The Learning Trajectory of Social Arithmetic using an Indonesian Traditional Game
Öz
Indonesia has many traditional games that can be used as a starting
point in learning mathematics, i.e., social arithmetic. However, the teacher
always used a conventional method such as direct teaching in teaching
mathematics. Several researchers said that this method made mathematics
learning boring. Therefore, this study aims to design a mathematics learning
trajectory in social arithmetic using a traditional Indonesian game called the Kubuk Manuk. This game was used as the
starting point in the learning process by applying the Indonesian Realistic
Mathematics Education approach. The research method used is design research
consisted of three stages, namely preliminary design, teaching experiment, and
retrospective analysis. The results of this study indicate that the learning trajectory
can be practiced using local contexts such as culture or other things easily
found in the daily activities of the students. With the use of the Kubuk Manuk Indonesian traditional game,
the students are stimulated to understand their knowledge of the social
arithmetic concept. Additionally, the stages in the learning trajectory have
essential roles in understanding the mathematics concepts of expenditure,
income, profits, and loss within the trading activities.
Anahtar Kelimeler
Design research learning trajectory Indonesian traditional games social arithmetic learning mathematics concepts
Kaynakça
- Abrantes, P. (2001). Mathematical competence for all: Options, implications and obstacles. Educational Studies in Mathematics, 47(2), 125-143. Arisetyawan, A., Suryadi, D., Herman, T. & Rahmat, C. (2014). Study of ethnomathematics: A lesson from the Baduy Culture. International Journal of Education and Research, 2(10), 681-688. Bakker, A. (2004). Design research in statistics education–On symbolizing and computer tools. Unpublished Ph.D. Thesis. Utrecht: The Freudenthal Institute. Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118(3-4), 113-126. Freudenthal, H. (1991). Revisiting Mathematics Education: China Lectures. Dordrecht: Kluwer Academic Publishers. Ginting, M. S., Prahmana, R. C. I., Isa, M., & Murni. (2018). Improving the reasoning ability of elementary school student through the Indonesian realistic mathematics education. Journal on Mathematics Education, 9(1), 41-54. Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443-471. Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational Design Research (pp. 17-51). London: Routledge. Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129. Gravemeijer, K., & van Eerde, D. (2009). Design research as a means for building a knowledge base for teachers and teaching in mathematics education. The elementary school journal, 109(5), 510-524. Haris, D., & Putri, R. I. I. (2011). The role of context in third graders' learning of area measurement. Journal on Mathematics Education, 2(1), 55-66. Jannah, A. F., & Prahmana, R. C. I. (2019). Learning fraction using the context of pipettes for seventh-grade deaf-mute student. Journal for the Education of Gifted Young Scientists, 7(2), 299-321. Madani, N. A., Tengah, K. A., & Prahmana, R. C. I. (2018). Using bar model to solve word problems on profit, loss and discount. Journal of Physics: Conference Series, 1097(1), 012103. Maryati & Prahmana, R. C. I. (2019). Ethnomathematics: Exploration of the muntuk community. International Journal of Scientific and Technology Research, 8(6), 47-49. Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education, 8(2), 185-198. Nurhasanah, F., Kusumah, Y. S. & Sabandar, J. (2017). Concept of triangle: Examples of mathematical abstraction in two different contexts. International Journal on Emerging Mathematics Education, 1(1), 53-70. Oktiningrum, W., Zulkardi, & Hartono, Y. (2016). Developing pisa-like mathematics task with Indonesia natural and cultural heritage as context to assess students mathematical literacy. Journal on Mathematics Education, 7(1), 1-8. Prahmana, R. C. I., & Suwasti, P. (2014). Local instruction theory on division in mathematics GASING. Journal on Mathematics Education, 5(1), 17-26. Prahmana, R. C. I., Zulkardi, & Hartono, Y. (2012). Learning multiplication using Indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115-132. Revina, S. (2017). Influence of culture on the adaptation of realistic mathematics education in Indonesia. Unpublished Ph.D. Thesis. Hong Kong: The University of Hong Kong. Revina, S., & Leung, F. K. S. (2019). How the same flowers grow in different Soils? The implementation of realistic mathematics education in Utrecht and Jakarta classrooms. International Journal of Science and Mathematics Education, 17(3), 1-25. Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1), 012032. Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM-Journal on Mathematics Education, 40(6), 927-939. Sembiring, R. K., Hoogland, K. & Dolk, M. (2010). A Decade of PMRI in Indonesia. Utrecht: APS International. Simonson. (2006). Design-based research: Applications for distance education. Quarterly Review of Distance Education, 7(1), vii-viii. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126. Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2017). Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari Regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291. Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational Design Research. London: Routledge. Van Den Heuvel-Panhuizen, M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-23. Wijaya, A. (2008). Design research in mathematics education: Indonesian traditional games as means to support second graders’ learning of linear measurement. Thesis Utrecht University. Utrecht: Utrecht University.
