Integration of Geometric Motifs from Sumba Ikat Woven Fabricin Didactic Designs for Flat Shape Learning in Elementary Schools

Nabila Muna Mufidah; Risnawati; M. Fikri Hamdani

doi:10.58737/jpled.v6i1.999

Authors

Nabila Muna Mufidah Universitas Islam Negeri Sultan Syarif Kasim Riau
Risnawati Universitas Islam Negeri Sultan Syarif Kasim Riau
M. Fikri Hamdani Universitas Islam Negeri Sultan Syarif Kasim Riau

DOI:

https://doi.org/10.58737/jpled.v6i1.999

Keywords:

Didactic Design, Geometry, Sumba Ikat Weaving, Contextual Mathematics, Elementary School

Abstract

Understanding flat shapes remains a challenge for elementary school students, mainly due to the abstract and contextual nature of the material presented. This study aims to develop and evaluate a didactic design for teaching flat shapes by integrating Sumba ikat woven fabric geometric motifs as a contextual medium. The method used was Didactical Design Research (DDR) with stages of design, limited testing, and revision. The research was conducted at SDIT Fadhilah Pekanbaru, involving 30 fourth-grade students as respondents. The instruments used included concept comprehension tests, student worksheets with woven motifs, observations, and semi-structured interviews. The pre-test results showed that around 65% of students had misconceptions about basic geometric shapes. After the intervention, the post-test scores increased by an average of 20%. In addition, interviews showed that the woven motifs made it easier for students to recognize flat shapes that were previously difficult to distinguish. This study concludes that the integration of Sumba ikat weaving geometric motifs into didactic design not only improves cognitive understanding but also encourages affective engagement and appreciation of local culture. This model is relevant to be applied in the context of the Merdeka Curriculum, which emphasizes context-based learning and cultural values.

Downloads

Download data is not yet available.

References

Chen, C., Lin, J., & Lee, Y. (2019). The effect of integrating cultural patterns into mathematics teaching

on students’ conceptual understanding. International Journal of Science and Mathematics Education, 17(2), 305–323. https://doi.org/10.1007/s10763-018-9871-0

D’Ambrosio, U. (2001). Ethnomathematics: Link between traditions and modernity. Rotterdam: Sense Publishers.

Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods (4th ed.). Routledge.

Fauzi, A. (2018). Validitas instrumen dalam penelitian pendidikan. Jurnal Penelitian dan Evaluasi Pendidikan, 22(1), 17–28.

Gotz, J. (2020). Visual-spatial challenges in primary geometry learning: Evidence from cross-national studies. Journal of Mathematics Education, 11(3), 112–128.

Gravemeijer, K., & Cobb, P. (2006). Design research from the learning design perspective. In J. Van den Akker et al. (Eds.), Educational design research (pp. 17–51). London: Routledge.

McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). New York: Routledge.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.

Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center.

Nguyen, P. T., & Hoang, D. T. (2020). Culturally responsive mathematics: Case of integrating ethnic patterns in geometry. International Journal of Science and Mathematics Education, 18(1), 45–63. https://doi.org/10.1007/s10763-019-10021-7

Purnomo, Y. W., & Anismi, R. (2010). Format perumusan tujuan penelitian dalam studi pengembangan. Jurnal Ilmu Pendidikan, 17(1), 1–10.

Saragih, S., & Habeahan, W. (2014). The development of learning devices based realistic mathematics education to improve students’ mathematical problem solving ability and metacognition. International Journal of Education and Research, 2(6), 595–610.

Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.

Suryadi, D. (2013). Rekonstruksi pendidikan matematika berbasis budaya. Jurnal Pendidikan Matematika, 7(1), 1–11.

Susanti, I., & Waluya, S. B. (2021). Pembelajaran matematika berbasis etnomatematika untuk meningkatkan motivasi dan prestasi belajar. Jurnal Pendidikan Matematika Indonesia, 6(2), 45–56.

Tall, D. (2013). How humans learn to think mathematically: Exploring the three worlds of mathematics. Cambridge: Cambridge University Press.

Tang, C. M., & Miller, J. R. (2018). Culturally relevant mathematics and student identity development. International Journal of Multicultural Education, 20(2), 58–73.

Utami, N. W., & Wulandari, N. P. (2022). Integrasi media lokal dalam pembelajaran matematika untuk meningkatkan keterlibatan siswa. Jurnal Pendidikan Dasar Nusantara, 8(1), 27–35.

Widodo, S. A. (2018). Misconception dalam pembelajaran geometri dan upaya penanganannya. Jurnal Ilmiah Pendidikan Matematika, 5(1), 67–75.

Widodo, S. A., & Jatmiko, B. (2015). Kesalahan konseptual siswa dalam mengidentifikasi bangun datar. Jurnal Pendidikan Matematika, 3(2), 45–52.