Dinamika Pembelajaran Matematika Berbasis Budaya Sasak

Abstract

Abstrak: Etnomatematika budaya Sasak merupakan pembelajaran matematika yang dilakukan dengan dan melalui produk budaya Sasak. Penelitian ini bertujuan menganalisis permasalahan yang muncul ketika proses pembelajaran matematika berbasis budaya Sasak berlangsung di SDN/MI Kelas 4 Kecamatan Aikmel Kabupaten Lombok Timur. Data Penelitian didapatkan melalui proses mengamati aktivitas dan hasil belajar siswa yang dilaksanakan selama 5 (lima) kali pertemuan dengan menggunakan pedoman observasi dan tes. Hasil penelitian yang didapatkan adalah: 1) prinsip pelaksanaan sangkep dijadikan sebagai prinsip pembelajaran, 2) produk budaya berupa alat kesenian, hasil kerajian, desain rumah adat, dan artefak sebagai media pembelajaran, 3) secara umum dilihat dari aspek keterlaksanaan komponen pembelajaran, aktivitas belajar siswa, tanggapan siswa, dan hasil belajar pembelajaran matematika berbasis budaya Sasak terlaksana dengan baik, dan 4) disparitas kondisi dan suasana belajar terletak pada aktivitas penyelesain masalah dan proses matematisasi dari objek matematika menuju bentuk matematika.

Abstract: Ethnomathematics of Sasak culture is mathematics learning that is carried out with and through products of Sasak culture. This study aims to analyze the problems that arise when the process of learning mathematics based on Sasak culture takes place at SDN/MI Class 4, Aikmel District, East Lombok Regency. Research data were obtained through the process of observing student activities and learning outcomes which were carried out for 5 (five) meetings using observation and test guidelines. The results obtained are: 1) the principle of implementing sangkep is used as a learning principle, 2) cultural products in the form of art tools, handicrafts, traditional house designs, and artifacts as learning media, 3) generally viewed from the aspect of implementation of learning components, learning activities students, student responses, and learning outcomes of mathematics learning based on Sasak culture are well implemented, and 4) the disparity in learning conditions and atmosphere lies in problem solving activities and the mathematization process from mathematical objects to mathematical forms.