ETHNO-FLIPPED CLASSROOM MODEL: SEBUAH REKOMENDASI MODEL PEMBELAJARAN MATEMATIKA DI MASA NEW NORMAL

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong></p><p class="AfiliasiCxSpMiddle">Pembelajaran matematika jarak jauh berbasis teknologi dapat memberikan dampak positif maupun negatif baik pada siswa maupun guru. Faktor yang memberikan dampak negatif disebabkan oleh pelaksanaan pembelajaran yang tidak memperhatikan <em>personal factor</em> dan <em>personal behavior</em> baik siswa maupun guru. Faktor lainnya adalah pelaksanaan pembelajaran yang tidak menghadirkan pembelajaran yang dekat dengan kehidupan, tradisi dan budaya sekitar siswa, sehingga siswa merasa asing dengan konten masalah dan pembelajaran yang didesain berbasis teknologi. Tujuan penelitian ini adalah mengkaji secara kritis terkait dampak positif dan dampak negatif yang ditinjau dari <em>personal factor </em>dan <em>personal behavior</em> pada pelaksanaan pembelajaran matematika jarak jauh berbasis teknologi. Penelitian ini juga mengkaji apakah konteks <em>ethnomathematics</em> dapat diintegrasikan pada model <em>flipped classroom</em> dan direkomendasikan dalam pembelajaran matematika di era <em>New Normal.</em> Penelitian ini merupakan penelitian kualitatif dengan jenis investigasi literatur <em>review</em> dengan 5 tahapan, yaitu(1) menyusun pertanyaan <em>review</em>, (2) pengumpulan data literatur, (3) penilaian kritis pada data literatur, (4) ekstraksi data: sintesis dan tematik analisis, dan (5) presentasi temuan dan diskusi. Hasil penelitian memberikan kajian analisis terkait pentingnya <em>personal factor</em> dan <em>personal behavior</em> dalam melaksanakan pembelajaran matematika jarak jauh berbasis teknologi. Hasil penelitian juga memberikan rekomendasi terkait integrasi <em>ethomathematics</em> yang dilaksanakan dalam model pembelajaran berbasis teknologi, salah satunya adalah <em>flipped-classroom model</em>. Model <em>ethno-flipped classroom</em> direkomendasikam sebagai model pembelajaran matematika berbasis campuran yang menggunakan teknologi dalam proses pembelajaran, namun juga tetap menghadirkan pembelajaran matematika bermakna melalui integrasi budaya menggunakan konteks <em>ethnomathematics</em>. Penerapan model <em>ethno-flipped classroom</em> dapat dijadikan salah satu solusi dalam pelaksanaan pembelajaran matematika di masa <em>New Normal</em>.</p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Model <em>Ethno-Flipped Classroom, </em>Pembelajaran Berbasis Teknologi, <em>Personal Factor, Personal Behavior, New Normal</em></p><p> </p><p> </p><p> </p><p> </p><p class="AfiliasiCxSpFirst" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpMiddle"><em>Technology-based distance learning in Mathematics can give a positive or negative impact on both students and teachers. Factors contributing to negative impact are caused by the implementation of learning that does not pay attention to personal factors and personal behavior of both students and teachers. Other factors are such as the implementation of learning that does not relate to students' life, traditions, and culture in that the problem discussed in the content and the learning designed based on technology are unfamiliar to students. This study aims to critically examine the positive and negative impacts of technology-based distance learning in Mathematics in terms of personal factors and personal behavior. This study also examines whether the ethnomathematics context can be integrated into the flipped classroom model and can be recommended in teaching mathematics in the New Normal era. This is a qualitative study with literature review investigation that has 5 stages, namely (1) compiling review questions, (2) collecting literature data, (3) critical assessment of literature data, (4) data extraction: synthesis and thematic analysis, and (5) presentation of findings and discussion. The results of the study provide an analytical study related to the importance of personal factors and personal behavior in implementing technology-based distance learning in Mathematics. The results also provide recommendations regarding the integration of ethnomathematics in technology-based learning models, including the flipped-classroom model. The ethno-flipped classroom model is recommended as a mixed-based mathematics learning model that uses technology in the learning process but also provides meaningful mathematics learning through cultural integration using ethnomathematics context. The application of the ethno-flipped classroom model can be used as a solution in the implementation of mathematics learning in the New Normal.</em><em></em></p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p><em>Ethno-Flipped Classroom</em><em> Model</em><em>, </em><em>Technology Based Learning</em><em>, Personal Factor, Personal Behavior, New Normal</em></p>

