Fostering Number Sense through the Cultural Context of Sedekah Rame: A Design Research Study in PMRI-Based Mathematics Learning for Junior High School Students
DOI:
https://doi.org/10.35706/sjme.v10i1.13313Keywords:
PMRI, Number Sense, Sedekah Rame, Design ResearchAbstract
The dominance of procedural learning in mathematics underscores the need for contextually and meaningfully designed learning experiences to develop students' number sense. This study aims to develop a PMRI learning design grounded in Sedekah Rame's local cultural context to foster number comprehension skills among junior high school students. This study uses a validation design research method implemented through three stages: preliminary design, teaching experiments, and retrospective analysis. The subjects of the study were 8th-grade students of SMP Negeri 3 Lubuklinggau. The data collection techniques used include observation, interviews, field notes, and documentation. The developed learning design focuses on four indicators of number sense: estimation, mental calculation, assessment of numerical magnitude, and assessment of the rationality of results. The results indicate that the Sedekah Rame context can present meaningful mathematical situations and encourage the emergence of more flexible numerical strategies. However, the results of the teaching experiment also indicate that developing number comprehension requires a strong conceptual framework and a continuous learning process. This study makes theoretical contributions by developing a local learning theory based on PMRI, as well as practical contributions for teachers in designing contextual and meaningful mathematics learning.
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