THE IMPLEMENTATION OF HUMANISTIC MATHEMATICS LECTURE IN THE STUDENTS OF 3T (FRONTIER, REMOTE AND BACKWARD) CLASS

Andri Anugrahana

doi:10.33578/jpfkip.v9i1.7892

Authors

Andri Anugrahana PGSD FKIP, Universitas Sanata Dharma Yogyakarta, Indonesia Author

DOI:

https://doi.org/10.33578/jpfkip.v9i1.7892

Keywords:

mathematics, humanistic, 3T (frontier, remote, and backward)

Abstract

This research is a qualitative descriptive study that reveals the implementation of humanistic mathematics lectures to the students from the Frontier (Terdepan), Remote (Terpencil) and Backward (Tertinggal) Areas (3T). The data were analyzed with qualitative data analysis techniques. This study aims to describe a model of humanistic mathematics lecture, explain the humanistic mathematics lectures, and explain the role of lecturers in humanistic mathematics lectures. The research subjects were students from the 3T area. 3T students are students from the most outermost regions in the territory of Indonesia. Mappi, Manokwari-Sorong, Timika, Asmat, and Mentawari Regencies. The results of the study stated that the humanistic mathematics learning model was using the PMRI approach. Steps of humanistic mathematics lectures: (1) introduction of the lectures, (2) understanding the material in groups, (3) groups interaction, (4) sharing opinions, (5) using the context in accordance with 3T students, (6) the freedom in searching for information, (7) students construct their own knowledge, (8) creating SANI : polite (santun), open (terbuka) and communicative (komunikatif) in lecturing, and (9) students were facilitated by positive, cooperative and open activities. The role of lecturers in humanistic mathematics lectures was as a facilitator and mediator.

References

Anggraini, M. S. A., Ismaniati, C., & Mustadi, A. (2019). Peningkatan pemahaman konsep dasar IPS mahasiswa PGSD melalui model cooperative tipe GI. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 6(1), 42–57.

Hendriana, H. (2014). Membangun kepercayaan diri siswa melalui pembelajaran matematika humanis. Jurnal Pengajaran MIPA, 19(1), 52–60.

Marpaung, Y., & Julie, H. (2011). PMRI dan PISA: Suatu usaha peningkatan mutu pendidikan matematika di Indonesia. Widya Dharma.

Riyanton, M. (2015). Pendidikan humanisme dan implementasinya dalam pembelajaran Bahasa Indonesia. Jurnal Ilmiah Lingua Idea, 6(1).

Ningsih, R. P., Syahrilfuddin, S., & Lazim, L. (n.d.). Penerapan teori Jerome Bruner untuk meningkatkan hasil belajar matematika siswa kelas IV B SD Negeri 158 Pekanbaru. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 9(1).

Prabowo, A., & Sidi, P. (2010, November). Memahat karakter melalui pembelajaran matematika. In D. Sunendar et al. Teacher Education in Developing National Characters and Cultures: Proceedings of the 4th International Conference on Teacher Education. Universitas Pendidikan Indonesia & Universiti Pendidikan Sultan Idris.

Sofyan, N. S. (2020). Pengembangan model pembelajaran kooperatif berbasis akhlak dalam penerapan Kurikulum 2013 di SDN Kota Dumai. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 9(1).

Sukmadinata, N. S. (2009). Metode penelitian pendidikan. PT Remaja Rosdakarya.

Syifaâ, R. (2008). Psikologi humanistik dan aplikasinya dalam pendidikan. El Tarbawi, 1(1), 99–114.

Ta’rifin, A. (2009). Membangun interaksi humanistik dalam proses pembelajaran. Forum Tarbiyah, 7(1), 99–114. Fakultas Tarbiyah IAIN Pekalongan.

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional Bab II Pasal 3. (2003). Diunduh 23 Maret 2020 dari https://kelembagaan.ristekdikti.go.id/wcontent/uploads/2016/08/UU_no_20_th_2003.pdf

Wahyudin, Y. (2009). Teori belajar humanistik Carl Ransom Rogers dan implikasinya terhadap metode pembelajaran Pendidikan Agama Islam.