Matematika Nusantara: Pengajaran Matematika Berbasis Budaya Indonesia
Abstract
Berbagai model pengajaran masuk ke Indonesia dengan berbagai karakteristik yang belum tentu cocok dengan kondisi Indonesia. Ketidakcocokan tersebut dapat ditinjau dari berbagai faktor, mulai dari latar belakang siswa, budaya, kondisi geografis, guru, kurikulum dan sebagainya ketika dibandingkan dengan negara asalnya, yakni Belanda dengan Realistic Mathematics Education (RME) dan Amerika untuk Contextual Teaching and Laerning (CTL). Indonesia dengan segala keberagamannya termasuk kekayaan budayanya merupkan potensi yang tak ternilai untuk dieksplorasi menjadi sumber pengajaran matematika dengan penciri yang khas. Artikel ini memberikan gambaran awal dalam menciptakan suatu model pembelajaran matematika berbasis budaya yang ada di nusantara dengan nama Matematika Nusantara. Uji coba model ini telah dilaksanakan pada pelatihan untuk guru-guru matematika di kabupaten Serang-Banten. Respon yang positif dan optimis dari peserta menjadikan model Matematika Nusantara mantap dapat diimplementasikan di Indonesia dengan fleksibilitas yang tinggi sesuai dengan karakteristik budaya di masing-masing daerah.
Kata kunci: matematika nusantara; matematika berbasis budaya
ABSTRACT
Various learning models came to Indonesia with various characteristics that may not necessarily match with the conditions of Indonesia. That incompatibility can be observed from many factors, such as student background, culture, geographical conditions, teachers, curriculum, and so on, when they are compared to their origin country, Netherlands for the Realistic Mathematics Education (RME) and America for the Contextual Teaching and Learning (CTL). Indonesia with all its cultural diversity is the most valuable potential to be explored as an unique mathematical learning material. This article provides the first description in creating an Indonesian cultural-based mathematics learning model named Matematika Nusantara. This model has been tested and implemented in mathematics teacher training in Kabupaten Serang, Banten. The positive and optimistic response from the participants shows that Matematika Nusantara model can be steady implemented in Indonesia with high flexibility for any curtural characteristics in each region.
Keywords: matematika nusantara, curtural-based mathematics
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