Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability

Authors

  • Achmad Mutaqin Universitas Muhammadiyah Malang
  • Mohammad Syaifuddin Universitas Muhammadiyah Malang http://orcid.org/0000-0001-5588-1106
  • Yus Mochamad Cholily Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.30738/indomath.v4i1.8867

Keywords:

ethnomathematics, geometry module, metacognition, scientific

Abstract

This study aims to develop a geometry module based on ethnomathematics with a scientific approach, test the module's validity and feasibility, and determine the effect of using modules in learning on students' metacognitive abilities. This study uses a research and development (R&D) approach with a 4D model (define, design, develop, and disseminate). The research subjects were students of 8rd Junior High School in Malang. Data analysis of the effect of the use of modules on metacognition abilities using the paired sample t-test. The research results showed the ethnomathematics based geomery module with a scientific approach is valid, developed by with a 4D model. The module is also categorized as effective for use in learning activities. The ethnomathematics based geometry modules with a scientific approach has an effect on metacognition abilities.

Author Biography

Mohammad Syaifuddin, Universitas Muhammadiyah Malang

Mathematics Education Department

References

Aklimawati. (2015). Pengembangan Design Pembelajaran Tematik Untuk Menemukan Rumus Luas Lingkaran. 22(September), 149–156.

Ambarawati, M., & Agustin, R. D. (2019). Ethnomatematics as Indonesia Batik Artwork in Mathematics Learning Two-dimensional Figure Materials. International Journal of Scientific and Research Publications (IJSRP), 9(9), p9305. https://doi.org/10.29322/ijsrp.9.09.2019.p9305

Anisah, A., & Lastuti, S. (2018). Pengembangan Bahan Ajar berbasis HOTS untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Mahasiswa. Kreano: Jurnal

Matematika Kreatif-Inovatif, 9(2), 191–197. https://doi.org/10.15294/kreano.v9i2.16341

Arigiyati, T. A., Kusmanto, B., & Widodo, S. A. (2019). Validasi Instrumen Modul Komputasi Matematika. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM). https://doi.org/10.26740/jrpipm.v2n1.p023-029

Artzt, A. F., & Armour-Thomas, E. (1998). Mathematics teaching as problem solving: A framework for studying teacher metacognition underlying instructional practice in mathematics. Instructional Science. https://doi.org/10.1023/A:1003083812378

Aysen, O. (2012). Misconceptions in geometry and suggested solutions. International Journal of New Trends in Arts, Sports& Science Education, 1(4), 23–35.

Ayuningtyas, P. (2019). Implementasi Problem Based Learning Berbasis Penedekatan Saintifik

Untuk Meningkatkan hasil belajar siswa. 2(1), 45–54.

Case, L. P., Harris, K. R., Graham, S., & Harris, K. R. (2018). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. https://doi.org/10.1177/002246699202600101

Fadhilaturrahmi. (2017). Penerapan pendekatan saintifik untuk meningkatkan kemampuan komunikasi matematik peserta didik di sekolah dasar. 9(2), 109–118.

Febriana, R., Haryono, Y., & Yusri, R. (2017). Effectiveness of Discovery Learning-Based Transformation Geometry Module. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012003

Fitriyani, H., Widodo, S. A., & Hendroanto, A. (2018). Students’ Geometric Thinking Based On Van Hiele’ S Theory. Infinity Journal, 7(1), 55–60. https://doi.org/10.22460/infinity.v7i1.p55-60

Fouze, A. Q., & Amit, M. (2018). Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction. EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 617–630. https://doi.org/10.12973/ejmste/80626

Hartono, W., & Noto, M. S. (2017). Pengembangan modul berbasis penemuan terbimbing untuk meningkatkan kemampuan matematis pada perkuliahan kalkulus integral. JNPM (Jurnal Nasional Pendidikan Matematika), 1(2), 320–333.

Haryanti, F., & Saputro, B. A. (2016). Pengembangan Modul Matematika Berbasis Discovery Learning Berbantuan Flipbook Maker Untuk Meningkatkan Kemampuan Pemahaman Konsep Pada Materi Segitiga. Kalamatika: Jurnal Pendidikan Matematika. https://doi.org/10.22236/KALAMATIKA.vol1no2.2016pp147-161

Helmiati, Patma, S., & Irvan, L. (2013). Hubungan Strategi Think Pair Share Terhadap Kemampuan Metakognisi Peserta Didik pada Materi SPLDV Kelas VIII SMP Al Hijrah Ambon. Jurnal Matematika Dan Pembelajarannya, 1(1), 17–31.

Ibrahim, I., & Widodo, S. A. (2020). Advocacy Approach With Open-Ended Problems To Mathematical Creative Thinking. Infinity Journal, 9(1), 93–102.

In’am, A., & Hajar, S. (2017). Learning geometry through discovery learning using a scientific approach. International Journal of Instruction, 10(1), 55–70. https://doi.org/10.12973/iji.2017.1014a

Iskandar, S. M. (2014). Pendekatan Kterampilan Metakognitif dalam Pembelajaran Sains di Kelas. Erudio, 2(2), 13–20.

