Desain Local Instruction Theory pada Pembelajaran Pengukuran melalui Kue Tradisional Katirisala dalam Perspektif Etnomatematika

Abstract

Measurement learning in schools tends to emphasize procedural aspects, causing students to experience difficulties in understanding measurement concepts and their applications in everyday life. One alternative to address this issue is the development of contextual learning through an ethnomathematical approach. This study aims to describe a Local Instruction Theory (LIT) design for teaching measurement by utilizing Katirisala, a traditional Bugis cake, as an ethnomathematical context. The study employed a descriptive qualitative design study approach. Data were collected through literature review and documentation of Katirisala characteristics, as well as references related to ethnomathematics, Local Instruction Theory, Realistic Mathematics Education, and measurement learning. Data analysis focused on identifying mathematical elements embedded in Katirisala and organizing them into a systematic learning trajectory. The findings revealed that Katirisala contains various measurement concepts, including length, width, height, thickness, volume, comparison, and measurement units. Based on these concepts, a Local Instruction Theory design was developed consisting of learning objectives, predictions of students’ prior knowledge, ethnomathematical contexts, learning trajectories, and anticipated student strategies and responses. The resulting learning trajectory comprises five stages: contextual exploration, identification of measurement concepts, measurement activities, comparison and estimation, and concept generalization. The proposed design demonstrates that integrating ethnomathematics with Local Instruction Theory has the potential to support more meaningful, contextualized, and culturally relevant measurement learning experiences. Furthermore, the design provides opportunities for students to connect formal mathematical concepts with their cultural backgrounds and everyday experiences. Future studies are recommended to implement and evaluate the effectiveness of the proposed design in actual classroom settings.