Nursanti & Salsabiela p-ISSN: 2086-4280 e-ISSN: 2527-8827 Ethnomathematics of Traditional Houses on Two-Dimensional Figure Decomposition Material Yuli Bangun Nursanti1*.
Tamara Febriana Salsabiela2 1*,2Mathematics Education Study Program.
Universitas Sebelas Maret Jalan Ir.
Sutami No.
Surakarta.
Jawa Tengah.
Indonesia 1*yulibangununs@staff.
2tamarasalsabiela@gmail.
Article received: 05-08-2024, revision: 18-09-2024, published: 30-10-2024 Abstrak Penting bagi siswa untuk mengembangkan kemampuan etnomatematika dalam memecahkan masalah kehidupan sehari-hari.
Penelitian ini bertujuan untuk mengetahui tingkatan kemampuan siswa dalam etnomatematika konsep dekomposisi bangun datar.
Penelitian ini menggunakan metode campuran .
ixing method.
Instrumen yang digunakan yaitu lembar kerja peserta didik saat proses pembelajaran materi dekomposisi bangun datar.
Subjek penelitian terdiri dari 15 siswa kelas IV B SD Negeri Bakipandeyan Data yang dianalisis menggunakan teknik analisis data kualitatif yaitu mereduksi, memaparkan, dan menyimpulkan.
Hasil menunjukan bahwa nilai skor siswa Ou 80 dengan jumlah siswa sebanyak 15 orang dan persentase 100 % maka dapat disimpulkan tingkat kemampuan siswa dalam etnomatematika konsep dekomposisi bangun datar pada rumah adat Jawa dan menyebutkan sifat-sifat bangun datar tersebut sangat baik dengan kategori Dengan demikian, rumah adat Jawa dapat menjadi alternatif dalam sumber belajar Matematika pada materi Dekomposisi Bangun Datar.
Kata Kunci: Dekomposisi Bangun Datar.
Etnomatematika.
Rumah Adat Abstract It is important for students to develop ethnomathematical abilities in solving daily life This study aims to determine the level of students' ability in ethnomathematics of the concept of two-dimensional figures decomposition.
This research uses mixed The instrument used was student worksheets during the learning process of two-dimensional figures decomposition material.
The research subjects consisted of 15 students of class IV B SD Negeri Bakipandeyan 01.
The data were analyzed using qualitative data analysis techniques, namely reducing, describing, and concluding.
The results show that the student score Ou 80 with a total of 15 students and a percentage of 100%, it can be concluded that the level of students' ability in ethnomathematics the concept of decomposition of two-dimensional figures in Javanese traditional houses and mentioning the properties of these two-dimensional figures is very good with category A.
Thus.
Javanese traditional houses can be an alternative in learning resources for Mathematics on Two-dimensional figures Decomposition material.
Keywords: Ethnomathematics.
Two-dimensional figures Decomposition.
Traditional House Mosharafa: Jurnal Pendidikan Matematika Volume 13.
Number 4.
October 2024 Copyright A 2023 Mosharafa: Jurnal Pendidikan Matematika https://doi.
org/10.
31980/mosharafa.
INTRODUCTION
Mathematics is studied at all levels of education in Indonesia, starting from elementary school (SD) to college (PT), so it is a continuous subject.
One of the lessons that has an important role is mathematics.
Mathematics is a discipline that supports the development of science and technology and plays a role in supporting social and cultural sciences.
Education and culture are very important in everyday life because culture is a whole and comprehensive unit that applies in society and education is the basic need of every individual in society.
Education and culture cannot be separated but complement each other with various points of interaction (Mathews & S, 2020.
Amalia.
Wanabuliandari, & Rahayu, 2.
One of the things that can connect culture and education is ethnomathematics.
Ethnomathematics as a branch of science that examines the relationship between culture and mathematics that makes a valuable contribution to contextual understanding in mathematics learning (Nurniyati et al.
, 2.
Ethnomathematics mathematics that is culturally based.
Ethnomathematics is a mathematics study discipline that describes an analysis of cultural expressions, in the form of ideas, activities, and cultural objects, which have become the characteristics of a particular community (Dari & Jatmiko, 2.
The main factor in the importance of culture-based learning is using an ethnomathematics approach because of mathematics with real life (Rewatus et al.
Ethnomathematics will be able to assist students in learning, analyzing, and practicing learning activities, especially on two-dimensional figures material with the use of culturally relevant problem solving work as teaching materials and alternatives in learning (Cahyadi et al.
, 2.
Cultural values are the basis of character, which is important to be instilled in every individual (Sulfayanti et al.
, 2.
The importance of this research is due to the involvement of culture in mathematics learning in schools with the aim that students can become a generation with character and be able to maintain and preserve culture as the foundation of national character (Putra & Prasetyo.
