PENGEMBANGAN MODUL AJAR BERBASIS PROBLEM BASED LEARNING TERINTEGRASI ETNOMATEMATIKA UNTUK MENINGKATKAN MATHEMATICAL ATTITUDE SISWA
DOI:
https://doi.org/10.24127/ajpm.v15i2.14423Keywords:
Etnomatematika, Mathematical attitude, Modul ajar, PBL, Tarian Wanda Pa’uAbstract
Rendahnya mathematical attitude siswa akan berdampak pada rendahnya pemahaman konsep geometri siswa. Salah satu penyebab rendahnya pemahaman siswa adalah guru masih menggunakan metode ceramah, belum menggunakan modul ajar yang berpusat pada siswa. Tujuan penelitian ini adalah mengembangkan modul ajar berbasis problem-based learning terintegrasi etnomatematika gerak tari Wanda Pa’u untuk meningkatkan mathematical attitude siswa. Jenis penelitian yang dilakukan adalah Research and Development (R&D) yang mengimplementasikan model Borg and Gall. Subjek penelitian melibatkan sebanyak 35 siswa. Teknik pengumpulan data yang digunakan adalah observasi, angket yang disusun berdasarkan Skala Likert. Adapun instrumen pengumpulan data yang digunakan meliputi angket validasi ahli materi, ahli model pembelajaran, dan guru matematika. Teknik analisis data dengan statistik deskriptif. Penelitian ini memperoleh hasil yang menunjukkan valid dari segi materi, segi model pembelajaran dan guru dengan skor nilai 91,12%, 92,53% dan 90,47%. Ditemukan juga pembanding hasil belajar siswa yang menggunakan dengan modul ajar berbasis problem based learning terintegrasi etnomatematika dan siswa yang tidak menggunakan modul ajar yaitu nilai rata-rata 89,24 dan 56,12. Sedangkan penilaian siswa terhadap semua aspek dalam modul ini dinilai siswa dengan skor 93,65%. Dengan demikian disimpulkan bahwa modul ajar berbasis problem-based learning terintegrasi etnomatematika valid, praktis dan efektif untuk meningkatkan mathematical attitude di siswa sekolah dasar.
The low mathematical attitude of students will have an impact on the low understanding of the concept of geometry. One of the causes of the low understanding of students is that teachers still use the lecture method, without yet using student-centered teaching modules. The purpose of this study is to develop a teaching module based on problem-based learning integrated with the ethnomathematics of the wanda pa'u dance movement to improve students' mathematical attitude. The type of research conducted is Research and Development (R&D), which implements the Borg and Gall model. The research subjects involved 35 students. The data collection techniques used were observation and questionnaires compiled based on the Likert Scale. The data collection instruments used included validation questionnaires from material experts, learning model experts, and mathematics teachers. The data analysis technique used descriptive statistics. This study obtained results that showed validity in terms of material, learning model, and teacher with scores of 91.12%, 92.53%, and 90.47%. A comparison of the learning outcomes of students who used the ethnomathematics-integrated problem-based learning module and those who did not use the module was also found, with an average score of 89.24 and 56.12, respectively. Meanwhile, students' assessments of all aspects of the module were rated 93.65%. Thus, it is concluded that the ethnomathematics-integrated problem-based learning module is valid, practical, and effective in improving mathematical attitudes in elementary school students.
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