Learning Trajectory of Arithmetic Sequences and Series with a PMRI Approach Using the Context of Yogyakarta's Kawung Batik Fabric
Lintasan Belajar Barisan dan Deret Aritmatika dengan Pendekatan PMRI Menggunakan Konteks Kain Batik Kawung Yogyakarta
DOI:
https://doi.org/10.57032/jsd.v4i2.292Keywords:
Arithmetic Sequences and Series, Kawung Batik Yogyakarta, PMRI, Learning Trajectory, Contextual LearningAbstract
Mathematics learning is often perceived as abstract and disconnected from students’ real-life experiences. To bridge this gap, this study developed a culturally contextualized learning trajectory using Kawung Batik patterns from Yogyakarta to support students' understanding of arithmetic sequences and series. Employing the Indonesian Realistic Mathematics Education (PMRI) approach within a design research framework, this study followed three main phases: preliminary phase, design experiments (pilot and teaching experiments), and retrospective analysis. The participants were 32 tenth-grade science students at SMAS Muhammadiyah Kedawung. The findings indicate that the Kawung Batik context facilitated students’ transition from informal to formal reasoning in learning arithmetic sequences and series. Students actively identified patterns, organized batik motifs into arithmetic sequences, and formulated the general term and the sum of the first n terms through meaningful contextual engagement. Visual strategies and group discussions promoted active participation and conceptual understanding in solving culturally grounded mathematical problems. This study contributes to the development of culturally contextual mathematics instruction in Indonesia and provides a practical model for designing meaningful arithmetic sequence and series lessons. The proposed learning trajectory serves as a reference for teachers seeking to connect mathematics learning with students' cultural environments.
References
Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving student learning outcomes through school culture, work motivation and teacher performance. International Journal of Instruction, 13(4), 885–902.
Andari, R. M., & Setianingsih, R. (2021). Students’ Mathematical Literacy in Solving PISA Problem Using Indonesian Cultural Context. JRPM (Jurnal Review Pembelajaran Matematika), 6(1), 52–67. https://doi.org/10.15642/jrpm.2021.6.1.52-67
Anugrahana, A., & Yugara Pamekas. (2024). Meta Analysis Of The PMRI (Indonesian Realistic Mathematics Education) Approach To Improving Primary Students Mathematics Learning Outcomes. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 11(1), 117–130. https://doi.org/10.30997/dt.v11i1.12712
Basir, A., Khamdanah, K., Umaemah, A., & Rizka, H. (2024). Implementing the Hello Talk Application to Teach Speaking Skills in Vocational High Schools. International Journal of Educational Qualitative Quantitative Research, 3(2), 1–12. https://doi.org/10.58418/ijeqqr.v3i2.108
Boom-Cárcamo, E., Buelvas-Gutiérrez, L., Acosta-Oñate, L., & Boom-Cárcamo, D. (2024). Gamification and problem-based learning (PBL): Development of creativity in the teaching-learning process of mathematics in university students. Thinking Skills and Creativity, 53, 101614. https://doi.org/10.1016/j.tsc.2024.101614
Clements, D. H., & Sarama, J. (2020). Learning and Teaching Early Math. Routledge. https://doi.org/10.4324/9781003083528
Diniarti, F., Said, M. S. M., & Rashid, N. A. (2023). The Impact of Health Education through Lecture-Discussion Methods on Enhancing Hepatitis B Knowledge. International Journal of Educational Qualitative Quantitative Research, 2(2), 26–33. https://doi.org/10.58418/ijeqqr.v2i2.101
Djubaedi, D., Rohadi, T., & Kodama, Y. (2023). Core Entrepreneurial Competencies for Local Content Curriculum. International Journal of Educational Qualitative Quantitative Research, 2(1 SE-Articles), 12–17. https://doi.org/10.58418/ijeqqr.v2i1.38
Fauzan, A. (2020). A Local Instructional Theory to Learn the Concept of Test Criteria in Hypothesis Testing Based on Realistic Mathematics Education. 2nd International Conference Innovation in Education (ICoIE 2020), 158–164.
Firnanda, I. L., & Sari, A. D. I. (2024). Penggunaan Permainan Tradisional Kelereng dalam Pembelajaran Matematika. PUSAKA: Journal of Educational Review, 1(2), 76–83.
