Desain Aktivitas Pembelajaran Matematika dengan Penguatan Numerasi Berbasis Etnomatematika Sega Pecel Tumpang

Design of Mathematics Learning Activities with Numeracy Reinforcement Based on the Ethnomathematics of Sega Pecel Tumpang

Pembelajaran matematika di sekolah dasar masih menghadapi tantangan rendahnya kemampuan numerasi dan kurangnya keterkaitan materi dengan pengalaman nyata siswa. Di SD Negeri Butuh 1 Kras Kediri, aktivitas numerasi seperti transaksi sederhana, pengelolaan uang jajan, dan pengambilan keputusan belum tergarap optimal. Sementara itu, budaya lokal Sega Pecel Tumpang menyimpan potensi matematis yang dekat dengan kehidupan siswa. Penelitian ini bertujuan untuk (1) mengidentifikasi konsep matematika kelas V yang muncul melalui kajian auto|ethnography tentang praktik budaya Sega Pecel Tumpang, dan (2) mengembangkan desain aktivitas pembelajaran matematika dengan penguatan numerasi berbasis etnomatematika melalui pendekatan Didactical Design Research (DDR).

Penelitian menerapkan paradigma transformatif dengan memadukan auto|ethnography, studi literatur, dan tahapan DDR yang meliputi analisis situasi didaktis, analisis metapedadidaktik, dan analisis retrospektif. Data diperoleh melalui cerita pengalaman, wawancara, observasi pembelajaran, dan dokumentasi. Berdasarkan identifikasi konsep matematis dalam konteks budaya, dikembangkan tiga aktivitas pembelajaran, yaitu Warung Pecel Sudah Buka, Pesan & Bayar!, dan Menu Hemat Si Cerdas.

Hasil penelitian menunjukkan bahwa konteks Sega Pecel Tumpang memuat konsep operasi hitung bilangan cacah, perhitungan harga, jumlah, kembalian, penyusunan anggaran sederhana, serta pengambilan keputusan berbasis data. Implementasi desain aktivitas mampu menumbuhkan indikator numerasi pada level menalar melalui kegiatan autentik. 13 dari 17 siswa dapat menghitung dengan tepat, mengorganisasi informasi, memilih strategi transaksi, dan memberikan alasan logis atas keputusan finansial sederhana. Dengan demikian, desain aktivitas berbasis etnomatematika Sega Pecel Tumpang dapat menghadirkan pembelajaran kontekstual yang memperkuat numerasi sekaligus menjadikan matematika lebih bermakna dan relevan dengan budaya lokal.

Kata kunci: Etnomatematika; Numerasi; Didactical Design Research; Pembelajaran Sekolah Dasar; Sega Pecel Tumpang

Mathematics learning in elementary schools continues to face challenges related to students’ low numeracy skills and the limited connection between mathematical concepts and real-life experiences. At SD Negeri Butuh 1 Kras Kediri, numeracy practices such as simple transactions, managing pocket money, and basic decision-making have not been optimally developed. Meanwhile, the local cultural context of Sega Pecel Tumpang contains rich mathematical potential closely tied to students’ daily lives. This study aims to (1) identify Grade 5 mathematical concepts emerging from an auto|ethnographic exploration of the Sega Pecel Tumpang cultural practice, and (2) develop a set of mathematics learning activities that strengthen numeracy through an ethnomathematics-based approach using Didactical Design Research (DDR).

A transformative paradigm was employed by integrating auto|ethnography, literature review, and the three stages of DDR: didactical situation analysis, metapedadidactic analysis, and retrospective analysis. Data were collected through narrated experiences, semi-structured interviews, classroom observations, and documentation. Based on the identified mathematical concepts embedded in the cultural context, three learning activities were developed: The Pecel Stall is Open!, Order & Pay!, and The Smart Saver Menu.

The findings show that the Sega Pecel Tumpang context contains mathematical concepts relevant to Grade 5, including whole number operations, price, quantity, change calculations, basic budgeting, and data-based decision-making. The implemented design successfully fostered students’ numeracy indicators at the levels of understanding, applying, and reasoning through authentic tasks. Most students were able to compute accurately, organize information systematically, select efficient transaction strategies, and justify simple financial decisions. Thus, the ethnomathematics-based activity design effectively strengthened numeracy while offering meaningful, culturally relevant mathematics learning experiences.

Keywords: Ethnomathematics; Numeracy; Didactical Design Research; Elementary Mathematics Learning; Sega Pecel Tumpang