Satrama Royal Hadinata, Ulfah Sa'adah, Roly Edyan

PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS ETNOMATEMATIKA PAPUA UNTUK SISWA MADRASAH ALIYAH KABUPATEN JAYAPURA

Introduction

Pengembangan perangkat pembelajaran matematika berbasis etnomatematika papua untuk siswa madrasah aliyah kabupaten jayapura . Kembangkan perangkat pembelajaran matematika berbasis etnomatematika Papua (rumah Honai) untuk siswa Madrasah Aliyah Jayapura. Tingkatkan pemahaman, motivasi belajar, dan lestarikan budaya lokal.

Abstract

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika berbasis etnomatematika dengan mengaitkan unsur budaya Papua, khususnya rumah adat Honai, ke dalam materi geometri. Metode yang digunakan adalah R&D dengan model pengembangan 4-D (Define, Design, Develop, Disseminate). Produk yang dihasilkan meliputi Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), serta instrumen evaluasi yang dirancang sesuai kebutuhan peserta didik dan kurikulum yang berlaku. Subjek penelitian mencakup guru dan siswa Madrasah Aliyah di Kabupaten Jayapura, sementara pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, tes, dan angket. Hasil penelitian menunjukkan bahwa perangkat pembelajaran memperoleh tingkat validitas sebesar 82,38 (kategori sangat valid) menurut para ahli, tingkat kepraktisan 89,43 (sangat praktis) berdasarkan respon guru dan siswa, serta efektivitas dengan 86,21% siswa mencapai ketuntasan belajar. Temuan ini mengindikasikan bahwa integrasi budaya lokal ke dalam pembelajaran matematika dapat meningkatkan pemahaman konsep, keterlibatan, serta motivasi siswa. Selain itu, penerapan model pembelajaran TTW turut mendorong keterampilan berpikir kritis, kemampuan berdiskusi, dan keteraturan dalam menuliskan ide matematis. Secara keseluruhan, penelitian ini membuktikan bahwa perangkat pembelajaran berbasis etnomatematika Papua, khususnya melalui konteks rumah Honai, layak digunakan pada pembelajaran matematika di Madrasah Aliyah. Tidak hanya mendukung peningkatan hasil belajar, perangkat ini juga berfungsi dalam pelestarian budaya, penguatan identitas lokal, serta pencapaian tujuan pendidikan kontekstual. Dengan demikian, etnomatematika dapat menjadi salah satu pendekatan inovatif untuk meningkatkan kualitas pembelajaran matematika berbasis budaya. Sebagai rekomendasi, penelitian selanjutnya disarankan untuk mengembangkan perangkat serupa pada materi dan jenjang pendidikan lain, memperluas uji coba ke berbagai daerah di Papua, memanfaatkan media digital berbasis etnomatematika, serta mengkaji dampak jangka panjang penerapannya terhadap minat belajar, keterampilan abad 21, dan pelestarian budaya lokal.

Review

This paper presents a robust and timely study on the development of mathematics learning devices integrating Papuan ethnomathematics, specifically utilizing the cultural context of the Honai traditional house for geometry instruction among Madrasah Aliyah students in Jayapura Regency. Employing a comprehensive Research & Development (R&D) methodology based on the 4-D model (Define, Design, Develop, Disseminate), the researchers successfully produced a complete set of learning tools, including Lesson Plans (RPP), Student Worksheets (LKS), and relevant evaluation instruments. The chosen methodology is appropriate for the developmental nature of the research, ensuring a structured approach from conceptualization to the initial stages of dissemination, and directly addresses the need for culturally relevant educational materials in specific regional contexts. The research yielded highly encouraging results across multiple evaluative dimensions. Expert validation affirmed the high quality of the learning devices, achieving an impressive 82.38% validity, categorizing them as "very valid." Furthermore, both teachers and students perceived the materials as "very practical," evidenced by an 89.43% practicality score. Critically, the pedagogical effectiveness was clearly demonstrated, with 86.21% of students achieving mastery in learning outcomes. These quantitative findings are strongly supported by qualitative observations, which suggest that the integration of local culture significantly enhances students' conceptual understanding, engagement, and motivation. The concurrent application of the TTW (Think-Talk-Write) learning model was also highlighted as instrumental in fostering critical thinking skills, promoting constructive discussions, and improving students' ability to articulate mathematical ideas. Beyond the immediate academic gains, this study underscores the multifaceted benefits of an ethnomathematics approach. The developed learning devices are not only effective in improving mathematical achievement but also serve a vital role in cultural preservation, strengthening local identity, and achieving contextual educational objectives. This makes a compelling case for ethnomathematics as an innovative and high-quality approach to culturally responsive mathematics education. The authors provide valuable recommendations for future research, including the expansion of similar device development to other mathematical topics and educational levels, broadening pilot studies across diverse regions of Papua, incorporating digital media, and conducting long-term impact assessments on student interest, 21st-century skills, and sustained cultural preservation.

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