Fitriyana, E. V., Zaenuri, Z., & Hidayah, I. (2023). Systematic Literatur Review: Efektifitas Pembelajaran Matematika Dengan Pendekatan Penddidikan Matematika Realistik Indonesia. JURNAL E-DuMath, 9(1), 20–28.
Gurbuz, M. C., & Ozdemir, M. E. (2020). A Learning Trajectory Study on How the Concept of Variable Is Constructed by Students. World Journal of Education, 10(1), 134–148.
Hartati, S. (2021). Analisis Kesulitan Siswa SMA dalam Memahami Materi Barisan dan Deret. SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA), 5(2), 85–95. https://doi.org/10.33627/sm.v5i2.728
Hendrik, A. I., Ekowati, C. K., & Samo, D. D. (2020). Kajian Hypothetical Learning Trajectories dalam Pembelajaran Matematika di Tingkat SMP. Fraktal: Jurnal Matematika Dan Pendidikan Matematika, 1(1), 1–11.
Hikmah, N., Ilhamdi, M. L., & Astria, F. P. (2023). Pengembangan Media Pembelajaran Monopoli Pintar Berbasis Permainan Edukasi Pada Mata Pelajaran IPA Kelas V Sekolah Dasar. Jurnal Ilmiah Profesi Pendidikan, 8(3), 1809–1822.
Khairunnisak, C., Johar, R., Maulina, S., Zubainur, C. M., & Maidiyah, E. (2024). Teachers’ understanding of realistic mathematics education through a blended professional development workshop on designing learning trajectory. International Journal of Mathematical Education in Science and Technology, 55(4), 805–828. https://doi.org/10.1080/0020739X.2022.2038800
Kim, D. (2020). Learning Language, Learning Culture: Teaching Language to the Whole Student. ECNU Review of Education, 3(3), 519–541. https://doi.org/10.1177/2096531120936693
Kreinsen, J. J. (2024). The Importance of Marbles in Science Education for Elementary School Children. Assyfa Learning Journal, 2(2), 99–115. https://doi.org/10.61650/alj.v2i2.139
Patri, S. F. D., & Heswari, S. (2022). Etnomatematika dalam seni anyaman Jambi sebagai sumber pembelajaran matematika. Jurnal Inovasi Penelitian, 2(8), 2705–2714.
Rodriguez Sandoval, M. T., Bernal Oviedo, G. M., & Rodriguez-Torres, M. I. (2022). From preconceptions to concept: The basis of a didactic model designed to promote the development of critical thinking. International Journal of Educational Research Open, 3, 100207. https://doi.org/10.1016/j.ijedro.2022.100207
Sari, D. L., Fitriani, D. A., Khaeriyah, D. Z., Hartono, H., & Nursyahidah, F. (2022). Hypothetical learning trajectory pada materi peluang: konteks mainan tradisional ular naga. Mosharafa: Jurnal Pendidikan Matematika, 11(2), 203–214.
Setiawan, D., Masuwd, M. A., Maliki, N., Laily, I. F., & Fitriyani, Y. (2023). Impact of Digital Storytelling for Developing Oral Communication Skills, Digital Literacy, and Learning Motivation Among Pre-service Elementary Teachers. International Journal of Educational Qualitative Quantitative Research, 2(2), 34–42. https://doi.org/10.58418/ijeqqr.v2i2.118
Ulfa, C., Wijaya, A., & Habibullah, H. (2021). Designing a Hypothetical Learning Trajectory Based on Investigative Learning. EduMa: Mathematics Education Learning and Teaching, 10(1), 14–26.
Wati, N. L., Asmarawati, A., Yosep, I., Hikmat, R., Sansuwito, T. Bin, & Rusmita, E. (2023). Qualitative Research on Obstacles and Hesitates of Healthcare Students Before Public Speaking for Supporting Health Promotion. International Journal of Nursing Information, 2(1), 7–12. https://doi.org/10.58418/ijni.v2i1.50
Zebua, V. (2020). Analisis kesalahan siswa dalam menyelesaikan soal barisan dan deret ditinjau dari kemampuan pemahaman konsep matematis. Jurnal LEMMA, 6(2). https://doi.org/10.22202/jl.2020.v6i2.4088
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Elly Rizeqia Fadilah, Azi Nugraha, Erlinda Isulis Marissa
This work is licensed under a Creative Commons Attribution 4.0 International License.
