Transformasi Desain Aktivitas Pembelajaran Matematika Berbasis Zakat Melalui Pendekatan Dilemma Story Pedagogy

Transformation Of Activity Design Mathematics Learning Based Zakat Through Dilemma Story Pedagogy

Manusia terus tumbuh dan berkembang sehingga dapat bebas belajar sesuai keinginannya untuk mengubah pandangan menjadi lebih luas, tidak terkecuali dalam pembelajaran matematika. Pembelajaran matematika di lapangan belum diintegrasikan dengan isu kehidupan siswa. Penelitian ini bertujuan membuat desain aktivitas pembelajaran matematika berbasis zakat dengan pendekatan dilemma story pedagogy untuk memunculkan indikator berpikir kritis siswa. Jenis penelitian multiparadigma yang terdiri dari kualitatif-transformatif dan didactical design reserach. Metode yang digunakan dalam penelitian transformatif adalah studi auto|ethnography dan studi literatur dengan beberapa paradigma yang meliputi paradigma interpretative, kritis, dan post-modern. Instrumen penelitian terdiri dari diri peneliti sebagai sumber data utama, studi literatur dan wawancara semi terstruktur. Subjek penelitian meliputi diri peneliti, guru kelas, dan siswa kelas V SD. Analisis data menggunakan lima dimensi five ways knowing, mulai dari cultural selfknowing, relational knowing, critical knowing, visionary and ethical knowing, dan yang terakhir knowing in action. Hasil penelitian menunjukkan bahwa integrasi konsep matematika berbasis zakat dapat digunakan sebagai desain aktivitas pembelajaran matematika berbasis zakat melalui pendekatan dilemma story pedagogy, memunculkan indikator berpikir kritis siswa kelas V sekolah dasar. Implikasi dari penelitian ini menunjukkan perubahan pandangan baik peneliti maupun partisipan termasuk pembaca terkait pandangan desain aktivitas pembelajaran matematika sekolah dasar melalui dilemma story pedagogy.

Kata Kunci: Pembelajaran Matematika; Sekolah Dasar; Dilemma Story Pedagogy; Didactical Design Research; Transformatif

Humans grow and develop so they can be free to learn according to their wishes to change their views to be broader, including learning mathematics. Mathematics learning in the field has not been integrated with issues of student life. This study aims to design zakat-based mathematics learning activities with a dilemma story pedagogy approach to bring up indicators of students' critical thinking. This type of multiparadigm research consists of qualitative-transformative and didactical design research. The methods used in transformative research are auto|ethnographic studies and literature studies with several paradigms which include interpretive, critical, and post-modern paradigms. The research instrument consisted of the researcher as the main data source, literature studies and semi-structured interviews. The research subjects included researchers, class teachers, and fifth grade elementary school students. Data analysis uses five dimensions of five ways knowing, starting from cultural self-knowing, relational knowing, critical knowing, visionary and ethical knowing, and finally knowing in action. The results showed that the integration of zakat-based mathematics concepts can be used as a design of zakat-based mathematics learning activities through the dilemma story pedagogy approach, raising indicators of critical thinking for fifth grade elementary school students. The implications of research changes in the views of both researchers and participants including readers regarding the design of elementary school mathematics learning activities through dilemma story pedagogy.

Keywords: Learning Mathematics; Elementary School; Dilemma Story Pedagogy; Didactical Design Research; Transformative