PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN ETNOMATEMATIKA MELALUI PERMAINAN TRADISIONAL UNTUK MENINGKATKAN LITERASI NUMERASI

AYU RINDI ANTIKA, . (2026) PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN ETNOMATEMATIKA MELALUI PERMAINAN TRADISIONAL UNTUK MENINGKATKAN LITERASI NUMERASI. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Rendahnya literasi numerasi siswa SMP pada domain Data dan Ketidakpastian, khususnya materi peluang, terutama tampak pada kesulitan memodelkan situasi kontekstual dan menafsirkan hasil pada tingkat penalaran. Penelitian ini bertujuan menghasilkan desain pembelajaran matematika dengan pendekatan etnomatematika terintegrasi teknologi digital yang layak, praktis, dan efektif untuk meningkatkan literasi numerasi siswa SMP pada materi peluang. Penelitian menggunakan metode penelitian dan pengembangan dengan pendekatan metode campuran serta model Dick and Carey sampai tahap revisi pembelajaran. Strategi pembelajaran mengintegrasikan First Principles of Instruction Merrill dan Nine Events of Instruction Gagné, dengan proses formulate, employ, dan interpret sebagai orientasi pengembangan literasi numerasi. Evaluasi formatif melibatkan ahli desain instruksional, ahli materi matematika, ahli media, satu guru matematika, lima siswa pada evaluasi perorangan, sepuluh siswa pada evaluasi kelompok kecil, dan satu kelas VIII pada uji lapangan. Data dikumpulkan melalui wawancara, observasi, lembar penilaian, pretes, dan postes, kemudian dianalisis secara deskriptif kualitatif, persentase kelayakan, dan N-Gain. Produk akhir berupa paket pembelajaran terpadu yang mencakup RPP dua pertemuan, tiga LKPD berbasis Hompimpa, Dadu Koprok, dan Congklak, sistem manajemen pembelajaran NumerasiBudaya, simulasi digital, perangkat asesmen, serta buku panduan guru dan siswa. Hasil penilaian ahli menunjukkan kelayakan desain instruksional sebesar 99%, materi matematika 97,33%, dan media 98,33%, dengan rata-rata 98,22% dalam kategori sangat layak. Penilaian guru mencapai 90,67% dalam kategori sangat baik. Pada uji lapangan, 24 siswa memiliki data lengkap; rata-rata skor meningkat dari 35,13 pada pretes menjadi 60,99 pada postes dengan N-Gain sebesar 0,399 yang termasuk kategori sedang. Dengan demikian, desain pembelajaran yang dikembangkan memenuhi kriteria valid, praktis, dan efektif serta dapat digunakan sebagai alternatif pembelajaran peluang untuk meningkatkan literasi numerasi siswa SMP. Kata kunci: desain pembelajaran, etnomatematika, teknologi digital, literasi numerasi, peluang. ***** Low numeracy literacy among junior high school students in the Data and Uncertainty domain, particularly in probability, is evident in students’ difficulties in modelling contextual situations and interpreting results at the reasoning level. This study aimed to develop a feasible, practical, and effective mathematics instructional design integrating ethnomathematics and digital technology to improve junior high school students’ numeracy literacy in probability. The study employed a Research and Development method with a mixed-methods approach and the Dick and Carey model up to the instructional revision stage. The instructional strategy integrated Merrill’s First Principles of Instruction and Gagné’s Nine Events of Instruction, while the formulate, employ, and interpret processes served as the orientation for numeracy literacy development. The formative evaluation involved an instructional design expert, a mathematics subject-matter expert, a media expert, one mathematics teacher, five students in the one-to-one evaluation, ten students in the small-group evaluation, and one eighth-grade class in the field trial. Data were collected through interviews, observations, assessment sheets, pretests, and posttests and were analyzed using qualitative descriptive analysis, feasibility percentages, and N-Gain analysis. The final product was an integrated instructional package comprising two-session lesson plans, three student worksheets based on Hompimpa, Dadu Koprok, and Congklak, the NumerasiBudaya Learning Management System, digital simulations, assessment instruments, and teacher and student guidebooks. Expert appraisal yielded feasibility scores of 99% for instructional design, 97.33% for mathematics content, and 98.33% for media, with an overall average of 98.22%, categorized as highly feasible. The teacher assessment reached 90.67%, categorized as excellent. In the field trial, 24 students had complete data; the mean score increased from 35.13 on the pretest to 60.99 on the posttest, with an N-Gain of 0.399, categorized as moderate. Therefore, the developed instructional design met the criteria of validity, practicality, and effectiveness and can be used as an alternative approach to probability instruction for improving junior high school students’ numeracy literacy. Keywords: instructional design, ethnomathematics, digital technology, numeracy literacy, probability

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Cecep Kustandi, M.Pd. ; 2). Dr. Khaerudin, M.Pd
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah
Divisions:	FIP > S2 Teknologi Pendidikan
Depositing User:	Ayu Rindi Antika .
Date Deposited:	27 Aug 2026 04:48
Last Modified:	27 Aug 2026 04:48
URI:	http://repository.unj.ac.id/id/eprint/73099

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