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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika MATHEdunesa
Intan Nurlita
Universitas Negeri Surabaya
Education Mathematics Other

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VALIDITY OF DISCOVERY-BASED ETHNOMATEMATICS LESSON PLAN: A DEEP LEARNING APPROACH TO THE PYTHAGOREAN THEOREM Intan Nurlita; Yurizka Melia Sari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14184

Abstract

The lack of integration of local culture into mathematics teaching, which is usually procedural and abstract in nature, is an obstacle to creating valuable, reflective learning experiences that are appropriate for the educational needs of the 21st century. This study aimed to analyze the validity of ethnomathematics-based lesson plan using the Discovery Learning model and Deep Learning approach in the mystery of the Pythagorean Theorem. The methodology applied is research and development (R&D) using a modified 4D model, focusing on the Develop (D3) stage, involving three validators: an expert lecturer in the subject matter and two mathematics teachers from junior high school as implementers. The evaluation instruments consisted of five aspects: content validity, presentation, language use, integration of the learning model, and technical validity. The results of the validation process indicated that the module is highly valid, with Aiken V values ranging from 0.75 to 1.00. This ethnomathematics-based lesson plan with Pythagorean Theorem material successfully links mathematical concepts with local culture, presents an organized and communicative learning structure, and encourages student exploration and reflection very well. These findings confirm that this learning tool is suitable for use in contextual learning of Pythagorean Theorem material. Future researchers are advised to evaluate the effectiveness of this lesson plan through its application in the classroom and to develop similar teaching tools for other materials that are in line with the local context of students.
Indications of Gaps in SDG Integration in STEM-Based Lesson Plans for Junior High School Teachers: Analysis of Learning Planning Documents Intan Nurlita; Endah Budi Rahaju
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p851-865

Abstract

The integration of the Sustainable Development Goals (SDGs) into learning planning is an important requirement in 21st century education, particularly through Science, Technology, Engineering, and Mathematics (STEM)-based learning relevant to sustainability issues. This study aims to analyze the indications of SDG integration gaps in STEM-based Lesson Plans (RPPs) developed by junior high school teachers. This study uses a qualitative approach with a document analysis design from 15 STEM-based RPPs that were deliberately selected from a total of 74 documents collected. The analysis was carried out by examining three main aspects, namely the general level of SDG integration, SDG integration in STEM-based learning activities, and SDG integration in learning assessment. The results showed that 53.4% of the RPPs implicitly integrated the SDGs in learning activities, while 53.4% of the RPPs still used assessments that were not based on the SDGs. At the general level of integration, the limited and inconsistent category was the most dominant pattern (33.3%), while only 20% of the RPPs showed explicit and complete SDGs integration. SDGs tend to be used as additional context in learning activities without being used as a complete conceptual basis, and have not been systematically integrated into learning assessments. These findings show a conceptual, pedagogical, and evaluative gap between the demands of sustainability-oriented education policies and the actual practices of teacher lesson planning. This research has important implications for strengthening STEM-based lesson planning that is more systematic and aligned with the sustainable development agenda.
Co-Authors Endah Budi Rahaju Yurizka Melia Sari