Sri Wulandari Danoebroto
@qitepinmath.org
Mathematics Education
SEAMEO QITEP in Mathematics
EDUCATION
Doctor's degree, Educational Science, Yogyakarta State University
Postgraduate, Mathematics Education, Yogyakarta State University
Undergraduate, Mathematics, Gadjah Mada University
RESEARCH INTERESTS
Ethnomathematics, computational thinking, Realistic Mathematics Education, STEM
FUTURE PROJECTS
Developing Ethnomathematics Workbook
Applications Invited
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
A Susanto and S W Danoebroto
IOP Publishing
Abstract AJarMat or “Ayo Belajar Matematika” was a movement program that involved teachers and parents in guiding children to learn mathematics at home. Especially during a pandemic, learning is done from home so its need parental support. This study aimed to determine parents’ role in assisting children to learn mathematics at home, obtain a STEM-based AJarMat activities design that can be supported by parents, and know the strengths and weaknesses of the design from the parent’s perspective. This research began with a survey on parental perceptions followed by a focus group discussion with two AJarMat ambassador teachers who had attended STEM training and two teacher trainer who had experienced in STEM and AJarMat. The participants of AJarMat from Jaten Public Elementary School were 26 parents of grade VI students. Data were collected using a Likert scale questionnaire 1 to 4, interview and document study then analyzed by descriptive statistics and qualitative analysis. The results showed that parents mainly act as motivators for children to learn mathematics at home. Furthermore, STEM-based AJarMat activities that parents can support include a project to make necklaces from seeds for integer learning and a cake-making project for learning fractions. On the other hand, the strengths of this design are using creative activities and using real objects as counting objects so that students find it easy to understand mathematics, are enjoy and not bored. Lastly, the weaknesses of this design are the difficulty in obtaining materials and the process of making requires special skills and patience.
S W Danoebroto, Suyata, and Jailani
IOP Publishing
Abstract This study was conducted to explain the teacher’s belief of school mathematics subjects in relation to their concepts of mathematical literacy based on local culture. The participants were three mathematics teachers at Junior High School in Java, Indonesia. They were chosen because they met the criteria, namely having at least five years teaching experience, having the awareness to conduct ethnomathematics studies, and teaching mathematics at school using local cultures minimum in one academic year. Research data were collected through interviews, observations during the teaching and learning process, and lesson plans. The data were then analysed using the interactive models of Miles and Huberman. The results of the study showed that mathematics was believed as a tool for solving problems in everyday life, which was related to human and cultural dimensions. The conception of teaching mathematical literacy based on local culture, as according to teacher perceptions, had not placed local culture as an evaluation tool for the development of mathematical literacy. This was because mathematical literacy was not yet believed to be a social construction developed based on mathematical ideas and practices in local culture.