Soal Matematika Berkonteks Budaya Daerah yang Diajukan Mahasiswa Calon Guru Sekolah Dasar
DOI:
https://doi.org/10.51574/judikdas.v1i3.420Keywords:
Problem posing, Mathematical problems, Local culture, Greatest Common Factor (GCF)Abstract
The purpose of this study was to conduct initial identification of mathematical problems in the context of local culture proposed by students. A total of 17 prospective elementary school teacher from a private university in Makassar were the subjects of this study. Students were asked to pose mathematical problems about the Greatest Common Factor (GCF) of two natural numbers and include the local cultural context. The results showed that of the 17 mathematical problems, 15 problems classified as solvable and two problems classified as unsolvable. Mathematical problems could not be solved because there was less information in the problems or there was conflicting information. The local cultural context used in the mathematical problems was dominated by the Bugis-Makassar ethnic group. Of the 17 mathematical problems posed, 16 problems were classified as real problems and one problem was classified as a pseudo problem. The problem was classified as pseudo problem because it contained contexts that were not relevant to the actual situation.
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Bingölbali, E., & Bingölbali, F. (2021). An Examination of Open-Ended Mathematics Question’ Affordances. International Journal of Progressive Education, 17(4), 1-16.
Fogarty, R. (1991). Ten Ways to Integrate Curriculum. Educational Leadership, 49(2), 61-65.
Har, Y. B. (2009). Mathematical Problems Posing in Singapore Primary Schools. Dalam Berinderjeet Kaur, Yeap Ban Har, & Manu Kapur (Ed). Mathematical Problem Solving: Yearbook 2009 Association of Mathematics Educators (hlm. 102-116). Singapura: World Scientific Publishing Co. Pte. Ltd.
Hidayah, N. (2015). Pembelajaran Tematik Integratif di Sekolah Dasar. Terampil: Jurnal Pendidikan dan Pembelajaran Dasar, 2(1). 34-49.
Kementerian Pendidikan dan Kebudayaan. (2016). Panduan Pembelajaran Tematik Terpadu Sekolah Dasar. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Direktoran Pembinaan Sekolah Dasar Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Kilic, C. (2013). Pre-Service Primary Teachers’ Free Problem-Posing Performances in the Context of Fractions: An Example from Turkey. The Asia-Pacific Education Researcher, 22(4), 677-686.
Lubis, M., A. (2018). Pembelajaran Tematik di SD/MI: Pengembangan Kurikulum 2013. Yogyakarta: Samudra Biru.
Nuraini, N., & Abidin, Z. (2020). Kesulitan Guru dalam Mengimplementasikan Pembelajaran Tematik Terintegratif di Sekolah Dasar. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 10(1), 49-62.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013 tentang Standar Proses Pendidikan Dasar dan Menengah.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Menengah.
Prayitno, L. L., Purwanto, Subanji, & Susiswo. (2018). Identification Errors of Problem Posed by Prospective Primary Teachers about Fraction Based Meaning Structure. International Journal of Insights for Mathematics Teaching, 1(1), 76-84.
Saleh, S., F. (2021). Koneksi Matematis Calon Guru dalam Mengajukan Masalah Matematika. Disertasi tidak diterbitkan. Malang: Universitas Negeri Malang.
Saleh, S. F., Purwanto, Sudirman, & Hidayanto, E. (2020). Pre-Service Elementary School Teachers' Awareness of Posing Mathematical Pseudo-Problems. TEM Journal, 9(3), 1252-1261.
Silver, E. A., & Cai, J. (1996). An Analysis of Arithmetic Problem Posing by Middle School Student. Journal for Research in Mathematics Education, 27(5), 521-539.
Stoyanova, E. N. (1997). Extending and Exploring Students' Problem Solving via Problem Posing: A Study of Years 8 and 9 Students Involved in Mathematics Challenge and Enrichment Stages of Euler Enrichment Program for Young Australians. Disertasi tidak diterbitkan. Australia: Edith Cowan University. https://ro.ecu.edu.au/theses/885.
Turkkan, B. T., & Karakus, M. (2021). The Effect of Mathematics Instruction Integrated with Social Issues on Problem Posing Skill. Elementary Education Online, 20(1), 495-520.
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Published
2022-06-30
How to Cite
Saleh, S. F., Ernawati, E., Mardawati, M., & Anugrah, W. R. (2022). Soal Matematika Berkonteks Budaya Daerah yang Diajukan Mahasiswa Calon Guru Sekolah Dasar. Jurnal Ilmu Pendidikan Dasar Indonesia, 1(3), 189–198. https://doi.org/10.51574/judikdas.v1i3.420
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