Pembelajaran Matematika Berbasis Etnomatematika pada Museum Asi Mbojo dalam Meningkatkan Literasi Matematika
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Rendahnya kemampuan literasi matematika siswa merupakan permasalahan yang konsisten ditemukan dalam pembelajaran matematika di Indonesia khususnya pada kemampuan merumuskan (formulate), menggunakan (employ), dan menafsirkan (interpret) konsep matematika dalam berbagai situasi nyata. Kajian empiris menunjukkan bahwa pendekatan etnomatematika berpotensi mendukung pengembangan literasi matematika melalui pemanfaatan konteks budaya yang bermakna dalam pembelajaran. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang mengadaptasi model Kemmis dan McTaggart dalam dua siklus. Subjek penelitian berjumlah 21 siswa kelas VII yang dipilih menggunakan teknik sampel jenuh. Instrumen penelitian berupa tes kemampuan literasi matematika, lembar observasi, dan dokumentasi yang telah divalidasi oleh ahli. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa ketuntasan klasikal meningkat dari 42,86% pada prasiklus menjadi 61,90% pada siklus I dan 85,71% pada siklus II. Temuan ini menunjukkan bahwa pemanfaatan unsur arsitektur Museum Asi Mbojo sebagai konteks pembelajaran etnomatematika dapat meningkatkan kemampuan literasi matematika siswa. Kebaruan penelitian ini terletak pada penggunaan Museum Asi Mbojo sebagai sumber belajar etnomatematika untuk mengembangkan kemampuan formulate, employ, dan interpret siswa pada materi bangun datar.
Ethnomathematics-Based Mathematics Learning Through the Asi Mbojo Museum to Improve Students' Mathematical Literacy
Abstract
Students’ low mathematical literacy constitutes a persistent challenge in Indonesian mathematics education, particularly regarding their ability to formulate, employ, and interpret mathematical concepts across real-life situations. Empirical evidence suggests that ethnomathematics can effectively support the development of mathematical literacy through the meaningful integration of cultural contexts into mathematics instruction. This study employed Classroom Action Research (CAR) adapted from the Kemmis and McTaggart model, consisting of two cycles. The participants were 21 seventh-grade students selected using a saturated sampling technique. The research instruments included a mathematical literacy test, observation sheets, and documentation, all of which were validated by experts. Data were analyzed using descriptive quantitative and qualitative techniques. The results showed that classical learning mastery improved from 42.86% in the pre-cycle to 61.90% in Cycle I and 85.71% in Cycle II. These findings demonstrate that incorporating the architectural elements of the Asi Mbojo Museum as an ethnomathematical learning context constitutes an effective strategy for improving students’ mathematical literacy. The novelty of this study lies in the utilization of the Asi Mbojo Museum as an ethnomathematics-based learning resource to develop students’ formulate, employ, and interpret competencies in plane geometry learning.
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