eprintid: 66473
rev_number: 24
eprint_status: archive
userid: 1290
dir: disk0/00/06/64/73
datestamp: 2019-10-31 03:13:00
lastmod: 2019-10-31 03:13:00
status_changed: 2019-10-31 03:13:00
type: thesis
metadata_visibility: show
creators_name: Wulandari, Septi Yana
creators_name: Wutsqa, Dhoriva Urwatul
title: Pengembangan Perangkat Pembelajaran Matematika SMP dengan Metode Guided Inquiry Berbasis Budaya Lokal Berorientasi pada Kemampuan Penalaran, Koneksi dan Apresiasi terhadap Matematika.
ispublished: pub
subjects: F4
divisions: pps_math
full_text_status: public
keywords: guided inquiry, budaya lokal, penalaran, koneksi, apresiasi
abstract: Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran segitiga segiempat dengan metode guide inquiry berbasis budaya lokal berorientasi pada kemampuan penalaran, koneksi dan apresiasi terhadap matematika yang valid, praktis dan efektif
Penelitian ini adalah penelitian pengembangan, dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Instrumen penelitian meliputi lembar validasi, lembar penilaian kepraktisan, lembar observasi keterlaksanaan pembelajaran, tes kemampuan penalaran, tes kemampuan koneksi dan angket apresiasi terhadap matematika. Subjek uji coba penelitian adalah guru dan siswa kelas VII C SMP N 1 Pakem. Analisis validitas dan kepraktisan data dilakukan dengan mengkonversi skor aktual menjadi data kualitatif dalam bentuk skala lima. Analisis data efektivitas berdasarkan hasil tes dan kuesioner dilakukan dengan uji one sample t-test. Perangkat pembelajaran dikatakan efektif jika nilai rata-rata tes kemampuan penalaran dan tes kemampuan koneksi lebih dari 75, dan skor rata-rata hasil angket apresiasi siswa terhadap matematika lebih dari 74,8.
Hasil penelitian ini adalah seperangkat pembelajaran matematika dalam bentuk Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kerja Siswa (LKS) dengan menggunakan metode guided inquiry berbasis budaya lokal berorientasi pada kemampuan penalaran, kemampuan koneksi dan apresiasi terhadap matematika. Perangkat pembelajaran yang dikembangkan memenuhi kriteria valid, yang ditunjukkan oleh hasil validasi RPP dengan kategori “sangat baik”, dan validasi lembar kerja siswa dengan kategori “sangat baik”. Perangkat pembelajaran yang telah dikembangkan memenuhi kriteria praktis ditunjukkan oleh hasil penilaian kepraktisan oleh guru dengan kategori “baik”, hasil penilaian kepraktisan oleh siswa dengan kategori “baik”, dan rata-rata persentase keterlaksanaan pembelajaran kegiatan guru dan siswa lebih dari 80%. Perangkat pembelajaran yang dikembangkan memenuhi kriteria efektif, yang ditunjukkan dengan hasil nilai rata-rata tes kemampuan penalaran siswa mencapai 83,18, nilai rata-rata tes kemampuan koneksi siswa mencapai 85,22 dan skor rata-rata hasil angket apresiasi siswa terhadap matematika mencapai 81,03. Oleh karena itu, perangkat pembelajaran memenuhi kriteria valid, praktis, dan efektif.
date: 2019-08-27
date_type: published
institution: Program Pascasarjana
department: Pendidikan Matematika
thesis_type: tesis
referencetext: Agustini, R.Y., Suryadi, D., & Jupri, A. (2017). Construction of Open-Ended Problems for Assessing Elementary Student Mathematical Connection Ability on Plane Geometry. J. Phys: Conf. Ser. 895012148.
Akker, J. V. D. Et al. (2006). Educational design research. New York: Routledge.
Alangui , V. A. & Rosa, M. ( 2016). Role of Ethnomathematics in Mathematics Education. In Current and Future Perspective of Ethnomathematics as a Program. Switzerland : Springer Nature.
Alken, L. R. (1974). Two Scales of Attitude toward Mathematics. Journal for Research in Mathematics Education, 5(2), 67.
Allen, M. J., & Yen, W. M. (1979). Introduction to Measurement Theory. California: Brooks/Cole Publishing Company.
Amir-Mofidi, S., Amiripour, P., & Bijan-Zadeh, M.,H. (2012). Instruction of Mathematical Concepts through Analogical Reasoning Skills. Indian Journal of Science and Technology, 5(6). 2916-2922.
