Analisis Kemampuan Koneksi Matematis Siswa Berbasis Etnomatematika Uma Jompa
DOI:
https://doi.org/10.61227/arji.v6i4.221Keywords:
Mathematical Connections, Ethnomathematics, Uma JompaAbstract
This study aims to analyze the mathematical connection ability of Uma Jompa ethnomathematics-based students at SMA Darul Furqan Bima City. The ethnomathematics approach was chosen because of its potential in integrating local culture into mathematics learning, thus making learning more relevant and meaningful. This study uses a qualitative approach with three students categorized based on their levels of mathematical ability, namely high, medium, and low. The results showed that students with high categories were able to solve mathematical problems systematically with in-depth understanding, while students in the medium category needed more time and guidance to develop structured solution steps. The low category students showed basic understanding, but were less thorough and systematic in solving problems. Problem-based learning approaches and scaffolding are identified as effective strategies to support the development of students' mathematical connections at different levels of ability. The integration of Uma Jompa culture into mathematics learning has been proven to help students connect mathematical concepts with real contexts, while strengthening local cultural identity. This research provides important implications for the development of culturally and contextual mathematics learning strategies.
Downloads
References
A’dadiyyah, N. L., & Malasari, P. N. (2023). Implementasi Model REACT (Relating, Experiencing, Applying, Cooperating Transferring) Berbasis Etnomatematika Menara Kudus untuk Meningkatkan Kemampuan Koneksi Matematis Siswa SMP. NCOINS: National Conference Of Islamic Natural Science, 3, 392–405.
Anintya, Y. A., Rochmad, R., & Mastur, Z. (2019). Representasi Matematis Bernuansa Etnomatematika dan Self Directed Learning. PRISMA, Prosiding Seminar Nasional Matematika, 2, 899–904.
Ascher, M. (2017). Ethnomathematics: A multicultural view of mathematical ideas. Routledge.
Brinus, K. S. W., Makur, A. P., & Nendi, F. (2019). Pengaruh model pembelajaran kontekstual terhadap pemahaman konsep matematika siswa smp. Mosharafa: Jurnal Pendidikan Matematika, 8(2), 261–272.
ET, R. (2010). Dasar-dasar penelitian pendidikan dan bidang non-eksakta lainnya. Tarsito.
Fahlevi, M. R. (2022). Upaya pengembangan number sense siswa melalui kurikulum merdeka (2022). Sustainable Jurnal Kajian Mutu Pendidikan, 5(1), 11–27.
Indrawati, F. A., & Wardono, W. (2019). Pengaruh self efficacy terhadap kemampuan literasi matematika dan pembentukan kemampuan 4C. PRISMA, Prosiding Seminar Nasional Matematika, 2, 247–267.
Mathematics, N. C. of T. of M. C. on S. for S. (1989). Curriculum and evaluation standards for school mathematics. National Council of Teachers of Mathematics.
Mutaqin, E. J., Muslihah, N. N., Hamdani, N. A., & Sasty, S. D. F. (2021). Analysis of the application of learning theory of JB Bruner in a counseling study counting operation to add whole numbers. Social, Humanities, and Educational Studies (SHEs): Conference Series, 4(1), 109–116.
Rachmaniah Mirza, H. (2023). Combining Ethnomathematics, Thematics, and Connectedness in a Mathematics Learning Model for Elementary School. SPECIALUSIS UGDYMAS, 2022.
Rakhmawati, R. (2016). Aktivitas matematika berbasis budaya pada masyarakat lampung. Al-Jabar: Jurnal Pendidikan Matematika, 7(2), 221–230.
Ramadhani, R., Siregar, R. F., & Elfina, H. (2023). Perbedaan Strategi REACT dan Pembelajaran Berbasis Masalah Berbantuan Software Autograph Terhadap Kemampuan Komunikasi Matematis Siswa. ELIPS: Jurnal Pendidikan Matematika, 4(1), 48–57.
Shofiyati, N. (2021). Geometri Berbasis Etnomatematika Sebagai Inovasi Pembelajaran di Madrasah Tsanawiyah Untuk Membentuk Karakter Islami. Madaris: Jurnal Guru Inovatif, 1(1), 43–56.
SRI, A. (2021). Pengembangan Perangkat Pembelajaran Matematika Berbasis Etnomatematika untuk Meningkatkan Hasil Belajar Matematika Materi Bangun Datar Kelas IV Sekolah Dasar. Universitas_Muhammadiyah_Mataram.
Sutarto, S., Ahyansyah, A., Mawaddah, S., & Hastuti, I. D. (2021). Etnomatematika: Eksplorasi Kebudayaan Mbojo Sebagai Sumber Belajar Matematika. JP2M (Jurnal Pendidikan Dan Pembelajaran Matematika), 7(1), 33–42.
Ulfa, F. K. (2020). Kemampuan Koneksi Matematis Dan Berpikir Kritis Siswa Dalam Pembelajaran Matematika Melalui Model Brain-Based Learning. Jurnal Pendidikan Matematika (JPM), 6(2), 106–116.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22, 271–296.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Author
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
