Praktik Baik Pembelajaran Matematika Sekolah Dasar Berbasis Kontekstual dan Reflektif untuk Penguatan Literasi Numerasi dan Karakter Siswa

Santy Widiani, Usep Soepudin

Abstract

Pembelajaran matematika di sekolah dasar memiliki peran strategis dalam membangun literasi numerasi dan karakter peserta didik. Namun, praktik pembelajaran di lapangan masih didominasi pendekatan prosedural dan berorientasi hasil, sehingga pemahaman konsep dan penguatan karakter belum berkembang secara optimal. Penelitian ini bertujuan mendeskripsikan praktik baik (best practice) pembelajaran matematika sekolah dasar yang kontekstual dan reflektif melalui integrasi pendekatan Realistic Mathematics Education (RME) dan Problem Based Learning (PBL). Metode yang digunakan adalah deskriptif kualitatif berbasis refleksi sistematis terhadap implementasi pembelajaran pada materi pecahan di kelas IV sekolah dasar. Teknik pengumpulan data meliputi observasi pembelajaran, dokumentasi aktivitas siswa, dan refleksi guru. Hasil menunjukkan bahwa pembelajaran matematika berbasis konteks nyata mampu meningkatkan keterlibatan siswa, memperdalam pemahaman konsep matematis, serta menumbuhkan nilai karakter integritas, disiplin, kerja sama, dan tanggung jawab. Praktik ini memberikan kontribusi nyata bagi pengembangan pembelajaran matematika SD yang selaras dengan penguatan literasi numerasi dan Profil Pelajar Pancasila.

Keywords

kontekstual; literasi numerasi; matematika; pembelajaran; praktik baik

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DOI: https://doi.org/10.20961/jr&d.v13i2.115123

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