Arends, R., and Kilcher, A. (2010). Teaching for student learning: Becoming an accomplished teacher. New York: Routledge.
Arfandi, Juz’an. (2016). Pengembangan Perangkat Pembelajaran Matematika SMP dengan Pendekatan Kontekstual Budaya Lombok Berorientasikan Prestasi Belajar Matematika dan Apresiasi Terhadap matematika Bangsa.Thesis : PPs UNY tidak diterbitkan.
Ayal, C., S., Kusuma, Y., S., Sabandar, J., & Dahlan, J., A., (2016). The Enhancement of Mathematical Reasoning Ability of Junior High School Students by Applying Mind Mapping Strategy. Journal of Education and Practice.
Barret, T. (2007). Teaching towards appreciation. In L. Bresler (Eds.), International handbook of research of arts educations .(639-654). New York, NY: Routledge.
Blum, W. (2015). Quality teaching of mathematical modelling: what do we know, what can we do? In S. J. Cho (Ed.), The proceedings of the 12th international congress on mathematical education: intellectual and attitudinal challenges, 73–96. Cham: Springer.
Bock, D. D, Dooren, W.V., Janssens , D. and Verschaffel, L. (2002). Improper Use Of Linear Reasoning: An In-Depth Study Of The Nature And The Irresistibility Of Secondary School Students’ Errors. Educational Studies in Mathematics Journal, Vol. 50, pp. 311–334.
 Ban chi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and
 Children, 46(2), 26–29.
138
Boesen, J., Lithner, J., Palm,T.(2010). The relation between types of assessment tasks and the mathematical reasoning students use. Educ Stud Math,.75, 89- 105.
Branch, R. M. (2010). Instructional design: ADDIE Approach. Boston, MA: Springer US.
Brodie, Karin.(2010). teaching mathematical reasoning in secondary school classroom. New York City: Springer Science and Bussiness Media.
Bunterm,T. et al. (2014). Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured Inquiry. International Journal of Science Education. 36(12).
Cai, J. & Cirillo, M. (2013). What do We Know about Reasoning and Proving? Opportunities and Missing Opportunities from Curriculum Analyses. International Journal of Educational Research. 64, 132-140.
Cai, J. & Ding, M. (2015). On mathematical understanding: perspectives of experienced Chinese mathematics teachers. J Math Teach Educ, 18(5),1–25.
Chambers, P. (2008). Teaching Mathematics. London, UK: SAGE Publicatin. Christou, C., and Papageorgiou, E. (2007). A Framework Of Mathematics
Inductive Reasoning. Learning and Instruction Journal.
Coffman, T. (2009). Engaging students through Inquiry-oriented learning and
teaching and technology. Maryland: Rowman dan Littlefield Publisher. Cowan, P. (2006). Teaching matematics a handbook for primary and secondary
school teacher. New York, NY: Routledge
Delay, D., et al. (2015). Stable same-sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children. British Journal of Developmental Psychology, 33, 519-532.
Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12).
Ebel, R. L. & Frisbie, D. A. (1986). Essentials of Educational Measurement. Englewood Cliffs, NJ: Prentice-Hall., Inc
Eli, J. A., Lee, C., & Mohr-Schroeder, M. J. (2013). Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry. School Science and Mathematics Journal, 113(3), 120-134.
Ernest, P. (2015). The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?. International Journal of Education in Mathematics, Science and Technology. 3, 187-192.
Fehr, H.F. (1951). Teaching for Appreciation of Mathematics. Presented before the mathematics section of the central association of science and mathematics teachers, Cleverland, Ohio, November 23, 1951.
139

Galbraith, P. L., Henn, H.W, Niss, M. (2007). Modelling and Applications in Mathematics Education. New York, NY: Springer.
Gall, M. D., Borg, W. R., & Gall, J.P. (2003). Educational Research: An Introduction (7ed). Allyn & Bacon.
García-García, J., & Dolores-Flores, C. (2017). Intra-mathematical connections made by high school students in performing Calculus tasks. International Journal of Mathematical Education in Science and Technology. 49(2), 227- 252.
Girod, M., Rau, C., & Schepige, A. (2003). Appreciating the Beauty of Science Ideas: Teaching for aesthetic Understanding. Science education, 87(4), 574- 587.
