Designing Hypothetical Learning Trajectory using History of Java Museum through Ethno-RME and MathCityMap Irma Risdiyanti (a)*, Masitah Shahrill (b)
(a) Universitas Ahmad Dahlan Yogyakarta, Indonesia
*irma.risdiyanti96[at]gmail.com
(b) Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam
Abstract
In mathematics education at schools, it is crucial to reinforce the relevance of the mathematical concepts taught to students^ daily lives and culture. This is important to enable students to understand mathematical concepts effectively and develop problem-solving skills that are useful in their everyday lives. However, education in schools often teaches unconnected mathematics with students^ daily lives. To address this issue, an approach is needed to bridge mathematics with students^ everyday lives and culture. One such approach is Ethno-RME, which emphasizes the use of real-life contexts as a starting point in learning. Ethno-RME can be effectively integrated with learning technologies, such as MathCityMap. In Indonesia, one real-life context that can be used as a starting point for mathematics learning is the History of Java Museum which has philosophical and historical value regarding the civilization of Javanese society from prehistoric times to the present day. Besides the philosophical and historical value, the Museum History of Java also encompasses many mathematical concepts that can be used as learning contexts. Therefore, this study aims to design a Hypothetical Learning Trajectory (HLT) using the Museum History of Java as a context through the Ethno-RME approach and utilizing the MathCityMap application. The research data were obtained through literature studies and documentation. The results of this research are the HLT and math trail focusing on two-dimensional shapes around the Museum History of Java. By integrating mathematics in school with real life, this research can strengthen the connection between mathematics and students^ everyday lives and culture. Hopefully, this research can be a reference for teachers and researchers to develop innovative learning and can give a new perspective in the education field about the importance of connecting mathematics education with students^ real life.
Keywords: design learning, Ethno-RME, history of java museum, HLT, MathCityMap