In addition, ethnomathematics plays an important role as a means of strengthening local culture through an independent learning curriculum (Siregar et , 2.
In the two-dimensional figures chapter, there is material on two-dimensional figures decomposition which can be ethnomathematics activities.
Flat shape decomposition is the process of breaking down a flat shape into two or more simpler flat shapes.
Decomposition can be done by giving students pictures of traditional houses and students can understand and decompose the Javanese traditional house into several flat shapes and determine the properties of these flat shapes.
Some of the previous research results show that the ethnomathematics approach can improve ethnomathematics skills in understanding mathematical concepts.
The integration of cultural elements can provide a real context for students in bridging the gap between abstract Mosharafa: Jurnal Pendidikan Matematika Volume 13.
Number 4.
October 2024 Copyright A 2023 Mosharafa: Jurnal Pendidikan Matematika p-ISSN: 2086-4280 e-ISSN: 2527-8827 Nursanti & Salsabiela understanding of mathematics in everyday Therefore, this ethnomathematics approach needs to carefully consider the local context to have a significant positive Various research results regarding ethnomathematics are applied in the classroom through the use of cultural resources and tools in the form of crafts, arts, folklore, values, morals, ethics, and philosophies that are deeply rooted in belief systems such as research conducted by Karina et al.
and Reginalis .
, namely ethnomathematics using traditional Indonesian games.
The novelty of this research is ethnomathematics using traditional Javanese traditional houses for two-dimensional figures decomposition Based on this background, the author formulates the problem of how students' abilities in ethnomathematics concept decompose Javanese traditional houses into several flat shapes and mention the properties of these flat shapes? Based on the formulation of the problem, the research objective is to find out the students' ability to decompose a Javanese traditional house into several flat shapes and mention the properties of flat shapes well.
II.
METHOD
This research was conducted in April The research method used is mixed The use of mixing methods is a research method that uses qualitative research results for quantitative research or vice versa.
In this study, the results of qualitative research were used to conduct quantitative research.
The research subjects used were students of class IV B of Bakipandeyan 01 State Elementary School with a total of 15 students.
The data were analyzed using qualitative data analysis techniques, namely reducing, describing, and concluding.
Learning outcome data were analyzed using Benchmark Assessment (PAP) to determine the level of students' ability in ethnomathematics of the concept of decomposition of two-dimensional figures in Javanese traditional houses and mention the properties of these two-dimensional The conversion criteria with a scale of 5 are as follows in Table 1 (Nada et al.
Table 1.
Category Conversion Criteria with Scale 5 Mastery Level Standard Score 90 Oe 100% 80 Oe 89% 70 Oe 79% 60 Oe 69% < 59% Description:
X = student score A = very good B = good C = good enough D = less good E = not good Since the maximum score is set based on the answer key = 100, 90% mastery = 9 x 100 = 90.
80% mastery = 0.
8 x 100 = 70% mastery = 0.
7 x 100 = 70.
Mastery of 60% = 0.
6 x 100 = 60.
Thus, the following conversion Table 2 is obtained:
Mosharafa: Jurnal Pendidikan Matematika Volume 13.
Number 4.
October 2024 Copyright A 2023 Mosharafa: Jurnal Pendidikan Matematika Table 2.
Conversion Results with Scale 5 Mastery Level Standard Score 90 Oe 100 80 Oe 89 https://doi.
org/10.
31980/mosharafa.
Mastery Level 70 Oe 79
60 Oe 69
< 59
Standard Score Furthermore, the data collection method used is the Two-dimensional Decomposition LKPD documentation, and literature review.
Data in the form of pictures and tables of LKPD instruments for Two-dimensional figures Decomposition and student assessment categories are used to analyze the level of ethnomathematics of the concept of twodimensional figures decomposition in traditional houses and mention the properties of two-dimensional figures.
RESULT AND DISCUSSION
The research activities carried out are two-dimensional implementation of Javanese traditional house animation ethnomathematics.
The activity is carried out by creating a learning discussion group of students to work on the LKPD for Two-dimensional figures Decomposition.
learning discussion are in the Table 3 as Table 3.
Pictures.
Names, and Properties of Flat Shapes TwoIts properties Picture A triangle is a flat shape that has three sides and three angles.
Isosceles Triangle Has one-fold symmetry axis, has Figure 1.
two opposite sides of equal length.
Triangle and has one rotary symmetry axis.
Right Triangle Has one hypotenuse.
Does not have a fold axis of perpendicular to each other, does not have a rotary axis of symmetry, one of its angles is a right angle of 90 degrees, and uses the phytagorean formula in finding the length of the hypotenuse.
