View of Development of LKPD based on ethnomathematics of batik motifs typical of Magelang to increase understanding of the concept of geometric transformation

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DOI: 10.30738/union.v11i1.12527 © Author (s), 2023. Open Access

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Development of LKPD based on ethnomathematics of batik motifs typical of Magelang to increase understanding of the

concept of geometric transformation

Venanda Amanatun Septena, Megita Dwi Pamungkas*, Fadhilah Rahmawati Mathematics Education, Universitas Tidar, Jl. Kapten Suparman 39 Potrobangsan, Magelang Utara,

Jawa Tengah 56116, Indonesia

* Corresponding Author. Email: [email protected]

Received: 20 June 2022; Revised: 14 August 2022; Accepted: 14 January 2023

Abstract: The existence of a Student Worksheet (LKPD) is able to improve the ability to understand students' concepts. This research aims to develop LKPD based on ethnomathematics of batik motifs typical of Magelang in terms of the ability to understand concepts based on validity, practicality, and effectiveness in geometric transformation materials. The type of research used is research and development (R&D) with a 4D model, namely the defining stage, the design stage, the development stage, and the deployment stage. This study was conducted at SMP Negeri 1 Tegalrejo with a sample of 31 students in class IX B. The results showed that an LKPD based on ethnomathematics of batik motifs typical of Magelang was produced to increase understanding of the concept of geometric transformation that is valid or feasible in terms of the validity value of LKPD by material expert validators and teaching material expert validators, which is 86.31% with a very valid category. Judging from the practicality value of LKPD by the response of students, which is 89.61% with a very practical category. The results of the standard gain increased concept understanding ability were obtained by 5 low classification learners, 10 medium classification students, and 16 high classification students.

Increasing understanding of the concept of geometric transformation using LKPD based on ethnomathematics of batik motifs typical of Magelang in terms of the effectiveness value of the pretest and posttest results calculated using the standard gain formula <g> , which is 0.62 with a moderate category, so that LKPD is said to be effective.

Keywords: Ethnomathematics; Learner worksheet; Concept understanding

How to cite: Septena, V. A., Pamungkas, M. D. & Rahmawati, F. (2023). Development of LKPD based on ethnomathematics of batik motifs typical of Magelang to increase understanding of the concept of geometric transformation. Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 1-9.

https://doi.org/10.30738/union.v11i1.12527

INTRODUCTION

Education plays an important role in all countries, one of which is Indonesia. Education in Indonesia has national education standards regulated in Government Regulation Number 57 of 2021 concerning National Education Standards Article 3 which states that national education standards function as a basis for planning, implementing, and supervising education to realize quality national education. Planning, implementation, and supervision activities must be carried out by teachers by developing learning tools used during the learning process.

Learning tools can be in the form of syllabuses, Learning Implementation Plans (RPP) and teaching materials, Student Worksheets (LKPD), and learning media used during the learning process. According to Nieveen (1999), the development of quality learning tools must meet valid, practical, and effective criteria.

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According to Anwar (2018), mathematics is one of the subjects that occupies an important role in everyday life. Human daily life will not be separated from mathematics because it can be used to solve problems such as social, economic, and cultural problems. Mathematics learning is very much needed by students to support their learning success. The objectives of learning mathematics at the junior high school/MTs level in Indonesia are contained in the Minister of Education and Culture Number 22 of 2016. One of the objectives of learning mathematics is so that students can understand mathematical concepts, explain the relationship between concepts and apply concepts or logarithms, flexibly, accurately, efficiently, and precisely, in solving problems.

In the mathematics learning process, the ability to understand concepts is needed by students (Warmi, 2019). NCTM (Bartell, et al., 2013) states that conceptual understanding is a basic goal of mathematics learning. When students already understand mathematical concepts, students will easily solve problems in mathematics lessons. Students are said to understand concepts if they can define concepts, identify, and give examples or not examples of concepts, and understand mathematical ideas interrelated with each other so that an understanding is built (Kesumawati, 2008).

Based on the results of observations and interviews that have been conducted on October 18, 2021, November 10, 2021, November 20, 2021, December 28, 2021, and January 11, 2022, with a grade IX mathematics teacher at SMP Negeri 1 Tegalrejo. Information was obtained that the ability to understand the concept of geometric transformation of students in the school was still low. Judging from the daily test scores of geometric transformation indicators about the ability to understand concepts, one of which is class IX B, out of 31 students, only 5 students got a score above KKM while 27 students got a score below KKM with KKM 76 and obtained an average score of daily tests of students of 55.80 out of 100. So it can be said that the ability to understand the concepts of students is low.

