Integrasi stem dan etnomatematika dalam desain Rumah Kaki Seribu
STEM and ethnomathematics integration in the design of Rumah Kaki Seribu
DOI:
https://doi.org/10.46549/igkojei.v6i3.572Keywords:
STEM, Geometry, Ethnomathematics, Rumah kaki seribu, Local culture, Geometri, Etnomatematika, Budaya lokalAbstract
ABSTRACT
This community service program aimed to improve students’ understanding of geometry concepts by integrating STEM principles with local wisdom in West Papua, particularly through the traditional structure Rumah Kaki Seribu. The activity was conducted in Class VIII-E at SMP Negeri 01 Manokwari using a contextual ethnomathematics-based approach. Learning materials were delivered through interactive lectures, video presentations, model explorations, and group tasks using student worksheets. The results showed that students were able to accurately identify geometric elements in the traditional house structure. Student engagement significantly increased, as evidenced by active participation in discussions and task accuracy. This approach also fostered critical thinking and appreciation of local culture. The main limitation was the short duration of the program. Continuous mentoring through thematic activities and broader school involvement is recommended. This model can be replicated for teaching other mathematical topics in culturally rich regions.
Keywords: Geometry; STEM; Ethnomathematics; Rumah kaki seribu; Local culture
ABSTRAK
Kegiatan pengabdian ini bertujuan meningkatkan pemahaman peserta didik terhadap konsep geometri melalui integrasi prinsip STEM dan kearifan lokal Papua Barat, khususnya struktur Rumah Kaki Seribu. Kegiatan dilaksanakan di kelas VIII-E SMP Negeri 01 Manokwari dengan pendekatan kontekstual berbasis etnomatematika. Materi disampaikan melalui ceramah interaktif, tayangan video, eksplorasi maket, dan tugas kelompok berbasis lembar kerja. Hasil kegiatan menunjukkan bahwa peserta didik mampu mengidentifikasi unsur bangun datar dan bangun ruang dalam struktur rumah adat secara tepat. Partisipasi siswa meningkat signifikan, ditunjukkan melalui keterlibatan aktif dalam diskusi dan ketepatan penyelesaian tugas. Pendekatan ini juga mendorong kemampuan berpikir kritis serta menumbuhkan apresiasi terhadap budaya lokal. Kendala utama terletak pada durasi kegiatan yang terbatas. Oleh karena itu, diperlukan pendampingan berkelanjutan melalui kegiatan tematik serupa dan perluasan cakupan ke kelas atau sekolah lain. Kegiatan ini dapat dijadikan model pembelajaran kontekstual untuk topik matematika lainnya di wilayah dengan potensi budaya yang kuat.
Kata kunci: Geometri; STEM; Etnomatematika; Rumah kaki seribu; Budaya lokal
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References
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