PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS ETNOMATEMATIKA KERATON YOGYAKARTA BERORIENTASI PADA PEMAHAMAN KONSEP MATEMATIS SISWA

Abstract

Pemahaman konsep matematis siswa khususnya pada materi geometri belum optimal sehingga perlu sebuah inovasi pengembangan perangkat pembelajaran. Penelitian ini bertujuan mengembangkan perangkat pembelajaran berbasis etnomatematika Keraton Yogyakarta berorientasi kemampuan pemahaman konsep matematis. Penelitian ini menggunakan model pengembangan milik Plomp meliputi pleminary research, prototype phase, dan assessment phase. Uji coba produk dilakukan di SMP kelas VII menggunakan instrumen yang terdiri dari lembar validasi, lembar penilaian kepraktisan, lembar observasi keterlaksanaan pembelajaran, dan tes kemampuan pemahaman konsep matematis. Berdasarkan hasil disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria kevalidan dengan tingkat ketercapaian nilai modul ajar 71, dan LKS 69. Berdasarkan hasil uji coba lapangan disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria kepraktisan berdasarkan penilaian guru dengan skor kepraktisan masing-masing 55 dan 56 untuk modul ajar dan LKS, serta LKS yang dikembangkan memenuhi kriteria kepraktisan dengan skor 44,78 berdasarkan penilaian siswa. Berdasarkan hasil observasi disimpulkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria minimum persentase keterlaksanaan lebih dari 80% pada setiap pertemuan. Berdasarkan hasil tes pemahaman konsep matematika persentase siswa yang mencapai kriteria minimum dengan nilai rata-rata masing-masing lebih dari KKM 75 dengan persentase sebesar 91,30 % sehingga perangkat pembelajaran yang dikembangkan efektif memfasilitasi pemahaman konsep matematis. The understanding of students' mathematical concepts, especially on geometry material, is not optimal, so it needs an innovation in developing learning tools. This research aims to develop ethnomathematics-based learning tools of the Yogyakarta Palace oriented towards the ability to understand mathematical concepts. This research using Plomp's development model includes pleminary research, prototype phase, and assessment phase. Product trials were carried out in junior high school grade VII using instruments consisting of validation sheets, practicality assessment sheets, learning implementation observation sheets, and tests of the ability to understand mathematical concepts. Based on the results, it was concluded that the learning tools developed met the validity criteria with the level of achievement of teaching module scores 71, and LKS 69. Based on the results of field trials, it was concluded that the learning tools developed met the practicality criteria based on teacher assessment with practicality scores of 55 and 56 respectively for teaching modules and LKS, and the developed LKS met the practicality criteria with a score of 44.78 based on student assessments. Based on the observations, it was concluded that the learning tools developed met the minimum criteria for a percentage of implementation of more than 80% at each meeting. Based on the results of the test of understanding mathematical concepts, the percentage of students who reached the minimum criteria with an average score of more than KKM 75 each with a percentage of 91.30% so that the learning tools developed effectively facilitate the understanding of mathematical concepts.

Keywords

• etnomatematika
• keraton yogyakarta
• pemahaman konsep matematis
• perangkat pembelajaran.