Implementation the project-based learning using the context of Batik art in elementary mathematics learning

Samsul Pahmi, Nanang Priatna, Jarnawi Afgani Dahlan, Arif Muchyidin

Abstract


The integration of art into mathematics is currently still carried out by paying attention to the aesthetic value of student projects. However, its use has not been found to expand artistic or cultural values knowledge. This study aims to conduct a study related to the integration of batik art in mathematics learning on the topic of circles in elementary schools, where batik art contains not only aesthetic meaning but also cultural values and is the identity of the Indonesian nation. This research is focused on content design, the use of methods, and their effect on learning outcomes. The integration of batik art in learning is carried out to support the development of STEAM-based learning. This study used a quasi-experimental method using the design of One group posttest only with multiple substantive posttests, which was carried out in 2 different elementary schools in grade 6 with a sample of 41 students consisting of 28 female students and 13 male students. Experimental learning uses circular batik motifs as an art aspect and project-based learning (PjBL) as a learning method. Data collection was carried out using three instruments: a final student ability test, interviews, and questionnaires. The results show an increase in student learning outcomes, reducing students' anxiety levels in learning, increasing student activity, and providing alternative solutions for implementing fine arts in learning, especially mathematics, on the topic of circles at elementary school. This research is expected to provide benefits of knowledge related to how art or culture can be instilled simultaneously with lessons, especially mathematics learning for educators.

Keywords


batik arts; elementary school; mathematics; project-based learning

Full Text:

PDF

References


Almutlaq, Z. (2018). Understanding creativity: The nature of children's creativity and the development of creativity. The University of Toledo. https://www.proquest.com/openview/c9df86de32af5afabba6c85b86c3b7f3/1?pq-origsite=gscholar&cbl=18750&diss=y

Al-Fudail, M. & Mellar, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51(3), 1103-1110. https://doi.org/10.1016/j.compedu.2007.11.004

An, S. & Tillman, D. (2014). Elementary teachers’ design of arts based teaching: Investigating the possibility of developing mathematics-music integrated curriculum. Journal of Curriculum Theorizing, 30(1), 20–38. https://journal.jctonline.org/index.php/jct/article/view/511

Center, A. S. E. R. (2018). Annual status of education report. ASER Center. https://img.asercentre.org/docs/ASER%202018/Release%20Material/aserreport2018.pdf

Axel, E. S. & Levent, N. S. (Eds.). (2003). Art beyond sight: A resource guide to art, creativity, and visual impairment. American Foundation for the Blind. https://books.google.co.id/books?id=B4ioCFic7m0C&pg=PA12&lpg=PA11&ots=YniB5kEFzN&focus=viewport&dq=Axel#v=onepage&q=Axel&f=false

Azmidar, A., Darhim, & Dahlan, J. A. (2017, September). Enhancing students’ interest through mathematics learning. Journal of Physics: Conference Series, 895(1), 012072. https://doi.org/10.1088/1742-6596/895/1/012072

Cintang, N., Setyowati, D. L., & Handayani, S. S. D. (2017). Perception of primary school teachers towards the implementation of project based learning. Journal of Primary Education, 6(2), 81-93. https://journal.unnes.ac.id/sju/index.php/jpe/article/view/17552

Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin. https://www.alnap.org/system/files/content/resource/files/main/147.pdf

Cox, D. C. & Lo, J. J. (2019). Measurement and decomposition: Making sense of the area of a circle. Proceeding of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Missouri. https://eric.ed.gov/?id=ED606937

DeMoss, K. & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago Arts Partnerships in Education (CAPE).

http://capechicago.org/wp-content/uploads/2016/11/How-Arts-Integration-Supports-Student-Learning-Full-Report-CAPE.pdf

Dewey, J. (1986). Experience and education. in the educational forum. Informa UK Limited, 50(3), 241–252. https://doi.org/10.1080/00131728609335764

Dietiker, L. (2015). What mathematics education can learn from art: The assumptions, values, and vision of mathematics education. Journal of Education, 195(1), 1-10. https://doi.org/10.1177/002205741519500102