MATEMATIKA DALAM FILSAFAT PENDIDIKAN

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong><strong></strong></p><p class="AfiliasiCxSpMiddle">Tujuan artikel ini adalah memberikan informasi mengenai pengertian filsafat matematika, pengertian filsafat pendidikan dan hubungan antara matematika dengan filsafat pendidikan. Jenis penelitian yang digunakan adalah penelitian deskriptif dan studi literatur (<em>library research</em>). Temuan dalam artikel ini adalah hubungan antara matematika dan filsafat pendidikan yang saling bersinergi satu sama lain. Kesamaan antara matematika dan filsafat adalah memiliki objek kajian yang sama yaitu begerak pada tingkat generalitas dan abstraksi yang tinggi, mempergunakan akal/ rasional dan tidak melakukan eksperimen, serta tidak memerlukan peralatan laboratorium. Namun, matematika dan filsafat juga memiliki perbedaan yaitu jenis metode dalam menelaah suatu kebenaran. Matematika menggunakan metode deduksi dimana kebenaran dari hasil penelaahannya harus dapat ditunjukan dengan serangkaian langkah pembuktian. Sedangkan filsafat menggunakan macam–macam metode rasional dimana proses pembuktian itu tidak harus terjadi tetapi harus berlangsung dengan alasan-alasan yang diperoleh dari penalaran serta dapat bersifat fleksibel.</p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Matematika, Filsafat, Pendidikan</p><p> </p><p class="Afiliasi"><strong><em>Abstract:</em></strong></p><pre><em>This study aims to inform the concept of philosophy in mathematics, the concept of philosophy in education, and the relationship between mathematics and the philosophy of education. This study follows a descriptive approach with a literature study (library research). The findings indicate the relationship between mathematics and educational philosophy that synergize with each other. The similarity between mathematics and philosophy is that they have the same object of study, namely dealing with a high level of generality and abstraction, using reason/rationality, not conducting experiments, not requiring laboratory equipment. However, mathematics and philosophy are also different in terms of the method in examining a truth. Mathematics uses deduction where the truth of the results of the study must be presented by steps of proving evidence. Meanwhile, philosophy uses various traditional methods where the process of proving evidence does not need to be presented, but it must take place with reasons derived from reasoning and can be flexible.</em><em></em></pre><pre><em> </em></pre><p class="Afiliasi" align="left"><strong><em>Keywords</em></strong><em>:</em></p><em>Mathematics, Philosophy, Education</em>

SISTEM PENDUKUNG KEPUTUSAN PENERIMAAN BEASISWA BIDIKMISI DI UINSA DENGAN MENGGUNAKAN ANALYTICAL HIERARCHY PROCESS (AHP)

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong></p><p class="AfiliasiCxSpMiddle"> Beasiswa merupakan pemberian bantuan biaya pendidikan kepada mahasiswa yang mampu dalam bidang akademik tetapi tidak dalam perekonomian. Namun masih sering terjadi kendala dalam pemrosesan seleksi pendaftar beasiswa, yaitu banyaknya kriteria yang harus diperhatikan dan banyaknya data pendaftar sehingga pengambilan keputusan menjadi relatif lebih sulit. Tujuan dari penelitian ini adalah memberikan alternatif dalam pengambilan keputusan penerima bantuan beasiswa untuk mahasiswa fakultas sains dan teknologi UINSA dengan menggunakan metode <em>Analytical Hierarchy Process (</em>AHP). Data yang diolah adalah data primer yang diperoleh dari angket. Data yang telah terkumpul selanjutnya dianalisis dengan matriks perbandingan berpasangan untuk menentukan nilai eigen dan vektor eigen. Hasil penelitian menunjukkan bahwa dari 39 pendaftar diperoleh 12 pendaftar yang menjadi prioritas dalam mendapatkan beasiswa Bidikmisi. Berturut-turut mahasiswa dengan kode Z1, Z2, Z5, Z7, Z10, Z19, Z20, Z21, Z23, Z29, Z32, Z35 dengan masing-masing bobot sebesar 0.34%, 0.27%, 0.27%, 0.28%, 0.36%, 0.33%, 0.29%, 0.31%, 0.34%, 0.29%, 0.27%, 0.35%.</p><p class="AfiliasiCxSpMiddle" align="left"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Vektor<em> </em>Eigen<em>, Analytical Hierarchy Process </em>(AHP)<em>, </em>Nilai<em> </em>Eigen</p><p> </p><p class="AfiliasiCxSpFirst" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpMiddle"><em>The scholarship is the provision of tuition assistance to students who are capable of academics but have difficulties economically. However, some obstacles are often found throughout the screening process of scholarship applicants, such as the number of criteria to fulfill and the number of registrant data that results in difficulties in making a decision</em><em>. </em><em>This study aims to provide an alternative in decision making on the screening process of scholarship applicants for students from the Faculty of Science and Technology at the Universitas Islam Negeri Sunan Ampel by using the Analytical Hierarchy Process (AHP)</em><em>. </em><em>The data processed are from the primary data obtained from questionnaires. The data obtained were analyzed by using a pairwise comparison matrix to determine the eigenvalues and eigenvectors. The results indicate that of 39 registrants, 12 of them became a priority in getting the Bidikmisi scholarship</em><em>. </em><em>Consecutively, students with codes</em><em> Z1, Z2, Z5, Z7, Z10, Z19, Z20, Z21, Z23, Z29, Z32, Z35 </em><em>have the score of</em><em> 0.34%, 0.27%, 0.27%, 0.28%, 0.36%, 0.33%, 0.29%, 0.31%, 0.34%, 0.29%, 0.27%, 0.35%.</em><em></em></p><p class="AfiliasiCxSpMiddle" align="left"><strong><em> </em></strong></p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><em>Eigenvector, Analytical Hierarchy Process</em> (AHP), <em>Eigenvalue</em>

