Main Article Content
Abstract
Background: Sebagian besar siswa madrasah tsanawiyah di kabupaten kudus memiliki paradigma bahwa matematika merupakan mata pelajaran yang abstrak sehingga sulit dipahami. Menangani kasus ini, peneliti memberikan solusi pelatihan model realistic mathematics education berbasis etnomatematika budaya islam lokal kudus. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru matematika dalam menerapkan model realistic mathematics education berbasis etnomatematika budaya islam lokal kudus. Metode: Kegiatan pelatiahan dilakukan melalui tiga siklus yakni, 1) siklus pelatihan, 2) siklus pembimbingan serta 3) siklus penerapan. Pelaksanaan siklus pelatihan dihadiri oleh 50 guru matematika dan 5 guru matematika menjadi sampel untuk siklus penerapan. Hasil: Berdasarkan hasil observasi dan analisis data yang dilakukan oleh peneliti, ditemukan bahwa ketercapaian tujuan pelatihan ini mencapai 3,625 dari 4 nilai total keseluruhan. Berdasarkan nilai yang didapatkan dari hasil observasi maka ketercapaian tujuan pelatihan ini berada dalam kategori sangat baik. Kesimpulan: Dengan demikian maka dari pelatihan disimpulkan guru dapat mendesain dan menerapkan model realistic mathematics education berbasis etnomatematika budaya islam lokal kudus di dalam pembelajaran matematika.
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References
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References
Abdullah, A. S. (2017). Ethnomathematics in Perspective of Sundanese Culture. Journal on Mathematics Education, 8(1), 1–16. http://dx.doi.org/10.22342/jme.8.1.3877.1-15
Agusdianita, N., Karjiyati, V., & Kustianti, S. K. (2021). Pelatihan Penerapan Model Realistic Mathematics Education Berbasis Etnomatematika Tabut Terhadap Kemampuan Literasi Matematika Siswa Kelas IV SDN 67 Kota Bengkulu. Martabe : Jurnal Pengabdian Kepada Masyarakat, 4(1), 63. https://doi.org/10.31604/jpm.v4i1.63-72
Ambrosio, U. D. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For The Learning Of Mathematics, 5(1), 44–48. https://www.jstor.org/stable/40247876
Cholily, Y. M., Jamil, A. F., & Dintarini, M. (2024). Pendampingan Implementasi Pembelajaran Berbasis Etnomatematika Pada Guru SMP Muhammadiyah 4 Malang. KAIBON ABHINAYA : Jurnal Pengabdian Masyarakat, 6(1), 55–61. https://doi.org/10.30656/ka.v6i1.6112
D’Ambrosio, U. (2018). The Program Ethnomathematics: Cognitive, Anthropological, Historic and Socio-Cultural Bases. PNA, 12(4), 229–247. https://doi.org/10.30827/pna.v12i4.7851
Freudenthal, H. (1973). Mathematics as an Educational Task. Kluwer Academic Publishers.
Hartinah, S., Suherman, S., Syazali, M., Efendi, H., Junaidi, R., Jermsittiparsert, K., & Umam, R. (2019). Probing-Prompting Based on Ethnomathematics Learning Model: The Effect on Mathematical Communication Skill. Journal for the Education of Gifted Young Scientists, 7(4), 799–814. https://doi.org/10.17478/jegys.574275
Hasibuan, H., & Irwan, M. (2014). Penerapan Metode Penemuan Terbimbing pada Pembelajaran Matematika Kelas XI IPA SMAN 1 Lubuk Alung. Jurnal Pendidikan Matematika, 1(3), 38–44. https://doi.org/10.12691/education-6-12-13.
Inuhan, M., Dahoklory, A. S. K., Lekitoo, J. N., Rupilele, K., MA, R. K., & Sugiarto, S. (2023). Pelatihan Media Pembelajaran Matematika Berbasis Etnomatematika Berbantuan Software Geogebra Di Kecamatan Pulau Lakor. PAKEM : Jurnal Pengabdian Kepada Masyarakat, 3(2), 179–183. https://doi.org/10.30598/pakem.3.2.179-183
Laamena, C. M., & Laurens, T. (2021). Mathematical Literacy Ability And Metacognitive Characteristics of Mathematics Pre-Service Teacher. Infinity Journal (Vol. 10, Issue 2, p. 259). IKIP Siliwangi Bandung. https://doi.org/10.22460/infinity.v10i2.p259-270
Marini. (2018). Mengapa Harus RME?: Pendidikan Matematika Realistic. CV. Pustaka Mediaguru.