Eisner, E. W. (1998). Does experience in the arts boost academic achievement? Arts Education Policy Review, 100(1), 32-40. https://doi.org/10.1080/10632919809599448

Ferreira, V. G., & Canedo, E. D. (2020). Design sprint in classroom: Exploring new active learning tools for project-based learning approach. Journal of Ambient Intelligence and Humanized Computing, 11(3), 1191-1212. https://doi.org/10.1007/s12652-019-01285-3

Fishman, B. J., & Davis, E. A. (2006). Teacher learning research and the learning sciences. Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.033

Fitzgerald, S. L., Popa, C., Fitzgerald, C., & Vesa, A. (2021). Interdisciplinary learning for pre-service teachers. Revista Romaneasca pentru Educatie Multidimensionala, 13(1Sup1), 101-122. https://doi.org/10.18662/rrem/13.1sup1/387

Fritz, A., Haase, V. G., & Rasanen, P. (2019). International handbook of mathematical learning difficulties. Springer. https://doi.org/10.1007/978-3-319-97148-3

Gerdes, P. (2011, July). African basketry: Interweaving art and mathematics in Mozambique. Proceedings of Bridges 2011: Mathematics, Music, Art, Architecture, Culture (pp. 9-16). https://archive.bridgesmathart.org/2011/bridges2011-9.html

Gravemeijer, K. (1994). Developing realistic mathematics education. CD [beta] Press.

https://research.tue.nl/nl/publications/developing-realistic-mathematics-education

Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you?. School Psychology International, 26(5), 617-635. https://doi.org/10.1177/0143034305060802

Gude, O. (2009). The 2009 lowenfeld lecture: Art education for democratic life. Art Education, 62(6), 6-11. https://doi.org/10.1080/00043125.2009.11519039

Gutek, G. L. (2004). The Montessori method: The origins of an educational innovation: including an abridged and annotated edition of Maria Montessori's The Montessori method. Rowman & Littlefield Publishers.

https://books.google.co.id/books?hl=id&lr=&id=ixh0_T43eXgC&oi=fnd&pg=PP11&dq=Gutek,+G.+L.+(2004)

Hadim, H. A. & Esche, S. K. (2002). Enhancing the engineering curriculum through project-based learning. The 32nd Annual Frontiers in Education, IEEE. https://doi.org/10.1109/FIE.2002.1158200

Henriksen, D., Mehta, R., & Mehta, S. (2019). Design thinking gives STEAM to teaching: A framework that breaks disciplinary boundaries. In STEAM education (pp. 57-78). Springer, Cham. https://doi.org/10.1007/978-3-030-04003-1_4

Hershkowitz, R., Parzysz, B., & Dormolen, J. (1996). Space and shape. In international handbook of mathematics education (pp. 205–237). Springer Netherlands. https://doi.org/10.1007/978-94-009-1465-0_7

Hickman, R., & Huckstep, P. (2003). Art and mathematics in education. Journal of Aesthetic Education, 37(1), 1-12. https://doi.org/10.2307/3527417

Holubova, R. (2008). Effective teaching methods project-based learning in physics. Online Submission, 5(12), 27-36. https://eric.ed.gov/?id=ED504949

Hox, J. J. & Boeije, H. R. (2005). Data collection, primary vs. secondary. Encyclopedia of social measurement, 1(1), 593-599. https://doi.org/10.1016/b0-12-369398-5/00041-4

Hwang, W. Y., Lin, L. K., Ochirbat, A., Shih, T. K., & Kumara, W. G. C. W. (2015). Ubiquitous geometry: Measuring authentic surroundings to support geometry learning of the sixth-grade students. Journal of Educational Computing Research, 52(1), 26-49. https://doi.org/10.1177/0735633114568852

Ivins Jr., W. (2013). Art & Geometry: A Study in Space Intuitions. Harvard University Press. https://doi.org/10.4159/harvard.9780674184565

