KAJIAN PUSTAKA TENTANG INTEGRASI BUDAYA LOKAL DALAM PEMBELAJARAN MATEMATIKA SEKOLAH DASAR
DOI:
https://doi.org/10.24114/jtp.v19i1.77721Keywords:
etnomatematika, matematika SD, muatan lokal, kurikulum merdeka, numerasi, ethnomathematics, elementary mathematics, local content, merdeka curriculum, numeracyAbstract
Abstrak: Pendidikan matematika di Sekolah Dasar kerap dianggap abstrak, sehingga integrasi muatan lokal melalui etnomatematika hadir sebagai solusi untuk menjembatani konsep formal dengan budaya setempat. Melalui studi literatur terhadap sembilan artikel utama (2023-2024), kajian ini menelaah kedudukan muatan lokal dalam Kurikulum Merdeka, mengeksplorasi konsep matematika pada budaya, dan mengidentifikasi hambatan penerapannya. Terdapat tiga temuan utama, (1) Integrasi kearifan lokal relevan dengan Kurikulum Merdeka dan memperkaya pengalaman belajar kontekstual siswa. (2) Warisan budaya seperti batik Probolinggo dan alat tradisional Sunda memuat konsep geometri, transformasi, pengukuran, serta operasi bilangan yang mendukung peningkatan numerasi. (3) Pemetaan terhadap 80 artikel menunjukkan bahwa riset etnomatematika didominasi pendekatan kualitatif tanpa adanya penelitian tindakan kelas, ditambah lemahnya kualitas pedagogis bahan ajar buatan guru. Berpijak pada hal tersebut, artikel ini merekomendasikan alur desain pembelajaran berisi lima langkah strategis dan agenda riset lanjutan untuk menguji dampak empiris muatan lokal terhadap hasil belajar matematika siswa SD.
Kata Kunci: etnomatematika, matematika sd, muatan local, kurikulum Merdeka, numerasi
Abstract: Mathematics education in elementary schools is often considered abstract, thus the integration of local content through ethnomathematics emerges as a solution to bridge formal concepts with local culture. Through a literature review of nine main articles (2023-2024), this study examines the position of local content within the Kurikulum Merdeka (Emancipated Curriculum), explores mathematical concepts embedded in culture, and identifies barriers to its implementation. There are three main findings, (1) The integration of local wisdom aligns with the Kurikulum Merdeka and enriches students' contextual learning experiences. (2) Cultural heritage, such as Probolinggo batik and traditional Sundanese tools, contains concepts of geometry, transformation, measurement, and number operations that support numeracy enhancement. (3) A mapping of 80 articles reveals that ethnomathematics research is heavily dominated by qualitative approaches without any classroom action research, compounded by the weak pedagogical quality of teacher-developed teaching materials. Based on these findings, this article recommends a learning design flow consisting of five strategic steps and a future research agenda to examine the empirical impact of local content on the mathematics learning outcomes of elementary students.
Keywords: ethnomathematics, elementary mathematics, local content, merdeka curriculum, numeracy
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