Goodchild, S., Fuglestad, A.B., & Jaworski, B. (2013). Critical Alignment in Iquiry-Based Practice in Developing Mathematics Teaching. Educational Studies in Mathematics, 84(3), 393-412.
Goos, M. E., Stillman, G., and Vale, C. (2007). Teachig secondary school mathematics: Research and practise for 21th century.Singapore: CMO Image Printing
Gulo, W. (2002). Strategi Belajar Mengajar. Jakarta: PT Grasindo
Gunhan, B.C. (2014). A case study on the investigation of reasoning skills in
geometry. South African Journal of Educations. 34(2).
Hapsari,D.R. (2016). Pengembangan Perangkat Pembelajaran Matematika SMP Kelas VII Semester Genap dengan Pendekatan Problem-Based Learning dan Budaya Lokal Belitung Berorientasi pada Kemampuan Penalaran dan Prestasi Belajar Siswa. Thesis : PPs UNY tidak diterbitkan.
Hardiati, S. (2017). Etnomatematika: Aplikasi Bangun Datar Segiempat pada Canadi Muaro Jambi. Aksioma, 8(2), 99-110.
Hardy, G.H.(2005). A Mathematician’s Apology. Edmonton : Universitas of Alberta Mathematical Science Society.
Haylock, D. and Thangata, F. (2007). Key Concepts in Teaching Primary Mathematics. London: SAGE Publication.
Hellmuth, R.(2014). Predicting Science Literacy and Science Appreciation.HIM 19902015. 1668 .http://stars.library.ucf.edu/honorstheses1990-2015/1668
Ibrahim and Suparni. (2008). Strategi pembelajaran matematika. Strategi pembelajaran matematika. Yokyaarta: Sukses Offset
Ismail, Z., Kasmin, M.K., and Alias, N. (2005). The mathematics carnival : A platform to appreciate mathematics. The Mathematics Education into the 21st Century Project Universiti Teknologi Malaysia. (115-118)
Jäder, J., Sidenvall, J., & Sumpter, L. (2014). Students’ Mathematical Reasoning and Beliefs in Non-routine Task Solving. International Journal of Science and Mathematics Education.15(4), 759-776.
140

Jaisook, S., Chitmongkol, S., and Thongthew. (2013). A Mathematics Instructional Model by Integrating Problem-Based Learning and Collaborative Learning Approaches. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 13(2), 271-294..
Jarret, L.J. (1991). The teaching of values: Caring and appreciation. New York : Routledge
Jiang, F., & McComas, M. F. (2015).The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data. International Journal of Science Education, 37(3). 554-576.
Jones, O., & Davis, R. (2011). Instructional Design Methods Integrating Instructional Technology. In Instructional Design: Concepts, Methodologies, Toolsand Applications (101-113). IGI Global.
Kaasila, R., Pehkonen, E., & Hellinen, A. (2010). Finnish Pre-Service Teachers’ And Upper Secondary Students’ Understanding Of Division And Reasoning Strategies Used. Educ Stud Math Journal, 73(3), 247–261
Kanold, T.D., Briars D.J., and Fennell, F. (2012). What principals need to know about teaching and learning mathematics. Bloomington, IN: Solution Tree Press.
Kemendikbud.(2016). Panduan Pembelajaran untuk Sekolah Menengah Pertama. Jakarta : Kemendikbud Direktorat Jenderal Pendidikan Dasar dan Menengah
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. Washington, D.C: National academy press
Koentjaraningrat. (2009). Pengantar ilmu antropologi (rev. Ed). Jakarta: Rineka Cipta
Kottak C.P. (2006). Cultural anthropology. New York: McGraw-Hill
Kramarski,B. & Meverech Z.R. (2003).Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training. American Educational Research Journal Spring, 40, 281-310.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: learning in the 21st century. London: Libraries Unlimited
Kuntoro, Aji. (2016). Pengembangan Perangkat Pembelajaran Bangun Ruang Menggunakan Model Pembelajaran Guided inquiry di SMP untuk Meningkatkan Hasil Belajar dan Apresiasi terhadap matematika dalam Belajar. Thesis : PPs UNY tidak diterbitkan.
Kuster, G., Johnson, E., Keene, K., & Andrews-larson, C. (2017). Inquiry- oriented instruction : A conceptualization of the instructional principles. PRIMUS, 28(1), 13-30.
