MENGENAL ETHNOMATHEMATICS

Proses pembelajaran matematika yang dilakukan saat ini cenderung terlalu teoritis dan kurang kontekstual. Pembelajaranpun kurang bervariasi, sehingga mempengaruhi minat siswa untuk mempelajari matematika lebih lanjut. Pengajaran matematika di sekolah terlalu bersifat formal sehingga matematika yang ditemukan anak dalam kehidupan sehari-hari sangat berbeda dengan apa yang mereka temukan di sekolah. Oleh sebab itu, pembelajaran matematika sangat perlu memberikan muatan/menjembatani antara matematika dalam dunia sehari-hari yang berbasis pada budaya lokal dengan matematika sekolah.

Sebuah pendekatan yang dapat digunakan untuk menjelaskan realitas hubungan antara budaya lingkungan dan matematika saat mengajar adalah ethnomathematics. Ethnomathematics merupakan pengembangan perangkat pembelajaran berbasis budaya. Ethnomathematics termasuk dalam ranah inovasi atau pembaharuan, ranah reformasi, dan ranah research. Orang-orang yang peduli terhadap ethnomathematics adalah orang-orang yang peduli terhadap inovasi pendidikan, orang yang peduli terhadap research pendidikan, orang yang peduli terhadap pengembangan perangkat pembelajaran, sumber belajar, dan lain-lain. Gagasan ethnomathematics akan dapat memperkaya pengetahuan matematika yang telah ada. Oleh sebab itu, jika perkembangan ethnomathematics telah banyak dikaji maka bukan tidak mungkin matematika diajarkan secara bersahaja dengan mengambil budaya setempat. Pada hakekatnya matematika merupakan teknolohi simbolis yang tumbuh pada keterampilan atau aktivitas lingkungan yang bersifat budaya. Dengan demikian matematika seseorang dipengaruhi oleh latar belakangnya, karena yang mereka lakukan berdasarkan apa yang mereka lihat dan rasakan. Budaya akan mempengaruhi perilaku individu dan mempunyai peran yang besar pada perkembangan pemahaman individual, termasuk dalam pembelajaran matematika.

Dalam kegiatan pembelajaran matematika di sekolah, tujuan guru adalah membentuk skema baru. Pembentukan skema baru ini sebaiknya berawal dari skema yang telah ada pada diri siswa, sehingga skema baru akan lebih mudah diterima oleh siswa. Oleh sebab itu, tepat sekali jika dalam mengajarkan matematika formal atau matematika sekolah, guru sebaiknya memulai dengan matematika yang tidak formal yang diterapkan oleh anak di masyarakat. Jika pada diri anak terbentuk skema dengan baik tentang matematika yang dipakai dalam dunia sehari-hari, maka untuk menambah pengetahuan yang telah ada tersebut guru memperkuat skema yang telah ada atau membentuk skema baru berdasarkan skema yang telah ada.

Untuk melakukan pembelajaran berbasis budaya, seorang guru memerlukan unsur pendukung yang paling pokok yaitu perubahan mindset atau perubahan pola pikir. Perubahan pola pikir dapat berupa sederhana maupun rumit. Perubahan yang sederhana dimulai dari konvensional menuju inovatif. Pembelajaran konvensional dapat berupa metode ceramah, tunggal yang artinya sumber-sumber terbatas dan biasanya hanya mengandalkan spidol maupun kapur, kemudian berorientasi pada guru yang artinya siswa lebih banyak pasif dan inisiatif semua pada guru, kemudian paradigma yang digunakan adalah transfer of knowledge atau memberi pengetahuan.

Beberapa kendala dalam merubah tradisi menjadi inovatif adalah:

1.      Diri sendiri, karena diri sendiri merupakan produk dari budaya.

2.      Culture budayanya

3.      Sistem pendidikan, sistem pendidikan kita adalah terpusat dikendalikan oleh negara. Pendidikan sebagai ikon kebijakan pemerintah, sehingga pemerintah selalu ingin menampilkan keberhasilan melalui pendidikan. Padahal pendidikan mempunyai sifat antara lain adalah jangka panjang.