EFEKTIVITAS PRISMA LEKER WAIZ TERHADAP HASIL BELAJAR MATEMATIKA SISWA

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong></p><p class="AfiliasiCxSpMiddle">Pembelajaran berbasis <em>online</em> memiliki kendala yaitu siswa mengalami kesulitan belajar secara mandiri, salah satunya menunjukkan hasil belajar matematika yang tergolong rendah. Berpandangan pada kondisi tersebut memunculkan ide bagaimana cara mengajar matematika yang mudah dipahami siswa. Tujuan penelitian ini untuk mengetahui efektivitas PRISMA LEKER WAIZ terhadap hasil belajar matematika siswa. Jenis penelitian ini merupakan penelitian asosiatif dengan pendekatan kuantitatif. Desain penelitian yang digunakan <em>one group pretest posttest design</em>. Teknik pengumpulan data yang digunakan berupa tes dan dokumentasi. Adapun teknik analisis data meliputi beberapa tahapan diantaranya yaitu: uji validitas, uji reliabilitas, uji normalitas dan uji . Hasil penelitian menunjukkan bahwa PRISMA LEKER WAIZ efektif terhadap hasil belajar matematika siswa. Dengan kata lain, PRISMA LEKER WAIZ dalam penelitian ini layak digunakan di masa pandemi karena media ini sudah dikembangkan sebelum penelitian, memiliki isi yang menarik (dilengkapi beragam bentuk latihan soal, kunci jawaban, desain menarik dan ringkasan materi), mudah diakses dalam pembelajaran <em>online</em> dan mudah dipahami siswa yaitu bisa mengerjakan soal matematika dengan baik menggunakan media ini.</p><p class="AfiliasiCxSpMiddle" align="left"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>PRISMA LEKER WAIZ, Hasil Belajar</p><p> </p><p class="AfiliasiCxSpFirst" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpMiddle"><em>Online-based learning has problems, namely students have difficulty learning independently, one of which shows low mathematics learning outcomes. Looking at these conditions led to the idea of how to teach mathematics that is easy for students to understand. The purpose of this study was to determine the effectiveness of PRISMA LEKER WAIZ on students' mathematics learning outcomes. This type of research is an associative research with a quantitative approach. The research design used was one group pretest posttest design. Data collection techniques used in the form of tests and documentation. The data analysis technique includes several stages including: validity test, reliability test, normality test and t test. The results showed that PRISMA LEKER WAIZ was effective on students' mathematics learning outcomes. In other words, PRISMA LEKER WAIZ in this study is suitable for use during the pandemic because this media was developed prior to the research, has interesting content (equipped with various forms of practice questions, answer keys, attractive designs and material summaries), is easily accessible in online learning and It is easy for students to understand, that is, they can do math problems well using this media.</em></p><p class="AfiliasiCxSpMiddle" align="left"><em> </em></p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p><em>PRISMA LEKER WAIZ</em><em>, Learning Outcomes</em></p>