Figure 1. Sample Learner Answers

Judging from the work of students in general, there are still many who have not mastered the concept of geometric transformation. In addition, based on the results of the interview, there is no ethnomathematics-based LKPD so that in the learning process it has not linked mathematics learning to cultural problems in real life.

The relationship between education, mathematics, and culture is called ethnomathematics.

Ethnomathematics (ethnomathematics) is a form of cultural-based learning in mathematics.

D'Ambrosio and Rosa (2017) states that ethnomathematics is analogous to a lens for viewing and understanding mathematics as a cultural result or cultural product. Ethnomathematics is an interesting mathematics learning so that students can understand more easily, and learning will be more meaningful for students if the learning stage is associated with real-life problems (Andriani & Septiani, 2020). The existence of ethnomathematics-based mathematics learning for teachers and students has more respect for the culture and can take on values that affect the formation of the nation's character which is currently being erased by the influence of modernization. Ethnomathematics gives rise to cultural wisdom that can motivate students in learning mathematics (Yohanes et al., 2019).

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Batik comes from the Javanese language, namely amba which means to write, and nitik which means dot (Kustiyah, 2017). Batik is a description of the variety of decorations on fabrics whose work techniques use wax or batik night as a color barrier which then the color dyeing process uses synthetic dyes and natural dyes (DS & Siddiqi, 2017). Magelang batik is a variety of batik decorations is the characteristic of Magelang. Some Magelang batik motifs can be used to introduce mathematical concepts such as the Borobudur Temple batik motif which can also be developed in learning with ethnomathematics. If you look carefully at the ornaments in the typical Batik motifs of Magelang, there is ethnomathematics in the form of the concept of geometric transformation. In addition to motifs, Magelang's signature batik also has the characteristic of using bright and bold colors, but still beautiful compositions. Magelang batik is also influenced by the development of batik from Yogyakarta, Solo, and Pekalongan which have been the center of batik in Central Java (Muslimah & Rusdjijati, 2018). In this study, we will develop batik motifs typical of Magelang as a medium for learning ethnomathematics.

Based on the existing background, the problem was taken, namely how the validity, practicality, and effectiveness of the development of LKPD based on ethnomathematics of batik motifs typical of Magelang to improve understanding of the concept of geometric transformation. The purpose of this research is to identify the validity, practicality, and effectiveness of the development of LKPD based on ethnomathematics of batik motifs typical of Magelang to improve understanding of the concept of geometric transformation.

METHOD

This type of research is research and development (Research and Development) with a 4D model, namely the defining stage (define), the design stage (design), the development stage (develop), and the dissemination stage (disseminate). This research was conducted at SMP Negeri 1 Tegalrejo with a sample of 31 students of class IX B. data collection techniques used in the study were observation, interviews, written tests, questionnaires, and documentation.

The data analysis technique carried out is the analysis of the validity of LKPD based on expert validation. The results obtained from the validity test are then interpreted according to the categories in Table 1.

Table 1. Interpretation of LKPD validity data Percentage (%) Validity Rate

81 − 100 Very Valid

61 − 80 Valid

41 − 60 Valid Enough

21 − 40 Invalid

0 − 20 Strongly Invalid Note. From Sugiyono (2018, p. 155)

Analysis of the practicality of LKPD based on a questionnaire of student responses. The results obtained from the practicality test are then interpreted according to the categories in Table 2.

Table 2. Interpretation of LKPD practicality data Percentage (%) Practicality Level

81 − 100 Very Practical

61 − 80 Practical

41 − 60 Pretty Practical

21 − 40 Impractical

0 − 20 Very impractical

Note. From Sugiyono (2018, h. 155)

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Analysis of mathematical test results is used to measure the ability to understand students' concepts through pretest and posttest questions. The pretest and posttest questions that are tested in advance are validity, reliability, difficulty level, and distinguishing power, are described as follows.

Validity

The classification of the validity of the question items can be seen in Table 3.

Table 3. Classification of validity of question items

Range Caption

0,80 − 1,00 High

0,60 − 0,80 Enough

0,40 − 0,60 Rather Low

0,20 − 0,40 Low

0,0 − 0,20 Very Low

Note. From Arikunto (2014, p. 319) Reliability

The classification of the reliability of the question items can be seen in Table 4.

Table 4. Classification of reliability of question items

Range Caption

0,81 − 1,00 High

0,61 − 0,80 Enough

0,41 − 0,60 Rather Low

0,21 − 0,40 Low

0,0 − 0,20 Very Low Note. From Arikunto (2014, p. 319) Difficulty Level

The indices used at this difficulty level can be seen in Table 5.

