PENGARUH PENDEKATAN KONTEKSTUAL BERBASIS ETNOMATEMATIKA BUDAYA SUNDA TERHADAP KEMAMPUAN PEMAHAMAN DAN DISPOSISI MATEMATIS SISWA PADA MATERI PERSEGIPANJANG

Trisna Nugraha, M. Maulana, Asep Kurnia Jayadinata

Abstract


Human life always involves mathematics, so needed mastery of mathematical understanding ability, and mathematical disposition (MUA-MD) since early age. Innovative mathematic learning through Sundanese culture ethnomatematics (SCE)-based contextual approach is chosen as a solution in improving MUA-MD. This study aims to determine the improvement of students MUA-MD that learn through SCE-based contextual approach, and conventional learning, knowing differences in improvement between SCE-based contextual approach, and conventional learning, knowing the positive relationship between MUA and MD. This research used pretest-posttest control group design with samples of grade V SDN Cibeureum 3, and SDN Licin  in Sumedang. Conclusions of this research are: 1) SCE-based contextual, and conventional approach can improve MUA-MD significantly, 2) SCE-based contextual approach is significantly better to improving goals than conventional approach, 3) There is positive relationship between mathematical understanding ability, and mathematical disposition.


Keywords


Contextual Approach, Sundanese Culture Ethnomatematics (SCE); Mathematical Understanding Ability (MUA); Mathematical Disposition (MD)

Full Text:

PDF

References


Ayu, A. R., Maulana, M., & Kurniadi, Y. (2016). PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP KEMAMPUAN KONEKSI DAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR PADA MATERI KELILING DAN LUAS PERSEGIPANJANG DAN SEGITIGA. Pena Ilmiah, 1(1), 221-230.

Badan Standar Nasional Pendidikan. (2006). Panduan kurikulum tingkat satuan pendidikan (KTSP) SD/MI. Jakarta: BP Dharma Bhakti.

Daryanto. (2013). Inovasi pembelajaran efektif. Bandung: Yrama Widya.

Johnson, E. (2014). Contextual teaching and learning: Menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna. Bandung: Penerbit Kaifa.

Juliani, A. (2016). Pembelajaran etnomatematika Sunda dalam meningkatkan kemampuan dan disposisi berpikir kreatif matematis. Serang: PGSD, Universitas Pendidikan Indonesia.

Lestari, K., & Yudhanegara, M. (2015). Penelitian pendidikan matematika. Bandung: PT Refika Aditama.

Fitriani, K., & Maulana, M. (2016). MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS SISWA SD KELAS V MELALUI PENDEKATAN MATEMATIKA REALISTIK. Mimbar Sekolah Dasar, 3(1), 40-52.

Mosimege, M., & Ismael, A. (2006). Ethnomatematical studies on indigenous games: example from Southern Africa. Prosiding Ethnomathematics and Mathematics Education (pp. hlm. 119-137). Pisa: University of Pisa.

Nopriana, T. (2015). Disposisi matematis siswa melalui model pembelajaran geometri Van Hiele. Jurnal Fibonacci , 1 (02), hlm. 80-94.

Ompussunggu, V. (2014). Peningkatan kemampuan pemahaman matematik dan sikap positif terhadap matematika siswa SMP Nasrani 2 Medan melalui pendekatan problem posing. Jurnal Saintech , 6 (04), hlm. 93-105.

Presmeg, N. (1998). Ethnomatematics in teacher education. Jurnal of Mathematics Teacher Education , 1 (1), hlm. 317-339.

Sanjaya. (2006). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Prenada Media.

Susanto. (2013). Teori belajar dan pembelajaran di sekolah dasar. Jakarta: Prenamedia Group.




DOI: https://doi.org/10.17509/jpi.v2i1.11212

Refbacks

  • There are currently no refbacks.