PENGARUH PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA MENGGUNAKAN PERMAINAN CONGKLAK TERHADAP PEMAHAMAN KONSEP PADA MATERI PERKALIAN
DOI:
https://doi.org/10.24127/ajpm.v15i3.15976Keywords:
Etnomatematika, pemahaman konsep, pembelajaran berbasis masalah, perkalianAbstract
Matematika merupakan ilmu yang memiliki tantangan dalam pembelajaran, salah satunya yaitu rendahnya pemahaman konsep. Dalam kajian ini khususnya pada materi yang diperlukan landasan pemahaman konsep yang kuat untuk memecahkan masalah yang berkaitan dengan kehidupan sehari-hari. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran berbasis masalah berbasis etnomatematika menggunakan permainan congklak terhadap pemahaman konsep perkalian siswa. Penelitian ini menggunakan pendekatan kuasi eksperimen dengan metode non equivalen pretest-postest control group design . Penelitian ini melibatkan 2 kelas yang menjadi subjek yaitu kelas eksperimen dan kontrol teknik pengumpulan data dilakukan dengan mengisi angket respon pembelajaran dan alat untuk menguji data menggunakan uji t sampel independen dan cohens d untuk melihat besar pengaruhnya. Hasil penelitian uji t-test menyatakan adanya pengaruh yang signifikan pada pembelajaran berbasis budaya terhadap pemahaman konsep, peningkatan ini terjadi karena adanya keterlibatan aktif peserta didik secara langsung pada pemecahan masalah yang dilakukan dengan melibatkan masalah sehari-hari. Meskipun uji cohens masih berada pada tingkat sedang, secara tidak langsung dengan proses pengelompokan dan pengulangan jumlah biji dapat memperkenalkan konsep perkalian dan membantu peserta didik dalam memecahkan permasalahan. Temuan penting penelitian ini yaitu adanya perkembangan pemahaman konsep peserta didik meskipun masih pada tingkat sedang problem based learning berbasis etnomatematika dapat memaksimalkan pada materi perkalian.
Mathematics is a science that has challenges in learning, one of which is the low understanding of concepts in this study, especially in multiplication materials, a strong foundation of concept understanding is needed to solve problems related to daily life. This study aimed to to investigate the effect of ethnomathematics-based Problem-Based Learning using the traditional congklak game on students’ conceptual understanding of multiplication. This study used a quasi-experimental approach with the non-equivalent pretest-postest control group design method. This study involved 2 classes that were subjects, namely experimental and control class, data collection techniques were carried out by filling out learning response questionnaires and tools to test data using independent sample t-test and cohens d to see the magnitude of the influence. The results of the t-test study stated that there was a significant influence on culture-based learning on concept understanding, this increase occurred due to the active involvement of students directly in problem solving carried out by involving daily problems. Although the cohens test is still at a moderate level, indirectly the process of grouping and repeating the number of seeds can introduce the concept of multiplication and help students solve problems. An important finding of this study is that there is a development in students' understanding of concepts even though it is still at a moderate level, problem-based learning based on ethnomathematics can maximize multiplication material.
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