PENGEMBANGAN MODUL PEMBELAJARAN GEOMETRI BERBASIS ETNOMATEMATIKA DI KELAS V

DEVELOPMENT OF ETHNOMATHEMATICS-BASED GEOMETRY MODULES IN CLASS V

Penelitian ini dilatar belakangi oleh minat belajar siswa kelas V pada mata pelajaran matematika yang tergolong rendah, masih terbatasnya bahan ajar yang memfasilitasi siswa dalam mengonstruksi pengetahuannya, khususnya bahan ajar yang berbasis etnomatematika, dan siswa masih kesulitan dalam menyelesaikan persoalan matematika yang berkaitan dengan geometri. Tujuan penelitian ini adalah menghasilkan modul pembelajaran geometri berbasis etnomatematika di kelas V dan mendeskripsikan kualitasnya dari sisi kevalidan, kepraktisan, dan keefektifan. Spesifikasi modul yang dikembangkan yaitu, (1) Modul pembelajaran geometri berbasis etnomatematika yang didalamnya berisikan materi geometri bangun datar untuk siswa kelas V Sekolah Dasar yang terdiri dari 3 kegiatan belajar, yaitu mengenali bangun datar, mengidentifikasi bangun dan unsur-unsur bangun datar, dan mengidentifikasi hubungan antar bangun datar, (2) Modul pembelajaran yang dikembangkan memuat motif kain tenun yang ada di desa Sikka yang di-integrasikan dalam materi geometri di kelas V agar dapat memudahkan peserta didik dalam memahami isi modul. Prosedur penelitian mengadaptasi model pengembangan ADDIE, yaitu model pengembangan yang terdiri dari lima tahapan yang meliputi analisis (analyze), desain (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Dari sisi kevalidan, berdasarkan hasil validasi ahli media dan ahli materi, minimal mendapat nilai baik sehingga masuk kategori valid. Dari sisi kepraktisan, berdasarkan lembar penilaian kepraktisan oleh guru sebagai pengguna minimal mendapat nilai baik. Berdasarkan angket respon siswa 96% memilih sangat setuju dan 4% memilih setuju sehingga modul pembelajaran dinyatakan praktis. Dari sisi keefektifan, Setelah melalui tahap implementasi diperoleh skor pre-test 49,37 dan skor post-test 79,06 dengan presentasi ketuntasan belajar siswa 100%. Kemudian hasil pengujian menggunakan metode N-gain diperoleh nilai 0,83 yang berdasarkan kriteria interpretasi N-gain termasuk tinggi dan sangat efektif. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa modul pembelajaran geometri berbasis etnomatematika di kelas V dengan menggunakan model pengembangan ADDIE memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan.

This research is motivated by the low interest in learning of fifth grade students in mathematics, limited teaching materials that facilitate students in constructing their knowledge, especially teaching materials based on ethnomathematics, and students are still difficulties in solving mathematical problems related to geometry. The purpose of this study was to produce an ethnomathematics-based geometry learning module in class V and describe its quality in terms of validity, practicality, and effectiveness. The module specifications developed are, (1) An ethnomathematics-based geometry learning module which contains geometry material for grade V Elementary School students which consists of 3 learning activities, namely recognizing flat shapes, identifying shapes and elements of flat shapes, and identifying relationship between flat shapes, (2) The developed learning module contains woven fabric motifs in Sikka village which are integrated into geometry material in class V so that it can make it easier for students to understand the contents of the module. The research procedure adapts the ADDIE development model, namely the development model which consists of five stages which include analysis (analyze), design(development), implementation (implementation), and evaluation (evaluation). In terms of validity, based on the validation results of media experts and material experts, at least they get a good score so that they are included in the valid category. From a practical standpoint, based on the practicality assessment sheet by the teacher as a minimum user, he gets a good score. Based on the student response questionnaire 96% chose to strongly agree and 4% chose to agree so that the learning module was declared practical. In terms of effectiveness, after going through the implementation phase, a pre-test score of 49.37 and a post-test score of 79.06 were obtained with a presentation of 100% student learning completeness. Then the test results using the N-gain obtained a value of 0.83 which is based on the N-gain including high and very effective. Based on the results of this study, it can be concluded that the ethnomathematics-based geometry learning module in class V using the ADDIE development model meets valid, practical, and effective criteria so it is feasible to use.