PENGEMBANGAN BAHAN AJAR MATEMATIKA MELALUI PENDEKATAN ETNOMATEMATIKA BERBASIS BUDAYA BANTEN

Penelitian ini dilatarbelakangi oleh fakta sulitnya memahami materi matematika khususnya teorema Pythagoras. Salah satu penyebab siswa merasa kesulitan dalam memahami teorema Pythagoras di antaranya yaitu miskonsepsi dalam mendeskripsikan sisi-sisi pada segitiga siku-siku, bahan ajar yang tidak sesuai dengan karakteristik dan lingkungan belajar siswa, dan kurangnya minat siswa dalam belajar. Oleh karena itu, diperlukan bahan ajar yang dapat membuat materi teorema Pythagoras dapat dipahami, menarik untuk dipelajari, dan lebih bermakna bagi siswa. Penelitian ini bertujuan (1) mengembangkan bahan ajar matematika melalui pendekatan etnomatematika berbasis budaya Banten pada topik teorema Pythagoras; (2) mengetahui kualitas bahan ajar matematika ditinjau dari aspek kevalidan, kelayakan, dan keefektifan. Model penelitian yang digunakan adalah penelitian pengembangan model ADDIE. Data dikumpulkan melalui observasi, kuesioner, dan wawancara. Teknik analisis data meliputi analisis kualitatif dan kuantitatif. Berdasarkan hasil analisis data ditinjau dari aspek kualitas kevalidan bahan ajar oleh ahli materi dan ahli media diperoleh masing-masing skor rata-rata yaitu 0,925 dan 0,889 dengan kategori keduanya “Sangat Valid.” Respon siswa dan guru pada uji coba kelompok kecil masing-masing memperoleh nilai rata-rata 0,895 dan adalah 0,93 dengan kategori keduanya “Sangat Layak.” Pada uji coba kelompok besar, respon siswa dan guru masing-masing memperoleh nilai rata-rata 0,87 dan 0,89 dengan kategori keduanya “Sangat Layak.” Hasil uji keefektifan bahan ajar diperoleh bahwa nilai rata-rata tes akhir kelas eksperimen lebih besar dari nilai rata-rata tes akhir kelas kontrol, dengan menggunakan uji t pihak kanan yaitu t_hitung>t_tabel adalah 3,67>1,67. Artinya bahan ajar matematika teorema Pythagoras melalui pendekatan etnomatematika berbasis budaya Banten efektif untuk digunakan dalam pembelajaran matematika. This research was motivated by the fact that it is difficult to understand mathematics, especially the Pythagorean theorem. One of the causes of students finding it difficult to understand the Pythagorean theorem include misconceptions in describing the sides of a right triangle, teaching materials that are not in accordance with the characteristics and student learning environment, and the lack of student interest in learning. Therefore, teaching materials are needed that can make the Pythagorean theorem material understandable, interesting to learn and more meaningful for students. This study aims to (1) developing mathematics teaching materials through an ethnomathematical approach based on Banten culture on the topic of the Pythagorean theorem; (2) knowing the quality of mathematics teaching materials in terms of validity, feasibility, and effectiveness. The research model used is ADDIE model development research. Data were collected through observation, questionnaires, and interviews. Data analysis techniques include qualitative and quantitative analysis. Based on the results of data analysis in terms of the quality aspect of the validity of teaching materials by material experts and media experts, each average score was 0.925 and 0.889 with both categories “Very Valid.” The responses of students and teachers in the small group trial each obtained an average score of 0.895 and was 0.93 with the second category “Very Eligible.” In the large group trial, the responses of students and teachers each obtained an average value of 0.87 and 0.89 with both categories "Very Eligible.” The result of the effectiveness test of teaching materials had that the average value of final test the experimental class was more than the average value of final test the control class, using the right-hand t-test, which t_count>t_table with 3.67>1.67. It means that mathematics teaching materials on the Pythagorean theorem through an ethnomathematical approach based on Bantenese culture were effective for use in teaching learning mathematics