141

Kyariaocou, C. (2009). Effective teaching in school theory and practice (3nd ed). London: Nelson Thornes Ltd.
Maarif, S.(2006). Improving Junior High School Students’ Mathematical Analogical Ability Using Discovery Learning Method. Internasional Journal of Research in Eduation and Science, 2(1), 114-124
Maaβ, K. and Artique, M. (2013). Implementation of Inquiry learning in day-to- day teaching: a synthesis. ZDM Mathematics Education, 4. 779-795.
Makgato, M. (2012). Identifying Constructivist Methodologies and Pedagogic Content Knowledge in the Teaching and Learning of Technology. Procedia- Social and Behavioral Sciences, 47, 1398-1402.
Marshman, M. (2014). Using concept maps to show 'connections' in measurement: An example from the Australian curriculum [online]. Australian Mathematics Teacher, 70(4), 11-20. Availability: <https://search.informit.com.au/documentSummary;dn=906038043570179;r es=IELHSS>
Marsigit, dkk. (2016). Prosiding Seminar Nasional Etnomatnesia. ISBN : 978- 602-6258-07-6
Matsumoto, D., & Juang, L. (2013). Culture and Psychology. Ottawa: Nelson Education, Ltd.
Matthew, B., & Kenneth, I. O. (2013). A Study on the Effects of Guided Inquiry Teaching Method on Students Achievement in Logic. International Researcher, 2(1), 135–140.
McAllister, J. W. (2005). Mathematical Beauty and the Evolution of the Standards of Mathematical Proof. Dalam Emmer, M. (Ed.).(2005). The visual mind II. Mass : MIT Press, Cambridge.
McArdle, G. (2010). Instructional Design for Action Learning. New York, NY: Amacom.
Moon, D., David, B. C., & Uri, Z. (2007). Teaching, Learning, and The Curriculum in Secondary School. New York, NY: Routledge.
Moore, K. D. (2009). Effective instructional strategies from theory to practice (2nd ed). Thousand Oaks: SAGE Publications Ltd.
Mullis, I.V.S, Martin, M.O, Foy, P. (2005). IEA’s TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College
Mullis, I.V.S., Martin, M.O., Foy, P., & Arora, A. (2012) . TIMSS 2011 Internastional Result in Mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College
NCTM. (2000). Principles and Standards for School Mathematics. Reston: VA: Nation Council of Teachers of Mathematics.
142

Nieveen, N. (1999). Prototyping to reach product quality in Akker, Design approaches and tools in education and training. Springer Science, Business Media Dordrecht.
Nitko, A.J. & Brookhart, S.M. (2011). Educational Assessment of Student. Boston, MA: Pearson Education.
Ormrod, J. E. (2003). Educational psychology for thr classroom : constructivism and social learning. New york, NY : Routledge.
Palhares, P. (2012). Mathematics education and ethnomathematics: The connection in need of reinforcement. Journal of Research in Mathematics Education, 1(1), 79–92.
Parwati, et al. (2018). Local Wisdom-Oriented Problem-Solving Learning Model to Improve Mathematical Problem-Solving Ability.Journal of Technology and Science Education
Pedaste, M. Et al. (2015). Phases of Inquiry-Based Learning: Definitions and the Inquiry Cycle. Educational Research Review, 14. 47-61.
Pergub. (2012). Peraturan Gubernur Daerah Istimewa Yogyakarta Rencana Strategis Pembangunan Pendidikan Daerah nomor 77 tahun 2012
Permendikbud. (2014). Peraturan menteri pendidikan dan kebudayaan RI nomor 103 tahun 2014 tentang pembelajaran pada pendidikan dasar dan menengah.
Permendikbud. (2016). Peraturan menteri pendidikan dan kebudayaan RI nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah.
Posamentier, A.S., Jaye, D., & Krulik, S. (2007). Exemplary Practice for Secondary Math Teacher. New York : ASCD.
Pramudita, K., & Rosnawati, R. ( 2019). J. Phys.: Conf. Ser. 1200 012002. Pratikno, H. (2018). Etnomatematika pada Bregada Prajurit Keraton Yogyakarta.
Prosiding Seminar Nasional Etnomatnesia. ISBN: 978-602-6258-07-6.
Pritchard, A. (2009). Ways of Learning : Learning Theories and Learning Styles in The Classroom. New York, NY: Routledge.
