APPLICATION OF JAROME BRUNER'S COGNITIVE THEORY TO THE MATHEMATICS LEARNING PROCESS WITH AN ETHNOMATHEMATICS APPROACH AS A STRATEGY TO IMPROVE MATHEMATICS LEARNING OUTCOMES IN GRADE 6 ELEMENTARY SCHOOL STUDENTS

Joko Godo Kadu; Ni Ketut Suarni; I Gede Margunayasa

doi:10.32806/jkpi.v6i1.1014

Authors

Joko Godo Kadu Universitas Pendidikan Ganesha
Ni Ketut Suarni Universitas Pendidikan Ganesha
I Gede Margunayasa Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.32806/jkpi.v6i1.1014

Keywords:

Ethnomathematics, Mathematics Learning, Grade 6 Elementary School Students

Abstract

The background of this research emerged from the awareness of challenges in understanding mathematical concepts of grade 6 elementary school students. Information was obtained that the lack of interest in student learning and monotonous teaching methods can be the main factors in low mathematics learning outcomes. Therefore, this study was conducted to explore the application of Jerome Bruner's Cognitive Theory with an ethnomathematical approach as an innovative effort in improving the effectiveness of mathematics learning at the elementary school level. This study aims to apply Jerome Bruner's Cognitive Theory in mathematics learning with an ethnomathematical approach as a strategy to improve mathematics learning outcomes in grade 6 elementary school students. Involving students as research subjects, this study used an experimental method with a pre-test and post-test control group design. Data was collected through observation, interviews, and math tests. Data analysis was performed using related t-tests. The results showed a significant improvement in students' understanding of mathematical concepts after the application of this approach, with average test scores increasing by 15%. The implications of these findings illustrate that the integration of Jerome Bruner's Cognitive Theory and ethnomathematics creates a more contextual and relevant learning environment, facilitating the process of students' construction of mathematical knowledge. The conclusion of this study confirms that the application of this approach can be an effective strategy in improving mathematics learning outcomes at the primary school level, making conceptual and practical contributions to the development of more innovative mathematics learning.

References

Abi, A.M. (2017) ‘Integrasi etnomatematika dalam kurikulum matematika sekolah’, JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), pp. 1–6. Available at: https://doi.org/10.26737/jpmi.v1i1.75.

Eka, R. (2014) ‘Aktualisasi Diri Pada Anak Jalanan Berprestasi (Studi Kasus Anak Jalanan Berprestasi di Rumah Singgah dan Rumah Cantik Borneo Madani, Samarinda)’, Psikoborneo: Jurnal Ilmiah Psikologi, 2(4). Available at: https://doi.org/10.30872/psikoborneo.v2i4.

Hatip, A. and Setiawan, W. (2021) ‘Teori kognitif bruner dalam pembelajaran matematika’, PHI: Jurnal Pendidikan Matematika, 5(2), pp. 87–97. Available at: https://doi.org/10.33087/phi.v5i2.141.

Huda, S.T. and Susdarwono, E.T. (2023) ‘HUBUNGAN ANTARA TEORI PERKEMBANGAN KOGNITIF PIAGET DAN TEORI BELAJAR BRUNER’, Jurnal Muassis Pendidikan Dasar, 2(1), pp. 54–66. Available at: https://doi.org/10.55732/jmpd.v2i1.58.

Irawan, A. and Kencanawaty, G. (2017) ‘Implementasi pembelajaran matematika realistik berbasis etnomatematika’, Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 1(2), pp. 74–81. Available at: https://www.e-journal.ivet.ac.id/index.php/matematika/article/view/483.

Khoiriyah, B.K. and Murni, M. (2021) ‘Peran Teori" Discovery Learning" Jerome Bruner Dalam Pembelajaran Pendidikan Agama Islam’, Thawalib: Jurnal Kependidikan Islam, 2(2), pp. 67–80. Available at: https://doi.org/10.54150/thawalib.v2i2.20.

Mailani, E. (2015) ‘Penerapan pembelajaran matematika yang menyenangkan’, Elementary School Journal PGSD FIP Unimed, 1(1). Available at: https://doi.org/10.24114/esjpgsd.v1i1.1286.

McComas, W.F. (2014) ‘Trends in International Mathematics and Science Study (TIMSS)’, The Language of Science Education, pp. 108–108. Available at: https://doi.org/10.1007/978-94-6209-497-0_97.

