Abstract

The aim of this research is to describe the effectiveness of project-based learning and discovery learning methods based on ethnomathematics at the Bubungan Tinggi house in terms of the ability to understand concepts, mathematical representation, and self-regulated learning. This research is a quasi-experimental study with a sample of two class VIII MTsN 2 Tanah Regency Seas for the 2022/2023 academic year selected using purposive sampling. The instruments used are concept understanding ability test questions, mathematical representation test questions, and self-regulated learning questionnaires. The validity of the pretest and posttest instruments carried out by two experts obtained valid and suitable results. The reliability of the instrument in the concept understanding ability test was 0.791, in the mathematical representation ability test it was 0.732, and in the self- regulated learning ability it was 0.909 in the very high category. The results of the research show that the project- based learning method based on ethnomathematics at the Bubungan Tinggi house is more effective than the discovery learning method based at the Bubungan Tinggi house in the ability to understand concepts.

Keywords

  • Bubungan Tinggi house
  • ethnomathematics
  • concept understanding
  • discovery learning
  • project-based le

References

  1. Abidin, & Yunus. (2014). Desain sistem pembelajaran dalam konteks kurikulum 2013. PT Refika Aditama.
  2. Afrilianto, M., & Rohaeti, E. E. (2018). Analisis kesulitan siswa smp dalam memahami konsep kubus balok. 1(4), 751–758.
  3. Al-Tabany, T. I. B. (2017). Mendesain model pembelajaran inovatif, progresif dan konteksual. Prenada Media.
  4. Amalia, S. R. (2018). Efektivitas model discovery bermuatan etnomatematika terhadap kemampuan berpikir kreatif matematis. Jurnal Karya Pendidikan Matematika, 5(1), 9–14.
  5. Anintya, Y. A., Rochmad, R., & Mastur, Z. (2019). Representasi Matematis Bernuansa Etnomatematika dan Self Directed Learning. PRISMA, Prosiding Seminar Nasional Matematika, 2, 899–904. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29302
  6. Apriandinata, I. (2016). Penerapan metode discovery learning untuk meningkatkan kemampuan pemecahan masalah dan komunikasi matematik serta dampaknya terhadap kemadirian belajar siswa SMA. 147(March), 11–40.
  7. Ardhyantama, V., Apriyanti, C., & Erviana, L. (2020). Project-based learning as the alternative for distance learning in pandemic COVID-19. Journal of Primary Education, 4(2), 141.
  8. Aunurrahman. (2009). Belajar dan Pembelajaran (hal. 177). Alfaabeta.
  9. Bandura, A. (1997). Self efficacy: The exercise of control. Freeman.
  10. Bell, S. (2010). Project-based learning for the 21st century : Skills for the future. 39–43. https://doi.org/10.1080/00098650903505415
  11. Bicknell-Holmes, T., & Seth Hoffman, P. (2000). Elicit, engage, experience, explore: Discovery learning in library instruction. Reference Services Review, 28(4), 313–322. https://doi.org/10.1108/00907320010359632
  12. Cahdriyana, R. A., & Sujadi, Imam, R. (2014). Representasi matematis siswa kelas VII di SMP N 9 Yogyakarta dalam membangun konsep sistem persamaan linear dua variabel. Jurnal Elektronik Pembelajaran Matematika, 2(6), 632–642.
  13. Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. In Educational Research Review (Vol. 26). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2018.11.001
  14. Chiang, C. L., & Lee, H. (2016). The Effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709– 712. https://doi.org/10.7763/ijiet.2016.v6.779
  15. Dewanto P, S. (2007). Meningkatkan kemampuan representasi multipel matematis mahasiswa melalui belajar berbasis-masalah.
  16. Dewi, M. R. (2022). Kelebihan dan kekurangan project-based learning untuk penguatan profil pelajar pancasila kurikulum merdeka. Ejournal UPI, 19(2), 213–226.