Pugh, K. J., & Phillips, M. M. (2011). Helping Students Develop an Appreciation for School Content. Theory Into Practice, 50(4), 285–292.
Rahyubi, H. (2012). Teori-teori Belajar dan Aplikasi Pembelajaran Motoric: Deskripsi dan Tinjauan Kritis. Bandung: Nusa Media.
Rellensmann, J. & Schukajlow, S. (2017). Do Students Enjoy Computing a Triangle’s Side? Enjoyment and Boredom While Solving Problems with and Without a Connection to Reality from Students’ and Pre-Service Teachers’ Perspectives. J Math Didakt.
Richey, R. C. & Klein, J. D. (2007). Design and development research. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
143

Rosa, M., & Gavarrete, M.,E. (2016). Polysemic Interactions between Ethnomathematics and Culturally Relevant Pedagogy. In Current and Future Perspective of Ethnomathematics as a Program. Switzerland : Springer Nature.
Rosa, M., & Orey, D.,C. (2016). State of Art in Ethnomathematics. In Current and Future Perspective of Ethnomathematics as a Program. Switzerland : Springer Nature.
Rosa,M. and Orey,D. C. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2). 32-54
Samovar, L.A., Porter, R.E., and McDaniel, E.R. (2010). Komunikasi lintas budaya (Terjemahan Indri Margareta Sidabalok). Singapore: Salemba Humanika (Buku asli terbitan tahun 2010).
Sanjaya, Wina.(2006).Strategi Pembelajaran Berorientasi Standar Proses Pendidikan.Jakarta:Prenada Media Group
Santrock, J. (2011). Educational Psychology (5th ed).New York: Mc Graw Hill
Schultes, and Shannon. (2001). comparison of the final grades of students in intermediate algebra taught with and without an etnomathematical pedagogy. In Sholihah, D.A. dan Mahmudi, A. (2015) Keefektifan Experiental Learning Pembelajaran Matematika MTs Materi Bangun Ruang Sisi Datar.Jurnal Riset Pendidikan Matematika.Vol.2.No.2.(175-185).
Schunk, D. H. (2012). Learning Teories: An Educational Perspective. Boston, MA: Pearson Education.
Shirley, L., & Palhares, P. (2016). Ethnomathematics and its Diverse Pedagogical Approaches. In Current and Future Perspective of Ethnomathematics as a Program. Switzerland : Springer Nature.
Sholihah, D.A. and Mahmudi, A. (2015) Keefektifan Experiental Learning Pembelajaran Matematika MTs Materi Bangun Ruang Sisi Datar.Jurnal Riset Pendidikan Matematika.Vol.2.No.2.(175-185).
Sidenvall, J., Lithner, J., & Jäder, J. (2014). Students’ Reasoning in Mathematics Textbook Task-Solving. International Journal of Mathematical Education in Science and Technology.
Slavin, R. E. (2006). Educational psychology: Theory and practice. United States of America: Pearson Education, Inc.
Son, J.W. and Crespo, S. (2009). Prospective Teachers’ Reasoning And Response To A Student’s Non-Traditional Strategy When Dividing Fractions. Math Teacher Educ Journal, 12, 235–261.
 Smith, S. B. (2019). Engineer to Educator. In M. Van Sickle, J. Swanson, J.
 Bazler, & K. Lubniewski (Eds.), Identifying, Describing, and Developing Teachers Who Are Gifted and Talented (pp. 63-67). Hershey, PA: IGI
 Global.
144

Stacey, K. (2006).What is mathematical thinking and why is it important. Progress report of the APEC project: collaborative studies on innovations for teaching and learning mathematics in different cultures (II)-Lesson study focusing on mathematical thinking. ( search: https://www.researchgate.net/publication/254408829_WHAT_IS_MATHE MATICAL_THINKING_AND_WHY_IS_IT_IMPORTANT)
Stylianides, A.J., & Stylianides, G.J. (2006).Content knowledge for mathematics teaching: The case reasoning and proving. Proceeding 30th conference of the International Group for the psychology of mathematics educations, 5.
Stylinanides, G.J., (2008). An Analytic Framework of Reasoning-and-Proving.
FLM Publishing Association.
Sugiman.(2008).Koneksi Matematika dalam Pembelajaran Matematika di SMP.Pythagoras, 4(1), 56-66.
