UPAYA MENINGKATKAN HASIL BELAJAR MENGGUNAKAN MODEL PBL BERBASIS ETNOMATIKA

Authors

  • Fauriza Tahta Alfiatusya'diyah Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura, Bangkalan, Indonesia
  • Agung Setyawan Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura, Bangkalan, Indonesia

DOI:

https://doi.org/10.56480/eductum.v1i1.683

Abstract View:

64

PDF downloads:

80

Keywords:

PBL Learnin Model, Learning Outcomes, Mathematics, Ethnomatematics, Online Learning

Abstract

The research has the aim of improving student learning outcomes before and after applying the ethnomathematic based PBL model in mathematics lessons. This research was conducted at SDN Juwet Kenongo, Porong District, Sidoarjo Regency. The type of research used is classroom action research (PTK). The method used in this study was a research by Kemmis and Taggart which used a spiral system cycle consisting of planning, action, observation, and reflection. The sample in this study were students of class V as many as 14 students. The research instrument used observation sheets, interviews, and questionnaires with evaluation tests. For quantitative data analysis, it is processed using statistical formulas, while qualitative data analysis is carried out by describing all available data from the observation sheet. The results showed that the mathematics learning outcomes of students using the ethnomatematic based PBL model in class V had increased. It is shown that the average grade V mathematics learning outcomes are 50% and the results of the observation data analysis are 80% because learning using the PBL model can improve student mathematics learning outcomes, so it is hoped that the teacher can apply the learning

References

Dini Siswani, M., & Suwarno. (2016). PTK (Penelitian Tindakan Kelas) Dengan Pembelajaran Berbasis Kearifan Lokal Dan Penulisan Artikel Ilmiah Di SD Negeri Kalisube, Banyumas. Khazanah Pendidikan Jurnal Ilmiah Kependidikan, IX(2), 11. http://jurnalnasional.ump.ac.id/index.php/khazanah/article/view/1062/983

from non-randomized studies of primary care interventions. Family Practice, 35(5), 639–643. https://doi.org/10.1093/fampra/cmy005

Gazali, R. Y. (2016). Pembelajaran Matematika Yang Bermakna. Math Didactic, 2(3), 181–190. https://doi.org/10.33654/math.v2i3.47

S. Sirate, F. (2012). Implementasi Etnomatematika Dalam Pembelajaran Matematika Pada Jenjang Pendidikan Sekolah Dasar. Lentera Pendidikan?: Jurnal Ilmu Tarbiyah Dan Keguruan, 15(1), 41–54. https://doi.org/10.24252/lp.2012v15n1a4

Sari, D. S., & Sugiyarto, K. H. (2015). Pengembangan Multimedia Berbasis Masalah Untuk Meningkatkan Motivasi Belajar Dan Kemampuan Berpikir Kritis Siswa. Jurnal Inovasi Pendidikan IPA, 1(2), 153. https://doi.org/10.21831/jipi.v1i2.7501

Sourial, N., Longo, C., Vedel, I., & Schuster, T. (2018). Daring to draw causal claims

Sujana, I. W. C. (2019). Fungsi Dan Tujuan Pendidikan Indonesia. Adi Widya: Jurnal Pendidikan Dasar, 4(1), 29. https://doi.org/10.25078/aw.v4i1.927

Susilowati, D. (2018). Edunomika – Vol. 02, No. 01 (Pebruari 2018) PENELITIAN TINDAKAN KELAS (PTK) SOLUSI ALTERNATIF PROBLEMATIKA PEMBELAJARAN Dwi Susilowati. 02(01), 36–46

Downloads

Published

2022-08-01