  17. Diyah Utami, M., Hanafi, I., & Nurhidayat, D. (2019). Perbandingan model pembelajaran project based learning dengan model pembelajaran discovery learning terhadap hasil belajar siswa pada mata pelajaran sistem komputer kelas X Multimedia SMK Negeri 7 Jakarta. PINTER : Jurnal Pendidikan Teknik Informatika dan Komputer, 3(1), 27–31. https://doi.org/10.21009/pinter.3.1.5
  18. Edelsbrunner, H. (2014). Three dimensions. In SpringerBriefs in Applied Sciences and Technology (Nomor 9783319059563). https://doi.org/10.1007/978-3-319-05957-0_4
  19. Fajriah, N., Pasani, C. F., Suryaningsih, Y., Eryanto, A. N. E., & Nasrullah, N. (2023). Pendampingan pembuatan bahan ajar berbasis etnomatematika lingkungan lahan basah untuk meningkatkan wawasan kearifan lokal guru matematika. Bubungan Tinggi: Jurnal Pengabdian Masyarakat, 5(1), 313. https://doi.org/10.20527/btjpm.v5i1.6847
  20. Fajriah, N., Sumartono, & Suryaningsih, Y. (2020). Etnomatematika budaya Banjar di daerah sungai kota Banjarmasin untuk literasi pembelajaran matematika sekolah menengah.
  21. Fauzi, I., & Arisetyawan, A. (2020). Analisis kesulitan belajar siswa pada ateri geometri di sekolah dasar. Kreano: Jurnal Matematika Kreatif -Inovatif, 11(1), 27–35.
  22. Fonna, M., & Mursalin. (2018). Literature study: Role of self-efficacy toward student’s in achievement in mathematical multiple representation ability (MMRA). Peuradeun, 6(1). https://doi.org/10.26811/peuradeun.v6i1.174
  23. Fujiarti, A., & Prabawanto, S. (2021). The effect of project-based learning with
  24. realistic mathematics approach on students self-regulated learning. The 3rd International Conference on Elementary Education, 3(1), 392–397.
  25. Habibi, & Suparman. (2020). Literasi matematika dalam menyambut PISA 2021 berdasarkan kecakapan abad 21 [Mathematical literacy in welcoming PISA 2021 based on 21st century skills]. JKPM: Jurnal Kajian Pendidikan Matematika, 6(1), 57–64. https://journal.lppmunindra.ac.id/index.php/jkpm/article/view/8177
  26. Hasanah, U., Damayani, A. T., & Reffiane, F. (2020). Keefektifan model discovery learning berbasis ethnomathematics materi bangun datar terhadap hasil belajar peserta didik kelas IV SDN Pasucen 02. Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an, 1(1), 99–104. https://doi.org/10.31316/esjurnal.v1i1.1074
  27. Hiebert, J., & Carpenter, T. . (1992). Learning and Teaching With Understanding. In D. A. Grouws (Ed.), A Handbook of Research on Mathematics Teaching and Learning. Macmillan Library Reference Simon &Schuster Macmillan.
  28. Hijriani, L., Rahardjo, S., & Rahardi, R. (2018). Deskripsi representasi matematis siswa SMP dalam menyelesaikan soal PISA. c, 603–607.
  29. Hwang, W., & Chen, N. (2007). Multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system multiple. April 2017.
  30. Indah Fajrotuz Zahro, I. F. Z., Rizky Amalia, R. A., & Sugito, S. (2021). Deskripsi kemandirian siswa dalam pembelajaran daring pada masa pandemi covid. Attanwir : Jurnal Keislaman dan Pendidikan, 12(1), 63–75. https://doi.org/10.53915/jurnalkeislamandanpendidikan.v12i1.50
  31. Isjoni. (2010). Pembelajaran kooperatif. meningkatkan kecerdasan antar peserta didik. Pustaka Pelajar.
  32. Johar, R., & Subianto, M. (2013). Pengembangan soal matematika setara PISA pada konten shape and space dan change and relationship untuk siswa SMP. 29–39.