Endonezya Geleneksel Oyununu Kullanarak Sosyal Aritmetik Öğrenmenin Öğrenme Yolu
Öz
Endonezya'da matematik öğrenmede, yani
sosyal aritmetikte bir başlangıç noktası olarak kullanılabilecek birçok
geleneksel oyun vardır. Ancak, öğretmen her zaman matematik öğretiminde
doğrudan öğretim gibi geleneksel bir yöntem kullanmıştır. Birkaç araştırmacı,
bu yöntemin matematik öğrenmeyi sıkıcı hale getirdiğini söyledi. Bu nedenle bu
çalışma, Kubuk Manuk adlı geleneksel
bir Endonezya oyununu kullanarak sosyal aritmetikte matematik öğrenme
yörüngesini tasarlamayı amaçlamaktadır. Bu oyun Endonezya Gerçekçi Matematik
Eğitimi yaklaşımı uygulanarak öğrenme sürecinde başlangıç noktası olarak
kullanılmıştır. Kullanılan araştırma yöntemi, tasarım araştırması, ön tasarım,
öğretim deneyi ve geriye dönük analiz olmak üzere üç aşamadan oluşmaktadır. Bu
çalışmanın sonuçları, öğrenme yörüngesinin, kültür veya öğrencilerin günlük
aktivitelerinde kolayca bulunan diğer şeyler gibi yerel bağlamlar kullanılarak
uygulanabileceğini göstermektedir. Kubuk
Manuk Endonezya geleneksel oyununun kullanılmasıyla, öğrenciler sosyal
aritmetik kavramı hakkındaki bilgilerini anlamaları için teşvik edilir. Ek
olarak, öğrenme yörüngesindeki aşamalar, işlemlerin matematiksel harcama,
gelir, kar ve zarar kavramlarını anlamada önemli rollere sahiptir.
Anahtar Kelimeler
Tasarım araştırması yörüngeyi öğrenme Endonezya geleneksel oyunları sosyal aritmetik öğrenme matematik kavramları
Kaynakça
- Abrantes, P. (2001). Mathematical competence for all: Options, implications and obstacles. Educational Studies in Mathematics, 47(2), 125-143. Arisetyawan, A., Suryadi, D., Herman, T. & Rahmat, C. (2014). Study of ethnomathematics: A lesson from the Baduy Culture. International Journal of Education and Research, 2(10), 681-688. Bakker, A. (2004). Design research in statistics education–On symbolizing and computer tools. Unpublished Ph.D. Thesis. Utrecht: The Freudenthal Institute. Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118(3-4), 113-126. Freudenthal, H. (1991). Revisiting Mathematics Education: China Lectures. Dordrecht: Kluwer Academic Publishers. Ginting, M. S., Prahmana, R. C. I., Isa, M., & Murni. (2018). Improving the reasoning ability of elementary school student through the Indonesian realistic mathematics education. Journal on Mathematics Education, 9(1), 41-54. Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443-471. Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational Design Research (pp. 17-51). London: Routledge. Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129. Gravemeijer, K., & van Eerde, D. (2009). Design research as a means for building a knowledge base for teachers and teaching in mathematics education. The elementary school journal, 109(5), 510-524. Haris, D., & Putri, R. I. I. (2011). The role of context in third graders' learning of area measurement. Journal on Mathematics Education, 2(1), 55-66. Jannah, A. F., & Prahmana, R. C. I. (2019). Learning fraction using the context of pipettes for seventh-grade deaf-mute student. Journal for the Education of Gifted Young Scientists, 7(2), 299-321. Madani, N. A., Tengah, K. A., & Prahmana, R. C. I. (2018). Using bar model to solve word problems on profit, loss and discount. Journal of Physics: Conference Series, 1097(1), 012103. Maryati & Prahmana, R. C. I. (2019). Ethnomathematics: Exploration of the muntuk community. International Journal of Scientific and Technology Research, 8(6), 47-49. Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education, 8(2), 185-198. Nurhasanah, F., Kusumah, Y. S. & Sabandar, J. (2017). Concept of triangle: Examples of mathematical abstraction in two different contexts. International Journal on Emerging Mathematics Education, 1(1), 53-70. Oktiningrum, W., Zulkardi, & Hartono, Y. (2016). Developing pisa-like mathematics task with Indonesia natural and cultural heritage as context to assess students mathematical literacy. Journal on Mathematics Education, 7(1), 1-8. Prahmana, R. C. I., & Suwasti, P. (2014). Local instruction theory on division in mathematics GASING. Journal on Mathematics Education, 5(1), 17-26. Prahmana, R. C. I., Zulkardi, & Hartono, Y. (2012). Learning multiplication using Indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115-132. Revina, S. (2017). Influence of culture on the adaptation of realistic mathematics education in Indonesia. Unpublished Ph.D. Thesis. Hong Kong: The University of Hong Kong. Revina, S., & Leung, F. K. S. (2019). How the same flowers grow in different Soils? The implementation of realistic mathematics education in Utrecht and Jakarta classrooms. International Journal of Science and Mathematics Education, 17(3), 1-25. Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1), 012032. Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM-Journal on Mathematics Education, 40(6), 927-939. Sembiring, R. K., Hoogland, K. & Dolk, M. (2010). A Decade of PMRI in Indonesia. Utrecht: APS International. Simonson. (2006). Design-based research: Applications for distance education. Quarterly Review of Distance Education, 7(1), vii-viii. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95-126. Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2017). Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari Regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291. Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational Design Research. London: Routledge. Van Den Heuvel-Panhuizen, M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-23. Wijaya, A. (2008). Design research in mathematics education: Indonesian traditional games as means to support second graders’ learning of linear measurement. Thesis Utrecht University. Utrecht: Utrecht University.