Seorang guru harus mampu menerjemahkan budaya apa saja, dimana saja, kapan saja, oleh siapa saja yang bisa digunakan untuk pengembangan pembelajaran matematika. Oleh karena itu, budaya yang digunakan dalam pembelajaran matematika sebaiknya disesuaikan dengan domisilinya masing-masing, sehingga siswa akan lebih mudah dalam menerjemahkan pembelajaran yang sedang dilaksanakan. Metode-metode yang menunjang ethnomathematics antara lain adalah realistic mathematics dan cooperatif learning. Sedangkan unsur dasar dari ethnomathematics adalah artefak. Artefak dalam ethnomathematics berupa benda-benda konkret. Selain itu juga ada yang bersifat gagasan ataupun ide. Artefak juga dapat berupa sastra. Artefak dapat berbeda-beda, sebagai contoh di Candi Borobudur artefaknya berupa batu-batu dan berupa sejarah. Di keraton artefaknya berupa sastra, tembang-tembang jawa, gendhing-gendhing jawa yang dicipta para raja dapat menjadi nilai sastra yang bisa digali seberapa jauh bermanfaat untuk pembelajaran matematika.

How to teach mathematics by Mr. Marsigit and Mr. lIham

Mr. Marsigit research : I’m here deliberately to introduce educational terminology. I want to plan about passing mathematics education, so I want to indicate that mathematics is about all and for all people. Wherever there are younger student, older student, very old people, and very young baby. I as explain mathematics last week to for younger student that intuition is very important. Last Friday, Saturday, Sunday, and Monday I from Jakarta to look my granddaughter, my granddaughter is two years and four month. I have a chance to experiment with my granddaughter about the concept of time that is briefly and old, so I try to understand with my granddaughter and different yet the concept of briefly and old. By chance I have a battery with three modes, one grade the battery will illuminate continually and then second grade will illuminate blinkingly but if I push for long time the battery will off. For first experience my granddaughter couldn’t turn off the battery, and then I give example how to turn off the battery by push for long time. Second time my granddaughter can able to do, but second time forget and can’t able to do again. So I think my granddaughter learning the concept about briefly and old, this is the concept for time is very difficult for my granddaughter, and then next she boring, but from this activity I can learn how to learn mathematics from the very young baby, to learn mathematics by doing experience and following adult activity and copying. Did you learn about the relationship between the distance, speed and the time? So I went to Jakarta by my own car, I and my second son alternately to drive the car, I departed from Yogyakarta Friday night at nine o’clock and up in Jakarta at nine o’clock in the morning, our trip is about 12 hours. The relationship between the distance and time is the farther away the longer the time, so my granddaughter was playing to learn the concept about time that is how long time to turn off the lamp, but it’s very difficult, so experience for my granddaughter will be very important, and also for student, so by having experience then emerge intuition. So that way mathematics needs to be learn for all people not only in university but also in secondary school. What kind of mathematics for very young learner?  For younger student how to learn number, for example for two years make a song, play something song, pictures, and then game.  So because you will be mathematics teacher and mathematics teacher not only for junior high school and senior high school but maybe for elementary school.

Mr. Ilham research : I will tell about the intuition, I think we all here good a really student have to learn from what they have already now, so I think of you agree also that it is impossible if you to learn something that isn’t have any connection with our life, and good idea to sure for what is student now what something what they already  have and then we learn related to what very young student could learn be good learning with game.

The keyword about the contextual learning is related and ready, so whatever you learn everything, anything, always the aspect of related and ready. Why should it be related? So you are ready.

Aspect of Mathematics and How to learn them

Today I’ll talk about aspect of mathematics and how to learn them, first I’ll tell you about aspect of mathematics. From time the time, since I was born, I have many experiences about the aspect of mathematics, so from dally life do the academic life here at university I can identify many aspect of mathematics, but this is different yet about the different of the aspect of mathematics for example the application of mathematics. Second I’ll tell about the concept of mathematics, probably it's better for us to think first about the concept then to implement, so I’m not sure since when did you remember and understand about one. it's example about one so no of you who are remember, since when and where you start to understand the number of one, similarly also the number of two, three, four, and zero. Similarly so and about the distance far and near, when did it when you are in the second grade school? Or when you are five year old?

Next, if you now understand and then you didn’t remember when you start to understand that we call intuition. Intuition is very important. Don't ignore about intuition, although now you are at the level university, but intuition is not dominated by only the children other people like me still doing activity with intuition. So in order to empower your intuition, so you need to have many experiences that are mathematics. The intuition emerge from experience, so in order to excel do better you have many experiences. As an adult people we should responsibility, learning is not obligation but as a need. If we go to campus assume it needs then you will feel happy. Key to success when you learn that in high spirits and good motivation, so that's the key we learn anything. We will be attach successful student if we understand the psychology of learning, the most important lies at the core to learn everything you need intuition, because intuition will make you are healthy. Whoever you in university here you will find different the concept of mathematics. So that’s way you are currently studying at the university use different approach, you are using different approach to understand axiomatic mathematics, first you read and understand the definition and then you must understand theorem , and then problem example. The preparation accounted for 90% of your success. You have to practice for preparation. The preparation ours and learning is our life.

HOW TO IMPROVE MY ENGLISH

In this globalization era, English language skill is so important. We should be able to have competence in English language especially as student. Surely, we need it so much. From that skill we could build communicate by other people from foreign countries.

We can improve our skill in English language. There are many methods and tips to practice it. Some person has different methods by the other persons. For me, the effective methods are reading and writing, listening and speaking, and hard working in practice.

First, we must reading in this step. We can reading a grammar books, articles, or newsletter in English language. When we do that, we could know about grammar, structures, and many information. After that we start to try to writing. We just get out the knowledge in our brain by writing. From doing writing it can increases our brain’s memory.

Second, we try to listening. There are many things that could be listened. Like a radio, music, movie, or speech from anyone with English language. And then we do speaking with good pronunciation. We will have better pronunciation by listening frequently.

The last, we just practice them and do with high determination. Always repeat those everyday and our English language skill will be better on the day to day.

HOW TO LEARN ENGLISH EFFICIENTLY

Our class in second semester the English lesson is supported by two lectures. They are Mr. Marsigit and his partner Mr. Ilham. Mr. Marsigit’s education background is S-1 mathematic education, S-2 mathematic education for primary school, primary education but concentration on mathematic education, S-3 concentration on philosophy of mathemetic education. And Mr. Ilham’s education background is S-1 mathematic background, S-2 mathematic education. On class meeting, Mr. Marsigit explain to the student about How to learn mathematic efficiently.

We have to do some approaches before we do the strategies. But we should to have a believe in ourselves. But first we should believe in ourselves. Because from this thing we can get information easily. The skill is not enough to learn English mathematic education. We have to be able to could do with both of mathematic skill an English skill. Mathematic skill will be improved by study hard with read theory or do the problem solving in question. Whereas we can improve our English skill by practice frequently and try to like it deeply. So we also need a determination to do that. Specifically in study the English language.

There are many assumptions to learn this one. The first assumption in about experiences that could help to build English language skill. The experiences are many kinds. Miscellaneous like writing skill, reading skill, speaking skill, and also listening skill. The second assumption is about understanding many thing. Because if we understand those thing, it means that we have got exact comprehensive of those. The third assumption explain that each people have same chance to learn thing, exactly in English language learning. They have same chance either.

In the study progress we should have a responsibility as student. We have to be active learner or active student. Not to be passive student. Because language is live and dynamic. So the component include that thing is would be live and dynamic too. This point meaning the student must be growing like the thing that we want to know. Process and activity are the main approaches to learn English language. These assumptions can help us to support learning English language. The last assumption is about copy or imitation other people the way they speak, reading, or writing English language. From now we know the important thing and the last step is how to communicate them.