Penggunaan Konteks Budaya Ramayana Ballet Prambanan Untuk Soal Literasi Matematika Bagi Siswa SMP
Keywords:
Ramayana Ballet Prambanan, Mathematical Literacy, Mathematical Literacy question
Abstract
The purpose of this research is to develop and classify mathematical literacy questions using the context of Ramayana Ballet Prambanan Ballet for junior high school students. The type of research used is design research. The data collection methods used were observation, test, and interview. The instrument validation process used by researchers is expert validation and the technique used to test data validity is triangulation technique. The data analysis process used was reducing data, presenting data, and drawing conclusions. The results obtained were from the context of the Ramayana Ballet Prambanan Ballet could be made eight questions in the domain of numbers, data and probability analysis, algebra, measurement, and geometry for cognitive levels (1) knowing with a counting indicator, (2) applying with interpreting, applying/executing indicators, and (3) reasoning with a making justification indicator.
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References
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[2] B. Ojose, “Mathematics Literacy: Are We Able To Put The Mathematics We Learn Into Everyday Use?,” Journal of Mathematics Education © Education for All, vol. 4, no. 1, pp. 89–100, 2011
[3] M. Hayati and M. Jannah, “Pentingnya Kemampuan Literasi Matematika Dalam Pembelajaran Matematika,” Griya Journal of Mathematics Education and Application, vol. 4, no. 1, p. 40, 2024, doi: https://doi.org/10.29303/griya.v4i1.416
[4] OECD, Measuring Student Knowledge and Skills : a New Framework for Assessment. Paris: Organisation for Economic Co-operation and Development, 1999. doi: https://doi.org/10.1787/9789264173125-en
[5] J. De Lange, “Mathematical Literacy for Living from OECD-PISA Perspective,” Journal of Tsukuba Mathematics Education, vol. 25, no. 25, pp. 13–35, 2006
[6] OECD, PISA 2022 Assessment and Analytical Framework. in PISA. Paris: OECD, 2023. doi: 10.1787/dfe0bf9c-en
[7] J. De Lange, “Mathematics for Literacy,” in Quantitative Literacy : Why Numeracy Matters for Schools and Colleges, B. L. Madison and L. A. Steen, Eds., United States of America: Princeton, N.J. : National Council on Education and the Disciplines, 2003. Accessed: Jul. 05, 2024. [Online]. Available: https://archive.org/details/quantitativelite0000unse/page/n5/mode/2up
[8] PUSMENDIK, Desain Pengembangan Soal AKM. Jakarta: Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan dan Kebudayaan, 2020. Accessed: Jul. 05, 2024. [Online]. Available: https://pusmenjar.kemdikbud.go.id/akm
[9] D. Orey and M. Rosa, “Cultural Assertions and Challenges Towards Pedagogical Action of an Ethnomathematics Program,” JSTOR, vol. 27, no. 1, pp. 10–16, 2007, Accessed: Jul. 05, 2024. [Online]. Available: https://www.jstor.org/stable/40248554
[10] U. D. ’ Ambrosio, “Ethnomathematics and its Place in the History and Pedagogy of Mathematics,” JSTOR, vol. 5, pp. 44–48, 1985, Accessed: Jul. 05, 2024. [Online]. Available: https://www.jstor.org/stable/40247876
[11] D’Ambrosio, “In My Opminion: What is Ethnomathematics, and How Can it Help Children in Schools?,” in Teaching Children Mathematics, vol. 7, 2001, pp. 308–310. doi: https://doi.org/10.5951/TCM.7.6.0308
[12] M. Rosa and D. C. Orey, “Ethnomathematics: The Cultural Aspects of Mathematics,” RLE: Revista Latinoamericana de Etnomatemática, vol. 4, no. 2, pp. 32–54, 2011, [Online]. Available: http://www.redalyc.org/articulo.oa?id=274019437002
[13] A. J. Bishop, Mathematical Enculturation: A Cultural Perspective on Mathematics Education, vol. 6. Kluwer Academic Publishers, 1991.
[14] Y. J. Kehi, M. Zaenuri, and S. Budi Waluya, “Kontribusi Etnomatematika Sebagai Masalah Kontekstual Dalam Mengembangkan Literasi Matematika.,” in PRISMA: Prosiding Seminar Nasional Matematika, 2019, pp. 190–196. [Online]. Available: https://journal.unnes.ac.id/sju/index.php/prisma/
[15] N. M. Auliya, A. Suyitno, and M. Asikin, “Potensi Mobile learning Berbasis Etnomatematika untuk Mengembangkan Kemampuan Literasi Matematis pada Masa Pandemi,” in Prosiding Seminar Nasional Pascasarjana UNNES, Semarang: Universitas Negeri Semarang, 2020.
[16] I. M. Surat, “Peranan Model Pembelajaran Berbasis Etnomatematika sebagai Inovasi Pembelajaran dalam Meningkatkan Literasi Matematika,” EMASAINS: Jurnal Edukasi Matematika dan Sains, vol. VII, no. 2, pp. 143–154, 2018, doi: 10.5281/zenodo.2548083
[17] A. Sri Agustin, M. Sekarwati, M. Asdi Elvistoni, and N. Tsani Latifah, “Etnomatematika Pada Kebudayaan Jawa Dalam Mengembangkan Kemampuan Literasi Matematis Siswa,” in Prosiding Seminar Nasional Pendidikan Matematika IV (Sandika IV, 2023).
[18] A. Wahyuningtyas, H. Nindiasari, and A. Fatah, “Efektivitas Pendekatan Kontekstual Berbasis Karakter dan Budaya Lokal Terhadap Kemampuan Literasi Matematis Siswa SMP,” WILANGAN: Jurnal Inovasi dan Riset Pendidikan Matematika, vol. 1, 2020, doi: http://dx.doi.org/10.56704/jirpm.v1i2.9141
[19] T. Dwistyawan and T. A. Setiawan, “Pengenalan Tokoh Wayang dalam Cerita Ramayana dengan Menggunakan Media Board Game untuk Masyarakat,” Jurnal Desain Komunikasi Visual Nirmana, vol. 17, no. 2, 2017, doi: https://doi.org/10.9744/nirmana.17.2.102-109
[20] K. Gravemeijer and D. Van Eerde, “Design Research as a Means for Building a Knowledge Base for Teachers and Teaching in Mathematics Education,” Elementary School Journal, vol. 109, no. 5, pp. 510–524, May 2009, doi: 10.1086/596999
Published
2024-11-22
How to Cite
Gunawan, M. T., Julie, H., & Ruditho, M. A. (2024). Penggunaan Konteks Budaya Ramayana Ballet Prambanan Untuk Soal Literasi Matematika Bagi Siswa SMP. Pattimura Proceeding: Conference of Science and Technology, 5(1), 155-172. https://doi.org/10.30598/ppcst.knmxxiiv5i1p155-172
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Articles
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