Mengintegrasikan Pembelajaran Matematika Berbasis Budaya Banten Pada Pendirian Sd Laboratorium Upi Kampus Serang

Abstract

ABSTRAK This study focused on the characteristics of the development of teaching materials, teachers and students in mathematics learning based on Banten's culture. The Method which is used in this research are didactical Design Research and pre-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 metapedagogical skill in preparing the learning process which are 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.

Aktivitas Matematika Berbasis Budaya Pada Masyarakat Pesisir Di Pasar Ikan Gebang Kabupaten Cirebon

“…Salah satu cara untuk mengembangkan daya nalar peserta didik melalui pembelajaran matematika berbasis budaya yang dikenal dengan istilah etnomatematika. Menurut Risdiyanti (2017), etnomatematika sebagai penghubung antara matematika dengan budaya lokal ketika beraktivitas sehari-hari dan menurut (Supriadi, Srisetyawan, & Tiurlina, 2016), mengemukakan bahwa matematika memiliki nilai-nilai sosial dan terikat dengan budaya setempat. Hal ini menjadi suatu celah bagi kalangan pendidik yang memanfaatkan etnomatematika sebagai pendekatan pembelajaran di sekolah sehingga matematika sebagai pelajaran yang mudah dan menyenangkan (Arindiono & Ramaadhani, 2013).…”

The Development of Student Worksheet and Test Instrument for Statistical Thinking Skill Based on Local Culture and Accordance with Curriculum 2013 in Indonesia: Design Research Stage

“…The learning process will be meaningful if the concept learned is adjusted to the actual conditions [12], [20]. The applying integrated learning to local cultures provided new experiences for students in learning math, especially if the presentation of the problem was presented in Sundanese and Javanese which were the colloquial language of the students [21].…”

Etnomatematika Pada Lopo Suku Boti Dan Integrasinya Dalam Pembelajaran Matematika

“…Salah satu cara yang dapat dilakukan yaitu melalui etnomatematika. Konsep etnomatematika pertama kali diperkenalkan oleh D'Ambrosio, seorang matematikawan asal Brasil dengan ruang lingkupnya yaitu analisis pengaruh faktor sosial budaya dalam kegiatan belajar mengajar dan pengembangan matematika (Supriadi et al, 2016). Secara umum, Kusuma (2019) menjelaskan etnomatematika sebagai suatu pengetahuan yang mengaitkan matematika dengan unsur budaya.…”