Penelitian ini bertujuan untuk mengungkapkan hal-hal apa saja yang terdapat unsur matematika pada kebudayaan sunda khususnya pada permainan tradisonal yang ada di Purwakarta. Dalam masyarakat sunda disadari atau tidak, banyak masyarakat yang menggunakan matematika dalam permainan anak. Metode dalam penelitian ini adalah survey eksplorasi dengan pendekatan kualitatif dimana instrument yang digunakan adalah lembar observasi, pedoman wawancara, studi literatur dan konsultasi dengan pakar etnomatematika. Hasil dari penelitian ini adalah dalam permainan anak khas kebudayaan sunda yaitu Engklek terdapat unsur geometri datar, yaitu persegi, persegi panjang dan setengah lingkaran dalam petakan yang digunakan dalam permainan. Selain itu terdapat pula unsur membilang pada permainannya. Sedangkan untuk gasing terdapat unsur matematika berupa tabung yang bentuk permainanya seperti tabung. Dalam proses permainannya terdapat unsur pendidikan karakter berupa kebersamaan, kejujuran, sportivitas dan lain-lain.

<p>The objective of this research is to find and analyze empirically the influence <br />of student and teacher interaction and interest in learning toward math learning outcomes. The population in this study is the affordable class VII student DPN 86 South Jakarta. 70 samples are obtained through random sampling method. The research design used through correlation with three variables consisting of two independent variables, namely the interaction of students and teachers and the interest in learning as well as the dependent variable, namely the learning outcomes matemtika. Data was collected through questionnaire techniques (variable student and teacher interaction and interest in learning) and test techniques (variable learning outcomes). The collected data were then analyzed <br />using correlation and multiple regression techniques. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (normality test, linearity, and multicollinearity test). The results showed that: there is a significant relationship between student and teacher interaction and interest in learning the mathematics learning outcomes, with a correlation coefficient of 0.877 and a coefficient of determination 0.768 or 76.8% of students and teacher interaction and interest in learning jointly affect learning outcomes mathematics. The resulting regression equation Y = - 41.565 + 0.659 X1 + 0.371 X2. This may imply that the better interaction of students and teachers the better the learning outcomes and the higher the higher the interest in learning math learning outcomes. </p>

Tujuan dari penelitian ini adalah untuk mengungkap bagaimana permainan tradisional kelereng dapat digunakan sebagai media dalam pembelajaran matematika. Kelereng merupakan permainan tradisional, maka tujuan lain dari penelitian ini adalah untuk mengungkap unsur etnomatematika dalam permainan tersebut. Metode penelitian ini adalah etnografi, dalam hal ini peneliti melakukan pengamatan dan wawancara serta studi literatur yang berkaitan dengan permainan kelereng. Jenis penelitian ini adalah kualitatif dengan mendeskripsikan bagaimana proses permainan dan manfaat dalam permainan kelereng. Hasil dari penelitian ini adalah dalam permainan kelereng dapat melatih keterampilan motorik, melatih kemampuan berpikir (kognitif), kemampuan berhitung, mengasah keterampilan sosial, dan melatih anak mengendalikan emosi.

<p>Purpose of this research is to find and analyze empirically trigonometry <br />learning outcomes in terms of the form of feedback and cognitive style. The research design used in this study is a 2 x 2 factorial design with three variables consisting of two independent variables, namely the form of feedback and cognitive styles, as well as the dependent variable, which is the result of learning trigonometry. The data collection was done by using the test (variable learning outcomes trigonometry), questionnaire technique (variable cognitive style) and documentation techniques (variable feedback form). The collected data were then analyzed using the technique of two-way ANOVA followed by t-test due to the influence of the form of feedback with cognitive style on <br />learning outcomes trigonometry. Before the data were analyzed, first performed <br />descriptive statistical analysis and test data requirements (test for normality and homogeneity test). The results showed that: (1) There is the influence of feedback on learning outcomes trigonometry, (2) There is the influence of cognitive style on learning hasill trigonometry, (3) There is a shape Interaction Effects of feedback and cognitive style on learning outcomes trigonometry. <br /> <br /><br /></p>

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