  33. Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis (sixth edition). Pearson Education.
  34. Johnson, R. B., & Christensen, L. (2014). Educational research : Quantitative, qualitative, and mixed approaches (P. L. Fleming (ed.); 5 ed.). Sage Publications Ltd.
  35. Jones, A. . (2000). The fifth process standard: An argument to include representation in standard.
  36. Juliani, S., Murni, A., & Maimunah, M. (2022). Pengembangan Perangkat Pembelajaran Menggunakan Discovery learning Untuk Memfasilitasi Kemampuan Representasi Matematis Peserta Didik. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3119. https://doi.org/10.24127/ajpm.v11i4.5545
  37. Kabu, T. E., Taneo, P. N. ., & Abi, A. M. (2021). Pengembangan sumber belajar berbasis etnomatematika dengan model PjBL pada materi bangun ruang prisma. RANGE: Jurnal Pendidikan Matematika, 2(2), 84–88.
  38. Kartini. (2009). Peranan representasi dalam pembelajaran matematika. 978– 979.
  39. Kemdikbud. (2018). Permendikbud Nomor 37 Tahun 2018 tentang Perubahan Atas Peraturan Menteri Pendidikan dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Menengah. JDIH Kemendikbud, 2025, 1– 527.
  40. Kementerian Pendidikan dan Kebudayaan. (2017). Panduan penilaian oleh pendidik dan satuan pendidikan sekolah menengah pertama. Kementerian Pendidikan dan Kebudayaan
  41. Menengah, 43–45. http://repositori.kemdikbud.go.id/18051/1/1. Panduan Penilaian SMP - Cetakan Keempat 2017.pdf
  42. Khanah, N., Rasiman, R., & Sutrisno, S. (2019). Efektivitas model project based learning (PjBL) dan model discovery leaning (DL) berbantuan macromedia flash terhadap prestasi belajar matematika siswa kelas VIII. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, 4, 135–145. https://103.98.176.39/index.php/senatik/article/view/51
  43. Lambertus. (2016). Developing skills understanding of mathematical. International Journal of Education and Research, 4(7), 315–326.
  44. Linda. (2015). Penerapan pembelajaran Project-based learning (Pjbl) untuk meningkatkan kemampuan pemahaman matematis siswa SMA. Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika, Vol 5 No 2. https://doi.org/10.23969/pjme.v5i2.2527
  45. Mahendra, I. W. E. (2017). Project based learning bermuatan etnomatematika dalam pembelajaran matematika. JPI (Jurnal Pendidikan Indonesia), 6(1). https://doi.org/10.23887/jpi-undiksha.v6i1.9257
  46. Mariyaningsih, Nining, & Hidayati, M. (2018). Bukan kelas biasa: teori dan praktik berbagai model dan metode pembelajaran menerapkan inovasi pembelajaran di Kelas-kelas inspiratif. CV Kekata Group.
  47. Marsigit, Condromukti, R., Setiana, D. S., & Hardiarti, S. (2014). Pengembangan pembelajaran matematika berbasis etnomatematika. Prosiding Seminar Nasional Etnomatnesia, 20–38.
  48. Mary, & Anastasia. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problembased Learning, 7(2), 127–150. http://10.0.30.91/15415015.1339%5Cnhttp://search.ebscohost.com/login.aspx?direct=true&db= eue&AN=90663292&amp%5Cnlang=ko&site=ehost-live
  49. Maubana, W. M., & Sakbana, R. S. (2021). Pengaruh model discovery learning dan PjBL terhadap keterampilan berpikir kritis siswa. Diffraction, 2(2), 80– 85. https://doi.org/10.37058/diffraction.v2i2.2432
  50. Maya, N. (2016). Model pembelajaran project based learning terhadap kemampuan pemecahan masalah. 6(2), 149–160.
  51. Mihić, M., & Završki, I. (2017). Professors’ and students’ perception of the advantages and disadvantages of project based learning. International Journal of Engineering Education, 33(6), 1737–1750.
  52. Mudzakkir, H. S. (2006). Strategi pembelajaran „think-talk-write” untuk meningkatkan kemampuan representasi matematik beragam mahasiswa SMP. UPI Bandung.
  53. Muhamad, N. (2015). Pengaruh Metode Discovery learning Untuk Meningkatkan Representasi Matematis Dan Percaya Diri Siswa. 75–90.
  54. Mulyasa, E. (2010). Penelitian tindakan sekolah. Remaja Rosda Karya.
  55. Mulyati, T. (2016). Kemampuan pemecahan masalah matematis siswa sekolah dasar (Mathematical problem solving sbility of elementary school students). EDUHUMANIORA: Jurnal Pendidikan Dasar, 3(2), 1–20.
  56. Nurfitriyanti, M. (2016). Model pembelajaran project based learning terhadap kemamppuan pemecahan masalah matematika. Formatif, 6(2), 149–160.
  57. Nuryadi, Astuti, T. D., Utami, E. S., & Budiantara, M. (2017). Buku ajar dasardasar statistik penelitian.
  58. OECD. (2018). Programme for internasional student assesment (PISA) resulat from PISA 2018. 1–10.
  59. Pemerintah Indonesia. (2021). Peraturan Pemerintah RI Nomor 57 Tahun 2021 tentang Standar Nasional endidikan. Standar Nasional Pendidikan, 102501, 1–49.
  60. Pemerintah, P., Indonesia, R., Atas, P., Rahmat, D., Yang, T., Esa, M., & Indonesia, P. R. (2013). PP RI 32 2013 tentang standar nasional pendidikan.
  61. Permendikbud. (2016). Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia Nomor 22. Tahun 2016. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
  62. Pratama, F. W. (2017). Peran self-regulated learning dalam memoderatori pembelajaran dengan pendekatan saintifik terhadap hasil belajar siswa. Satya Widya, 33(2), 99–108. https://doi.org/10.24246/j.sw.2017.v33.i2.p99-108
  63. Putra, T., Sasongko, M., Oktavianingtyas, E., Matematika, P., Mipa, P., & Jember, U. (2016). Mengetahui level literasi matematika siswa SMP (The development of package model of PISA content space and shape in purpose to know the mathematics literacy level of junior high school students ). Jurnal Edukasi, III(1), 27–32.
  64. Ratnasari, N., Tadjudin, N., Syazali, M., Mujib, M., & Andriani, S. (2018). Project based learning (PjBL) model on the mathematical representation ability. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 3(1), 47. https://doi.org/10.24042/tadris.v3i1.2535
  65. Retnawati, H. (2016). Analisis kuantitatif instrumen penelitian (Panduan peneliti, mahasiswa, dan psikometrian). In Parama Publishing.
  66. Rizkia, M., Subhananto, & Rahmatullah. (2021). Efektivitas model discovery learning berbantuan puzzle lingkaran terhadap pemahaamn konsep pecahan senilai siswa kelas IV SDN 54 Banda Aceh. Jurnal Ilmiah Mahasiswa, 2(1).
  67. Santrock, J. W. (2011). Educational psychology. In D. Groundwater (Ed.), McGraw-Hill (5 ed.). Micheal Sugarman.
  68. Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
  69. Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning:From teaching to self-reflective practice. In Guilford Publications.