Jungnickel, P. W., Kelley, K. W., Hammer, D. P., Haines, S. T., & Marlowe, K. F. (2009). Addressing competencies for the future in the professional curriculum. American Journal of Pharmaceutical Education, 73(8). https://doi.org/10.5688/aj7308156

Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention. The Journal of Positive Psychology, 8(3), 233-241. https://doi.org/10.1080/17439760.2013.779011

Krajcik, J. S. & Blumenfeld, P. C. (2005). Project-based learning. In The Cambridge Handbook of the Learning Sciences (pp. 317–334). Cambridge University Press. https://doi.org/10.1017/cbo9780511816833.020

Li, Y. & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(1), 1-13. https://doi.org/10.1186/s40594-019-0197-9

Lipsey, M. W. & Aiken, L. S. (1990). Design sensitivity: Statistical power for experimental research. Sage.

https://books.google.co.id/books?hl=id&lr=&id=NXb5SbaMrXMC&oi=fnd&pg=PA7&dq=Lipsey,+M.+W.,+%26+Aiken,+L.+S.+(1990)

Masnick, A. M. & Klahr, D. (2003). Error matters: An initial exploration of elementary school children's understanding of experimental error. Journal of Cognition and Development, 4(1), 67-98. https://doi.org/10.1080/15248372.2003.9669683

Miller, S. P. & Mercer, C. D. (1997). Educational aspects of mathematics disabilities. Journal of learning disabilities, 30(1), 47-56. https://doi.org/10.1177/002221949703000104

Mohyuddin, R. G. & Khalil, U. (2016). Misconceptions of students in learning mathematics at primary level. Bulletin of Education and Research, 38(1), 133-162. https://eric.ed.gov/?id=EJ1210348

Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of applied school psychology, 21(1), 99-125. https://doi.org/10.1300/J370v21n01_05

Piaget, J. (1976). Piaget’s theory. In Piaget and His School (pp. 11–23). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2

Pumfrey, E., & Beardon, T. (2002). Art and Mathematics--Mutual Enrichment. Micromath, 18(2), 21-26. https://eric.ed.gov/?id=EJ654565

Quigley, C. F. & Herro, D. (2016). “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 25(3), 410-426. https://doi.org/10.1007/s10956-016-9602-z

Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of experimental social psychology, 48(3), 731-737. https://doi.org/10.1016/j.jesp.2011.12.012

Steffe, L. P. (1991). The constructivist teaching experiment: Illustrations and implications. In Radical constructivism in mathematics education (pp. 177-194). Springer, Dordrecht.

https://doi.org/10.1007/0-306-47201-5_9

Trujillo, K. M., & Hadfield, O. D. (1999). Tracing the roots of mathematics anxiety through in-depth interviews with preservice elementary teachers. College student journal, 33(2), 219-219. https://link.gale.com/apps/doc/A62839422/AONE?u=anon~9820beb3&sid=googleScholar&xid=22427800

Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of educational psychology, 87(3), 406. https://doi.org/10.1037/0022-0663.87.3.406

Widada, W., Herawaty, D., & Lubis, A. N. M. T. (2018). Realistic mathematics learning based on the ethnomathematics in Bengkulu to improve students’ cognitive level. Journal of Physics: Conference Series, 1088(1), 012028.

https://doi.org/10.1088/1742-6596/1088/1/012028

Widiasworo, E. (2017). Strategi dan metode mengajar siswa di luar kelas (outdoor learning) secara aktif, kreatif, inspiratif, dan komunikatif [Strategies and methods of teaching students outside the classroom (outdoor learning) are active, creative, inspiring, and communicative]. Ar-Ruzz Media. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1138120

Winner, E., & Cooper, M. (2000). Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. Journal of Aesthetic Education, 34(3/4), 11-75. https://doi.org/10.2307/3333637




DOI: https://doi.org/10.29408/jel.v8i2.4790

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Samsul Pahmi, Nanang Priatna, Jarnawi Afgani Dahlan, Arif Muchyidin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 Creative Commons License
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats