Perspektif Guru Matematika terhadap Pembelajaran Berbasis Etnomatematika dalam Keragaman Kemampuan Pemahaman Matematis Siswa

Authors

Muhammad Syafarudin Akmali Universitas Muhammadiyah Cirebon
Arwanto Arwanto Universitas Muhammadiyah Cirebon
Putik Rustika Universitas Muhammadiyah Cirebon

DOI:

Keywords:

Teachers' Perspective, Ethnomathematics, Mathematical Understanding, Diversity of Students' Abilities

Abstract

This study aims to describe the perspectives of Grade IX mathematics teachers on ethnomathematics-based mathematics learning amid the diversity of students' mathematical understanding abilities, teachers' considerations in its implementation, and the perceived benefits and obstacles. This study employed a qualitative approach with a descriptive research design, conducted at SMP Unggulan Bina Insan Mulia, Cirebon Regency, involving two Grade IX mathematics teachers as the main informants and one Grade IX student as a supporting informant. Data were collected through semi-structured interviews, non-participant observation, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification. The results showed that both teachers perceived Grade IX students' mathematical understanding abilities as diverse, reflected in differences in the speed of grasping concepts, the frequency of asking questions, and the need for guidance. Both teachers held a positive yet realistic perspective on ethnomathematics-based learning, considering it helpful in presenting mathematical concepts more concretely, particularly for students with moderate to low ability, although its implementation remained uneven and constrained by limited time, references, the suitability of abstract material, and minimal school support. In addressing the diversity of students' abilities, teachers primarily relied on remedial instruction, individual assistance, and peer tutoring. Thus, teachers' perspectives on ethnomathematics-based learning tend to be positive, but its implementation requires adjustment to the characteristics of the material, students' conditions, and institutional support.

Keywords: Teachers' Perspective, Ethnomathematics, Mathematical Understanding, Diversity of Students' Abilities

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