  70. Serin, H. (2019). Project based learning in mathematics context. International Journal of Social Sciences & Educational Studies, 5(3). https://doi.org/10.23918/ijsses.v5i3p232
  71. Shapiro, A. S. S., & Wilk, M. B. (1965). Biometrika trust an analysis of variance test for normality (Complete samples ). Biometrika, 52(3), 591–611. https://pdfs.semanticscholar.org/1f1d/9a7151d52c2e26d35690dbc7ae8098 beee22.pdf
  72. Shirley, L. (2001). Ethnomathematics as a fundamental of instructional methodology. Zentralblatt für Didaktik der Mathematik, 33(3), 85–87. https://doi.org/10.1007/bf02655699
  73. Singgih, B. (2015). Strategi pembelajaran. LaksBang PRESSindo.
  74. Sudianto, Dwijanto, & Dewi, N. R. (2019). Students’ creative thinking abilities and self regulated learning on project-based learning with LMS Moodle. Unnes Journal of Mathematics Education Research, 8(1), 10–17. http://journal.unnes.ac.id/sju/index.php/ujmer
  75. Suraji, Maimunah, & Saragih, S. (2017). Analisis Kemampuan Pemahaman Konsep Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel (SPLDV). Suska Journal of Mathematics Education, 3(2), 130. https://doi.org/10.24014/sjme.v3i2.3897
  76. Suryani, S. (2021). Keefektifan discovery learning berbantuan alat peraga kubus satuan terhadap hasil belajar matematika. Joyful Learning Journal, 10(1), 1–6. https://doi.org/10.15294/jlj.v10i1.40076
  77. Susilowaty, N. (2020). Pengaruh model pembelajaran Project based learning terhadap peningkatan kemampuan self-regulated learning mahasiswa Universitas Advent Indonesia. Jurnal Padegogik, 3(1), 71–80. https://doi.org/10.35974/jpd.v3i1.2235
  78. Tampubolon, J., Atiqah, N., & Panjaitan, U. I. (2019). Kehidupan Sehari-Hari Dalam Masyarakat.
  79. Tampubolon, M. R., & Nurdalilah. (2021). Pemahaman konsep geometri dengan model project based learning berbasis etnomatemaika pada bentuk kue tradisional khas Sumatera Utara. 8(2), 272–282.
  80. Thomas, J. W. (2000). A review research on project-based learning. Interdisciplinary Journal of Problem-based Learning, 22(1), 1–18. http://dx.doi.org/10.1038/s41539-019-00451%0Ahttp://dx.doi.org/10.1016/j.jecp.2016.07.015%0Ahttps://doi.org/10. 1016/j.edurev.2018.11.001%0Ahttp://pitt.summon.serialssolutions.com/li nk/0/eLvHCXMwVV27CsJAEDwQQQRLvdYPMHJ32SSXUtSQQrsUae _2YWfl_-PGB2g51RY7zA7s
  81. W.Creswell, J. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research (4 ed.). Pearson.
  82. Weinstein, C. ., Palmer, D., & Schulte, A. . (1987). Learning and study strategies inventory (LASSI). FL: H & H Publishing.
  83. Widakdo, W. A. (2017). Mathematical representation ability by using project based learning on the topic of statistics. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012055
  84. Widoyoko, E. P. (2012). Teknik penyusunan instrumen penelitian. Pustaka Pelajar.
  85. Yulia. (2019). Analisis pemahaman siswa terhadap konsep segi empat (studi kasus pada siswa kelas VII SMP negri 1 Sindue). EQUALS Jurnal Ilmiah Pendidikan Matematika, 2(1), 24.
  86. Yustinaningrum, B. (2019). Model pembelajaran matematika abad 21 (kajian model project based learning). Jurnal Sinektik, 2(1), 48. https://doi.org/10.33061/js.v2i1.3019
  87. Yusuf, A. R., Student, P. G., Engineering, F., & Malang, U. N. (2021). Implementation of Online STEM-PjBL through Various Learning Platforms in Vocational High Schools during Covid-19 Pandemic. İlköğretim Online, 20(2), 1–8. https://doi.org/10.17051/ilkonline.2021.02.04
  88. Zhang, W., & Zhang, Q. (2010). Ethnomathematics and Its Integration within the Mathematics Curriculum. Journal of Mathematics Education, 3(1), 151–157.