Kelanang, J. G. P., & Zakaria, E. (2012). Mathematics difficulties among primary school students. Advances in Natural and Applied Sciences, 6(7), 1086–1092.

Kemdikbud. (2013). Implementasi Kurikulum 2013.

Mahazir, I., N, M., Arif, A., R, A., & R, C. (2015). Design and development performance-based into mobile learning for TVET. Procedia - Social and Behavioral Sciences, 174, 1764–1770. https://doi.org/10.1016/j.sbspro.2015.01.835

Mahromah, L. A. (2013). Identifikasi tingkat metakognisi siswa dalam memecahkan masalah matematika berdasarkan perbedaan skor matematika. MATHEdunesa.

Mauluah, L., & Marsigit. (2019). Ethnomathematics for elementary student: Exploration the learning resources at kraton Yogyakarta. International Journal of Scientific and Technology Research, 8(7).

Montolalu, C., & Langi, Y. (2018). Pengaruh Pelatihan Dasar Komputer dan Teknologi Informasi bagi Guru-Guru dengan Uji-T Berpasangan (Paired Sample T-Test). D’CARTESIAN, 7(1), 44. https://doi.org/10.35799/dc.7.1.2018.20113

Morelent, Y. (2015). Pengaruh Penerapan Kurikulum 2013 Terhadap Pembentukan Karakter Siswa Sekolah Dasar Negeri 05 Percobaan Pintu Kabun Bukittinggi. JURNAL GRAMATIKA, 2, 141–152.

Novalia, H., & Noer, S. H. (2019). Pengembangan Modul Pembelajaran Matematika Dengan Strategi Pq4R Untuk Meningkatkan Kemampuan Berpikir Kreatif Dan Kemandirian Belajar Siswa SMA. Jurnal Penelitian Dan Pembelajaran Matematika, 12(1). https://doi.org/10.30870/jppm.v12i1.4854

Novriani, M. R., & Surya, E. (2017). Analysis Of Student Difficulties In Mathematics Problem Solving Ability At MTs Swasta Ira Medan. International Journal of Sciences : Basic and Applied Research (IJSBAR), 33(03), 1–14.

Pedrotty, D., Bryant, B. R., Dougherty, B., Roberts, G., Hughes, K., & Lee, J. (2020). Mathematics performance on integers of students with mathematics difficulties. Journal of Mathematical Behavior, 58(March), 100776. https://doi.org/10.1016/j.jmathb.2020.100776

Prastowo, A. (2014). Panduan Kreatif Membuat Bahan Ajar Invoatif. Diva Press.

Prendergast, M., Spassiani, N. A., & Roche, J. (2017). Developing a Mathematics Module for Students with Intellectual Disability in Higher Education. International Journal of Higher Education. https://doi.org/10.5430/ijhe.v6n3p169

Putra, R. Y., Wijayanto, Z., & Widodo, S. A. (2020). Etnomatematika: Masjid Soko Tunggal Dalam Pembelajaran Geometri 2D. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 4(1), 10. https://doi.org/10.26740/jrpipm.v4n1.p10-22

Risnawati, Andrian, D., Azmi, M. P., Amir, Z., & Nurdin, E. (2019). Development of a definition maps-based plane geometry module to improve the student teachers’ mathematical reasoning ability. International Journal of Instruction, 12(3), 541–560. https://doi.org/10.29333/iji.2019.12333a

Ruyadi, Y. (2010). Model Pendidikan Karakter Berbasis Kearifan Budaya Lokal ( Penelitian terhadap Masyarakat Adat Kampung Benda Kerep Cirebon Provinsi Jawa Barat untuk Pengembangan Pendidikan Karakter di Sekolah ). The 4th International Conference on Teacher Education, November, 576–594.

Safrina, K., Ikhsan, M., & Ahmad, A. (2014). Peningkatan Kemampuan Pemecahan Masalah Geometri melalui Pembelajaran Kooperatif Berbasis Teori Van Hiele. Jurnal Didaktik Matematika, 12(1), 1–12. https://doi.org/10.12973/mathedu.2015.113a

Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM - International Journal on Mathematics Education. https://doi.org/10.1007/s11858-010-0240-2

Schwarz, C. (2017). Effectiveness of Discovery Learning-Based Transformation Geometry Module Effectiveness of Discovery Learning-Based Transformation Geometry Module. 1–6.

Setiyadi, M. W. (2017). Pengembangan Modul Pembelajaran Biologi Berbasis Pendekatan Saintifik Untuk Meningkatkan Hasil Belajar Siswa. Journal of Educational Science and Technology (EST), 3(2), 102. https://doi.org/10.26858/est.v3i2.3468

Setyawati, R., Mulyani, S., & Ashadi. (2016). Pengembangan Modul Kimia Berbasis Saintifik 5M dengan Panduan Mind Mad pada Materi Koloid. Seminar Nasional Pendidikan Sains : Peningkatan Kualitas Pembelajaran Sains Dan Kompetensi Guru Melalui Penelitian & Pengembangan Dalam Menghadapi Tantangan Abad-21, 199–204.