Marpaung, Y., & Julie, H. (2010). PMRI dan PISA : Suatu Usaha Peningkatan Mutu Pendidikan Matematika di Indonesia. Jurnal Pendidikan Matematika Universitas Sanatha Dharma, 1.
Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). Students Problem Solving Ability Based on Realistic Mathematics with Ethnomathematics. 3(1), 13–24. https://doi.org/10.23917/jramathedu.v3i1.5607
OECD. (2023). PISA 2022 Results Factsheets Indonesia. OECD (Organisation for Economic Co-Operation and Development) Publication, 1–9. Diakses pada: https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Purwitaningrum, R., & Prahmana, R. C. I. (2021). Developing instructional materials on mathematics logical thinking through the Indonesian realistic mathematics education approach. International Journal of Education and Learning, 3(1), 13–19. https://doi.org/10.31763/ijele.v3i1.178
Putrawangsa, S. (2017). Desain Pembelajaran Matematika Realistik. CV. Reka Karya Amerta.
Risdiyanti, I., & Prahmana, R. C. I. (2020). Ethnomathematics (Teori dan Implementasinya: Suatu Pengantar). UAD Press.
ff, M., D’Ambrósio, U., Orey, D. C., Shirley, L., Alangui, W. V., Palhares, P., & Gavarrete, M. E. (2016). Current and future perspectives of ethnomathematics as a program.
Rusdi, Fauzan, A., Arnawa, I. M., & Lufri. (2020). Designing Mathematics Learning Models Based on Realistic Mathematics Education and Literacy. Journal of Physics: Conference Series, 1471(1), 012055. https://doi.org/10.1088/1742-6596/1471/1/012055
Sa’adah, N., Haqiqi, A. K., & Malasari, P. N. (2021). Etnomatematika Gerakan Tari Kretek Kudus pada Pembelajaran Matematika. 3(1), 58–71. https://doi.org/10.15408/ajme.v3i1.20544
Salafudin, S., Sholahuddin, M. S., Dewi, H. L., & Sholikhah, A. (2021). Character Education Through Realistic Mathematics Learning Based On Ethnomathematics. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 5(2), 211. https://doi.org/10.31331/medivesveteran.v5i2.1623
Saleh, M., Prahmana, R. C. I., & Isa, M. (2018). Improving the Reasoning Ability of Elementary School Student Through the Indonesian Realistic. Journal on Mathematics Education, 9(1), 41–54. http://dx.doi.org/10.22342/jme.9.1.5049.41-54
Sholahudin, U. (2017). Pelatihan Penerapan Pembelajaran Matematika Realistik (PMR) di SDN 03 Desa Cimaung Kecamatan Cikeusal Kabupaten Serang. Wikrama Parahita:Jurnal Pengabdian Masyarakat, 1(1), 45. https://doi.org/10.30656/jpmwp.v1i1.383
Van Den Heuvel-Panhuizen, V. (2003). The Didactical Use of Models in Realistic Mathematics Education: An Example from a Longitudinal Trajectory on Percentage. Educational Studies in Mathematics, 54(1), 9–35. http://dx.doi.org/10.1023/B:EDUC.0000005212.03219.dc
Wardono, Mariani, S., & Kurniati, C. N. (2021). Mathematics Literacy Abilities and Responsibility with Realistic Mathematics Education Learning Based Ethnomathematics. Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042059
Widada, W., Nugroho, K. U. Z., Sari, W. P., & Pambudi, G. A. (2019). The Ability of Mathematical Representation Through Realistic Mathematics Learning Based on Ethnomathematics. Journal of Physics: Conference Series, 1318. https://doi.org/10.1088/1742-6596/1318/1/012073
Wijaya, A. (2012). Pendidikan Matematika Realistik suatu Alternatif Pendekatan Pembelajaran Matematika. Graha Ilmu.