No abstract

The mathematical practice of the Buton people can be seen from the ethnomathematics of the Buton traditional house. This qualitative study aims to explore the differences in ethnomathematical characteristics between Buton traditional houses. The subjects of this study were 3 traditional leaders and 3 builders of Buton traditional houses. Data were collected through measurements, interviews, and observations of the traditional Buton house in Baubau city, the capital of the Buton kingdom, Indonesia. The credibility of the data was tested by using triangulation of sources. Data were analyzed descriptively qualitatively from Miles, Huberman, and Saldana in the form of data condensation, data presentation, and conclusions. The results of data analysis showed that the differences in the ethnomathematical characteristics of the three Buton traditional houses can be seen from the size and area of the house, the angle of the roof and stairs, the arrangement of the roof, the number of poles, the number of rooms, the model of the house, and the type, model, and the number of windows used. Teachers need to know the differences in ethnomathematical characteristics so that they can be used to increase students’ active participation in learning mathematics in class.

Penelitian ini bertujuan untuk Meningkatkan Kemampuan Berhitung Permulaan Anak melalui Media Kartu Angka Bergambar  di TK Darul Fallah Kendari. Jenis penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Tahap-tahap dalam penelitian ini yaitu: perencanaan, pelaksanaan, pengamatan/observasi dan refleksi. Subjek dalam penelitian ini adalah guru sebagai peneliti dan anak Taman Kanak-Kanak Darul Fallah Kendari yang berjumlah 15 orang anak, masing-masing anak terdiri dari 7 anak laki-laki dan 8 orang anak perempuan. Berdasarkan hasil analisis peningkatan kemampuan berhitung permulaan anak melalui media kartu angka bergambar menunjukan adanya peningkatan, hal ini dapat ditunjukan pada hasil observasi awal sebelum tindakan dan sesudah tindakan sebesar 40% dari 15 anak didik, pada siklus I meningkat menjadi 60% dari 15 anak pada siklus 2 meningkat menjadi 86% dari 15 anak.  Dengan demikian dapat disimpulkan bahwa kemampuan berhitung permulaan anak dapat ditingkatkan melalui media kartu angka bergambar di TK Darul Fallah Kendari. Kata kunci: Kemampuan Berhitung Permulaan, Kartu Angka Bergambar, Media.

This study aims to determine the process and results of defining the development of learning devices with the method bamboo dancing in the triangular material of class VII SMP. This research is a type of development research. The research procedure uses a 4-D model in the stage define. The research results obtained are: the need for the availability of learning tools in the classroom, the needs of students based on the background knowledge and level of cognitive development, the order of the material and the allocation of learning time, the combination of methods bamboo dancing and techniques scaffolding, and indicators of learning objectives. Based on the results of the study, it was concluded that: a) The use of methods bamboo dancing and techniques scaffolding can meet the needs of students in understanding triangle material with conceptual understanding, b) Presentation of triangle material based on basic competencies in the syllabus, indicators of competency achievement and specification of learning objectives, implementation of learning with sub material: understanding triangular flat shapes, types and properties of triangular flat shapes, perimeter and area of riangular flat shapes, special lines and points on triangles, and area of irregular flat shapes.

The process of student's metacognition is a thought consciousness within the students so that it can perform special tasks, and then use that awareness to control what students will do. Metacognitive guidance based on the self-questioning who constructed own students through exercises on a regular basis. The purpose of this study is to describe the metacognitive guidance grade VIII SMP Negeri 12 Kendari. The results of this research show that students who use a metacognitive guidance approach better than the students who use the conventional approach, the existence of the metacognitive guidance approach makes the students interpret a problem so that it is capable of describing a mathematical problem with their own language. Therefore, it is able to solve math problems. In addition, this study uses a metacognitive guidance approach focused on four basic questions that must be mastered students, i.e., comprehending the problem, constructing connections, use of strategies, and the reflecting.