Siregar, N. C., Rosli, R., Maat, S. M., Siregar, N. C., Rosli, R., & Maat, S. M. (2019). Development of the D-Geometry Module Based on Discovery Learning Development of the D-Geometry Module Based on Discovery Learning. International Journal of Academic Research In Progressive Education and Development, 8(3), 99–109. https://doi.org/10.6007/IJARPED/v8-i3/6290

Stols, G. (2012). Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers? Australasian Journal of Educational Technology, 28(7), 1233–1247.

Suastika, I. K., & Wahyuningtyas, D. T. (2020). Inquiry-based E-module for Geometry Learning Subject. Journal of Educational Research, 8(1), 243–248. https://doi.org/10.13189/ujer.2020.080130

Sudirman, S., Yaniawati, R. P., Melawaty, M., & Indrawan, R. (2020). Integrating ethnomathematics into augmented reality technology: Exploration, design, and implementation in geometry learning. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032006

Sumartini, T. S. (2018). Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Pembelajaran Berbasis Masalah. Mosharafa: Jurnal Pendidikan Matematika, 5(2), 148–158. https://doi.org/10.31980/mosharafa.v5i2.270

Surya, E., & Syahputra, E. (2017). Improving High-Level Thinking Skills by Development of Learning PBL Approach on the Learning Mathematics for Senior High School Students. International Education Studies, 10(8), 12. https://doi.org/10.5539/ies.v10n8p12

Suryani, A. I., Anwar, Hajidin, & Rofiki, I. (2020). The practicality of mathematics learning module on triangles using GeoGebra The practicality of mathematics learning module on triangles using GeoGebra. 0–6. https://doi.org/10.1088/1742-6596/1470/1/012079

Tarigan, E. E., Hasratuddin, H., & Fauzi, K. M. A. (2020). Development of Students Work Sheet Based on Realistic Mathematic Approach with Ethnomatematic nuanced to Improve Critical Thinking of 4th Grade Students in Primary School (SD NEGERI 091358 Haranggaol, Haranggaol Horisan Sub-District). Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 133–143. https://doi.org/10.33258/birle.v3i1.765

Taufiq, I., Arcana, I. N., Sumiyati, Sucahyani, V., & Mas’ad, A. (2020). The Feasible Module of Geometry for Think Pair Share Learning Based on Ki Hadjar Dewantara Teachings The Feasible Module of Geometry for Think Pair Share Learning Based on Ki Hadjar Dewantara Teachings. Journal of Physics, 1742–6596, 1–7. https://doi.org/10.1088/1742-6596/1539/1/012083

Thatthong, W. C. K., Yuenyong, C., & Thomas, G. P. (2012). Exploring the metacognitive orientation of the science classrooms in a Thai context. Procedia - Social and Behavioral Sciences 46 ( 2012 ), 46, 5116–5123. https://doi.org/10.1016/j.sbspro.2012.06.393

Tok, Ş. (2013). Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills. Metacognition and Learning, 8(2), 193–212. https://doi.org/10.1007/s11409-013-9101-z

Tyas, F., Pangesti, P., & Retnowati, E. (2017). Pengembangan Bahan Ajar Geometri SMP Berbasis Cognitive Load Theory Berorientasi pada Prestasi Belajar Siswa Developing Geometry Learning Materials for Junior High School Based on Cognitive Load Theory With Regard to Student ’ s Achievement. Pythagoras: Jurnal Pendidikan Matematika, 12(1), 33–46.

Widada, W., Herawaty, D., Andriyani, D. S., Marantika, R., Yanti, I. D., & Falaq Dwi Anggoro, A. (2020). The thinking process of students in understanding the concept of graphs during ethnomathematics learning. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012072

Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of Realistic Mathematics Education approach: The role of mathematical representation as mediator between mathematical belief and problem solving. PLoS ONE, 13(9), 1–20. https://doi.org/10.1371/journal.pone.0204847

Downloads

Published

2021-02-01

Issue

Vol. 4 No. 1 (2021)

Section

Artikel

License

Please find the rights and licenses in IndoMath: Indonesia Mathematics Education. By submitting the article/manuscript of the article, the author(s) accept this policy.

1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). 

2. Author’s Warranties

The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User Rights

IndoMath spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IndoMath permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and IndoMath on distributing works in the journal.

4. Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in own future works, including lectures and books,
  • The right to reproduce the article for own purposes,
  • The right to self-archive the article,
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (IndoMath: Indonesia Mathematics Education).

5. Co-Authorship

If the article was jointly prepared by other authors, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IndoMath will not be held liable for anything that may arise due to the author(s) internal dispute. IndoMath will only communicate with the corresponding author.

6. Royalties

This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IndoMath.

7. Miscellaneous

IndoMath will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. IndoMath editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.