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Lorenza, Sovia
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Decision Sciences, Operations Research & Management Education

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EXPLORATION OF ETHNOMATHEMATICS IN BENGKULU AS A SOURCE OF MATHEMATICS LEARNING FOR ELEMENTARY SCHOOL STUDENTS Agusdianita, Neza; Yusnia; Dwi Shofiya Magfira Izzania, Rizqa; Lorenza, Sovia
ATTA`DIB Vol. 9 No. 1 (2025): APRIL
Publisher : Program Studi PGMI

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Abstract

The Merdeka Curriculum implements a multicultural approach in learning. Therefore, ethnomathematics is needed in elementary school mathematics learning. The purpose of this study is to explore the ethnomathematics found in Bengkulu and integrate it into the mathematics curriculum as a learning resource for first-grade elementary school students. This qualitative research with an ethnographic approach was conducted over a period of one year. The research activities include: (1) Identifying the ethnomathematics found in Bengkulu, (2) Mapping the learning achievements and indicators of the mathematics subject in the Merdeka Curriculum for first-grade elementary school, (3) Analyzing the ethnomathematics of Bengkulu City that can be integrated into the learning achievements and indicators of the mathematics subject in the Merdeka Curriculum for first-grade elementary school, and (4) Developing a draft of recommended mathematics teaching materials based on Bengkulu ethnomathematics. The research results obtained are (1) data on Bengkulu ethnomathematics, (2) mapping of learning achievements and indicators of the mathematics subject in the Merdeka Curriculum for first-grade elementary school, and (3) a product of mathematics teaching materials based on the ethnomathematics of Bengkulu City.
Developing a socio-cultural literacy test using a deep learning approach for elementary school students Lorenza, Sovia; Winarni, Endang Widi; Badeni, Badeni
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 2 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i2.90060

Abstract

This research developed socio-cultural literacy test items integrated with a deep learning approach for fifth-grade elementary school students. The study involved analyzing potential and problems, collecting data and information, developing a design, revising the design, finalizing the draft, testing, analyzing, and reporting. Validation was conducted by six experts, two each in the material, language, and construction aspects. Validity based on Aiken's V-value for the material aspect was 0.625-1, indicating a moderate interpretation and very high validity. The language aspect had a value of 0.65-0.75, indicating a moderate interpretation, and the construction aspect had a value of 0.75-1, indicating a very valid interpretation. Interrater reliability for the material aspect averaged 79%, classified as strong; the language aspect averaged 89%, and the construction aspect averaged 89%, classified as near perfect. The instrument was administered to 25 fifth-grade students and empirically tested in SPSS version 29. Items 1 and 2 were invalid, items 3-15 were highly valid and very highly valid. The reliability was 0.909, a very high value. The difficulty index for items 1-6 was easy, and items 7-15 were moderate. The discrimination power of items 1 and 2 was poor; item 3 was moderate. Items 4, 8, 9, 10, 12, and 13 were classified as very good, and items 5, 6, 7, 14, and 15 were classified as good. Therefore, based on the empirical test results, the developed instrument met the requirements for content validity and was suitable for use.
Co-Authors Agusdianita, Neza Badeni Badeni, Badeni Dwi Shofiya Magfira Izzania, Rizqa Endang Widi Winarni Yusnia