Electronic Theses and Dissertation

Pembelajaran matematika membutuhkan interaksi yang baik antara guru dengan siswa maupun antara siswa dan siswa. interaksi tersebut merupakan norma-norma atau ketentuan yang diciptakan sendiri oleh guru dan siswa di lingkungannya. norma yang berkaitan erat dengan suatu tradisi dalam prosedur pemecahan masalah matematika disebut sosiomathematical-norms. sosiomathematical-norms erat kaitannya dengan pastisipasi siswa dalam diskusi yang dapat diterapkan melalui pendekatan rme dengan konteks etnomatematika berbantuan teknologi. penelitian ini bertujuan untuk menganalisis pelaksanaan sociomathematical-norms melalui pendekatan realistic mathematics education berbasis etnomatematika berbantuan teknologi serta upaya guru dalam pelaksanaanya. penelitian ini merupakan studi kasus terhadap siswa kelas viii smp negeri 18 banda aceh dan 2 mahasiswa yang masing-masing mengajar kelas yang berbeda. subjek penelitian ini adalah mahasiswa calon guru yang mengajar matematika di kelas tersebut. data dalam penelitian diperoleh dari cuplikan percakapan guru dan siswa selama pembelajaran dan cuplikan wawancara peneliti dengan subjek. instrumen yang digunakan berupa tabel instrumen observasi sosiomathematical-norms serta pedoman wawancara semi terstruktur. data dikumpulkan melalui rekaman video, rekaman audio, dan catatan lapangan. data dianalisis menurut tahapan analisis data kualitatif. hasil penelitian menunjukkan seluruh aspek sosiomathematical-norms umumnya dapat terlaksana dengan baik selama pembelajaran matematika, terutama di kelas yang pertama, di mana seluruh aspek norma terlaksana yaitu non-ambiguity norm (nan), mathematical differentiation norm (mdn), validation norm (vn) relevance norm (rn), third person comprehension norm (tpcn) dan mathematical justification norm (mjn). selanjutnya di kelas kedua, empat dari enam norma terlaksana yaitu adalah non-ambiguity norm (nan), mathematical justification norm (mjn), validation norm (vn) relevance norm (rn), dan third person comprehension norm (tpcn). terlaksananya sociomathematical-norms selama pembelajaran tidak terlepas dari upaya-upaya yang dilakukan oleh guru yang mengajar di dalam kelas diantaranya merancangan perangkat pembelajaran berupa lembar kerja peserta didik disusun dengan memprediksi kemungkinan interkasi yang terjadi di kelas agar sociomathematical-norms dapat terlaksan dan memancing interaksi dengan memberikan pertanyaan atau menunjuk peserta didik secara acak agar pembelajaran dapat berlangsung secara aktif.

Learning mathematics requires good interaction between teachers and students as well as between students and students. These interactions are norms or conditions that are created by teachers and students themselves in their environment. Norms that are closely related to a tradition in mathematical problem solving procedures are called sociomathematical-norms. Sociomathematical-norms are closely related to student participation in discussions which can be applied through the RME approach with a technology-assisted ethnomathematics context. This research aims to analyze the implementation of sociomathematical-norms through the realistic mathematics education approach based on technology-assisted ethnomathematics and teacher efforts in its implementation. This research is a case study of class VIII students of SMP Negeri 18 Banda Aceh and 2 students who each teach a different class. The subjects of this research are student teachers who teach mathematics in the class. Data in the study were obtained from snippets of teacher and student conversations during learning and snippets of researcher interviews with subjects. The instruments used were sociomathematical-norms observation instrument table and semi-structured interview guidelines. Data were collected through video recordings, audio recordings, and field notes. The data were analyzed according to the stages of qualitative data analysis. The results showed that all aspects of sociomathematical norms were generally well implemented during mathematics learning, especially in the first class, where all aspects of norms were implemented, namely non-ambiguity norm (NAN), mathematical differentiation norm (MDN), validation norm (VN) relevance norm (RN), third person comprehension norm (TPCN) and mathematical justification norm (MJN). Furthermore, in the second class, four out of six norms were implemented, namely non-ambiguity norm (NAN), mathematical justification norm (MJN), validation norm (VN) relevance norm (RN), and third person comprehension norm (TPCN). The implementation of sociomathematical-norms during learning is inseparable from the efforts made by teachers who teach in the classroom including designing learning tools in the form of student worksheets prepared by predicting the possibility of interaction that occurs in the classroom so that sociomathematical-norms can be implemented and provoke interaction by asking questions or pointing to students randomly so that learning can take place actively.