DESAIN PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN KONTEKS BUDAYA ASMAUL HUSNA PADA MATERI PENJUMLAHAN DAN PENGURANGAN KELAS II SEKOLAH DASAR

ETHNOMATHEMATICS-BASED LEARNING DESIGN WITH THE CULTURAL CONTEXT OF ASMAUL HUSNA ON ADDITION AND SUBTRACTION MATERIALS FOR GRADE II ELEMENTARY SCHOOL STUDENTS

Permasalahan ditemukan pada peserta didik kelas II SD Kyai Rodliyah Surabaya yang masih kesulitan dalam memahami soal cerita serta menyelesaikan operasi penjumlahan dan pengurangan. Solusi atas permasalahan dengan menggunakan pendekatan etnomatematika yang mengaitkan pembelajaran dengan budaya lingkungan sekitar dapat memudahkan pemahaman peserta didik. Salah satu budaya yang diterapkan di sekolah membaca asmaul husna. Maka dari itu, Penelitian ini bertujuan untuk menghasilkan desain aktivitas yang diimplementasikan guna mengetahui respon kognitif peserta didik dalam pembelajaran matematika dengan konteks asmaul husna pada materi penjumlahan dan pengurangan kelas II. Penelitian kualitatif menggunakan metode design research (DR) yang terdiri dari 3 tahapan, yaitu preparing for the experiment, experimenting in the classroom dan conducting retrospective analysis. Penelitian ini berisi dugaan-dugaan yang disusun dalam kerangka Hypothetical Learning Trajectory (HLT). Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Subjek penelitian ini adalah peserta didik kelas II SD Kyai Rodliyah Surabaya. Hasil penelitian menunjukkan bahwa desain aktivitas pembelajaran mengalami penyesuaian mengikuti respon kognitif peserta didik. Desain aktivitas yang semula terdiri dari empat aktivitas bertambah menjadi lima aktivitas untuk memudahkan menyusun kalimat matematika. Pemahaman peserta didik berkembang dari tahap kontekstual kebiasaan peserta didik membaca asmaul husna hingga menuju tahap abstrak dalam bentuk operasi matematika. Respon kognitif peserta didik pada versi penjumlahan lebih baik dibandingkan pengurangan. Peserta didik juga menemukan hubungan timbal balik inverse relationship antara penjumlahan dan pengurangan melalui diskusi kelompok.

Problems were identified among second-grade students at SD Kyai Rodliyah Surabaya, who experienced difficulties in understanding word problems and solving addition and subtraction operations. A potential solution to this issue is the use of an ethnomathematics approach, which connects learning with the surrounding cultural environment to enhance students’ understanding. One cultural practice implemented at the school is the recitation of Asmaul Husna. Therefore, this study aims to develop a learning activity design that is implemented to explore students’ cognitive responses in mathematics learning using the Asmaul Husna context in the topic of addition and subtraction for second-grade students.Qualitative research uses the design research (DR) method which consists of 3 stages, namely preparing for the experiment, experimenting in the classroom and conducting retrospective analysis. This study contains assumptions that are arranged in the Hypothetical Learning Trajectory (HLT) framework. Data collection was carried out through observation, interviews and documentation. The subjects of this study were grade II students of Kyai Rodliyah Elementary School, Surabaya. The results of the study showed that the design of learning activities was adjusted following the cognitive responses of students. The design of activities that originally consisted of four activities increased to five activities to make it easier to compose mathematical sentences. Students' understanding developed from the contextual stage of students' habits of reading Asmaul Husna to the abstract stage in the form of mathematical operations. Students' cognitive responses to the addition version were better than subtraction. Students also found an inverse relationship between addition and subtraction through group discussions.