KEMAMPUAN BERFIKIR GEOMETRI PESERTA DIDIK KELAS IX  DALAM PEMBELAJARAN DENGAN PENDEKATAN ETNOMATEMATIKA

Rozi Fitriza; Elsa Desmaniati; Hizbul Fatiya Kudus

doi:10.30821/axiom.v11i2.11422

KEMAMPUAN BERFIKIR GEOMETRI PESERTA DIDIK KELAS IX DALAM PEMBELAJARAN DENGAN PENDEKATAN ETNOMATEMATIKA

Rozi Fitriza, Elsa Desmaniati, Hizbul Fatiya Kudus

Abstract

Artikel ini membahas tentang perbedaan kemampuan berfikir geometri peserta didik yang mendapatkan pembelajaran matematika dengan pendekatan etnomatematika dan yang belajar dengan pendekatan biasa/saintifik. Perkembangan kemampuan berfikir geometri peserta didik didasarkan kepada level berfikir geometri Van Hiele. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode eksperimen. Sampel dalam penelitian ini adalah dua kelompok peserta didik kelas IX MTsN 3 Kota Pariaman. Instrumen dalam penelitian ini berupa tes kemampuan berfikir geometri materi Transformasi Geometri. Analisis data menggunakan uji Mann-Whitney. Hasil analisis data tes menunjukkan bahwa terdapat perbedaan kemampuan berfikir geometri peserta didik yang diajar dengan pendekatan etnomatematika dan pembelajaran biasa. Rata-rata kemampuan berfikir geometri peserta didik yang mengikuti pembelajaran dengan pendekatan etnomatematika lebih tinggi dari rata-rata kemampuan berfikir geometri peserta didik yang mengikuti pembelajaran dengan pendekatan biasa. Pada kelas yang menggunakan pembelajaran dengan pendekatan etnomatematika, terdapat 93,75% peserta didik sudah berada pada tahap berfikir visualisasi, 87,5% peserta didik berada pada tahap analisis dan 81,25% peserta didik pada tahap deduksi informal, tetapi belum ada peserta didik yang mencapai tahap berfikir deduksi. Penggunaan pendekatan etnomatematika dalam pembelajaran geometri dapat memfasilitasi berkembangnya kemampuan berfikir geometri peserta didik.

Abstract

This study aims to discuss the differences in geometric thinking ability among students who learn mathematics with an ethnomathematics approach and students who learn mathematics with an ordinary/scientific approach. The development of students’ geometric thinking ability is based on Van Hiele’s level of geometric thinking. This study follows a quantitative research approach with an experimental method. The samples of this study are two groups of ninth-grade students at MTsN 3 Pariaman city. The instrument used in this study is in the form of a geometric thinking ability test for Geometry Transformation material. The data were analyzed by using a Mann-Whitney test. The results indicate that the geometric thinking ability is different among students taught using an ethnomathematics approach and an ordinary or scientific approach. The average geometric thinking ability of students who learned using an ethnomathematics approach is higher than students taught with an ordinary or scientific approach. The class taught using the ethnomathematics approach shows that 93.75% of students reached the visualization thinking stage, 87.5% of students reached the analysis stage, and 81.25% of students reached the informal deductive stage, but no students reached the deductive thinking stage. This study proves that ethnomathematics approach in a geometry lesson can facilitate the development of students’ geometric thinking skills.

Keywords

Berpikir geometris; Pendekatan pembelajaran etnomatematika; Transformasi

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DOI: http://dx.doi.org/10.30821/axiom.v11i2.11422