MENGINTEGRASIKAN PEMBELAJARAN MATEMATIKA BERBASIS BUDAYA BANTEN PADA PENDIRIAN SD LABORATORIUM UPI KAMPUS SERANG

Supriadi Supriadi, Andika Arisetyawan, Tiurlina Tiurlina

Abstract


This study focused on the characteristics of the development of teaching materials, teachers and students in mathematics learning  based on Banten's culture. The Methods which is used in this research are  didactical  Design Research and experimental study, the subject of the study is a second grade of primary school student in the city of Serang  where this research  was taking place in academic year 2015/2016. The study stated that: Characteristics of teachers in mathematics learning  based on Banten’s culture, the teachers have the ability  of meta pedagogical skill in preparing the learning process  which is divided into three stages: before, during and after learning. Meanwhile, before learning the subject, The  Students  have to learn more about Banten’s culture, Also They discussed and solved the problems using it. On the last stage,  the students reflected  their knowledge and  shared their impressions after learning.

Keywords: mathematical instruction, Banten Culture, Didactical Design Research.

Full Text:

PDF

References


Bishop, A. J., et al. (1993). Significant influences on children’s learning of mathematics. Paris, France: UNESCO.

D’Ambrosio, U. (1990). Etnomatemática [ethnomathematics]. São Paulo, Brazil: Editora Ática.

Davidson. (2000). An etnomathematics approach to teaching language minority student. Center for Excellence in Education, North American University.

Gerdes, P. (1994). Reflections on ethnomathematics. For the Learning of Mathematics. 14(2), pp. 19-22.

Goldberg, M. (2000). Art and learning: An integrated approach to teaching and learning in multicultural and multilingual settings. 2nd Ed. New York: Addison Wesley Longman.

Koentjaraningrat. (2002). Kebudayaan Flores. Dalam Koentjaraningrat (Ed.), Manusia dan Kebudayaan di Indonesia. Jakarta: Djambatan Knowing: Proceedings.

Kurumeh. (2004). Effects of ethnomathematics teaching approach on students achievement and interest in geometry and mensuration. Unpublished Ph.D Thesis. University of Nigeria, Nsukka.

Matang, R. A. (2006). Linking ethnomathematics, situated cognition, social constructivisme and mathematics education: An example from Papua New Guinea. ICME-3 Conference Paper, New Zealand.

Ruseffendi, E. T. (2005). Dasar-dasar penelitian pendidikan dan bidang non-eksakta lainnya. Bandung: Tarsito.

Rosa, M., & Orey, D. C. (2006). Abordagens atuais do parogram aetnomatemática: delinenandose um caminho para a ação pedagógica [current approaches in the ethnomathematics as a program: delineating a path toward pedagogical action]. Bolema, 19(26), pp. 19-48.

Rosa, M., & Orey, D. C. (2007). Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics, 27(1), pp. 10-16.

Sardjiyo & Pannen. (2005). Pembelajaran berbasis budaya: model inovasi pembelajaran dan implementasi KBK. Jurnal Pendidikan.

Schultes & Shannon. (1997). Mathematics and culture: a unique liberal arts experience. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. 7(3), pp. 222-234.

Supriadi (2012). Memajukan pendidikan Banten berkarakter melalui pembelajaran matematika berbasis budaya Banten. Makalah: Tidak dipublikasikan.

Suryadi, D. (2010). Didactical design research (DDR) dalam Pengembangan Pembelajaran Matematika I. Bandung: Seminar Nasional Pembelajaran MIPA di UM Malang, 13 Novermber 2010.

Tyler, E. B. (1871). Primitive culture. London: Murray.




DOI: https://doi.org/10.53400/mimbar-sd.v3i1.2510

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2016 Mimbar Sekolah Dasar

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats