Conceptual Understanding Through Yogyakarta Keraton Train

Abstract

Understanding the concept is the foundation for solving problems in everyday life. To help students' understanding of concepts, Ethnomathematics was here to facilitate students in learning. With Ethnomathematics-based mathematics learning, the problems used will be more easily accepted by students and the learning that occurs is more meaningful because of problems in the form of problems in everyday life related to student culture and environment. This study used a qualitative descriptive approach. The purpose of this study is to describe the understanding of the concept of grade VII students of MTS n 8 Sleman after the implementation of Ethnomathematics-based learning of the Kraton Yogyakarta Train. The results of this study found that SR subjects are included in the category of good understanding of concepts. Because it can solve 6 questions that refer to 7 indicators of understanding mathematical concepts. NL subjects are included in the category of good concept understanding because it can solve 5 questions out of 6 questions that refer to 7 indicators of understanding mathematical concepts. The subject of AN is included in the category of good concept understanding because it can solve 5 questions out of 6 questions that refer to 7 indicators of understanding mathematical concepts.