Table 5. Difficulty rate index

Range Caption

0,00 − 0,30 Difficult 0,31 − 0,70 Medium

0,71 − 1,00 Easy

Note. From Arikunto (2013, p. 225) Distinguishing Power

This classification of distinguishing forces can be seen in Table 6.

Table 6. Classification of distinguishing power

Range Caption

0,00 − 0,20 Bad

0,21 − 0,40 Enough

0,41 − 0,70 Good

0,71 − 1,00 Very Good Note. From Arikunto (2013, p. 232)

Effectiveness analysis based on improved learning outcomes between pretest and posttest was performed with the N-Gain Test. The results obtained from the effectiveness test are then interpreted according to the categories in Table 7.

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Table 7. N-Gain interpretation N-gain Normalized Interpretation

−1,00 ≤ g ≤ 0,00 Decrease

G = 0,00 Fixed

0,00 < g < 0,30 Low 0,30 < g < 0,70 Medium

0,70 ≤ g ≤ 1,00 High

Note. From Hake (1998, p. 65)

RESULTS AND DISCUSSION

The LKPD development process based on ethnomathematics batik motifs typical of Magelang uses a 4D model, namely the defining stage (define), the design stage (design), the development stage (develop), and the dissemination stage (disseminate). The results of the analysis at each stage are as follows.

Defining Stage (Define) Front End Analysis

The Front-End analysis carried out was to make observations at SMP Negeri 1 Tegalrejo.

Based on the results of observations and interviews, information was obtained that the school uses the 2013 curriculum. The teaching material used is the 9^th-grade math package book of the 2013 curriculum. The methods used during the learning process include lectures, questions and answers, and discussion methods.

Learner Analysis

The use of LKPD based on ethnomathematics of Magelang batik motifs is intended for students at junior high school class IX. The academic ability level of students in class IX B has an average score equivalent to other classes, but the students' concept comprehension ability is still low.

Task Analysis

The material used for this study is geometry transformation with sub-chapters of translation, reflection, rotation, and dilatation.

Concept Analysis

The order of presentation starts from the first sub-chapter, namely translation, reflection, rotation, and dilatation. The material of reflection is considered quite difficult because of the many types of reflection.

Formulation of Learning Objectives

The learning objectives formulated by the researcher are expected to be fulfilled through geometric transformation material, namely, students can understand, determine shadow coordinates, and describe the shadow coordinates of geometric transformations (reflection, translation, rotation, and dilatation) assisted by LKPD based on ethnomathematics of magelang batik motifs.

Design Stage

Instrument Preparation

The preparation of standardized test instruments is prepared based on the specification of learning objectives and analysis of students. Furthermore, a grid of concept comprehension ability test instruments is compiled as attached to the appendix.

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Media Selection

The selection of media is adjusted to the research objectives, namely developing LKPD based on ethnomathematics of Magelang batik motifs.

Format Selection

Researchers choose a format that appeals to learners. The choice of colors, shapes, and sizes of LKPD writing is made as attractive as possible.

Preliminary Design

At this stage of the production process, the focus is on creating two main products: Learner Worksheets (LKPD) and Data Collection Instruments. The LKPD is divided into four sub- chapters, each containing various learning activities such as observation, questioning, reasoning, and concluding. Additionally, it includes sample questions, practice exercises, and summaries to aid in understanding.

The Data Collection Instruments consist of four components: Validation Sheets, Response Questionnaires, Pretest and Posttest Questions, and an Observation Sheet on the Implementation of Learning. The Validation Sheets are used to evaluate the LKPD and are completed by both material and teaching experts. The Response Questionnaire is a survey for students to provide feedback on their learning experience. The Pretest and Posttest Questions assess students' understanding of mathematical concepts and their progress in ethnomathematics-based learning. Finally, the Observation Sheet on the Implementation of Learning is used to track the achievement of learning steps and is filled out by observers. These products are critical to ensure a successful implementation of the ethnomathematics-based learning approach.

Development Stage (Develop) Review of Supervisors

The LKPD review is carried out by supervisor 1 and supervisor 2 to be given input. Then the LKPD is revised, and the revised results will be validated by material expert validators and teaching material expert validators.

Validation of Material Experts and Teaching Materials Experts

The material expert validators who have validated the LKPD based on ethnomathematics of batik motifs typical of Magelang are lecturers of the Tidar University mathematics education study program whose validation was carried out on May 10, 2022, and 2 mathematics teachers at SMP Negeri 1 Tegalrejo which was carried out on April 27, 2022. Meanwhile, the validators of teaching materials experts who validate LKPD based on ethnomathematics of Batik motifs typical of Magelang are lecturers of the Tidar University Science education study program whose validation was carried out on April 26, 2022, a mathematics teacher at SMP Negeri 1 Tegalrejo, and a cultural arts teacher at SMP Negeri 1 Tegalrejo whose validation was carried out on April 27, 2022.

