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Pengembangan LKPD berbasis etnomatematika pada motif batik pamiluto ceplokan Gresik dengan pendekatan matematik realistik Indonesia materi bangun datar Kelas IV di MIN 3 Malang
Get PDFINDONESIA:
Tujuan penelitian ini adalah untuk mengembangkan LKPD berbasis Etnomatematik pada motif batik Pamiluto Ceplokan Gresik dengan Pendekatan Matematik Realistik Indonesia materi Bangun Datar kelas IV secara valid. Hal tersebut disebabkan materi bangun datar dianggap sulit oleh siswa dan siswa mengalami gangguan persepsi visual dan keruangan serta kesulitan dalam mengidentifikasi karakteristik bangun datar. Faktor lain yang turut menjadi kendala yakni pembelajaran yang masih berfokus pada guru dan tidak mengaitkan dengan lingkungan sekitar yang akhirnya siswa menjadi pasif pada proses pembelajaran.
Pengembangan bahan ajar LKPD tersebut didasarkan pada pendekatan ADDIE dengan subjek penelitian yakni siswa kelas IV-A MIN 3 Malang. Sumber datar berasal dari ungkapan guru, kegiatan observasi serta instrumen. Instrumen pengumpulan data menggunakan angket validasi ahli media, materi, serta pembelajaran. Data dianilisis menggunakan uji kelayakan produk.
Berdasar penilaian validator ahli media, didapatkan skor sebesar 98,33 yang menunjukkan kategori sangat valid. Validator kedua yakni validator ahli materi didapatkan skor sebesar 86,53 dengan kategori sangat valid. Penilaian ketiga oleh validator pembelajaran yang turut memberikan skor 86,53 dengan kategori sangat valid. Berdasarkan hasil respon siswa terhadap LKPD didapatkan skor 84,43% dengan kategori positif. Sejalan dengan hasil yang telah ditemukan, maka dapat disimpulkan bahwa LKPD sebagai bahan ajar matematika telah layak digunakan dan memberikan respon positif pada pembelajaran.
ENGLISH:
The aim of this study was to developed a valid Worksheet based ethnomathematics on the batik Pamiluto Ceplokan Gresik, using the Indonesian Realistic Mathematics Education, for fourth-grade students. The choice of plane geometry was building material as the focus of the study is due to its perceived difficulty by students, as well as their visual and spatial perception difficulties and challenges in identifying the characteristics of flat buildings. Another contributing factor to these obstacles is the teacher-centered approach to learning, which fails to connect with the students' surrounding environment and ultimately leads to passivity in the learning process.
The developed of the worksheet followed the ADDIE approach, with fourth-grade students from Class IV-A of MIN 3 Malang participating as research subjects. The sources of information were obtained through teacher expressions, observation activities, and instruments. The data collection instruments included media, material, and learning expert validation questionnaires. The collected data were analyzed using a product feasibility test.
The assessment from the media expert validators yielded a score of 98.33, indicating a very valid category. The material expert validator, on the other hand, gave a score of 86.53, also falling within the very valid category. Similarly, the learning validators assigned a score of 86.53, indicating a very valid category as well. The results of student responses to the LKPD showed a score of 84.43% with a positive category. Based on these findings, it can be concluded that the LKPD, as a mathematics teaching material, is suitable for use.
ARABIC:
كان الغرض من هذه الدراسة هو تطوير منهج رياضيات عرقية صالح قائم على الرياضيات الإثنومتوسطية على شكل الباتيك باميلوتو سيبلوكان غريسيك مع منهج الرياضيات الواقعية الإندونيسية على مادة البناء المسطح في الصف الرابع. وذلك لأن الطلاب يعتبرون مادة البناء المسطح صعبة ويعاني الطلاب من اضطرابات في الإدراك البصري والمكاني وصعوبات في تحديد خصائص المباني المسطحة. ومن العوامل الأخرى التي تساهم في هذه العقبة هو أن التعلم لا يزال يركز على المعلم ولا يرتبط بالبيئة المحيطة مما يجعل الطلاب في نهاية المطاف سلبيين في عملية التعلم.
يستند تطوير مواد تدريس دفتر على منهج ADDIE مع كون موضوع البحث طلاب الصف الرابع-ألف مدرسة ابتدائية الحكومية ٣ مالانج. تأتي المصادر الثابتة من تعبير المعلم وأنشطة الملاحظة والأدوات. واستخدمت أدوات جمع البيانات وسائل الإعلام والمواد واستبيانات التحقق من صحة خبير التعلم. تم تحليل البيانات باستخدام اختبار جدوى المنتج.
استنادًا إلى تقييم المدققين الخبراء في مجال الوسائط، تم الحصول على درجة 98.33، وهو ما يشير إلى فئة صالحة جدًا. أما المدقق الثاني، أي المدقق الخبير في المواد، فقد حصل على درجة 86.53 مع فئة صالحة جداً. التقييم الثالث من قبل مدققي التعلم الذين حصلوا أيضًا على درجة 86.53 مع فئة صالحة جدًا. وبناءً على نتائج استجابات الطلاب لمُدقّق مادة دفتر، كانت النتيجة 84.43% مع فئة إيجابية. وتماشيًا مع النتائج التي تم التوصل إليها، يمكن استنتاج أن دفتر كمادة لتدريس الرياضيات قابلة للاستخدا
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