Model Probing-Prompting Terintegrasi Etnomatematika Batik Lampung Pada Materi Transformasi Geometri Terhadap Kemampuan Penalaran Matematis Siswa

Fitria Ayu Andriyani; Agus Setiawan; Wawan Wawan

doi:10.61650/ajme.v1i1.529

Authors

Fitria Ayu Andriyani Universitas Ma'arif Lampung, Indonesia https://orcid.org/0000-0002-3121-5827
Agus Setiawan Universitas Ma’arif Lampung, Indonesia https://orcid.org/0000-0003-0955-7641
Wawan Wawan Universitas Ma’arif Lampung, Indonesia https://orcid.org/0000-0002-8462-3912

DOI:

https://doi.org/10.61650/ajme.v1i1.529

Keywords:

Etnomatematika, Kemampuan Penalaran Matematis, Probing-Prompting

Abstract

Matematika memegang peranan penting yang sangat besar pada pengembangan dan peningkatan Kemampuan kognitif individu dalam logika, pemahaman visual, analisis, dan konseptualisasi abstrak. Penelitian ini memiliki tujuan yaitu guna memahami perbedaan dalam kemampuan penalaran matematis antara siswa yang menerima pembelajaran melalui model probing-prompoting yang didukung oleh etnomatematika berupa batik Lampung dan siswa yang menerima pembelajaran langsung dalam mata pelajaran transformasi geometri di kelas IX. Pendekatan kuantitatif dengan metodenya ekperimental yaitu metode yang diterapkan pada penelitian ini. Adapun tipe ekperimental yang digunakan adalah ekperimental semu. Penelitian ini dilakukan di SMP Plus Sabilunnajah, yaitu pada kelas IX A, kelas IX B serta kelas IX C. Alat pengumpulan data termasuk formulir validasi penilaian, formulir pretest dan postest, serta dokumentasi.Teknik analisa data yang diterapkan yaitu Uji Independent samples T-Test. Berdasarkan hasil uji hipotesis didapat nilai sig sebesar 0,000 dan t hitung sebesar 6,910 yang memiliki hasil yaitu terdapat perbedaan kemampuan penalaran matematis antara peserta didik yang dikenai model pembelajaran Probing-Prompting Etnomatematika dengan peserta didik yang dikenai model pembelajaran langsung. Dapat dilihat pula nilai rata-rata hasil tes pada model Probing-Prompting Etnomatematika dan model pembelajaran langsung adalah 81, 45 dan 56, 20. Dengan demikian, baik secara deskriptif ataupun berdasarkan hasil uji t dua sampel indenden dapat diambil kesimpulan bahwa model probing-prompoting terintegrasi etnomatematika menghasilkan kemampuan penalaran matematis yang lebih baik dari pada model pembelajaran langsung.

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