Miranda, C.A. and Muhamad Uyun (2023) ‘Impact Academic Pressure and Academic Ability Against Academic Cheating’, Psikoborneo: Jurnal Ilmiah Psikologi, 11(1). Available at: https://doi.org/10.30872/psikoborneo.v11i1.

Misnawati Misnawati (2016) ‘Hubungan Kecerdasan Emosi Dengan Kecanduan Game Online Pada Siswa-Siswi’, Psikoborneo: Jurnal Ilmiah Psikologi, 4(2). Available at: https://doi.org/10.30872/psikoborneo.v4i2.

Muhammad, N.I., Amran, M. and Dh, S. (2021) ‘Hubungan antara Efikasi Diri dengan Kemampuan Berpikir Kritis IPA Siswa’, Jurnal Pendidikan Dasar dan Menengah (Dikdasmen), 1(1), pp. 12–20. Available at: https://doi.org/10.31960/dikdasmen-v1i1-1060.

Nabila, N. (2021) ‘Konsep Pembelajaran Matematika SD Berdasarkan Teori Kognitif Jean Piaget’, JKPD (Jurnal Kajian Pendidikan Dasar), 6(1), pp. 69–79. Available at: https://doi.org/10.26618/jkpd.v6i1.3574.

Pratiwi, J.W. and Pujiastuti, H. (2020) ‘Eksplorasi etnomatematika pada permainan tradisional kelereng’, Jurnal Pendidikan Matematika Raflesia, 5(2), pp. 1–12. Available at: https://doi.org/10.33369/jpmr.v5i2.11405.

Purwanti, A.D. (2012) ‘Penerapan pendekatan kontekstual untuk meningkatkan minat belajar siswa pada pembelajaran IPA di sekolah dasa’, Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif, 16(2). Available at: https://doi.org/10.21831/jig cope.v16i2.3957.

Sarwoedi, S. et al. (2018) ‘Efektifitas etnomatematika dalam meningkatkan kemampuan pemahaman matematika siswa’, Jurnal Pendidikan Matematika Raflesia, 3(2), pp. 171–176. Available at: https://doi.org/10.33369/jpmr.v3i2.7521.

Sumarno, Y. and Paruntung, J.P. (2019) ‘Penerapan Strategi Pembelajaran Kontekstual Dalam Upaya Meningkatkan Minat Belajar Pak’, Edukasi: Jurnal Pendidikan Agama Kristen, 10(2), pp. 27–39. Available at: https://doi.org/10.47562/edk.v10i2.130.

Sundari, S. and Fauziati, E. (2021) ‘Implikasi Teori Belajar Bruner dalam Model Pembelajaran Kurikulum 2013’, Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), pp. 128–136. Available at: https://doi.org/10.36232/jurnalpendidikandasar.v3i2.1206.

Suparya, I.K., I Wayan Suastra and Putu Arnyana, I.B. (2022) ‘Rendahnya Literasi Sains: Faktor Penyebab Dan Alternatif Solusinya’, Jurnal Ilmiah Pendidikan Citra Bakti, 9(1), pp. 153–166. Available at: https://doi.org/10.38048/jipcb.v9i1.580.

Syarif, I. and Syaparuddin, S. (2017) ‘Implementasi Pembelajaran Berbasis Masalah Pada Hasil Belajar Siswa Mata Pelajaran Ips Kelas IV’, Edumaspul: Jurnal Pendidikan, 1(1), pp. 48–60. Available at: https://doi.org/10.33487/edumaspul.v1i1.40.

Wiradintana, R. (2018) ‘Revolusi Kognitif Melalui Penerapan Pembelajaran Teori Bruner dalam Menyempurnakan Pendekatan Perilaku (Behavioural Approach)’, Oikos: Jurnal Ekonomi dan Pendidikan Ekonomi, 2(1), pp. 47–51. Available at: https://doi.org/10.23969/oikos.v2i1.919.

Wulandri, D. and Batubara, M. (2023) ‘Validity Test of Happiness at Work Construct Adaptation in Employees in Indonesia’, Psikoborneo: Jurnal Ilmiah Psikologi, 11(1), pp. 65–71. Available at: https://doi.org/10.30872/psikoborneo.v11i1.