DESIGN OF PROJECT-BASED LEARNING (PjBL) ACTIVITIES FOR GEOMETRY INSTRUCTION BASED ON THE ETHNOMATHEMATICS OF THE REMO GAGRAK ANYAR DANCE IN GRADE 5

Penelitian ini bertujuan mengembangkan dan mendeskripsikan desain aktivitas Project Based Learning (PjBL) pada materi geometri berbasis etnomatematika Tari Remo Gagrak Anyar untuk siswa kelas V sekolah dasar. Latar belakang penelitian ini adalah perlunya pembelajaran matematika yang kontekstual, bermakna, serta dekat dengan budaya lokal sehingga mampu membantu siswa memahami konsep geometri secara konkret. Etnomatematika dipilih sebagai pendekatan untuk menghubungkan konsep bangun datar dengan pola lantai Tari Remo yang familiar bagi siswa Jawa Timur.

Penelitian ini menggunakan metode design research tipe development studies yang terdiri dari tahap preparing for the experiment, design experiment, dan retrospective analysis. Pada tahap awal disusun Hypothetical Learning Trajectory (HLT) yang memuat tujuan pembelajaran, desain aktivitas, serta prediksi pemikiran siswa. HLT kemudian diimplementasikan dalam uji coba untuk memperoleh Actual Learning Trajectory (ALT), hingga akhirnya dirumuskan Local Instructional Theory (LIT) sebagai teori pembelajaran lokal.

Desain aktivitas PjBL terdiri atas lima aktivitas, yaitu eksplorasi bangun datar melalui benda sekitar, identifikasi sifat bangun datar, pembuatan pola bangun datar, mendesain poster geometri berbasis pola lantai Tari Remo, serta penyelesaian soal kontekstual. Subjek penelitian meliputi enam siswa kelas V SDN Klampis Ngasem I/246 Surabaya.

Hasil penelitian menunjukkan bahwa PjBL berbasis etnomatematika Tari Remo dapat meningkatkan pemahaman konsep geometri, kemampuan representasi, komunikasi matematis, kreativitas, serta apresiasi terhadap budaya lokal. Siswa mampu menghubungkan pola lantai tari dengan konsep bangun datar dan merepresentasikan pemahaman melalui gambar, diskusi, dan poster. Temuan penelitian menghasilkan LIT yang dapat digunakan sebagai acuan pembelajaran geometri berbasis budaya dalam konteks sekolah dasar.

Kata kunci: PjBL, etnomatematika, Tari Remo Gagrak Anyar, geometri, HLT, LIT.

This study aims to develop and describe the design of Project Based Learning (PjBL) activities on geometry material integrated with the ethnomathematical elements of the Remo Gagrak Anyar dance for fifth-grade elementary school students. The research is grounded in the need for mathematics learning that is contextual, meaningful, and closely connected to local culture, enabling students to understand geometric concepts more concretely. Ethnomathematics was chosen as an approach to link two-dimensional geometric concepts with the floor patterns of the Remo dance, which are familiar to students in East Java.

This study employed a design research methodology using the development studies type, consisting of three phases: preparing for the experiment, design experiment, and retrospective analysis. In the initial phase, a Hypothetical Learning Trajectory (HLT) was constructed, outlining learning objectives, activity designs, and conjectures of students’ thinking. The HLT was then implemented through a teaching experiment to obtain the Actual Learning Trajectory (ALT), which ultimately informed the development of a Local Instructional Theory (LIT) as a localized learning framework.

The PjBL design consisted of five activities: exploring geometric shapes through surrounding objects, identifying the properties of shapes, constructing shape patterns, designing geometry posters based on Remo dance floor patterns, and solving contextual geometry problems. The research subjects were six fifth-grade students from SDN Klampis Ngasem I/246 Surabaya.

In The results show that the PjBL approach integrated with the ethnomathematical aspects of the Remo dance effectively enhanced students’ understanding of geometric concepts, representation skills, mathematical communication, creativity, and appreciation of local culture. Students were able to connect dance floor patterns with geometric shapes and express their understanding through drawings, discussions, and posters. The study produced a LIT that can serve as a reference for implementing culturally based geometry learning in elementary school contexts.

Keywords: PjBL, ethnomathematics, Remo Gagrak Anyar dance, geometry, HLT, LIT.