Mathematical problem solving is at the core of learning mathematics. Whatever strategy or approach the teacher uses, the hope is that in the end students will be able to solve the problem. Aspects of local culture will be related to students' real-world knowledge. Suharta and Suarjana (2006), Suharta and Suarjana (2007). state that real-world knowledge about the context of the problem or problem situation involved is needed to see aspects of the problem including mathematical modeling, interpreting the results into the original problem. Bringing local culture into the classroom is a positive thing because students can see the link between local culture and elements of mathematics. The use of local culture that is oriented to THK as a learning resource for fractions material has the potential to develop students' problem-solving abilities. Therefore, it is very important to explore various local cultures that are THK-oriented. Therefore, this study aims to describe a local culture that is oriented to THK which can be used as a learning resource for fractions material in an effort to develop students' ability in problem solving for students of fifth Grade Elementary School Number 1 Bhaktiseraga Singaraja. Fractions material is a part of mathematics material for fifth grade elementary school students. Mathematics learning resources are defined as anything
that can be used to facilitate the learning of fractions. Aspects of local
culture that are oriented towards THK, such as the The The
Basically, 2. RESEARCH METHODS This study essentially aims to describe aspects of local culture oriented THK that can be used as a learning resource for fractions in an effort to improve students' problem-solving abilities. Therefore, the type of research used is exploratory Ross (2005). The research subjects were the teachers of Class V SD No. 1 Bhaktiseraga Singaraja who teaches mathematics. There are 2 teachers who teach in class V, both are female sex, civil servant status, one has been teaching in class V for 5 years, while the other has only been teaching in the first semester of class V. To get more comprehensive information, then all teacher at SD No. 1 Bhaktiseraga Singaraja was involved as a respondent, but the results were confirmed to the research subject (class V teacher). Methods of data collection using questionnaires and interviews. Questionnaires are used to describe aspects of local culture that are THK-oriented which can be used as learning resources for fractional materials, while interviews are used to verify local cultural data. The instruments used are related to data collection methods, namely questionnaires and interview guidelines. The type of questionnaire used is an open questionnaire. Interviews were conducted with fifth grade teachers, to confirm the results of the questionnaire. Furthermore, the data were analyzed descriptively, by first tabulating the data. 3. RESEARCH RESULTS Data on aspects of local culture that are THK-oriented that can be used as learning resources are shown in the following table.
The results shown from the questionnaire involving 5
teachers were further confirmed to the teachers of class VA and VB.
Confirmation is carried out with regard to affirming the use of THK-oriented
local cultural aspects that can be used as a source of innovative learning
related to the material, as well as how it can be used as a learning resource.
Confirmation is done through a structured interview via video call. Aspects of
local culture that are THK-oriented that can be used for learning fractions counting
operation materials are the 4. DISCUSSION The knowledge that is expected after students learn the
material for counting fractions in fifth grade elementary school is to explain
and do the addition and subtraction of two fractions with different
denominators. Aspects of local culture that are oriented towards THK as an
innovative learning resource for fraction counting operations are the
In addition, at the mecaru ceremony, when it is
associated with fractional counting, there are elements that can be linked/used
in teaching fractions. For example, mother has 1 plate of rice which will be
used to make
5. CONCLUSIONS The local culture oriented to Other researchers are advised to develop innovative
learning resources by using aspects of local culture such as REFERENCES Bawa Atmadja. (2020). Postgeneric Discourse on Tri Hita Karana in Balinese Society.Depok. Rajawali Press Dopang Budiawan. (2018). The Philosophical Meaning of the Tumpek Kandang Ceremony and Environmental Harmony in the Cosmos System in Sangkan Pakraman Village, Mount Karangasem. Journal of Religious Science, 1(1), pp.19-35 Hiebert, J and Carpenter, T. (1992). Learning and Teaching With Understanding. Handbook of Research on Mathematics Teaching and Learning. New York : Macmillan Retrieved from https://books.google.co.in/books?hl=en&lr=&id=N_wnDwAAQBAJ&oi=fnd&pg=PA65&dq=Learning+and+Teaching+With+Understanding.+Handbook+of+Research+on+Mathematics+Teaching+and+Learning&ots=zk0vftxFYM&sig=mf8k7_n973W6S1Ermz7ytwyfTW0&redir_esc=y#v=onepage&q=Learning%20and%20Teaching%20With%20Understanding.%20Handbook%20of%20Research%20on%20Mathematics%20Teaching%20and%20Learning&f=false Kenneth N. Ross. (2005). Quantitative research methods in educational planning. Paris : International Institute for Educational Palnning/UNESCO Ministry of Education and Culture (2018). Teacher's Book Enjoys Learning Mathematics in Elementary/MI Class V. Jakarta : Ministry of Education and Culture. Novotna. (2000). "Students' Levels of Understanding of Word Problems". Paper presented at ICME-9, July 31 - August 6, 2000. Tokyo : - Retrieved from https://link.springer.com/chapter/10.1007%2F1-4020-7910-9_43 Permendikbud No. 24 of (2016) concerning Core Competencies and Basic Competencies of Lessons in the 2013 Curriculum. Saliman. (2007). Application of Culture-Based Learning as an Effort to Improve the Quality of Learning in Lesson Planning Courses. Paper presented at the National Seminar on Learning Innovation, with the theme: "Improving the Professionalism of Prospective Teachers and Teachers through Innovation"Learning". Jakarta. Sardjiyo and Paulina Pannen. (2005). Culture-Based Learning : Learning Innovation Model and Implementation of Competency-Based Curriculum. Journal of Education.6(2) : 83-98 Suharta and Suarjana. (2006). Development of Realistic Mathematics Learning Tools for Elementary School Students Oriented to Problem Solving, Reasoning, and Communication. The Research Report (Phase I) was not published. Singaraja : Undiksha Suharta and Suarjana. (2007). Development of Realistic Mathematics Learning Tools for Elementary School Students Oriented to Problem Solving, Reasoning, and Communication. The Research Report (Phase II) was not published. Singaraja : Undiksha Suharta, Sadra, and Gita. (2008). Application of Mathematics Learning with Cultural Environment as an Effort to Improve Basic Competence for Elementary School Students. The research report is not published. Singaraja : Undiksha Suharta. (2002). Case Study on Realistic Mathematics Problem Solving Ability for Elementary School Teachers in Singaraja. Research Report is not published. Singaraja : Singaraja State IKIP Suharta. (2016). "Ability of Elementary School Students in Solving Real Mathematics Problems". Journal of Education and Teaching, 49, Number 3, October 2016, pp.137-147 Van den Heuvel-Panhuizen. (2000). Mathematics Education in the Netherlands a Guided Tour. (Online). Retrieved from Http://www.fi.uu.nl/en/indexpulicaties.html
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