PENGEMBANGAN BAHAN AJAR BERBASIS ETNOMATEMATIKA BUDAYA LAMPUNG DENGAN PENDEKATAN CONCRETEPICTORIAL- ABSTRACT (CPA) PADA MATERI BANGUN DATAR UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN MINAT BELAJAR SISWA KELAS V SD/MI

Putri Sekar Sari, NIM.: 23204081037 (2025) PENGEMBANGAN BAHAN AJAR BERBASIS ETNOMATEMATIKA BUDAYA LAMPUNG DENGAN PENDEKATAN CONCRETEPICTORIAL- ABSTRACT (CPA) PADA MATERI BANGUN DATAR UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN MINAT BELAJAR SISWA KELAS V SD/MI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The low quality of mathematics education is a topic that is often discussed, as evidenced by the large number of studies examining low learning achievement, interest in learning, and problem-solving skills among students. Similar conditions are observed in the field, namely low problem-solving abilities and learning interest among students, influenced by the perception that mathematics is a difficult and uninteresting subject, difficulties in solving word problems, and learning that still relies heavily on textbooks and teacher explanations. The development of ethnomathematics-based instructional materials rooted in Lampung culture using the CPA approach is expected to address these issues. Research objectives: (1) to describe the product development procedure, (2) product feasibility, (3) product practicality, and (4) product effectiveness in improving students' problem-solving skills and interest in learning mathematics. This study adopted the ADDIE development model with the following stages: analyze, design, development, implementation, and evaluation. Furthermore, data collection techniques are divided into: (1) pre-development: observation, interviews, questionnaires, and documentation, (2) product development: expert validation, practitioner/teacher assessment, and student response, and (3) testing: tests, questionnaires, and documentation. Data analysis techniques are also divided into: (1) pre-development: descriptive analysis of preliminary study results, (2) product development: feasibility and practicality testing, and (3) testing: paired t-tests and N-Gain tests. The results of the study indicate that: (1) the product development procedure begins with needs analysis, creating a design or blueprint, realizing the blueprint into a product for validation and testing, followed by implementation, and finally evaluation, (2) the product's feasibility received an average score of 84.09% for subject matter experts, 83% for language experts, 86% for media experts, and 96.8% for cultural experts, all categorized as highly feasible. (3) The practicality results obtained an average score of 88.6% for practitioners/teachers and 91% for student responses, categorized as highly practical, and (4) the effectiveness of the product based on the results of the paired t-test on problem-solving ability and learning interest showed a value of 0.000 < 0.05, indicating a significant difference between the pre-test and post-test results, while the N-Gain test results obtained an average score of 0.649 or 64% for problem-solving ability and 0.562 or 56% for learning interest. This indicates that the effectiveness of using teaching materials in improving problem-solving ability and learning interest falls into the “moderate” or “sufficiently effective” category.

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