Product Revision

Product revisions are carried out after the LKPD is assessed for feasibility and validated by validators before trials are carried out. The following is presented in Table 8 of the revised LKPD.

Development Trials

The analysis of the LKPD involves several aspects, including validity, practicality, and effectiveness. The validation analysis was conducted by three material experts and three teaching material experts, resulting in an average validation score of 86.31%, categorized as very valid. The practicality analysis was based on feedback from students, resulting in an

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average practicality score of 89.61%, categorized as very practical. These results indicate that the LKPD, based on the ethnomathematics of typical batik motifs in Magelang, is a valid and practical tool for learning.

Table 8. Revised LKPD

Before Revised After Revised

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The effectiveness analysis of the LKPD involves two main components. Firstly, the observation of the learning implementation was recorded in the "Yes" and "No" columns, with one mark given for each observed aspect. Secondly, the concept comprehension ability test was conducted to evaluate students' understanding of mathematical concepts. Before administering the pretest questions, they were analyzed for validity, reliability, difficulty, and differentiating power. The results of the pretest analysis are briefly presented in Table 9. These analyses are critical to ensure that the LKPD is an effective tool for students to improve their understanding of mathematical concepts and their ability to apply them to real-world situations.

Table 9. Pretest Question Analysis Results

Validity Test Reliability Test Difficulty Test Differentiating Power Test

No 𝑟𝑥𝑦 Category 𝑟11 Category D Category DP Category 1 0,63 Enough

0,62 Enough

0,58 Medium 0,44 Good

2 0,66 Enough 0,50 Medium 0,21 Enough

5 0,68 Enough 0,81 Easy 0,31 Enough

Similar to the pretest questions, the posttest questions were also analyzed for validity, reliability, difficulty, and differentiating power before being administered to students. The analysis results of the posttest questions are briefly presented in Table 10. This analysis is essential to ensure that the posttest questions are reliable and effective in measuring students' progress and understanding of the mathematical concepts covered in the LKPD. The results of the posttest analysis will provide insights into the effectiveness of the LKPD and the overall success of the ethnomathematics-based learning approach.

Table 10. Posttest Question Analysis Results

Validity Test Reliability Test Difficulty Test Differentiating Power Test

No 𝑟_𝑥𝑦 Category 𝑟₁₁ Category D Category DP Category 1 0,66 Enough

0,76 Enough

0,79 Easy 0,20 Enough

2 0,60 Enough 0,78 Easy 0,24 Enough

3 0,82 High 0,67 Medium 0,40 Good

4 0,85 High 0,66 Medium 0,20 Enough

The analysis results of the LKPD's effectiveness in improving students' ability to understand mathematical concepts are based on the data from pretest and posttest scores, which are then calculated using standard gain. Specifically, the analysis focuses on the improvement of understanding of the concept of geometric transformation among the students. The results indicate that out of the total number of students, there were 5 low classification learners, 10 medium classification students, and 16 high classification students who obtained an average n-gain of 0.62, which is categorized as medium. These results demonstrate the LKPD's effectiveness in improving students' understanding of mathematical concepts and suggest that the ethnomathematics-based learning approach could be a valuable tool for enhancing students' learning outcomes in mathematics.

Disseminate Stage

The deployment stage is the last stage in this study, namely disseminating the products studied or that have been developed. The purpose of this stage is to disseminate research

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products, namely LKPD based on ethnomathematics of Batik motifs typical of Magelang which have been developed in learning on a wider scale. The implementation of the product was disseminated by providing finished products in the form of LKPD based on ethnomathematics of Magelang batik motifs to 4 mathematics teachers at SMP Negeri 1 Tegalrejo.

CONCLUSION

Based on the results of research, analysis, and discussion, the conclusion can be produced LKPD based on ethnomathematics of batik motifs typical of Magelang to increase understanding of the concept of valid geometric transformation in terms of the validity value of LKPD by material expert validators and teaching material expert validators, which is 86.31%

with a very valid category, practical in terms of practicality values by student responses, which is 89.61% with very practical categories, and in terms of the effectiveness value of the pretest and posttest results calculated using the standard gain formula <g> , which is 0.62 with a moderate category, so that the LKPD is said to be effective. So that LKPD based on ethnomathematics of Batik motifs typical of Magelang can be used for learning mathematics material for geometric transformations.

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