konten utama. Pencarian artikel pada penelitian dari Google Scholar dan Publish and Perish dengan berfokus pada artikel yang terakreditasi SINTA atau terindeks SCOPUS. Hasilnya adalah (1) kemampuan matematis yang secara efektif dapat dikembangkan dengan pendekatan etnomatematika adalah pemahaman konsep matematis, literasi matematis, berpikir kritis, pemecahan masalah, komunikasi matematis, berpikir kreatif, koneksi matematis, visualisasi geometris; (2) materi matematika yang secara efektif dapat dipelajari dengan pendekatan etnomatematika antara lain geometri seperti bangun datar, bangun ruang, transformasi geometri, dan koordinat kartesius, limit fungsi aljabar, dan operasi bilangan bulat; (3) budaya yang dapat dimanfaatkan dalam pendekatan etnomatematika antara lain bangunan adat, makanan adat, mainan adat, dan pakaian/kain adat, permainan adat, dan kegiatan sehari-hari.
Didactic Situations in Fraction Learning with PhET Colorado for Seventh Grade Students Ira, Ira Kurniawati; Imam Sujadi; Riki Andriatna; Arum Nur Wulandari; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 58 No 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v58i1.86279

Abstract

This research problem focuses on identifying the characteristics of didactical situations in learning fraction concepts that involve interactions between teachers, students, and materials. This research aims to analyze how didactical situations can support more effective and meaningful learning through the use of technology, particularly Colorado PhET simulation. This research is descriptive qualitative research with case study design. The research subject was a seventh grade junior high school mathematics teacher who was selected by purposive sampling. Data were collected through observations, interviews, and tests to understand the dynamics of learning. The instruments used were interview guides, observation sheets, and test questions. The data were analyzed using a thematic analysis approach to identify patterns in the interaction of teachers, students, and learning materials. The results showed that the characteristics of the didactical situation in learning the concept of fractions include: (1) learning that supports students' independent knowledge construction; (2) cooperative learning; (3) use of contextual problems relevant to the concept of fractions; (4) optimization of PhET Colorado to evaluate students' understanding; and (5) use of scaffolding by teachers to strengthen concept understanding. The conclusion of this research is that the didactical situation built can improve the effectiveness of mathematics learning and students' understanding of fraction concepts. The implication of this research can provide an alternative for teachers in designing more interactive and meaningful learning by utilizing technology in didactical situations.
Co-Authors Arum Nur Wulandari Bagus Aqil Saputra Gibran Khalil Gibran Imam Sujadi Ira, Ira Kurniawati Riki Andriatna