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All Journal AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Jurnal Pedagogi Matematika
Azriah Azriah
Universitas Negeri Yogyakarta
Education Mathematics

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KONSEP MATEMATIKA PADA TRADISI PERNIKAHAN SUKU TIDUNG Azriah Azriah; Jailani Jailani; Herison Herison; Eva Julianingsih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1545.31 KB) | DOI: 10.24127/ajpm.v11i3.5590

Abstract

In today's modern era, preserving culture is very important. One effort that can be made is to integrate culture into learning mathematics. This research is conducted to identify the mathematical concepts of the Tidung wedding ritual in Nunukan Regency, North Kalimantan. The mathematical concepts found can be used as material to integrate culture in learning mathematics. The concept of the program is known as ethnomathematics. This research is ethnographic. Mathematical concepts in the Tidung wedding tradition will be identified in the tools and activities of the wedding ritual. The data were obtained through direct observation, interviews, and documentation analysis. Data analysis was carried out in four stages: data reduction, data presentation, concluding, and checking the validity of the data using triangulation methods. The results showed that there were mathematical concepts in the tools used in the wedding procession. Tools that can be used in learning mathematics include bagas silow, dian, busak dian, nasi rasul, nasi pengantin, sirih pinang, selapah, pelujan, raja besila, gandur, batu asa, padaw, and panggaw. The identified mathematical concepts are cylinders, circles, cuboids, geometric transformations, regular polygons, half spheres, integrals, quadrilaterals, arithmetic sequences and series, congruences, number patterns, and triangles. Then, there are counting activities in the ritual activities of bepupur/pupuran and bejiu pengantin (bridal bath).TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian //  TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//
POTENTIAL EFFECTS OF PISA-TYPE MATHEMATICAL ASSESSMENT Azriah Azriah; Heri Retnawati; Elly Arliani
Jurnal Pedagogi Matematika Vol 9, No 1 (2023): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v9i1.19027

Abstract

Assessment has an important role in the learning process. Assessment is not only used to see the results of students' learning achievements but is also used to improve the learning process. PISA (Program for International Assessment) is a study of international level assessment organized by the OECD (Organization for Economic Cooperation and Development). Indonesia is one of the participating countries in the PISA study. However, the content of the questions within the PISA framework is still relatively small in the available teaching materials. So educators in Indonesia have begun to make adjustments and conduct research on the development of PISA-type assessments. The purpose of this article is to examine the PISA type of mathematical assessment that has been developed. Then, the potential effects of the problems that have been developed will be seen. This study uses the literature review method by reviewing and reviewing articles on PISA-type mathematical assessments. Article collection was carried out on Google Scholar and Research Gate in the period 2015-2021. Based on the results of the research that has been reviewed, it is known that the potential effects of the developed PISA type of mathematical assessment include problem-solving, mathematical literacy, communication skills, and reasoning abilities.
Co-Authors Elly Arliani Eva Julianingsih Heri Retnawati Herison Herison Jailani Jailani