Sulistyowaty, R. K., & Prafianti, R. A. (2017). Implementation of Inquiry Strategy on Exponent , Roots and Logarithm Implementation of Inquiry Strategy on Exponent , Roots and Logarithm. Journal of Physics: Conference Series PAPER, 1–5.
Supardi and Leonard. (2010). Pengaruh konsep diri, sikap siswa pada matematika, dan kecemasan siswa terhadap hasil belajar matematika. Cakrawala Pendidikan, XXIX, 3, 341-352
Syahrin, M.A. Turmudi., & Puspita, E. (2013). Study Ethnomathematics of Aboge (Alif, Rebo, Wage) Calendar as Determinant of the Great Days of Islam and Traditional Ceremony in Cirebon Kasepuhan Palace . Proceedings of International Seminar on Mathematics, Science, and Computer Science Education (MSCEIS 2015) AIP Conf. Proc. 1708, 060009-1–060009-10.
Tai, W.C., & Lin, S.W. (2015). Relationship between Problem-Solving Style and Mathematical Literacy. Educational Research and Reviews, 10(11), 1480– 1486.
Tipps,S., Johnson, A., and Kennedy, L.M. (2011). Guiding Children's Learning of Mathematics. Belmont, CA: Wadsworth Publishing Company.
Toth, E. E., Ludvico, L. R., & Morrow, B. L. (2014). Blended inquiry with hands- on and virtual laboratories : the role of perceptual features during knowledge construction. Interactive Learning Environments, 22(5), 614- 630.
Trianto. (2010). Model pembelajaran terpadu konsep, strategi, dan implementasinya dalam kurikulum tingkat satuan pendidikan (KTSP). Jakarta: Bumi Aksara.
Turmudi. (2017). Ethnomathematics : Apa Mengapa dan Bagaimana Implementasi dalam Pembelajaran Matematika di Kelas. Dipresentasikan dalam Seminar Nasional dan Pendidikan Matematika (2nd SENATIK). Prodi Pendidikan Matematika Universitas PGRI Semarang.
145

Ural, E. (2016). The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students ’ Chemistry Laboratory Attitudes , Anxiety and Achievement. Journal of Education and Training Studies, 4(4), 217–227.
Van den Akker, J. (1999). Design Approaches and Tools in Education and Training. London: Kluwer Academic Publisher.
Walle, J. A. V., Karp, K.S., Bay-Williams, J. M., & Wray, J. (2013). Elementary and Midlle School Mathematics: Teaching Developmentally 8th ed. USA : Pearson Education.
Ward, B. B., Campbell, S. R., Goodloe, M. R., Miller, A. J., Kleja, K. M., Kombe, E. M., & Torres, R. E. (2010). Assessing a Mathematical Inquiry Course: Do Students Gain an Appreciation for Mathematics? .PRIMUS, 20(3), 183– 203.
Widiyoko, E. P. (2016). Evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. Yogyakarta: Pustaka Pelajar.
Wijaya, A. Heuvel-Panhuizen, M. V.D., & Doorman, M.(2015).Opportunity-to- learn context-based task provided by mathematics textbooks. Educ Stud Math 89, 41-65.
Woolfolk, A. (2009). Educational psycology active learning edition (10thed). Boston: Pearson Education, Inc.
Zion, M., &Sadeh, I. (2007).Curiosity and open inquiry learning. Journal of Biological Education, 41(4), 162-169.
citation:   Wulandari, Septi Yana and Wutsqa, Dhoriva Urwatul  (2019) Pengembangan Perangkat Pembelajaran Matematika SMP dengan Metode Guided Inquiry Berbasis Budaya Lokal Berorientasi pada Kemampuan Penalaran, Koneksi dan Apresiasi terhadap Matematika.  S2 thesis, Program Pascasarjana.   
document_url: http://eprints.uny.ac.id/66473/3/COVER.pdf
document_url: http://eprints.uny.ac.id/66473/2/BAB%20I.pdf
document_url: http://eprints.uny.ac.id/66473/3/BAB%20II.pdf
document_url: http://eprints.uny.ac.id/66473/1/BAB%20III.pdf
document_url: http://eprints.uny.ac.id/66473/2/BAB%20IV.pdf
document_url: http://eprints.uny.ac.id/66473/1/BAB%20V.pdf
document_url: http://eprints.uny.ac.id/66473/4/DAFTAR%20PUSTAKA.pdf
document_url: http://eprints.uny.ac.id/66473/5/LAMPIRAN.pdf