Pengembangan Modul Materi Bangun Datar Berbasis Etnomatematika Melayu Kuansing Di Sekolah Dasar

Putri, Suci Azliyanti Maha; Putra, Zetra Hainul; Alpusari, Mahmud

doi:10.24127/ajpm.v12i3.6139

Cited by 2 publications

(1 citation statement)

References 5 publications

(6 reference statements)

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“…The first is research on the development of teaching modules based on Kuansing Malay ethnomathematics, the results of the research show that the Kuansing Malay ethnomathematics-based flat building material module meets valid and practical criteria with a validator percentage of material experts of 94.45%, media experts of 90.17%, language experts amounted to 91.67%, and the percentage of practicality by teachers was 96.25% and students was 92.5%. This can be interpreted as saying that the Kuansing Malay ethnomathematicsbased flat shape material module meets the valid and practical criteria so that it is suitable for use in mathematics learning in elementary schools (Putri et al, 2023). The second research concerns the development of a Dayak culture-based ethnomathematics module with a Joyfull Learning approach, the results of which show that the Dayak culture-based ethnomathematics module with a joyfull learning approach obtains good results, so it can be used to teach mathematics concepts to students (Priyani, 2021).…”

Section: Introductionmentioning

confidence: 99%

Interactive E-Module Based on Ethnomathematics Upakara Bali in Geometry Subject for 2nd Grade Elementary School

Mahardika,

Suarjana,

Werang

2024

mimb.pgsd undiksha

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Mathematics is considered a difficult subject. So in the learning process teachers need teaching materials to help students with difficulties in understanding abstract material. The aim of this research is to create an interactive e-module based on ethnomathematics in mathematics subjects with valid and practical geometry material. The type of research used is development research with the ADDIE model. The test subjects in this research were two material expert lecturers, two media expert lecturers, a class II teacher and 10 students. The data collection method is a questionnaire in the form of a rating scale. The data analysis method uses qualitative and quantitative analysis. Based on the analysis results, it was found that the validity test results according to media experts obtained a score percentage of 99% with very good qualifications. The test results from the teacher's responses obtained a score percentage of 98% with very good qualifications. The test results from individual student trials obtained a score percentage of 99% with very good qualifications. The test results from a small group of students obtained a score percentage of 98% with very good qualifications. Based on this, the e-module developed is valid and suitable for use in learning activities. The implication of this research is that teachers can use e-modules based on Balinese upakara ethnomathematics as a reference or special learning tool for grade 2 elementary school geometry material. Through the use of this e-module, students will gain new learning experiences. Apart from that, the use of technological developments and attractive visual, audio and video displays will accommodate students' learning styles, both auditory and visual learning styles.

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Section: Introductionmentioning

confidence: 99%

Interactive E-Module Based on Ethnomathematics Upakara Bali in Geometry Subject for 2nd Grade Elementary School

Mahardika,

Suarjana,

Werang

2024

mimb.pgsd undiksha

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Development of ethnomathematics-based educational modules for elementary geometry

Bidiyah,

Trisniawati,

Muanifah

et al. 2024

Adv. Mobile Learn. Educ. Res.

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The ethnomathematics module aims to help students better understand and appreciate mathematics daily by combining mathematical concepts with regional cultural backgrounds. This research aims to develop a valid and effective ethnomathematics-based module on flat building materials for class II SD N Depok 2 Sleman Regency. This research is development research (R&D) using the ADDIE development model. The object of this research is an ethnomathematics-based module on plane material. Indonesia is a country that is rich in culture and has excellent potential in the application of ethnomathematics. Various ethnic groups in Indonesia have developed unique mathematical practices in their cultural activities, such as traditional buildings and food. Ethnomathematics can be essential in strengthening local culture through an independent learning curriculum. This learning combines mathematical concepts with regional culture. Based on the results of observations made, it was concluded that the learning process at SD N Depok 2 Sleman Regency was still not optimal because, in the learning process, they only used textbooks from the government, which were the only source of learning during learning. The subjects of this research were class II students at SD Negeri Depok 2 Sleman Regency, totalling 28 students, one lecturer, and one teacher, who were the validators. The data analysis techniques used are qualitative and quantitative data analysis. The results show that this research produced an Ethnomathematics-Based Module on Flat Building Material for Class II, which is feasible based on expert validation results with a score of 91%, and student response results are very effective with an average field trial score of 92%. Based on these results, developing an ethnomathematics-based module on flat building materials is feasible and effective for the phase I independent curriculum mathematics learning process.

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Pengembangan Modul Materi Bangun Datar Berbasis Etnomatematika Melayu Kuansing Di Sekolah Dasar

Cited by 2 publications

References 5 publications

Interactive E-Module Based on Ethnomathematics Upakara Bali in Geometry Subject for 2nd Grade Elementary School

Interactive E-Module Based on Ethnomathematics Upakara Bali in Geometry Subject for 2nd Grade Elementary School

Development of ethnomathematics-based educational modules for elementary geometry

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