PENGARUH PENDEKATAN KONTEKSTUAL BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN KONEKSI MATEMATIS DAN MOTIVASI BELAJAR SISWA
Abstract
Indirectly, all the human activity are connected with mathematics. For example, if we doing economics activity in the market, we certainly do the counting like sum, diminution, multiplication, or division. Other than that, mathematics could be a facilitator on other various of scientific. Also mathematics could make a sistematic mindset on the brain for carry out their lives. Because of that, all human should be have mathematical connection skills and also have big motivaion for learning mathematics. Since the old time, mathematics learned on school. The one of innovations of learning mathematic is ethnomatematics based contextual approach. The one of ethnomatematics is Cirebon’s culture result is like “batik motif”, traditional food, and traditional game. This study aims to know the differences in the increase in mathematical connection skills and student motivation on student who learn with ethnomatematical approaches and scientific approach, to know the differences in improving mathematical connection skills and learnig motivation trhrough an ethnomatematic based contextual approach and saintific approach, and to know the correlation between connection mathematics skills and learning motivation.This research used pretest-posttest control group design with samples of grade III SDN Grogol 1 dan SDN Dukuh 1 Cirebon. The results of this study are that there is an increase in N-Gain pretest and posttest scores on mathematical connection skills and learning motivation both of ethnomatematical based contextual approach and scientific approach. Conclusions of this research are: 1) the positive significanly effect of mathematical connection skills and learning motivation from ethnomatematics based contextal approaches, 2) the positive effect but not significantly increasing of mathematical connection skills and leraning motivation with scientific approach, 3) there is correlation between mathematical connection skills with learning motivation.
Keywords
References
Arwanto. (2017). “Eksplorasi Etnomatematika Batik Trusmi Cirebon Untuk Mengungkap Nilai Filosofi dan konsep Matematika”. Jurnal Pendidikan MIPA. VII(1), 40-49
Djamarah, Syaiful. (2011). Psikologi Belajar. Jakarta: Departemen Pendidikan Nasional Direktorat Jenderal Pendidikan Tinggi.
Hasibuan Idrus.(2014).”Model Pembelajaran CTL (Contextual Teaching And Learning”. Logaritma. II(1), 1-12. Pdf.
Isrok’atun & Amelia Rosmala. (2018). Model-model Pembelajaran Matematika. Bandung: Bumi Kasara.
Lestrai, Karunia Eka & & Yudhanegara, Mokhamad Ridwan. (2017). Penelitian Pendidikan Matematika. Bandung: PT. Refika Aditama.
Nugraha Trisna, Maulana, & Jayadinata Asep Kurnia. (2017). “Pengaruh Pendidikan Kontekstual Berbasis Etnomatematika Budaya Sunda Terhadap Kemampuan Pemahaman dan Disposisi Matematis Siswa Pada Materi Persegipanjang”. Jurnal Pena Ilmiah. II(1), 762-770. Pdf
Peraturan Menteri Pendidikan Nasional (Permendiknas) Nomor 22 Tahun 2006
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 Tentang Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah.
Sugiman. (2008). “Koneksi Matematik dalam Pembelajaran Matematika di Sekolah Menengah Pertama”. [online]. Tersedia di http://staff.uny.ac.id/ Mat. Pdf
Suwangsih Erna &Tiurlina. (2006). Model Pembelajaran Matematika. Bandung: UPI PRESS.
DOI: https://doi.org/10.17509/jpi.v3i1.18940
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.