Having a pair of parallel sides, having two pairs of equal angles .
sosceles trapezoi.
or having two Figure 2.
ight-angled Trapezoid trapezoi.
, the sum of the adjacent angles between two parallel lines is 180 degrees (Unaenah et al.
, 2.
It has four sides and four corner points, has two pairs of parallel sides facing the same length, all Figure 3.
four angles are equal to 90 degrees Rectangle .
ight angle.
, and has two folding symmetries (Nurhalimah et al.
It has four equal sides, the opposite sides are parallel, and it has four right angles.
(Monalisa et al.
, 2.
Figure 4.
Square Figure 1.
Ethnomathematics of Javanese Traditional Houses Based on Figure 1, the LKPD Decomposition of Two-dimensional figures that has been carried out, the results of the Based on the results of the research from LKPD, students have been able to identify flat shapes in the concept of decomposition of flat shapes in Javanese traditional houses and mention the properties of these flat shapes.
The Javanese traditional house has many Mosharafa: Jurnal Pendidikan Matematika Volume 13.
Number 4.
October 2024 Copyright A 2023 Mosharafa: Jurnal Pendidikan Matematika p-ISSN: 2086-4280 e-ISSN: 2527-8827 Nursanti & Salsabiela geometric elements including .
The shape of the roof of the house is trapezoidal and triangular, .
The supporting poles in the traditional house are trapezoidal and rectangular, .
The walls of the house have square and rectangular elements, and .
The door of the house is rectangular, .
The stairs of the house are rectangular.
In addition, it is known that the student score is 100 with a total of 15 students and a percentage of 100% of all students.
The results of the analysis of student scores are as follows.
Mastery Level 90 Oe 100
80 Oe 89
70 Oe 79
60 Oe 69
< 59
Table 3.
Student Score Analysis Standard Number Percentage Score Student This shows that the Learning Outcomes on two-dimensional figures decomposition material have been understood by all Thus, these findings are supported by other studies which state that using ethnomathematics-based LKPD can produce a percentage of learning implementation, student activity, and positive student responses with a very good category (Talo et al.
, 2.
Another supporting research states that through ethnomathematics-based learning, students will be more interested in learning (Hartanti, 2.
In addition, other studies state that the results of ethnomathematicsbased mathematics learning are very effective in students' mathematical understanding (Sarwoedadi et al.
, in Soebagyo et al.
, 2.
Other research states that ethnomathematics helps students in understanding mathematics in their own social and cultural context (Setiani et al.
, 2.
Ethnomathematics can connect mathematics with culture, change the negative stigma about mathematics, make students more enthusiastic about learning mathematics and can train educators to be creative and innovative in delivering mathematics material with a culture (Wahyuni & Hasanudin, 2.
This is in accordance with research conducted by Luthvia Rohmaini which states that the results of her research show that the learning module with ethnomathematics developed has feasible and interesting criteria for use as a learning resource for mathematics These studies are one proof of the application of ethnomathematics in mathematics learning that teachers can do in innovating learning and improving the quality of mathematics learning.
IV.
CONCLUSION
Ethnomathematics-based learning with animations of Javanese traditional houses carried out in class IV B SD Negeri Bakipandeyan 01 aims to teach mathematics that is associated with Students discuss working on LKPD on Two-dimensional figures Decomposition From the ethnomathematics LKPD activity, it is obtained that students can understand the concept of twodimensional figures decomposition in Javanese traditional houses, identify twodimensional figures in Javanese traditional house animations which include triangles.
Mosharafa: Jurnal Pendidikan Matematika Volume 13.
Number 4.
October 2024 Copyright A 2023 Mosharafa: Jurnal Pendidikan Matematika https://doi.
org/10.
31980/mosharafa.
trapezoids, rectangles, and squares and mention the properties of two-dimensional Through this ethnomathematicsbased learning, students can understand flat shapes, besides that students also learn to recognize the culture of Javanese traditional houses.
Quantitative analysis of decomposition of Javanese traditional houses with Benchmark Assessment (PAP) on mathematics learning outcomes shows that student learning outcomes on LKPD Two-dimensional figures Decomposition show that the level of student ability in ethnomathematics of the concept of decomposition of two-dimensional figures in Javanese traditional houses and mentioning the properties of these twodimensional figures is very good with category A.
In general, it is concluded that this Javanese traditional house can be an alternative source of learning mathematics on the material of Decomposition of Twodimensional figures.
Based on the research that has been carried out, the researcher suggests that teachers can use the ethnomathematics approach in learning mathematics.
Students should practice their knowledge by doing more practice problems related to Other researchers are advised to conduct further research to examine ethnomathematics in populations or samples that are different from this REFERENCES