SARJANA - Pendidikan Matematika
|Asal Perguruan Tinggi||Universitas Negeri Yogyakarta|
|Nama Prodi||Pendidikan Matematika|
|Judul Karya Tulis||MODEL PEMBELAJARAN TRANSFORMASI GEOMETRI BERBASIS ETNOMATEMATIKA SEBAGAI UPAYA MENYONGSONG KECAKAPAN ABAD KE-21 BAGI SISWA KELAS IX SMP|
|Topik Karya Tulis||Pendidikan yang Berdaya Saing|
|Bidang Karya Tulis||IPS|
LEARNING MODEL OF ETHNOMATHEMATICS-BASED GEOMETRY TRANSFORMATION TO DEVELOP 21st
CENTURY LIFE SKILLS
FOR GRADE IX STUDENTS
OF JUNIOR HIGH SCHOOL |
Indonesia is one of the countries which support the development program of SDGs (Sustainable Development Goals) as stated in the President Regulation number 59 year 2017 concerning sustainable efforts in achieving the national development goals by the President of the Republic of Indonesia, Joko Widodo. SDGs constitutes 17 goals of the sustainable development goals, which are based on human rights, to accelerate the national development in economy, social affairs and environment. One of the goals of SDGs is to assure equally qualified inclusive education and to support long life learning opportunities for all citizens.
According to UCLG (United Cities and Local Governments), there are seven indicators of the SDGs achievement in education. One of these is to make sure that all students will be able to have access to knowledge and skills they need to support the sustainable development, human rights, gender equality, peace and anti-violance, global citizenship, diverse culture appreciation and cultural contribution. UCLG, in this case, monitors the implementation of cultural-based education and the improvement of knowledge and skills of students.
In learning mathematics, one of the approaches adopted is ethnomathematics. Marsigit (2016) stated that ethnomathematics is utilized to understand how mathematics can be derived form culture and it serves to express the relation between culture and mathematics. The ethnomathematics approach aims to develop and nurture cultural-based learning within students’ closest contexts.
Geometry transformation is part of the materials of formal mathematics taught at school. This learning material is not yet well comprehended by students. This is because geometry transformation is still viewed abstract by students. Therefore, a learning model to better teach this material is essentially needed to develop 21st century learning skills for grade IX students of junior high school students.
The main problem formulation promoted in this paper is how ethnomathematics-based geometry tranformation is integrated into a learning model to develop 21st century life skills. The learning model of ethnomathematics-based geometry tranformation is described qualitatively. The focus of this paper is to highlight problems experienced by grade IX students in understanding geometry transformation. The problems, in terms of cognitive capacity building, therefore, needs to be solved by developing an ethnomathematics-based geometry tranformation learning model. The stages in composing this paper are: 1) field observation, 2) literature study, 3) data analysis, 4) presentation of findings, 5) outline development, and 6) paper writing.
In this model, lesson plans and worksheets developed feature Borobodur Temple as the object of ethnomathematics. Supervised by the teacher, students are guided to identify the concept of geometry transformation in Borobudur temple. In addition, students are required to design batik based on the ethnomathematics-based geometry tranformation that has been taught. They are encouraged to develop basic transformation in the batik patterns they design so as to enable them to come up with interesting batik patterns.
The designed instruction starts from geometry transformation. Then, students are grouped and assigned to work on work sheets to identify geometry transformation in the given object of Borobudur temple. By the end of the course, students are required to design batik. Within the overall instruction, which is organized by following scientific approach, students are expected to develop the 21st century life skills, comprising students’ ability to critically think, collaborate, communicate, and be creative.
The implementation of ethnomathematics-based geometry tranformation constitutes several benefits. Students will better understand geometry transformation since they are encouraged to directly apply the concept by involving their concrete cultural context. In so doing, students will understand that mathematics are not just about formulas. Mathematics has an important role to support our daily life. By connecting theory and practice, the developed learning model is, therefore, expected to improve students’ motivation in learning mathematics.
Keywords: 21 century life skills, ethnomathematics, geometry transformation, learning model
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