Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Multidisciplinary Indonesian Center Journal Relevan : Jurnal Pendidikan Matematika
Anastasya Dewi Ambarwati
Unknown Affiliation
Religion Humanities Earth & Planetary Sciences Education Mathematics Other

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

Found 2 Documents
Search

 1 
THE MEANING OF THE TEPUK TEPUNG TAWAR TRADITION IN ELEMENTARY SCHOOL SCIENCE LEARNING BASED ON MALAY ETHNOPEDAGOGY Diva, Edelweiss Milkana; Anastasya Dewi Ambarwati; Neni Hermita; Rifqa Gusmida Syahrun B.
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.955

Abstract

This study illustrates the meaning of learning based on Malay ethnopedagogy through the integration of the Tepuk Tepung Tawar tradition into the topic of human growth and development in the Science subject for Grade V of Elementary School in Pekanbaru. A descriptive qualitative approach was used, with data collection techniques including observation, classroom discussions, field notes, and student worksheets (LKPD). The results of the study show that the implementation of the Tepuk Tepung Tawar tradition in learning has a positive impact on students’ holistic understanding, covering biological, social, and spiritual aspects. Students were able to connect scientific concepts with cultural experiences, showed increased enthusiasm, and gained an understanding of values such as mutual cooperation, natural balance, and spirituality. These findings affirm that culture-based learning can enhance engagement, deepen the meaning of the material, and holistically shape students' character.
ANALISIS PERSEPSI SISWA TERHADAP LKPD ETNOMATEMATIKA BERBASIS KODING DITINJAU DARI GAYA BELAJAR Diva, Edelweiss Milkana; Jumitah; Anastasya Dewi Ambarwati; Jesi Alexander Alim; Cici Oktaviani
Relevan : Jurnal Pendidikan Matematika Vol 5 No 6 (2025): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/relevan.v5i6.1667

Abstract

Penelitian ini bertujuan menganalisis persepsi siswa terhadap LKPD etnomatematika berbasis koding ditinjau dari gaya belajar visual dan auditori. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek siswa kelas III. Data dikumpulkan melalui angket persepsi dan gaya belajar, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil menunjukkan bahwa siswa visual memberikan persepsi sangat tinggi (90–100%) pada aspek tampilan, keterbacaan, kesesuaian isi, motivasi, dan nilai kontekstual. Mereka merasa terbantu oleh desain visual dan ilustrasi budaya Melayu. Siswa auditori juga memberikan respons positif (100% per indikator), tetapi dengan skor lebih rendah karena membutuhkan penjelasan lisan untuk memahami instruksi dan menyelesaikan LKPD secara mandiri. Secara umum, LKPD ini efektif meningkatkan motivasi, pemahaman, dan keterlibatan siswa, serta layak digunakan dalam pembelajaran dengan dukungan pendampingan verbal bagi siswa auditori. ABSTRACT This study aims to analyze students’ perceptions of an ethnomathematics-based coding worksheet (LKPD) in relation to visual and auditory learning styles. The research employed a descriptive qualitative approach with third-grade students as the subjects. Data were collected through perception and learning style questionnaires, and analyzed using the Miles and Huberman interactive model. The findings show that visual learners displayed very positive perceptions (90–100%) regarding the worksheet’s appearance, readability, content relevance, motivation, and contextual value. They were supported by the visual design and cultural illustrations related to Melayu traditions. Auditory learners also provided positive responses (100% for each indicator), although their scores were lower because they required verbal explanation to understand instructions and complete the worksheet independently. Overall, the LKPD proved effective in enhancing students’ motivation, understanding, and engagement, and is suitable for use in classroom learning with additional verbal support for auditory learners.
Co-Authors Cici Oktaviani Diva, Edelweiss Milkana Jesi Alexander Alim Jumitah Neni Hermita Rifqa Gusmida Syahrun B.